The Shambles
“Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or escalation leads to success. The pupil is thereby “schooled” to confuse teaching with learning, grade advancement with education, a diploma with competence and fluency with the ability to say something new.””Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or escalation leads to success. The pupil is thereby “schooled” to confuse teaching with learning, grade advancement with education, a diploma with competence and fluency with the ability to say something new.”
Ivan Illich
Deschooling Society, 1971
“If situations cannot be created that enable the young to deal with feelings of being manipulated by outside forces, there will be far too little sense of agency among them. Without a sense of agency, young people are unlikely to pose significant questions, the existentially rooted questions in which learning begins.”
Maxine Greene
The Dialectics of Freedom, 1988
“A society which makes provision for participation in its good of all members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes.”
John Dewey
Democracy and Education, 1916
The Hundred Languages of Children
I had my last class in International Perspective on Early Childhood yesterday. It was about Reggio Emilia approach. There’s this poem made by Loris Malaguzzi which I find interesting.
No way.
The hundred is there.
the child is made of one hundred.
the child has a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred, always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds to discover
a hundred worlds to dream.
The child has a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and Christmas.
They tell the child
to discover the world already there
and of the hundred
they steal ninety-nine.
They tell the child
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says
“No way – The hundred is there.”
Such a great poem to reflect how I perceived children and how my perception has changed overtime.
Dec 13, 2012
“Man alone measures time.
Man alone chimes the hour.
And, because of this, man alone suffers a paralyzing fear that no other creature endures.
A fear of time running out.”
– The Time Keeper, Mitch Albom (2012)
Friends of Mine
Friend is “a person with whom one has bond of mutual affection, typically one exclusive of sexual or family relations” (www.oxforddictionaries.com)
Do you have one? Can’t help to write this thing now because of a chat with one of my friends. Damn you chu!
Maybe it’s the culture or maybe it’s another thing but Indonesian people tend to overgeneralize the meaning of friend, at least based on the definition above. Yes, I have housemates here but are they my friends? Not necessarily. So when I asked do you have friend, then what I mean is a real one not the number of people that you have introduced yourself to.
Do I have friends? Yes, I do but I am the kind of person who have just a small circle of close friends. And I make sure like hell that I care of and love them all. I believe that the relationship that I have with them is very very precious.
I met some of my friends in high school or in the university. However, at least as long as I remember, the longest friendship that I have up until now is with one of my high school friend, Tony (yes, he bribed me to write this thing! Hehe.. kidding chu..), which I hope will still be my best friends until our grand kids are in high school. BUT I am not going to write just about him now.
In my own sense, friends are those people who can share and enjoy moments with you. I remember how my peer (Mirao, Lenao, Riano, Ireno, Astrido) and I could talk for hours about anything from the silly things like Spongebob, boys that we like; to unimportant or maybe important but interesting things like human philosophy, love, and new psychological news. How I miss those moments now!
I think friends should not only enjoy times when they talk to each other but also when they are together in silence. Unintended travel around with Astrido or Lenao or Tony. I remember that at that time we didn’t even talk that much but we (or at least I) can still feel happy at the end.
We can be friends because of our shared interest but being the same as our friends is not important. My friends and I, as I know, respect each other and we know and embrace our differences. I can pray in Astrido’s house. Tony can be my friend during my sleepless night prayer time. I can wake Lenao up during classes or I can be Ireno’s (fake) drinking buddy. I can also be Riano’s little sister and Mirao’s opposed discussion partner. 🙂
It really really is very nice for me to have my best friends. And at times like this I really really miss them. I love you, besties.. 🙂
Dec 11, 2012
Mad at Drunk People
This is a short unimportant blabber.
I was awake at 3 am today. Maybe it was the weather which is getting colder and colder every time or the noise. Yes, the noise. Last night was Saturday night and almost all young people in here went to bars or clubs. As usual, they got drunk and make a lot of noise.
Because I have nothing to do, I text my friend, Tony. He just woke up, which was veeeeery late in Indonesia. Haha. I told him about the noise and how I hate those people. It was like I want to tell them to shut up. His reply surprised me and got me thinking. He said, well, I can’t really translate it in English. He said ‘namanya juga mabok’. Well, in English maybe it can be translated as ‘they ARE drunk and that’s how people behave when they are drunk’.
It wouldn’t made sense if I am mad at those drunk people. They wouldn’t made sense of why people hate them when they made such noise. Then why should I mad at them? This whole thing makes me remember one of my lectures which talked about rights. Yes, rights come with responsibilities and obligations. It is your right to be drunk and it is my right to be able to sleep at night. It is an unending debate though.
I remembered one line in AADC movie (such an old movie) ‘one of us should have more logic or conscience’. Maybe, just maybe, those drunk people should have more conscience not to disturb other people. And maybe, just maybe, I should stop complaining and being mad at them because as Tony said, ‘namanya juga mabok’. And the question now is ‘who’s dumb, then, in this situation?’
See, it is an unimportant short – rather long – blabber.
Dec 02, 2012
Concept of Value in Education
In my opinion value is a special message embedded in education. It may consciously or unconsciously transferred to students. It reflects the condition of the society, of what regarded important by the society, or maybe even what is regarded important by the educator.
For example, in 1929 an Indonesian educator established an education system which called ‘freedom system’ (Takwin, 2010). The value brought by that system is independence; the ability to be obedient but autonomous. It reflects high level of nationalism because at that time, Indonesia was trying to get its independence.
A couple of decades later, the system was substituted by more moderate curriculum, which stresses on conformity. Governed by authoritarian leader, schools promote uniformity. Differences were seen as something inappropriate and those who show different opinion or idea may be punished.
After Indonesian reformation in 1998 the value internalized in education changed again. People have started to put emphasis on individual development and embrace diversity. The government, until now, is still trying to increase economic resource. Education is seen as a mean to produce qualified people who can work to increase economical power. According to Indonesian vice president, Boediono (2012), education is a strategic sector because it will prepare future workers in getting their skills in science and technology. It is also used to support country’s development through social, economical, and political construction.
The examples above are the example of how value of education changes across time according to the leader, circumstances, or external forces. However value transfer is not limited to the big ones. In small scale, a teacher may transfer his personal value to the students.
There are lots of needs and agenda that people want to insert into education. It seems for me, that adults or whoever got the power can promote one or certain value to children through education. But what about what children want? What about the value of children itself? If education is used to internalized values to children, then for whom the education actually is? Is it for children and students? Is it for those who got the power? What if children are given so many values that they are actually confused? Isn’t education then going to create those confused, valueless apathy people?
Dec 06, 2012
The Adventure of Izzao 