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MENCARI SOLUSI MENGATASI

KRISIS BANGSA MELALUI

PENDIDIKAN

Oleh:

Prof. Dr. Marsigit, M.A.

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HALAMAN BERIKUTNYA

SENGAJA DIBIARKAN

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ADA

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En

DI DALAM PIKIRAN (Platonism) TETAP (Permenidesian)

BERUBAH (Heraklitosianism)

DI LUAR PIKIRAN (Aristotelianism)

(14)

SPIRITUALISM PHILOSOPHY

MODERN

POSITIVISM

(15)

Auguste Comte and Positivism

Sociology

Law of the Three Stages

Four basic methods

(16)

Biographical Sketch and Works

In 1798, Auguste Comte was born in Montpelier,France..

In 1812,he became a student of the Ecole Polytechnique, but he and his

whole class were dismissed

from the School for their rebelliousness and

their political ideas in 1816.

In 1826,he was begaining to concoct the Positivism philosophy scheme.

In 1830,he worked on the six-volume work for which he is best

known ,

Cours de Philosophic Positive,

which was finally published

in its entirety in 1842.

In 1851,he had completed the four-volume

Systeme de Politique

Positive.

(17)

SPIRITUALISM

(Theological Stage)

PHILOSOPHY

(Metaphysical Stage)

MODERN

(Positive Stage)

POSITIVISM

A. Compte (1798-1857)

(18)

Four basic methods (A Compte)

Comte explicitly identified four basic

methods for sociology

four basic ways

of doing social research in order to

gain empirical knowledge of the real

social world.

The first is the observation

The second is the experiment

The third is the comparison

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INTUITIONISM / REALISM

SCIENTICISM

SOCIO-CONSTRUCTIVISM FORMALISM / AXIOMATICS

/ ABSTRACT / IDEALISM

UTILITARIANISM PRAGMATISM MATERIALISM HEDONISM CAPITALISM NATUREWEISTENSHAFT

EN / ILMU DASAR

GEISTESWEISTENSHAFTEN / HUMANIORA/ SPIRITUALISM

POWER

NOW

NEO…

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New Guidelines For Progression, In Light Of Japan’s

Amazing New Embryonic Research (Professor Hiromitsu

Nakauchi: The long-term goal of growing

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The Grand Design

Stephen Hawking (2004)

Based on a theory of quantum gravity and observable universe:

The

universe

can create itself out of nothing

God

is no longer necessary

The universe appeared spontaneously from nothing

The universe appeared without a cause.

Philosophy is dead

The philosophers "have not kept up with modern developments in science" and that

scientists "have become the bearers of the torch of discovery in our quest for

knowledge."

He said that

philosophical problems

can be answered by science, particularly new

scientific theories which "lead us to a new and very different picture of the

universe and our place in it".

(23)

Durkheim's 1921,

The Elementary

Forms of the Religious Life

Durkheim predicted that

religion's influence would decrease as

society modernizes.

He believed that

scientific thinking would likely replace religious

thinking, with people giving only minimal attention to rituals and

ceremonies.

He also considered the

on ept of God to e on the verge of

extinction.

Instead, he envisioned society as promoting

civil religion

, in which,

for example, civic celebrations, parades, and patriotism take the

place of church services.

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ARCHAIC TRIBAL TRADITIONAL

FEUDAL MODERN POS MODERN

POWER NOW

(COMTEMPORARY)

SP

IRITUA

L

POSMODERNISM/CONTEMP ORARY/POWERNOW:

Capitalism

Materialism

Pragmaticism

Hedonism

Utilitarisnism

Functionalism

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SOCIALISM

MARXISM :

(Ont & Epist)De-alienism

Motif:

Ont. Standardism

Onto. Egalitarianism

Elitism

Political Party

State Capitalism

CAPITALISM:

(Ont.) Alienisms

(Epist.) De-alienism

Motif:

Epist. Standardism

Corporate Capitalism

Political Party

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Material Formal Spiritualism

INDONESIA Normatif

ARCHAIC TRIBAL TRADITIONAL

FEUDAL MODERN POS MODERN

POWER NOW (COMTEMPORARY)

SPIRIT

UA

L

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INDONESIA

Ontological Tribalism

Ontological Feudalism/ Hierarchy Paternalisticism

Ontological Traditionalism/ Conservaticism

Ontological Power Disturbances Ontological Disorientations

Ontological Weak/Ackward of Characters

Epistemological Tribalism

Epistemological Feudalism/ Hierarchy Paternalisticism

Epistemological Traditionalism/ Conservaticism

Epistemological Power Disturbances/ Practical Anarchism

Epistemological Disorientations Epistemological Weak of Characters

To be :

