LIBERALISM AND DEMOCRACY IN THE PERSPECTIVE OF ISLAMIC EDUCATION

In the perspective of Islamic education, the concept of liberalism and democracy in education is about owning academic freedom, in which a lecturer can teach, and the students have the right to learn without limitation and mixing it with irrational thoughts. This paper aims to elaborate on the nature and the development of liberalism and democracy in Islamic higher education from different sources. The type of research used in this study was library research. The data were taken from various books and articles related to the topic then analyzed using content analysis. Based on the findings, the theory of the Islamic education philosophy about the concept of liberalism and democracy were so sustainable to provide possible solutions in education management, educational facilities, and infrastructure. Also, it could be a solution for educators to implement teaching methods or approaches that are more suitable for the learning process.Abstrak:Dalam perspektif pendidikan Islam, konsep liberalisme dan demokrasi dalam pendidikan adalah tentang memiliki kebebasan akademik, dimana seorang dosen dapat mengajar, dan mahasiswa berhak untuk belajar tanpa batasan dan mencampurkannya dengan pemikiran-pemikiran yang irasional. Makalah ini bertujuan untuk mengelaborasi sifat dan perkembangan liberalisme dan demokrasi di perguruan tinggi Islam dari berbagai sumber. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kepustakaan. Data diambil dari berbagai buku dan artikel yang berkaitan dengan topik tersebut kemudian dianalisis menggunakan analisis isi. Berdasarkan temuan tersebut, teori filosofi pendidikan Islam tentang konsep liberalisme dan demokrasi yang begitu lestari dapat memberikan solusi yang memungkinkan dalam pengelolaan pendidikan, sarana dan prasarana pendidikan. Selain itu, dapat menjadi solusi bagi pendidik untuk menerapkan metode atau pendekatan pengajaran yang lebih sesuai untuk proses pembelajaran.

DEMOCRATIC EDUCATION IN “MERDEKA BELAJAR” ERA

Educational Democracy is a view of life that prioritizes equal rights and obligations as well as an equal treatment between educators and students in the learning process. Democracy in education contains elements of independence, freedom, and responsibility. An independent attitude to develop self-confidence and to be aware of one's limitations is very important to foster awareness that life in the community requires collaboration with other individuals. Freedom is defined as a life purpose that rests on the awareness of social pluralism, not solely on the interests of individuals or groups. Therefore freedom itself must be accompanied by a sense of full responsibility. The word "Educational Democracy" is two terms which are interrelated, democratic values ​​can be understood and owned by the community through educational activities, and vice versa so that education can produce output that has an independent attitude, has a critical thinking power, dynamic, democratic character and always upholds human dignity, then the implementation of education must be based on democracy so that the concept of independence in learning will grow well.

Learning by doing: The impact of experiencing democracy in education on political trust and participation

This article investigates whether engagement in school or university, such as being the speaker of class, a member of a student council, and so on, has an impact on political participation and political trust. Following interactionist socialization theory, engagement during adolescence should develop ideas of citizenship, democracy, and political participation. Schools and universities are arguably key institutions as they can promote democratic decision making in the classroom. This strengthens democracy by increasing experienced political efficacy and through internalizing democratic principles (‘learning democracy’): by acting democratic, one becomes a democratic citizen. My findings show that respondents who experienced democracy in school or university indeed tend to vote and engage even in contentious forms of political participation more often. Also, the experience of democratic practices in school and university increases trust in political institutions. Moreover, trust in political institutions, in turn, increases the likelihood of voting, but not of engaging in other forms of participation. Thus, early democratic experiences seem to foster vivid and participatory democracy without streamlining people into passive participation. The article provides empirical evidence from nine European countries and an additional glance at young cohorts based on online panels.

Democratic Paradoxes: Thomas Hill Green on Democracy and Education

This paper provides an account of the paradoxes of teaching democracy, the paradoxes of being a citizen in a liberal democracy, and the insights that can be gained from the model of citizenship that T.H. Green promoted. Green thought citizenship was predicated on the twin foundations of the community and the common good. Freedom for Green means individual self-determination coupled with recognition of the dependency relations between individuals and the community. Green is noteworthy not only as a theorist but also as an active contributor to the development of public schools in England. A consideration of his arguments provides a model for educating citizens, addresses the paradoxes of democracy in education, and reveals elements of his philosophy that are relevant to educational issues today.

Democracy in Education between Reality and Aspirations: Palestine as a Model

The research aims to study “education democracy " in terms of democratic practices in the educational process, developing a spirit of criticism, plurality of opinions, tolerance towards the opinions of others, respecting the decision of the majority and taking responsibility for the decision. In addition to the relationship between democracy and education, the relationship between democracy and education as a practice, and clarifying the goals of education for democracy, and clarifying areas of democratic awareness, the implications of education for democracy and procedures for developing democratic practices in education and the detection of obstacles to democratic practices in the educational process, and that is in the context of an applied analytical and scientific study based on the researcher's visit to Palestinian educational institutions and his knowledge of their reality, through which the researcher seeks to present what is hoped from the "education democracy" and how should it be applied to reality and what goals should these institutions seek to achieve?

Digital technologies, big data and ideological (neoliberal) fantasies

Many fantasies hold that digitalisation can construct democratic spaces for discussing experiences about educational matters. However, based on thinkers such as Rancière, Žižek and Agamben, it is argued that increased big data production in education through digitalisation does not support such democratic spaces. Instead, it mirrors a neoliberal fantasy and a form of instrumentarian power that distributes the sensible in mechanical (numerical) ways. Democracy in education is at risk of being dismantled by perceptions that democratic conversations and struggles are unproductive and do not contribute to the desired numerical visualization of learning results, achievements and competitiveness of students.