ASSALAMU ALAIKUM

SELAMAT DATANG DI IQBAL'S BLOG

Senin, 29 November 2010

bag lll

V. Re-mooring of Tradition for the Uncertain Future

Accompanying the progress of science and technology, humankind has been, as Delors’ Report(J. Delors, 1996:43)maintains, brought into the age of universal communication. Human societies will have nothing in common with any model from the past because the interactive media technology available to anyone, anywhere in the world. It is thus possible for anyone to engage in dialogue, discussion and transmission of information unconstrained by distance or operating time. As the transmission of tradition becomes dependent on the media technology, tradition become gradually de-ritualized, de-personalized and de-localized(J. B. Thompson, 1996:97-99).

Uprooting of the tradition thus occurs, as the whole world is proceeding towards becoming a global village. The bond that tied traditions to specific locales of face-to-face interaction has been gradually weakened. With such a development of the world, there is a gradual decline in the traditional grounding of action and in the role of traditional authority.

However, dangers are also engendered by the globalization process. A very large underprivileged population remains excluded from the development of modern technology. Disparities between the developed and underdeveloped countries are getting worse with the rapid progress of technology.

Education reform strategies based on the research of western rationalistic science and technology have been imposed upon those non-industrialized countries. The uprooting of indigenous tradition becomes even worse in the underdeveloped countries receiving international aid. The blatant in equalities and gulf between the developed and the underdeveloped countries are the major dangers that entail of a setback to democracy and prosperity of all the humanity.

A comparative education worthy of its name, as A. Welch(1998:13)argues, must support the claims for social justice(in education)of disposed and marginal groups in society. Varieties of voices should, as V. Rust(1991:619)remarks, be listened to carefully with understanding and appreciation. In comparative education, the uprooted traditions should be refashioned in ways that enabled them to be re-embedded in a multiplicity of locales and re-connected to territorial units that exceed the limits of face-to face interaction. Through such a re-mooring of tradition, the research of comparative education make it easier to “make individuals aware of their roots so as to give them points of reference that enable them to determine their place in the world.”(J. Delors, 1996:49). Only through their clear self- identity, people can respect the “other”. It is thus imperative for comparative educationaists to engage themselves in formulating multiple re-embedded traditions to facilitate both the self-respect and the acceptance of spiritual and cultural difference. Facing the coming century, education comparativists should take the solemn responsibility to come to terms with varieties of values from different cultures and to take account of the future and prosperity common to all humanity into their serious consideration in their research activities.

