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Статті в журналах з теми "Education for human liberation"

Автор: Grafiati

Опубліковано: 7 червня 2025

Оновлено: 2 серпня 2025

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1

Gil, David G. "Human Services and Human Liberation:." Journal of Teaching in Social Work 1, no. 2 (1987): 155–65. http://dx.doi.org/10.1300/j067v01n02_11.

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2

Anwar, Syaiful. "ISLAMIC EDUCATION AND LIBERATION FROM FEUDALISM." Historia: Jurnal Pendidik dan Peneliti Sejarah 11, no. 1 (2018): 1. http://dx.doi.org/10.17509/historia.v11i1.12129.

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This article aimed at describing Islamic Education strategies and functions in liberating humankind from feudalism. Islam Believes that everybody’s status is equal, one thing that makes him different is his piety. There are Three harmonious relationships can be identified; those are the relationship between human being and God “Allah SWT” (Habblun min Allah, theological aspect), between human being and other human being (Hablun min al-nas, athropo-sociological aspect), and between human being and the natural environment (Hablun min al-‘alam, cosmological aspect). These harmonious relationships

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3

Joseph, Lourine Sience. "Desain Pendidikan Pembebasan Bagi Anak Berkebutuhan Khusus sebagai Jalan Humanisasi." Proceedings of the ICECRS 2, no. 1 (2019): 49. http://dx.doi.org/10.21070/picecrs.v2i1.2400.

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Issues of Liberation Education for children with special needs (Heward), (Wiyani 2014: 2) become a n interesting phenomenon that requires educational innovation. the philosophy of ABK education innovation is liberation both physically and psychologically, as human beings. Bandhie Delphie (2012: 2) revealed that children with special needs have their own learning characteristics and specificities. Likewise, children with special needs at the Leleani PLB school and Pelita Kasih Ambon. They need a pattern of liberation education as a way of humanization. The purpose of this paper is to design lib

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4

Fikiri, sj, Deogratias, and Erick javier Padilla rosas. "breaking out of the cave by encountering the other." childhood & philosophy 21 (May 30, 2025): 01–25. https://doi.org/10.12957/childphilo.2025.87344.

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Plato’s allegory of the cave is a seminal image that can be interpreted in creative ways. Its assumption that the slaves in the cave can free themselves from the oppression, control, and deception of the cave by going out into the reality of the outside world opens the question of how to achieve such self-liberation in the educational setting. The allegory is intended to point out that human beings live mentally immature until they reach perfection in the contemplation of eternal and true ideas. Emphasizing this kind of perfection, however, may leave out an essential component of human liberat

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5

Munir, Misbachol, and Nida’ul Munafiah. "THE LIBERATION THEOLOGY OF ASGHAR ALI ENGINEER AND ITS RELEVANCE TO ISLAMIC EDUCATION OBJECTIVES." Sunan Kalijaga International Journal on Islamic Educational Research 2, no. 1 (2019): 1–18. http://dx.doi.org/10.14421/skijier.2018.2018.21.01.

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Abstract: Islamic education has a "prophetic” mission as an agent of liberation. The liberation paradigm can be realized with praxis, namely between reflection and action, theory and practice, and faith and charity. Therefore, Islamic education must be able to bear human freedom and social spirit and be able to face challenges amid global life. Asghar Ali Engineer is a progressive Muslim from India trying to understand Islam through liberation theology. The relevance of the theology of the liberation of Asghar Ali Engineer with the aim of Islamic education, with the following formulations: fir

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6

Alhashmi, Eiman. "The Role of Endowments in Achieving the Goals of Security and Freedom." International Journal of Religion 5, no. 2 (2024): 276–88. http://dx.doi.org/10.61707/yy80ya73.

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This research explores the expansive concept of freedom within Islamic endowments, or Waqf, emphasizing liberation from societal constraints like poverty and disability. It asserts that moral constraints restrict human freedom, necessitating a call to Allah for liberation. Historical examples, such as Al-Azhar University, highlight endowments' pivotal role in fostering independence from state pressures, particularly in the realms of thought and education. Endowments are depicted as vital in sustaining and liberating society, offering financial autonomy to scholars and educational institutions.

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7

Robikhah, Aridlah Sendy. "Paradigma Pendidikan Pembebasan Paulo Freire Dalam Konteks Pendidikan Agama Islam." IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam 1, no. 01 (2018): 1–16. http://dx.doi.org/10.37542/iq.v1i01.3.

