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LANDASAN-LANDASAN ILMU PENDIDIKAN

ILMU?
1. MAKNA PENDIDIKAN 2. PENDIDIKAN SEBAGAI ILMU 3. PENDIDIKAN SEBAGAI SISTEM 4. LANDASAN KULTURALANTHROPOLOGIS 5. LANDASAN PSIKOLOGIS 6. LANDASAN SOSIOLOGIS 7. LANDASAN FILOSOFIS-AGAMA

OBYEK (ONTOLOGI) METODOLOGI (EPISTIMOLOGI) MANFAAT (AKSIOLOGI) TOTALITAS

To believe in education is to believe in the future, to believe in what may be accomplished through the disciplined use of intelligence, allied with cooperation and good will. If it seems naively American to put so much stock in schools, colleges, universities, and endless prospect of self-improvement and social improvement, it is an admirable, and perhaps even a noble flaws. (Diane Ravitch, 1983, p. 330)

Education: as deliberate, systematic, and sustained effort to transmit, evoke, or acquire knowledge, attitudes, skills, or sensibilities, as well as any outcomes of that effort.

The definition projects us beyond the schools and colleges to the multiplicity of individuals and institutions that educate-parents, peers, siblings, and friends, as well as families, churches, synagogues, libraries, museums, summer camps, benevolent societies, agricultural fairs, settlement houses, factories, publisher, radio stations, and television networks. (Lawrence A. Cremin, 1977, pp 135-136)

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PENDIDIKAN ADALAH USAHA SADAR DAN TERENCANA UNTUK MEWUJUDKAN SUASANA BELAJAR DAN PROSES PEMBELAJARAN AGAR PESERTA DIDIK SECARA AKTIF MENGEMBANGKAN POTENSI DIRINYA UNTUK MEMILIKI KEKUATAN SPIRITUAL KEAGAMAAN, PENGENDALIAN DIRI, KEPRIBADIAN, KECERDASAN, AKHLAK MULIA, SERTA KETERAMPILAN YANG DIPERLUKAN DIRINYA, MASYARAKAT, BANGSA, DAN NEGARA.

KULTUR

PSIKOLOGI ANTROPOLOGI

FILSAFAT

ILMU PENDIDIKAN

HISTORI

ILMU ALAMIAH AGAMA SOSIOLOGI

ORANG TUA
EKONOMI SOSIOLOGI PAUD

MASYARAKAT PEMERINTAH

DOSEN/GURU

MANEJEMEN

FILSAFAT

ILMU PENDIDIKAN

ORANG DEWASA

SISWA

PROSES

OUTPUT

OUTCOME

PSIKOLOGI ANTROPOLOGI LAINNYA

POLITIK

DUNIA KERJA LINGKUNGAN

KURIKULUM SARANA/ PRASARANA

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KELUARGA

WHAT IS PHILOSOPHY? PHILOSOPHY CAN BE DEFINED AS A SET OF IDEAS ABOUT THE NATURE OF REALITY AND ABOUT THE MEANING OF LIFE. IDEAS ABOUT BEING, KNOWLEDGE, AND CONDUCT HAVE EVOLVED OVER TIME AS PHILOSOPHERS HAVE PONDERED SUCH QUESTIONS AS, WHAT IS BASIC HUMAN NATURE?

PENDIDIKAN

LEMBAGA LAINNYA

MASYARAKAT

PEMERINTAH

PHILOSOPHY
THE ACTIVITY OF DOING PHILOSOPHY AIDS TEACHERS IN UNDERSTANDING TWO VERY IMPORTANT NOTIONS:
REALITY = METAPHISICS KNOWLEDGE = EPISTIMOLOGY VALUES = AXIOLOGY

(1) WHO THEY ARE OR INTEND TO BE , AND (2) WHY THEY DO OR PURPOSE TO DO WHAT THEY DO.
ONTOLOGY COSMOLOGY SCIENTIFIC INQUIRY INTUITION SENSES & FEELINGS INDUCTIVE LOGIC DEDUCTIVE LOGIC ETHICS AESTHETICS

