Tinjauan filsafat atas pemikiran Fuad Hassan tentang pendidikan

SEPTIWIHARTI, Dwi, Prof. Imam Barnadib, MA., Ph.D

2009 | Tesis | S2 Ilmu Filsafat

Penelitian ini menelaah konsep pendidikan Fuad Hassan dalam perspektif filsafat. Obyek material penelitian ini adalah konsep pendidikan Fuad Hassan. Sedangkan obyek formalnya adalah filsafat pendidikan itu sendiri yang meliputi aspek metafisis, epistemologis, dan aksiologis. Penelitian ini juga mendeskripsikan beberapa struktur penting konsep pendidikan Fuad Hassan dan relevansinya dengan konteks keindonesiaan masa kini. Penelitian ini merupakan penelitian kepustakaan dengan menggunakan buku-buku referensi primer dari Fuad Hassan. Kemudian, deskripsi data yang diperoleh dianalisis dan diinterpretasi untuk mendapatkan kesimpulan dari penelitian ini. Fuad Hassan melihat realitas sebagai ‘mitwelt’ (dunia-bersama), manusia sebagai makhluk Tuhan merupakan subyek yang beraktualisasi secara berkesinambungan atau selalu dalam proses selama eksistensinya serta selalu dalam ‘being in communion’—sebagai perspektif metafisis. Pendidikan diartikan sebagai pengejawantahan yang khas manusiawi sesuai dengan fitrah manusia yang sekaligus adalah ‘animal educandum’ dan ‘animal educandus’. Secara epistemologis, act of reason dan act of faith adalah dua model tindakan proses manusia dalam memperoleh pengetahuan bersumber dari wahyu, akal budi, pengalaman, dan intuisi memiliki validitasnya sendiri. Berdasarkan pandangan epistemologisnya tersebut, ia menyimpulkan bahwa pendidikan secara hakiki harus lebih luas misinya daripada pengajaran. Sebuah pengajaran lebih diarahkan pada upaya pengembangan potensi-potensi manusia demi dikuasainya ilmu pengetahuan dan teknologi, kejuruan, dan keahlian tertentu. Pendidikan tidak sekadar penguasaan ilmu (science) yang bisa menunjang prestasi manusia, melainkan harus meliputi usaha demi terbentuknya fungsi nurani (conscience) sebagai pengatur akhlak dan adab. Kemudian, pandangan metafisis dan epistemologis itu ditopang oleh nilai etis, estetis (seni), dan religius sebagai landasan aksiologis. Pendidikan dengan demikian harus berorientasi pada nilainilai budaya bangsa sendiri untuk melestarikan (preservatif) sekaligus memajukan (progresif). Sedangkan struktur konsep pendidikannya meliputi beberapa persoalan, antara lain: hakikat dan tujuan pendidikan, materi dan metode pembelajaran, otonomi dalam pendidikan, dan lingkungan pendidikan, serta keterkaitan pendidikan dengan ilmu pengetahuan dan teknologi. Terakhir, relevansi pemikiran Fuad Hassan dalam konteks keindonesiaan masa kini. Penelitian ini mengetengahkan kritik mempergunakan ide-ide Fuad Hassan terhadap kebijakan stakeholder- stakeholder terkait Perpres No 77 tahun 2007 dan UU Badan Hukum Pendidikan (BHP) sebagai bentuk liberalisasi pendidikan yang membawa beragam dampak negatif.

This research examines Fuad Hassan’s concept of education in the perspective of philosophy. Object matter of this research is the concept of education by Fuad Hassan. Its formal object of this research is the philosophy of education itself which is consisted of the aspects of metaphysics, epistemology and axiology. This research also describes a number of vital structures of Fuad Hassan's concept of education and its relation to the present actual Indonesian context of speaking. This research is a bibliographical research which employs primary referential text of Fuad Hassan. The obtained descriptive data is then analyzed and interpreted in a goal to gain a conclusion from this research. Fuad Hassan comprehends reality as 'miltwelt' or the world of togetherness. Human as a creature of God is a subject who actualizes continuously or constantly in a process as long as his or her existence and always in a metaphysics perspective of 'being in communion'. In this respect, hence, education is a unique manifestation for human being and this departs from the ontological status of man, together as 'animal educandum' and 'animal educandus' despite of the scale level of civilizations. Epistemologically, 'act of reason' and 'act of faith' are two models of human's process of action whose possesses validity in its own right, yet each of both obtains knowledge equally based on revelation, reason, experience and intuition. In relation to his epistemological view, he concludes that a project of education in an essential meaning should be vaster in terms of its vision and mission than just being as a mode of training activity. On the other hand, education itself is not mere a project of producing a person who is ultimately being an expert in science and technology, or being skillfully in any field of disciplines. Education essentially is not merely about a expertise on science as a support for human achievement, but it should consists an effort to mould a 'function of conscience' as a guide for a person's individual morality and civility. This epistemological and metaphysical view is based on the values of ethics, aesthetics, and spirituality as an axiological foundation. Education should be oriented towards its culture as values of such nation to preserve and progress. In relation to the conceptual structure of education, it consists of some elements which are: the essence and the goal of education, the material and method of the activity of learning, the autonomy in education, the environment of education, and the relation between education and science or technology. Finally, in regard to the view of Fuad Hassan in relation to the present actual Indonesian context of speaking, this research put forward a critique which employs the concepts and ideas of Fuad Hassan in relation to the matter of the policy of stakeholders which links to the official regulation of the Cabinet (Perpres) No. 77 year 2007 and the judicial rules of law released by the Board of Education Law (UU Badan Hukum Pendidikan/ BHP) which act as an effort of a liberalization on education that as a result have brought various significantly impacts on the national project of education in Indonesia.

Kata Kunci : Pendidikan,Budaya,Kemanusiaan, education, culture, and humanism