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Re: [PeaceGeneration] Re: Pendidikan terbaik dunia

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  • dian ina
    jadi inget sama Walden-ku di kamar. yang udah sejak entah kapan dibelinya, tapi belum dibaca-baca juga ... place for thoughts, stories and odd things called
    Message 1 of 5 , May 6 7:35 PM
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      jadi inget sama Walden-ku di kamar. yang udah sejak entah kapan dibelinya, tapi belum dibaca-baca juga
      :p
       
      place for thoughts, stories and odd things called memories http://alamanda.blogspot.com


      ----- Original Message ----
      From: sigit andhirahman <emsigitar@...>
      To: PeaceGeneration@yahoogroups.com
      Sent: Monday, May 5, 2008 17:02:05
      Subject: Re: [PeaceGeneration] Re: Pendidikan terbaik dunia

      10 Books To Read Before Going To University
      Page 36
      Q-News, Issue 368
      Sept-Oct 2006
      As hundreds of thousands of students make their way
      back to their dorm rooms and ivory towers, the purpose
      of a university education has never been more
      contested. To most, it’s now little more than advanced
      vocational training, preparing a new generation of
      Britons to serve their economic utility to society.
      Mujadad Zaman has had enough. He humbly suggests 10
      tomes to get the process of real education started. No
      classroom required.
      They are impossible to disagree with and because of
      their intellectual benevolence we’re forever drawn
      into their gravitational pull. Such are the learned.
      Such are the readers. “Little is hidden,” said John of
      Salisbury, the 12th century philosopher, consul and
      scholastic, “from he who reads much". The university
      used to be a place where deep reading was given high
      value and an education was capable of producing
      passionate, pensive and persuasive people.

      When we think of universities today what comes to
      mind? Tuition fees, qualification inflation, UCAS
      points, the market led drive for graduates. The
      student often feels less indebted to the experience of
      the university, then the Students Loans Company. This
      pecuniary instability leads so many to wince at the
      Arts and Humanities because if they do not already see
      their relevance as incomprehensible, they certainly
      assume its study to lead to economic insolvency. “What
      job are you going to get by studying ancient
      literature?” is the plebeian cry. We should reply in
      chorus “I may not get rich reading them but I’ll be a
      wealthier person for having studied them.”

      Yet, in a world where classical idioms of learning are
      beguiled to the back pages of history and the Grand
      Tour replaced by BBC4, it is in university that we
      still seek intellectual solace. However, many find
      themselves a purneva in this potential hotbed of
      intellectual activity. That’s because students lack a
      culturing into the true ethos of the university. The
      modern university sees it forefathers in the sacred
      parthenon of Greek antiquity, medieval scholasticism,
      classical Islam, the renaissance and enlightenment.
      What then of the poor student who is dwarfed by these
      ideas? Introductory textbooks may help, but we may
      alternatively realise that there are certain works,
      “Great Books”, that form so much of today’s ideas. The
      book list below is then, a collection whose intent is
      to help students to chew manageable morsels and digest
      enough to know what a good liberal education (of the
      expedient variety) might look like. It’s merely one
      version of a list that other, more worthy, will
      conceive differently.

      1. Islam and The Destiny of Man, Shaykh Hasan Le Gai
      Eaton

      Ovid wrote that “here I am considered a barbarian
      because I am not understood". The Destiny of Man’s
      gift is a book that maligns the misconceptions of
      Islam and allows the ‘barbarian’ to speak on his own
      terms. Shaykh Hasan Gai Eaton, a Cambridge trained
      Englishman who converted to Islam, writes a
      beautifully written and diligently researched book
      that covers the ideals of Islam, its historical
      developments, confrontations of East-West and Islamic
      art amongst other topics. The first chapter “Islam and
      Europe” is 25-page symphony condensing 1400 years of
      history, without zealousness or melodrama and as such
      should be made compulsory reading for all. It is a
      brilliant book to introduce non-Muslims to Islam as
      well as helping Muslim communities relearn what is so
      often forgotten about their religion. This work sits
      on the same shelf as The Vision of Islam (William C.
      Chittick and Sachiko Murata) and Muhammad (Martin
      Lings) as it that will cause great relief in the
      collective mind of Muslims, knowing that they have an
      intellect, such as Mr Eaton amongst them.

