POLITIK PENDIDIKAN ISLAM KONTEMPORER (2 SKS)

OLEH

WASPODO

TUJUAN

SETELAH MENGIKUTI KULIAH INI DIHARAPKAN MAHASISWA MAMPU:

1. MEMAHAMI MAKNA POLITIK DENGAN TEPAT;

2. MEMAHAMI MAKNA PENDIDIKAN SEBAGAI SISTEM SECARA TEPAT:

3. MENGANALISIS PERAN POLITIK DALAM PENDIDIKAN;

4. MEMBERI KONTRIBUSI PEMIKIRAN UNTUK PENINGKATAN

KUALITAS PENDIDIKAN ISLAM.
 ILMU?

OBYEK (ONTOLOGI)
METODE (EPISTIMOLOGI)
MANFAAT (AKSIOLOGI)
TOTALITAS
 RUANG LINGKUP

GENERAL SCIENCE

MENUNJUK
BIDANG
ILMU

GUGUSAN
ILMU
ILMU ADALAH RANGKAIAN AKTIVITAS YANG RASIONAL DAN

KOGNITIF DENGAN BERBAGAI METODE BERUPA ANEKA PROSEDUR

DAN TATA LANGKAH SEHINGGA MENGHASILKAN KUMPULAN

PENGETAHUAN YANG SISTEMATIS MENGENAI GEJALA-GEJALA

KEALAMAN, KEMASYARAKATAN, ATAU KEORANGAN UNTUK TUJUAN

MENCAPAI KEBENARAN, MEMPEROLEH PEMAHAMAN, MEMBERIKAN

PENJELASAN, MEMBUAT RAMALAN DAN/ATAU MELAKUKAN

PENERAPAN.
ILMU (SCIENCE) IALAH PENGETAHUAN SISTEMATIS MENGENAI DUNIA FISIS ATAU
MATERIAL (SYSTEMATIC KNOWLEDGE OF THE PHYSICAL OR MATERIAL WORLD.)
BARNHART, 1958

“SCIENCE REFERS PRIMARILY TO THOSE SYSTEMATICALLY ORGANIZED BODIES OF

ACCUMULATED KNOWLEDGE CONCERNING THE UNIVERSE WHICH HAVE BEEN DERIVED
EXCLUSIVELY THROUGH TECHNIQUES OF OBJECTIVE OBSERVATION. THE CONTENT OF
SCIENCE, THEN, CONSISTS OF ORGANIZED BODIES OF DATA.” SHELDON, 1969

“BUT SCIENCE IS ALSO VIEWED AS A PROCESS. THE PROCESS ORIENTATION IS MOST

RELEVANT TO A CONCERN FOR INQUIRY, SINCE INQUIRY IS A MAJOR PART OF SCIENCE AS
A PROCESS. “ MAX BLACK, 1954.

DARI SEGI MAKNA, ILMU MERUPAKAN PENGETAHUAN, AKTIVITAS, DAN METODE:

AKTIVITAS

ILMU

PENGETAHUAN METODE
 SEBAGAI PROSES AKTIVITAS PENELITIAN

ILMU SEBAGAI PROSEDUR METODE ILMIAH

SEBAGAI PRODUK PENGETAHUAN SISTEMATIS

 METODE PENGEMBANGAN ILMU:

1. EMPERIS;

2. EKSPERIMENTAL;

3. INDUKTIF.
 POLITIK:

ETIMOLOGI KATA POLITIK:

YUNANI: POLITIKA= POLITIKA BERARTI YANG BERHUBUNGAN DENGAN

NEGARA;
POLIS= NEGARA, KOTA
KESATUAN MASYARAKAT YANG BERDIRI SENDIRI;
TEIA = BERARTI URUSAN

SECARA ETIMOLOGI BERARTI MEMILIKI ARTI URUSAN KEHIDUPAN MASYARAKAT

DALAM BERNEGARA.

BEBERAPA DEFINISI DAN ARTI KATA POLITIK:

“POLITICAL SCIENCE FOCUSES ON THE THEORY AND PRACTICE OF GOVERNMENT

AND OILITIES AT THE LOCAL, STATE, NATIONAL, AND INTERNATIONAL LEVELS.”

“POLITICAL SCIENCE IS THE SYSTEMATIC STUDY OF GOVERNANCE BY EMPERICAL

AND GENERALLY SCIENTIFIC METHODS OF ANALYSIS”

“ ILMU POLITIK ADALAH CABANG ILMU SOSIAL YANG MEMBAHAS TEORI DAN
PRAKTIK POLITIK SERTA DESKRIPSI DAN ANALISIS SISTEM POLITIK DAN PERILAKU
POLITIK.”
POLITICS ARE THE ACTIONS OR ACTIVITIES CONCERNED WITH
ACHIEVING AND USING POWER IN A COUNTRY OR SOCIETY.

POLITICS IS THE STUDY OF THE WAYS IN WHICH COUNTRIES ARE

GOVERNED.

POLITICS CAN BE USED TO TALK ABOUT THE WAYS THAT POWER IS

SHARED IN ORGANIZATION AND THE WAYS IT IS AFFECTED BY
PERSONAL RELATIONSHIPS BETWEEN PEOPLE WHO WORK
TOGETHER. THE VERB THAT POLITICS MAY BE EITHER SINGULAR
OR PLURAL.

THE PRACTICE OR STUDY OF THE ART AND SCIENCE OF FORMING,

DIRECTING, AND ADMINISTRATING STATES AND OTHER POLITICAL
UNIT; THE ART AND SCIENCE OF GOVERNMENT; POLITICAL
SCIENCE.
POLITICAL SCIENCE IS THE STUDY OF THE STATE, IT’S AIMS AND PURPOSE ...

THE INSTITUTIONS BY WHICH THESE ARE GOING TO REALIZED, IT’S

RELATIONS WITH ITS INDIVIDUAL MEMBER’S AND OTHER STATE ...”

POLIS (YUNANI)

POLITICOS-POLITICUS (LATIN)

SIYASAH (ARAB)

NEGERI , KOTA, BANDAR

SIASAT

ILMU TENTANG PEMERINTAHAN, MENGEMUDIKAN NEGARA,

SEGALA UPAYA UNTUK MENGHASILAKAN DAN MENOLAK SESUATU YANG

BERHUBUNGAN ANTARA MASYARAKAT DAN PENGABDIAN (PEMERINTAHAN).

POLITIK:

KEBIJAKAN, SIASAT, DAN SENI MENGATUR NEGARA.

RELASI ANTAR:

INDIVIDU;

KELOMPOK SOSIAL;

BANGSA

BANGUNAN DAN HARGA DIRI INDIVIDU, KELOMPOK, DAN NEGARA

TERGANTUNG DARI KEMAMPUAN DAN CARA MEREKA BERPOLITIK.