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PHILOSOPHIES ON WHICH WESTERN EDUCATION BASED
IDEALISME PHILOSOPHERS METHAPHYSICS PLATO REALITY IS AN UNCHANGING WORLD OF PERFECT IDEAS AND UNIVERSAL TRUSTS. REALISME ARISTOTLE REALITY IS OBSERVABLE EVENTS, OBJECTS, AND MATTER INDEPENDENT OF HUMAN KNOWING. THOMISM THOMAS AQUINAS REALITY IS AN ORDERED WORLD CREATED BY GOD THAT PEOPLE CAN COME TO KNOW. PEOPLE STRIVE FOR ETERNITY WITH GOD. A COMBINATION OF REASON AND FAITH ENABLES STUDENTS TO ACQUIRE AND USE BODIES OF KNOWLEDGE. HUMANISM ERASMUS REALITY IS ALSO HUMANITYS CREATION. PEOPLE STRIVE FOR PERSONAL MEANING IN THEIR EXPERIENCE AND INTERPRETATION OF LIFE ON EARTH. EXPLORATION, QUESTIONING, AND CRITICAL THINKING ENABLE STUDENTS TO DISCOVER OR CONSTRUCT AND USE OF KNOWLEDGE. PHILOSOPHERS AXIOLOGY

PHILOSOPHIES ON WHICH WESTERN EDUCATION BASED


IDEALISME PLATO WISDOM OF GOODNESS; DISCIPLINE, ORDER, SELF CONTROL,; PRESERVATION OF CULTURE HERITAGE OF THE PAST REALISME ARISTOTLE SELF CONTROL; CLEAR JUGDMENT AND RATIONAL THOUGHT; PERSONAL EXCELLENCE; BALANCE AND MODERATION. THOMISM THOMAS AQUINAS KNOWING, LOVING, AND SERVING GOD. HUMANISM ERASMUS KNOWING AND LOVING GOD; SERVING HUMANITY.

EPISTIMOLOGY

KNOWLEDGE IS OBTAINED WHEN IDEAS ARE BROUGHT INTO CONSCIOUSNESS THROUGH SELF EXAMINATION AND DISCOURSE.

KNOWLEDGE IS OBTAINED WHEN STUDENTS ARE TAUGHT IDEAS THAT CAN BE VERIFIED AND SKILLS THAT ENABLE THEM TO KNOW OBJECTS THEY ENCOUNTER.

PHILOSOPHICAL ORIENTATIONS IN EDUCATION TODAY


GOAL OF EDUCATION DEVELOP AUTHENTIC INDIVIDUALS WHO EXERCISE FREEDOM OF CHOICE AND TAKE RESPONSIBILTY FOR THEIR ACTIONS. ROLE OF STUDENTS DEVELOP INDEPENDENCE, SELFDISCIPLINE; SET CHALLENGES AND SOLVE PROBLEMS. ROLE OF TEACHERS ENCOURAGE STUDENTS TO PHILOSOPHIZE ABOUT LIFE AND TO RECOGNIZE AND FULFILL PERSONAL FREEDOM. TEACHING METHODS DISCUSSION AND ANALYSIS, EXAMINATION OF CHOICEMAKING IN OWN AND OTHERS LIVES. SUBJECTS STUDIED DRAMA, ART, LITERATURE, SOCIAL SCIENCES, HISTORY

GOAL OF EDUCATION ENGINEER ENVIRONMENT THAT EFFICIENTLY MAXIMIZE LEARNING

ROLE OF STUDENTS RESPOND TO ENVIRONMENT AL AND BEHAVIORAL STIMULI; BECOME SELFREGULATED

ROLE OF TEACHERS MANIPULATE THE LEARNING ENVIRONMENT AND PRESENT STIMULI, USING CONDITIONING AND SOCIAL LEARNING TO SHAPE STUDENT BEHAVIOR.

TEACHING METHODS PROGRAMMED INSTRUCTION THAT PROVIDED FEEDBACK ON PERFORMANCE BEHAVIOR CONTRACTS, REINFORCEME NT.

