Every thinker has a different definition of the meaning of philosophy because understanding is so broad and abstract. But in a simple philosophy can be defined together as a system of values (systems of values) of the sublime that can be a handle or fad every individual, or family, or community groups and / or society, or in turn, certain state and nation. Education as an effort organized, planned, systematic, for transmitting culture in the broad sense (knowledge, attitudes, morals and values of life and the lives, skills, etc..) From one generation to another generation. The vision, mission and objectives to be achieved are all based on a particular philosophy. For us as a nation within a nation state (nation state) are independent, we are necessarily based on the educational philosophy of life that we agreed on and adhered together.
In our long history since our formation as a nation (nation formation) until the formation of nation states (state formation and nation-state) are independent, in every period of time, education can not be separated from the philosophy that became the main foundation of any form of education because it involves the system the values of (systems of values) that give color and a "spirit of the age" (zeitgeist) adopted by each individual, family, members of the ¬-members of the community or society, or in turn the nation and national state. The foundation of this philosophy can only be traced through the study of history, especially the history of Indonesian Education.
As a comparison, in European countries (and America) in the 19th century and the 20th of attention to the History of Education has emerged from and used to further the purposes of all sorts, al to awaken the national consciousness, awareness of the unity of culture, professional development of teachers, or for pride against ¬ institutions and agencies of certain types of education. (Silver, 1985: 2266).
The substance and the pressure in the History of Education that vary depending on the purpose of the study: from the tradition of thought and great thinkers in education, national traditions, educational systems and their components, to the education in relation to a number of problematic elements in social change or stability, including religion, science (science), economic, and social movements. In connection with all the History of Education MI is closely related to intellectual history and social history. (Silver, 1985: Talbot, 1972: 193-210)
The essence of education itself is actually the transfer (transmission) culture (science, technology, ideas and spiritual values as well (aesthetics) of the older generation to the younger generation in every society or nation. Therefore history of education has a history as old as the perpetrators themselves, since the informal education in the family batih, until the formal and non-formal education in agricultural and industrial society.
During this History of Education still uses the old approach or "traditional" diachronic a study which generally centered on the history of ideas ¬-ideas and great thinkers in education, or history and education systems and institutions, or the history of legislation and policy common in education. (Silver, 1985: 2266) This diachronic approach is generally considered to be static, narrow and too inward looking. In line with the times and progress in education along with all sorts of problems arising or resulting, handling and a new approach in History of Education as a pressing need felt by historians of education later. (Talbot, 1972: 206-207)
Historians, especially historians of education look at the interrelationships between education and society; between education providers and the government as a representative of the nation and state to formulate policies (policy) common to national education. The product of education raises social mobility (vertical and horizontal); the problems that arise in the education of their impacts (positive or negative) is felt mainly by the user community, for example, the emergence of the middle class who are unemployed because of the type of education does not match the job market; or gaps in the distribution and quality of education, secondary education that can only be enjoyed by children of rich people with the terminal of the children's education ¬ children whose parents can not afford; commercialization of education in the form of foundations and so forth. Overall demand improvements in methodological research and writing of better history danipada before to handle all these educational problems.
In connection with the above approach is not enough new Education History in ways diachronic only. There should be a new methodological approach that is al, interdisciplinary. The interdisciplinary approach is a combination approach with a synchronic diachronic history-ihmu social sciences. Now this particular social sciences such as anthropology, sociology, and politics has entered the "border" (history) education with the "applied sciences" so-called educational anthropology, sociology, education, and political education. In this approach be utilized optimally and maximally dialogical relationship "simbiose mutualism" between history with social sciences.
History of National Education of Indonesia in the sense of including relatively new. In the days of colonial rule was also a concern that is taught in a diachronic since the time of the education systems of Hindu, Islamic, Portuguese, VOC, Dutch East Indies government-19th century. Then proceed with education during the Japanese occupation and after Indonesia's independence diachronic model is still being continued till now.
Lectures conducted by interdisiplm approach (diachronic and / or synchronic). For the History of Education of Indonesia recently, the substance of the whole spectrum of education which had temporarily accepted and still valid in Indonesia; the relationship between education policy with national political government, including policy formulation and curriculum changes that accompany it with all its aspects; educational institutions (government and private ); formal and non-formal general education, specialized and religion. In short all sorts of paper faced by education in Indonesia, past and present and look to the future prosepeknya. History as a reflective study can be used to look forward prosepek although no pretensions to predict. In any discussion of philosophy melatarinya attempted visits.
