RI's Education Day should encourage positive action<\/p>\n
Simon Marcus Gower, Jakarta<\/p>\n
In our modern times there is sometimes a tendency towards
\ncynicism. Sometimes people that like to think of themselves as
\nbeing "modern" or "cosmopolitan" question or even doubt the
\nvalidity and wisdom of tradition. Sometimes, too, there is a
\ntendency towards questioning or even trying to "knock heroes from
\ntheir pedestals". Whilst it may be true that there are false
\nheroes that have little to offer us and there may be
\nopportunities to improve upon traditions, it has to be realized
\nthat there are genuine heroes and good traditions that can
\nconsistently show us values and wisdom that are worthy of our
\nconsideration.<\/p>\n
Indonesia celebrates its Education Day on May 2 because that
\nis the birth date of a hero of Indonesia's educational
\ndevelopment. Ki Hajar Dewantara, who was born on May 2, 1899, was
\nindeed a hero for educational development in this country. The
\nmanner in which he sought to redress the imbalances and
\ninjustices that existed for the education of Indonesian people
\nwas indeed heroic. Indonesia had effectively suffered under the
\ntyranny of an elitist and damagingly segregated system of
\neducation.<\/p>\n
The damaging nature of that segregated system is exemplified
\nin the memoirs of Indonesia's first Vice-President, Mohammad
\nHatta, who wrote tellingly about his experiences of education
\ngrowing up in the West Sumatran town of Bukittinggi. He wrote
\nthat the Dutch had "a utilitarian view of education" in so far as
\n"they (the Dutch) educated only enough people to ensure that the
\npublic service remained properly staffed." He also noted that it
\nwas "obvious how the Dutch were trying to hamper the education of
\nthe Indonesians."<\/p>\n
In short, Indonesia's education system under colonial rule was
\nsegregated and so rigid in its formality that, rather than being
\na system that was geared towards emancipation, empowerment and
\nenrichment of the people, was controlling and divisive. In this
\ncontext it is, then, remarkable that a figure such as Ki Hajar
\nDewantara emerged to champion the cause of a more just and
\nempowering system of education.<\/p>\n
But Ki Hajar Dewantara was not merely a rebellious agitator
\nagainst an unjust and unacceptable system. He was also a
\nvisionary figure in that he held out ideas and a philosophy that
\nwas progressive and targeted at achieving an education that was
\nappropriately stimulating of Indonesian culture and
\nconsciousness.<\/p>\n
Within these ideas were the precepts of a system of education
\nthat was far more connected to the humanitarian and holistic
\nneeds for intellectual and social growth. Endemic to these ideas
\nwas the development of respect for self; whether this meant
\nrespect for oneself as a human being and an individual or as an
\nIndonesian. There was then a deep rooted sense of respect for the
\nstudent receiving an education as a person, rather than a
\ncommodity that was being prepared for a "utilitarian" purpose.<\/p>\n
Of course, it is possible to see a great deal of idealism
\ninterwoven into this kind of philosophy and the cynic might
\nsuggest that this kind of idealism undermines its value and
\nleaves it in a state of questionable use to our modern times. But
\nthis kind of thinking would be too negative and pessimistic in
\nits outlook. Education that is predicated on a negativity of
\nthought and a high degree of pessimism of attitude is almost pre-
\ndestined to failure.<\/p>\n
Any philosophy or concept for education is really only as good
\nas the people's powers to implement it. A major part of Ki Hajar
\nDewantara's approach to education was to look at it from various
\nperspectives; to essentially have an all round vision when
\nconsidering education. This, significantly, meant that the vision
\nfor education was intended to come from the front, the middle and
\nfrom behind of the student. The "frontal" aspect was intended to
\nincorporate the sense of leadership and example for the student.
\nThe "middle" aspect was to include a very student-centered
\napproach that would engender participation through appropriate
\nencouragement and the "behind" aspect would be the notion of
\nmaintaining support and assistance to the student.<\/p>\n
This kind of approach very deliberately considers the student
\nat the center of attention and action in education. It delivers a
\nmodel of education in which the student is, appropriately enough,
\nthe primary determinant of our actions. The student is led by an
\nexample but not an example that is all-pervasive and overly
\ndemanding. The student, being in the "middle", is critical and is
\nthe one that is there to be supported and encouraged. This kind
\nof model for education is one in which, very clearly, the student
\nis recognized and respected.<\/p>\n
Such a model of education is clearly powerful but also
\nprospectively quite controversial because it does significantly
\nalter roles. Formal systems of schooling have, it is probably
\nfair to say, historically prided themselves on the manner in
\nwhich they impose control and instill a sense of conformity.
\nPerhaps there is, or has been, some sense of fear at work here
\nbecause to entrust control and leadership to others is perhaps
\nsomething that can make us feel vulnerable and even weak.<\/p>\n
The difficulties of applying and implementing the kinds of
\nideas which come from an educational visionary such as Ki Hajar
\nDewantara's have to be acknowledged and understood. But
\nsignificantly this has to be placed within the context of their
\napplication. Contextual circumstances and clues will help us to
\nunderstand why it has been so difficult to realize the far more
\nprogressive and responsive system of education that he had in
\nmind.<\/p>\n
The weight of tradition and history can sometimes be
\nburdensome, to the point of making change and development even
\nmore difficult and even painful. Tradition and history has, for
\nIndonesia, created a system and culture within schools and the
\nschooling system that is highly formalized and rigid. To progress
\nand emerge from such a potentially burdensome model of education
\nhas been difficult.<\/p>\n
As has been noted above the model of education that was
\nimposed in Indonesia during colonial times was, effectively,
\noppressive and heavy handed. Undoubtedly, it is a difficult
\nreality to acknowledge that the clumsiness and oppressive nature
\nof education from colonial times was allowed to continue even
\ninto the times of independent Indonesia. The validity of an
\napproach to education as exemplified by Ki Hajar Dewantara and
\nhis institution for education known as Taman Siswa should not and
\ncannot really be negated by the difficulties of implementation.<\/p>\n
Education Day should stand for us to commemorate educational
\ndevelopment in this country and stimulate us towards continued
\naction for the betterment of education for all. Constructive and
\npositive hearts and minds dedicated to educational growth will
\nsurely extend the legacy of educational visionaries and so also
\nperpetuate the pursuit of quality education accessible for all.<\/p>\n
The writer is Executive Principal of the High\/Scope Indonesia
\nSchool. The opinions expressed above are personal.<\/p>",
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