Volume 1 Nomor 1 E-ISSN: 2527-807X Januari-Juni 2016 P-ISSN: 2527-8088

AN EPISTEMOLOGICAL REVIEW ON HUMANISTIC THEORY Lilik Untari IAIN Surakarta [email protected] Abstract: 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 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, 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.

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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‟

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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 (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; (3) the authors, such as Cicero and Gellius. freedom from religiosity and the vivid Subsequently, in the mid of fifteenth interests in all sides of life of a Queen century, the term studia humanitatis is Elizabeth or a Benjamin Franklin, (4) used to refer to different fields of responsiveness to all human passions of studies, namely grammar, rhetoric, a Shakespeare or a Goethe or (5) a history, poetry, and moral philosophy. philosophy of which man is the center This “returning to the classical works” and sanction. Consequently, the term movement allows the recent humanists humanism should be understood recognize the works of the Greek carefully. philosophers, especially Plato. Yet, The concept of humanism paradigm humanists put philosophy on their adopted in recent studies of humanism minor interest. It is generally limited to is very much influenced by renaissance the field of ethics (21). Therefore, it is humanism (Tjaya 2004, 19). This clear that humanism is not a school of concept of "humanism" appears first in philosophy. It is a movement that is Italy and then developed in Northern

Leksema Vol 1 No 1 Januari-Juni 2016 61 Lilik Untari rooted on the understanding of a are burdened by many problems, among particular school of philosophy. Thus, others are the problem related to this definition is the most appropriate teachers‟ competence, material density sense to understand the humanism in the curriculum, and the problems paradigm employed in the education. arise from the UN (National Exam). The problems above are just few THEORY OF HUMANISTIC EDUCATION examples of the numerous problems of Humanistic approach in education education in Indonesia. According to brought into play since the years of Hidayat (2008), these problems arise as 1902-1930. It continues to grow rapidly a result of the economic standard of and reaches its enlightenment in 1970. traditional education. The whole These developments are triggered by a learning process is aimed solely at number of factors. They are the achieving of economic competence. declining social values on humanity, the Standardization of curriculum, emergence of a humanitarian crisis as a graduation certification, teacher result of the Vietnam War, and the certification, improvement in academic increasing number of conservative scores, and the evaluation criteria are teachings which emphasize more on defined within the framework of impersonal teaching (Abdurrahman- economic competence. Student learning syah 2011). This humanistic education activities models move from collective theory arises as a result of activities into individual activities dissatisfaction from the operation of the models. The teachers are, now, playing previous educational theories, such as the role as an instructor rather that an the behaviorist and psychoanalysis educator. Those problems in education theories. In the case of education in might be resolved when our educational Indonesia, this theory is considered as paradigm is changed. Hence, the an approach that would be able to application of this humanistic paradigm resolve the problems of education in is believed as the correct answer. This Indonesia. humanist education promises that the As we know, Indonesia has suffered learning process is emphasized on the from problems in education. Various major aspects such as freedom attempts have been carried out to (freedom), the values (value), dignity improve the curriculum. However, its (dignity), and personal integrity achievement is beyond expectations. (integrity of persons) (Abdurrahman- Based on the global list published by syah 2011). Pearson Education Inc., Indonesian education system is positioned at Humanistic Movement bottom order, at the same grade as Humanistic approach in education Mexico and Brazil. The ranking was is influenced by the humanistic taken based on combination of psychology movement. Humanistic international test results and the data, psychology is a general term that refers such as graduation rates between 2006 to a loose, overlapping humanistic and 2010 (kompas.com 27 November confederation of explorations in the field 2012). This shows a decline in the of human potential that share quality of education in Indonesia. psychology some common beliefs and Moreover, the moral issues among values, but which do not work from a learners make problems in education single articulated theory (Underhill become more complicated. Juvenile 1989, 250). Humanistic is not a new delinquency, such like fighting between approach in psychology. The influential students, student violence, abortion and people in the development of many others, often appear on Local are Abraham newspapers reports. The schools itself Maslow (1908-1970) and Carl Rogers

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An Epistemological Review on Humanistic Education Theory