Sources used: The first source (primary sources) in the form of documents relating to education policy; second sources (secondary sources) benipa articles, monographs, or books and papers about the development of education. As a comparative material resources of the History of Education in other countries which can be obtained via the internet, etc..
In our long history since our formation as a nation (nation formation) until the formation of nation states (state formation and nation-state) are independent, in every period of time, education can not be separated from the philosophy that became the main foundation of any form of education because it involves the system the values of (systems of values) that give color and a "spirit of the age" (zeitgeist) adopted by each individual, family, members of the ¬-members of the community or society, or in turn the nation and national state. The foundation of this philosophy can only be traced through the study of history, especially the history of Indonesian Education.
As a comparison, in European countries (and America) in the 19th century and the 20th of attention to the History of Education has emerged from and used to further the purposes of all sorts, al to awaken the national consciousness, awareness of the unity of culture, professional development of teachers, or for pride against ¬ institutions and agencies of certain types of education. (Silver, 1985: 2266).
The substance and the pressure in the History of Education that vary depending on the purpose of the study: from the tradition of thought and great thinkers in education, national traditions, educational systems and their components, to the education in relation to a number of problematic elements in social change or stability, including religion, science (science), economic, and social movements. In connection with all the History of Education MI is closely related to intellectual history and social history. (Silver, 1985: Talbot, 1972: 193-210)
The essence of education itself is actually the transfer (transmission) culture (science, technology, ideas and spiritual values as well (aesthetics) of the older generation to the younger generation in every society or nation. Therefore history of education has a history as old as the perpetrators themselves, since the informal education in the family batih, until the formal and non-formal education in agricultural and industrial society.
During this History of Education still uses the old approach or "traditional" diachronic a study which generally centered on the history of ideas ¬-ideas and great thinkers in education, or history and education systems and institutions, or the history of legislation and policy common in education. (Silver, 1985: 2266) This diachronic approach is generally considered to be static, narrow and too inward looking. In line with the times and progress in education along with all sorts of problems arising or resulting, handling and a new approach in History of Education as a pressing need felt by historians of education later. (Talbot, 1972: 206-207)
Historians, especially historians of education look at the interrelationships between education and society; between education providers and the government as a representative of the nation and state to formulate policies (policy) common to national education. The product of education raises social mobility (vertical and horizontal); the problems that arise in the education of their impacts (positive or negative) is felt mainly by the user community, for example, the emergence of the middle class who are unemployed because of the type of education does not match the job market; or gaps in the distribution and quality of education, secondary education that can only be enjoyed by children of rich people with the terminal of the children's education ¬ children whose parents can not afford; commercialization of education in the form of foundations and so forth. Overall demand improvements in methodological research and writing of better history danipada before to handle all these educational problems.
In connection with the above approach is not enough new Education History in ways diachronic only. There should be a new methodological approach that is al, interdisciplinary. The interdisciplinary approach is a combination approach with a synchronic diachronic history-ihmu social sciences. Now this particular social sciences such as anthropology, sociology, and politics has entered the "border" (history) education with the "applied sciences" so-called educational anthropology, sociology, education, and political education. In this approach be utilized optimally and maximally dialogical relationship "simbiose mutualism" between history with social sciences.
History of National Education of Indonesia in the sense of including relatively new. In the days of colonial rule was also a concern that is taught in a diachronic since the time of the education systems of Hindu, Islamic, Portuguese, VOC, Dutch East Indies government-19th century. Then proceed with education during the Japanese occupation and after Indonesia's independence diachronic model is still being continued till now.
Lectures conducted by interdisiplm approach (diachronic and / or synchronic). For the History of Education of Indonesia recently, the substance of the whole spectrum of education which had temporarily accepted and still valid in Indonesia; the relationship between education policy with national political government, including policy formulation and curriculum changes that accompany it with all its aspects; educational institutions (government and private ); formal and non-formal general education, specialized and religion. In short all sorts of paper faced by education in Indonesia, past and present and look to the future prosepeknya. History as a reflective study can be used to look forward prosepek although no pretensions to predict. In any discussion of philosophy melatarinya attempted visits.
Sources used: The first source (primary sources) in the form of documents relating to education policy; second sources (secondary sources) benipa articles, monographs, or books and papers about the development of education. As a comparative material resources of the History of Education in other countries which can be obtained via the internet, etc..
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