PENDIDIKAN DALAM PERSPEKTIF TATANAN DUNIA BARU Kajian Fasisme dalam dunia Pendidikan
Dalam bukunya Doc marquis The American Focus on Satanic Crime seri 13 “THE (DECODED)1 ILLUMINATIS PROTOCOLS OF THE LEARNED ELDERS OF ZION” disebutkan bahwa Pendidikan harus di Re-edukasi sebagaimana termaktub dalam Protokol 9 bagian 1
PROTOCOL No. 9
1. In applying our principles let attention be paid to the character of the people in whose country you live and act; a general, identical application of them, until such time as the people shall have been re-educated to our pattern, cannot have success. But by approaching their application
cautiously you will see that not a decade will pass before the most
stubborn character will change and we shall add a new people to the ranks of those already subdued by us.
Hal ini berefek pada sistem pendidikan saat ini yang ternyata sesuai dengan prinsip UNESCO dibawah label gerakan EFA “Education For All” serta MDG atau “Millennium Development Goals”. Dari mana saya mendapatkan kesimpulan bahwa “mereka” semua adalah satu gerakan yang sama mari kita lihat bagian tulisan Protokol yang sudah dikodekan oleh Doc Marquis yakni Protokol 16 bagian 1-8
PROTOCOL No. 16
1. In order to effect the destruction of all collective forces except ours we shall emasculate the first stage of collectivism - the UNIVERSITIES, by re-educating them in a new direction. THEIR OFFICIALS AND PROFESSORS WILL BE PREPARED FOR THEIR BUSINESS BY DETAILED SECRET PROGRAMS OF ACTION FROM WHICH THEY WILL NOT WITH IMMUNITY DIVERGE, NOT BY ONE IOTA. THEY WILL BE APPOINTED WITH ESPECIAL PRECAUTION, AND WILL BE SO PLACED AS TO BE WHOLLY DEPENDENT UPON THE GOVERNMENT.
2. We shall exclude from the course of instruction State Law as also all that concerns the political question. These subjects will be taught to a few dozen of persons chosen for their pre-eminent capacities from among the number of the initiated. THE UNIVERSITIES MUST NO LONGER SEND OUT FROM THEIR HALLS MILK SOPS CONCOCTING PLANS FOR A
CONSTITUTION, LIKE A COMEDY OR A TRAGEDY, BUSYING THEMSELVES WITH QUESTIONS OF POLICY IN WHICH EVEN THEIR OWN FATHERS NEVER HAD ANY POWER OF THOUGHT.
1 Lih. Doc Marquis THE (DECODED) ILLUMINATIS PROTOCOLS OF THE LEARNED ELDERS OF ZION hal.73
3. The ill-guided acquaintance of a large number of persons with questions of polity creates utopian dreamers and bad subjects, as you can see for yourselves from the example of the universal education in this direction of the GOYIM. We must introduce into their education all those principles which have so brilliantly broken up their order. But when we are in power we shall remove every kind of disturbing subject from the course of education and shall make out of the youth obedient children of authority, loving him who rules as the support and hope of peace and quiet.
WE SHALL CHANGE HISTORY
4. Classicism as also any form of study of ancient history, in which there are more bad than good examples, we shall replace with the study of the program of the future. We shall erase from the memory of men all facts of previous centuries which are undesirable to us, and leave only those which depict all the errors of the government of the GOYIM. The study of practical life, of the obligations of order, of the relations of people one to another, of avoiding bad and selfish examples, which spread the infection of evil, and similar questions of an educative nature, will stand in the forefront of the teaching program, which will be drawn up on a separate plan for each calling or state of life, in no wise generalizing the teaching. This treatment of the question has special importance.
5. Each state of life must be trained within strict limits corresponding to its destination and work in life. The OCCASIONAL GENIUS HAS ALWAYS
MANAGED AND ALWAYS WILL MANAGE TO SLIP THROUGH INTO OTHER STATES OF LIFE, BUT IT IS THE MOST PERFECT FOLLY FOR THE SAKE OF THIS RARE OCCASIONAL GENIUS TO LET THROUGH INTO RANKS FOREIGN TO THEM THE UNTALENTED WHO THUS ROB OF THEIR PLACES THOSE WHO BELONG TO THOSE RANKS BY BIRTH OR EMPLOYMENT. YOU KNOW YOURSELVES IN WHAT ALL THIS HAS ENDED FOR THE "GOYIM" WHO ALLOWED THIS CRYING ABSURDITY.