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Education disposed ignoring some liberation values. Human considered like a mechanic machine that must be obey from the system. There is no liberation of thinking, liberation of act, liberation in expression and liberation for giving ideas. Paulo Freire, educational scientist gives some alternative illustrations for liberation pedagogy. This study applied a documentary method. Writer collect some book resources, then classify based on groups (biography, Paulo Freire’s theory and liberation pedagogy in Islamic education). This study found that liberation pedagogy in this case means to have awar

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8

Rohmah, Lailatur, and Asnawan Asnawan. "Farid Esack; Hermeneutics of Liberation of the Quran and Education." Ushuly: Jurnal Ilmu Ushuluddin 3, no. 1 (2024): 55–70. http://dx.doi.org/10.52431/ushuly.v3i1.2622.

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This research discusses "Farid Esack's Hermeneutics of Al-Qur'an Liberation" with a focus on the method of interpreting the Al-Qur'an proposed by Farid Esack in the context of liberation. Farid Esack, a contemporary Muslim thinker, proposed a hermeneutical approach that creates a new understanding of the holy text of the Koran, with the aim of fighting for social justice, gender equality and human liberation. The main challenge faced in this research involves a deep understanding of Farid Esack's thought, as well as its application to the text of the Koran. The interpretation process involving

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9

Manurung, Nurseli Debora. "Feminist Pedagogy as Vision in Theological Christian Education: Study on PERUATI (Association of Theologically Educated Women in Indonesia)." Jurnal Perempuan 21, no. 3 (2016): 303–13. http://dx.doi.org/10.34309/jp.v21i3.136.

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This paper shows the importance of feminist pedagogy as a vision in Christian theological education. Oppression experiences of women as the root of all of oppression of human and ecology, are approached by liberation and transformative education, for justice and equality. Feminist theology needs a place in theological education and in the church education, thus within feminist perspectivecontexts. The core of the Christian tradition in theology is liberation and transformation. Peruati is presenting this feminist vision. As anassociation of theologically educated women in Indonesia, they come

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10

Ridlowi, Achmad. "Peran Sumber Daya Manusia Terampil (alisis kritis Resolusi Problem Pendidikan Pondok Pesantren)." Tarbawi Ngabar: Jurnal of Education 1, no. 02 (2020): 170–90. http://dx.doi.org/10.55380/tarbawi.v1i02.54.

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Religious education conducted by pesantren has a large role in developing multicultural theology. Borrowing the philosophy of education, education for liberation is not for domination. Education must be a process of liberation, not socio-cultural taming. Education aims to work on human reality and therefore, methodologically rests on the principles of action and total reflection, namely the principle of acting to change the oppressive reality.For this reason, the challenges of pesantren are no longer focused on empowering human resources, by making programs, such as craft courses with tools, t

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11

Syihabuddin, Muhammad Arif. "Kiat-kiat Membangun Strategi Pembelajaran Emansipatoris pada Pendidikan Dasar Islam." Indonesian Journal of Islamic Education Studies (IJIES) 2, no. 1 (2019): 28–39. http://dx.doi.org/10.33367/ijies.v2i1.843.

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This article discusses about emancipatory education, the main focus is the strategy of building emancipatory education. Education has a close relationship with social change, both in the form of dynamics of individual development and social processes on a broader scale. This study of emancipatory education is important, because in this globalization era Education is one of the decisive aspects, especially in opening the way to liberation from poverty, ignorance and adversity. Emancipatory meaning is human liberation from fetters in the context of Education, this emancipatory idea is expected t

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12

Kelly, Anna. "Whole Human Pedagogy for Education Abroad." Journal of Comparative & International Higher Education 16, no. 6 (2025): 46–50. https://doi.org/10.32674/z5q1jy38.

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This research derives a novel framework called whole human pedagogy, which centers four tenets—embodiment, emotions, belonging, and becoming—for implementing and analyzing education abroad programs. Embodiment incorporates bodies and bodily knowledge into teaching and learning. Emotions addresses the importance of feelings and reflection. Belonging centers relationality, learning communities, and mutuality. Becoming encompasses the notions that learning deeply affects the way humans exist in the world, that learning is meaningful and transformative, and that learning can “connect the will to k

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13

ЛІПІН, M. В. "Dimensions of education in the information and digital reality: creativity, knowledge and freedom." Higher Education of Ukraine in the Context of Integration to European Educational Space 92, І (2) (2024): 257–67. http://dx.doi.org/10.38014/osvita.2023.92.24.