(1902-1987). Meanwhile, the leader of "learning" as the focus in education, humanistic education is Paulo Freire. instead of "teaching". The teacher acts Abraham Maslow argues that the as a facilitator. (Underhill 1989). aim of psychology is high level wellness, Rochmahana (2008) mentions the the quality of living beyond mere principles of humanistic learning normalcy or absence of sickness or proposed by Rogers consist of passion neurosis (Underhill 1989, 250). for learning, meaningful learning, Maslow's theory assumes that man has learning without threats, learning inner nature as possessing a dynamic under self initiative, and learning to for growth and actualization which is change. easily suppressed, leading instead to 1. Desire to learn sickness, neurosis, and to a quality of According to Rogers, humans have living and learning which is well below a natural desire to learn. The desire that of which we are capable. Maslow can be seen from the children‟s high classifies human needs into a hierarchy curiosity to explore the arranged from the most basic physical environment. This curiosity needs to the highest needs. They are: (1) becomes the basic assumption of physical needs, such as eating, humanistic education. In the drinking, sleeping and having sex. They humanistic class, children are given are absolute needs; (2) safety needs the opportunity and freedom to such as healthy needs and the need to satisfy their curiosity, to meet their avoid from disaster; (3) the need to have interests and to discover what is and to be loved, such as the need to important and meaningful for have friends and family, the need to be them. a member of the group, and so on; and 2. Meaningful learning (4) esteem needs, such as the need to be Learning will have meaning or appreciated, respected, and trusted by significance when what is learned is others. These four categories are called relevant to the learners‟ needs and deficiency need. The fulfillment of those passion. In other word, learners needs is generally dependent on others will learn quickly if it is meaningful (Rachmahana 2008). for them. When all those lower level needs 3. Learning without threat have been met, man tends to strive to Learning under a threat-free satisfy higher needs, namely: (5) self- environment help learners to learn actualization needs, the need to develop easily. Their achievement can be the talent and potential or certain recorded appropriately as well. The tendencies. After this requirement, learning process will run more appears (6) the need to know and efficiently through the process of understand, man need to have verifying ability, trying new knowledge and education. The last one experiences or making mistakes. is (7) aesthetic needs, the need for 4. Learning under self initiative perfection. These three last The most meaningful learning is requirements are called growth need the learning that is done based on (the need to grow) and its fulfillment learners‟ initiative. This can be depends more on the man himself meaningful since it involves (Rochmahana 2008). learners‟ feelings and belief. Carl R. Rogers, like Maslow, Leaners‟ ability to design their emphasizes on helping people maximize learning model increases their their potency and uniqueness to become motivation and widens learners‟ "fully functioning people”. Rogers is opportunities to learn how to learn. actively involved in the field of It is no doubt that mastering the education. He was the initiator of material is very important, but

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learners competence to find the oppressed society. He studied Law at sources, formulate problems, test the Recife University, but he was hypotheses or assumptions, and interested in the fields of philosophy assess the results is more and psychology of language. Freire important. Learning under self preferred to be an educator rather than initiative focuses both on the a lawyer. He began to spread his process and learning outcomes. theories after he was appointed as a In addition, learning must also director in the Department of Cultural involve all aspects of personal, Extension at Recife University in 1961. cognitive and affective. Rogers and However, in 1964, Freire was arrested other humanistic experts call this and imprisoned. After his short exile, type of learning as whole-person Freire continued his work in the field of learning. Humanistic Experts education abroad. In 1991, he founded believe that such learning will the Paulo Freire Institute, and spread generate a feeling of belonging his theories. His famous book is (feeling of belonging). Thus, Pedagogy of the Oppressed (Fortaliza learners will feel involved in the 2007). study, have willing to do the tasks Political principles developed by and the most important is always Freire are as follows: (1) The main excited to keep learning. purpose of popular education is to 5. Learning to change change the power relations in our The final principle proposed by society, (2) The goal is to create a Rogers is that the most useful mechanism for the collective strength of learning is learning about learning the entire structure of society, (3) the process. According to Rogers, in the instrument for achieving this goal past time learners learn about the should not challenge the ultimate goal, static facts and ideas. The world which is to realize the true democratic was slowly changed, and what was society, and (4) projects, strategies, and learned at school was supposed to tactics used in the democratic process have been enough. Now, science should be a product of society itself. and technology is always advancing While Freire pedagogic principles and changing. People cannot to live are as follows : (1) Learners are and work well in the present and SUBJECT, not the objects in the the future with knowledge gained learning process; through this approach from past studies. Thus, people they can also be a SUBJECT in the need to be able to learn from community, (2) teachers and learners environments that keep changes. are equal actors in the learning process; Freire’s Humanism Education Theory (3) the learning process is built through Paulo Freire is a very influential continuous dialogue between educators expert on education and philosophy. and learners, and (4) the purpose of Freire's educational ideas offer a new learning is to free the learners from perspective on education and social oppression (internal and external change. His mission is developing pressures); help them to change their people‟s awareness on humanistic value life and the community where they live. that allows them to determine what Humanistic Learning Model should be done to become real human The concept of “model” in learning (Nyirendra 1996). is different from the concept of "model" Freire thought was developed based as one element of a paradigm. The on his background experience as a child model here refers the forms of teaching who came from Brazilian middle class and learning activities based on a family. He lived among the poor and humanistic view. Based on the

