Concern, Conception, and Consequence: Re-thinking the Paradigm of Higher Education in Dangerous Times

Discussion of the role of universities in relation to broad issues of sustainability has been current for some decades, although predominantly at the margins of debate and policy. Yet a recent rapid rise of concern—catalyzed by mounting evidence of climate crisis, biodiversity loss, pandemic disease and further systemic issues -is focusing renewed attention on the adequacy of the response of higher education to unprecedented times of urgency, uncertainty and threat. Whilst it is now widely acknowledged that the fate of the planet and of humanity hangs in the balance, there still remains an astonishing disconnect between pressing signs of global change, and the relatively closed world of higher education. A trend toward greening universities' operations is positive, but fails to engage or galvanize the cultural and value shift toward a holistic and ecological zeitgeist that is now necessary to generate widespread institutional systemic change. This paper delves into deep causal factors that have historically impeded the ability of universities to respond fully and effectively to present and probable future realities, pointing to the foundations of Western thought such as reductionism, objectivism, dualism, individualism, anthropocentrism, rationalism, instrumentalism and technocentrism that shape mainstream education policy and practice, overlain and reinforced in more recent times by neo-liberal conceptions of the purpose of universities in a modern economy. It is argued that these elements of our culturally shared worldview constrain our ability to perceive and respond deeply, fully and wisely to the global predicament, but also maintain destructive patterns of development. Whilst there is increasing acceptance that education must “transform” in order to—in turn—be transformative in effect, there is less clarity about the guiding assumptions and ideas that inform mainstream policy and practice, and about the philosophic value bases that can facilitate transformative educational thinking, policy and practice. A framework of three broad and complementary components of paradigm—Concern, Conception, and Consequence—is employed to outline the shape of the systemic paradigmatic shift that universities need to urgently navigate in order to maximize their ability to respond fully to contemporary socio-economic and ecological conditions and trajectories.

Pedagogical Thinking in Pragmatism John Dewey

The process of life is linked to continuity and survival among all the organisms, and human being in nature are the most intelligent living organism unlike all other organisms in the sense that he is a social being since he desires to live in civilized life. By civilized life we mean a life where all individuals live in society for the sake of fulfilling the diverse needs they are unable to fulfill by themselves, because survival and continuity is not uneasy task since they constantly changing and increasing, so the members of a given society have to take the responsibility for achieving each other’s needs. The concept of education in the human society is said to be more different and extensive than other living things is because this process consists of developing mature members for the society, so that they can take the responsibility placed on them by that the society. The function of education is to determine the most appropriate methods, which are represented by the educational thinking of the thinkers and philosophers who organize the process of education and its suitability in a way that is compatible with all times, environment and. Pragmatism is considered as one of the approaches that has a great role in solving problems taking place among communities, so that education becomes a tool for solving problems associated with the human social live.

Book Review: An Introduction to Character Education (Pendidikan Karakter Suatu Pengantar)

Education is an essential issue for all human beings. Education can be said to improve civilization, grow the nation and form a generation of nations that can carry out various interests for their individuals. The more advanced the era, the nation asks to have quality human resources. It can be obtained with an education system that has a high quality. However, problems arise with the emergence of issues of poor character education such as juvenile delinquency, corruption, racial conflicts, etc. This book explains how important it is to develop character education in schools. The author explains that character development must be balanced with the times. In addition, it is also explained that the quality in the field of science can fall if it is not balanced with character education as a whole. An Introduction to Character Education Books was written for various purposes. The most basic purpose of writing this book is to participate in completing references and expanding educational thinking. Through this book, the author also contributes to the development of educational thinking, especially character education. Moreover, about what is meant by character education and why character education is essential, this book can present various thoughts on character education in education these days. This book is intended primarily for educational actors such as teachers, students, and education observers. It is hoped that this book can serve as a reference for studies related to character education in educational institutions. Building the character of the nation's children is not as easy as turning the palm. However, that does not mean it cannot. Some steps must be carried out so that the concept of character education can proceed appropriately, and this book also explains the indicators of character development in detail.

