Shedding a militaristic culture<\/p>\n
Mohamad Surya
\nChairman
\nCentral Board
\nIndonesian Teachers' Association
\n(PGRI)
\nJakarta<\/p>\n
Paramilitary groups are nonmilitary groups set up by particular
\nindividuals, organizations, institutions or groups that adopt
\npatterns resembling military behavior in all their activities to
\npursue certain needs and goals. Although they are nonmilitary,
\ntheir activities are, more often than not, based on military
\npatterns, finally developing into what could be called a
\nmilitaristic culture.<\/p>\n
A militaristic culture is a manifestation of behavior by
\nnonmilitary groups based on a way of thinking, action, attitude
\nand feelings that resembles military behavior. Paramilitary
\ngroups with a militaristic culture identify themselves with
\npatterns related to military procedures in all activities, which
\nat times gives the impression that they are more militaristic in
\ncharacter than the real security forces.<\/p>\n
In this context, everything is manifested in various forms and
\npatterns such as the organizational structure (command, troops,
\nunits, corps, strategies, logistics, equipment, etc.), military
\nsymbols (uniforms, ranks, medals of merit, symbols, auxiliary
\ninstruments, etc.), attitude and actions such as speech,
\nappearance and personal relationships as well as thinking
\npatterns.<\/p>\n
The development of paramilitary groups has been driven by the
\nneed of society for behavioral patterns that are characteristic
\nof the military such as discipline, obedience, aggressiveness and
\nalertness. These groups adopt patterns of military behavior, for
\nexample security guards, people's defense, task-force units and
\ntroops complete with military-like symbols and equipment.<\/p>\n
As long as these groups adhere to the prevailing laws and
\nfunction effectively in compliance with current regulations,
\ntheir activities will be favorable and constructive in value, in
\na complementary, supplementary and substitutive manner, to
\nefforts to establish security and order. What often happens,
\nhowever, is that it takes the wrong form or becomes out of
\ncontrol resulting in various problems, constraints and
\ndisturbances.<\/p>\n
The patterns of behavior of paramilitary groups and their
\nmilitaristic culture constitute a certain psychological phenomena
\ncalled identification and imitation; the military being the
\nsource to fulfill certain psychological drives. Identification is
\na process of putting the self or a group in a particular, desired
\nsituation while imitation is a type of fraud. In identification
\nand imitation, there will be an internalization of the various
\naspects of military behavior in individuals or the group
\nconcerned. Later these individuals and groups make this behavior
\npart of themselves until this militaristic behavior is a part of
\ntheir persona. In general, youngsters are interested in
\nidentifying themselves with, or imitating military behavior.<\/p>\n
Militaristic behavior represents one way to channel the urge
\nto find and discover one's identity through a military image that
\ncreates the impression of someone being heroic, charismatic,
\nstrong, ready to fight, courageous and so forth.<\/p>\n
One of the most prominent military characteristics adopted by
\nthe paramilitary groups is aggressiveness, which is manifested by
\nattacking others for a particular purpose either physically or
\nverbally, directly or indirectly, individually or in groups,
\nreactively or proactively and actively or passively.<\/p>\n
In terms of the goals, there are two kinds of aggressive
\nbehavior: Hostile aggressiveness and instrumental aggressiveness.
\nIn hostile aggressiveness, the purpose of aggressive behavior is
\nto damage or cause loss to the party under attack. Usually this
\nbehavior will surface when there is an action that offends the
\ndignity and respect of an individual or a group. In instrumental
\naggressiveness, aggressive behavior is intended, among other
\nthings, to gain attention and to show superiority. These two
\nkinds of aggressive behavior may produce adverse results but can
\nalso generate a favorable outcome in certain conditions.<\/p>\n
Paramilitary behavior and a militaristic culture are formed
\nthrough interaction with the environment, whether it be within
\nfamilies or in schools as well as in the greater community. Some
\nthings that may give rise to aggressive behavior are: 1. An
\nexperience of frustration or disappointment due to a failure to
\nachieve a certain goal, for example education, occupation,
\nposition and recognition. 2. A particular position or condition
\nthat will make someone assume paramilitary aggressive behavior
\nwith a certain method and goal. 3. Behavior in the home toward
\nchildren that sets a bad example such as violence, rigidity,
\nindifference, harassment, neglect or a poor religious foundation.
\n4. Negative influence from peers. 5. Unfavorable physical and
\nnonphysical conditions such as slums, overcrowding, lack of
\nhygiene, lack of food and certain medicines and other physical
\nconstraints. 6. Lack of role models such as politicians, leaders,
\nparents, teachers and so forth presented through the mass media
\nthat should otherwise provide a good example. 7. Insufficient
\ncontrol over the laws and the implication of this control in the
\nuse of certain military symbols.<\/p>\n
The fundamental thing is how to control paramilitary behavior
\nand militaristic culture in a legal manner and in a way that is
\nacceptable to society and complies with prevailing norms. All
\nthis must be attempted to prevent the negative impact and to take
\nadvantage of the positive aspects of paramilitary behavior. In
\nthis context, a psychological and pedagogic approach should be
\nused, coupled with improvement in the socio-economic order in
\nefforts that involve all concerned -- symbiotically, systemically
\nand synergistically.<\/p>\n
Some efforts which may be made in this context are: (a)
\nimprovement in social and economic life, including the creation
\nof job opportunities so that the unemployment rate can be reduced
\nand the labor force can be channeled productively; (b) the
\ndevelopment of patterns of education that are broad and holistic;
\n(c) enhancement of the quality of religiosity and surrender to
\nGod through quality religious education; (d) channeling of
\naggressive behavior into useful activities (e) consistent law
\nenforcement, coupled with role-modeling from all parties in a
\nsocial environment that is orderly, disciplined and clean (f) to
\npresent more selective and educational news and other information
\nthrough the mass media.<\/p>\n
The writer also lectures at the University of Indonesian
\nEducation (UPI), Bandung in West Java.<\/p>",
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