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An Epistemological Review on Humanistic Education Theory humanistic theory, there are several and certain methods. The right method models of humanistic approach applied of learning will bring the better in the classroom. The models are: achievement. One of the basic concepts humanizing of the classroom, active of this method is that learning should learning, quantum learning, quantum be set up in exciting and cheerful teaching, and the accelerated learning atmosphere. (Assegaf 2003). The explanations are as The quantum teaching tries to follows: modify monotonous and boring learning Humanizing of the classroom is atmosphere into the exciting learning motivated by the school authoritarian. atmosphere. It integrates the learners‟ Many learners become hopeless, and at potential of physical, psychological, and last they tried to commit suicide. Such emotional. Quantum teaching applies conditions found in the United States the principles in designing effective, and Japan. This humanizing of the efficient, and progressive teaching classroom model was proposed by John system to get a great learning P. Miller. It focuses on developing achievement in a short time. Learning models of "affective education". This activity involves aspects of learners‟ model of education rests on three personality (thoughts, feelings, and things: being aware of the self as a body language); knowledge; attitudes process of growth that continue to and beliefs; and learners‟ perception of change, understanding self concepts the future. and identity, and integrating awareness The accelerated learning is of mind and spirit. It offers changes not proposed by Dave Meier. The basic only on material substance, but also on concept of this model is that the the methodological aspects. learning should be fast, fun, and Active learning is directed by satisfying. It suggests teachers to Melvin L. Silberman. The basic manage their classes using Somatic, assumptions constructed this model of Auditory, Visual, and Intellectual learning is that learning is not an (SAVI) approaches. Somatic is learning automatic consequence from the by moving and doing. Auditory learning information delivery to students. is learning by talking and listening. Learning requires mental engagement Visual leads learners to learn by and action as well. In active learning observing and picturing. Intellectual is activities, students do most of the work learning by problem solving and of learning. They studied the ideas, reflecting. Accelerated learning allows solve problems and apply what they students to learn at an impressive time. learn. Active learning sees that learning This method brings together elements from listening, learners will quickly such as entertainment, games, color, forget. Learning from listening and positive thinking, physical and viewing, learners will memorize a little. emotional health to build effective Learning from listening, seeing, and learning experience. discussing, learners will understand. Those learning models focus on self- While, learning from listening, seeing, learners. As an approach or paradigm, discussing, and practicing, learners will humanism must be based on a acquire the knowledge and skills. particular philosophical framework. To The quantum learning is a way of find out the underlying philosophy of changing a variety of interactions, humanism, first, the concept of relationships and inspiration during the epistemology should be explored. learning process. In practice, quantum EPISTEMOLOGY learning combines suggestology, Epistemology is generally known as accelerated learning techniques and the theory of knowledge. Suriasumantri neurolinguistic with theories, beliefs, (2001, 9) says that epistemology