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The transition from an extensive to an intensive type of economy is determined by the demand for a free, creative and thinking person, which requires a rethinking of the role and essence of education as a practice of liberation and development of human subjectivity. Analysis of recent research and publications. The research is based on the works of Aristotle, I. Kant, H. Hegel, P. Freire, V, Limonchenko, G. Biest, M. Kultaeva, S. Fuller, J.-F. Lyotard and D. Dewey. The purpose of the article is to carry out an analysis of the perspectives of the constitution of education as a practice of human

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14

Rumyantsev, Oleg K. "Education as Liberation of a Human: Obligatoriness of the Alienation Shackles." Observatory of Culture 13, no. 4 (2016): 388–98. http://dx.doi.org/10.25281/2072-3156-2016-13-4-388-398.

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15

Kiptiyah, Maryatun, M. Misbah, and Miftahur Rahman. "Liberation Education in the Surah of the Qur'an Al-'Ankabut 43." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 4, no. 2 (2022): 430–43. http://dx.doi.org/10.37680/scaffolding.v4i2.1483.

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Liberation is a human right, in the Qur'an surah al-Ankabut verse 43, it is explained about freedom of thought. In this case, man is free to express his opinion, which is contained in the theory of Paulo Freire. In this study, the author used Farid Esack's theory of liberation hermeneutics and combined it with the concept of liberation education. Among the keys of esack farid hermeneutics are; taqwa, taqwa, al-mustad'afun, qist and adl and jihad. In this case, the author finds the result in the form of: first, Q.S al-Ankabut verse 43 explains that Allah will give a basis to those who think bro

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16

Abdul Rehman, Kaloi. "Islamic Liberation Theology: Qur'anic Hermeneutics for the Challenges of the Modern Age." ICR Journal 8, no. 1 (2017): 66–81. http://dx.doi.org/10.52282/icr.v8i1.213.

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This paper is both an overview of liberation theology as developed in modern Christian theology in the West and an explanation of Islamic liberation theology from a socio-economic and theological perspective, excerpted from the Qur’an and its hermeneutics. Islam has, since its inception, through the injunctions of the Qur’an and the traditions of the Prophet Muhammad, liberated human beings from all sorts of sufferings and revived their dignity from social scourges. Islam, by its initial teachings, denounced ignorance and socio-economic injustice and then promoted knowledge, wisdom, justice, e

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17

Hur, Hyunsook. "Nietzsche and Education: Practical philosophy education as philosophical counseling ‘conversion of all values’." Korean Society of Human and Nature 5, no. 1 (2024): 65–87. http://dx.doi.org/10.54913/hn.2024.5.1.65.

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The true value of philosophy is that philosophy should not only pursue theoretical truth but should also play a role in participating in and helping with the pain of life. Therefore, the practical possibilities of philosophy can be found in philosophical counseling. In his early The Birth of Tragedy(1876), Nietzsche recovered ‘Heiterkeit’through Greek tragedy that touches the essence of life, and in Thus Spoke Zarathustra(1883-5), he explored the truth or gained freedom. It shows how to reach Übermensch,’an existential human being who creates new values, through the three stages of mental chan

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18

Rahmat Hidayat. "Paradigma Pendidikan Profetik dalam Konsep Pendidikan Ki Hajar Dewantara dan Aktualisasinya di Era Disrupsi." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 11, no. 1 (2021): 60–73. http://dx.doi.org/10.33367/ji.v11i1.1610.

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The colonial education system that was authoritarian, secularistic and materialistic was still prevalent in national education activities. As a result, today's generation of nations has experienced industrial objectivation, dehumanization, moral decadence, and self-alignment from its socio-cultural effects as a result of national education that sided with market interests (capitalist and materialist). This article seeks to analyze the values of the Pancadarma Taman Siswa Ki Hajar Dewantara which underlie the idea of humanist-religious education. The idea has paradigmatic relevance with the ide

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19

King. "African People, Education for Liberation & Staying Human: Reflections on Walter Rodney and the Pan-African / Black Liberation Tradition." Journal of Intersectionality 2, no. 1 (2018): 31. http://dx.doi.org/10.13169/jinte.2.1.0031.

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20

Khanal, Ganesh. "Hinduism: A Perspective on the World and Life Education." Rupantaran: A Multidisciplinary Journal 5 (September 27, 2021): 39–50. http://dx.doi.org/10.3126/rupantaran.v5i01.39831.

