Readers Forum | Sat, April 23 2016, 9:50 AM
Readers Forum News
Education mainstreamed into the promulgation of knowledge is of paramount
importance. It principally outlines not only a civilization of cultures,
principles, values and traditions, but also a representation of knowledgeable
minds. Its intense accessibility is bound up with the delight to put into practice imperative action in societal ties subject to erudition, prowess, consistency and intelligence.
This notion, in essence, works best for transformative education, along with its levels and capabilities to emerge: (1) personal — transformative learning, understanding, belonging and seeking; (2) relational — dialogue, deep engagement and connectivity with and beyond one’s world; (3) institutional — environments, processes and tools for transformation; and (4) global — social action and responsibility, emancipation, sustainability and ecological and spiritual holism (Markos & McWhinney, 2003).
Indubitably, at the personal level, train passengers learning to behave better (The Jakarta Post, April 14), politicians promoting nonviolent campaigns and protesters in a long rally questioning the legal standing of victims of injustice are a collection of a few facts widely known as a democratic voice of transformative behaviors.
In one point, therefore, education for human beings carries special attention about how knowledge is publicly shared as well as transformed into a contextual social sphere, not to mention massive influences of media to criticize disseminated public education policies.
To focus merely on the power of criticism, as it raises its role considerably, would be to disregard “witness to the truth of injustice” (Orbinski in Bloom, 2007), reflecting how most developing nations including Indonesia provide educational opportunities for their citizens amid the victimization of injustice, corruption and a bribery mentality, environmental damage and weakening law enforcement.
For that reason, the absence of governments to figure out problems of public education-related policies presumably results in a series of new problems alike, for example, human rights abuses and marginalized education.
Kompas.com has reported that computerization has been applied in certain regions of Indonesia especially during the national examinations. This progress, however, is not followed by more attempts to add an IT-based approach to the institutional level in which educational authorities should regulate well-planned policies to develop safe and comfortable learning environments, dynamic processes of learning and teaching and the provision of media for transformative learning.
Furthermore, at the global level, systemic curriculum devices and platforms are determined to improve the quality of education and human resources involving knowledge mastery, character building and skills-based transformation.
This is not to deny that transformative education needs to implement a global synergy between social action and responsibility to accommodate flexibility guidelines on how quality-oriented education is developed professionally.
Transformative education is on the right track of mapping out its capabilities to exert programs at the personal, relational, institutional and global levels and, in the end, it retains compatibility, sustainability and quality consistently.
Otherwise, education mismanagement, as it indicates, is unable to change the quality of human resources that, in turn, impacts education competition.
Anselmus Sudirman
Sarjanawiyata Tamansiswa University
Yogyakarta
No comments:
Post a Comment