 SEJARAH ILMU POLITIK:

A. BARAT

1. JAMAN KUNO/ANCIENT:

SOCRATIC POLITICAL PHILOSOPHER (469-399 BC); MORAL

PHILOSHOPHER;

PLATO (428-347) BC FILSUF DAN MATMATIKAWAN: IDE-IDE HANYA

TERBUKA BAGI RASIO, IDE BERSIFAT ABADI;

ARISTOTLE (384-322 BC): THE FATHER OF POLITICAL SCIENCE.

POLITICAL SYSTEM IS DISTINGUISHED BY NUMBER OF PERSONS RULING
AND BYWHETHER THE FORMS WAS LEGITIMATE OR CORRUPT.

PYTHAGORAS (572-497 BC)

2. MEDIEVAL (ANCIENT INFUENCES):

THE RISE OF MONOTHEISM: THE WESTERN TRADITION,

CHRISTIANITY;

AUGUSTINE WORK: HIPPO’S THE CITY OF GOD;

THE RISE OF POLITICAL STUDY.

3. RENAISSANCE

NICCOLO MACHIAVELLI (1469-1522)

MODERN POLITICAL SCIENCE ON DIRECTEMPERICAL OBSERVATION

OF POLITICAL INSTITUTIONS AND ACTORS.

“THE PRINCE”

IDEALISTIC MODERN MODELS IN POLITIC AL SCIENCE;

PUSHED THE STUDY OF POLITICS BEYOND NORMATIVE.

 SEJARAH ILMU POLITIK:

5. SINCE 1920

THE AMERICAN POLITICAL SCIENCE ASSOCIATION ESTABLISH IN 1903;

THE LARGEST PROFESSIONAL ASSOCIATION OF POTICAL SCIENTISTS.

 SEJARAH ILMU POLITIK:

4. ENLIGHTENTEMENT

VOLTAIRE, ROUSSEAU, DIDEROT;

FRENCH REVOLUTION;

THOMAS HEBBES: THAT CENTRAL POWER, SUCH AS MONARCHY, WAS

NECESSARY TO RULE THE INNATE SELFISHNESS OF INDIVIDUAL BUT
NEITHER OF THEM BELIVED IN THE DIVINE RIGHT OF KING;

JOHN LOCKE: TWO TREATISES OF GOVERNMENT:

THIS ERA HELPED PAVE THE WAY FOR POLICIES THAT EMPHASIZED A
NEED FOR A SEPARATION OF CHURCH ANG STATE.

5. 19TH CENTURY

DARWIN: MODELS OF EVOLUTION;

AUGUSTUS FREEMAN: POLITICAL SCIENTIFIC STUDY BEGAN IN

AMARICA.
 SEJARAH ILMU POLITIK:

6. SINCE 1920

THE AMERICAN POLITICAL SCIENCE ASSOCIATION ESTABLISH IN

1903;

THE LARGEST PROFESSIONAL ASSOCIATION OF POTICAL

SCIENTISTS.

POLITICAL SCIENCE IS INFLUENCED BY BEHAVIORISM AND CONCEP T

SYSTEM.

CANADA, EUROPE, AND IN THE SOVIET UNION.

 SEJARAH ILMU POLITIK:

B. INDIA

“ARTHASHASTRA OF CHANAKNYA WAS WRITTEN IN 3TH BC.

WAS NOTED ONE OF THE EARLIST POLITICAL SCIENCE WORK IN

INDIA;

THE BOOK IS A TREATISE OF POLITICAL POLITICAL THOUGHT WICH

DISCUSSES ESPECCIALY INTERNATIONAL RELATIONS, WAR STRATEGIES,
AND FISCAL POLICIES.

IS WRITEN BASED ON INDIA’S POLITICC LEADS TO THREE OF FOUR

VEDAS OF HINDUISM: RIGVEDA, SAMHITAS, AND BRAMANAS.

TWO HUNDRED YEARS “MANUSMITRII” WAS PUBLISHED.

 SEJARAH ILMU POLITIK:

C. CHINA

CONFUCIANISM (RUISM) AND TAOISM ARE KNOWN AS RELIGIONS, BUT

ARE ALSO CORE POLITICAL PHILOSOPHIES.

ORIGINATED FROM ANCIENT CHINA ‘S HISTORY DURING SPRING AND

AUTUMN PERIOR;

THIS PERIOD OF IN CHINA’S HISTORY WAS A GOLDEN AGE OF CHINESE

PHILOSOPHY;

DURING THIS PERIOD, ASPECT OF HUMAN LIFE SUCH AS AS MILITARY

STRTEGY AND POLITICAL SUCCESSION WERE INFLUENCED BY THE
PEOPLE’S FOCUS ON SPIRITS;

THE FOUR POLITICAL PHILOSOPHIES: CONFUCIANISM, TAOISM,

LEGALISM, AND MOHISM ( SCHOOL OF NAME DAOISM AND SCHOOL OF
NATURALISTS) ARE OF THE SIX CLASSICAL SCHOOLS OF THOUGHT IN
CHINESE PHILOSPOHY AS DETERMINED BY SIMA TAN.

SIMA TAN 165-110 BC

 SEJARAH ILMU POLITIK:

D. MIDDLE EAST

MIDDLE EAST (SUCH AS AVICENNA AND MAIMONIDES) KEPT THE

ARISTOTELIAN TRADITION OF EMPERICAL AND ANALYSIS ALIVE BY
WRITING COMMENTARIES ON ARISTOTLE’S WORKS;

ARABIA LATER MOVED FROM ARISTOTLE’S IDEOLOGY OF POLITICAL

SCIENCE, SHIFTING TO FOCUS ON PLATO’S WORK TITLE “REPUBLIC”;

“REPUBLIC” BECAME THE BASE OF JUDEO-ISLAMIC POLITICAL

PHILOSOPHY;

SEE WORK OF AL-FARABI AND AVERROES.

 TOKOH-TOKOH:

THE PROPONETS OF DEVELO[MENT OF MODERN POLITICAL SCIENCE ARE:

NICCOLO MACHIAVELLI

ALEX DE TOCQUEVILLE

BENEDICT ANDERSON

HANNAH ARENDT

JOHN J. MEARSHEIMER

KENNETH N. WALTHZ

ROBERT A. DAHL

CAROLE PATEMAN

ROBERT O. KEOHANE

WILLIAM RIKER
 SCOPE OF POLITICAL SCIENCE

POLITICAL SCIENCE IS A DISCIPLIN DEALS WITH VARIOUS ASPECTS.

