Landasan Filosofis Pendidikan
Landasan Filosofis Pendidikan
Apakah
Pendidikan itu
Apa seharusnya
Dasar Filosofis
Tujuan
Pendidian
Pendidikan
Landasan Yang
Ilmu dan Falsafah
Berdasar,besifat
Negara
Filosofis
2
A. Dasar filosofis Pendidikan
Dasar filosofis pendidikan berkaitan
dengan:
a. makna dan hakekat pendidikan yang
berusaha menelaah masalah-masalah
pokok: seperti
1) apakah pendidikan itu?
2) mengapa pendidikan diperlukan?
3) apa yang seharusnya menjadi
tujuannya?
b. Landasan yang berdasarkan atau
bersifat filsafat, falsafah).
Based on To cultivate
natural Absolute rational Exercising Knowledge based;
Consisting
laws; and thought; to be the mind; subject based; arts
of
Realis objective eternal; a moral and logical and and scieces;
sensation
m and based on spiritual abstyract hirarchy of subject;
and
compose bature’s leader; to be thinking are humanistic and
abstraction
d of laws a source of highest form scientific subjects
matter authority
Interaction
Methods for No permanent knowledge
of Based on Situational To cultivate
dealing with or subjects; appropriate
Pragma individual experience and relative; critical
changing experiences that transmit
with use of subject to thinking and
tism enviroment culture and prepare
environmen scientific change and scientific
and scientific individual for change;
t; always method verification processes
explanations problem solving topics
changing
Knowledge
Freely To cultivate
Knowledg and principles Choices in subject matter,
Existen chosen; personal
e for of the human electives; emotional,
Subjective based on choice and
tialism personal condition; aesthtic, and philoshopical
individuals’ individual
choice acts of choice subject
perception self-definition
making
Education
Philoshopi Aims of Role of Educa Curriculum Related Curriculum
al Philo Knowledge
cal based Education tion Focus Trends
shopy
Teacher helps
students think
To educate the
Focus on past and rationally, based on Classical subject;
Perenia rational Great books;Paideia
permanent studies; Socratic method, literacy
Realism person; to proposal; returning to
lism mastery of facts and oral analysis;constant
cultivate the the liberal arts
timeless knowledge exposition;explicit curriculum
intellect
teaching of
traditional values
To promote
the intellectual Essential skills and Teacher is authority Essential skills (Three
growth of the academic subject; in his or her subject R’s) and essential Back to basic; cultural
Essen Idealism
individual; mastery of concepts field; explicit subjects (english) literacy; Excellence in
tialism Realism
toeducate the and principles of teaching of Science history, math, education
competent subject matter traditional values and foreign language
person
Based on student’s
Knowledge lead to
interests,involves the
growth and
Pragma To promote Teacher is guide for application of human Relevant curriculum ;
Progress development a living
democratic problem solving and problems and affairs; Humanistic education;
ivism tism learning process’
spcial living scientific inquiry interdiciplinary subject radical school reform
focus on active and
matter; activities and
relevant learning
project
Emphasis on social
Teacher service as an
sciences and social
Skills and subjects agent of change and
To improve and research methods;
needed to iedntify and reform; acts as a International
Recon- recinstuct examination of social,
Pragma ameliorate problems of project director and education;
society; economic, and
Structi- society learning is research leader; helps reconceptualism;
tism education for political problems;
onism active and concerned students become equality of educational
change and focus on present and
with contemporary and aware of problems opportunity
social reform future trends as well
future society confronting
as on rational and
humankind
international issues
1) Strategi Disposisional
Terutama pandangan konstitusional dari Kretschmer dan Sheldon
yang memberikan tekanan pada peranan hereditas dalam
perkembangan manusia.
Perbedaan itu terjadi karena adanya “ two Models of Man” (Istilah dari William
D. Hitt, 1969) yang menyebabkan “ Lpcken and Leibnitzian tradition” (Istilah
GW. Allport).
Bagi tradisi ala J. Locke (Locken Tradition) pengetahuan berasal dari stimulasi
eksternal, sehingga manusia adalah penerima dan pelanjut informasi (“a
SELF ACTUALIZATIONS
-----------------------------------
SELF ESTEEM NEED
SAFETY NEEDS
PHYSIOLOGICAL NEEDS
Motivation to Learn
:
Ectrinsic Intrinsic
3) Unsur-Unsur kebudayaan
a. Peralatan dan perlengkapan hidup (pakaian, perumahan, alat-alat produksi,
transportasi)
b. Mata pencaharian hidup dan sistem ekonomi (pertanian, peternakan,
sistem produksi, distribusi )
c. Sistem kemasyarakatan (sistem kekerabatan, organisasi politik,. sistem hukum,
perkawinan)
d. Bahasa
e. Kesenian
f. Sistem pengetahuan
g. Religi
Ciri Kebudayaan
Bersifat menyeluruh
Berkembang dalam ruang / bidang geografis tertentu
Berpusat pada perwujudan nilai-nilai tertentu