      2. An Introduction to Political Philosophy, Jonathan
      Wolff

      There are many great introductory books to political
      philosophy, yet I am still to encounter one that is as
      easygoing and yet comprehensive as Jonathan Wolff’s.
      Beginning with Plato and ending with Rawls, the entire
      spectrum of western political thought is made
      accessible, amusing and thus definitely readable. We
      discover that all the talk today about “democracy”,
      “liberty” and “freedom” often originates in the
      retrospective thoughts of philosophers who had seen
      too much of human nature. If man is truly a political
      animal then how best to wean out his bestial nature?
      By reading this book of course.

      3. Selected Writings, John Ruskin

      Ruskin is among those lost figures, which the general
      public have yet to rediscover. Proust called him the
      “great master” and Gandhi said his work changed his
      life. In Ruskin we find a writer whose prose manses
      his contemporaries (Marx and Carlyle). Principally
      known as an art critic, his work stretches across a
      vast terrain and this Oxford edition brilliantly
      summates his best writing. Must read essays are the
      Nature of Gothic and his 1858 Lecture to the School
      Cambridge of Fine Art. The latter contains the classic
      lines that remind the student that having no knowledge
      is often better then to have enough to reveal one’s
      ignorance and impertinence. “Better, infinitely
      better”, says Ruskin, “that you should be wholly
      uninterested in pictures and uniformed respecting
      them, then that you should just know enough to detect
      blemishes in great works, to give a colour of
      reasonableness to presumption and an appearance of
      acuteness to misunderstanding" .

      4. A Brief History of Time, Stephen Hawking

      A science book may not be an obvious addition to our
      list, yet consider this analogy. An empty Olympic
      sized swimming pool is filled with grains of salt till
      its brim (approx. 100 million grains). Consider each
      grain is a star and you have the Milky Way. Now
      consider there are approximately 100 million galaxies
      in the universe, each with 100 million stars, it
      should be reason enough for people to acquaint
      themselves with their celestial neighbours. Hawking’s
      book has proven to be amongst the best introductions
      to cosmology, covering the issues of the beginning of
      the universe to its ultimate destruction in a lucid
      and non-mathematically verbose way. “The majority of
      mankind concerns itself with the most petty of
      affairs," said Einstein and this book will, if
      anything, aid in realising his sage words.

      5. Runaway World, Anthony Giddens

      I have surprised myself with this selection. Not a
      very inspiring work nor academically solid but this
      former head of the LSE has produced a pithy booklet on
      the nature of modern society in five short chapters.
      Originally given as the Reith Lectures of 1999,
      Giddens provides informed statements about the ideal
      of ‘progress’ and its modern-day handmaid,
      ‘globalisation’ as well as their bastard child,
      ‘environmental devastation' . The reading list is also
      a brilliant springboard for personal research into the
      subjects discussed.


      6. Walden, Henry David Thoreau

      “A life without love, and an activity without an aim”
      is how Thoreau described the lives of men. In 1845 a
      slim, young, Harvard educated man left his parents
      home in Concord, Massachusetts to live in a forest
      called Walden. Why? To help cure himself of
      commercialism, moral degradation and the general
      decadence of modern man. In his words: “I went to the
      woods because I wished to live deliberately, to front
      only the essential facts of life, and see if I could
      not learn what it had to teach, and not, when I came
      to die, to discover that I had not lived". Thoreau
      takes us by the hand and restores that which we all
      lose in due course: the subtleties and wonder found in
      the mundanity of life.

      7. Clueless in Academe, Gerald Graff

      The university has come under much scrutiny of late
      and this book by Graff, strikes at the crux of the
      predicament by suggesting that the problem is not too
      little research funding or low achieving students,
      rather it is the surreptitious nature of the
      university itself. Chomsky says that higher
      mathematics is not necessarily difficult, but enough
      turgid terminology keeps most people out. Graff asks
      those questions that most students are charmed into
      thinking as natural, such as is there really a
      difference between a 62% and 64% essay? Why is it so
      deplorable to social scientists to except the world on
      face value? Did Rubens really think about all those
      things when painting, that my art teacher thinks he
      did? Particularly insightful is his “six degrees of
      obfuscation” by which academics will command their
      supremacy over students. Another must read section is
      “how to write an argument” guaranteed A’s for all
      those who follow it. The triumph of this book is that
      having dragged out the faculty of mystification from
      university, it helps us draw upon our own faculties to
      rediscover what it means to be “educated". By doing
      this, Graff proves the old adage right, that most
      academic disputes are especially vicious because so
      little is at stake in them.