Reference
Adorno, T.W.(1982), Negative Dialektik, 3. Aufl., Frankfurt am M.:Suhrkamp, (1. Auf., 1966).
Altbach, P. G. (1977) “Servitude of the Mind? Education, Dependency, and Neocolonialism” Teachers College Record, 79, (2), 187- 204.
Anweiler, O. (1967) “Konzeptionen der Vergleichenden Pädagogik” Zeitschrift für Pädagogik, Bd. 13.
Anweiler, O. (1977) “Comparative Education and the Internationalization of Education” Comparative Education, 13, (2), 109- 114.
Arnove, R. F. (1980,Feb.) “Comparative Education and World- Systems Analysis” Comparative Education Review, 48- 62.
Barber, Benjamin R. (1972) “Science, Salience and Comparative education: Some Reflections on Social Scientific Inquiry” Comparative Education Review, vol. 16.
Confucius, Analects.
Bereday, G. Z. F. (1964) Comparative Method in Education, New York: Holt, Rinehart and Winston, Inc.
Carr, David(1998) “Traditionalism and Progressivism: Problematic of Educational Theory and a Perennial Policy”, Westminster Studies in Education, Vol.21, 47-55
Coulby, D. & Jones, C. (1996) “Post- modernity, Education and European Identities” Comparative Education, 32, (2), 171- 184.
Crossley, M.(1998) “The Place of Research & Evaluation in Educational Transformation: Cross-Cultural Issues and Research Capacity Building in Belize, Central America.” 10th World Congress of Comparative Education Societies(WCCES), Cape Town, South Africa, July 12-17
Delors, J. (1996) Learning: The Treasure Within, UNESCO.
Frankel, C.(1958) “The Philosophy of the Enlightenment” in V. Ferm(ed.) A History of Philosophical Systems, Ames, Iowa: Littlefeild, Adams & Co.
Fraser, S. (1963) Jullien’s Plan for Comparative Education 1816- 1817, Teachers College, Columbia University.
Gadamer, H. –G.(1986), Wahrheit und Methode, 5. Aufl., Tübingen:J.C.B. Mohr, (1. Aufl., 1960).
Geertz, Clifford (1983) ,Local Knowledge, New York: Basic Books.
Greene, M,(1994) “Epistemology and Educational Research: The Influence of Recent Approaches to Knowledge,”Review of Research in Education, 20:423-464
Habermas, J.(1970), “Summation and Response” in Continuum, vol. 8:123-133.
Halls,W. D. (1973) “Culture and Education: The Culturalist Approach to Comparative Studies”, in Edwards, R., Holmes. B. & Van de Graaff (eds.) Relevant Methods in Comparative Education, Hamburg :UNESCO Institute for Education: 119-136.
Hans, N. (1964) “Functionalism in Comparative Education” International Review of Education, 10, (1), 94- 105.
Hans, N. (1967) Comparative Education, London: R.K.P.
Harvey, D.(1990). The Condition of Postmodernity, Oxford:Blackwell.
Heelas, P., Lash, S. & Morris, P.(eds.)(1996)Detraditionalization, Oxford:Blackwell.
Heelas, P.(1996), “Introduction:Detraditionalization and its Rivals” in P. Heelas, S. Lash & P. Morris(eds.)Detraditionalization, Oxford:Blackwell.
Heyman, R. (1979) “Comparative Education from an Ethnomedothdogical Perspective”, Comparative Education, 15:241-249.
Hollinger, R. (1994) Postmodernism and the Social Sciences, Thousand Oaks: SAGE.
Holmes, B. (1981) Comparative Education: Some Considerations of Method, London: George Allen & Unwin Ltd.
Horkheimer, M. (1972) Critical Theory, New York: Continuum.
Hsün Tzu, The Works of Hsün Tzu.
Jones, Ph. E. (1969) Comparative Education: Purpose and Method, St. Lucia: University of Queensland Press.
Kandel, I.L.(1933)Studies in Comparative Education, George G. Harrap & Co. Ltd.
Kazamias, A. M. & Schwartz, K. (1977) “Intellectual and Ideological Perspectives in Comparative Education: An Interpretation” Comparative Education Review, 21, (2-3), 153- 176.
Kern, P. (1973) Einführung in die Vergleichende Pädagogik, Darmstadt: Wissenschaftliche Buchgesellschaft.
Mallinson, V.(1966) An Introduction to the Study of Comparative Education, London:Heinemann Education Books Ltd.
Masemann, V. (1976,Oct.) “Anthropological Approaches to Comparative Education” Comparative Education Review, 369- 380.
Masemann, V. (1978) “Critical Ethnography in the Study of Comparative Education” in Altbach, P. G. & Kelly, G. P. (eds.) New Approaches to Comparative Education, 11-25, Chicago: The University of Chicago Press.