SUBJECTS STUDIED LEARNING TASKS IN WHICH BEHAVIOR CAN BE DIRECTLY OBSERVED, MEASURE, AND EVALUATE.

EXISTENT IALISM

BEHAVIO RISM

MARXISM

SHAPE PEOPLE AND INSTITUTIONS; CHANGE MATERIAL CONDITIONS OF SOCIETY, PRODUCING CLASSLESS SOCIETY

LIVE AND WORK HARMONIOUSLY WITH OTHERS, ACQUIRE AND USE KNOWLEDGE THAT WILL ENABLE THEM TO TRANSFORM NATURAL AND SOCIAL WORLD.

LEAD ADVOCATE CHANGE

SCIENTIFIC METHODOLOGY, PRACTICAL ACTIVITY (PROBLEM SOLVING).

EMPHASIS ON SCIENCE AND HISTORY

COGNITIV ISM

DEVELOP THINKING SKILLS FOR LIFELONG SELFDIRECTED LEARNING

CONSTRUCT MEANINGFUL KNOWLEDGE THROUGH EXPERIENCE AND INTERACTION.

STIMULATE COGNITIVE DEVELOPMENT; MEDIATE STUDENT LEARNING AND MONITOR THOUGHT PROCESS.

USE OF MANIPULATIVE S AND REALLIFE LEARNING OPPORTUNITIE S RELEVANT TO STUDENTS PRIOR EXPERIENCES.

INTEGRATED CURRICULA; EMPHASIS ON THINKING AND CRITICAL SKILLS, STUDY SKILLS, AND PROBLEM SOLVING SKILLS.

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GOAL OF EDUCATION GOAL OF EDUCATION DEVELOP AND APPLY PRACTICAL KONWLEDGE AND SKILLS FOR LIFE IN A PROGRESSIVE DEMOCRATIC SOCIETY. ROLE OF STUDENTS ACTIVE LEARNING AND PARTISIPATION. ROLE OF TEACHERS TEACH INDUCTIVE AND DEDUCTIVE REASONING, THE SCIENTIFIC METHOD, AND THE POWERS OF OBSERVATION AND PRACTICE. TEACHING METHODS HANDS-ON CURRICULA; GROUP WORK; EXPERIMENTATI ON. SUBJECTS STUDIED EMPHSIS ON CITIZENSHIP, KNOWLEDGE AND SKILLS APPLICABLE TO DAILY LIFE, AND CAREER OF JOB PREPARATIO N. EMPHASIS ON GREAT BOOKS AND CORE CURRICULA IN THE ARTS AND SCIENCES. ACQUITION OF CULTURE; CULTURAL LITERACY FOR PERSONAL BENEFIT.

ROLE OF STUDENTS RECEIVE KNOWLEDGE; DEMONSTRATE MINIMUM COMPETENCIES.

ROLE OF TEACHERS DELIVER A STANDARD CURRUCULUM.

TEACHING METHODS SUBJECTCENTERED DIRECT INSTRUCTION.

SUBJECTS STUDIED UNIFORM CURRICULUM FOR ALL STUDENTS THAT EMPHASIS THE ESSENCE OF TRADITIONAL INDONESIAN CULTURE.

PRAGMA TISM

ESSENTI ALISM

PERENIA LISM

ACQUITIONS OF TIMELESS PRINCIPALS OF REALITY, TRUTH, AND VALUE; LEARNING FOR THE SAKE OF LEARNING.

RECEIVE KNOWLEDGE AND ACADEMIC SKILLS.

GUIDE TO CLASSICS; TEACH BASIC SKILLS.

TEACHERCENTERED DIRECT INSTRUCTION.

SOCIAL RECONST RUCTIONI SM

SOLVE SOCIAL PROBLEMS AND CREATE A BETTER WORLD

INQUIRE, APPLY CRITICAL THINKING SKILLS, AND TAKE ACTION.