6. In order that he who rules may be seated firmly in the hearts and minds of his subjects it is necessary for the time of his activity to instruct the whole nation in the schools and on the market places about this meaning and his acts and all his beneficent initiatives.
7. We shall abolish every kind of freedom of instruction. Learners of all ages have the right to assemble together with their parents in the
8. In a word, knowing by the experience of many centuries that people live and are guided by ideas, that these ideas are imbibed by people only by the aid of education provided with equal success for all ages of growth, but of course by varying methods, we shall swallow up and confiscate to our own use the last scintilla of independence of thought, which we have for long past been directing towards subjects and ideas useful for us. The system of bridling thought is already at work in the so-called system of teaching by OBJECT LESSONS, the purpose of which is to turn the GOYIM into unthinking submissive brutes waiting for things to be presented before their eyes in order to form an idea of them .... In France, one of our best agents, Bourgeois, has already made public a new program of
teaching by object lessons.
Setelah kita mengetahui isi dari protokol tersebut mari kita telaah visi dan misi UNESCO (lembaga ‘pengatur’ pendidikan tingkat dunia) di sebuah negara atau kawasan, disini penulis mengambil contoh di Afrika sebuah Negara dunia ke-3 (sebuah istilah satir bagi negara tidak maju baca: beradab)
VISION
Through the support of her Offices, Networks and Centres, UNESCO in Africa seeks to contribute to the achievement of the MDGs, EFA and other
internationally agreed development goals; and to peace and the sustainable socio-economic
development of Africa in an era of globalization through education, science, social and human
sciences, culture and communication and information MISSION
UNESCO in Africa will contribute to the development and promotion of universal principles and norms based on shared values. In close cooperation with the African Union and Regional Economic Communities, UNESCO will promote quality education as a fundamental right in accordance with the Universal Declaration of Human Rights; science and technology as vehicles of development; the respect of values and cultural diversity; the empowerment and participation in the emerging knowledge society through equitable access, capacity-building for knowledge generation, management and dissemination through the use of ICTs.
STRATEGY UNESCO in Africa will:
• Contribute to capacity building, data production and sector analysis at country and other levels, in order to guide the development of strategies and the implementation of national, sub-regional and regional plans; • Strive to improve synergies within the Organisation for a better impact and greater visibility of its actions and for greater effectiveness of its leading role in education, science, culture, social and human sciences and communication and information;
• Strive for building better synergies with its partners in line with the Africa Union (AU) and NEPAD agreements; the One UN thrust and the Paris Declaration;
• Foster and strongly support south cooperation as well as south-south-north cooperation.
PRIORITIES
UNESCO priorities will include:
• Developing a holistic approach to, while improving the quality of, education at all levels including non formal education (NFE); • Implementing the three UNESCO Initiatives in Education namely
Literacy Initiative for Empowerment (LIFE), Teacher Training Initiative in Sub-Saharan Africa (TTISSA), Education for HIV and AIDS Prevention (EDUCAIDS) and the two UN Decades namely United Nations Literacy Decade (UNLD) and Decade of Education for Sustainable Development (DESD);
• Assisting the Member States in formulating their Science and
Technology (S&T) policies, strategies and plans of action as well as in the reform of their S&T systems;
• Contributing to Africa’s Science and Technology Consolidated Plan of Action as concerns improving policy conditions and building
mechanisms for innovation;
• Strengthening the role of communication and information, including the use of ICTs, in fostering mutual understanding, peace and reconciliation and sustainable development, particularly in post-conflict areas,
through promoting the development of free, independent, pluralistic and community media;
• Supporting the development and implementation of policies which recognise and promote linkages between culture and sustainable social and economic development;
• Demonstrating and strengthening the linkage between operational action and the solid normative foundation provided by international conventions, recommendations and declarations developed by UNESCO in the field of culture, especially with respect to valuing cultural
Dan inilah visi UNESCO setelah 20152
UNESCO's vision of education after 2015 UNESCO/M. Hofer
The vision of education in the post-2015 development agenda must reflect two fundamental principles, said UNESCO's Assistant Director-General, Qian Tang.
