scholarly journals PHILOSOPHY OF FREEDOM TO LEARN IN THE PERSPECTIVE OF INDONESIA

2021 ◽  
Vol 6 (1) ◽  
pp. 78-92
Author(s):  
Dimas Aldi Pangestu ◽  
Wahyu Bagja Sulfemi ◽  
Yusfitriadi
Keyword(s):  
Human Rights ◽  
Human Nature ◽  
Political Stability ◽  
Educational Goals ◽  
Human Beings ◽  
Founding Fathers ◽  
Historical Method ◽  
Similarities And Differences ◽  
Development Of Students

Tujuan artikel ini adalah mengetahui hakikat dari merdeka belajar berdasarkan pemikiran merdeka belajar Soekarno, Hatta, Sjahrir dan Dewantara dan mengetahui persamaan serta perbedaannya. Metode yang digunakan pada artikel ini adalah metode sejarah yang terdiri dari pemilihan topik, heuristik, kiritik sumber, interpretasi dan historiografi. Hakikat Merdeka belajar, berdasarkan pemikiran pendidikan para pendiri bangsa Indonesia, adalah mengakui hak-hak manusia secara kodrati untuk memperoleh pembelajaran dan pengelaman secara bebas yang bertujuan menciptakan manusia yang berkarakter, manusia baru dan masyarakat baru. Persamaan pemikiran merdeka belajar dari Soekarno, Hatta, Sjahrir dan Dewantara adalah mendidik manusia dengan jiwa yang merdeka supaya menjadi manusia yang berkarakter, bersumber dari kebudayaan dan kandungan dari bangsanya sendiri, dan mempunyai objek pendidikan yaitu manusia. Sementara perbedaan dari pemikiran tokoh-tokoh terletak pada peruntukan merdeka belajar. Soekarno memandang merdeka belajar untuk menciptakan pembelajaran yang nyaman dan menyenangkan. Mohammad Hatta berpendapat bahwa merdeka belajar berperan dalam mengembangkan kemampuan peserta didik. Sjahrir menyatakan merdeka belajar untuk membangun stabilitas politik dan bukan menetapkan tujuan-tujuan pendidikan yang pragmatis. Ki Hadjar Dewantara berpandangan merdeka belajar sebagai pendidikan sesuai kodrat alam. Merdeka belajar mengakui kodrat manusia dan membebaskan manusia memperoleh pembelajaran dan pengalaman. Merdeka belajar diperuntukan sebagai pelaksanaan pembelajaran, pengembangan peserta didik, menciptakan stabilitas, dan pengakuan terhadap kodrat manusia. This article is to find out the philosophy of freedom to learn based on founders' thoughts both similarities and differences. I use historical method consisting of topic selection, heuristics, criticisms of sources, interpretation, and historiography. Freedom to learn, based on the educational ideas of the founding fathers of Indonesia, is recognizing human rights to gain free learning and experience to create human characters, new humans, and a new society. The similarity of freedom to learn is to educate humans with an independent spirit to become human beings with character, originating from the culture and content of their nation, and having an educational object (humans). Soekarno saw freedom to learn to create comfortable and enjoyable learning. Mohammad Hatta argues that freedom to learn plays a role in developing students' abilities. Sjahrir stated that he could learn to build political stability and not set pragmatic educational goals. Ki Hadjar Dewantara has the view that freedom to learn is education by nature. Freedom to learn recognizes human nature and frees humans to learn and experience. Freedom to learn is showed as the implementation of learning, the development of students, creating stability, and recognition of human nature. 

