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Education Religion and Multiculturalism

Written By onci on Monday, October 3, 2011 | 3:23 AM

Lately the issue of religious violence still haunts the life of the nation, mainly through the action of forcing the will to follow another group outside. The fact is clearly seen in the anarchic action of some kind of religious community organizations the Islamic Defenders Front (FPI) in various regions in imposing the truth.
Acts of violence on the pretext of policing is a causality of the state's position is not able to play a strategic position. That relationship is the inability to guarantee the economic well-being of society, not law enforcement professional with a soft attitude, and understanding of religious doctrine is based on the text without the spirit of integrating with the world the reality of the plural as well as integrate with globalization.
In education during this, learners and educators have absolutely no chance and the space of freedom of expression in forging the identity of the future. Both the subject of education was forced into a robot to memorize all the formulas and even memorize all the subject matter tested, including the texts of the book of reference of learning. Starting from the lowest to the middle school level up, the spirit of pragmatic thinking and instant and merely memorize without analyzing the space, transformed into a cultural learning current generation.
Consequently, education as a conscious and deliberate effort to create an atmosphere of learning and learning processes that make students actively develop your own potential, both the potential of religious, emotional, moral, and creativity, to fail. One key problem in this kind of education is the absence of aspects of liberation in the study, or lack the human dimension in education.
Issues such education continues with the growing generation that has no basic values ​​such as steadfastness in the principled, social solidarity, and tolerant of differences, because all uniform in units of the system, the exact pass and not pass, smart and stupid, or quality and not quality. All results of the educational process is only measured by quantitative scale and memorization.
The trend pattern in the model berimplementasi educational association of students who memasung social bulkhead respectively. Community good will along with people who are good, as well as students who lack intellectual ability will be set aside along with those other stupid excuse to be more easily developed level of academic achievement. The psychological impact of such choices are children who hold grudges for deliberately undermining social bulkhead memarginalkannya.
No wonder, if the product marginalized communities will continue to adorn the forum student brawls, forced the will, and deviation of other social systems. For these circles, media education was transformed into disappointment and the arena of collective social consciousness about the injustice that has curb it, and indirectly did not appreciate its existence. There is one thing that would both have a big hand on the occurrence of these tragic events, namely the development of educational tradition in the form of pendoktrinan material and cultural inheritance, without the liberation of the spirit to respond to alternative solutions to social problems that exist.
This condition, also should occur in the Islamic educational institutions, both in Indonesia and globally localities in other areas. In the face of the times, the existence of Islamic education used to maintain religious normativity. Islamic education is still stuck with the conventional patterns of essay-style Ta'limul Muta'allim Zarnuji az.
Learners are forced to submit in a single truth stocks of educators. This pattern gave birth to the model cleverness "hoarding facts" to memorize, without any given space or simply relate to analyze social problems. As a result, stagnation of thought leads to the establishment of truth from generation to generation without having bonding compatibility with the times. There is only one answer to the truth as taught teachers and in accordance with his own group so that the right to mislead others. At the end of a theology of religious buildings is a problem of tradition in society.
Therefore, people are not able to produce optimal in delivering change and community empowerment in accordance with the challenges of the times, because of the hegemony of unilateral claims of truth and purity as a destroyer of religion or secularist, when trying to integrate between religion and science, or just learn the truth beyond the truth believed.
This is important to understand the paradigm of thinking that is able to appreciate the difference and can serve as partners or elements that can be united in the form of multiculturalism. Is there a history of multiculturalism in the past history? How religious education capable of responding to a variety of differences in religious thought and look through the paradigm of multiculturalism?
Measuring Multiculturalism In Religious Education?
Not hard to imagine how vulnerable Indonesia with social conflicts due to diverse cultural, ethnic, language and religion are also around 17,500 islands in the 3200 miles of ocean. The Indonesian people now numbering more than 200 million, the majority are Muslim, with the recognition of four other religions outside of Islam formally.
Hinduism is mostly located in Bali and at the eastern tip of Java island as Tengger. Most Catholics live mainly in East Nusa Tenggara island of Flores, Kei islands in Maluku and Central Java. Protestants tend to spread in Papua, North Sulawesi, North Sumatra, Central Maluku, and southeastern Maluku. While the usual cu Kong Hu held by ethnic Chinese, settled in large cities as well as inland.
Likewise in ethnic and racial variation. Javanese became the ethnic majority in the Java language. Sundanese language Sundanese, Madurese Madurese language, ethnic Malays in the Malay language, including spare such a small group of ethnic Balinese, Batak, Minang, Aceh, Dayak, Banjar, Papua, Bugis, Makasar, Bedouin, and Toraja.
From the above realities, it is evident that keberbedaan (diversity) is a necessity in life that can not be denied. At this time, at least there has been dissension in almost the entire territory of the Unitary Republic of Indonesia which bersimbolkan various differences. Ironically, the conflict that fueled the conflict of religion or religious ideology which still dominates thinking.
Developing a paradigm of multiculturalism through education in today's era, it is absolutely right "to do" mainly for religious education in Indonesia for the sake of true peace. Religious education needs to immediately display a tolerant religion through education curriculum with emphasis on understanding the goals and efforts to live within the context of religious and cultural differences, both individually and in kolompok and not stuck on eklusifisme primordialism and religious and cultural groups are narrow.
Education has a strategic role to build and restore a way of thinking and attitudes of learners to understand the level of social pluralism. Education should be organized educational empathy and sympathy for the problems of humanity such as persecution, poverty, massacres, and so on. Religious education that goes not just planting discourse through a process of indoctrination brain, but the train skilled religion and readiness to face concrete problems in society in the form of a difference.
Religious education as such a kind of jurisprudence, the commentaries do not have to be single, but using other approaches. This becomes very important, because children will always have a clear choice of two different options, and the differences that exist would require a reason the difference. Eg on ablution reasons a different way, or it could be about how to read a single word interpretation but has a lot of meaning.
To develop the social intelligence of the process of social interaction, students also must be given the introduction of material across a particular religion or ideology. This can be done with a program of inter-religious dialogue that needs to be organized by the Islamic educational institutions. For example, about "fasting" which was also carried out by followers of other religions, such as the bikhsu or other clergy. This program is a very strategic, especially to provide insight to students that fasting was also a ritual of another religion. By itself will develop an understanding that "no salvation outside Islampun".
In an effort to understand the reality of differences in religion, the Islamic educational institutions can also instill awareness of other religious communities to work together to clean religious places, temples or other holy places. Awareness of multiculturalism is not just to understand keberbedaan, but also must be demonstrated with concrete attitude that despite different beliefs, but equally as human beings who must be treated humanely. It is like a train learners to be able to share with the people closest.
Of course, all of the above program can run well when supported by the material Aqeedah morals has been integrated with the real social world. During this time, religious education materials seen only produces another class of people who look (not seakidah) as an enemy. So this is where the need for religious education shows that the focus is not merely the ability of the rituals and beliefs of monotheism, but also of social morality and humanity.
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