Ontological Alienism Ontological De-alienisms Ontological Egalitarianism Ontological Elitism Ontological Standardism MOTIF: Un-structure of: Epistemological Alienisms Epistemological De-alienisms Epistemological Egalitarianism Epistemological Elitism

Epistemological Standardism

(29)

INDONESIA

Result: BEING EPISTEMOLOGICAL/ONTOLOGICAL WEAK

/ACKWARD OF CHARACTER

Contemp. Nat. level

Epistemological:

FACTUAL EVIDENCES

1. Pragmaticism

2. Capitalism

3. Scienticism

4. Materialism

5. Liberalism

6. Socialism

7. Egalitarianism

8. Standardism

9. Elitism

10. Meritocracy

11. Paramilitary

Educ. System

1. NEPOTISM 2. CORRUPTION 3. COLLUTION

4. WEAK BARGAINING 5. WEAK DITERMINATION

6. DISORIENTATION CHARACTER 7. INCONSISTENCY

8. COMPETITION/MARKET ORIENTED 9. UNIFORMITAS/STANDARDIZATION

MONOCULTURE

10. ICONIC/SYMBOLIC ORIENTED 11. ABUSE: HUMMAN RIGHT, SEXUAL 12. INSTANT/SHORT-TERM ORIENTED 13. NATIONAL LEAVING EXAMINATION

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INDONESIA

Result: BEING EPISTEMOLOGICAL/ONTOLOGICAL WEAK

/ACKWARD OF CHARACTER

Individual Level of

Epistemology

FACTUAL EVIDENCES

1. Split World 2. Split Character 3. Essentialist 4. Materialism 5. Instant Oriented 6. World Means

7. Absolut Open Ended 8. Relativism

9. Hedonism

10. Inconsistencies 11. Loosely Means of

Spiritualism/Lost of GOD 12. Means of Scientific

1. Korupsi Masif para Penegak Hukum 2. Korupsi Masif para Politisi/Wakil Rakyat 3. Korupsi Masif Lembaga Moral

4. Dekadensi Moral: Orang Tua/ Dewasa/ Anak-anak

5. Kriminal Merajalela: - Pembunuhan (mutilasi)

- Pelecehan sexual (dewasa/anak)

6. Demokrasi (Politik) Uang/Transaksional 7. Kesenjangan Sosial/ TKI/TKW/Buruh 8. Krisis Budaya/Kehidupan Palsu

9. Krisis: Ki Hajar Dewantara 10. Krisis Pendidikan

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POLITIK

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Pendidikan Kapitalisme Pendidikan Saintisisme Pendidikan Sosialisme Pendidikan Spiritualis me Pendidikan Demokrasi Pendidikan Kontempo-rer Indonesia

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Pendidi-kan Kapitalis me Pendidikan Saintisisme Pendidikan Sosialisme Pendidikan Spiritualis me Pendidikan Demokrasi Pendidikan Kontempo-rer Indonesia Kedudu-kan Siswa Empty Vessel Empty Vessel Empty Vessel Empty Vessel Aktor Belajar Empty Vessel Teori Evaluasi Eksternal Ujian Nasional Eksternal Ujian Nasional Eksternal Ujian Nasioal Evaluasi-Intrinsik Penilaian-Berbasis Kelas PortoFolio Otentik-Asesm Egosentris-Eksternal Ujian Nasional Sumber/A lat Belajar

ICT ICT Media/Alat Peraga

Tradisional Kreativitas Guru

Paket

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REVISED

Flow of Philosophy

Flow of Ideology

Flow of Paradigm

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REVISED

Flow of Philosophy

Flow of Ideology

Flow of Paradigm

Flow of Character

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REVISED

Every morning in Indonesia a distress students go to school. It knows it is beyond our competence to solve, but they do not understand it.

Every morning in Indonesia an apathetic teacher go to school . It knows it is beyond our competence to solve, but they do not understand it.

It doesn’t matter whether you called it as Kurikulum 2013 or KKNI. When the Sun

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1. PENDIDIKAN ESENSIALISME Mutlak

Anti Spiritualisme

Materialisme

Hedonisme

Realisme

Eksistensialisme

2. PENDIDIKAN EKSISTENSIALISME

Anti Spiritualisme

Rationalisme

Esensialisme

Empirisisme

Nihilisme

Humanisme

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3. PENDIDIKAN LASKAR

Reduksionisme

Eksploitasi Vitalisme

Mutlakely Closed-Ended

Monokultur

Egocentric

(51)

4. PENDIDIKAN BERBASIS PASAR

Reduksionisme

Dunia Terpotong

Eksploitasi Vital

Pendidikan Laskar

Kompetisi Mutlak

Materialisme

Monokultur

Pragmatisme

Egocentric

Hedonisme

Anti Spiritualisme

(52)

