Education for Black Liberation

Popular education has played a central role in Pan-African liberation struggles historically and in the present moment. In the period following African independence, social movements that emerged around and through education in Africa were informed by and in dialogue with related decolonial movements of the Global South. However, the specific contributions of Pan-Africanist revolutionaries to the broader philosophy and praxis of education for liberation is often under-appreciated. This paper explores this impact through Paulo Freire’s political and intellectual engagement with Pan-Africanist popular education movements, radical intellectuals, and broader revolutionary struggles. In considering Freire’s work in dialogue and practice with African revolutionary thinkers, this paper shows that, while Freire shaped elements of liberation education in Africa, he was also deeply shaped and influenced by the historical conditions of the time and key African revolutionaries who were struggling towards similar objectives. Additionally, we explore the continued salience of Freirean educational praxis in contemporary Pan-Africanist social movements, through the example of a present day online pedagogical experiment, the Pan-African Activist Sunday School and Solidarity Collective.

Boris Denev and „The Drawing Lessons in Primary Schools“

After the Liberation, education in Bulgaria became the work of the Ministry of Education, which at that time determined the cultural and educational policy of the society. At the beginning of the twentieth century the different education of teachers in Bulgaria, the lack of experience and traditions in the teaching of drawing, lead to the use of almost all methods known from the geometric copying system and the experience of foreign countries such as drawing on a grid, drawing on stigmographed sheets, drawing on “templates”, drawing on patterns, drawing on dictation, in tact and others. In this method, at the process of learning the student is required to accurately reproduce a certain image (decorative composition, abstract geometric shapes or real objects). The means and ways of copying are determined by the gradual development of the methodology, by the emergence of new pedagogical views and requirements to the learning process. Some of the most zealous opponents of the geometric-copying system in our country are Otto Horeyshi, Dimitar Daskalov, Dobri Hristov, Stoyan Chakarov, Konstantin Svrakov, teachers Georgi Palashev, Ivan Strelukhov, Boris Denev, Atanas Chesmedjiev, Petar Angelov and many others. United in their opposition of outdated and stereotyped teaching methods, however, their views differ on the future of art education and the drawing as a subject of teaching. At the beginning of the century Boris Denev became popular with his reformist ideas related to the creative nature of art education. Based on his experience as a primary school teacher, he was the first in Bulgaria who bring out aesthetic education as the main goal of art teaching.

Η ευδαιμονία ως σκοπός της παιδείας στο πλαίσιο του ευρωπαϊκού και του νεοελληνικού διαφωτισμού

The Ph.D. Thesis consists, in addition to the Introduction, of two Parts and one Appendix. Part One deals with European Enlightenment as a spiritual movement and the dimensions that the idea of eudaimonia as an aim of education has taken in its context. Part Two deals with how Greek scholars of Modern Greek Enlightenment, and especially scholars within the ideological circle of Adamantios Korai, approached the idea of eudaimonia or “happiness on earth” as the object of education. The thesis explores the meaning of education specifically for Greeks as a means of happiness, as it is primarily understood as a means of spiritual and political liberation. Education can lead to prosperity and prosperity, which is conditionally based on freedom, both political and individual, should be pursued through an educational content of both moral philosophy, political philosophy, and a properly structured Christian education. Part One, which contains 4 chapters, presents the problem of European Enlightenment in relation to education, in order to establish the relevance of Modern Greek to European Enlightenment in relation to the interconnection of education and eudaimonia. Part Two, dealing with Modern Greek Enlightenment, examines how scholars belonging to the Korai ideological circle approach the relationship of happiness and education. Following is an Appendix presenting, briefly but for the first time, an 18th-century Greek manuscript dedicated to the collection of the Holy Archimandrite of Aigio, which saves a work entitled Practical Philosophy under the name of Antonios Moschopoulos (1718-1788). The work, among others, deals with issues of Ethical and Political Philosophy and addresses the issue of the relation of education and well-being. A precise table of comparison of the chapters between the Greek manuscript and the original Latin work written by Ludwig Philipp Thümmig (1697-1728), a student of Christian Wolff (1679-1754) is also given. In summary, the originality of the thesis lies in the following. (1) For the first time, an overall view is given of the concept of eudaimonia in the ethical and political texts of Modern Greek Enlightenment and its relation to education. (2) It is attempted to ascertain the equilibrium attempted in these Greek sources between “secular-earthy happiness” and “heaven bliss”. (3) It appears that the main source for the ethical and pedagogical ideas the Greek enlightenment scholars used, were the works of scholars representing the "moderate" stream of the European Enlightenment, which were translated or reproduced freely by modern Greek scholars.

