Human knowledge is incomplete without the study of comparative religion or its relation to the history of religion and the development of civilization. The purpose of this study is to fully understand the management of religious education in teachers, parents and primary school. Religion and beliefs inform us of our principles and values. Religious upbringing teaches the ethics of living in peace and love. It teaches individuals, families and communities to make decisions that lead to a better life of peace and harmony. Patrick (2006) argues that religious rituals benefit individuals, families, communities as well as the rest of the world.
Religious education is very important as a student. He teaches others to respond and live a good life. Religion plays an important role in history and society, and the study of religion is important for understanding both race and the world. It is also very useful for other subjects in the school curriculum, such as freedom, citizenship, crafts and development. As John et al (2003) noted in their report, the curriculum requires the child’s influence to meet the child’s aesthetic, spiritual, moral and religious needs. RE plays a special role in a child’s spiritual and moral values as well as his knowledge of God.
Literature Review
With the help of religious education, students think more broadly, but when it comes to teaching teachers these clear concepts and habits, it is about using those ideas as well as interacting with others in a negative society. Teachers of religious education must have in-depth knowledge of materials and knowledge, and have quality assessment skills to provide effective advice as they are the backbone of the teaching process. Dynamics etc. (2016)
Academically, all curricula are described in a consistent manner, but Lexus (2016) agrees that effective teaching is the responsibility of teachers of religious education.
Jeff Tess (2009) presented an article on the study of religion and the study of religion or religious education. In this article, the researcher said that learning from religion does not really make sense. The researcher argued that the word religion can be understood on the basis of second-rate interpretations, and that it really refers to the concept of the study of religion, such as rituals and superstitions. Religious education or religious education was taken seriously in the education system.
To understand this, Gardner (1980) proposed a solution that did not allow students to become religious, but taught them about events and lifestyles that led to different religions. The question that arises after this solution is whether it is appropriate to conduct higher education based on the beliefs of the students. Or it is better not to go against the grain and follow the traditional style. Researchers for these questions are Gardner (1993) and McLaughlin and Hara (1994).
In 1997, Leah and Laura stated that religious education is not limited to the environment. Knowledge can be augmented by combining religious disciplines with other subjects in the curriculum (p. 329).
Although Leah (1998) argued that school curriculum censorship allows parents to make decisions about their children’s religious education system, she refuses to create social inequality, denying other religious groups their rights. Deprives and paves the way for different groups.