He spoke at the Global Consultation on Education in the Post-2015
Development Agenda which opened on 18 March 2013, in Dakar, Senegal. The first principle is that the right to quality education is a fundamental human right enshrined in normative frameworks and built into the legislation of most countries.
The second is that education is a public good. The state must be the custodian of the principles of education as a public good, paying particular attention to the promotion of equality.
Mr Tang also underlined that while governments must be in the driving seat, we also need to recognize that the delivery of education is a
collective responsibility that involves families, communities, civil society organizations and business."We need to do a better job of harnessing all of these stakeholders to improve the delivery and financing of education," he said.
Lessons learned
The Assistant Director-General also highlighted the need to consider what the last decades have taught us and build on these lessons before moving forward. He said that the first lesson is that Education for All is still very much an “unfinished agenda”.
Too many children remain out of school, and youth and adult illiteracy, school drop-out and inadequate learning outcomes persist at levels that are simply unacceptable.
Another lesson is that insufficient attention has been given to the quality of learning. "Teachers are central to quality learning at all levels and in all settings of education. As the role of teachers evolves from ‘transmitters of knowledge’ to ‘enablers of learning’, their preparation, status and
conditions must remain a central concern”, said Mr. Tang.
He welcomed the fact that that Education Ministers committed to a last ‘Big Push’ to accelerate efforts to reach the goals by 2015, at the Global Education for All Meeting held at UNESCO in November 2012.
The Global Education First Initiative recently launched by the UN
Secretary-General would also be successful in mobilizing heads of state and other world leaders around this critical agenda, he said.
Four basic approaches
UNESCO envisages four basic approaches to the post-2015 agenda:
Concern for peace and sustainable development should be at the centre of efforts to promote inclusive and equitable development beyond 2015. Education for global citizenship is already included in many countries’ curricula – but it needs to become a measureable goal.
Any post-2015 development framework must be of universal relevance and mobilize all countries, regardless of their -development status, around a common framework of goals aimed at inclusive and sustainable
development.
The link between education and other development sectors must be strengthened: Education is an enabler for reaching all the Millennium Development Goals, but it is also dependent on progress in other policy areas.
A framework for learning in the 21st century must be elaborated that promotes the development of inclusive lifelong learning systems.
UNESCO's contribution
UNESCO is contributing to framing the post-2015 education agenda in many ways. It has recently set up an international senior expert group to revisit two landmark education reports – the 1996 Delors report and the 1972 Faure report – and consider their relevance today. The outcomes of this review will be submitted to UNESCO’s General Conference in
September 2013.
Melirik kasus perang di Suriah dan Gejolak Diktator di Mesir sebenarnya semakin membuka agenda busuk dari UNESCO untuk bangsa-bangsa di dunia. Apaya ng tercantum dalam laporan UNESCO tentang penjarana situs kultural yang sangat banyak itu hanya dengan kalimat “UNESCO, the U.N.'s cultural organization, is applying lessons learned the hard way from the wars in Iraq and Afghanistan, hoping to stem the havoc Syria's civil war has caused the country's cultural heritage.” 3 Bahasa-bahasa dengan diksi eufimisme itu seakan menyatakan kepedulian UNESCO terhadap pendidikan dan warisan kebudayaan suatau bangsa namun di sisi lain dia membiarkan UN (United Nation) sebagai Ibu dari UNESO menghancurkan suatu peradaban lihat lagi notes dari Protokol 16 bagian 4. Classicism as also any form of study of ancient history, in which there are more bad than good examples, we shall replace with the study of the program of the future. We shall erase from the memory of men all facts of previous centuries which are undesirable to us, and leave only those which depict all the errors of the government of the GOYIM. The study of practical life, of the obligations of order, of the relations of people one to another, of avoiding bad and selfish examples, which spread the infection of evil, and similar questions of an
educative nature, will stand in the forefront of the teaching program, which will be drawn up on a separate plan for each calling or state of life, in no wise
generalizing the teaching. This treatment of the question has special importance.