Nilai-Nilai Pendidikan Humanis dalam Surat An-Nisa Ayat 63

Humanist education is one method of learning that emphasizes the human aspects of each student. Through humanist education, each student will be formed into an independent human being. As explained in the Al-Quran, one of which is contained in the An-Nisa verse verse 63. In that verse, it contains the values ​​of humanist education. One of them is humanist-religious education and humanist-liberation education. Through these values ​​will form humans who have superior character, intellectual, physical, and spiritual. Keywords: an-nisa verse 63, humanist education, humanist-religious, humanist-liberation Abstrak Pendidikan humanis merupakan salah satu metode dalam pembelajaran yang menekankan kepada aspek kemanusiaan masing-masing siswa. Melalui pendidikan humanis, setiap siswa akan dibentuk menjadi manusia yang merdeka. Seperti yang telah dijelaskan dalam Al-Quran, salah satunya yang terdapat di dalam surat An-Nisa ayat 63. Di dalam ayat tersebut, mengandung nilai-nilai pendidikan humanis. Salah satunya yaitu pendidikan humanis-religius dan pendidikan humanis-liberasi. Melalui nilai-nilai tersebut akan membentuk manusia yang memiliki keunggulan budi pekerti, intelektual, jasmani, serta rohani. Kata Kunci: an-nisa ayat 63, pendidikan humanis, humanis-religius, humanis-liberasi

KONSEP PENDIDIKAN PEMBEBASAN MANSOUR FAKIH

This research has purpose to discuss about the educational concept of Mansour Fakih’s liberation and the relevance with Islamic education. The expectation of this research’s result is to give a solution or an idea for the purpose of Islamic education. This research is an answer from the Mansour Fakih educational liberation’s question, and it uses qualitative research whereas the method is library research. The collecting data have been done by investigating Mansour Fakih’s work especially about education while the data analysis that is used is word analysis which will express some literature from the research’s object. The research’s result shows that: 1. The educational concept of Mansour Fakih’s liberation is about critical liberation education that can be concluded as the education that doesn’t restrict the pupils to develop their creativities with some characteristics that are learning from experiences, not teaching, and dialogis 2. The relevance of Mansour Fakih education with Islamic education. From the educational concept of Mansour Fakih’s liberation with Islamic education is that both of them do not wish for the education that restrict because human’s essence is free.

Desain Pendidikan Pembebasan Bagi Anak Berkebutuhan Khusus sebagai Jalan Humanisasi

Issues of Liberation Education for children with special needs (Heward), (Wiyani 2014: 2) become a n interesting phenomenon that requires educational innovation. the philosophy of ABK education innovation is liberation both physically and psychologically, as human beings. Bandhie Delphie (2012: 2) revealed that children with special needs have their own learning characteristics and specificities. Likewise, children with special needs at the Leleani PLB school and Pelita Kasih Ambon. They need a pattern of liberation education as a way of humanization. The purpose of this paper is to design liberation education to find patterns of education that free children with special needs. The implication is that every child will accept his existence as a free human being, an independent human being, especially a humanist person. The method used to collect and analyze problems based on research data is qualitative with a descriptive approach whose results are dialogue and communication with love and affection. Apart from that consientization (Freire, 1984: 41) self as a human being. The conclusion of liberation education through dialogue and communication in love and affection and the effort to build self-awareness of children with special needs is the design of liberation education for children with special needs as a way to discover the human nature of themselves as human beings.

A Brief Analysis of the Essence of Education and Human Ethics-Hegel’s View

Education and ethics were like two sides of a coin. This was stated by Hegel in the early modern period. However, these two concepts are viewed separately in the contemporary era. Therefore, the objective of this paper is to analyze both education and ethics enabling the well-ordered society to understand the relationship between education and ethics. The methodology adopted for this study was descriptive based on the previous literature. Hegel pointed out that ethics is the essential requirement of human beings and the reasonable way of individual existence. Only when individuals become members of the state can they truly achieve freedom and liberation. Education should be ethical education, that is, education is the intermediary of the individual's free will to realize the ethical essence. Education should remove the individual's subjective capriciousness and individualism, make them integrate into the ethical entity constituted by the social system and historical tradition, and realize the individual's self-improvement in the ethical entity. Hegel's principle of the philosophy of law is a work of political philosophy, which contains abundant educational thoughts. By discussing the self-movement process of objective spirit, Hegel explains how to realize the reasonable existence of man, that is, the existence as ethics. Ethics is the essence of human determinacy, which refers to the unity of individual will and universal will. It is only as a member of the ethical entity that an individual can truly gain freedom and liberation. Hegel pointed out that the highest ethical entity is the state. The ethical nature of an individual is reflected in becoming a citizen of the state.

