The school became a kind of centre of the activity and the development that must be supported by various sides

The school became a kind of centre of the activity and the development that must be supported by various sides

by Ign Sumarya SJ

Paid close attention to various unrests that were developing was connected with the problem of education at this time I tergerak to mensharingkan the point of view and the educational mission had a basis the document and observation. The Vatican council Ii (1965) said :"The School became a kind of centre, that must be supported together by families, the teachers, very uniform of the union that promoted the life of culture, the membership and piety, and by the country as well as all the community (the Vatican Council Ii: the Declaration about Education no 5). From the quotation above could be seen had 6 elements/stakeholders that must support the school, not annoying or troublesome, that is (is expressed now): (1) the family/parents, (2) the teacher, (3) non-governmental organisations/the foundation, (4) the religious agency, (5) the country/the government and (6) the community. This idea apparently really was tight to the movement that is done now that is with the existence of the "Sekolah Committee" and the "Education Council"

The six elements above was expected to help, not annoying. However in fact often annoying or was felt to be annoying the school, whether wrong who, possibly often not all that communication or the true understanding would the function and their respective role.

One of the quite worrying examples now at this time is the problem of religious education in the school. There was the impression as if the school became the "place" of "education/the development" of the "religion", or the problem was of education tightened and stunted to religious education. This was visible with reform of various UU in our country. It was frugal that we the aim of true education was to "develop the nation" (smart the intellectual, smart emotional, smart spiritual). In the note some time before I once menyampakan the characteristics of true education were the "freedom and the love", there was no force. Pay attention to and paid close attention to the book "learned from the MONKEY" by Rung Kaewdang Ph.D, a reform method pembelajaran that mangkus",Grasindo Jakarta 2002. In the front page (in) this book was also written "developed love relations and the friendliness", of course that was meant here relations between the educator and participants educated. We hoped this book could become the inspiration in educational reform in our country.

Various experts often also depicted the school like the "stall or the restaurant", where the owner and the stall manager/the restaurant fully the freedom and the friendliness presented "something" that was interesting for the consumer. There were various kinds and the colour of the "stall/the restaurant" in accordance with the aspirations and their respective superiority, also was linked with the price etc.... we were moving from the centralisation to decentralisation (bdk autonomy of the area, the decision about the committee and the school council etc... ), then if wanted was arranged again from above tightly... what will happen.

Once more in various of my opportunities always warned "visible that what was obliged to have not been operational truly". Saw: which regulations or regulations that was undertaken consistently. Why, because of bouncing the person always looked for the bypass and be easy or looked for the breakthrough according to the wish personally (the egoist). Then once more here I reminded 4 (four) the pillar of education that was proclaimed by UNESCO "learning to learn, learning to be, learning to do, learning to live together". Pembelajaran was prosesm, not the bypass, or break through-break through. It is hoped was not trapped with the SKS rumour (=Sistem Kebut Semalam or the Kebut Se- Jam System). Our hope 6 elements/stakeholders as was mentioned by us above "helped"/supported the school, not annoying or loaded. The freedom of the school must be given, without our freedom to be able to not demand responsibility.