Masemann, V. (1990) “Ways of Knowing: Implication for Comparative Education” Comparative Education Review, 34, (4), 465- 473.
Masemann, V. (1990a) “Educational Reform: Impact of Indigenous Forms of Knowledge” in Husen , Torsten & Postlethwaite, T. Neville (eds.) International Encyclopedia of Education, vol. 4, 2ed., 1848- 1857.
Noah, H. J. & Eckstein, M. A. (1969) Toward a Science of Comparative Education, London: Collier- Macmillan.
Noah, H. J. (1973) “Defining Comparative Education: Conceptions” in Edwards, R.,
Holmes. B. & Van de Graaff, J. (eds.) Relevant Methods in Comparative Education, Hamburg :UNESCO Institute for Education: 109-118.
Paulston, R. G. (1997) “Mapping Visual Culture in Comparative Education Discourse” Compare, 27, (2), 117-152.
Paulston, R. G. (ed.) (1996) Social Cartography, New York & London: Garland publishing, Inc.
Peters, M. (1995) Education and the Postmodern Condition, London: Bergin & Garvey.
Przeworski, A. & Teune, H. (1970) The Logic of Comparative Social Inquiry, Malabar Florida: Robert E. Krieger publishing Company.
Psacharopoulos, G. (1990) “Comparative Education: From Theory to Practice, or Are You A:\Neo.* or B:\*.st?” Comparative Education Review, 34, (3).
Renkema, W. J. (1996) “Knowledge of the Traveller: Case Study Research and the Problem of Generalisability” paper submitted to the Commission on Theories and Theory Shifts, 9th World Congress on Comparative Education, Sydney, Australia, July 1996.
Röhrs, H. (1995). Die Vergleichende und Internationale Erziehungswissenschft, Weinheim:Deutscher Studien Verlag
Rust, V. (1991) “Postmodernism and its Comparative Education Implications” Comparative Education Review, 35, (4), 610- 626.
Rust, V. (1996) “From Modern to Postmodern Ways of Seeing Social and Educational Change” in Paulston, R. G. (ed.) Social Cartography, New York & London: Garland Publishing, Inc.
Schneider, F.(1959)Europäische Erziehung:Pédagogie Européenne European Education, Basel: Herder
Schneider, F.(1949)Triebkräfte der Pädagogik Der Völker, Salzburg: Otto Muller Verlag,
Scherffler, Israel (1973), Reason and Teaching, Indianapolis: Bobbs-Merrill.
Schriewer, J. (1978) “Unterwegs zu einem neuen Selbstverständnis?” Z.f.Päd., 30.Jg. Nr.3, 323-342.
Schriewer, J. (1984) “Vergleichend- historische Bildungsforschung: Gesamttableau order Forschungsansatz” Z.f.Päd., 24.Jg. Nr.1, 117-139.
Schriewer, J.(1988). The method of comparison and the need for externalization:Methodological criteria and sociological concepts. In J. Schriewer and B. Holmes(eds.), Theories and Methods in Comparative Education., Frankfurt am M: Peter Land
Schweizer, T. (1978) Methodenprobleme des Interkulturellen Vergleichs, Köln, Wien: Böhlau Verlag. siehe S.7
Shils, E.(1981), Tradition, London:Farber & Farber.
Vallier, I(1973)Comparative Methods in Sociology: Essays on Trends and Applications, Berkeley and Los Angles, California: University of California Press.
Wallerstien, I.(1995)Unthinking Social Science: The Limits of Nineteenth Century Paradigms, Cambridge: Polity Press.
Watson, S.T.(1997), Tradition(s), Bloomington: Indiana University Press.
Weiller, H. N. (1983) “Legalization, Expertise, and Participation: Strategies of Compensatory Legitimation in Educational Policy” Comparative Education Review, 27, (2), 259- 277.
Welch, A. (1985) “The Functionalist Tradition and Comparative Education” Comparative Education, 21, (1), 5- 19.
Welch, A. (1991) “Knowledge and Legitimation in Comparative Education” Comparative Education Review, 35, (3), 508- 531.
Zimmer, J.(1990), “Tradition”, in H.J. Sandkühler(hrsg.)Europäische Enzyklopädie zu Philosophie und Wissenschaft, Hamburg: Felix Meiner Verlag. 602-609
sumber : Shen-Keng Yang, Ph.D.
Professor
Graduate Institute of Education
National Taiwan Normal University
162 Sec. 1, East Ho-ping Road
Taipei, Taiwan, 106, R.O.C.
Email:t04010@cc.ntnu.edu.tw
Fax:886-2-23410882

Tidak ada komentar:

Posting Komentar

al hamdu lillah