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Once religion was ruling the world as science is doing today. The rule is possible through power and knowledge. This indicates that religious philosophy can also regarded as an important source of power and knowledge. Hinduism, Buddhism, Christianity and so on as forms of religious faith have different philosophy become basis of knowledge. This paper, based on review of articles relevant on the theme, Hinduism, argues that Hinduism is an important perspective on knowledge which explains what world is and how it is operating. The ultimate goal of life is to get liberation which is possible thro

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21

Herti, Yeti Dwi. "Nilai-Nilai Pendidikan Humanis dalam Surat An-Nisa Ayat 63." Jurnal Kependidikan 7, no. 2 (2019): 157–65. http://dx.doi.org/10.24090/jk.v7i2.3020.

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Abstract Humanist education is one method of learning that emphasizes the human aspects of each student. Through humanist education, each student will be formed into an independent human being. As explained in the Al-Quran, one of which is contained in the An-Nisa verse verse 63. In that verse, it contains the values of humanist education. One of them is humanist-religious education and humanist-liberation education. Through these values will form humans who have superior character, intellectual, physical, and spiritual. Keywords: an-nisa verse 63, humanist education, humanist-

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22

Queiroz, Hamilton Barreto. "Relationship Between Paulo Freire's Popular Education and The Rooting in Simone Weill." Clinical Research and Studies 3, no. 1 (2024): 01–08. https://doi.org/10.31579/2835-2882/045.

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Maintaining the distinctions necessary in context -he was literacy teacher in the inside of Brazil in the 1960s and 1980s, she was a European intellectual rooted in the field in the 1940s–, They fulfilled the same role in life: educating for freedom and liberation. And they demonstrated in the beyond that his works served as a lighthouse for many who seek in education the vector of social transformation and human liberation, in an arduous and always current struggle to remove from this profession the yoke of oppression, ignorance and alienation. thus creating, either the “being more” freirean,

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23

Budby, John, and Dennis Foley. "Where to Now? Cultural Liberation or Continued Subjugation." Australian Journal of Indigenous Education 26, no. 2 (1998): 28–41. http://dx.doi.org/10.1017/s1326011100001873.

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Since the 1970s considerable human effort and fiscal resources have been expended on improving the provision of education for Australian Indigenous peoples. The success or failure of such efforts and resources allocations is not clear and requires research. What is clear is that there has been an impact on the educational outcomes of Australian Indigenous peoples duringthis time. Indeed, there have been enormous advances in some areas and minor in other.

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24

Sugihagustina, Desi, Erwinsyah Erwinsyah, Ira Wahyuningsih, Mardinal Tarigan, and Marzuki Marzuki. "Hakikat dan Tujuan Pendidikan Dalam Islam." El-Mujtama: Jurnal Pengabdian Masyarakat 3, no. 3 (2023): 859–65. http://dx.doi.org/10.47467/elmujtama.v3i3.3036.

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 Islamic education is education that contains at-ta'dib, at-ta'dib and talim. Education is one of the three most used words because the word has a basic meaning or meaning, namely the expression of growth, maturity, development, parenting, adaptation and support. Education is defined as an attempt to create information that is very useful. Because education covers all aspects of human life, both thoughts and feelings, knowledge. Education cannot be separated from the essence of education. As explained in previous studies, from a philosophical point of view, Islamic education is defined a

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25

Montiel, Cristina Jayme, and Abilio Belo. "Social Psychology of East Timor's Nonviolent Democratic Transition: View From the Inside." Journal of Pacific Rim Psychology 2, no. 1 (2008): 1–8. http://dx.doi.org/10.1375/prp.2.1.1.

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AbstractSocial psychological aspects of the East Timor peace and liberation movement were studied by in-depth interviews of key liberation leaders, using 20 open-ended questions in Tetum, the local language. Activist-leaders shared common beliefs: liberation as a prerequisite to development, unity, and possibility of peace through peaceful means. They told stories of acute self-suffering during imprisonment and torture; of their hopes, and courageous moments in the struggle. Human rights and Catholic faith ranked high in their shared values. Peaceful demonstrations, intergroup diplomacy, rally

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26

Le Thuy, Nguyen Thi, Nguyen Thi Nguyet, and Vu Thi Bich Dao. "PRESIDENT HO CHI MINH’S IDEOLOGY ON EDUCATION." International Journal of Education Humanities and Social Science 07, no. 03 (2024): 207–11. http://dx.doi.org/10.54922/ijehss.2024.0707.

