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Education Reform in Post-War Japan: An Interdisciplinary Analysis of Policies, Impact, and Historical Context (1945–1952) Badawi, Habib
At-tadzkir: Islamic Education Journal Vol. 3 No. 2 (2024): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v3i2.56

This academic study examines the profound educational reforms that took place in post-war Japan from 1945 to 1952. The paper focuses on the transformative impact of the United States Education Mission on the Japanese education system during the Allied Occupation. The overarching objective of these reforms was to establish a democratic educational framework encompassing changes in administration, curriculum, textbooks, and teacher performance. This study sheds light on the historical context, policy implementation, and societal responses to these reforms. Additionally, it explores issues related to women's higher education during this transformative era, providing a comprehensive analysis of a pivotal chapter in Japan's history.

The Evolution of Teacher Education and Professional Development in Japan: Education as a Craft Badawi, Ghina; Badawi, Habib
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 5 No. 4 (2024): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v5i4.1409

This study examines Japan's teacher professional development model, emphasizing teaching as a “craft” and its integration within an extensive in-service education system. It highlights the postwar evolution of teacher training in Japan, where universities play a pivotal role in preparing educators through an integrated system. The research explores assumptions about in-service education, detailing programs such as internal professional development, government-sponsored initiatives, and teacher-led networks. Unique to Japan is the peer-based model fostering collaboration among colleagues, enhancing “craft knowledge” through reflective practice and continuous training. This approach intertwines past professional practices with present applications, preparing for future teaching needs. The historical influence of the postwar American occupation shaped Japan's distinctive teacher education model, combining in-service and graduate-level programs to develop specialized competencies. The study also addresses critical issues, including teachers' intensified working hours, limited autonomy, and the stress linked to ongoing professional development. It underscores how teaching as a craft deeply embeds itself in Japanese teachers' lives, particularly at the elementary level, and identifies six themes influencing their development. Through a descriptive and analytical methodology supported by historical documents, empirical studies, and existing literature, the paper presents a comprehensive overview of Japan's professional development strategies, offering insights into its educational culture. These strategies, based on collaboration and reflective practice, serve as a valuable model for academic communities in Lebanon and the Arab world, highlighting the integration of traditional teaching concepts with modern professional training.

The Dialectics of Resistance: Lebanese National Identity Formation Through the Prism of Anti-Occupation Struggle, 1978-2000 Badawi, Habib
El Tarikh : Journal of History, Culture and Islamic Civilization Vol. 5 No. 2 (2024): History: Civilization and Social Change
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jhcc.v5i2.24384

This study explores the formation of Lebanese national identity through anti-occupation resistance from 1978 to 2000, employing historical methodology with a multidisciplinary approach. It examines how resistance shaped Lebanon's collective consciousness, challenged sectarian divisions, and redefined its role regionally and globally. Using a combination of collective memory (Halbwachs), nationalism (Anderson), critical geopolitics (Toal), cultural trauma (Alexander), postcolonial theory (Said and Bhabha), and social movement theory (Tarrow and McAdam), the research analyzes the transformation of fear into resilience and the impact of the 2000 Israeli withdrawal on identity formation. The study highlights the dual nature of resistance culture, both unifying and challenging, and critically examines how shared trauma influences national identity. It addresses generational shifts in perceptions of resistance and focuses on long-term identity implications, offering a forward-looking perspective on Lebanon’s ongoing development. By integrating historical methods with insights from nationalism, social movements, and cultural studies, the research situates Lebanon’s resistance within broader regional and global dynamics, providing insights into asymmetric warfare and the role of non-state actors in international relations.

Linguistic Equity in Digital Age Education: A Critical Examination of Language Hierarchies, Technological Bias, and Multilingual Pedagogies Badawi, Habib
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 21 No. 2 (2025): Pendidikan Agama Islam Integratif
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v21i2.973

The digital revolution in education has ushered in unprecedented opportunities for language learning, yet it has simultaneously perpetuated and amplified deep-seated linguistic inequalities that mirror broader colonial and imperial legacies. This comprehensive study interrogates the mechanisms through which digital educational technologies systematically reinforce linguistic hierarchies, marginalizing multilingual learners through algorithmic biases and persistent monolingual orientations embedded within their fundamental architectures. By employing a sophisticated mixed-methods approach that combines critical discourse analysis of dominant platforms, including Duolingo, Rosetta Stone, and Babbel, with extensive ethnographic case studies of translanguaging classrooms across diverse global contexts, this research unveils the systemic privileging of standardized linguistic varieties such as Received Pronunciation and Castilian Spanish at the deliberate expense of Afro-Hispanic, Indigenous, and regional dialectal variations. Neural translation systems demonstrate stark accuracy disparities when processing low-resource languages, while gamification mechanics consistently penalize authentic translanguaging practices that reflect natural multilingual communication patterns. However, classrooms that have courageously adopted critical multilingual digital pedagogies demonstrate significantly enhanced learner engagement, heightened metalinguistic awareness, and stronger heritage language retention rates. This study advances a novel theoretical framework termed critical multilingual digital pedagogy, which synthesizes translanguaging theory with critical technology studies and algorithmic justice principles. It contributes actionable design principles for developing more equitable educational technologies while underscoring the urgent necessity of centering linguistic human rights within contemporary digital education policy frameworks.

