Inclusions and Exclusions of Tribal Narratives in the Indian Education Policies of India

The COVID-19 situation in India exposed the deep social and economic divide that exists within. Revealing these existing inequities and vulnerabilities, the pandemic situation critically questions what this divide means for the already marginalized communities in India. The founding fathers of the Indian Constitution foresaw the profound challenge of creating social, political, and economic equity with huge diversity. They saw education with development as a solution to create a just society. Therefore, the structures of reservation and economic support were built into the Constitution. However, these government policies of development and education were intensely geared towards integration as a nation-building exercise. Meanwhile, access to education is still provisional, subject to factors like lack of infrastructure, and that access is not always enough for emancipation. Through this chapter, the nation-building exercise will be critically examined in the light of diversity and the missing narratives of the consent of marginal citizens through the post-colonial lens.

Islamic orthodoxy-based character education: creating moderate muslim in a modern pesantren in Indonesia

Pesantren (Islamic boarding school) has been contributing to build moderate character for Muslims in Indonesia towards globalization. However, amid peaceful Islam disseminated in the country, nowadays, radical Muslim movement challenges this character. This study aims to describe the construction of turats (traditional Muslim virtues), which has been taught in pesantren as an orthodox teachings legacy, to create young Muslim with moderate attitude through character education. It will also highlight about how and why character education with Islamic orthodoxy content is necessary to be inculcated in pesantren to produce moderate Muslim. Qualitative research was employed in this study, with a case study approach. In doing so, data collection was carried out through interviews, observation, and documents analysis techniques. The results demonstrated that the moderate character building based on the modernization of turats is derived from the renowned dogma of the ushul fiqh (traditional Islamic Jurisprudence); al muhafadhatu 'ala al-qadim as-sholih wal akhdu bi al-jadid al-ashlah (maintaining good tradition and employing the new-better one). It also revealed that within 24 hours pesantren learning activities, this jargon is disseminated to the students through the concept of Islamic guidance. In this concept, moderate character values infused to the student’s activities are rooted to the Qur'an (Muslim holy book) and Hadits (Prophet’s wisdom) as the religious foundation, the founding fathers’ vision (historical foundation), the pesantren mission (institutional foundation), and the contextual experience (empirical foundation) as well as the dynamic challenges of the globalization. The entire character education process paves a pivotal way to the moderate Muslim generation creation.

The social role of pediatrics in the past and present times

Pediatrics and society are closely related. This link is as old as the history of Pediatrics, and dates to the second half of the eighteenth century. The vocation of the first European pediatric schools, indeed, was clinical and scientific, as well as social. The founding fathers of Pediatrics were scientists of great talent, and many of them benefactors and philanthropists. They spent their lives assisting the suffering childhood, and became promoters and organizers of social securities for the poorest and most vulnerable categories. The attention to the problems of abandonment was closely linked to study, prevention, and treatment of pathologies (especially infectious, deficiency and neurological ones). The profile and activity of pediatricians grew in the following decades after the birth of the first pediatric schools. The University institutions contributed to provide a further impulse to childcare as well as cultural authority, also thanks to the foundation of the first chairs and scientific journals of Pediatrics. The relevance and prestige of the studies performed rapidly spread throughout Europe, and also reached our country, contributing to a progressive and relevant improvement in the quality of children’s care, and in the meantime to the decrease of neonatal and infant mortality rates.Today’s pediatricians, as in the past, must spend his efforts to face the needs of children and their families, be their social receptor, interpreter if necessary, and credible and authoritative interlocutor beside institutions. The current coronavirus pandemic dramatically exposed social inequalities and inequities. In this new scenario, the pediatrician’s role of defender of all children becomes even more necessary and indispensable. Here we trace the historical steps which led to the birth and development of pediatrics, as independent medical discipline with ethical and social vocation. Its rise within the University institutions is analyzed, as well as the contribution of the greatest European and Italian masters. Finally, the role of today’s pediatrician is described, his responsibilities also in dealing with new health critical issues, related to the biological, cultural, and psychological changes of the patients of present days. He must have holistic competences, to effectively take care of all children. In addition, he must socially act to guarantee the best possible context for the well-being of the child.

La Critique et le dépassement de la « méthode expérimentale » dans Thérèse Raquin

This article makes the case for reading Zola’s protagonists Laurent and Thérèse as literary foils for one of the founding fathers of the experimental method, namely the physiologist Claude Bernard, and his wife, Fanny Martin. Drawing more particularly on elements from Bernard’s and Martin’s lives, as well as Bernard’s scientific writings, the article shows that Zola ‘performs’ two grueling experiments in the aforementioned novel: the first one, initiated by the author himself, results in the death of three protagonists and the paralysis of the fourth one; the second experiment, initiated by Laurent, reveals that the latter’s evaluation of Thérèse and his ensuing hypothesis are seriously flawed. In fact, Laurent’s gaze is marred by his tendency to ‘dirty’ nature (‘salir la nature,’ to borrow Zola’s expression), and his experiment doesn’t turn out the way he had originally planned, as both lovers turned murderers end up committing suicide together. This article thus argues that, in Thérèse Raquin, Zola resorts to critical posturing as a vivisector in a text that can be read as a revenge narrative which gestures towards the possibility for vivisectors to be ‘redeemed’ as individuals made fully capable of feeling compassion for their objects through angelic intervention.