1. VARIOUS, COMPREHENSIVE AND EXPANDING;

2. AN ATTEMPT WAS MADE BY THE INTERNATIONAL POLITICAL SCIENCE

ASSOCIATION IN PARIS IN 1948;

3. THE SCOPE DEMARCATED INTO FOUR ZONES:

a. POLITICAL THEORY;

b. POLITICAL INSTITUTION (CONSTITUTION, NATIONAL

GOVERNMENT, REGIONAL AND LOCAL GOVERNMENT, AND
COMPARATIVE POLITICAL INSTITUTION);

c. POLITICAL DYNAMICS (PARTIES, GROUPS, AND PUBLIC

OPINION);

d. INTERNATIONAL RELATIONS
 SCOPE OF POLITICAL SCIENCE

POLITICAL SCIENCE IS A DISCIPLIN DEALS WITH VARIOUS ASPECTS:

1. STUDY OF STATE AND GOVERNMENT;

2. STUDY OF ASSOCIATIONS AND INSTITUTIONS;

3. STUDY OF NATIONALAND INTERNATIONAL PROBLEM;

4. STUDY OF POLITICAL BEHAVIOR OF MAN

5. STUDY OF THE PAST, PRESENT AND FUTURE OF DEVELOPMENT;

6. STUDY OF THE CONCEPTS OF POWER, AUTHORITY AND

INFLUENCE.
TWO MAIN ROOTS OF POLITICS OF EDUCATION:

POLITICAL SCIENCE;

ATTEMPTS TO EXPLAIN HOW SOCIETIES AND SOCIAL

ORGANIZATION USE POWER TO ESTABLISH REGULATIONS AND ALLOCATE
RESOUCES.

ORGANIZATIONAL THEORY:

USE SCIENTIFIC THEORIES OF MANAGEMENT TO DEVELOP

DEEPER UNDERSTANDINGS REGARDING THE FUNTION OF
ORGANIZATIONS.

(SCRIBNER, J. D.; ALEMAN, E.; MAXCY, B. 2003)

TWO TYPES OF POLITICES IN EDUCATIONAL SETTING (SCHOOL):

MICROPOLITICS:

USE FORMAL AND INFORMAL POWER BY INDIVIDUALS AND `

GROUPS TO ACHIEVE THEIR GOALS IN ORGANIZATIONS.

MACROPOLITICS

HOW POWER IS USED AND DECISION MAKING IS CONDUCTED AT A

DISCTRICT, STATE, AND FEDERAL LEVELS.

GENERALLY CONSIDERED TO EXIST OUTSIDE THE SCHOOL.

BOTH MAY EXIST AT ANY LEVEL OF SCHOOL SYSTEMS DEPENDING ON

CIRCUMSTANCES.

(BLASE, J.; BLASE, J. 2002)

POLITIK:

PLATO DAN ARISTOTELES POLITIK: EN DAM ONIA ATAU THE GOOD OF

LIFE

POLIS (YUNANI)

NEGARA KOTA

MASYARAKAT

PEMERINTAH YANG MENGATUR, MELINDUNGI, DAN MENJAGA

WILAYAH

HAROLD LASSWEL DAN DAVID EASTON (DALAM SURBAKTI, 2010)

POLITICS IS THE AUTHORITATIVE ALLOCATION OF VALUES FOR A

SOCIETY.
POLITIK DALAM SATU NEGARA BERKAITAN DENGAN KEKUASAN (POWER)
DALAM:

1. PENGAMBILAN KEPUTUSAN (DECISION MAKING);

2. KEBIJAKAN PUBLIK (PUBLIC POLICY);

3. ALOKASI DAN/ATAU DISTRIBUSI.

PETER MERKL:

“POLITIK DALAM BENTUK YANG PALING BAIK ADALAH USAHA

MENCAPAI SUATU TATANAN SOSIAL YANG BAIK DAN BERKEADILAN.”

(POLITICS, AT ITS BEST IS A NOBLE QUEST FOR A GOOD ORDER AND

JUSTICE.)
 TEORI-TEORI POLITIK KONTEMPORER

1. TEORI-TEORI NORMATIF KONTEMPORER

a. COSMOPOLITANIMS;

b. COMMUNITATARISE

PERDEBATAN

a. OTONOMI NEGARA;

b. ETIKA PENGGUNAAN KEKERASAN;

c. KEADILAN INTERNASIONAL.
 TEORI-TEORI POLITIK KONTEMPORER

2. NEO-INSTITUSIONALISME

MENGKAJI HUBUNGAN LEMBAGA NEGARA DAN INDIVIDU;

NEO-INSTIITUSIONALISME BERBEDA DENGAN INSTITUSIONALISME

KLASIK DALAM CARA PANDANG TERHADAP INSTITUSI ;

TERDAPAT KESEPAKATAN POLITIK ANTARA PENGUASA DENGAN

INDIVIDU;

KEBIJAKAN PUBLIK BERSIFAT TRANSAKSIONAL DAN SALING

MENGUNTUNGKAN;

PERAN AKTOR LEBIH DOMINAN DARI PADA YANG LAIN, SEPERTI

STRUKTUR DAN KULTUR.
3. ANARKISME DAN RADIKALISME

a. ANARKISME

ANARCHOS/ANARCHEIN (YUNANI), ANARCHY (INGGRIS); ANARCHIE

(BELANDA/JERMAN/PRANCIS) ;

ARTINYA TANPA HUBUNGAN MEMERINTAH DAN DIPERINTAH;

NEGARA DAN PEMENRINTAHAN MENUMBUHSUBURKAN PENINDASAN;

NEGARA DAN PEMERINTAHAN HARUS DIHILANGKAN;

PETER KROPOTIN (2010) SISTEM SOSIALIS TANPA PEMERINTAHAN;

SISTEM POLITIK YANG BERTUJUAN UNTUK MENCIPTAKAN

MASYARAKAT TANPA HIERARKI;

SERING MENGGUNAKAN KEKERASAN UNTUK MEMPERJUANGKAN IDE-

IDENYA (PROPAGANDA BY THE DEAD).
3. ANARKISME DAN RADIKALISME

b. RADIKALISME

PAHAM/ALIRAN YANG MENGINGINKAN PERUBAHAN;

DENGAN CARA KEKERASAN, DRASTIS, DAN EKSTRIM;

KEINGINAN PERUBAHAN SOSIAL POLITIK POSITIF;

REVOLUSI PERUBAHAN SOSIAL POLITIK NEGATIF.

4. GERAKAN SOSIAL BARU

SOCIAL MOVEMENT

AKTIVITAS SOSIAL

KEBANGKITAN

INFORMAL BERBENTUK ORGANISASI

ISU SOSIAL ATAUPUN POLITIK

MELAKSANAKAN, MENOLAK, ATAU MENGAMPANYEKAN PERUBAHAN SOSIAL

NEW SOCIAL MOVEMENT MUNCUL PERTENGAHAN 1960AN (HARBERMAS).