Exploring Classroom Discipline Strategies and Cultural Dynamics: Lessons from the Japanese Education System Badawi, Habib
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 1 (2024): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v5i1.663

This academic study examines classroom discipline strategies and cultural dynamics within the Japanese education system. It focuses on their effects on classroom management and cross-cultural education. The study aims to provide valuable lessons from the Japanese approach to classroom discipline, student engagement, and the influence of national factors on student-teacher relationships and communication. The main objective of the study is to highlight the fundamental rules of Japanese classrooms, emphasizing respect, hierarchy, and authority. It examines how these values shape the overall discipline and approach adopted by Japanese teachers. This will help in providing a framework for understanding unique classroom management practices in Japan. This study provides valuable insights into classroom management strategies in Japan and their relevance to cross-disciplinary education. By understanding Japanese classroom cultural dynamics and discipline strategies, educators and policymakers can gain a broader perspective. They can also adapt effective practices to create inclusive and engaging learning environments. The study also suggests avenues for future research, encouraging further exploration of cultural dynamics and their implications for education systems worldwide.

Decolonizing Emotional Scaffolding in Lebanese Ma‘āhid: Hermeneutics of Parental Reinforcement Badawi, Habib
Interdisciplinary Journal of Social Sciences Vol. 3 No. 1 (2026): March
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/ijoss.v3i1.294

Parental emotional engagement in Lebanese Islamic boarding schools (ma’ahid) has been persistently mischaracterized in prior scholarship through culturally inappropriate terminology, obscuring the psychological and pedagogical mechanisms that underpin parent-child relationships within Beirut’s Sunni educational institutions. Existing research has largely applied Western-centric motivational frameworks without accounting for the collectivistic, honor-based, and religiously grounded structures that define these contexts. Objective: This study reconceptualizes parental emotional reinforcement within culturally appropriate theoretical frameworks by integrating Self-Determination Theory (SDT), Ricoeurian hermeneutics, and culturally responsive pedagogy, and identifies the primary mechanisms through which such reinforcement operates within Lebanese ma’ahid. Method: A qualitative hermeneutic-phenomenological design (Van Manen, 2016) was employed across three schools in Sunni-dominated districts of Beirut (Tariq al-Jdideh and Mazraa), involving 30 students (ages 13–18) and 40 parents. Data were collected through structured observations, systematic document analysis of parental letters and institutional communications, and digital ethnography of school-approved messaging platforms, then analyzed using Ricoeur’s three-level hermeneutic triad framework. Results: Parental emotional support operates through three primary mechanisms: (1) verbal affirmation anchored within religious and sharaf (family honor) discourse; (2) religious validation connecting academic perseverance to spiritual purpose and family dignity; and (3) future-oriented hope linking present effort to comprehensive life goals. These mechanisms fulfill SDT’s psychological needs autonomy, competence, and relatedness through culturally specific expressions that extend SDT beyond its original Western individualistic assumptions into collectivistic, religiously grounded motivational frameworks. Implications: This research offers a theoretically rigorous, culturally responsive framework for understanding emotional support in Lebanese Islamic educational contexts, contributing to the decolonization of educational psychology and demonstrating that fundamental psychological needs can be authentically fulfilled through non-Western cultural mechanisms.