Leksema Vol 1 No 1 Januari-Juni 2016 65 Lilik Untari discussed in depth the whole process to of the analysis or theory, and (9) acquire knowledge. The word representation (ethnography). Episte- "epistemology" is derived from the mology is the elements that are abstract Greek episteme (means knowledge) and or implicit. Thus, from a number of the logos (means word, thought, or science). elements above, the epistemology can Therefore, "epistemology" can be be recognized from the basic defined as the science of scientific assumptions, values and models. knowledge through critical exam- EPISTEMOLOGY OF PHENOMENOLOGY ination. In other words, epistemology is Before the 18th century, the schools the critical examination toward the of philosophy are divided into two principles, hypotheses and theories of opposing groups, namely empiricism science to determine their value that believes in knowledge arises from (Browaeys 2004). Epistemology the sensing, and rationalism that questions about the whole reality. For believes that knowledge arises from the this reason, epistemology is power of the human mind (ratio). philosophical in principal. According Immanuel Kant tried to bridge both Rapar (1996, 37) epistemology seeks the believes. According to Kant knowledge source, origin, and the nature of is what is visible to us (phenomena). knowledge as well as the validity and Thus, the word phenomenology has reliability of claims to knowledge. appeared since the time of Immanuel Ahimsa-Putra (2011) explains Kant (Mudjiyanto and Kenda). Though, epistemology asks the questions: (a) phenomenology was just beginning to what principles and presuppositions have power after Edmund Husserl involved when people know something, developed it further. Husserl combines (b) whether and how the various descriptive psychology and logic. His principles and presuppositions change thought is influenced by the French when the subject changes and what philosopher, Rene Descartes. His implications that influence the methods underlying view is "consciousness". This used, (c) what general concepts underlie consciousness is, in fact, intentional and the phenomena being studied, and (d) purposeful. It has the intention how to correlate those important (Ahimsa-Putra 2009). Husserl's general concepts in a systematic way. phenomenology is constructed from the Ahimsa-Putra (2011) states that dissatisfying result of the positivist there are seven kinds of epistemology in approach. Positivist cannot give more anthropology, which can also be applied meaningful life, since it neglects the in the social sciences, they are: (1) value and meaning (Mudjiyanto and positivism, (2) Historicism, (3) Kenda). Phenomenology, (4) hermeneutic, (5) Phenomenology in social science Structuralism (semiotics), (6) Historical was developed by Alfred Schutz . Schutz Materialism, and (7) Post-Modernism. developed the ideas of Husserl to be These epistemologies become the applied in the social sciences, such as underlying philosophy of paradigms the concept inter-subjectivity. Schutz developed in social sciences and culture. views that reciprocal relationship exists There are basic elements to in two forms inter-subjectivity. They are recognize the underlying epistemology the idealization, the interchangability of of paradigms. According Ahimsa - Putra viewpoints and congruence of systems of (2011), the principal elements of socio - relevance. Two forms of idealization cultural paradigm of science are: (1) determine the process of social basic assumptions, (2) values, (3) the interaction. Schutz also said that the problems to be investigated, (4) models ; process of social interaction of actors in (5) concepts , (6) research methods , (7) their life must define the situational the method of analysis ; (8) the results 66 Leksema Vol 1 No 1 Januari-Juni 2016