TERINSPIRASI DARI PARADIGMA KONVENSIONAL GERAKAN SOSIAL POLITIK

YANG BERASAL DARI KALANGAN PEKERJA

DUA KLAIM SENTRAL DARI NEW SOCIAL MOVEMENT:

1. KEBANGKITAN EKONOMI PASCAINDUSTRI

2. GERAKAN-GERAKAN SECARA SIGNIFIKAN BERBEDA DENGAN

GERAKAN SEBELUMNYA.
5. KEWARGANEGARAAN

KEANGGOTAAN SESEORANG DALAM SATUAN POLITIK TERTENTU (NEGARA)

HAK SESEORANG UNTUK BERPOLITIK

CITIZENSHIP

NATIONALITY

6. MULTIKULTURALISME

PERSATUAN DARI BERBAGAI KELOMPOK

KESATUAN BERBAGAI ETNIS MASYARAKAT

AZYUMARDI AZRA (2007)

PANDANGAN DUNIA
KEBIJAKAN KEBUDAYAAN
PENERIMAAN TERHADAP REALITAS
KEAGAMAAN,PLURALITAS, DAN MULTIKULTURAL DALAM KEHIDUPAN
MASYARAKAT.
 PAREKH (1997)

A MULTICULTURAL SOCIETY, THEN IS ONE THAT

INCLUDES SEVERAL CULTURAL COMMUNITIES WITH
THEIR UVERLAPPING BUT NONE THE LESS DISTINCT
CONCEPTION OF THE WORLD, SYSTEM OF MEANING, ,
VALUES, FORMS OF SOCIAL ORGANIZATIONS, HISTORIES,
CUSTOMS AND PRACTICES. (LAWRENCE BLUM, 1991)

“MULTIKULRALISME MENCAKUP PEMAHAMAN,

PENGHARGAAN, SERTA PENILAIAN ATAS BUADAYA
SESEORANG.”
JENIS-JENIS MULTIKULTURALISME

1. MULTIKULTURALISME ISOLASIONIS

2. MULTIKULTURALISME AKOMODATIF

3. MULTIKULTURALISME OTONOMIS

4. MULTIKULTURALISME KRITIKAL
ATAU INTERAKTIF

5. MULTIKULTURALISME KOSMOPOLITAN
7. ENVIROMENTALISM DAN POLITIK HIJAU

LINGKUNGAN HIDUP MENJADI ISU GLOBAL

1. MEMBAWA EFEK GLOBAL

2. EKSPLOITASI SUMBER DAYA ALAM;

3. TRANSNASIONAL;

4. DEGRADASI LINGKUNGAN;

5. PROSES POLITIK DAN SOSIAL-EKONOMI.

GREEN POLITICS ECKERSKEY, GOODIMM, DN DOBSON (DALAM

PETERSON, 2001) MEMPERHATIKAN ECOSENTRISM.

TIM UNIVERSITAS HARWARD GREEN POLITICAL THEORY MANUSIA

BAGIAN DARI ALAM YANG MEMILIKI IMPLIKASI BARU TEORI POLITIK.
8. TEORI KRITIS (CRITICAL THEORY)

HEGEL DAN MARX

DISISTEMATISAS OLEH HORKHEIMER

DIKEMBANGKAN OLEH HABERMAS

SECARA UMUM MERUJUK KE ELEMEN KRITIK DALAM FILSAT JERMAN

TUJUAN TEORI INI MENGHILANGKAAN BERBAGAI BENTUK DOMINASI

DAN MENDORONG KEBABASAN, KEADILAN, DAN PERSAMAAN.

MENGGUNAKAN METODE REFLETIF

MENGHINDARI HILANGNYA KEBENARAN YANG TELAH DICAPAI OEH

PENGETAHUAN MASA LALU.

HORKHEIMER DALAM JACKSON, 2010 MENYATAKAN BAHWA SEMUA

PEMIKIRAN , BENAR ATAU SALAH TERGANTUNG PADA KEADAAN YANG
BERUBAH SAMA SEKALI TIDAK BERPENGARUH PADA VALIDITAS SAINS.
9. FEMINISME/GENDER

LADY MARY WORTLEY MONTAGU DAN MARQUIS DE CONDORCET

PENCERAHAN DI EROPA

FENOMENA SOSIAL POLITIK

DICETUSKAN OLEH CHARLES FOURIER (1837)

DI AMERIKA SERIKAT OLEH JOHN STUART MILL

RITZER DAN GOODMAN (2007) TEORI INI BERPUSAT PADA PEREMPUAN

DALAM 3 HAL:

1. SITUASI DAN PENGALAMAN PEREMPUAN DI DALAM

MASYARAKAT;

2. PEREMPUAN DIJADIKAN SASARAN SENTRAL;

3. DICIPTAKAN UNTUK KEPENTINGAN PEREMPUAN.

9. FEMINISME/GENDER (LANJUTAN)

FOKUS UTAMA KESETARAAN GENDER

KETIMPANGAN DITANDAI OLEH:

1. LAKI-LAKI DAN PEREMPUAN TERJADI KETIMPANGAN;

2. KETIMPANGAN BERASAL DARI ORGANISASI MASYARAKAT;

3. TIDAK ADA POLA ALAMIAH MEMBEDAKAN KEDUANYA;

4. ADANYA TUNTUTAN KESETARAAN GENDER BAGI

PEREMPUAN.
10. PASCAMODERNISME DAN PASCASTRUKTURALIME

a. PASCAMODERNISME

POSTMODERNISM (RUDOLF PANNWITZ, 1917) FILSUF JERMAN

ANTITESIS MODERNISME

MODERNISME DIARTIKAN SEBAGAI PROYEK INTELEKTUAAL

DALAM SEJARAH DAAN KEBUADAYAAN BARAT YANG MENCARI
KESATUAN DI BAWAH BIMBINGAN SUATU IDE POKOK YANG
TERARAH KAPADA KEMAJUAN DITANDAI DENGAN AUFKLARUNG
(MASA PENCERAHAN) PADA ABAD XVIII.

MODERNISME DITANDAI ANTARA LAIN OLEH KEMAMPUAN

RASIONAL, BERIMAN KEPADA KEMAJUAN ILMU PENGETAHUAN,
PENGGUNAAN METODE EMPIRIS, DAN OBYEKTIVITAS PEMIKIRAN
MANUSIA.
a. PASCAMODERNISME (LANJUTAN)

TIGA CIRI KHAS:

1) DEKONSTRUKTIVISME
a) KENYATAAN MASYARAKAT,
b) REALITAS KEBERAGAMAN,
c) REALTAS ALAM.

2) RELATIVISME
a) TIDAK BOLEH ABSOLUT,
b) MEMPERTIMBANGKAN SITUASI DAN KONDISI YANG ADA.

3) PLURALISME
a) AGAMA
b) BUDAYA
c) KELUARGA
d) RAS
e) EKONOMI
f) SOSIAL
g) SUKU
h) PENDIDIKAN DAN ILMU PENGETAHUAN
i) MILITER
j) POLITIK
b. PASCASTRUKTURALISME

DERRIDA (1966)

1) MELEKAT DALAM STRUKTURALISME

2) MENGAMBIL JARAK DARI SRTUKTURALISME

3) SELURUH ORGANISASI MANUSIA DITENTUKAN OLEH STRUKTUR

SOSIAL ATAU PSIKOLOGI

4) LOGIKA INDEPENDEN BERKAITAN DENGAN MAKSUD, KEINGINAN,

DAN TUJUANNYA.
11. PASCAKOLONIALISME

KOLONIALISME (COLONIA): TANAH PERMUKIMAN/JAJAHAN

KOLONIALISME: PENAKLUKAN DAN PENGUASAAN ATAS TANAH DAN

HARTA PENDUDUK ASLI OLEH PENDATANG

TERJADI BENTURAN: PEPERANGAN, PENJARAHAN, PERUSAKAN,

PERBUDAKAN, PEMBERONTAKAN

KOLONIALISME MODERN: KOLONIALISME + MEMANFAATKAN WILAYAH

KEKUSAAN BARU UNTUK MENDUKUNG PEREKONOMIAN (KAPITALISME).