ASK QUESTIONS; PRESENT SOCIAL ISSUES AND PROBLEM SOLVING CHALLENGES; SERVE AS OR GANIZER AND INFORMATION RESOURCE.

STIMULATE DIVERGENT THINKING AND GROUP INVESTIGATIO N.

EMPHASIS ON SOCIAL STUDIES, SOCIAL PROBLEMS, GLOBAL EDUCATION, AND ENVIRONMENT AL ISSUES.

TEACHERS THOUGHT PROCESSES IN RELATION TO TEACHERS ACTIONS CONSTRAINTS AND OPPOTUNITIS

SOCIETYS EXPECTATIONS FOR SCHOOLS


PUBLIC EXPECTATIONS OF SCHOOL: SOCIAL PROBLEM SOLVING SOCIOECONOMIC PROBLEMS OF FAMILIES AND COMMUNITIES: IMPLEMENTATION OF REFORM INITIATIVES NATIONAL GOALS OF EDUCATAION EDUCATION OF STUDENTS AT RISK: EARLY INTERVENTION COMPENSATORY EDUCATION DROPOUT PREVENTION PARENTAL AND COMMUNITY INVOLVEMENT

TEA C H E RP P LA R E P N A O C N S T IG TH T I V A E& N O C U T IV G H E TS

CL AS TE SR AC OO H MBERS EH AV IOR

TEACHERS THOUGH PROCESSES TEACHERS THOUGHT PROCESSES

TEACHERS TEACHERS ACTION ACTIONS AND AND THEIR THEIR OBSERVABLE EFFECTS OBSERVABLE EFFECTS

ST UD EN BETS C HA LA VIO SS R RO OM

FAMILIES DISTRESS POVERTY AND HOMELESSNESS VIOLENCE AND CRIME HEALTH AND SAFETY ISSUES OF CHILDREN & YOUTH: AFTER-SCHOOL CARE CHILD ABUSE AND NEGLECT SUBSTANCE ABUSE TEEN PREGNANCY AIDS AND OTHER DISEASES

TEACHERS THEORY AND BELIEFS

IVE CT NS RA IO TE CIS IN DE RS S& HE HT AC UG TETHO

EDUCATION OF ALL STUDENTS IN A DIVERSE SOCIETY: BILLINGUAL EDUCATION SPECIAL EDUCATION

STUDENT ACHIEVEMENT

SUICIDE MOTOR VEHICLE ACCIDENTS

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LANDASAN SOSIOLOGIS

SOSIOLOGI

SOCIOLOGY SOCIUS = COMPANION LOGOS = A DISCOURSE

SOSIOLOGI MEMBAHAS:

PRANATA

SOCIOLOGY IS SCIENCE OF ORIGIN, DEVELOPMENT, AND NATURE OF PROBLEMS CONFRONTING SOCIETY.

LEMBAGA

SOCIOLOGY IS THE DISIPLINE AND OBJECTIVE STUDY OF HUMAN SOCIAL INTERACTION.

BIDANG KAJIAN:

1. SOCIALIZATION

MACROSOCIOLOGY MEZOSOCIOLOGY MICROSOCIOLOGY

2. STRATIFICATION

3. SOCIAL MOBILITY

4. EQUALITY OF OPPORTUNITY

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THEORIES MACROSOCIOLOGY: 1. STRUCTURAL FUNCTIONALISM THEORY


2. CULTURAL DIRECT REPRODUCTION-CONFLICT THEORY

STRUCTURAL FUNCTIONALISM

THE THREE SYSTEMS OF SOCIETY

1. CULTURAL SYSTEM
MICROSOCIOLOGY: INTERPRETIVE: - INTERACTIONISM - PHENOMENOLOGISM - ETHNOMETHODOLOGISM

= CULTURE = SOCIAL STRUCTURE

2. SOCIAL SYSTEM

3. PERSONALITY SYSTEM = INDIVIDUALS

CULTURAL SYSTEM/CULTURE

= SHARED VALUES ( + NORM, KNOWLEDGE AND BELIEFS)