Analisis Kepemimpinan K.H Wahid Hasyim Terhadap Reformasi Pendidikan Pesantren

K.H. Abdul Wahid Hasyim is one of the founding fathers of the Indonesian nation. His services, thoughts and dedication to Indonesia are unquestionable. With his family background and education, he has a visionary ambition to change the conservative education system in pesantren and of course by not leaving religious education as his priority. This paper tries to describe Wahid Hasyim's biography and examines his various thoughts on education as well as the content of his vision of reforming pesantren education. K.H. Abdul Wahid Hasyim merupakan salah satu bapak pendiri bangsa Indonesia. Jasa, pemikiran dan pengabdiannya untuk Indonesia tak perlu dipertanyakan lagi. Dengan latar belakang keluarga dan pendidikannya membuat ia mempunyai ambisi yang visioner untuk mengubah sistem pendidikan yang konservatif di pesantren dan tentu saja dengan tidak meninggalkan pendidikan keagamaan yang diutamakan. Tulisan ini mencoba menguraikan biografi Wahid Hasyim dan menelaah berbagai pemikirannya mengenai pendidikan dan juga isi dari visi nya mereformasi pendidikan pesantren.

Probing ‘operational coherence’ in Hasok Chang’s pragmatic realism

Hasok Chang is developing a new form of pragmatic scientific realism that aims to reorient the debate away from truth and towards practice. Central to his project is replacing truth as correspondence with his new notion of ‘operational coherence’, which is introduced as: 1) A success term with probative value to judge and guide epistemic activities. 2) A more useful alternative than truth as correspondence in guiding scientific practice. I argue that, given its current construal as neither necessary nor sufficient for success, operational coherence is too weak and fails to satisfy both 1) and 2). I offer a stronger construal of operational coherence which aims to improve on Chang’s account by tying it to systematic success. This makes operational coherence necessary and sufficient for (systematic) success. This new account, if successful, rescues 1) but not 2). I then take a step back and try to locate Chang’s pragmatic realism within the broader pragmatist tradition by comparing his views to the founding fathers Peirce, James and Dewey. I also assess to what extent we should consider Chang’s position ‘realist’, arguing that despite the many relativists threads running through it, Chang’s pragmatic realism is deserving of the realist label because its aims to maximize our learning from reality, even if it falls short of what many traditional realist are happy to accept as realism. I finish with comments on the epistemology of science pointing out that there is nothing intrinsic about a practice-based philosophy of science that precludes having both operational coherence and correspondence and highlighting that given a proper understanding these two notions could, in fact, be understood as complementary. I suggest one way this could be done.

What Reason Wrought

This chapter recognizes scholarly debates about the Enlightenment; some indict the movement for failing to live up to its ideals. Nonetheless, the Founding Fathers were traditionally understood to have been shaped by Enlightenment values. These curricula reject that understanding. They repudiate Enlightenment values, including secularism, tolerance, the social sciences, social reform, internationalism, and those values’ possible influence on the new nation. The curricula instead indict the Enlightenment as godless and reject its appreciation of reason and science as threats to the authority of the Bible. The genuine eighteenth-century Enlightenment is, for these curricula, the religious revival known as the Great Awakening. These textbooks also assert that France’s commitment to humanism warranted divine punishment in the French Revolution, and that its reprehensible politics differentiate it from American virtues. This chapter concludes with some implications of what rejecting the Enlightenment entails for modern America culture.

The Interface of Nation-State Building and Transnationalism

This chapter discusses how separate nation-states crystallized, turning Latin America into a multistate region subject to persistent transnational trends. The story of Latin America as a multistate region is one of contested territorial boundaries and a tension-ridden consolidation of separate collective identities out of a tapestry of transnational interaction. The chapter traces how states were constructed and narrated national formation; how transnational visions continued to reverberate; how transnational events such as wars were framed as national; and how transnational social movements promoted interstate connections, sometimes trying to recreate the lost unity of earlier times and the transnational visions of some of the founding fathers of independence. The textual discussion addresses cases of the Southern Andean and Río de la Plata expanses, namely Bolivia, Ecuador, Peru, Uruguay, and Brazil, as well as Central America, including primarily El Salvador, Guatemala, Honduras, Nicaragua, and Costa Rica. The chapter also embeds references to the Latin American countries.

HAK ASASI MANUSIA DAN DEMOKRASI DI INDONESIA

Dalam negara yang menganut aturan hukum (Rule of Law), diperlukan instrumen operasional yaitu adanya Sistem Pemerintahan Demokratis dengan segala instrumen operasionalnya serta pengakuan dan praksis mengenai hak asasi manusia. Bagi bangsa Indonesia yang sejak proses menjadi founding fathers telah sepakat untuk memilih sistem negara republik presidensial karena dianggap sesuai dengan kondisi nyata bangsa. Dokumen keinginan dan aspirasi tersebut kemudian dirumuskan secara cermat dan dibuat menjadi dokumen resmi negara yang sekarang kita kenal dengan Pancasila. Pancasila merupakan perwujudan cita-cita dan cita-cita luhur para pendiri yang visioner, serta menjadi dasar negara sebagaimana tertuang dalam Pembukaan UUD 1945. menemukan korelasi antara prinsip negara hukum, penerapan demokrasi, dan penghormatan terhadap hak asasi manusia dalam nilai-nilai Pancasila. Hal ini penting untuk memberikan jawaban atas kuatnya gugatan bagi sebagian pihak yang meragukan Pancasila sebagai arah bangsa Indonesia.Kata Kunci : HAM, Demokrasi Dan Pancasila