An Epistemological Review on Humanistic Education Theory
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Volume 1 Nomor 1 E-ISSN: 2527-807X Januari-Juni 2016 P-ISSN: 2527-8088 AN EPISTEMOLOGICAL REVIEW ON HUMANISTIC EDUCATION THEORY Lilik Untari IAIN Surakarta [email protected] Abstract: Humanism as a paradigm is often declared as an alternative approach to education. This paradigm is, in fact, an approach developed in the field of literature and education. The objective of this study is to determine the values underlie the epistemology of the humanistic education theory. Epistemology is the elements that are abstract or implicit. To recognize the epistemology of humanism education theory, this study examines the elements of basic assumptions, values and models of the theory. The results show that the assumptions promoting the theory have similarities with the basic assumptions of the phenomenological epistemology. It sees humans as creatures with consciousness and knowledge for what he did. Thus, every human‟s behavior or action is conducted in purpose. In humanistic education theory, meaningfulness and usefulness of the learning process are determined by the learner, not the educator. For that reason, learning design and methods should be developed by the participants based on the needs of the learners. Therefore, the theory does not provide a model for an individual learning process. Thus, it can be concluded that the theory of humanism education rooted from phenomenology epistemology. Key words: humanism, education, epistemology, phenomenology INTRODUCTION on developing learners' intelligence, but Recently, curriculum changes raise also developing learners‟ humanistic pros and cons. Changes in the characters. curriculum itself are basically Humanism as a paradigm is often reasonable. These changes are declared as an alternative approach to necessary to keep up with the changes education. The question that arises, in the society. However, the public, in then, what is the philosophical ground Indonesia, notify the different (epistemology) of this humanistic phenomena. Changes in curriculum are paradigm in order that this approach is identified by changes in authorities considered to be able to address the (Minister of Education). Meanwhile, the problems of education in Indonesia. operational reality shows that changes According Ahimsa-Putra (2011) not all in curriculum do not bring improvement paradigms represent quite clear and in education quality. This happens for explicit epistemology. The example is the reason that the focus of those ethnoscience paradigm. This paradigm curriculums still relies only on is never explicitly connected to the intellectual development. As a result, philosophy of phenomenology. However, achievement in education still leaves examination conducted to identify its some problems. To solve the problems, basic assumptions show that these character education approach is assumptions are similar with developed. This approach is the philosophical views of phenomenology. realization of the humanistic education Hence, it can be concluded that theory. In this educational concept, the phenomenology is the philosophical education process is conducted not only source of the ethnoscience paradigm. 59 Lilik Untari The same investigation can be done to here, is not only the one which comes mark epistemological base of from individual direct involvement in humanistic education theory. the incident, but also the experience Humanism paradigm examined gained from reading books or discussing here is not a school of philosophy. with others. Implicitly, this definition Rather, it is a frame of thought suggests that in the educational developed in the field of literature and process, an individual make education. This study is done to interactions with other people or with determine the values underlying the other objects (environment). Within the frame of thought of humanistic interactions, humans interpret the educational theory. In short, this study symbols that possibly will enrich their is intended to reveal the epistemology of experience. Such process runs the theory. To untie the approach used continuously. In consequence, humans in this theory, the important concepts are influenced by the environment and which are principal for the are also able to affect the environment. understanding of this study will be It can be concluded that the concept of outlined. education developed by John Dewey is still in wide-ranging understanding. It THE CONCEPT OF EDUCATION means that education does not refer to Before discussing the humanism activity conducted at formal level in paradigm in education, it is necessary schools only. to explain, first, the concept of The more operative definition of the education itself. The purpose of defining education for the formal this operational definition is to provide implementation of the activities in the the fundamental nature that will be the school is stated in the Law on National basis for understanding the concept of Education System No. 20 of 2003, education as defined in this study. In Chapter I, Article 1, as follows: addition, the explanation in the definition of the concept is also required Education is a conscious and deliberate to provide education restrictions in effort to create learning atmosphere and the learning process so that accordance with the purpose of this learners are actively developing their study. potential to have the religious spiritual There are many definitions of strength, self-control, personality, education. The concept in this study intelligence, good character, and skills was limited to the definition of needed by himself, society, nation and education in formal education which is state. widely adopted by many educational This definition implies that institutions in Indonesia. However, the education is carried out through a general definition of education is conscious planning. Therefore, required to be understood. Quoting education provision involves many John Dewey‟s concept, Rodgers (2002) parties Thus, human makes interaction defines education as a process of human with others to provide education. It is development. He states that education suitable with the understanding of is the reconstruction or reorganization education by John Deway above. of experience which adds to the In advance, the institution of meaning of experience, and which education is to build learners‟ self increases [one's] ability to direct the strength by developing their potential. course of subsequent experience. This statement shows that the From the definition above, it shows educational process should focus on the that individual experience is very learners‟. Learners are not objects but important in education. Rodgers (2002) the subjects of education. The purpose explains further that this experience of education is to develop the learners‟ 60 Leksema Vol 1 No 1 Januari-Juni 2016 An Epistemological Review on Humanistic Education Theory intelligence, moral and emotional. Europe during the Renaissance. This Moral, here, refers to the moral values concept appears from the cultural and which exist and approved by the literary movement that emphasizes on community. Frankly speaking, developing the study of classical education is human formation as a literature. This Humanism basically social creature that will influence and sees classical civilization as standard be influenced by the environment. and models in guiding all kinds of cultural activities p.18). THE CONCEPT OF HUMANISM Based on Paul Oscar Kristeller The word "humanism" is often used comprehensive study, Tjaya (2004, 20) in various fields, mainly in the fields of mentions that the renaissance philosophy, literature, and education. humanism is not a philosophical The concept of humanism in those system. Though, this movement has a different areas is rooted on the same number of distinct schools of pillar, which is focusing on human philosophy. Renaissance humanism was values. Humanism focuses on efforts to a literary movement and has education raise the dignity of human beings. importance. Based on its typology Tjaya (2004, 17) mentions that the term study, it is known that interpretation of "humanism" has a wide variety of renaissance humanism has transformed different meanings depending on the differently. Tjaya identifies three terms interests proposed. In the field of that mark the transformation. First, the philosophy, the concept goes through word humanismus, created in 1808 by a various changes of meaning as it is German educator, FJ Niethammer, carried by philosophers from different which emphasizes on the teaching of historical periods. For example, during classical works in written Latin and the Enlightenment, humanism refers to Greek for secondary schools students. the project to build individual and This is in contrast with the expanding society life according to the rules and demands on the more practical and order of rationality. The different science oriented education. The second meaning of humanism proposed by Jean term is humanista, appears during the - Paul Sartre in the mid- twentieth illumination of the Renaissance century. Cheyney as cited by Lamont humanism. it refers to the humanities (1997, 12 ), said that there are several professors in Italian universities. The meanings of the term "humanism", third term is the humanities or studia namely : (1) the reasonable balance of humanitatis. This term is used to refer life that the early Humanists discovered to a liberal arts education which in the Greeks, (2) the study of employs the works of classical Roman humanities or polite letters;