Footnote 2 In Indonesia, radicalization movements have often found fertile ground in institutions of higher education. Religious radicalization has become a problem for many countries in the world, Footnote 1 and has frequently resulted in asymmetric warfare. This article presents the IL model as a ‘best practice’ and urges the revitalization of religious education materials and learning models to improve students’ religious experiences and communicate peaceful, inclusive and humanistic religious values. Under this model, religious learning has shifted from a doctrinal to a humanistic-functional approach.
This study finds that IL learning involves direct learning at Christian colleges and places of worship, living in villages, and inviting leaders of various faiths to institutions of Islamic higher education. To analyse this model’s effectiveness in reducing radicalization, this article maps recent changes in the management of religious lectures and courses by focusing on two renowned institutions in Indonesia: Maulana Malik Ibrahim State Islamic University (UIN), Malang, and Tulungagung State Islamic Institute (IAIN).
In response, institutions of Islamic higher education in Indonesia have developed interreligious literacy (IL) learning.
Extremism and radicalization have become serious problems that are spreading rapidly around the world, penetrating even institutions of higher education in Indonesia.
0 kommentar(er)