5. PENDIDIKAN SPIRITUALISME Mutlak

Puritanisme

Fundamentalisme

Closed-Ended Mutlak

Fatalisme Mutlak

6. PENDIDIKAN KONSERVATIVE Mutlak

Reduksionisme

Eksploitasi Vitalisme

Monokultur

Egocentric

(53)

7. PENDIDIKAN LIBERALISME Mutlak

Kebebasan Mutlak

Open-Ended Mutlak

Anti Spiritualisme

Heterogenomus Mutlak

Anarkhi Sosial

8. PENDIDIKAN KAPITALISME

Orientasi Kapital Mutlak

Kompetisi Mutlak

Anti Spiritualisme

Reduksionisme

Exploitasi Vital

Sosialisme

Materialisme

Dunia Terpotong

Hedonisme

Closed-Ended

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13. PENDIDIKAN HUMANISME Mutlak

Anti Spiritualisme

Hedonisme

Egosentris

Dunia Terbelah

14. PENDIDIKAN KONSTRUKSI SOSIAL

Eksploitasi Vitalisme

Mutlak Competition

Monokultur

Egocentric

Anti Spiritualisme

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PENDIDIKAN SENTRALISTIK

Monokultur

Eksploitasi Vital

Pendidikan Laskar

Closed-Ended Mutlak

Egosentrik

Reduksionisme

Dunia Terbelah

Sosialisme

(56)

PENDIDIKAN POSITIVE

Saintisisme Mutlak

Anti Spiritualisme

Pendidikan Laskar

PENDIDIKAN FORMALISME

Top-Down

Pendidikan Laskar

Sosialisme

Egosentris

Monokultur

Dunia Terbelah

Transenden

Ideal

Sentralistik

(57)

PENDIDIKAN SAINTIFIK MUTLAK

- Feudalisme

- Positivisme

- Monokultur

- Saintisisme Mutlak

- Reduksionisme

- Orientasi Pasar

- Eksploitasi Vital

- Spekulatif

- Dunia Terbelah

- Sentralistik

- Egosentris

- Kapitalisme

-- Materialisme

- Hedonisme

- Pragmatisme

- Sosialisme

- Anti-spiritualisme

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IMPLEMENTASI PENDIDIKAN

KONTEMPORER DI INDONESIA

- Feudalisme

- Positivisme

- Monokultur

- Saintisisme Mutlak

- Reduksionisme

- Orientasi Pasar

- Eksploitasi Vital

- Spekulatif

- Dunia Terbelah

- Sentralistik

- Egosentris

- Kapitalisme

-- Materialisme

- Hedonisme

- Pragmatisme

- Sosialisme

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Solusi yang Diusulkan:

Politik dan Ideologi

(60)

Solusi yang diusulkan:

PENDIDIKAN DEMOKRASI

PANCASILA

Filsafat

Pancasila

Ideologi

Pancasila

Politik

Demokrasi UUD 45 Amandemen

Moral

Pancasila

Sosial

Bhineka

Tunggal Ika

Budaya/Karak-ter

Jati Diri Indonesia

(61)

Solusi yang diusulkan:

PENDIDIKAN DEMOKRASI

PANCASILA

Epistemologi

Pendidikan

Membangun hidup seutuhnya berlandaskan

Pancasila, dengan mengedepankan Karakter

Indonesia yang:

Bernurani

Adil

Beradab

Jujur

Cendekia

Mandiri

(62)

Solusi yang diusulkan:

PENDIDIKAN DEMOKRASI

PANCASILA

Kurikulum

Hermenitika Hidup berlandaskan Pancasila

Tujuan

Pendidikan

Memeroleh hidup selamat, sejahtera

seutuhnya lahir-bathin serta dunia-akhirat

Teori Mengajar

Ing Ngarso Sung Tuladha

Ing Madya Mangun Karsa

(63)

Solusi yang diusulkan:

PENDIDIKAN DEMOKRASI PANCASILA

Teori Belajar

Membangun

Ilmu/Hidup

dengan

sikap

Tuma’ninah,

Istiqamah,

dan

Tawakal

untuk

memeroleh Ilmu yang Amaliah dan Amal yang

Ilmiah.

Peran Guru

Ing Ngarso Sung Tuladha

Ing Madya Mangun Karsa

Tut Wuri Handayani

Kedudukan Siswa

Ing Ngarso

Tuma’ninah

Ing Madya Istiqamah

Tut Wuri dengan Tawakal

Teori Evaluasi

Refleksi Hidup

Sumber/Alat

Belajar

(64)

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