scholarly journals Konstruksi pembelajaran sejarah islam berbasis teks Kajen dan serat Cebolek dengan pendekatan ways of knowing

2018 ◽  
Vol 15 (2) ◽  
Author(s):  
Manggara Bagus Satria Wijaya ◽  
Hermanu Joebagio ◽  
Sariyatun Sariyatun
Keyword(s):  
Juergen Habermas ◽  
Ways Of Knowing

Pembelajaran Sejarah dalam Kurikulum secara keseluruhan lebih menekankan pentingnya hafalan kolektif sehingga menghambat tumbuhnya nalar kritis pada diri peserta didik. Kajian ini mengulas suatu pendekatan alternatif dalam mengajarkan mata pelajaran Sejarah yang diterapkan di SMA. Penggunaan konsep pertanyaan-pertanyaan kritis dan emansipatoris model “ways of knowing”  karya Juergen Habermas merupakan strategi yang ditempuh oleh guru dalam mengajarkan pelajaran Sejarah yang mampu membangkitkan gairah kesadaran kritis peserta didik. Penelitian ini dilakukan dengan metode kualitatif untuk mengetahui aktivitas guru dan peserta didik secara menyeluruh pada saat pembelajaran seputar riwayat Syaikh Ahmad Mutamakkin dan penyelesaian kasusnya yang termaktub didalam Teks Kajen dan Serat Cebolek  sebagai pengayaan dari materi Sejarah Kerajaan Mataram Islam. Hasil Penelitian menunjukkan bahwa selama proses pembelajaran berlangsung guru telah berhasil mengkreasikan terciptanya proses emansipasi pada diri peserta didik. Emansipasi tersebut memungkinkan terjadinya peningkatan minat peserta didik untuk menciptakan pengetahuanya sendiri pada materi yang dibahas dengan perspektif historis.

scholarly journals Konstruksi Pembelajaran Sejarah Islam Berbasis Teks Kajen dan Serat Cebolek dengan Pendekatan Ways of Knowing

2018 ◽  
Vol 2 (2) ◽  
pp. 29
Author(s):  
Manggara Bagus Satriya Wijaya ◽  
Hermanu Joebagio ◽  
Sariyatun Sariyatun
Keyword(s):  
Critical Pedagogy ◽  
Juergen Habermas ◽  
Qualitative Method ◽  
Ways Of Knowing ◽  
Critical Reasoning ◽  
Learning History ◽  
Teaching History ◽  
Alternative Approach ◽  
History Of ◽  
Material History

<p align="center"><em>Learning History in the Curriculum as a whole emphasizes the importance of collective memory so that inhibits the growth of critical reasoning in the Student.</em> <em>This review covers an alternative approach in teaching history subjects applied in senior high school. The use of the concept of critical questions and emancipatory models of "ways of knowing" by Juergen Habermas is a strategy taken by teachers in teaching history lessons that can arouse the critical awareness of student. In-depth research is done by qualitative method to know the activity of teachers and learners thoroughly at the time of learning about the history of Shaykh Ahmad Mutamakkin and the settlement of his case stipulated in the Kajen manuscript and Cebolek manuscript as enrichment of the material history Mataram Islamic Kingdom.</em> <em>The results showed that during the learning prose took place the teacher has succeeded in creating the creation of the process of emancipation in the students themselves.</em> <em>Such emancipation enables an increase in the interest of learners to create their own knowledge on the material discussed in a historical perspective</em></p><p>Kata kunci: <em>local wisdom in history, critical pedagogy in teaching history, </em><em>emancpatory reserach</em></p>

Cultural Diversity and Critical Dietetics: A Scholarship of Cross-Cultural Engagement

2016 ◽  
Vol 3 (2) ◽  
pp. 23-31
Author(s):  
Craig Alan Hassel
Keyword(s):  
Ways Of Knowing ◽  
Cross Cultural ◽  
Knowledge Systems ◽  
Human Society ◽  
Health Issues ◽  
Post Colonial ◽  
Cultural Engagement ◽  
Cultural Perspectives ◽  
Culturally Different ◽  
Classical Chinese Medicine

