Improving Education by Defeating Colonialist System
There are many education system used by state refer to traditional system which is unproductive to produce creativity and skill of student. In addition, student is given material to improve cognitive knowledge rather than emotional, religious, morality, and applicative knowledge. This system closes to regime of state to keep an authority by regulating people to follow such policy which is will secure regime position. This kind will appear in indoctrination or military style to disseminate dominant ideology or belief.
From two reading of Aziz Talbani and YB. Mangun I see that the character of education happening in Pakistan and Indonesia is closely same. Education is kind of doctrinarian where those student here given many stuff to be memorized. Student did not come to study from feeling like or dislike, but from list that system created to follow by everyone. Talbani underlines how madrasa reproduce and establish specific doctrine of power. Islamization has important role both for regime of Pakistani state and for fundamentalist group to keep domination among society by state ideology and religious education to create regime of truth. In the other hand, Mangun wijaya saw that Indonesian education also have nothing to call freedom education because state has important role to produce education system as like military system by commanding student to follow such rule and material which is given or driven by state. Student has little bit space to develop the knowledge in which he like or knowledge that it accordance with the social problem of life. This kind of education is alike happen in colonialist eras, but of course more fatal and ironic when it happens in freedom society such as happen today.
Aziz Talbani saw how the Pakistani regime initiates Islamization to control Islamic people in obedience to regime and ulama. Madrasa depend financially to regime and fundamentalist Muslim uses it to keep Islamic ideology against colonialist by depend from modern science. In Pakistan, state has strong role to manage and design form of education, especially for madrasa which has strong connection to regime. Madrasa role is, not rarely happens, to produce close obedience of student to islam and regime. Additionally, the Curriculum of madrassa stresses on listening teacher, who is active in transmission of knowledge, while student is passive. Mangun wijaya has same impression of education system in Indonesia which is tend unjust for citizen and weak in curriculum. He saw that practices of education in Indonesia still in influenced by colonialist system. Regime of state control and manage how the system should be implemented. Product of state is much more contra productive with the social condition and social capacity as people in free country. Inhabitants have nothing free to determine what they need to be studied and how they will reach it. State makes standard and system to make student clever, but the result it is stupid. For that ways he critic states curriculum of 1972, 1984, and 1994 which in his view was cannot help for escaping people to be truly man.
I don’t know whether Talbani is education leader in Pakistan or just common scholar who writes Pakistan condition for science development reasons. It seems he just give exploration of how madrassa deals with state and modernity without any solution how to solve that problem. That was difficult to change system in Pakistani that since early establishment commits to build religious state based on religious doctrine as well. One important point from his works perhaps could arise new awareness of education practitioner in Pakistan to reorganize new concept of education as well as people need accordance with their life in his little community and global community. Islamization of knowledge as many scholar popularized perhaps emergence new hope that Islamic education will escape muslim community to new development word that advance in science and technology as like religion development teaching.
It is different with mangun wijaya as I know. He is catholic priest, educator, and famous leader. He has many work heritages to Indonesian education by promoting and initiating alternative school contrary with the states system. His critic’s to system of state which tend to diminish poor and weak people and unclear aims and lost orientation of curriculum drives him to open SDKE Mangunan. He makes and develop curriculum based on human nature as free people. Mangun belief that education should depart from joyful situation where student can be part of knowledge conversation to talk and criticize the content of stuff material. In this ways, student not only became an “object”, but also became a “subject.” Just as student, in same time teacher become subject and friend accompanying student to get more awareness and experience of material teaching. His key concept “belajar sejati” drives student to make out and develop all student aptitude to be fully human. However, mangun concept is framed by freedom inspired by religiosity without diminishing contextual frame. Hence the process of education will be dynamic, democratic, and decentralized because of everyone have an opportunity to develop their want as they are.
Talbani and Romo Mangun arise me new awareness as muslim and as Indonesian. As muslim I gets my religious education in madrassa and musholla. Perhaps, talbani calls madrassa to say religious school and formal school in Pakistan because the word “madrassa” driven from Arabic language in which dominant language there. In indenesia is little different, is it madrassa same as with pesantren or equal to “religious school” held by religious department affairs, like Madrassa Tsyanawiyah, Madrassah Aliyah, and even Islamic University. The system like talbani says similar to system implemented or used by pesantern, whereas in madrassa also still have element of teacher oppression but not quite more. Probably, Romo Mangun true because since education centralized on teacher on command system, student difficult to know what is really want and seek in joining school except follow the role offered. Poor class will be difficult to access good quality of education, in addition it will lack of creativity because system just obliged to follow such rule and avoid others. I am as indoensian and educated in madrassa experiences how trouble of bringing individual issues into conversation. Even, I judged as rebellion and syncretistic when is propose the need of pluralistic view in truth of religion to the fundamentalist group in my university. So, what..[]