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President Ho Chi Minh's ideology on Vietnam's revolutionary path includes creative arguments related to many fields, including the field of education. The ideology of education expressed by President Ho Chi Minh is not separate and independent, but is linked and interwoven with great ideas of national liberation, human development, and building socialism... This is a fundamentally meaningful feature of the article when analyzing his educational ideology. This is even more valuable when applying this ideology to the work of innovating teaching methods at the Vietnam Women's Academy today.

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27

Scimecca, Joseph A. "The Educational Theory of Ernest Becker." Journal of Educational Thought / Revue de la Pensée Educative 12, no. 2 (2018): 100–107. http://dx.doi.org/10.55016/ojs/jet.v12i2.43762.

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Ernest Becker, while not primarily known for his educational writings, developed a theory of education which stressed the liberation of the individual. Becker's total work provides an ideal-real social science, and an ethical imperative for understanding human behavior. Based upon the principles of "immortality-striving" and "self-esteem maintenance," Becker offers an alternative system of education where one's own life, one's own freedom, becomes the basis of one's education.

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28

Riyal, A. L. M. "A Brief Analysis of the Essence of Education and Human Ethics-Hegel’s View." Journal of Politics and Law 12, no. 2 (2019): 79. http://dx.doi.org/10.5539/jpl.v12n2p79.

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Education and ethics were like two sides of a coin. This was stated by Hegel in the early modern period. However, these two concepts are viewed separately in the contemporary era. Therefore, the objective of this paper is to analyze both education and ethics enabling the well-ordered society to understand the relationship between education and ethics. The methodology adopted for this study was descriptive based on the previous literature. Hegel pointed out that ethics is the essential requirement of human beings and the reasonable way of individual existence. Only when individuals become membe

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29

Gent, Michael J. "On-campus service projects: an experiment in education for liberation." Organization Management Journal 6, no. 3 (2009): 166–77. http://dx.doi.org/10.1057/omj.2009.21.

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Wahyu Ningsih, Hilda Febiyani, and Lelita Lelita. "Konsep Pendidikan Profetik." IHSANIKA : Jurnal Pendidikan Agama Islam 2, no. 1 (2024): 153–63. http://dx.doi.org/10.59841/ihsanika.v2i1.805.

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Prophetic education is an educational model inspired by the educational model exemplified by Muhammad. The learning model practiced by the Prophet aims to form productive human beings and can contribute to the birth of scientific life that does not stop at the level of mere knowledge but can also be realized in daily life. Prophet Muhammad SAW. always make good as the main agenda and mission in each person's actions. He also became a human model that always rejected all forms of munkar and became evidence of the moral highness of the Prophet Muhammad. Therefore, his actions are often imaged as

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Boustani, Nada Mallah. "Integrating Catholic Teachings into Education: Promoting Sustainable Practices Through Laudato Si’ in Lebanon." Religions 16, no. 3 (2025): 390. https://doi.org/10.3390/rel16030390.

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Environmental challenges have become essential to study in today’s world because of the technical advancements and human achievements that have promoted an overestimation of human capabilities. This study explores the evolving relationship between humanity and nature through the lens of Catholic Church teachings, particularly the Laudato Si’ encyclical call for an “ecological conversion” (LS). It traces the historical transition from anthropocentrism to an ecological consciousness, examining theological perspectives and contemporary environmental ethics. A key focus is the role of liberation t

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32

Ryan, Richard M., and Christopher P. Niemiec. "Self-determination theory in schools of education." Theory and Research in Education 7, no. 2 (2009): 263–72. http://dx.doi.org/10.1177/1477878509104331.

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In many graduate schools of education there is strong resistance to formal theories, especially those that are supported through quantitative empirical methods. In this article we describe how self-determination theory (SDT), a formal and empirically focused framework, shares sensibilities with critical theorists concerning the importance of actors' own embedded experiences of the world, and the importance of liberation and resistance to hegemony. Yet we argue that, unlike many post-modern views that are largely negative, SDT is truly critical precisely because it posits a common human nature,

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33

Iza Al-Rahman, Zahrina, and Muthoifin. "Offering Justice: Women's Emancipation in an Islamic Perspective for Gender Equality and Human Rights Liberation." Solo International Collaboration and Publication of Social Sciences and Humanities 2, no. 03 (2024): 205–14. https://doi.org/10.61455/sicopus.v2i03.152.