An Epistemological Review on Humanistic Education Theory context. Accordingly, the actors are, the behaviors and actions of individuals consciously or not, doing typification. are not determined by the "objective" This concept allows cognitive conditions and circumstances, but by anthropology and ethnoscience met his consciousness of each situation and with the phenomenological sociology the condition. Therefore, an (Ahimsa-Putra, 2009). understanding of consciousness or human behavior and action requires an The Basic Assumption in the understanding of human consciousness Phenomenology or knowledge about the "objective" To find out the underlying values in condition and situation. the epistemology of phenomenology, it Fifth, a part of the consciousness is necessary to explain the basic device is typification or classification. It assumptions for all action in contains the categories or types of phenomenological research activities. elements exist in human life. The Ahimsa-Putra (2009) who examines the categories used by humans to perceive ideas of Husserl and Schutz found eight and understand the environment. basic assumptions of phenomenology. Through this classification system, They are explained as follows: humans can create order in their life, First, phenomenology considers and give response to the world. man as a conscious creature. It is the The existence of socially consciousness of something, and this consciousness or the knowledge “something” can be the "consciousness" provides goals for humans. Goal, itself. We can "consciously" contemplate consciousness, the object of about our own ". "Consciousness” about consciousness and consciousness on something is knowledge. Consequently, their goal form set of meaning. With the "consciousness”–from a certain view–is meaning, human establishes certain the knowledge we have. relations between himself and his Second, human knowledge comes world, his life, and other individuals. from the interaction or communication This leads to sixth assumption, that between them, between one individual human life is meaningful life. The with another individual. The meaning was given by those involved in fundamental means of communication it. is spoken language. In other words, Seventh, sociocultural phenomena human existence can be known only are different from natural phenomena through the existence of language. since humans are involving in it. While, Language can be said to reflect what is humans have consciousness of what in our consciousness. Without language, they do and the phenomena in which man‟s ability to know and understand, they are involved. Moreover, humans to be conscious will only become the are able to give meaning to their world. ability or potential. It cannot manifest This is the basis for their behaviors and into realities. actions toward his world. An Third, consciousness is built understanding of the sociocultural through the process of communication, phenomena requires understanding of and social interaction. It means that the the consciousness framework used to consciousness itself is inter-subjective build the meaning. in nature. What exists in an individual The eighth basic assumption is the consciousness and knowledge can also sociocultural phenomena cannot be exists in other individual one. This studied by using the same methodology leads communication, social in studying natural phenomena. The interactions between them. method used to study phenomena Fourth, these set of knowledge or should be in accordance with the consciousness are the guidance of an "essence" of the phenomena studied. individual behaviors and actions. Thus,

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Models in Phenomenology underlying of a paradigm, we must Another element that distinguishes recognize the basic assumptions of that a single paradigm from other is element paradigm. In Oxford Dictionaries, the models. Model needs to be emphasized basic assumption is defined as a thing because the phenomenological model is that is accepted as true or as certain to different from the other paradigms. In happen. Ahimsa-Putra (2011) describes fact there is no phenomenological model the basic assumptions as the views on to study a society. Ahimsa-Putra (2009) something (could object, science, the explains that Husserl's as the founder purpose of a discipline and so on) that of phenomenology states that the unquestioned its truth or already purpose of phenomenology is to describe accepted as true. These views can be accurately the phenomena found beyond resulted from: (a) philosophical the human as they present in front of reflections, (b) advanced studies, or (c) a the human consciousness. Therefore, detailed investigation. The basic the phenomenological study of social or assumptions are the basis and cultural phenomena should not depart determine the direction of thought or from prejudices or preconceptions. research conducted to answer a Models in phenomenology are mostly question. In the socio - cultural integrated with their basic knowledge, the paradigm is usually assumptions. built from more than one basic The above explanation shows that assumption. These basic assumptions the basic foundation of the can be stated explicitly, but it is more phenomenological framework is often implicitly stated. describing a phenomenon as it is. Basic Assumptions of Humanistic Therefore, in doing phenomenological Education Paradigm research the researcher should strive to It has been explained above that free themselves from the values that he the concept of humanism developed believes. Researchers should be able to today can be traced from Renaissance distinguish between the phenomena he humanism. Humanism is generally met from his view of life. associated with a belief in freedom and EPISTEMOLOGY OF HUMANISTIC independence. In addition, it often EDUCATION THEORY correlates with the notion that man has Humanism is a school that puts the ability to determine his own choices humans at the center. Humanism is an within the constraints influenced by intellectual and literary movement first heredity, personal experiences, and emerged in Italy in the second half of environment (Merrian in Hiemstra the 14th century. This movement may 1994). be regarded as a driving force to modern From the explanation of the theory culture, particularly Europe. The of humanistic education, we can draw pioneers of this movement are, for some of the basic assumptions of the example, Dante, Petrarca, theory that can be used to investigate Michelangelo, and so on. Modern the epistemological value of this Western culture is also born from this humanistic paradigm. The basic movement. In terms of philosophy, assumptions of the theory can be humanism defined as ideas that put summarized as follows: human values and dignity such that it First, the view of humanistic occupies a very high position, central education theory on human nature: it and important, both in the theoretical - has been explained that based on the philosophical (Santoso 2003). theories build by Maslow and Rodgers It has been mentioned above that in which underlie humanistic education order to find out the epistemological paradigm, the paradigm has a basic

