Modality and Polarization in Language - Relativity and Absoluteness of Expression in Primary School Islamic Education Textbooks

Abstract

This research employs the framework of functional linguistics, as elucidated by Michael Halliday, to analyze a selection of Ministry of Education textbooks concerning Islamic Education at the Primary Stage. Through the lens of Halliday's concept of language polarization, the study explores the manifestation of relative and absolute language in these textbooks and its implications for students' acceptance of religious views. It also investigates whether the educational approach treats Islam as a subject of indoctrination or encourages students to critically engage with it.

 Additionally, the study utilizes the methodology of critical discourse analysis, as outlined by Norman Fairclough, to examine the political dimensions influencing the use of relative and absolute language in education. It probes whether educational practices reflect an authoritarian agenda focused on passive reception of information or promote critical thinking conducive to democratic governance.

 By scrutinizing polar and interpolar expressions, particularly words conveying modality and polarity, the research assesses the degree of bias or impartiality in the formulation of Islamic education textbooks. It seeks to discern whether the authors primarily aim to inform students or to foster unwavering faith.