CIRI KOLOIALISME MODERN:

a. STRUKTUR PEREKONOMIAN DAERAH KOLONI
DIROMBAK;

b. WILAYAH KOLONI MENJADI PASAR PRODUK

NEGARA PENJAJAH.
 PASCAKOLONIAL TIDAK SELALU TERKAIT DENGAN AKTIVITAS
KOLONIALISME.

JORGE DE ALVA (1995)

CIRI PASCAKOLONISME:

“SUBYEKTIVITAS DARI PERLAWANAN TERHADAP WACANA DAN

PRAKTIK IMPERIALISME (SUBORDINASI)”.

PERLAWANAN TIDAK HANYA DILAKUKAN TERHADAP

DOMINASI KOLONIAL. TETAPI JUGA SELURUH
WARISAN/PENINGGALANNYA.
12. KONSTRUKTIVISME

VON GLASERFELD (1988)

FILSAFAT PENGETAHUAN

PENGETAHUAN ADALAH BENTUKAN (KONSTRUKSI) SENDIRI

“KNOWLEDGE IS NOT PASSIVELLY RECEIVED EITHER THROUGH THE

SENSES OR BY WAY OF COMMUNICATION, BUT IT IS ACTICITY BUILT UP

BY THE COGNISING SUBJECT.... THE FUNCTION OF COGNITION IS

ADAPTIVE AND SERVES THE SUBJECT’S ORGANIZATION OF THE

EXPEREINTAL WORLD, NOT THE DISCOVERY OF AN OBJECTIVE

ONTOLOGICAL REALITY.”
MARTIN GRIFFITHS, ET ALL. (2008)

POSISI FILSAFAT

“PENGETAHUAN SEBAGAI HASIL PENGALAMAN YANG DIEPROLEH

DARI KOMBINASI PENGALAMAN PRIBADI DENGAN PENGALAMAN

YANG DIPEROLEH DARI KOMBINASI PENGALAMAN PRIBADI DENGAN

PENGALAMAN YANG DIKONTRUKSI DARI ORANG LAIN.”

CHRISTIAN REUS-MIT (2004)

KONSTRUKTIVISME SEBAGAI PENDEKATAN MEMILIKI YANG LEBIH

BERGUNA UNTUK MENGALISIS POLITIK. POLITIK ADALAH BENTUK
PERTIMBANGAN SOSIAL.
ARGUMEN BERANGKAT DARI 4 TIPE PERTIMBANGAN YAITU:

IDEOGRAFI: YANG MEMBENTUK IDENTITAS AKTOR;

TUJUAN: YANG MEMBENTUK KEPENTINGAN DAN

PREFERENSI AKTOR;

INSTRUMENTAL: YANG MENGATUR CARA

MENCAPAI DAN KEPENTINGAN (INSTRUMENTAL
TRATEGIS) DAN KEBUTUHAN UNTUK
MENCAPAI KEPENTINGAN ( INSTRUMENTAL SUMBER
DAYA);

ETIS : YANG MENEMPATKAN TUJUAN DAN PILIHAN

INSTRUMENTAL AKTOR DALAM NORMA- NORMA SOSIAL YANG
MENGATUR TINGKAH LAKU YANG SAH.
 What is education
Education: as deliberate, systematic, and sustained effort
to transmit, evoke, or acquire knowledge, attitudes,
skills, or sensibilities, as well as any outcomes of that
effort.

The definition projects us beyond the schools and

colleges to the multiplicity of individuals and institutions
that educate-parents, peers, siblings, and friends, as well
as families, churches, synagogues, libraries, museums,
summer camps, benevolent societies, agricultural fairs,
settlement houses, factories, publisher, radio stations,
and television networks. (Lawrence A. Cremin, 1977, pp
135-136)
 PENDIDIKAN SEBAGAI PROSES 1. KOMUNIKASI;
2. PENGOLAHAN
INFORMASI;
3. PROSES
LINGUISTIK

1.
1. ARIF
ARIF
MENDORONG;
2.
2. TERENCANA
TERENCANA MEMOTIVASI;
3.SUSTAIN/
3.SUSTAIN/ MENGARAHKAN;
PENDIDIKAN IKHTIAR
BERKESINAMB
BERKESINAMB
UNGAN: MEMBIMBING;
UNGAN:
VERTIKAL
VERTIKAL DAN
DAN MEMANIPULASI
HORIZONTAL
HORIZONTAL MEMFASILITAS

1. KOGNISI;
2. AFEKSI;
3.KETERAMPILAN
/
PSIKOMOTOR
IK;
4. SENSIBILITAS
LAINNYA
 SEPULUH TIPE KECERDASAN
(GARDNER/WASPODO)

RE

IK
ST
LI
KR

GI

UI
EA

NG
US
TI
F

LI
MATEMATIK
FISIK

INTRAPERSONAL VISUAL/SPASIAL
L
NA

SE
NAT
SO

NI
ER

URA
P
ER

LI S
T
IN
John Dewey (1916): “Education is a social process
of inviting truth and possibility, encouriging and
giving time to discovery.”

Education is a process –’a process of living not a

preparation for future living’

Such education is:

a. Deliberate and hopeful;
b. Informed, respectful and wise;
c. Grounded in desire tha at all may flourish and
share in life.
 THE NATURE OF EDUCATION?

1. ALL EDUCATION PROCEEDS BY THE PARTICIPATION OF THE

INDIVIDUAL IN THE SOCIAL CONSCIOUSNESS OF THE RACE.
2. ONLY TRUE EDUCATION COMES THROUGH THE SIMULATION OF
THE CHILD’S POWERS BY THE DEMANDS OF THE SOCIAL
SITUATIONS IN WHICH HE FINDS HIMSELF.
3. EDUCATIONAL PROCESS HAS TWO SIDES-ONE PSYCHOLOGICAL
AND ONE SOCIOLOGICAL.
4. KNOWLEDGE OF SOCIAL CONDITIONS, OF THE PRESENT STATE OF
CIVILIZATION, IS NECESSARY IN ORDER PROPERLY TO INTERPRET
THE CHILD’S POWERS.
5. PSYCHOLOGICAL AND SOCIAL SIDES ARE ORIGINALLY RELATED
AND THAT EDUCATION CANNOT BE REGARDED AS A COMPROMISE
BETWEEN THE TWO, OR SUPERIMPOSITION OF ONE UPON THE
OTHER.
6. EACH OF THESE OBJECTIONS IS TRUE WHEN URGED AGAINTS
ONE SIDE ISOLATED FROM THE OTHER.
7. THE INDIVIDUAL WHO IS TO BE EDUCATED IS A SOCIAL
INDIVIDUAL AND THAT SOCIETY IS AN ORGANIC UNION OF
INDIVIDUALS.
 PRINCIPLES OF EDUCATION