Decolonizing Emotional Scaffolding in Lebanese Ma‘āhid: Hermeneutics of Parental Reinforcement Badawi, Habib
Interdisciplinary Journal of Social Sciences Vol. 3 No. 1 (2026): March
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/ijoss.v3i1.294

Parental emotional engagement in Lebanese Islamic boarding schools (ma’ahid) has been persistently mischaracterized in prior scholarship through culturally inappropriate terminology, obscuring the psychological and pedagogical mechanisms that underpin parent-child relationships within Beirut’s Sunni educational institutions. Existing research has largely applied Western-centric motivational frameworks without accounting for the collectivistic, honor-based, and religiously grounded structures that define these contexts. Objective: This study reconceptualizes parental emotional reinforcement within culturally appropriate theoretical frameworks by integrating Self-Determination Theory (SDT), Ricoeurian hermeneutics, and culturally responsive pedagogy, and identifies the primary mechanisms through which such reinforcement operates within Lebanese ma’ahid. Method: A qualitative hermeneutic-phenomenological design (Van Manen, 2016) was employed across three schools in Sunni-dominated districts of Beirut (Tariq al-Jdideh and Mazraa), involving 30 students (ages 13–18) and 40 parents. Data were collected through structured observations, systematic document analysis of parental letters and institutional communications, and digital ethnography of school-approved messaging platforms, then analyzed using Ricoeur’s three-level hermeneutic triad framework. Results: Parental emotional support operates through three primary mechanisms: (1) verbal affirmation anchored within religious and sharaf (family honor) discourse; (2) religious validation connecting academic perseverance to spiritual purpose and family dignity; and (3) future-oriented hope linking present effort to comprehensive life goals. These mechanisms fulfill SDT’s psychological needs autonomy, competence, and relatedness through culturally specific expressions that extend SDT beyond its original Western individualistic assumptions into collectivistic, religiously grounded motivational frameworks. Implications: This research offers a theoretically rigorous, culturally responsive framework for understanding emotional support in Lebanese Islamic educational contexts, contributing to the decolonization of educational psychology and demonstrating that fundamental psychological needs can be authentically fulfilled through non-Western cultural mechanisms.

The 22nd And 25th Amendments: Constitutional Succession And Presidential Term Limits Badawi, Habib
Limbago: Journal of Constitutional Law Vol. 6 No. 2 (2026): Journal of Constitusional Law
Publisher : Universitas Jambi, Fakultas Hukum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/limbago.v6i2.55333

This study examines the constitutional tension between the 22nd and 25th Amendments to the United States Constitution, analyzing how their structural interaction creates pathways through which presidential term limits may be circumvented through non-electoral succession mechanisms. Integrating constitutional institutionalism, democratic consolidation theory, and power distribution theory, the study conducts a comparative analysis of the two amendments' divergent constitutional grammars—the 22nd Amendment's prohibition on being "elected" more than twice versus the 25th Amendment's mechanisms for "acting as" or "becoming" President through non-electoral succession—and of the 12th Amendment's eligibility clause that constitutionally bridges them. Drawing on American historical precedents and comparative evidence from Latin American presidential systems, the analysis develops a typology of three constitutional succession variants through which a twice-elected president might reassume executive authority without a new electoral mandate, evaluating each through the triadic analytical framework. The study concludes that the 25th Amendment's institutional plasticity represents a constitutionally distinct and structurally more tractable pathway for executive influence than the 22nd Amendment's default-rule design contemplated, and proposes constitutional and legislative reforms to close the inter-amendment gap.

Embodied Religious Knowledge in Javanese Sufism: Existential-Practical Hermeneutics and the Formation of Epistemic Authority Taufikin, Taufikin; Wahyudi, Chafid; Zulkifli Bin Mamat; Badawi, Habib
Teosofi: Jurnal Tasawuf dan Pemikiran Islam Vol. 16 No. 1 (2026): June
Publisher : Department of Aqidah and Islamic Philosophy, Faculty of Ushuluddin and Philosophy, Sunan Ampel State Islamic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/teosofi.2026.16.1.196-218

This study examines how embodied religious knowledge is generated in Javanese Sufism through the dynamic interplay of bodily practice, social articulation, and negotiated epistemic authority. Moving beyond interpretations that reduce Sufi Kejawen to a syncretic culture, it investigates how tirakat, selametan, rukun, and unggah-ungguh function as interconnected processes through which embodied religious knowledge is produced, socially articulated, and legitimized. Using a hermeneutic-ethnographic approach, the article was conducted within the Tarekat Qadiriyyah wa Naqshbandiyyah (TQN) community in Indonesia through three months of fieldwork involving 20 participants, in-depth interviews, participant observation, and document analysis. The findings demonstrate that tirakat generates embodied religious knowledge through disciplined bodily practice, while communal rituals transform individual experience into socially recognized meanings that subsequently acquire legitimacy through ongoing negotiation with orthodox Islamic authority. The study proposes existential-practical hermeneutics as an analytical framework explaining how embodiment, social articulation, and negotiated legitimacy constitute an integrated process of epistemic authority formation in Javanese Sufism, thereby advancing scholarship on embodied religion, lived Islam, and contemporary Islamic authority.

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