scholarly journals FILSAFAT PENDIDIKAN KI HADJAR DEWANTARA DAN SUMBANGANNYA BAGI PENDIDIKAN INDONESIA

2016 ◽  
Vol 25 (1) ◽  
pp. 56
Author(s):  
Henricus Suparlan
Keyword(s):  
Educational Philosophy ◽  
Basic Education ◽  
Philosophy Of Education ◽  
Human Beings ◽  
Educational Model ◽  
The West ◽  
Freedom Of Thought

Globalization is influenced by fundamentalist spirit of the market has resulted in education is not fully regarded as an effort to educate the nation and the liberation of man, but began to shift toward education as a commodity. To counteract this kind of educational model, the concepts of Ki Hadjar Dewantara education is offered as a solution to the distortions implementation of education in Indonesia today. According to Ki Hadjar Dewantara, the essence of education is to incorporate culture in the child, and put the child into the culture so that children become human beings. Educational philosophy Ki Hadjar Dewantara Among these so-called philosophy of education in which the convergence of the philosophy of progressivism about the child's natural ability to resolve the problems faced by giving the widest freedom of thought, but it also uses culture that has stood the test of time, according to essentialism, as the basic education of the child to achieve his goal. In this case Ki Hadjar Dewantara using native Indonesian culture while the values of the West are taken in accordance with the theory of selective adaptative Trikon (continuity, convergent and concentric). Three contributions of Ki Hadjar Dewantara’s educational philosophy for the Indonesian education are the application of a trilogy of leadership in education, three centers of education and the paguron system.

scholarly journals Japanese Philosophy of Education in the 21st Century

2020 ◽  
Vol 4 (2) ◽  
pp. First
Author(s):  
Tran Thi Thuy Trang
Keyword(s):  
21St Century ◽  
Educational Philosophy ◽  
Basic Education ◽  
Philosophy Of Education ◽  
Self Control ◽  
Ministry Of Education ◽  
Japanese Education ◽  
Educational Mission ◽  
Sports Science ◽  
Education Culture

Since the Second World War (1945), stepping into the modern period, Japan has many times carried out innovation in the education system from education content to methods, infrastructure, organization, and educational policy. However, through the enactment and rectification of the basic education law, the Japanese government only proceeded to revise the national educational mission twice. The first time was in 1947, aiming to eliminate all educational remnants of modern combative militarism, to educate individuals to be independent and creative, to exert self-control in the spirit of American-style democratic philosophy of education; and the second time was in 2006, aiming to bring the country through dramatic changes of the society due to the wave of modernization and globalization, to welcome “the 100-year life” and develop “super-smart society” as reported by the Ministry of Education, Culture, Sports, Science and Technology of Japan in 2016. The paper uses data collection and analyzing methods specifically for legal documents on Japanese education so as to point out two new elements in Japanese educational philosophy at the threshold of the 21st century, activities to realize the new educational philosophy, as well as making general observations about the main cause leading to the formation of these two new elements in Japanese educational philosophy in the 21st century.

FUNGSI FILSAFAT PANCASILA DALAM ILMU PENDIDIKAN DI INDONESIA

2020 ◽  
Vol 14 (2) ◽  
pp. 209-218
Author(s):  
Indra Gunawan ◽  
Ayu Vinlandari Wahyudi
Keyword(s):  
Science Education ◽  
Education System ◽  
Educational Philosophy ◽  
Human Beings ◽  
National Education ◽  
A Value ◽  
National Education System ◽  
Education Science

Pancasila has critical, fundamental, rational, systematic, comprehensive thoughts and eventually this system is a value. Pancasila provides fundamental and universal foundations for human beings in social, national, and state. Thus, through the philosophical values of Pancasila, the development of science education is expected to make it as main reference to national education system, which takes place as way to achieve goals and national objectives. The method in this paper is descriptive analytical. The data entered is the most relevant and primary related to the study of Pancasila and education science, then analysis is carried out to produce an ideas. The results demonstrate that educational philosophy of Pancasila as the spirit of national education system should actually lived as source of values and reference to planning the development of science education in Indonesia, both theoretically and practically. Keywords: Educational Philosophy; Science Education; Pancasila; Values.

Cosmopolitical and Biopolitical Aesthetics as Philosophical Approaches to Art Education

2021 ◽  
Author(s):  
Modesta Di Paola
Keyword(s):  
Social Sciences ◽  
Philosophy Of Education ◽  
The Other ◽  
Mutual Understanding ◽  
Human Beings ◽  
Philosophical Concept ◽  
Real Condition ◽  
Social Growth ◽  
Critical History ◽  
Common World

Cosmopolitanism is an ancient idea with a wide theoretical and critical history. Scholars across the humanities and social sciences have been examining the meaning and trajectories of this concept, showing how it spotlights ways in which people can move beyond mutual understanding and cooperation. However, cosmopolitanism does not have to refer to a transcendental ideal but rather to the material and real condition of global interdependencies. Cosmopolitanism has been connected to the philosophical concept of “becoming-world,” which develops this idea in the context of plural and ecological societies. Under this approach, cosmopolitanism turns into cosmo-politics, which fuses notions of educational and cultural creativity. From the philosophy of education and artistic education in particular, cosmopolitics seeks to outline the advances of new creative educational theories, which center on globalization, hospitality ethics, politics of inclusion, and the ecological connection between human beings and ecosystems; overall, this concept reveals the possibilities for moral, political, and social growth in the encounter with the other (human and natural). Cosmopolitics is, therefore, associated with the idea of educating with creativity, even proposing the elaboration of new pedagogical methods. Here, cosmopolitics has arisen as a crucial artistic educational orientation toward reimagining, appreciating, and learning from our common world.

