Indigeneous Public Administration: A Review and Deconstruction of the Idea, Concept, and Theory of Government and Governance

Indigenous Public Administration (IPA) has attracted researchers' attention and awareness of the importance of developing contextual theory and practice of public administration, especially in developing countries such as Indonesia. IPA emerges in many developing countries since the concept, theory and practice of Western Public Administration (WPA) have failed to respond to local issues, and therefore WPA practice is considered irrelevant. Basically, IPA is a constructed concept to fill a vacant space that unoccupied by Western Public Administration (WPA). This descriptive qualitative study aims to explain and criticize the theory and practice of IPA and WPA. The data were gathered from books, journals, institution reports, regulations and other relevant writings of organizations, professionals, and academicians. The technique of data analysis was based on a data analysis spiral. It reveals that IPA applies to countries such as Indonesia and China. In both countries, the practice of IPA helps to overcome public issues concerning social, economic, and political. It is expected that the findings of this study will pave the way for developing both concept and theory of IPA and responding to more complex society and government's demands and needs.

Discourse on Pedagogy between Academy and the Public

This theoretical paper reviews the current theory about curriculum transformation and renewal in higher education in Africa and, in particular, South Africa. Although the findings are applicable to different universities, the pedagogical approach of North-West University will be the focus. The aim is to understand curriculum responsiveness pertaining to decolonisation and sustainable development that can align with the African Union’s proposed Agenda 2063. The epistemology is from a practical public theological paradigm. A single-system research method has been followed to integrate current research about tertiary education curriculum transformation with the latest practice theory. Three different aspects are explored, namely how Agenda 2063 is applicable to higher education in a post-colonial context, the fibre of human relations based on Nagy’s contextual theory, and the curriculum as a powerful tool for change. The paper concludes that lecturers and students can join forces in growing towards the Africa they want by active experiential student-centred pedagogy.

THE EQUIVALENT OF THE JAPANESE VERBS SONAERU, SASHIAGERU, AND SAZUKERU INTO INDONESIAN

This research focuses on the verb equivalent of 'giving' Japanese into Indonesian. Japanese and Indonesian have different expressions of the 'giving' verb, both syntactically and pragmatically. The method used in this study is a qualitative descriptive method. In this study, the theory used is semantic theory from Chaer which states lexical meaning and grammatical meaning. The pragmatic theory used in this study is the contextual theory from Pateda which is supported by the politeness level factor approach of Mizutani & Mizutani. The data source of this study uses data from the Japanese corpus, namely www.kotonoha.gr.jp/shonagon/. The results of this study indicate that (1) sentence structure with sonaeru verb in Japanese, does not require the appearance of three arguments that express datif. And the sentence structure with the sashiageru and sazukeru verbs must use three arguments which state datif (ni) which indicates the existence of a giver, recipient, and something given. (2) the equivalent of the Japanese verb sonaeru, sashiageru, and sazukeru in the Indonesian sentence structure shows that the three verbs are lexically, namely sonaeru, sashiageru, and sazukeru are both meaningful giving. In addition, the sonaeru verb has a broader lexical meaning that can express offer, present, provide, prepare, present from someone who is positioned down to the boss. The sashiageru verb has a lexical meaning only to give both goods and services from subordinates to superiors. Verb sazukeru has a lexical meaning bestowed, teach, offered. The use of these three verbs in grammatical meaning will be adjusted to the context of the sentence. Keywords: datif, giving, sashiageru, sazukeru, sonaeru

The contextual form of the campus center design in Bandung Institute of Technology area

Contextual architecture is a concept used in creating building design and functions with due consideration for local characteristics to ensure sustainability with the surrounding or pre-existing conditions. The Bandung Institute of Technology (ITB) campus is divided into three zones which are heritage or traditional, transition, and modern. A building is, however, located between the heritage and transition zones which are known as the Campus Center and considered to have damaged the zoning division on the master plan for the area due to the presence of new modern building designs. This study was, therefore, conducted to determine the common thread existing between the Campus Center and the surrounding two zones, the heritage zone with the West Hall case, and the transition zone with the engineering laboratory V case. Descriptive, analytic, and interpretative methods, with contextual theory, archetypes, ordering principles were used and the results showed the three buildings have a common thread which includes the roofs, columns, hallways, and corridors but only the Campus Center has columns, hallways, and corridors. The findings of this study are expected to provide theoretical and pragmatic benefits for writers and readers. Theoretically, the object dissection knowledge with archetypes and order elements to obtain the contextual forms of the building was provided while the pragmatic aspect focuses on understanding the contextual form of modern buildings.

Difference-Education Improves First-Generation Students’ Grades Throughout College and Increases Comfort With Social Group Difference

Difference-education interventions teach people a contextual theory of difference: that social group difference comes from participating in and adapting to diverse sociocultural contexts. At two universities, we delivered difference-education interventions during the college transition and examined long-term academic and intergroup outcomes. Nearly 4 years later, first-generation students who received a difference-education intervention earned higher grades and were more likely to attain honors standing than those in the control condition. Based on an end-of-college survey with students at one of the two universities, both first-generation and continuing-generation students showed greater comfort with social group difference compared with students in the control condition. Our results demonstrate for the first time that teaching first-generation students a contextual theory of difference can lead to long-term academic benefits that persist until graduation. This work also provides new evidence that difference-education can improve comfort with social group difference.

Kolmogorovian versus Non-Kolmogorovian Probabilities in Contextual Theories

Most scholars maintain that quantum mechanics (QM) is a contextual theory and that quantum probability does not allow for an epistemic (ignorance) interpretation. By inquiring possible connections between contextuality and non-classical probabilities we show that a class TμMP of theories can be selected in which probabilities are introduced as classical averages of Kolmogorovian probabilities over sets of (microscopic) contexts, which endows them with an epistemic interpretation. The conditions characterizing TμMP are compatible with classical mechanics (CM), statistical mechanics (SM), and QM, hence we assume that these theories belong to TμMP. In the case of CM and SM, this assumption is irrelevant, as all of the notions introduced in them as members of TμMP reduce to standard notions. In the case of QM, it leads to interpret quantum probability as a derived notion in a Kolmogorovian framework, explains why it is non-Kolmogorovian, and provides it with an epistemic interpretation. These results were anticipated in a previous paper, but they are obtained here in a general framework without referring to individual objects, which shows that they hold, even if only a minimal (statistical) interpretation of QM is adopted in order to avoid the problems following from the standard quantum theory of measurement.