Inilah Protokol Zionisme yang berasal dari Gerakan Zionis atau Zionist
Movement, sebuah gerakan dan ideologi rasis yang dipopulerkan oleh seorang wartawan Yahudi asal Austria, Theodor Herzl (1860-1909). Gerakan ini muncul dilator belakangi oleh keinginan kuat kaum Yahudi untuk mendapatkan hak sosial, ekonomi, politik dan budaya, serta agama yang dirampas selama beratus tahun hidup diaspora di berbagai negara di dunia. Mereka bercita-cita untuk mengakhiri penderitaan yang mereka alami dengan cara kembali ke negeri leluhur mereka Palestina dengan semboyan :” Sebuah Tanah Tanpa Manusia Untuk Manusia Tanpa Tanah “. 4
Zionisme menilai bahwa ” Keyahudian ” itu sebagai sebuah nama ras yang terpisah dari bangsa lain, yang bagi mereka dinilai mustahil untuk bisa hidup bersama. Dalam Protokol Zionisme yang ditetapkan dalam Kongres Zionis di Switzerland tahun 1897 dan sangat dirahasiakan, namun diantaranya dibocorkan oleh seorang wanita berkebangsaan Prancis beragama Kristen tahun 1901. Dalam pertemuannya dengan seorang petinggi Zionis di markas Masonik di Paris, ia sempat melihat sebagian dari isi protocol itu. Ia sangat terperanjat membaca isinya, kemudian ia berhasil mencuri sebagian dari dokumen rahasia itu dan membocorkannya kepada Alex Nikola Nivieh, kepala Dinas Rahasia Kekaisaran Rusia Timur.
Diantara isi Protokol Zionis itu menyatakan bahwa manusia itu terbagi atas dua bagian, yaitu Yahudi dan Non Yahudi yang disebut Joyeem atau Umami. Jiwa-jiwa 3 "UN: Syria's ancient history faces new threats." Phys.org. 29 Aug 2013.
Yahudi diciptakan dari Jiwa Tuhan, hanya merekalah anak-anak Tuhan yang suci murni. Sedangkan kaum Umami berasal dari syetan, dan penciptaan Umami itu untuk berkhidmat kepada kaum Yahudi.
Jadi kaum Yahudi merupakan pokok dari anasir kemanusiaan, sedangkan kaum Umami adalah merupakan budak Yahudi. Kaum Yahudi boleh mencuri bahkan merampas harta benda kaum Umami, boleh menipu mereka, berbohong kepada mereka, boleh menganiaya, membunuh dan memperkosa mereka.
Doktrin dan azas yang sangat rasialis itu juga dungkapkan oleh para tokoh Zionis generasi baru, dan diimplementasikan dalam wujud angkara murka, kekejian, kebrutalan regim Zionis dengan dukungan moral, material dan mesin-mesin perang moderen dari AS dan negara sekutunya, dalam parade kekejian yang mereka pertontonkan kepada masyarakat dunia. Menachem Begin misalnya, sewaktu jadi Perdana Menteri Israel bernah berucap : ”Ras kami adalah ras pilihan, kami adalah yang dipilih Tuhan di planet bumi ini. Kami berbeda dengan Ras lainnya, karena mereka adalah serangga. Sebenarnya jika dibandingkan dengan Ras kami, Ras lain adalah binatang buas, paling tinggi cuma binatang ternak. Ras lain kami anggap kotoran manusia. Kami memang ditakdirkan untuk memerintah Ras lain yang lebih rendah. Kerajaan kami akan diperintah oleh para pemimpin kami dengan tangan besi. Ras lain akan menjilati kaki kami dan akan menghamba kepada kami seperti budak.” Seorang Rabi Yaacov Perrin berucap : “Satu juta orang Arab tidak lebih berarti dibanding seujung kuku orang Yahudi ” ( swaramuslim 04/08/06).
Dalam perkembangan awal mereka menginginkan berdirinya Negara Yahudi di Argentina, atau Ethiopia atau Uganda. Namun dalam kongres Zionis ke-7 tahun 1904 usulan tersebut ditolak. Mereka tetap menginginkan sebuah negara : The Jewish State, Eretz Israel. Negara Yahudi Israel Raya, yang terbentang dari sungai Nil di Mesir hingga sungai Eufrat di Irak.