1. CIVILITASATION IS FRAGILE AND EDUCATION

SUSTAINS IT;

2. EDUCATION IS FOR ALL;

3. EDUCATION IS NOT UTILITARIAN, IT IS

EMANCIPAORY;

4. EDUCATION IS NOT NATURAL OR ESAY;

5. OUR BEST GUIDE TO THE FUTURE IS THE PAST.

 TUJUH PRINSIP PEMBELAJARAN

1. ENCOURAGE CONTACT BETWEEN STUDENT AND

TEACHER;

2. DEVELOP RECIPROCTY AND COOPERATION AMONG

STUDENT;

3. ANCOURAGE ACTIVE LEARNING;

4. GIVE PROMPT FEEFBACK;

5. EMPHASIZE TIME ON TASK;

6. COMMUNICATE HIGH EXPECTATIONS;

7. RESPECT DIVERSE TALENTS AND WAYS OF LEARNING.

 THE MEANING OF PROCESS OF EDUCATION

1. IMITATION

2. INITIATION

3. ADAPTATION

4. ASSIMIILATION

5. INTERNALIZATION
 EVALUASI

KUALITAS

AKUNTABILITA
S
OTONOMI AKREDITASI

PARADIGMA/PANDANGAN BARU MANAJEMEN PENDIDIKAN

 WHAT IS EDUCATION?

1. ALL EDUCATION PROCEEDS BY THE PARTICIPATION OF THE

INDIVIDUAL IN THE SOCIAL CONSCIOUSNESS OF THE RACE.
2. ONLY TRUE EDUCATION COMES THROUGH THE SIMULATION OF
THE CHILD’S POWERS BY THE DEMANDS OF THE SOCIAL
SITUATIONS IN WHICH HE FINDS HIMSELF.
3. EDUCATIONAL PROCESS HAS TWO SIDES-ONE PSYCHOLOGICAL
AND ONE SOCIOLOGICAL.
4. KNOWLEDGE OF SOCIAL CONDITIONS, OF THE PRESENT STATE OF
CIVILIZATION, IS NECESSARY IN ORDER PROPERLY TO INTERPRET
THE CHILD’S POWERS.
5. PSYCHOLOGICAL AND SOCIAL SIDES ARE ORIGINALLY RELATED
AND THAT EDUCATION CANNOT BE REGARDED AS A COMPROMISE
BETWEEN THE TWO, OR SUPERIMPOSITION OF ONE UPON THE
OTHER.
6. EACH OF THESE OBJECTIONS IS TRUE WHEN URGED AGAINTS
ONE SIDE ISOLATED FROM THE OTHER.
7. THE INDIVIDUAL WHO IS TO BE EDUCATED IS A SOCIAL
INDIVIDUAL AND THAT SOCIETY IS AN ORGANIC UNION OF
INDIVIDUALS.
 PENDIDIKAN SEBAGAI SUATU SISTEM

MANAJEMEN
PEMERINTAH
ORTU
HASIL
MASYARAKAT
GURU

SISWA PROSES OUTPUT OUTCOME

DUDI TEKNOLOGI
TIDAK
SAR/PRA KENDALI
KURIKULUM MUTU
 CIRI SISTEM:

1. SATU KESATUAN MENYELURUH;

2. KOMPONEN SITEM/SUBSISTEM;

3. SETIAP KOMPONEN MEMPUNYAI PERAN MASING-MASING;

4. KOMPONEN BEKERJA SECARA SINERGIS;

5. KEBERHASILAN SISTEM DIUKUR DARI KONTRIBUSI PERAN SETIAP

KOMPONEN (SEKURANG-KURANGNYA 85%);

6. PERAN SETIAP KOMPONEN TIDAK DAPAT DIAMBIL ALIH

KOMPONEN LAIN;

7. SETIAP SISTEM MEMILIKI TUJUAN.

 KELUARGA

PENDIDIKAN

LEMBAGA LAINNYA MEDIA

MASYARAKAT PEMERINTAH/
SEKOLAH
“PENDIDIKAN ADALAH USAHA SADAR DAN
TERENCANA UNTUK MEWUJUDKAN SUASANA
BELAJAR DAN PROSES PEMBELAJARAN AGAR
PESERTA DIDIK SECARA AKTIF
MENGEMBANGKAN POTENSI DIRINYA UNTUK
MEMILIKI KEKUATAN SPIRITUAL
KEAGAMAAN, PENGENDALIAN DIRI,
KEPRIBADIAN, KECERDASAN, AKHLAK
MULIA, SERTA KETERAMPILAN YANG
DIPERLUKAN DIRINYA, MASYARAKAT,
BANGSA, DAN NEGARA”.
(UU NO 20 TAHUN 2003 TETANG SISTEM
PENDIDIKAN NASIONAL)
 TUJUAN PENDIDIKAN

PENGEMBANGAN TUJUAN PENDIDIKAN DI INDONESIA

MENGGUNAKAN ACUAN TEORI YANG DIKEMBANGKAN

OLEH B. BLOOM, ET AL. (1954) YANG DIKENAL DENGAN

ISTILAH TAXONOMY (TAKSONOMI) B. BLOOM.

TAKSONOMI INI DIKENAL DI INDONESIA DENGAN ISTILAH

RANAH.

ADA 3 (TIGA) RANAH: COGNITIVE (KOGNITIF), AFFECTIVE

(AFEKTIF/PERASAAN), DAN PSYCHOMOTOR

(PSIKOMOTORI/KETERAMPILAN)
 TUJUAN PENDIDIKAN

PENGEMBANGAN TUJUAN PENDIDIKAN DI INDONESIA

MENGGUNAKAN ACUAN TEORI YANG DIKEMBANGKAN

OLEH B. BLOOM, ET AL. (1954) YANG DIKENAL DENGAN

ISTILAH TAXONOMY (TAKSONOMI) B. BLOOM.

TAKSONOMI INI DIKENAL DI INDONESIA DENGAN ISTILAH

RANAH.

