http://www.thejakartapost.com/news/2011/06/03/transforming-pancasila-studies.html
Transforming Pancasila studies
Fajri Siregar, Jakarta | Fri, 06/03/2011 9:46 AM
A recent survey conducted by the Institute for Peace and Islamic Studies (LaKIP) of junior and high school students' willingness to use violence in order to solve religious disputes has raised awareness on the relevance of Pancasila studies.
The survey suggested that 48.9 percent of the respondents supported a violent approach in solving religious disputes. It also found that 84.8 percent of the students agreed with the implementation of Islamic laws.
For the moderate Muslims and Indonesians, these figures pose a threat to the ideal picture of a tolerant and moderate Muslim society. Although the validity, reliability and methodology of the survey raised doubts, these and other social conflicts that occured recently triggered questions about the subjects being taught in our schools.
It has particularly sparked questions on whether Pancasila as part of civic education in schools has lost its relevance. This leads to the fact that our youth have failed to find common ground and therefore look for values from other places, with religion being one of them.
Consequently, this resulted in the deterioration of Pancasila as the main norm in our society. Therefore, calls for revitalizing Pancasila teachings seem to be very reasonable.
Theoretically, education is one of the main agents of socialization, besides family, peer groups and the media, which has a vital function in transmitting the main values and norms of society.
Nowadays, particularly among our youth, the media is increasingly securing legitimacy in forming one's perception and attitude. The practically unlimited flow of information and knowledge provides today's youth with numerous channels of identity building, which can only be balanced by a credible educational system that provides suitable sets of values that are coherent with the norms adopted by the respective society.
Seen in this light, Pancasila stands in the middle of two chores: First is to revitalize its function as a source of moral guidelines in terms of norms and values, and second is to rationalize its teachings to become logical guidelines that enable students to become young citizens.
Current materials in Pancasila studies seem to have lost their authority in convincing, nor do they necessarily encourage students to be critical citzens. The challenge is therefore to push a broad understanding of nationalism - namely civic nationalism - which is not based on a chauvinistic and conservative-minded nationalism.
Pancasila has always been seen as a moral piety cliche and therefore been neglected, especially since the reform movement in 1998. Hence, a pivotal step is to deconstruct the myths of Pancasila by uncovering its history and meaning. Logically, the teachings of Pancasila must have clear, practical implications, instead of being a source of textbook preaching. It must be rationalized, but at the same time maintain its function as a social control.
Therefore, the biggest challenge in revitalizing Pancasila is looking for the right people and teachers who can embody the principles of Pancasila and weave the moral fabric of society in the classroom. But the most essential task is finding the right method to revitalize Pancasila studies.
The first principle is not repeating the same dogmatic practice and means in teaching Pancasila. Merely lecturing students is ineffective and discouraging.
Hence, Pancasila studies need to be equipped with practical ideas and tools. It is urgent that we teach our children with contextual knowledge that enables them to look for solutions and understand the basic structures of our society.
Practical measures such as student exchanges between provinces and regions during semester breaks, writing film reviews based on documentaries or contemporary Indonesian films and book reviews are new methods of embedding Pancasila in daily pedagogical life. An idea would be to blend practical Pancasila cases with sociological research, which can be done by group tasks and mini-cases.
Second, we must leave a textbook approach behind and look for contextual teachings. An example would be the discussion of human rights violations and social conflicts in Indonesia.
Also, Pancasila studies must contain lessons that are historically-specific. For example, discussions on tragic events such as Malari, Tanjung Priok and Trisakti-Semanggi etc. can no longer be seen as a taboo. It needs also to be equipped with the basic perspective and understanding of human rights.
Consequently, the most difficult task for teachers would be an honest and truthful approach for teachers to discuss the daily issues. Pancasila studies must be seen as an opportunity for students to cope with reality and engage with as critical citizens.
Students ought to be involved in attempts at solving societal problems, starting in their own environment. Pancasila studies must therefore be tought in a problem-based learning method. Only then will it regain relevance in the hearts and minds of our youth.
The writer is a researcher at Labsosio, Faculty of Social and Political Science, University of Indonesia.
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