CULTURE SHARED VALUES

MAINTAIN SHARED VALUES

SOCIAL SYSTEM/SOCIAL STRUCTURE = A STRUCTURE OF SOCIAL ROLES. ROLES = ROLES EXPECTATIONS = SHARED EXPECTATION OF BEHAVIOR

SOCIAL STRUCTURE ROLES/ROLE-EXPECTATIONS

INDIVIDUAL ACT OUT THEIR ROLE

PERSONALITY SYSTEM/INDIVIDUALS = NEEDS ACQUIRED DURING SOCIALIZATION

INDIVIDUALS -- NEEDS

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TURNERS FOLK NORM

CONTEST NORM THE METHOD OF ACQUIRING ELITE STATUS IS LIKE A RACE IN WHICH ALL START EQUAL THE RULES OF THE RACE ARE WELL KNOWN TO ALL ELITE STATUS IS SHOWN BY THE POSSESSION OF WEALTH THERE ARE SHOULD BE NO EARLY ELIMINATION. NO SPECIAL HELP BE GIVEN TO THE TALENTED. MOST COMMONLY FOUND IN A SOCIETY WITH MANY ELITE GROUPS IN COMPETATION. HOPE OF ELITE STATUS IS KEPT ALIVE UNTIL LOYALTY TO THE SOCIETY IS WELL ESTABLISHED. ELITES ARE CONTROLLED BY THE RECOGNATION THAT THEY CAN BE DISPLACED BY OTHER ELITE GROUPS.

SPONSORED NORM FUTURE ELITES SHOULD BE ASSIGNED THEIR POSITIONS BY THE PRESENT ELITE OR THEIR AGENTS ONLY THE ELITE CAN RECOGNISE THE HIDDEN TALENTS OF INTELLEGENCE OR VISION.

THERE SHOULD BE EARLY SELECTION AND SPECIALIST TRAINING FOR ELITE STATUS. FUTURE ELITES SHOULD BE GIVEN THE BEST TRAINING. MOST COMMONLY FOUND IN A SOCIETY WITH AN ESTABLISHED ELITE GROUP. MASSES ARE TRAINED TO SEE THEMSELVES AS INCOMPETENT AND TO VIEW THE ELITE WITH A SENSE OF MYSTERY. ELITES ARE SOCIALISED INTO BENEVOLENT PATERNALISM AND SENSIVITY TO THE OPINION OF FELLOW ELITES,

HOPPERS TYPOLOGY
QUESTION ANSWER STANDARDISED UNSTANDARDISED EARLY LATE DIFFUSE SKILLS TECHNICAL SKILLS DIFFUSE SKILLS AND SOCIETYS NEED DIFFUSE SKILLS AND INDIVIDUALS RIGHT TECHNICAL SKILLS AND SOCIETYS NEEDS TECHNICAL SKILLS AND INDIVIDUALS RIGHT IDEOLOGY SPONSORED IDEOLOGY OF IMPLEMENTATION CONTEST IDEOLOGY OF IMPLEMENTATION ELITIST IDEOLOGY OF IMPLEMENTATION EGALITARIAN IDEOLOGY OF IMPLEMENTATION PARTICULARISTIC IDEOLOGY OF LEGITIMATION UNIVERSALITIC IDEOLOGY OF LEGITIMATION PATERNALISTIC IDEOLOGY OF LEGITIMATION

THE ROLES OF EDUCATION

HOW

WHEN

1. SOCIALIZATION

WHO

WHY

2. SELECTION FOR SOCIAL MOBILITY

ARISTOCRATIC IDEOLOGY OF LEGITIMATION

COMMUNISTIC IDEOLOGY OF LEGITIMATION

MERITOCRATIC IDEOLOGY OF LEGITIMATION

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HOPPERS DIMENSIONS FOR THE REGULATION OF AMBITION
WARM UP UPPER WARM UP LOWER COOL OUT UPPER COOL OUT LOWER THEORITICAL MODEL OF RELEVANT VARIABLES AND THEIR RELATIONSHIPS