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This research focuses on an in-depth analysis of the concept of women's emancipation from an Islamic perspective, to explore the principles of justice and gender equality taught in Islam, as well as their application in the liberation of women's human rights. Through a qualitative approach and literature review, this study explores Islamic teachings related to women's positions, their rights, and the challenges faced in realizing gender equality. The study also discusses various interpretations of sacred texts that are often considered controversial, to offer a broader and inclusive understand

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Widya pratama, Adellia, and Acep Mulyadi. "KONSEP ILMU SOSIAL PROFETIK DAN RELEVANSINYA TERHADAP PENDIDIKAN AGAMA ISLAM TELAAH PEMIKIRAN KUNTOWIJOYO." Turats 17, no. 1 (2024): 31–47. http://dx.doi.org/10.33558/turats.v17i1.10015.

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Abstract: The study aims to determine how Kuntowijoyo thinks about the concept of prophetic social science and its relevance to Islamic religious education. The type of research used is Library Research, where the data sources are generated from various literature from books, articles or scientific papers written by Kuntowijoyo, and others that are related to a problem to be discussed. The results of the study indicate that prophetic social science has three main values, namely: (1) Humanization related to the formation of attitudes, morals and personality of a person in order to reduce acts o

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Qiu, Jing. "The Aim of Education: Insights from the Movie "Seediq Bale"." Journal of Education, Humanities and Social Sciences 43 (December 25, 2024): 185–90. https://doi.org/10.54097/p5nprx72.

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The education of the Seediq people embodies the pursuit of multicultural values, such as the reverence for the unity of man and nature, the spirit of bravery, and collectivism. In contrast, Japanese colonial education aimed at "Japanimation," disregarding the subjectivity of indigenous people and eliminating cultural diversity, which ultimately led to the resistance of the Seediq people. This enlightens us that the purpose of education should be to awaken individual consciousness, respect students' individuality, stimulate national confidence, cultivate cultural awareness, maintain cultural di

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Saibah, Saibah, and Ruri Afria Nursa. "Integrative study of Islamic education learning from a progressive Islamic perspective at SMP Muhammadiyah." Journal of Indonesian Progressive Education 2, no. 2 (2025): 105–13. https://doi.org/10.63617/jipe.v2i2.33.

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The essence of Islamic Education, apart from the transfer of values and knowledge, is also one of the forms of morals human, it is necessary to keep up with current developments. The aim of this research is to examine in an integrative manner the learning of Islamic religious education with a progressive Islamic perspective in an inclusive concept in Muhammadiyah secondary schools. This research method uses Field Research. and collection techniques using observation, interviews and documentation, documents, books which are in line with this research. The concept of progressive Islam is centere

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Salim Hani, Muhammad Abdul, and Ilham Ilham. "Pendidikan Pembebasan (Studi Pemikiran Paulo Freire dan KH Ahmad Dahlan)." CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan 9, no. 1 (2021): 18. http://dx.doi.org/10.31764/civicus.v9i1.5812.

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Pendidikan merupakan salah satu unsur yang penting dalam rangka meningkatkan Sumber Daya Manusia. Sumber Daya manusia itu, sebagai indikator untuk menilai negara dapat dikategorikan sebagai Negara maju atau sebagai Negara berkembang. Namun, dalam perkembangnya dunia pendidikan berkolaborasi dengan dengan dunia industri, sehingga manajerial disetarakan dengan perusahaan. Kebijakan yang diambil oleh pemerintah tersebut menjadikan pendidikan diorientasikan pada pasar, sehingga melahirkan “robot-robot” manusia dan mahalnya biaya pendidikan. Dalam rangka menanggulangi persoalan tersebut, maka diper

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Salim Hani, Muhammad Abdul, and Ilham Ilham. "Pendidikan Pembebasan (Studi Pemikiran Paulo Freire dan KH Ahmad Dahlan)." CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan 9, no. 1 (2021): 18. http://dx.doi.org/10.31764/civicus.v9i1.5812.

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Pendidikan merupakan salah satu unsur yang penting dalam rangka meningkatkan Sumber Daya Manusia. Sumber Daya manusia itu, sebagai indikator untuk menilai negara dapat dikategorikan sebagai Negara maju atau sebagai Negara berkembang. Namun, dalam perkembangnya dunia pendidikan berkolaborasi dengan dengan dunia industri, sehingga manajerial disetarakan dengan perusahaan. Kebijakan yang diambil oleh pemerintah tersebut menjadikan pendidikan diorientasikan pada pasar, sehingga melahirkan “robot-robot” manusia dan mahalnya biaya pendidikan. Dalam rangka menanggulangi persoalan tersebut, maka diper

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Yulianto, Nunung, and Wantini Wantini. "The Concept of Liberation in the Qur'an as Practiced in the History of Islamic Education." Jurnal Penelitian Pendidikan Islam 10, no. 2 (2023): 125. http://dx.doi.org/10.36667/jppi.v10i2.1297.