From Decline of the West to Dawn of Day

Janus Head ◽  
2020 ◽  
Vol 18 (1) ◽  
pp. 53-66
Author(s):  
Hub Zwart ◽  
Keyword(s):  
Artificial Intelligence ◽  
Computer Science ◽  
Science And Religion ◽  
Natural Sciences ◽  
The Novel ◽  
Human Beings ◽  
Cultural Significance ◽  
Religion And Science ◽  
The West ◽  
Smart Technologies

This paper subjects Dan Brown’s most recent novel Origin to a philosophical reading. Origin is regarded as a literary window into contemporary technoscience, inviting us to explore its transformative momentum and disruptive impact, focusing on the cultural significance of artificial intelligence and computer science: on the way in which established world-views are challenged by the incessant wave of scientific discoveries made possible by super-computation. While initially focusing on the tension between science and religion, the novel’s attention gradually shifts to the increased dependence of human beings on smart technologies and artificial (or even “synthetic”) intelligence. Origin’s message, I will argue, reverberates with Oswald Spengler’s The Decline of the West, which aims to outline a morphology of world civilizations. Although the novel starts with a series of oppositions, most notably between religion and science, the eventual tendency is towards convergence, synthesis and sublation, exemplified by Sagrada Família as a monumental symptom of this transition. Three instances of convergence will be highlighted, namely the convergence between science and religion, between humanity and technology and between the natural sciences and the humanities.

scholarly journals KECERDASAN GURU DALAM PERSPEKTIF BARAT DAN ISLAM

2015 ◽  
Vol 39 (2) ◽  
Author(s):  
Irwandy Irwandy
Keyword(s):  
Human Beings ◽  
The West ◽  
Library Research ◽  
The World ◽  
Rule Out

<p>Abstrak: Untuk mencapai pembelajaran yang optimal, peran guru masih sangat penting sehingga seorang guru dituntut untuk memiliki berbagai kecerdasan untuk menopang profesionalismenya. Dalam konteks kekinian, kajian-kajian tentang kecerdasan masih tetap didominasi oleh penemuan-penemuan Barat, padahal dalam Islam tidaklah menutup kemungkinan persoalan ini terekam dalam sumber ajaran Islam secara rapi. Untuk mengetahui itu, dalam tulisan ini akan diulas dengan metode library research untuk mengungkap bagaimana kecerdasan guru perspektif Barat dan Islam. Kecerdasan merupakan daya dalam diri manusia yang mempengaruhi kemampuan seseorang di berbagai bidang. Dalam perspektif Barat, teori tentang kecerdasan banyak sekali bentuknya, namun tetap dalam lingkup pengembangan kualitas diri manusia. Dalam perspektif Islam, kecerdasan (al-dzaka) memiliki beberapa aspek, dan setiap aspek yang ada tetap sejalan dalam mewujudkan orientasi kehidupan dunia dan akhirat yang lebih baik.</p><p><br />Abstract: Teachers’ Intelligence in the Perspectives of the West and Islam. To achieveoptimal learning, the teacher’s roleis still very important that a teacheris required to have a variety of intelligence to sustain professionalism. In thepresent context, studies on intelligenceis still dominated by the discoveries of the West, but Islam does not rule out the possibility of this issueis recorded in the source of Islamic teachings neatly. To know that, in this paper we review the methods of library research to reveal how intelligence perspective teachers the West and Islam. Intelligence is a power in man which affectone’s ability invarious fields. In the perspective of the West, theories about intelligence in numerable forms, but still with in the scope of the development of quality human beings. In the perspective of Islam, intellect (al-dzaka) has several aspects, and each aspect that is still consistent in realizing the orientation of the life of the world and the here after better.</p><p><br />Kata Kunci: kecerdasan majemuk, pendidikan, guru, Islam</p>

scholarly journals جهود إسماعيل الفاروقي في علم تاريخ الأديان

2013 ◽  
Vol 19 (74) ◽  
pp. 116-91
Author(s):  
محمد خليفة حسن
Keyword(s):  
Religious Experience ◽  
Religious Studies ◽  
Critical Assessment ◽  
International Level ◽  
Human Beings ◽  
The West ◽  
History Of Religions ◽  
History Of

