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Studying for What?


In the first place all the educational activities must be clearly and unequivocally to the goals of education. We learn not for school (non scholae) but to live (sed vitae discimus). The education system in Indonesia has changed at all this ancient adage. We learn not for school but for life. Schools determine the curriculum and syllabus. Schools determine the method of teaching and learning. Schools determine replications, exams, graduation, graduation until the clothes (even shoes) uniform. Determining school tuition, school fees, donations and the.

Public schools to follow what is specified, without critically questioning what it all benefits, in terms of educational achievement. Many things that determined the school was empty ritual (Ivan Illich), which is totally unrelated to the purpose of education. Take as an example subject Religious Education (can be added with P4 before and Budi Character). Two hours per week, a few tens of hours per year, a few hundred hours per school level. But the result? Disappointing!

We obtain the many people who memorize and may also understand the teachings and religious traditions, but do not run it at all in his life. Whereas the purpose of religious education rather than the accumulation of knowledge about religion but about fostering attitudes and behavior of a true believer. This goal can be achieved without cramming so much knowledge into the minds (or even a memory!) Students.

Related to the old paradigm of educational goals too abstract and lacking "operational". He should be dikonkritkan. The purpose of education is independent personality, which is able to organize the life and livelihood in the life sikon concrete and contemporary. Organize the life and livelihood capabilities acquired as students master one or one type of work as a source of livelihood.

The linkage between education and the labor market is a major issue that must be taken seriously. Every day the newspapers offer a variety of employment opportunities. But the applicants "backed off", because they are not able to meet the requirements demanded. School did not prepare them for it. Schools do not feel the need to educate people who are fluent in English, but many ads claim: fluent in English. Modern society needs people who are computer literate.

School was already satisfied with the human literacy, computer literacy into business "courses". Instead there are things that are not necessary, but because it is still listed in the regular curriculum taught. Academy Secretary example still prioritizes mastery Karundeng Steno, when the recorder is shift the position of Steno. All this indicates that the old paradigm: education as a preservative dealer and culture are concerned, while the paradigm of education as an agent of change and modernization, are ignored.

Organize the life and livelihood capabilities applied not in the no man's land, but in the concrete situation and condition in Indonesia. Sikon was not the same and not uniform from Sabang to Merauke. There is a diversity of concrete life situations challenge in Indonesia is so vast and varied. Each area / region has a typical. Characteristics that can be attributed to the geographical situation and natural riches contained therein. There dryland agricultural areas, there is an agricultural area of ​​wetlands; existing maritime region with various fortune; existing light industrial area / weight, the tourism industry and others.

In addition to bio-diversity of the region there are more variations of the progress made by area. There is a new territory out of the stone age or the pattern of a normal life with a barter economy; anyone already in the industry even postindustrial culture. And everywhere has felt the influence of science and technology with the trend of globalization and technology. Different situations lead to demands and needs are different too.

Therefore it must be developed widest variation in the structuring of education and teaching. There are variations in curriculum, teaching-learning method variation, variation in types of schools with a variety of knowledge and skills that are transferable. In addition, all must be taken into consideration with the trend of globalization and technology are increasingly global. This all requires that we abandon the paradigm of a single and uniform pattern.

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