Fenomenologi (phenomenology) adalah sebuah cara mendekati realitas yang pertama kali dirumuskan secara sistematis oleh Edmund

Husserl.[1] Cita-cita dasarnya adalah men adikan !enomenologi sebagai ilmu tentang kesadaran (science of consciousness). "alam arti ini !enomenologi adalah #sebuah upaya untuk memahami kesadaran sebagaimana dialami dari sudut pandang orang pertama.$[%] Fenomenologi sendiri secara hara!iah berarti re!leksi atau studi tentang suatu !enomena (phenomena). Fenomena adalah segala sesuatu yang tampak bagi manusia. Fenomenologi terkait dengan pengalaman subyekti! (subjective experience) manusia atas sesuatu. "alam hidup sehari-hari& orang sebenarnya telah melakukan praktek !enomenologi& ketika mereka melakukan proses re!leksi& yakni proses bertanya pada dirinya sendiri. "engan demikian !enomenologi adalah sebuah cara untuk memahami kesadaran yang dialami oleh seseorang atas dunianya melalui sudut pandangnya sendiri. 'elas sa a pendekatan ini amat berbeda dengan pendekatan ilmu-ilmu biologis ataupun positi(isme.[)] *lmu-ilmu biologis ingin memahami cara ker a kesadaran melalui unsur biologisnya& yakni otak. "alam arti ini mereka menggunakan sudut pandang orang ketiga& yakni sudut pandang pengamat. +esadaran bukanlah !enomena mental& melainkan semata !enomena biologis. ,ebaliknya !enomenologi menggunakan pendekatan yang berbeda& yakni dengan #melihat pengalaman manusia sebagaimana ia mengalaminya& yakni dari sudut pandang orang pertama.$[-] .amun !enomenologi uga tidak mau ter atuh pada deskripsi perasaan semata. /ang ingin dicapai !enomenologi adalah pemahaman akan pengalaman konseptual (conceptual experience) yang melampaui pengalaman indera0i itu sendiri. #1engalaman indera0i hanyalah titik tolak untuk sampai pada makna yang lebih bersi!at konseptual& yang lebih dalam dari pengalaman indera0i itu sendiri.$[2] "alam hal ini yang ingin dipahami adalah kesadaran& bukan dalam arti kesadaran biologis maupun perilaku semata& tetapi kesadaran sebagaimana dihayati oleh orang yang mengalaminya. +esadaran orang akan pengalamannya disebut sebagai pengalaman konseptual. 3entuknya bisa beragam mulai dari ima inasi& pikiran& sampai hasrat tertentu& ketika orang mengalami sesuatu. ,alah satu konsep kunci di dalam !enomenologi adalah makna (meaning). ,etiap pengalaman manusia selalu memiliki makna. "ikatakan sebaliknya manusia selalu memaknai pengalamannya akan dunia. *ni yang membuat kesadarannya akan suatu pengalaman unik. 4rang bisa melakukan hal yang sama& namun memaknainya secara berbeda. 4rang bisa

mendengarkan pembicaraan yang sama& namun memaknainya dengan cara berbeda. 5ebih auh dari itu& #pengalaman bisa men adi bagian dari kesadaran& karena orang memaknainya.$[6] "i dalam proses memaknai sesuatu& orang bersentuhan dengan dunia sebagai sesuatu yang teratur dan dapat dipahami (order and intelligible). 7pa yang disebut sebagai #dunia$ adalah suatu kombinasi antara realitas yang dialami dengan proses oraClose
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ng memaknai realitas itu.

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Exploring Educational Philosophies

In this Building Block, you will become better acquainted with the major philosophies of education. Answer the six questions we raised earlier for each philosophy shown in the table below. Use your exploration of philosophies in Building Block .! and your current understandings of what should occur in schools to help you in your thinking. "hat are the root words for the terms perennialism, essentialism, existentialism, and social reconstructionism? Based on the root words for each of the four philosophies, what inferences can you make about the following questions#
Social

Perennialism Reconstructionism What should be taught? Who should decide what is taught? Why should this material be taught? How should this material be taught?
You may wish to divide your class into five groups and have each

Essentialism

Progressivism

Existentialism

group research one of the basic What should the teachers role be? What should the students role be?
ilosophies described in this chapter relative to MMMthe six basic questmenurut sudtions. Alternatively, you could MMMdivide the class into six groups and have them answer the questions

across philosophies. Informatiy be presented by PEssentialism he philosophy of essentialism takes its name from the word essential. he essentialist belie!es there are certain basic or essential knowledge" skills" and understandings students should master #siswa harus menguasai pemahaman$ Essentialists assert menegaskan that" o!er time #dari wkt ke wkt$ " society has found that icertain skills" such as reading #spt membaca$ " writing" computing #menghitung$ " and" in today%s world" computer skills" are

