Reflection on education

M. Agus Nuryatno, Lecturer, State Institute of Islamic Studies (IAIN), Sunan Kalijaga, Yogyakarta

In education there is now such a thing called critical theory and critical pedagogy.

They identify the same problems, i.e., oppression, repression and domination. However, they have different analyses of how such problems came to exist in society.

In critical pedagogy's point of view, they are due to the existence of conventional education and the absence of a critical consciousness. Why conventional education? This is because, instead of liberating people, it domesticates them and perpetuates the status quo. It is constructed based on the ideology of oppression because it contributes to the objectification of students.

Humans in this concept are viewed merely as objects who are moldable and adaptable. As objects, they are never invited to think critically of the texts given to them or the prevailing social system. In the process of learning there is no dual communication, but only one-way communication, from teacher to students.

Therefore, the conventional concept of education is the same as "cultural invasion" from one who is assumed to know everything to those who know nothing in the name of being "humane," or of "assisting those who are in need." Thus, the conventional concept only reinforces the position of the oppressed. In other words, it cannot change their situation; the oppression and unjust social structures remain in place.

Eventually, the conventional concept of education produces little in the way of critical consciousness because it never invites students to think critically, either regarding texts or the social system. The mode of thought of conventional education is domesticating, controlling and affirming. In the face of such a mode of thought, it is really difficult to produce critical consciousness, the consciousness that is needed to change the status quo and to carry out social transformation.

Critical theory, on the other hand, has a different explanation of the causes of repression and domination. To it, domination in society is caused by the use of instrumental reason. The use of instrumental reason leads to the emergence of the massive growth of the technology and culture industry. Through technology and media, modern capitalism successfully develops what is called a "world of hyper-reality."

What is dominant in such a world is image. Various images are shown in public, and on a massive scale, through technological media of information and telecommunication. The purpose is to manipulate reality in order to gain a surplus of capital. Modern corporations also use images to create various myths.

Thus, modern society is dominated by instrumental reason or technological rationality, i.e., rationality that has the specific intention of gaining a surplus of production. Technological rationality produces what Marcuse (1970) calls "repressive de-sublimation", marked by the loss of critical thinking within society. People can only affirm and cannot escape from the external powers such as technological rationality, positivism, the capitalist economic system with its control mechanism, etc.

At this point, modern society becomes one-dimensional, under the control of impersonal powers. The spirit of freedom in the age of the Enlightenment has become a thing of legend only. The rationality intended to gain mastery over nature produces irrationality useful for domestic human beings.

However, both critical pedagogy and critical theory have similar points of view on the way to solve the problems that they face, i.e., developing critical thinking or awareness. It is believed that the existence of oppression is due to a lack of reflection and the failure to employ interaction. If people take a critical approach towards society, a path will be cleared for the flow of communication without domination.

Therefore, if critical consciousness is created in the people, they can overcome all kinds of oppression. This is because liberation from oppression can only be achieved by the oppressed themselves, not by those apart from them. The development of critical thinking or critical consciousness eventually results in the emergence of a critical mass, and strengthens the public sphere.