Zionisme memiliki asas yang disebut “Khams Qanun”, Lima Sila : Monotheisme, Nasionalisme, Humanisme, Demokrasi, dan Sosialisme. Agak mirip memang dengan Panca sila –red dan penjelasan tentang lima sila yang terdapat dalam doktrin Yahudi tersebut adalah sebagai berikut :
1) Monotheisme: : Kesatuan Tuhan. Hendaklah bangsa Yahudi bertuhan dengan Tuhannya masing-masing dan merupakan kesatuan gerak. Maka hai orang-orang atheis dan bebas agama di kalangan bangsa Yahudi hendaklah engkau pun bertuhan dengan tuhanmu sendiri. Bukankah alampun tuhanmu dan bukankah kudrat alampun tuhanmu juga? Kalian berlainan agama, kalian berlainan keper-cayaan, kalian berlainan
keyakinan, tetapi kalian harus bersatu dan gunung zionisme telah menantimu. Hendaklah kalian tenggang menenggang, hormat menghormati hai Yahudi seluruh dunia.
3.) Humanisme : Kemanusiaan yang adil dan beradab berlakulah,
janganlah kalian menjadi peniru bangsa Babilon yang telah membuangmu, tetapi bagi luar bangsamu dan yang hendak mem-binasakanmu, kalian adalah bangsa besar dan engkaupun jika keperluanmu mendesak ber-lakulah Syer Talmud baginya, seperti nyanyian Qaballa berbunyi :
“Taklukanlah mereka, binasakanlah mereka yang akan mengambil hakmu, engkau adalah setinggi-tinggi bangsa seumpama menara yang tinggi. Gunakanlah hatimu ketika menghadapi saudaramu, karena mereka itu keturunan Yaqub, ketu-runan Israel. Buanglah hatimu ketika menghadapi lawanmu karena mereka itu bukan sekali-kali saudaramu, mereka adalah kambing-kambing perahan dan harta mereka adalah hartamu, rumah mereka adalah rumahmu, tanah mereka adalah tanahmu.”(Syer Talmud Qaballa XI :45).
4. Demokrasi : Dengan cahaya Talmud dan Masna dan segala ucapan imam-imam agung bahwa telah diundangkan “Bermusyawarahlah dan berapatlah dan berlakulah pilihan kehendak suara banyak itu karena suara banyak adalah suara Tuhan!
5. Sosialisme : Keadilan sosial yang merata pada masyarakat Yahudi, sehingga setiap orang Yahudi menjadi seorang kaya raya dan menjadi pimpinan dimana pun ia berada, dan menjadi protokol pembuat program. Dalam Nyanyian Qaballa Talmud dikatakan : “Dengan uang kamu dapat kembali ke Yudea, ke Israel karena agama itu tegak dengan uang dan agama itu uang, sesungguhnya wajah Yahwe sendiri yang tampak olehmu itu adalah uang! Cintailah Zion, cintailah Hebran, cintailah akan Yudea dan cintailah seluruh tanah pemukiman Israel, karena engkaulah bangsa pemegang wasiat Hebran tertua yang berbunyi :”Cinta pada tanah air itu sebagian dari iman!” .
Kemudian Pendiri Partai Syas di Israel, Ofadya Yosef juga pernah berucap : “… Karenanya semua Ras Yahudi dilarang memberi rasa kasih sayang kepada warga Arab, dan wajib bagi setiap Yahud iuntuk menembakkan rudal dan senjatanya ke arah dada dan kepala setiap warga Arab untuk menghabisinya, karena mereka itu makhluk yang jahat dan terkutuk .” ( mailarchive.com 15/08/06)
Parade kekejaman yang dilakukan Zionis sejak tahun 1946 sampai agresi selama 22 hari terhitung 27/12- 2008 hingga 18/1-2009 terhadap bangsa Palestina yang telah merenggut lebih dari 1300 jiwa dan mencederai lebih dari 5000 orang yang sepertiganya adalah wanita dan anak-anak, serta meluluhlantakkan infrastruktur di Gaza, semua tindakan itu jelas-jelas dilatar belakangi oleh keyakinan rasis di atas.