needed for people to function effecti!ely berfungsi secara efektif. &ccordingly" certain sub'ects" such as the language arts" mathematics" science" history" and" in today%s world" computer training" are essential for people to gain memperoleh the knowledge and skills they need. &ccordingmenurut to the essentialist !iewpoint sudut pandang" this knowledge and these skills will always be needed. hus demikian" we can say that society at large decides pd umumnya memutuskan in general what these essentials are. (usinesses" banks" manufacturers" retailers" and others pro!ide memberikan input to the institutions of education" detailing merinci the strengths kekuatan and weaknesses kelemahan they see in high school graduates. he educators" in turn pd gilirannya" use this input to help them de!elop programs of study that will prepare students to enter the workforce memski dunia ker'a. (ecause most of the people who pro!ide input into the educational system are concerned with students mastering the basic skills of reading" writing" and basic mathematics #the)* +s,$" the programs de!eloped naturally reflect these concerns. hus" essentialism canbe termeddpt disbt the )(ack to (asics, approach to education. Essentialism has been the guiding philosophy of &merican education for a !ery long time. #-ou will consider this again in Chapter 1." when you in!estigate the history of &merican education.$ he /o!iet launching of /putnik in 0ctober 1123 rekindledmenghidupkan kmbli this thinking. he 4nited /tates felt deeply humiliated mrs sgt terhina by the /o!iet success. &merican scientists had been working on launching an &merican spacecraft for a number of years. &mericans asked" )5ow did this happen6 5ow did the 4nited /tates" with all its technological capabilities" all its talent" and all its money" not achie!e the goal mcp tu'uan of being first in space6, &s so often happens" education took much of the blame #pendidikan m'd tmpt kesalahan$. wo opposing !iews dua pandangan yg berseberangan addressed the seemingnampak weaknesseskelemahan in &merican education. 0ne ad!ocated yang dian'urkan an increased emphasis peningktn penekanan on education in science" mathematics" and technology and an increase in inquiry teaching strategies. his thrust dorongan ini was strengtheneddiperkuat by the 7oods 5ole Conference of 1121" chaired by 8erome (runer and attendeddihadiri by scientists" mathematicians"psychologists" and technology specialists #(runer" 1192$. he conference affirmed menegaskanthe increasing momentum in science" mathematics" and technolog education and called for studying less material but studying it in greater depth mempela'arinya lbh mendlm and requiring membthkan students to inquire and figure things out mcr hal2 baru for themsel!es. he other !iew was a growing concern kekhawatiran that &merican students were not masteringmenguasai the basic material of reading" writing" mathematics" science" and other areas. his concernperhatian was later highlighteddisorot in A Nation at Risk, the 11:* report of the President%s Commission on E;cellence in Education #<ational Commission on E;cellence in Education" 11:*$. he report essentially said that &merican children were at risk for lagging behind beresiko tertinggal other nations in achie!ement of basic sub'ects and that we had better teach kami lbh baik menga'ari our children to read" write" and do mathematics=and we had better do it now. In 111:" the Center for Education +eform reaffirmed these findings in A Nation Still at Risk. hese same concerns are the chief underliers of the <o Child Left (ehind &ct of 2..1 #The No Child Left Behind Executive >: C 5 & P E + 7 0 ? -our Philosophy of Education &sk students what they think of )back to basics., 7hat are the merits of a school progra feel is better applied in education today@ the back to basics approach or the approach ad!ocatedmmmmm

by the 7oods 5ole conference6 (4ILAI<B (L0CC 2.4 C 5 & P E + 7 0 ? -our Philosophy of Education >1 Summar , 2..1$. his wide support for a backDtoDbasics curriculum and the emphasis on basic sub'ects has eclipsed the recommendations made at the 7oods 5ole Conference. In essentialist education" students recei!e menerima instruction in the basic sub'ects of reading" writing" mathematics" science" history" foreign language" and technology. 4nlike perennialism"which emphasiEes menekankana canon of great works and classics" essentialism emphasizes fundamental knowledge and skills that business and political leaders believe members of todays society need to know to be productive in the workplace. eachers transmit mengirim this essential knowledge and e;pect menghrpkan students to learn it. he teacher is considered dianggap the repository of knowledge gudang pengetahuan to be transmitted. his means educators de!elop and employ mempeker'akan a sequence berurutan of topics in each stp sub'ect that progresses from less comple; to more comple; material through melalui successi!e berurut grade le!els. It also means using lecture kuliah and recitation pembacaan" discussion" drill and practice" and a !ariety of teaching and learning materials to ensure memastikan that students learn the content isi. For e;ample" a middle grades social studies teacher might gi!e a lecture on why large cities are located where they are" using maps and !ideos as aids bantuan" rather than ha!ing students in!estigate the phenomenon for themsel!es by engaging terlibat in map e;ploration acti!ities. The role of the students is to learn the content and skills being taught and to demonstrate their mastery of them on achievement tests, often in the form of standardized tests that are used to make local, regional, statewide, and national comparisons. E. . !irsch, "r., has written e#tensively on what should be included in essentialist education. 5is works include Cultural Literac ! "hat Ever American Needs to #now # urtleback (ooks" 11::$" The $ictionar of Cultural Literac ! "hat Ever American Needs to #now #5oughton Gifflin" 11:3$" and A %irst $ictionar of Cultural Literac ! "hat &ur Children Need to #now # urtleback (ooks" 1111$. In addition" he has published se!eral !olumes in his Core #nowled'e Series that deal with what children in elementary grades should know #5irsch" 111>H1111$. 5irsch%s work could be considered perennialist in nature e;cept for its emphasis on science" which reflects the essentialist !iewpoint. -our houghts about Essentialism I +e!iew the statements in (uilding (lock 2.1 associated with essentialism #group II$. 5ow well do these statements describe the essentialist philosophy of education6 I 5ow did the inferences you made about essentialism in (uilding (lock 2.2 compare with the description of this educational philosophy6 I 7hat do you think are the strengths of essentialism as applied to education6 I 7hat do you think are the weaknesses of essentialism as applied to education6 Airect links to the full te;ts of & <ation &t +isk and he <o Child Left (ehind E;ecuti!e /ummary" as well as a link to the Core Cnowledge Foundation established by E. A. 5irsch" 8r." are a!ailable on the (uilding eachers