      8. What is History?, E.H. Carr

      More than just a profile of what the historian does,
      Carr calls into question the history of history. Is it
      merely an unfettered study, which is to be left
      unchallenged? An emphatic no, is Carr’s response. He
      takes on the burden of this conundrum and argues that
      facts of the past and historical facts are two
      completely disparate entities. The former being the
      body of events, which forms the past, the latter is
      the selective process by historians choose what is
      worthy for people to know of the past. Carr’s
      revelations about ‘top-down’ history, subsequently
      sparked a torrid of books in the late 20th century to
      tell history from the ‘bottom up’ (Howard Zinn’s A
      Peoples History of the United States, is a shining
      example of such literature).

      9. Amusing Ourselves to Death, Neil Postman

      By the age of 40, Neil Postman writes, the average
      American will have seen over 1 million advertisements.
      What could be the effects of such exposure? This
      question is the central kernel of questioning
      throughout this classic book. Concentrating its venom
      most readily on television, this book shows how just a
      hundred years ago America was amongst the most
      literary active and politically engaged societies,
      whereas today it has fallen into a pit of trivialities
      because the medium through which serious discussion is
      done, is in fact the most ludicrously benign.
      Postman’s particular message to the Big Brother
      generation deserves our collective attention: that
      unlike Orwell who thought what we despise will cause
      our eventual demise, he prefers the Huxley vision that
      what we love will destroy us.

      10. Crime and Punishment, Fyodr Dostoyevsky

      To choose one novel as a ‘must read’ is certainly
      challenging and to have chosen Dostoevsky’s
      masterpiece, I am hoping to have appeased true novel
      lovers. Crime and Punishment tells the story of a
      gifted young Russian student, Raskolnikov, who decides
      to kill an evil pawnbroker and her sister. However,
      after the act, of which Raskolnikov felt morally
      justified, he suffers physical illness, mental woes
      and a prison sentence in Siberia. Raskolnikov, which
      means schism in Russian, is torn by the moral
      questions that instigated the initial murders: is it
      morally justified to perform an immoral act under the
      considerations that it will lead to something morally
      better? We come to realise that the crime itself was
      punishment enough. I’ll say it again: a must read.

      Mujadad Zaman begins his M.Phil at Oxford University
      this autumn where he will study the philosophy of
      education.

      --- jenang gulo <jenangguloku@ yahoo.com> wrote:

      > Hi...
      > ikut berpendapat ya...
      > aku dah pernah baca artikel ini tahun lalu di
      > dept.ku
      > aku setuju dg artikel tsb
      > klo menurutku masalah kesejahteraan ntu penting
      > bgt...
      > tp bukan berarti itu jadi yang utama ato alasan
      > untuk mengurangi kualitas
      > sekedar contoh berapa sih gaji seorang guru ato
      > dosen?
      > cukup ga buat mereka, apalgi buat yang sudah menikah
      > dan punya anak?
      > maaf, mungkin Arko skrg ini belum jadi pekerja ato
      > ortu
      > makanya belum bisa merasakan seperti apa yang
      > dirasakan guru Arko
      > aku dsini bukan menekankan mengenai nilai tp ini
      > realitasnya
      > contoh aja dosen2 yang mengabdi di PTN sampa 40an
      > tahun masa kerja paling cuma dpt gaji 5jutaan.
      > padahal klo teman2 yang bekerja di PNS Departemen,
      > BUMN apalagi MNC
      > ntu gaji sgitu mah cuma itungan 1-2 tahun kerja atau
      > bahkan ada dari teman2 kita yang langsung kerja bs
      > dpt gaji sgitu..
      > klo mo ngomong penelitian, belum tentu ada tiap
      > bulan dan butuh waktu dan kerja keras
      > klo pun ada kenaikan gaji (pangkat dan jabatan) itu
      > baru 2 atau 3 atau 4 tahun itupun ga nyampe 100rb!
      > klo ga percaya coba tanya guru ato dosen anda
      > saya sendiri ketika masuk kerja gaji cuma 800an ribu
      > dan itupun baru dibayar bbrp bulan kemudian.(hidup
      > di kota besar apa cukup?)klo kita hidup d jogja mgkn
      > bisa
      > jd kadang2 mereka g bs disalahkan untuk mencari
      > pendapatan lain
      > bahkan bebarapa guru di Banten (klo g salah)
      > berprofesi sebagai tukang ojek
      > cuma yang salah klo mereka meninggalkan apa yang
      > menjadi kewajiban mereka.
      > jd klo ada dosen yang ga datang karena ada proyek
      > dll, maka itu wajib dipertanyakan komitmennya
      > aku pernah nanya2 ke dosen senior, umumya mereka
      > mengajar karena pengabdian ke almamater ato katanya
      > buat tabungan di surga kelak
      >
      > yang aku mau tekankan, adalah negara kita ntu memang
      > menganaktirikan pendidikan, padahal anggaran pddkan
      > kita masuk dalam konstitusi.
      > klo kita mau berkaca dengan negara maju, ga ada
      > negara di dunia ini yang maju tanpa pendidkannya
      > maju. termasuk di dalamnya hal kesejahteraan guru
      > (termasuk dosen).
      > jadi diharapkan dosen mengajar, penelitian dan
      > pengabdian masy saja tanpa memikirkan hal2 yang
      > bersifat mendasar seperti finansial dan
      > kesejahteraan
      >
      > mengenai rangking saya juga jg sependapat ga perlu
      > ada
      > buat aja nilai angka ato huruf tanpa ada rangking
      > ato kayak kita kuliah, karena pelajar nanti hanya
      > disuruh dapat rangking dengan cara apapun, yg ptg
      > rangking atau cepat lulus tanpa memikirkan aspek
      > afeksi dan sosial. Pram pernah bilang dalam satu
      > novelnya (aku ga tau pastinya) bahwa kalo kita cuma
      > mengejar bungkus, jangan2 kita ini ga ada isinya...
      >
      > menurut saya, karena saya d bid hukum, klo ada
      > penegak hukum entah itu (polisi, jaksa, hakim, ato
      > pengacara) ga bener (contoh mafia
      > peradilan,suap- menyuap, korupsi) maka fak.hukum di
      > PT tsb bertanggung jawab secara tidak lansung
      > Bgmn dengan profesi-profesi yang lain seperti
      > dokter, psikolog dll?
      > jd dsini peran guru/ dosen bukan hanya untuk
      > mencetak pribadi akademik yang unggul tapi punya
      > integritas.
      > mungkin itu aja pendapatku yg sok tahu
      > ada yang mau berpendapat?
      >
      > Love & peace...
      >
      >
      >
      > arko java <arko_java@yahoo. com> wrote:
      > Ada hal yg menarik dan sgt stuju dg
      > tulisan ini,tapi juga ada hal yang kurang tepat
      > mnurutku.
      >
      > +hal yang menarik:
      >
      > 1. Guru yang mengajar adalah guru berkompeten.
      > Mnrtku,guru berkompeten t bukan guru yang "pinter",
      > asal pinter doang.tp guru yang berkompten itu guru
      > yang
      > TAHU DIMANA DIA BERADA,