ADA 3 (TIGA) RANAH: COGNITIVE (KOGNITIF), AFFECTIVE

(AFEKTIF/PERASAAN), DAN PSYCHOMOTOR

(PSIKOMOTORI/KETERAMPILAN)
RANAH KOGNITIF/PENGETAHUAN TERDIRI DARI 6 (ENAM)
TINGKATAN:

1. MENGINGAT (KNOWLEDGE/REMEMBERING)/C1;

2. PEMAHAMAN
(COMPREHENSION/UNDERSTANDING)/C2;

3. PENERAPAN (APPLYING)/C3;

4. ANALISIS (ANALYZING)/C4;

5. EVALUASI (EVALUATING)/C5;

6. KREASI (CREATING)/C6.
RANAH AFEKTIF TERDIRI DARI 5 (LIMA)
TINGKATAN:

1. PENERIMAAN (RECEIVING)/A1;

2. MENANGGAPI/(RESPONDING)/A2;

3. MENILAI (VALUING)/A3;

4. MENGORGANISASI (ORGANIZING)/A4;

5. KARAKTERISASI (CHARACTERIZING)/A5.
RANAH PSIKOMOTORIK TERDIRI DARI 5 (LIMA)
TINGKATAN:

1. PENIRUAN (PERCEPTION)/P1;

2. MEMBIASAKAN GERAKAN/MEMANIPULASI/
(MANIPULATING)/P2;

3. MELAKUKAN DENGAN PROSEDUR/(GUIDED

RESPONSIVE)/P3;

4. MELAKUKAN DENGAN TEPAT/

(ARTICULATIONN/COMPLEX OVERT RESPONSE)/P4;

5.MELAKUKAN TINDAKSN SECARA ALAMI

(ADAPTATION/NATURALIZATIO)/P5.
 KOMPETENSI SEBAGAI TUJUAN PENDIDIKAN

DALAM KURIKULUM 2013 TUJUAN PENDIDIKAN DIRUMUSKAN DALAM

BENTUK KOMPETENSI INTI DAN KOMPETENSI DASAR SEBAGAI BERIKUT:

1. KOMPETENSI SPIRITUAL RELIGIUS;

2. KOMPETENSI SOSIAL;

3. KOMPETENSI PENGETAHUAN;

4. KOMPETENSI KETERAMPILAN..

KOMPETENSI INTI DIJABARKAN DALAM KOMPETENSI DASAR. UNTUK

MENGETAHUI KETERCAPAIAN SETIAP KOMPETENSI DASAR DIJABARKAN
DALAM BENTUK INDIKATOR
 PENGEMBANGAN KARAKTER

PADA TAHUN 2018 PEMERINTAH MERUMUSKAN TUJUAN PENDIDIKAN

DALAM
18 KARAKTER, YAITU:

1. RELIGIUS;

2. JUJUR;

3. TOLERANSI;

4. DISIPLIN;

5. KERJA KERAS;

6. KREATIF;

7. MANDIRI;

8. DEMOKRATIS;
9. RASA INGIN TAHU;

10. SEMANGAT KEBANGSAAN;

11. CINTA TANAH AIR;

12. MENGHARGAI PRESTASI;

13. KOMUNIKATIF/BERSAHABAT;

14. CINTA DAMAI;

15. GEMAR MEMBACA;

16. PEDULI LINGKUNGAN;

17. PEDULI SOSIAL;

18. TANGGUNG JAWAB.

 KONTEMPORER

CONTEMPORARY

ADJECTIVE

1. LIVING OCCURRING AT THE SAME TIME

2. BELONGING TO OR OCCURRING IN THE PRESENT

NOUN

A PERSON OR THING LIVING OR EXISTING AT THE

SAME TIME AS ANOTHER.
 KONTEMPORER

KONTEMPORER ADALAH SESUATU HAL YANG MODERN,

YANG EKSIS DAN TERJADI, DAN MASIH BERLANGSUNG

SAMPAI SEKARANG, ATAU SEGALA HAL YANG BERKAITAN

DENGAN SAAT INI.

KEKINIAN

KEBEBASAN DALAM MENENTUKAN SESUAI DENGAN YANG

BERLAKU PADA SAAT ITU DAN SAAT INI.

 PENDIDIKAN KONTEMPORER/CONTEMPORARY EDUCATION

CONTEMPORARY EDUCATION IS THE IMPLEMENTATION OF LEARNING

ACTIVITIES WHICH DRAW UPON STUDENTS’ EXPERIENCES, BOTH IN AND OUT

OF THE CLASSROOM, THUS HELPING THEM TO RECOGNIZE THAT THEY ARE

DEVELOPNING SPECIFIC SKILLS WHICH THEY PERCEIVE TO BE

SIGNIFICANTVFOR THE WORLD OUTSIDE SCHOOL. ( JUNUEL NATO, 2018)

CONTEMPORARY EDUCATION DIALOGUE SERVES AS AN INDEPENDENT OPEN

FORUM FOR RESEACHERS AND PRACTITIONERS TO SUSTAIN A CRITICAL

ENGAGEMENT WITH ISSUES IN EDUCATION BY ENGENDERING A REFLECTIVE

SPACE THAT KURTURES THE DISCIPLINE AND PROMOTES INTER-DISCIPLINARY

PERSPECTIVE. (NAVEEN, 2018)

PENDIDIKAN KONTEMPORER/CONTEMPORARY EDUCATION

CONTEMPORARY EDUCATION IS ALL ABOUT CONNECTING

SCHOOL LEARNING TO THE LIVES WE LEAD AND THAT

MEANS CHANGING HOW WE DO SCHOOL COUNSCIOUSLY,

DELIBERTITELY AND INTENSIONALY . THIS IS WHAT

BECOME IN ANY PLACES AND IT IS WHAT WE TAKE

TO BE NORMAL.
PENDIDIKAN KONTEMPORER/CONTEMPORARY EDUCATION

CONTEMPORARY EDUCATION /LEARNING PREPARES

STUDENTS ACROSS CURRICULUM AREAS AND LEARNING
STAGES WITH SKILLS AND CAPBILITIES TO THRIVE IN
RAPIDLY CHANGING ND INTERCONNETED WORLD.

IT CONNECT STUDENTS ANDENGAGES THEIR SENSE O F

CURIOSITY.

CONTEMPORARY TEACHERSKNOW AND UNDERSTANDTHE

NEEDS AND TALENTS OF THEIR STUDENTS.
 THE PURPOSEs OF CONTEMPORARY EDUCATION

TO FOSTER:

ESSENTIAL LIFE SKILLS,

CRITICAL THINKING,

DECISION-MAKING SKILLS,

ANALYTICAL COMPETENCIES IN ITS LEARNERS,

TO FACILITATE A POSITIVE APPROACH TOWARDS

DIVERSITY,

INCLUSION,

COMPASSION, AND

A SENSE OF RESPONSILITY IN STUDENTS.

 FILSAFAT PENDIDIKAN KONTEMPORER

THE CONTEMPORARY PHILOSOPHIES SUPPORT SOCIAL THEORY FOR A

PHILOSOPHY OF EDUCATION, TRAINING STDUDENTS TO BE NDEPENDENT AND
CRITICAL THINKERS.

THE CONTEMPORARIES EMPHASIZE THAT CURRICULUM MUST ADDRESS THE

EMOTIONAL AND PHYSICAL NEEDS OF STUDENTS, PROVIDING THEM WITH A
BALANCE OF SOCIAL AND TECHNICAL SKILLS.