THE LIBERATION THEOLOGY OF ASGHAR ALI ENGINEER AND ITS RELEVANCE TO ISLAMIC EDUCATION OBJECTIVES

Islamic education has a "prophetic” mission as an agent of liberation. The liberation paradigm can be realized with praxis, namely between reflection and action, theory and practice, and faith and charity. Therefore, Islamic education must be able to bear human freedom and social spirit and be able to face challenges amid global life. Asghar Ali Engineer is a progressive Muslim from India trying to understand Islam through liberation theology. The relevance of the theology of the liberation of Asghar Ali Engineer with the aim of Islamic education, with the following formulations: first, education must be able to humanize humans (humanism). Second, Education must be able to liberate people (Liberation), Education at least able to free humanity from three things. Third, education that makes humans capable of realizing Rahmatan Lil Alamin Islam means that education must be able to restore separate human personality in the bondage of materialism dogma that denies human values ​​and is able to restore humanity to its glorious degree, namely through the approach to God Almighty One.

Pendidikan kesetaraan di rumah inklusif Desa Kembaran Kecamatan dan Kabupaten Kebumen

Penelitian ini bertujuan untuk menganalisis pola pendidikan di Rumah Inklusif Kembaran, dasar untuk pendidikan inklusif di sana dan tantangan dalam mengimplementasikan pendidikan inklusif di sana. Segmentasi lembaga pendidikan berdasarkan perbedaan agama, etnis, dan bahkan perbedaan kemampuan baik secara fisik maupun mental yang dimiliki oleh siswa masih terjadi di Indonesia, ini menunjukkan bahwa pendidikan di Indonesia belum mengakomodasi keragaman. Temuan pendidikan yang dilakukan di Rumah Inklusif adalah pendidikan pembebasan yang menempatkan anak-anak luar biasa atau anak-anak dengan kebutuhan khusus untuk belajar bersama dengan anak-anak normal dalam satu kelas di rumah joglo dekat dengan tempat mereka tinggal. Yang dimaksud dengan pembebasan adalah bahwa siswa diberi kebebasan untuk menentukan menu pendidikan mereka sendiri. Tantangan penerapan pendidikan inklusif di rumah inklusif Kembaran Kebumen adalah kurangnya pemahaman publik tentang kondisi anak-anak penyandang cacat. Dalam proses pendidikan, rumah inklusif terbatas dalam hal fasilitas, dan ada kekurangan staf sukarela untuk membantu anak-anak cacat. Hal ni terbukti dengan banyaknya fasilitas publik, terutama di Kebumen, yang tidak ramah bagi penyandang cacat. Kelahiran rumah inklusif di Kebumen adalah bentuk perlawanan terhadap kurangnya perhatian pemerintah dalam menangani anak-anak berkebutuhan khusus di Kebumen. Pemerintah belum melakukan apa-apa, tepatnya untuk mengecualikan anak-anak penyandang cacat di sekolah-sekolah Luar Biasa (SLB). Ini membuat siswa apalagi orang tua merasa minder.Kata kunci: inklusif, difabel, persamaan EQUALITY PEDAGOGY DI RUMAH INKLUSIF DESA KEMBARAN KECAMATAN DAN KABUPATEN KEBUMENAbstractThis study aims to analyze the pattern of education in the Kembaran Inclusive Houses, the basis for inclusive education there and the challenges of implementing inclusive education there. Segmentation of educational institutions based on differences in religion, ethnicity, and even differences in abilities both physically and mentally possessed by students still occur in Indonesia, this indicates that education in Indonesia has not accommodated diversity.Findings of inclusive education carried out in Inclusive Houses is a liberation education that places exceptional children or children with special needs to study together with normal children in one class at a joglo house close to where they live. What is meant by liberation is that students are given the freedom to determine their own education menu. The challenge of implementing inclusive education in Kembaran Kebumen inclusive homes is the lack of public understanding the conditions of children with disabilities. In the process education, inclusive homes are limited in terms of facilities, and there is a lack of volunteer staff to assist disabled children. This hall is proven by the many public facilities, especially in Kebumen, which are not friendly to the disabled. The birth of an inclusive house in Kebumen is a form of resistance to the lack of government attention in dealing with children with special needs in Kebumen. The government has not done anything, precisely to exclude children with disabilities in Extraordinary schools. This makes students more than parents feel less.Keywords: inclusive, difabel, equality