RI's Education Day should encourage positive action

Simon Marcus Gower, Jakarta

In our modern times there is sometimes a tendency towards cynicism. Sometimes people that like to think of themselves as being "modern" or "cosmopolitan" question or even doubt the validity and wisdom of tradition. Sometimes, too, there is a tendency towards questioning or even trying to "knock heroes from their pedestals". Whilst it may be true that there are false heroes that have little to offer us and there may be opportunities to improve upon traditions, it has to be realized that there are genuine heroes and good traditions that can consistently show us values and wisdom that are worthy of our consideration.

Indonesia celebrates its Education Day on May 2 because that is the birth date of a hero of Indonesia's educational development. Ki Hajar Dewantara, who was born on May 2, 1899, was indeed a hero for educational development in this country. The manner in which he sought to redress the imbalances and injustices that existed for the education of Indonesian people was indeed heroic. Indonesia had effectively suffered under the tyranny of an elitist and damagingly segregated system of education.

The damaging nature of that segregated system is exemplified in the memoirs of Indonesia's first Vice-President, Mohammad Hatta, who wrote tellingly about his experiences of education growing up in the West Sumatran town of Bukittinggi. He wrote that the Dutch had "a utilitarian view of education" in so far as "they (the Dutch) educated only enough people to ensure that the public service remained properly staffed." He also noted that it was "obvious how the Dutch were trying to hamper the education of the Indonesians."

In short, Indonesia's education system under colonial rule was segregated and so rigid in its formality that, rather than being a system that was geared towards emancipation, empowerment and enrichment of the people, was controlling and divisive. In this context it is, then, remarkable that a figure such as Ki Hajar Dewantara emerged to champion the cause of a more just and empowering system of education.

But Ki Hajar Dewantara was not merely a rebellious agitator against an unjust and unacceptable system. He was also a visionary figure in that he held out ideas and a philosophy that was progressive and targeted at achieving an education that was appropriately stimulating of Indonesian culture and consciousness.

Within these ideas were the precepts of a system of education that was far more connected to the humanitarian and holistic needs for intellectual and social growth. Endemic to these ideas was the development of respect for self; whether this meant respect for oneself as a human being and an individual or as an Indonesian. There was then a deep rooted sense of respect for the student receiving an education as a person, rather than a commodity that was being prepared for a "utilitarian" purpose.

Of course, it is possible to see a great deal of idealism interwoven into this kind of philosophy and the cynic might suggest that this kind of idealism undermines its value and leaves it in a state of questionable use to our modern times. But this kind of thinking would be too negative and pessimistic in its outlook. Education that is predicated on a negativity of thought and a high degree of pessimism of attitude is almost pre- destined to failure.

Any philosophy or concept for education is really only as good as the people's powers to implement it. A major part of Ki Hajar Dewantara's approach to education was to look at it from various perspectives; to essentially have an all round vision when considering education. This, significantly, meant that the vision for education was intended to come from the front, the middle and from behind of the student. The "frontal" aspect was intended to incorporate the sense of leadership and example for the student. The "middle" aspect was to include a very student-centered approach that would engender participation through appropriate encouragement and the "behind" aspect would be the notion of maintaining support and assistance to the student.

This kind of approach very deliberately considers the student at the center of attention and action in education. It delivers a model of education in which the student is, appropriately enough, the primary determinant of our actions. The student is led by an example but not an example that is all-pervasive and overly demanding. The student, being in the "middle", is critical and is the one that is there to be supported and encouraged. This kind of model for education is one in which, very clearly, the student is recognized and respected.

Such a model of education is clearly powerful but also prospectively quite controversial because it does significantly alter roles. Formal systems of schooling have, it is probably fair to say, historically prided themselves on the manner in which they impose control and instill a sense of conformity. Perhaps there is, or has been, some sense of fear at work here because to entrust control and leadership to others is perhaps something that can make us feel vulnerable and even weak.

The difficulties of applying and implementing the kinds of ideas which come from an educational visionary such as Ki Hajar Dewantara's have to be acknowledged and understood. But significantly this has to be placed within the context of their application. Contextual circumstances and clues will help us to understand why it has been so difficult to realize the far more progressive and responsive system of education that he had in mind.

The weight of tradition and history can sometimes be burdensome, to the point of making change and development even more difficult and even painful. Tradition and history has, for Indonesia, created a system and culture within schools and the schooling system that is highly formalized and rigid. To progress and emerge from such a potentially burdensome model of education has been difficult.

As has been noted above the model of education that was imposed in Indonesia during colonial times was, effectively, oppressive and heavy handed. Undoubtedly, it is a difficult reality to acknowledge that the clumsiness and oppressive nature of education from colonial times was allowed to continue even into the times of independent Indonesia. The validity of an approach to education as exemplified by Ki Hajar Dewantara and his institution for education known as Taman Siswa should not and cannot really be negated by the difficulties of implementation.

Education Day should stand for us to commemorate educational development in this country and stimulate us towards continued action for the betterment of education for all. Constructive and positive hearts and minds dedicated to educational growth will surely extend the legacy of educational visionaries and so also perpetuate the pursuit of quality education accessible for all.

The writer is Executive Principal of the High/Scope Indonesia School. The opinions expressed above are personal.