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An Epistemological Review on Humanistic Education Theory premise about human nature, that man built in accordance with the learners is basically good: (1) man is always realities. Futhermore, the application of trying to achieve a high level of health the plan should optimize the learners‟ and welfare, (2) the aim of the potential. Finally, it is able to change education is the formation of the truth learners‟ life and social conditions human beings, (3) man has where they live to promote "social consciousness; ( 4 ) the consciousness justice". Those activities can be realized drives man have willing and ability to through continuous dialogue among learn and change into complete human participants. Thus, the main beings; (5) this achievement gained instrument for the implementation of through education. Education is a humanistic education is language. This lifelong process; (6) one's subjective second basic assumption is also similar experience is respected, and (7) it with the basic assumptions of emphasizes self empowerment. phenomenology that sees social Those basic premises indicate interaction through language consciousness in human beings. Man determines human existence. has the motivation to be conscious, with Third, the educational process is the intention that people can learn by carried out by means of dialogue the consciousness of what to learn, what between the participants and the should be changed to achieve the community to achieve a mutually learning objectives to be true human agreed condition. The division of roles beings. The complete human means in the learning process is also done that man has consciousness that through mutual agreement. This differentiates him from other creatures. indicates social interactions that build a It is a concept, value, and idealization collective consciousness. It is that are consciously acknowledged. In intersubjective in nature. Individuals in short, the basic assumption of the community have responsibility humanistic education theory is that toward both the individual and other man is a conscious creature. This is the participants. This assumption is also in same as the basic assumptions of line with the phenomenological epistemology of phenomenology. assumptions about the process of social Second, in humanistic education interaction that are intersubjective. theory, teachers and learners are equal Fourth, the reality is determined by actors in the learning process. The each individual. The interpretation of learning process is built through reality and situations are determined continuous dialogue between educators by the condition of self-consciousness. and learners. The teacher should Each individual has the freedom and collaborate with the learners to develop independence to determine their own their own methods, techniques, and choice. Humanistic education theory curriculum for teaching and learning gives a very large opportunity to "self- activities in accordance with their own actualization" and “self-empowerment”. nature. To understand their own The meaning given to the learned nature, Freire suggests reflection reality is determined by the learning procedure: "see" (environmental subject. The learning subject in this conditions whithin the participants), theory is the learner. Thus, the learners "analyze" (situation causes the problem, give meaning toward their own learning such as socio-economic, politic, culture process. It is the learners who know and others), and "act" (to change the whether he has meaningful learning or conditions). As a consequence, not and useful or not. Phenomenology education must be established based on also assumes that man determines the the understanding of the realities meaning of his surrounding reality. For encountered. Learning model should be that reason, there are similarities