      > TAHU DIA ITU SBNRNYA SEDANG NGAPAIN,
      > DAN TAHU APA YANG HARUS DILAKUKAN terhadap anak
      > didiknya.
      >
      > Mgkn ada miss interpretasi dr sebagian (baca:
      > Buanyak) bgt guru di skitarku (terutama slama
      > SMA),yang selalu berkaca bahwa kesejahteraan guru
      > perlu ditingkatkan. And dg dalih itu pula,beliau2nya
      > ketika ngajar justru ga fokus dg pelajarannya, tp
      > malah kebanyakan MENGELUH.buh. . (sering aku
      > mbatin,..kami tak butuh keluhan ibu/bapak.yang kami
      > butuhkan ilmu dari bapak&ibu guru sekalian).
      >
      > Jadi malah seperti mereka itu menambahkan beban
      > probadi mereka justru kepada siswa. akibatnya apa?
      > ilmu tak didapet, justru siswa diajak maen politik
      > tiap hari..
      > (mgkn spy kami peka,tapi kenapa kami harus dapet
      > sesuatu dari orang yang bukan ahlinya? ya mnrtku,klo
      > beliau guru PPKN, ya ngajar gmn sih sbnrnya moral
      > yang baik itu,yang bisa buat pergaulan dg smua orang
      > didunia? bukannya malah ngeluhkan masalah pribadi
      > didepan kelas)..
      >
      >
      > 2. Ilmu.
      > emang betul, kbanyakan ilmu yang diajarkan cm
      > bersumber dari diktat.
      > jadi kadang siswa tak tahu,buat apa sih belajar
      > matemath sampai ke bab2 yang membosankan, sdg kelak
      > blum tentu dipakai?
      > Perlu skali,sbnrnya bahwa aplikasi ilmu itu
      > dijabarkan diawal pertemuan.
      > Penjabaran paling baik adalah dg "Evident Base" (spt
      > yang udah diterapkan di fakultas2 bidang kesehatan:
      > EBM/evident based medicine).
      >
      > 3. Guru tak harus keras pada murid.
      > Sebaliknya,justru gmn caranya spy tanggung jawab,&
      > kepedulian murid bisa terbentuk dg
      > sndirinya.Alhasil, tanpa keras pada murid pun,justru
      > sang murid akan keras pada diri sndiri.("tekad" dari
      > sang murid pasti bakal terasah dan tumbuh dg
      > sndirinya).
      >
      > Metode ini bnr2 kurasain waktu aku kelas 3
      > SMP.guruku (kebetulan seorang "ibu"), karena wali
      > kelas,beliau tiap hari masuk kelas dan ngingetin ini
      > udah mau ujian,jadi hrs belajar.Dan kata2 yg sering
      > diucap,yg nusuk hatiku tu (tp justru
      > menyadarkan) ,yaitu "Memangnya kamu itu siapa?sok2an
      > kaya,mentang2 orang tuanya punya.padahal uang siapa
      > yang kalian pakai itu?baru pake uang orang tua aja
      > kok udah sok.apalagi kalo orang tuanya sebenarnya
      > pny banyak beban.tapi anaknya sok2an sok kaya.ga
      > kasian po sama bapak/ibumu dirumah?"
      >
      >
      >
      > -Hal yang kurang tepat:
      > 1. Tak ada rangking.
      > Sbnrnya ini membunuh.karena gimana pun,rangking itu
      > perlu (sangat perlu) mnrtku. Gimana mgkn kita bisa
      > tahu kita ini termasuk baik/ga,hasilnya, kl tanpa
      > dibandingkan.
      >
      > Jangan2 malah buat kita jd kaya katak dalam
      > tempurung,jk tanpa ada perangkingan.
      >
      >
      >
      > 2.Kontrol.
      > Menurutku kontrol itu perlu dilakukan (terutama
      > diawal2).
      > suatu metode kontrol paling bagus yang pernah
      > kutemui justru kucontoh dari cara ndindiknya anak SD
      > gowok.Ky apa?
      > Jadi murid diberi buku yang boleh diisi
      > sndiri.(mirip ky dl klo kt bulan ramadhan ngisi buku
      > kegiatan udah solat apa j,t lo).bedanya, klo disini
      > dibawah buku ditulis kejujuran lebih diutamakan.jadi
      > mau boong pun boleh2 aja.cuma,buat apa nulis,kalo g
      > jujur.wong g diperiksa juga kok.
      >
      > wah,,ini bisa bnr2 ngontrol (buatku sih) aku wkt
      > itu.mski aku bukan SD gowok,and aku nyontoh metode
      > itu justru wktu aku kelas 3 SMP.
      >
      > tp kurasain dampaknya gede bgt,smp SMA.
      >
      > Ini smua cm buah pikirku doang sih.ngrangkum sbagian
      > kecil dari pengalamanku slama 20 tahun ini.
      >
      >
      > Urun rembug deh.he3x..
      >
      >
      > warm regards,
      >
      >
      > Arko jatmiko w.
      > (www.jawaragaktakut jerawat.com)
      >
      >
      === message truncated ===

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