Without the study of comparative religion or its relation to the history of religion and the development of civilization, no one’s knowledge is complete. The purpose of this study is to measure the cognitive performance of teachers, parents, and religious education administrators in elementary grades. Religion and beliefs inform our principles and values. Religious education teaches a peaceful and loving way of life. It teaches individuals, families and communities to make decisions that lead to a better life in peace and harmony. Patrick (2006) argues that religious practice benefits individuals, families, and communities, and thus the entire world.
Religious Study In Pak is very important for students from an early age. It teaches how to respond to others and better living ethics. Religion plays an important role in history and society, and it is necessary to study religion to understand both race and the world. It is also very useful for streamlining other parts of the school program, such as independence, citizenship, handicrafts and cooperative development. In their report, John et al. (2003) stated that the curriculum must meet the child’s emotional, aesthetic, spiritual, moral, and religious needs in order to develop the full potential of the individual. RE plays an important role in developing a child’s spiritual and moral values, as well as in their knowledge of God.
Religious education makes the student broad-minded, but when teachers teach them clear concepts and methods to implement these ideas, to interact and deal with them in a negative society. Since religious education teachers are the backbone of the teaching process, they need to have a deep knowledge of the material and class, as well as have quality assessment skills to provide effective instruction. Every day and so on. (2016)
Liagkis (2016) supports the view that academically all instruction is structured in a curriculum, but that religious education teachers have a responsibility to ensure effective teaching.
Jeff Tis (2009) presented an article on the study of religion and the study of religion or religious education. In this article, the researcher says that there is no clarity about learning and it has to do with religion. The researcher argued that the term religion is understood using a second line of interpretation based on the concept of the study of religion, such as rituals and myths. Religious education or religious education was a serious concern in the education system.
To solve this problem, Gardner (1980) suggested that students should not be associated with any religion, but rather be taught about events and lifestyles reported in different religions. With this solution, the question arises as to whether it is right to cultivate modern thinking based on students’ beliefs in the field of education. Or is it better to go against the grain and follow the traditional method? Gardner (1993) and McLaughlin & Hair (1994) examined these issues.
Leahy & Laura proposed in 1997 that religious education is not limited to a flexible environment. Religious concepts to increase knowledge may be incorporated into other curricula (p. 329).
Lee (1998) wondered if censorship of the school curriculum would allow parents to define their children’s religious education system, but he denied it, as the rights of other religious groups were deteriorating and the way to different groups was coming to an end. Creating social inequality.
John M. According to Hill, the school plays a role in preparing students for conscious and thoughtful participation in a multicultural culture. When society is not one, but multi-religious, the need for intellectual study of religion is not diminishing or diminishing.