Leksema Vol 1 No 1 Januari-Juni 2016 69 Lilik Untari between the assumption of this self-satisfaction and continues self- humanistic education theory and the improvement with significant work and assumption of phenomenology. other activities for the welfare of the Similarity is also shown on the next community. assumption. Fifth, the human Ninth, humanism considers social consciousness underlies his willing and implementation should be based on ability to learn and experience changes reason and the scientific method. It in order to achieve the learning should employ democratic procedures, objectives to be a true human being. and parliamentary government. The "True human being" here shows that in society has the freedom in all aspects of the humanistic education theory, there life: economy, politics and culture. are certain categories determined by Those basic assumptions are intersubjective consciousness. centered on human. The starting point Humanism believes that the of these basic assumptions is humanist achievement of social programs that put view on human nature. Humans are democracy, harmony, and high living conscious creature. This consciousness standards as foundations for economic directs man to define all purpose, regularity. This category encourages an interpret reality, and determine the individual to perceive, understand the action. Man controls the nature. environment and behave under society Therefore, humanistic education theory values. puts the humanity as the center Sixth, humanistic education theory education. By observing the starting believes in naturalistic metaphysics, an point of all assumptions that were attitude toward the universe that found in the humanistic education considers all forms of the supernatural theory, it is clear that there are is a myth. The point is that the nature similarities between the basic is a system in which its material and assumptions in this theory and the energy continuously change. This basic assumptions of epistemology change occurs due to the humans‟ phenomenology. Thus it can be interpretation. Thus, man is the center concluded that the theory was for understanding the nature since man developed based on the epistemology of gives meaning to nature. Humans are phenomenology. the evolutionary product of Nature. Model in Humanistic Education Theory Mind differentiates man from other The model as one of the elements of creature. It is an integral part of the paradigm is usually stated implicitly. whole body and our personality. This The model is an analogy of the makes man has ability to think and phenomena studied. The model often determine his own world. In contrast appears like basic assumptions. Yet, the with theories of determinism, model is not basic assumptions. This humanism believes that humans have model is used to simplify. It means that complete freedom to behave and not all aspects or elements of nature or construct his world. phenomena are represented in the Seventh, Humanism believes in an model. A model arises because of ethics and moral values that underlies certain similarities between the all human values to achieve happiness, phenomena with other phenomena freedom and progress–in the field of (Ahimsa - Putra, 2011). economic, cultural, and ethical–for all The Principle of humanistic mankind, regardless of nationality, education theory is a learning process race, and religion. that is built through continuous Eighth, humanistic education dialogue inter-participants. The theory believes that humans can meaning of learning is defined by the achieve an ideal life by combining the 70 Leksema Vol 1 No 1 Januari-Juni 2016

An Epistemological Review on Humanistic Education Theory subject of the learning – the learners. It affective dimension, such as learners‟ tries to empower the learners‟ self - concept, self-actualization, values potentiality. Consequently, the designs and feelings. One may not rule others. and methods must be developed by the Thus, teachers and students have the participants based on the needs of the same status in education. They may learners. The learning process must contribute each other. Teachers can considered individual uniqueness. learn from learners and the learners Therefore, humanistic education theory can learn from the teacher. Humanistic rejects behaviorist learning theory. This learning should be able to motivate the theory does not provide a model of the learners to be the subject of education. learning process of an individual. Instructional design is built based on The absence of theoretical models the needs of the learners. in the humanistic education The educational principles of strengthens the conclusion that this humanistic education theory are theory employs a phenomenological developed based on the assumption that framework. It is because absence of this human beings have consciousness, model is also a characteristic understanding toward self and reality, phenomenological epistemology. the ability to control their actions upon Ahimsa-Putra (2009) states that themselves and others, and the phenomenology has no model for objectives for all activities and studying a society, culture, or certain . Humanism respects the socio - cultural phenomena, since uniqueness of each individual. phenomenology does not intended for it. Therefore the humanistic education The models that exist on theory does not provide a model for the phenomenology are mostly integrated in individual learning design and method. the basic assumptions, specifically the Humanism education maintains self - assumptions about the human actualization. This has implications for behaviors and consciousness. instructional design developed. In view Phenomenology views that human of this theory, all participants involved behavior and actions are something in the learning process should establish meaningful, because human gives the design, methods, techniques, and meaning to his behavior and actions. roles in learning based on their own This meaning appears from human needs. Thus, there is no ideal model for consciousness over those behavior and learning. Humans have capability to actions as well as the objectives entails recognize themselves and their own on the behavior and actions (Ahimsa- needs. The participants involved in the Putra, 2009). The same view was learning process should make reflected by the humanistic education continuously dialogues in order to theory. Thus, it can be concluded that achieve the learning objectives. It can epistemology of phenomenology be said that education is a lifetime underlies the frame of thought of the process. humanistic education theory. After examining the assumption of humanistic education theory, it found CONCLUSION that the assumptions have similarities Humanistic education theory is with the basic assumptions of the derived from humanist thought. phenomenological epistemology. It sees Humanism is usually associated with a humans as conscious creature. They belief in human freedom and have knowledge and objectives for what independence. Humans have the ability he did. Consciousness allows the socio- to determine their own choices. The goal cultural phenomena to have meaning of humanistic education theory is the for actors and researchers. In growth of learners‟ personality humanistic education theory, the development by operating learners

