Rekonstruksi Paradigma Pemikiran NU: Telaah Metode Istinbat Hukum Islam NU

oai:ojs2.e-jurnal.stai-nuruliman.ac.id:article/3NU society organizations in Indonesia, the largest Islamic world even, NU is a centrist and moderate thinking organitations. Lajnah Bah}th al-Masa>’il (LBM) is a religious fatwa institution owned by NU. Operationally it conduct a study of Islamic law to find the legal provisions of the problems that occur in the community (masa'il waqi'iyyah). There has been a paradigm shift in the thinking of qawli madhhab switch to a manhaji madhhab

Critical Thinking: Definition and Structure

The development of critical thinking as an essential skill in 21st century learning is uncontested within educational and professional settings. The degree to which it is operationally defined, taught and assessed, however, remain at large. This incongruence complicates efforts to develop critical thinking in students, as well as devise intervention techniques and assessment tools. This framework has been developed to address the challenges associated with teaching and assessing critical thinking. While there are many definitions of the skill, as outlined in the first part of this document, few definitions provide a means to operationalise critical thinking in the classroom. The framework outlines critical thinking processes along prescribed strands and aspects informed by a sound evidentiary basis. The aspects contained within the framework are designed to provide foci for teaching and the basis of assessment

Where has the Strategic Thinking Gone in the Non-profit Board Room? A Study of Board Member Perception and Reality

As a practitioner working closely with independent school boards the researcher observed that many boards of small to medium sized independent schools were operationally focussed to the detriment of strategic thinking. Much of the literature on board governance effectiveness stresses the importance of strategic thinking, yet some empirical studies suggest not all non-profit boards are strong in this area. Research however is limited, especially in the independent school sector. This paper therefore presents an empirical study of the extent of strategic thinking in seven independent school boards. The study reveals an alarming picture as to the extent their strategic thinking. This paper begins by initially setting the scene, highlighting the importance of strategic thinking in the relevant literature before presenting the study and its findings. The reality revealed in these case studies serves as a wake-up call to all non-profit boards. Unless a non-profit board thinks strategically, it will never maximise its governance effectiveness

Making Associativity Operational

The purpose of this paper is to propose an operational idea for developing algebraic thinking in the absence of alphanumeric symbols. The paper reports on a design experiment encouraging preschool children to use the associative property algebraically. We describe the theoretical basis of the design, the tasks used, and examples of algebraic thinking in 5–6-year-old children. Theoretically, the paper makes a critical distinction between operational and structural meanings of the notion of equality. We argue that mathematical thinking involving equality among young learners can comprise both an operational and a structural conception and that the operational conception has a side that is productively linked to the structural conception. Using carefully designed hands-on tasks, the crux of the paper is the realization of algebraic thinking (in verbal mathematics) as operationally experienced in the ability to transform one number structure, with a quantity that is subject to change, into another through equality-preserving transformations

Aspects of Algebraic Quantum Theory: a Tribute to Hans Primas

This paper outlines the common ground between the motivations lying behind Hans Primas' algebraic approach to quantum phenomena and those lying behind David Bohm's approach which led to his notion of implicate/explicate order. This connection has been made possible by the recent application of orthogonal Clifford algebraic techniques to the de Broglie-Bohm approach for relativistic systems with spin.Comment: 18 pages. No figure

Identity and belonging in social learning groups : the importance of distinguishing social, operational and knowledge-related identity congruence

Collaborative learning has much to offer but not all learners participate fully and peer groups can be exclusive. The paper examines how belonging or 'congruence' in learning groups is related to identities of gender, age, ethnicity and socio-economic status. A study of student experiences of collaborative learning on three different blended learning courses illustrated how learners negotiate identity congruence with peer groups to belong and engage. An analytical framework that distinguishes social, operational and knowledge-related identity congruence has emerged. Contrary to received wisdom, the social aspect appears least important for learner engagement while knowledge-related identity congruence is fundamental. Some of the consequences of identity incongruence, particularly concerning gender and maturity, are discussed and the paper points towards the pedagogies which might enable identities of group members to shift so that collaborative learning can flourish