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Public Lecture of Noor Huda Ismail

>Boarding School and Middle School on Issues of Terrorism and Violence and urgency In Building Social Peace.

In this subject, the subject will be discussed 4 sub:
● Boarding School and the School.
● Terrorism and Violence.
● Social Peace.
● Conclusions.

a. Boarding School and School

– Most of the perpetrators of acts of terrorism in Indonesia has Muhammadiyah background. Maybe some of them have come from families engaged in Muhammadiyah.
– The idea of ​​purification (purification) were excessive and weak tradition of ‘critical thinking’. The idea of ​​purification (purification) perpetrators of terror makes it easy to influence someone to enter the network, in addition to the weak tradition of “critical thinking” a person is very easy for the perpetrators of terror gives doctrines to influence someone.
– Pesantren not produce terrorists but some actors had indeed been at boarding school. Indeed they had at boarding school, but after graduating from boarding pergaulanlah that may affect them being a terrorist.

b. Terrorism and Violence
Theory of Terrorism:
– Mogadham conceptualises a “staircase to terrorism” to explain how particular societal context characteristic and context can can Contribute to “a morality that is supportive of terrorism.” (Fathali M. Moghaddam, From the Terrorists’ Point of View: What They Experience and Why They Come to Destroy (2006)).
– Loise Richardson similarly argues the need to understand the enemy in order to defeat it (Loise Richardson, What Terrorist Want: Understand the Enemy, Containing the Threat (2006)).
– “Iven that for most of us, it is the drama surrounding terrorist incident that drives our perceptions and understanding of both the process and its instigors, the need for a reliance on research-driven knowledge is all the more important.” (John Horgand, The Psychology of Terrorism (2005)).
– It’s a question of motivations: what makes different terrorist’s different and its significance for Counterterrorism (Sulastri Osman, 2010).


c. Social peace.

There are 4 stages of CT:
 Prevention: prevention before someone commit a crime / violence
 Pre-dentention: briefing before the person is arrested and put in jail.
 Detention: briefing and debriefing of the prison.
 Post Detetion: providing supplies or provide jobs after leaving prison.
– Can facilitate in making teaching a more integrated pattern. (Respecting vibrant local culture).
– It involves several components, e.g. Islamic organizations, the Ministry of Social Affairs, Correctional Institutions, Ulema Council, local community leaders, banks and institutions keu
other dreams.

d. Conclusion

– Required materials and teaching methods are more pressing ‘critical thinking’ rather than memorization.
– Violence is based on an ideology that “their terrorism is an act of jihad ‘qishos’ (revenge) is justified by the Sharia.”
– “In ahsantum ahsantum anfusikum li fa wa in tasu’kum laha” (Al-Isra).

Public Lecture of Zuly Qodir
 Aktualiasasi Democracy and Peace in the Value of Education Curriculum

a. Democratic Values
• Council to find a solution to the problems that face together.
• Togetherness in equal political opportunities for all citizens.
• Justice and freedom justice practiced in a country indiscriminately, and treats citizens fairly, not discriminate because of religion, ethnicity, gender, race, social status and political parties.
• Honesty and responsibility, a principle that indicate political practices are honest and responsible.
• Nir political violence does not use violent means to force their opinions and power.

b. Peace and Justice

Following the perspective of human security, it is in creating justice and peace requires doing things like:
• Creating a sense of security in the aspects of economic access for all people, regardless of class socialist.
• Creating a sense of security in the areas of education, education for all people from primary to secondary minimum is guaranteed by the State.
• Creating a sense of security in politics, political freedom including bersosiasi, and partisan control of the state in ways that civilized.

c. Grounding peace

• Start with the things that are outlining the chronology of events of violent conflict, with the start of the pre-conflict conditions, the activity of the peace negotiations and mediation, and conflict with the activities of humanitarian intervention and peace education.

d. Peace Challenge

• Terrorism carried out by community groups (religious) for other people to use new modes of spread of power. Of terror sms bomb to an armed robbery that led to the movement of force in society.

e. Peace education agenda

• Make peace education as a basis for work on universal values ​​in society. As teaching and habituation tenteang honesty, fairness and respect liyan spirit.
• Encourage the State to create good governance in the public service, such as stopping discrimination in health care and economic prosperity.
• Encourage the State and the public to stop such corrupt acts of corruption, extortion, selfish and arrogant at the instigation of ethnic and tribal chauvinism.

f. Peace Education Practice

• Start with the subject matter in junior high, high school and university (college-level S1) stand-alone, for example, ethnic and religious peace in Indonesia.
• If it is not college material then combined in a discussion of certain subjects, such as civic education in nature everyday.
• Put in extra curricular subject matter such as field visit (visits) or elective courses.


wahyu budi nugroho

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