The Indonesian Education for Social Reconstruction, Peace and Justice

My Research on Character Education

"Character Education as integral human formation ” is the main thesis and argument that I want to develop. The general idea I have described in my book Pendidikan Karakter-Strategi Mendidik Anak di Zaman Global (2007). The book describes in a snapshot the character education in its historical perspective, from the classic of to the modern education of Indonesian history (looking back especially during the early years of Indonesia Republic, mirroring through the experience of great Indonesian leaders (State Founder); the systematical and analytical approach; and the actual implication and practical guide for developing character builiding program in the school level.

“Developing the teacher's vision as change agent and character educator in the turbulence world” is another dimension of character education related particularly to the teacher formation. Educator is one the agent of character education. The book will explore the teacher's formation, its spirituality, its challenge for their educational expertise, particularly when they should deal with the problem of change that is part of their life. Its perspective is more from within teacher's personality on dealing with the idea of change and its impact. It devises the meaning of change and its impact on teacher's life, and how teacher could understand their own life as character educator (in press)

“Character Educational Leadership” explores the teacher formation as leader. To be character udecator leadership is the highest attainment that teacher might win. If character educator is related more to the personal development as teacher in their relation with student's learning experience, character educational leadership put its role beyong the school boundary, expanding it on the wider dimension of the school networking. It is related to the culture inside and outside the school. Character Educator Leader has the capabilities on school organization and promoting professional community learning, leading all the school community to arrive at the school mission state and communicating it to the clients and its stake holder. Character Educator Leader should deal with the government regulation and policy on education, taking care school as professional learning communities, so that the school vision might be realized. Ideally, every teacher has its talent as character educational leader. Exploring the idea would be my future adventure.

“Character Education Curriculum Design” is important part of character education. As we know, curriculum is the backbone of education. This book explores the curriculum from various dimensions (historical, systematic, and practical) of sources. Learning from past experiences, we might find the new ways for designing our curriculum. I will proposed and develop the curriculum design fit to the character education in the line of social reconstruction ideology relevance to the Indonesian context. Learning from Indonesian history on curriculum, I will analyze Indonesia educational policy on curriculum, its ideology, its impact on school level, for the student and teacher as well. While looking for more steadfast philosophical foundationa, I will explore the new possibilities for the future of Indonesia curriculum in alignment with the social reconstruction approach. Creating a curriculum that introduces school as historical agent would be my next adventure. The idea of Designing the Indonesian Curriculum for Social Reconstruction, Peace and Justice always attract my intellectual concern.

“School Character Education Programs” is the practical dimension of character education embodied in the school program. The book will explore how to plan, maintain, and asses the school character education program; what kind of character education program fit to the school, the difficulties and challenges. The book devises the very principle and guidance, and strategies so that schools might develop their character educational program relevance to their need. The book might be divided for teachers/educator guide line, student book. Realising that every school has its own history and context depending on its level, the book would explore first the philosophical foundation of the program in a very concise way, and exploring it into the various program that is suitable to the school condition. The book, in my mind would be the incarnation of what so far we have discussed about character education, character educator, character educational leadership, and curriculum for social reconstruction, peace and justice.