يعرض البحث جهود إسماعيل الفاروقي في مجال تاريخ الأديان؛ وإسهامه في التأسيس المنهجي لهذا العلم على المستوى الدولي وعلى مستوى المنهج والمضمون. درس الفاروقي طبيعة التجربة الدينية في الإسلام، وعلاقتها بالتجارب الأخرى. وانخرط في الدرس الديني الحديث في الغرب، ومناهج فهم الدين ودراسته. وأبرز البحث دور الفاروقي في تطوير نظام من المبادئ الماوراء دينية؛ والمصدر الإلهي للأديان والحاجة إلى الدراسة النقدية للتراث الديني، أملاً في تعاون البشر في إقامة دين الفطرة، الذي يُوحِّد كل الأديان. This paper presents the efforts of Ismail al-Faruqi in the field of history of religions and his contributions in the methodological establishment of this field on the international level, particularly in the areas of methodology and content. Al-Faruqi studied the nature of the religious experience in Islam, and its relationship with other experiences.  He engaged in the modern religious studies in the West, and the methods of understanding and studying religion. The paper highlights Al-Faruqi's role in developing a system of Meta-Religious principles, the divine source of religions, and the need for critical assessment of religious heritage, in the hope that human beings would cooperate to establish the religion of Fitra (natural disposition), which unites all religions.

scholarly journals TOWARD THE UNIVERSAL ETHICS AND VALUES IN THE AGE OF GLOBALIZATION: WITH REFERENCE TO JAPANESE RELIGIONS COMPARED TO MODERN RATIONALISM

2008 ◽  
Vol 2 (2) ◽  
pp. 165-182
Author(s):  
Tetsuo Maruyama
Keyword(s):  
State Level ◽  
Cultural Identities ◽  
Human Society ◽  
Nation State ◽  
Human Beings ◽  
The West ◽  
Global Society ◽  
Common Values

Today, globalization is still far from creating a picture in our minds about an integrated global society with certain common values and ethics. However, the exchange and flow of people, goods, money, information and images are emerging on a transnational level and, in this global sphere, some values of dominant-particularity with pseudo-universality have prevailed. Most of these values originated in Western societies. This paper presents a tentative outline of alternative common values in the new global sphere, with reference to Japanese religions, especially Buddhist ideas, making comparison with modern rationalism that originated in the West. In the globalization process of human society, those values and norms which have been formed at the nation-state level become relativized and lead to the fluidity and instability of cultural identities. Furthermore, it also becomes clear that such dominant values based on modern rationalism have revealed their limitations. Hence, we need to search for alternative values common to all human beings. In this line of thought, it is useful to consider the possibilities or potentialities of Buddhist ideas as common values.

scholarly journals PHILOSOPHICAL THOUGHTS OF AUROBINDO: ITS IMPACT ON MODERN EDUCATIONAL SYSTEM

2020 ◽  
Vol 5 (8) ◽  
Author(s):  
Dr. Hazarat Ali Seikh
Keyword(s):  
Educational System ◽  
Educational Philosophy ◽  
Spiritual Growth ◽  
Philosophy Of Education ◽  
Harmonious Development ◽  
Philosophy Of Life ◽  
Integral Education ◽  
Political Thinker ◽  
Freedom Fighter

Aurobindo Ghosh was a multifaceted genius – a great philosopher, a freedom – fighter, an eminent educationist and a true Yogi. He started his journey as a political thinker and became a spiritual integralist. He showed us the path to the highest spiritual growth. His educational philosophy was based on his philosophy of life i.e., on brahmacharya, practice of Yoga and spiritual penance. He believed in integral education, based on his philosophy of education, leading man to the fullest extent through harmonious development of his self – physical, vital, mental, psychic and spiritual. He translated his ideals into a system of education through his Pondicherry Ashram School, now named as Auroville.

scholarly journals Telaah Kritis Konstruksi Eksistensialisme dalam Teologi Antroposentris Ḥasan Ḥanafī

2018 ◽  
Vol 4 (1) ◽  
pp. 50-73
Author(s):  
Masduri Masduri
Keyword(s):  
Critical Reading ◽  
Human Beings ◽  
Jürgen Habermas ◽  
The West ◽  
Islamic Theology ◽  
Jurgen Habermas ◽  
Existentialist Philosopher

Anthropocentric theological reconstruction of Ḥasan Ḥanafī introduces us a set of humanity themes as a stand point to build and develop human’s religious-spiritual reason in order to respond to spiritual emptiness of the West and material desolation of the East. Human beings possess what so-called authenticity of actions. It is—within Ḥanafī’s anthropocentric theological reconstruction—termed as independent human; a human who has independence in every action and makes the Islamic theology as the basis of his/her spiritual and practical values. Critical reading through the theory of hermeneutics promulgated by Jurgen Habermas brings this article to a finding of epistemological correlation between the independent human (within Ḥanafī’s anthropocentric theological reconstruction) and the construction of thought the West’s existentialism philosophy. Critical-constructive reading of this article puts Ḥanafī as a theistic-existentialist philosopher along with Islamic theology as his fundamental basis.

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