Leadership and Regimes

2020 ◽  
pp. 148-200
Author(s):  
Laurie M. Johnson
Keyword(s):  
Human Nature ◽  
Political Rhetoric ◽  
Human Beings ◽  
Human Reason ◽  
Scientific Reason ◽  
The Subject ◽  
Similarities And Differences ◽  
Political Deliberation ◽  
Civil Violence

This chapter looks at the similarities and differences between Thucydides and Hobbes on the subject of regimes. Hobbes was convinced that Thucydides had proved the absurdity of democracy and the desirability of absolute monarchy. However, Hobbes misread Thucydides on this point. For Hobbes, monarchy was the only regime in which the selfish interests of the ruler and ruled rationally coincide. Revealingly, in order to deal with the leadership of Pericles, Hobbes had to characterize him superficially as a monarch, ignoring how Pericles won and maintained his power. But it is just the type of statesmanship exemplified by Pericles that Hobbes cannot accept because of his rigid assumptions about human nature. Thucydides' focus on the importance of studying the thought, character, and actions of statesmen is an important difference between the Thucydidean and the Hobbesian realist models. Hobbes's horror at civil violence led him to lose faith in ordinary human reason and thus in political deliberation. It is because he lost faith in the latter that scientific reason emerged as a powerful alternative. But if human beings are so unreasonable that one can no longer take seriously what they say, how can one expect them to be reasonable enough to accept Hobbes's prescriptions? The Hobbesian solution is that an absolute government must enforce the plan. The chapter then argues that this solution to political problems is even more dangerous than the Thucydidean solution, which relies on political rhetoric and judgment.

The Phronimos and the Sage

2017 ◽  
Author(s):  
May Sim
Keyword(s):  
Human Nature ◽  
Practical Wisdom ◽  
Human Being ◽  
Human Beings ◽  
Highest Good ◽  
Nature And Nurture ◽  
Similarities And Differences ◽  
Good For ◽  
Shed Light

Aristotle’s phronimos and Mencius’s sage are the paragons of virtue. They exemplify practical wisdom, enabling them to perform virtuous actions called for in different situations, and are the concrete models of virtue for all human beings, without whom others would not be able to cultivate their virtues. Aristotle and Mencius are also alike in holding that the virtues of character are based on human nature, and cultivation is key to achieving them. Despite these similarities, they differ in their accounts of human nature, details on the virtues, and how they are cultivated. Whether being the phronimos or the sage is the highest good for a human being, the degree of effectiveness he has on fellow citizens and the rest of the cosmos are issues about which they would disagree. Exploring similarities and differences between the phronimos and the sage will shed light on nature and nurture in their virtue-oriented ethics.

Human Dignity and the Foundations of Human Rights

2013 ◽  
Author(s):  
John Tasioulas
Keyword(s):  
Human Rights ◽  
Human Nature ◽  
Human Dignity ◽  
Moral Status ◽  
Essential Role ◽  
Human Being ◽  
Human Beings ◽  
Trade Offs ◽  
In Virtue Of

This chapter investigates whether or not human rights are grounded in human dignity. Starting from an interest-based account of human rights, it rejects two objections to that account that have been pressed in the name of human dignity: the deontological and the personhood objections. More positively, it contends that human dignity is the equal moral status possessed by all human beings simply in virtue of their possession of a human nature, and that so understood, it has an essential role to play in grounding human rights, but that it can only play this role in tandem with universal human interests. In particular, human dignity is central to explaining both why humans can possess rights and why these rights are resistant to trade-offs. The chapter concludes with some reflections on the implications of this view for whether each and every human being possesses all of the standard human rights.

scholarly journals A Comparative Study of Western and Islamic Concept of Human Rights:

2020 ◽  
Vol 38 (- 1) ◽  
Author(s):  
Abdul mannan
Keyword(s):  
Human Rights ◽  
Comparative Study ◽  
Human Nature ◽  
Research Paper ◽  
Human Beings ◽  
Modern History ◽  
Significant Issue ◽  
Demarcation Line ◽  
Decent Life ◽  
Thematic Approach

Human Rights have become the most significant issue of the modern history from the Islamic as well as and Western perspectives. It can generally be defined as “those rights that are inherent in human nature and without which human beings cannot live a decent life.” This research paper aims to provide a bulk of knowledge regarding Islamic and western approach of human rights. Despite of wide work on human rights in west for human honor and dignity, there is clear demarcation line between these two wide approaches in origin, sources, theory, practice and ranking as well. Study will examine the thematic approach of universal declaration of human rights and last sermon delivered by Holy Prophetﷺ towards better understanding of human rights in modern expression of world.