companion website. E. . !irsch, "r. #b. 112:$" is a prominent figure in the theories underlying essentialist education. 5e holds degrees from Cornell and -ale and is a professor of education and the humanities at the 4ni!ersity of 7est Jirginia. 5e is founder and chairman of the Core Cnowledge Foundation" a nonprofit organiEation dedicated to the establishment of a curriculum of Core Cnowledge" a sequenced body of knowledge recommended by the Foundation to be taught in preschool through eighth grade. he Foundation is a ma'or source of research" theory" and practical lessons and assessments for all recommended sub'ects in preDCH: schools. &lthough his Core Cnowledge schools operate nationwide" critics ha!e challenged 5irsch%s essentialist theories" contending that students who use the Core Cnowledge curriculum are taught what to think rather than how to think and that the perspecti!e is Eurocentric" gi!ing only minor attention to nonDEurocentric influences. (I0B+&P55ow important do you think it is to teach a basic core curriculum to all students6 Aiscussion topic@ 5ow would an essenti Esensial
Apa yang diajarkan? Esensi adalah hakekat atau inti. Esensialisme adalah suatu aliran pendidikan yang menkankan pada hakikat atau inti dari suatu pendidikan. Pendidikan sekolah dianggap berhasil apabila mampu menyeimbangkan antara pengetahuan (kno ledge! dan ketrampilan (skill!. "ateri yang diajarkan menurut ajaran esensial meliputi membaca# menulis# matematika# sains# sejarah# bahasa asing dan teknologi. Siapa yang memutuskan apa saja yang akan diajarkan? Pembuat keputusan tentang apa saja yang akan diajarkan dalam kegiatan pembelajaran adalah masyarakat (society!. $arena masyarakat adalah pihak yang membutuhkan output dari pendidikan. "asyarakat akan memberikan masukan kepada pendidik mengenai kelebihan dan kelemahan program pendidikan. Pendidik akan menggunakan masukan dari masyarakat untuk mengembangkan program dan menerapkan pada sis a sebelum memasuki dunia kerja. "engapa harus materi tersebut yang diajarkan? "ateri %materi tersebut diajarkan karena dianggap dapat memenuhi tuntutan jaman. "ateri tersebut merupakan materi dasar untuk menguasai komputer (computer skills! # karena

penguasaan akan komputer merupakan sebuah kebutuhan. "isalnya kebutuhan dibidang perbankan# pabrik# dan bidang pekerjaan lain. &adi materi pendidikan harus disesuaikan dengan kebutuhan lapangan kerja. 'agaimana materi(materi ini diajarkan? "ateri diajarkan dengan metode pengajaran inkuiri (penemuan!. Sis a diajak untuk menemukan sesuatu yang baru mengenai sain# matematika dan teknologi. Apakah peranan guru? Pada ajaran esensial# guru berperan mentrans)er pengetahuan dan memastikan sis a mempelajarinya. *uru dianggap sebagai gudang pengetahuan dalam kegiatan pembelajaran. *uru mengembangkan dan mengarahkan topik(topik yang berurutan pada setiap pelajaran dan memulai dari materi yang sederhana menuju materi yang lebih komplek dalam tingkatan kelas

Apakah yang harus diperankan sis a? Sis a belajar materi dan ketrampilan yang telah diajarkan dan menunjukkan penguasaan mereka dalam tes(tes kemampuan# sering bentuk tes(tes standar diadakan secara perbandingan lokal# regional# negara bagian dan nasional.

alist teacher behave in the

classroom?
Courtesy Hoover Institution