As every human society has developed its own ways of knowing nature in order to survive, dietitians can benefit from an emerging scholarship of “cross-cultural engagement” (CCE).  CCE asks dietitians to move beyond the orthodoxy of their academic training by temporarily experiencing culturally diverse knowledge systems, inhabiting different background assumptions and presuppositions of how the world works.  Although this practice may seem de- stabilizing, it allows for significant outcomes not afforded by conventional dietetics scholarship.  First, culturally different knowledge systems including those of Africa, Ayurveda, classical Chinese medicine and indigenous societies become more empathetically understood, minimizing the distortions created when forcing conformity with biomedical paradigms.  This lessens potential for erroneous interpretations.  Second, implicit background assumptions of the dietetics profession become more apparent, enabling a more critical appraisal of its underlying epistemology.  Third, new forms of post-colonial intercultural inquiry can begin to develop over time as dietetics professionals develop capacities to reframe food and health issues from different cultural perspectives.  CCE scholarship offers dietetics professionals a means to more fully appreciate knowledge assets that lie beyond professionally maintained parameters of truth, and a practice for challenging and moving boundaries of credibility.

Track 2.a Introduction

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Sucharita BENIWAL ◽  
Sahil MATHUR ◽  
Lesley-Ann NOEL ◽  
Cilla PEMBERTON ◽  
Suchitra BALASUBRAHMANYAN ◽  
...  
Keyword(s):  
Case Studies ◽  
Local Knowledge ◽  
Ways Of Knowing ◽  
Social Contexts ◽  
Knowledge Systems ◽  
Theoretical Frameworks ◽  
Native Communities ◽  
Cultural Systems ◽  
Local Practices

The aim of this track was to question the divide between the nature of knowledge understood as experiential in indigenous contexts and science as an objective transferable knowledge. However, these can co-exist and inform design practices within transforming social contexts. The track aimed to challenge the hegemony of dominant knowledge systems, and demonstrate co-existence. The track also hoped to make a case for other systems of knowledges and ways of knowing through examples from native communities. The track was particularly interested in, first, how innovators use indigenous and cultural systems and frameworks to manage or promote innovation and second, the role of local knowledge and culture in transforming innovation as well as the form of local practices inspired innovation. The contributions also aspired to challenge through examples, case studies, theoretical frameworks and methodologies the hegemony of dominant knowledge systems, the divides of ‘academic’ vs ‘non-academic’ and ‘traditional’ vs ‘non-traditional’.

We Listen Together

2017 ◽  
Vol 6 (2) ◽  
pp. 92-97
Author(s):  
Craig Gingrich-Philbrook
Keyword(s):  
Performance Studies ◽  
Ways Of Knowing

In this brief essay, the author responds to a performative panel of essays by students of Devika Chawla. He situates his reading of the event betwixt and between typical modes of performance studies research, demonstrating how the panelists reveal narrative's power to reflect on the layering of time, power and privilege, and ways of knowing.

Policy Design for Non-anthropocentric Pathways to Protect Biodiversity and Re-generate the Land

2018 ◽  
Vol 4 ◽  
Author(s):  
Janet Judy McIntyre-Mills
Keyword(s):  
South African ◽  
Policy Design ◽  
Ways Of Knowing ◽  
Vocational Education And Training ◽  
African Renaissance ◽  
The Social ◽  
Policy Suggestions ◽  
Sentient Beings ◽  
Political Economic ◽  
And Training

This article is a thinking exercise to re-imagine some of the principles of a transformational vocational education and training (VET) approach underpinned by participatory democracy and governance, and is drawn from a longer work on an ABC of the principles that could be considered when discussing ways to transform VET for South African learners and teachers. The purpose of this article is to scope out the social, cultural, political, economic and environmental context of VET and to suggest some of the possible ingredients to inspire co-created design. Thus the article is just a set of ideas for possible consideration and as such it makes policy suggestions based on many ways of knowing rooted in a respect for self, others (including sentient beings) and the environment on which we depend. The notion of African Renaissance characterises the mission of a VET approach in South Africa that is accountable to this generation of living systems and the next.

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