scholarly journals Prinsip – Prinsip Pengembangan Kurikulum dalam Upaya Meningkatkan Kualitas Pembelajaran

2018 ◽  
Vol 2 (2) ◽  
pp. 122-130
Author(s):  
Shofiyah Shofiyah
Keyword(s):  
Curriculum Development ◽  
Human Nature ◽  
Human Life ◽  
Educational Theory ◽  
Educational Goals ◽  
Strategic Position ◽  
Human Thinking ◽  
Life Education ◽  
Development Of Students

Education occupies a very strategic position in realizing the process of maturity and human thinking. Given the importance of education for human life, education must be carried out as well as possible. To achieve the educational goals, a curriculum is needed as one of the tools and guidelines in achieving educational goals. The curriculum is a device that is inseparable from the operation of education itself, because the preparation of the curriculum is spelled out from certain educational theories. This means that the curriculum is seen as a concrete plan in the application of educational theory. In the development of an educational curriculum must follow the principles of curriculum development that are in harmony with human nature and directed to achieve the ultimate goal of education. The curriculum should pay attention to the periodization of the development of students and maintain the needs of the community and their organizations not contradictory and not cause conflict. Effective curriculum and curriculum that pay attention to the level of development of students. Curriculum development is one of the efforts made to achieve educational goals, one of which is to improve the quality of learning

Utility and the Basis of Moral Rights: A Reply to Professor Brandt

1982 ◽  
Vol 14 (1) ◽  
pp. 21-30 ◽  
Author(s):  
Claudia Card
Keyword(s):  
Human Rights ◽  
Human Nature ◽  
A Priori ◽  
Moral Rights ◽  
Human Beings ◽  
In Virtue Of

Is it true that utilitarianism can accommodate the modern belief that human beings have certain moral rights against everybody ‘just in virtue of their human nature?’ I should have thought the most a utilitarian could grant was that we had rights just in virtue of the utility of respecting such rights, not just in virtue of our human nature. In fact, that is more like the view Professor Brandt actually supports. What he argues is that there is not the a priori difficulty with the idea of utilitarian moral rights that some philosophers have thought there was. However, I think the possibility of utilitarian moral rights is not the same as the view that we all have human rights against everybody just in virtue of our human nature. As I hear it, ‘just in virtue of our human nature’ is an alternative to a utilitarian basis for rights. I'll return to that.

scholarly journals 1984 George Orwell

2013 ◽  
Vol 1 (1) ◽  
pp. 109-115
Author(s):  
Halessa Fabiane Regis
Keyword(s):  
Human Rights ◽  
Human Nature ◽  
George Orwell ◽  
Human Beings ◽  
Full Understanding ◽  
Political View ◽  
Big Brother ◽  
The Cost