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This study intends to elucidate on the concept of liberation in the Qur'an through the Prophet Muhammad's educational process. This study employs a library research methodology. The analysis results indicate that the first verse of the Koran revealed was an instruction to read. He was pivotal to the development of science. The Prophet Muhammad was sent to a society that was replete with ignorance. By means of the Qur'an, the Prophet transformed and emancipated primordial humans into a sophisticated civilization. The Prophet Muhammad transformed and emancipated all aspects of human existence, i

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Ardianto, Risko Aris, and Sriyono Fauzi. "Mengaplikasikan Ilmu Sosial Profetik dalam Dakwah Islam." TSAQOFAH 4, no. 1 (2024): 600–610. http://dx.doi.org/10.58578/tsaqofah.v4i1.2534.

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The development of the times brings controversy in human life, one of which is moral decline. Moral damage is caused by weak implementation of noble morals in life. Therefore, the role of preaching that is full of wisdom is very necessary in society. The urgency of Islamic Da'wah is the moral foundation of the nation, and religious values can become a spirit of liberation from poverty of knowledge, faith and socio-culture, as happened during the time of the Prophet Muhammad SAW. Therefore, it is worth putting forward the idea of prophetic education as a solution in Islamic da'wah. The purpose

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Mujica Johnson, Felipe. "Relaciones de la pedagógica y la pedagogía de la liberación latinoamericana. Estudio epistemológico basado en Dussel y Freire." Revista Ensayos Pedagógicos 19, no. 2 (2024): 1–17. http://dx.doi.org/10.15359/rep.19-2.1.

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In the last decades, new epistemological discussions have been developed to support Latin American pedagogies that distance themselves from the hegemonic discourses of modernity and their colonial accent. In this context, this essay aims to contribute to the understanding of some of the relationships between Enrique Dussel’s pedagogy and Paulo Freire’s pedagogy of liberation. In the first section that contributes to this objective, the three chapters of Dussel’s book La pedagógica latinoamericana and the first two chapters of Freire’s book Pedagogy of the Opressed are presented. From Dussel’s

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Gordon, June A. "From liberation to human rights: challenges for teachers of the Burakumin in Japan." Race Ethnicity and Education 9, no. 2 (2006): 183–202. http://dx.doi.org/10.1080/13613320600696763.

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Nebeife, Ifeoma Cassandra. "EDUCATION AND HUMAN CAPITAL DEVELOPMENT: REFLECTION ON TSITSI DANGAREMBGA’S NERVOUS CONDITIONS." African and Global Issues Quarterly 3, no. 1 (2023): 75–95. http://dx.doi.org/10.69778/2710-0073/2023/1.1/a4.

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The problem of human capital development in Africa continues to grapple with a lasting solution. This paper through the lens of Tsitsi Dangarembga’s Nervous Conditions examines the roles of critical thinking, self-awareness and collective action in achieving true human capital development. Education as a double-edged sword remains a powerful tool for empowerment and liberation, particularly for marginalized groups like women. The primary text in use emphasizes the unequal access to the quality education experienced by characters along lines of gender and class. The paper employs the tools of p

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Huda, Nurul, Arqom Kuswanjono, and Agus Himmawan Utomo. "REDEFINING THE MEANING OF FREEDOM IN LIBERAL THEOLOGY AND LIBERATION THEOLOGY, AND ITS IMPLEMENTATION IN RELIGIOUS LIFE." Khazanah: Jurnal Studi Islam dan Humaniora 21, no. 1 (2023): 1–24. http://dx.doi.org/10.18592/khazanah.v21i1.8759.

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The concept of freedom in historical settings is often regarded as the primary catalyst for the rise and fall of civilizations. In ancient Greece, freedom was deemed to have played a crucial role in propelling Greek civilization to its zenith. The dark ages of Europe were similarly perceived as a period of diminished freedom due to the dominance of the church. However, the emergence of the Renaissance and modern era marked a resurgence of freedom, reminiscent of the values prevalent during the ancient Greek period, characterized by secular principles. Religious values were considered incompati

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Smith, Clint. "Complex Sentences: Searching for the Purpose of Education Inside a Massachusetts State Prison." Harvard Educational Review 87, no. 1 (2017): 81–98. http://dx.doi.org/10.17763/1943-5045-87.1.81.