granat, Serta diakhiri dengan menyayat-nyayat tubuh korban dengan pisau. Bangsa Yahudi itu memenggal sebagian kepala korban. Dan dengan sangat keji mereka memotong-motong tubuh 52 bayi dan anak-anak di hadapan ibu-ibu mereka. Mereka juga merobek rahim-rahim 25 wanita Palestina yang sedang hamil. David Duke, Presiden Nasionl European-Amerika Unity and Rights
Organization (EURO) memaparkan tragedy Deir Yassin : “Pernahkan anda melihat film dokumenter televisi dan film-film Hollywood tentang terror Israel di Deir Yassin atau ribuan tindakan terror Israel lainnya terhadap rakyat Palestina ? Anda mungkin telah mendengar banyak cerita tentang korban warga Yahudi oleh Hitler, tapi pernahkah anda mendengar suara para wanita di Deir Yassin, dimana bayi-bayi mereka dipotong dari rahim-rahim ibunya oleh aggressor Israel? Untuk Kasus Suriah dan Mesir anda bisa menilainya sebagai hasil dari keberhasilan program EFA dan MDG....dari UNESCO. Lalu terbersitkah di fikiran anda adab perang dalam Islam? Adakah kebudayaan mereka yang dulu dihancurkan? Kita lihat betapa Islam menjaga lebih dari sekedar UNESCO bicara di media.
ADHIA NUGRAHA, S.Pd.
DataPribadi
Tempat, tanggal lahir : Jakarta, 20 Oktober 1980 Jenis Kelamin : Laki-laki
Alamat : Jl.Permai 1 Blok A8 Asri Cipadung Permai RT/RW 03/07 Bandung 40164
Agama : Islam
Telepon : 083822510838
Email : abughatsa@gmail.com
Blog : www.defia.multiply.com
Riwayat Pendidikan
Formal : 1995-1998 SMU Negeri 1 Serpong
1998-2005 Jurusan Pendidikan Bahasa Inggris UPI
2012- sekarang Program Pasca Sarjana Uninus (Magister)
Non-Formal : 1998-1999 Program Santri Mukim Daarut Tauhiid Bandung.
2005-2006 TEFL International Certification Course@EF
2008 – 2013 Universe University SSQ Bandung
Pengalaman Organisasi
2005-sekarang Pembina dan Instruktur di LSM FITRAH Institute (Interfaith Dialogue for peace)
2002-2003 Kepala Dept. Dalam Kampus BEM KM UPI 2001-2002 Ketua Bidang Kaderisasi BEM FPBS UPI
2000-2002 Sekretaris Umum UKDM (Unit Kegiatan Da’wah mahasiswa) UPI
Eksternal Kampus :
2001-2003 Bidang Diklat Beladiri Syufu Tae-syukhan Lanah UPI
2004-2005 Initiator dan Tim penggerak JAMAAT (Jaringan Mahasiswa Anti Pemurtadan)
Pengalaman Bekerja
1. Sebagai English Instruktur (Healthcare Language Program) di Kebidanan UNPAD tahun 2006-sekarang.
2. Sebagai dosen bahasa Inggris di Stikes Bhakti Kencana tahun 2006 - 2012 3. Sebagai content developer and instruktur pelatihan internet Sistem Informasi
Masyarakat Mandiri (www.simmandiri.com) untuk RT/RW se-kota Bandung tahun 2007.
4. Pendiri lembaga kursus .e.l.t.c. Tangerang tahun 2007
5. Sebagai Kepala Dept. Akdemik di NEC Bandung tahun 2006-2007. 6. Sebagai guru Bahasa Inggris di Simple English Banjar Baru tahun 2006
7. Sebagai Instruktur pada English First Nusantara Banjarmasin Kal-Sel tahun 2005-2006
Keterampilan
Komputer di Linux & Windows
: Open Office, Graphic Design, Jaringan Internet Bahasa
: Bahasa Inggris (Orally and literary active) Bahasa Arab (pasif)
Bahasa Ibrani (pasif)
CERTIFICATION
TEFLIN @ EF International certificate, 2006