Leksema Vol 1 No 1 Januari-Juni 2016 71 Lilik Untari learners, instead of the teachers, will Hiemstra, R dan Ralph G. Brockett. 1994. determine whether the learning is “From Behaviorism to Humanism: meaningful or not and useful or not is Incorporating Self-direction in the learner. Thus, it can be concluded Learning Concepts into the that the humanistic education theory is Instructional Design Process”. In HB. Long & Associates, New Ideas about derived from epistemology of Self-directed Learning. Norman: phenomenology. Oklahoma Research Center for REFERENCES Continuing Professional and Higher Education - University of Oklahoma. Abdurrahmansyah. 2010. “Kontribusi Lamont, C. 1997. The Philosophy of kurikulum Humanisme bagi Humanism. New York: Humanist Press Implementasi Pembelajaran Nilai di - Half Moon Foundation Inc. Indonesia”. Jurnal At-Tarbawi 9 (2): 131-150 Mudjiyanto, B dan N. Kenda. “Metode Fenomenologi sebagai Salah Satu Ahimsa-Putra, H. S. 2009. “Fenomenologi Metode Komunikatif dalam Agama: Pendekatan Fenomenologi Komunikologi. Jurnal Penelitian untuk Memahami Agama”. Jurnal Komunikasi dan Opini Publik ISJD Penelitian Walisongo 12 (2): 1-33 PDII LIPI. jurnal.pdii.lipi.go.id/ Ahimsa-Putra, HS. 2011. “Paradigma, admin/jurnal/11105585.pdf Epistemologi, dan Etnografi dalam Nyirendra, JE. 1996. “The Relevance of Antropologi”. Makalah dalam ceramah Paulo Freire's Contributions to Perkembangan Teori dan Metode Education and Development in Present Antropologi. Jurusan Antropologi Day Africa”. Africa Media Review 10 Universitas Airlangga, 6 Mei 2011. (1): 1-20 Assegah, A. R. 2003. “Kondisi dan Pemicu Rachmahana, RS. 2008. “Psikologi Kekerasan dalam Pendidikan”. Jurnal Humanistik dan Aplikasinya dalam Penelitian Direktorat Perguruan Tinggi Pendidikan”. Jurnal El Tarbawi 1 (1): Agama Islam Istiqro’ 2 (1) 99-114 Browaeys, M. 2004. “Complexity of Rapar, Jan Hendrik. 1996. Pengantar Epistemology: Theory of Knowledge or Filsafat. Yogyakarta: Penerbit Philosophy of Science?” Paper Kanisius presented at Fourth Annual Meeting of ECCON, Driebergen, NL October 22- Rodgers, C. 2002. “Defining Reflection: 23, Another Look at John Dewey and Reflective Thinking”. Teachers College Cole, VK. B. 2009. “Education for Record 104 (4): 842-866. Liberation: the Paulo Freire Methodology.” Paper presented for Santoso, L. 2003. “Patologi Humanisme Alliance for Metropolitan Stability (Modern): Dari Krisis Menuju Organizer Roundtable. Rondo „Kepistemologi Rasional”. Jurnal Community Outreach Library. April 7 Filsafat, 33 (1): 29-41 Cortes, JS. 1977. “Education and the Suriasumantri, Jujun S. 2001. Ilmu dalam Education Community”. Philiphine Perspektif Sebuah Kumpulan Law Journal. 52: 329-335 Karangan Tentang Hakekat Ilmu. Jakarta: Yayasan Obor. Fortaliza, FC. 2007. “Paulo Freire, in His Views on Education”. Kinaadman An Tjaya, TH. 2004. Humanisme dan Interdisciplinary Research Journal 18 Skolastisisme: Sebuah Debat. (2) Yogyakarta: Penerbit Kanisius Hidayat, W. 2008. “Paradigma Pendidikan Underhill, A. 1989. “Process in Humanistic Humanistik”. Jurnal Pendidikan FAI Education”. Jurnal ELT 43 (4): 251-2 Universitas Garut

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