Resumo: Esta resenha traz o mundo utópico negativo que George Orwell criou no ano de 1948, quando escreveu o livro chamado 1984. O livro conta com o protagonista Winston Smith para guiar os leitores pelas páginas de alegria e sofrimento. Ele tenta guiar as pessoas para a compreensão dos poderes por trás de um ideal político, como também pode servir como uma inspiração para que as pessoas lutem por seus direitos humanos. Esta resenha foi escrita depois de feitas leitura do livro, reflexões sobre o ser humano e analogias entre sistemas, logo, levanta questões sobre a caracterização dos seres humanos. Por exemplo, os seres humanos são fracos? As pessoas conseguem suportar o poder e uma forte ideologia? As pessoas podem superar novos’ Big Brothers’? Se sim, por quanto tempo ou o que poderia ser o custo disso? Muitas perguntas ainda precisam ser respondidas, embora o livro mostre sugestões, é difícil entendê-las como a única verdade sobre a natureza humana em relação ao o poder e tecnologia. Nesta resenha há uma introdução, as partes detalhadas do livro 1984, capítulo por capítulo e as reflexões finais. Palavras-chave: 1984, George Orwell, Resenha, Big BrotherAbstract: This review brings the negative utopian world that George Orwell created in 1948 when he wrote the book called 1984. The book counts on the protagonist Winston Smith to guide readers through the pages of joy and suffering. It has tried to guide people to the full understanding of the hidden powers within a specific political view as well as to serve as an inspiration for them to be better prepared to stand for their human rights when needed. This review was written after all the readings, reflections on the human nature and analogies between systems and thus raises questions about the characterization of human beings. For instance, are human beings weak? Can people stand power and a strong ideology? Can people stand new Big Brothers? If so, for how long or what could be the cost of it? Many questions are still to be answered, although the book shows suggestions, it is difficult to understand them as the only truth about human nature in relation to power and technology. In this review there is an introduction, the detailed parts of the book 1984, chapter by chapter and the final reflections. Keywords: 1984, George Orwell, Review, Big Brother.  

Persons Together

2018 ◽  
Author(s):  
Alan L. Mittleman
Keyword(s):  
Human Nature ◽  
Well Being ◽  
Image Of God ◽  
Jewish Tradition ◽  
The Political ◽  
Human Beings ◽  
Human Flourishing ◽  
Political Dimensions ◽  
Market Relations ◽  
The Image Of God

This chapter moves into the political and economic aspects of human nature. Given scarcity and interdependence, what sense has Judaism made of the material well-being necessary for human flourishing? What are Jewish attitudes toward prosperity, market relations, labor, and leisure? What has Judaism had to say about the political dimensions of human nature? If all humans are made in the image of God, what does that original equality imply for political order, authority, and justice? In what kinds of systems can human beings best flourish? It argues that Jewish tradition shows that we act in conformity with our nature when we elevate, improve, and sanctify it. As co-creators of the world with God, we are not just the sport of our biochemistry. We are persons who can select and choose among the traits that comprise our very own natures, cultivating some and weeding out others.

Solidarity and Social Justice in the European Union Seventy Years after the Universal Declaration of Human Rights: The Role of European Judges

2019 ◽  
Vol 76 (3-4) ◽  
pp. 138-148
Author(s):  
Francesco Zammartino
Keyword(s):  
Human Rights ◽  
Universal Declaration ◽  
Social Progress ◽  
Economic Policies ◽  
International Level ◽  
The European Union ◽  
Human Beings ◽  
Government Programs ◽  
Binding Force

Seventy Years after its proclamation, the Universal Declaration of Human Rights, despite not having a binding force for the states, still provides at international level the fundamental text from which the principles and the values for the preservation of liberty and right of people are taken. In this article, the author particularly underlines the importance of Declaration’s article 1, which states: “All human beings are born free and equal in dignity and rights”. With these words the Declaration presses states to undertake economic policies aimed at achieving economic and social progress for all individuals. Unfortunately, we also have to underline the lack of effective social policies in government programs of the E.U. Member States. The author inquires whether it is left to European judges to affirm the importance of social welfare.

Wer täuscht wen?

2016 ◽  
Vol 2016 (1) ◽  
pp. 83-100
Author(s):  
Daniel Strassberg
Keyword(s):  
Human Nature ◽  
The Self ◽  
Narrative Approach ◽  
Human Beings ◽  
Narrative Context ◽  
Everyday Knowledge

The insight that human beings are prone to deceive themselves is part of our everyday knowledge of human nature. Even so, if deceiving someone means to deliberately misrepresent something to him, it is difficult to understand how it is possible to deceive yourself. This paper tries to address this difficulty by means of a narrative approach. Self-deception is conceived as a change of the narrative context by means of which the same fact appears in a different light. On these grounds, depending on whether the self-deceiver adopts an ironic attitude to his self-deception or not, it is also possible to distinguish between a morally inexcusable self-deception and a morally indifferent one.

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