RI's Education Day should encourage positive action

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.