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While policy makers and scholars often measure the success of prison education programs by quantitative outcomes such as recidivism and post-release employment, there is a gap in the literature with regard to how these programs facilitate community building, identity development, and agency. For the 159,000 people serving life sentences in the United States, and perhaps for all of those who are incarcerated, we need a new way of conceptualizing the purpose of education in prison. In this essay, Clint Smith reflects on his experience teaching creative writing in a Massachusetts state prison and

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Lipin, Mykola. "PROJECT OF ENLIGHTENMENT FREEDOM AND ENSLAVEMENT IN THE PEDAGOGICAL." Educational Discourse: collection of scientific papers, no. 47(12) (January 15, 2024): 7–16. http://dx.doi.org/10.33930/ed.2019.5007.47(12)-1.

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Actual scientific researches and issues analysis. The study is based on the works of I. Kant, H. Hegel, P. Freire, W. Wozniak, G. Bist, T. Adorno, D. Dewey, J. Rancière, M. Foucault, G. Arendt, M. Heidegger, S. Kierkegaard. The research objective. The article attempts to trace the logic of the development of education as liberation in the context of the pedagogical project of the Enlightenment and to identify the reasons for its transformation into a repressive instance of enslavement. The statement of basic material. One of the fundamental ideas of the Enlightenment was the idea of freedom. T

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Mashiba, Glaciane Cristina Xavier, and João Luiz Gasparin. "EDUCAÇÃO EMANCIPATÓRIA: UM DIÁLOGO POSSÍVEL ENTRE THEODOR ADORNO E PAULO FREIRE." COLLOQUIUM HUMANARUM 20, no. 1 (2023): 213–29. http://dx.doi.org/10.5747/ch.2023.v20.h559.

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This paper aims to establish the possible dialogue between the writings of Theodor Adorno and Paulo Freire, with a view to emancipatory education. Therefore, we start with the following question: What is the possible dialogue between emancipatory education in Adorno and Freire? The methodology used was bibliographic research, based from the collating of works by Adorno and Freire, as well as the material produced about the authors. It is concluded that both Adorno and Freire fought the capitalist society of their time and that both were against the alienation of man; hence, human emancipation

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Muhammad Husni and Akh Fahrur Rozi. "MEMAHAMI PEMIKIRAN ABDURRAHMAN WAHID (Pendidikan Menjadi Sumber Kebebasan Manusia)." Jurnal Studi Pesantren 2, no. 1 (2022): 63–80. http://dx.doi.org/10.35897/studipesantren.v2i1.708.

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Human freedom is Gus Dur's fundamental thinking in giving a broad appreciation of all things, both in human life and in paying attention to the well-being of each individual, man is the only being who has the highest perfection of circumstances in every creation of God. To become a full human being, man must provide enough wiggle room for himself outside and within himself According to Gus Dur Human freedom is not unlimited freedom. But the human freedom that Gus Dur refers to is nothing but freedom that is limited by other human freedoms. Freedom can also be defined as self-determinatio

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Adinugraha, Hendri Hermawan. "Progressive Education in Indonesia: Insight from Soedjatmoko Thought." Tarbawy : Jurnal Pendidikan Islam 7, no. 2 (2020): 113–21. http://dx.doi.org/10.32923/tarbawy.v7i2.1410.

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Education is the investment of long-term to prepare human resources quality to face the challenges of the future. As explained by Soedjatmoko what kind of traits and abilities Indonesian human beings should have in the future. Of course, because some of the necessary features and abilities are obvious. First, we must be well informed. Second, the ability to be creative about new challenges, along with an ability to anticipate developments and innovate. Third, Indonesians must have self-esteem and self-belief, based on strong faith. Looking at the explanation, it seems clear that the purpose of

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Fernandes, Lawrence S. "Flourishing of All: Education for Sarvodaya to Antyodaya." Jnanadeepa: Pune Journal of Religious Studies Jan-Dec 2015, no. 19/1-2 (2015): 44–64. https://doi.org/10.5281/zenodo.4176334.

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Education is and can be a source of empowerment and human flourishing.  Mahatma Gandhi and B.R. Ambedkar not only were born in two different communities in India, but also had different ideologies regarding the ways and means for the wellbeing and development of Indians, specially those who belonged to the lowest rung in the society. Gandhiji who promoted basic education aimed at the economic and cultural empowerment of all people, whereas Ambedkar viewed education as a tool to uplift the marginalised, the underprivileged and depressed classes in the society. Education for a long time has

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