CONTEMPORARY PHILOSOPHY FOCUSES ON EPISTEMOLOGY, METAPHYSICS,

LOGI, ETHICS, AESTHETICS, THE PHILOSOPHY OF MIND, THE PHILOSOPHY OF
LANGUAGE, POLITICAL PHILOSOPHY , THE HISTORY OF DEBATES IN THESE
AREAS, AND PHILOSOPHICAL EXAMINATION OF ASSUMPTIONS, METHODS AND
CLAIMS OF OTHER AREAS OF FOCUS IN SCIENCE AND SOCIAL SCIENCE.

7 PHILOSOPHIES OF EDUCATION: ESSENTIALISM, PERENNIALISM,

PROGRESSIVISM, SOCIAL RECONSTRUCTIONISM, EXISTENTIALISM,
BEHAVIORISM, CONSTRUCTIVISM, CONSERVATISM, AND HUMANISM.
 TUJUAN DAN PERAN PENDIDIKAN KONTEMPORER

THE PURPOSE OF EDUCATION IS TO EDUCATE INDIVIDUALS WITHIN SOCIETY,

TO PREPARE AND QUALITY THEM FOR WORK IN ECONOMY AS WELL AS TO

INTEGRATE PEOPLE INTO SOCIETY AND TEACH THEM TO VALUES AND MORALS

OF SOCIETY.

THE ROLE OF CONTEMPORARY EDUCATION

EDUCATION IS AN IMPORANT ASPECT THAT PLAYS A HUGE ROLE IN THE

MODERN, INDUSTRIALIZED WORLD. PEOPLE NEED A GOOD EDUCATION TO BE

ABLE TO SURVIVE IN THIS COMPETITIVE WORLD. MODERN SOCIETY IS BASED

ON PEOPLE WHO HAVE HIGH LIVING STANDARDS AND KNOWLEDGE WHCICH

ALLOWS THEM TI IMPLEMENT BETTER SOLUTIONS TO THEIR PROBLEMS.

 HAKIKI DAN TEMA PENDIDIKAN KONTEMPORER

EDUCATION;

TRAINEE;

TEACHER;

TEACHING;

LEADRSHIP;

PLANNING;

CURRICULRM;

CLASSROOM;

LEARNING;

STUDENT.
 FIVE (5) PRINCIPLES OF CONTEMPORARY EDUCATION
(“CE”)

1. FROM FRAGMINTATION TO CONNECTION:

2. FROM TOLERANCE TO CARING;

3. FROM OBEY TO CRITIQUE;

4. FROM COMPETATION TO COLLABORATION ;

5. FROM REPRODUCTION TO CREATIVY.

 CONTEMPORARY EDUCATION FRAMEWORK

REAL WORLD
ACTIVITEIS AWARNESS OF
PRACTICES

THEMES RELATED
TO HUMAN NEEDS
DELIBERATION OF
THEORY AND
PRACTICE

THEORITICAL
INQUIRY
 CONTEMPORARY EDUCATIONAL THEORIES

1. PERENNIALISM:

a. HUMAN NATURE REMAINS THE SAME EVERYWHERE;

b. SINCE RATIONALITY IS MAN’S MAN HIGHEST ATTRIBUE, HE MUST

USE IT TO DIRECT HISINSTINTUAL NATURE IN ACCORDANCE WITH
DELIBERATE CHOSEN ENDS;

c. IT IS EDUCATIONAL’S TASK TO IMPORT KNOWLEDGE OF ETERNAL

TRUTH;

d. EDUCATIONIS NOT AN IMITATIO OF LIFE BUT A PREPRATION FOR IT;

e. THE STUDENTS SHOULD BE TUGHT CERTAIN BASIC SUBJECTS THAT

WILL ACQUAINT HIM WITH THE WORLD’S PERMANENCIES;

f. STUDENTS SHOULD STUDY THE GREAT WORKS OF LITERATURE

PHILOSOHY, HISTORY,AND SCIENCEIN WHICHMEN THROUGHTHE AGES
HAVE REVEALED THEIR GREATEST ASPIRATIONS AND ACHIEVEMENT.
 CONTEMPORARY EDUCATIONAL THEORIES

2. PROGRESSIVISM

a. EDUCATIONSHOULD BE LIFE ITSELF, NOT A PREPARATION FOR

LIVING;

b. LEARNING SHOULD BE DIRECTLY RELATED TO THE INTERESTS OF

THE CHILD;

c. LEARNING THROUGH PROBLEM SOLVING SHOULD

TAKE PRECEDENCE OVER INCULCATING OF SUBJECT;

d. THE TEACHER’S ROLE IS NOT TO DIRECT BUT TO ADVICE;

e. THE SCHOOL SHOULD ENCOURAGE COOPERATION RATHER THAN

COMPETATION;

f. ONLY DEMOCRACY PERMITS THE FREE INTERPLAY OF IDEAS AND

PERSONALITIES THA IS A NECESSARY CONDITION THE TRUE GROWTH.
 CONTEMPORARY EDUCATIONAL THEORIES

3. ESSENTIALISM

a. LEARNING, OF ITS EVERY NATURE, INVOLVES HARD WORK AND

OFTEN UNWILLING APPLICATION;

b. THE INTIATIVE IN EDUCATION SHOULD LIE WITH THE TEACHER

RATHER THAN WITH THE PUPIL;

c. HE HEART OF EDUCATIONAL PROCESS IS THE ASSIMILATIONOF

PRESCRIBED SUBJECT MATTER;

d. THE SCHOOL SHOULD RETAIN TRADITIONAL METHODS OF MENTAL

DISCIPLINE.
 CONTEMPORARY EDUCATIONAL THEORIES

4. RECONSTRUCTIONISM

a. EDUCATION MUST COMMIT ITSELF HERE AND NOW TO THE CREATION OF

NEW SOCIAL ORDER THAT WILL FULFILL THE BASIC VALUES OF OUR
CULTURE AND AT THE SAME TIME HARMINIZE WITH THE UNDERLYING SOCIAL AND
ECONOMIC FORCES OF THE MODERN WORLD;

b. THE NEW SOCIEY MUST BE A GENUINE DEMOCRACY, WHOSE MAJOR

INSTITUTIONS AND RESOURCES ARE CONTROLLED BY PEOPLE
THEMSELVES;

c. THE CHILD, THE SCHOOL, AND EDUCATION ITSELF ARE CONDITIONED

INEXORABLY BY SOCIAL AND CULTURAL FORCES;

d. THE TEACHER MUST CONVINCE HIS PUPILS OFTHE VALIDITY AND

URGENCY OF THE RECONSTRUCTIONIST SOLUTION, BUT HE MUSTDO SO WITH
SCRUPULOUS REGARD FO DEMOCATIC PROCEDURE;

e. THE MEANS AND ENDS OF EDUCATIONMUST BE CMPLETELY REFASHIONED

TO MEET THE DEMAND OF THE PRESENT CULTYRALCRISIS AND TO ACCORD
WITH THE FINDINGS OF THE BEHAVORAL SCIENCES.