Muhammadiyah student association characteristic behavior in educational perspective of Ahmad Dahlan

This study aimed to see Ahmad Dahlan's concept of educational thought and Ahmad Dahlan's concept of education in ordering Muhammadiyah student association (IPM) character. This study used a descriptive narrative qualitative research. The research was conducted at Muhammadiyah Kalibening Senior High School, Banjarnegara Regency. The research process was carried out using interview techniques, observation and documentation with data triangulation analysis techniques. The research analysis found that IPM activities lead to Ahmad Dahlan's educational thinking which can form disciplinary attitudes, responsibility, and have broad insights. IPM activities in this school are included in the school curriculum. Students who join the IPM will try to be introspective and discipline themselves in worship and social interactions. The activities of the Muhammadiyah Student Association are implemented in the applicable school curriculum.

RELEVANSI PEMIKIRAN PENDIDIKAN MUKTI ALI DALAM PENDIDIKAN INDONESIA ERA MILENIUM

Mukti Ali's thoughts can provide new enthusiasm for re-examining Indonesia's educational goals now. The idea of education of Mukti Ali has given color to the concept of education in Indonesia. This can be seen by the revision of the concept of the Indonesian education curriculum into the 2013 curriculum. The 2013 curriculum simply wants to integrate various values of education in learning. The focus of this paper discusses who Mukti Ali is in education and how the concepts and relevance of Mukti Ali's education to Indonesia in the millennium era. To support the writing, the writer traced through several sources, namely through the original book by Mukti Ali and related supporting sources. The results of this paper explain that the concept of Mukti Ali's educational thinking is based on scientific concepts, national concepts, and humanitarian concepts. With these three focuses of thought, Mukti Ali seeks to develop civilization and education through the results of the Decree of the 3 Ministerial Decree, namely the existence of the same degree of graduates of public schools and madrasas. This means that Mukti Ali has initiated the concept of non-dichotomic education, the integration of educational values between religion, humans, and society. Whereas further the concept of Mukti Ali's education has been implemented by basic education institutions (SD / MI, SMP / MTs), secondary and vocational (high school, high school / MA, MAK) and higher education both private and public in Indonesia.

Al-Thab’u Dalam Pemikiran Pendidikan TGKH Muhammad Zainuddin Abdul Madjid Dan Relevansinya Dengan UU Sisdiknas No 20 Tahun 2003

This research was conducted because it saw the relevance of the thought of al-Thab 'education in the perspective of TGKH Muhammad Zainuddin, with the National Education System Law No. 20 of 2003. The method used in this paper is the literature study method with qualitative descriptive analysis techniques by collecting data or materials. materials related to the theme of the discussion and problems taken from bibliographical sources. This paper concludes that there is a relevance of the TGKH TGKH Muhammad Zainuddin educational thinking with the National Education System, namely: 1) Educational objectives; 2) Teaching methods; 3) education delivery strategy; 4) Learning strategies. The perspective of TGKH Muhammad Zainuddin, not only aims to change the characteristics through the educational path but also aims to increase the religious value of society through the applied Sufism teachings.

Relevansi Pemikiran Pendidikan Abdurrahman Wahid dan Abdurrahman An-Nahlawi di Era Modern

This article aimed to find out the appropriateness of educational thinking according to Abdurrahman Wahid and Abdurrahman An-Nahlawi which includes an understanding of education and its objectives, principles of education, educators, students, methods, curriculum, environment and also its correlation to the modern world. This research study is focused on the compatibility of Abdurrahman Wahid and Abdurrahman An-Nahlawi's education with the modern world. The results of this study show that the concept of education based on the thoughts of Abdurrahman Wahid and An-Nahlawi is still very relevant to education in this modern era. Basically the purpose of their education is not only to transfer knowledge but to transfer moral values and goodness. the contents and also the methods offered are still suitable and can be applied because Islamic education theories that are used are adapted to the psychological approach, which uses the ability of reason.

Um movimento pedagógico e o pedagógico em movimento: as vertentes Freireanas da comunicação e da radiodifusão comunitária

The focus of this study is about alternative popular communication movements, specifically those called Community Broadcasting. Taking the bibliographic research as a methodological strategy, the objective was to analyze the contributions of Paulo Freire’s educational thinking to the formulation of a potentially more horizontal and participatory communication proposal in Brazil and Latin America. Based on the work of Paulo Freire and authors in the field of communication, the following are the main Freirean contributions: the idea that communicating, informing and educating are inseparable elements in social communication; the complaint about banking practices in education and communication; facing the monopoly of the word and encouraging everyone to make their voice heard; the premise that the intelligibility of the world is constituted in the human-world interaction ; and, finally, the dialogical character of human communication as the driving force of a more democratic media proposal.