EDUCATIONAL SYSTEM OR IDEOLOGY

SOCIETAL LEVEL

ISTITUTIONAL LEVEL

INTERPERSONAL LEVEL TEACHERS EXPECTATION

INTERPSYCHIC LEVEL

EARLY SELECTION LATE SELECTION STANDARDISED SELECTION UNSTANDARDISED SELECTION SPONSORD/ELITIST IDEOLOGY CONTEST/EGALITARIAN IDEOLOGY PARTERNALISTIC IDEOLOGY ARISTOCRATIC IDEOLOGY COMMUNISTIC IDEOLOGY MERITOCRATIC IDEOLOGY

EASY EQUAL EQUAL EASY EASY EQUAL EASY EASY HARD HARD

HARD EQUAL EQUAL HARD HARD EQUAL HARD HARD EASY EASY

HARD EASY HARD EQUAL HARD EQUAL HARD HARD HARD HARD

EASY HARD EASY EQUAL EASY RQUAL EASY EASY EASY EASY SOCIETAL IDEOLOGY EDUCATIONAL IDEOLOGIES, CONCEPTS

STRUCTURE OF DOMINANCE IN SOCIETY

EDUCATIONAL STRUCTURE

EDUCATIONAL OUTCOMES:

EDUCATIONAL INTERACTION COGNITIVE NONCOGNITIVE

PENDEKATAN FUNGSIONALISME DIBENTUK DARI PENGERTIANPENGERTIAN:

TIAP-TIAP MASYARAKAT MERUPAKAN STRUKTUR YANG TERDIRI DARI UNSUR-UNSUR YANG RELATIF KUAT DAN MANTAP

AKTIVITAS SOSIAL SEBAGAI PROSES:

TIAP-TIAP MASYARAKAT MERUPAKAN STRUKTUR YANG UNSUR-UNSURNYA BERINTEGRASI SATU SAMA LAIN DENGAN BAIK

SOSIALISASI SELEKSI-UNTUK MOBILITAS SOSIAL

TIAP-TIAP UNSUR MASYARAKAT MEMPUNYAI FUNGSI YANG MENYUMBANG KEPADA KETAHANAN SISTEM

TIAP-TIAP STRUKTUR SOSIAL YANG FUNGSIONAL DIALAS OLEH KONSENSUS ANTARA ANGGOTA MENGENAI NILAI TERTENTU

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NORMA KELOMPOK (TURNER)


KONTES PENCAPAIAN STATUS SOSIAL MELALUI PERLOMBAAN ATURAN DIKETAHUI STATUS ELIT DITUNJUKKAN OLEH KEKAYAAN TIDAK ADA PERLAKUAN KHUSUS PADA UMUMNYA DIJUMPAI DI MASYARAKAT DENGAN KOMPETISI KELOMPOK ELIT HARAPAN STATUS SOSIAL DIPERTAHANKAN ELIT DIKONTROL OLEH PENGHARGAAN STATUS DISELEKSI SEDINI MUNGKIN DAN DIPERLUKAN PELATIHAN TERDAPAT DI MASYARAKAT DENGAN KELOMPOK ELIT MAPAN PELATIHAN MASAL UNTUK MENGETAHUI KEMAMPUAN PATERNALISTIK SPONSOR STATUS SOSIAL DITENTUKAN POSISINYA SAAT INI ELIT MENENTUKAN

THREE LEVELS OF SELECTION

FIRST LEVEL

SELECTION AND ALLOCATION TO ROUTES IN EDUCATION

SECOND LEVEL:

SELECTION AND ALLOCATION INTO ROUTES PLUS INSTRUCTION AND CERTIFICATION

THIRD LEVEL:

SELECTION AND ALLOCATION PLUS INSTRUCTION AND CERTIFICATION PLUS RECRUITMENT TO AN OCCUPATION

TEORI KONFLIK PERANAN SOSIAL ORDE (1950AN) VS KONFLIK (1960AN)

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DARWINISME SOSIAL: STRUGGLE DAN SURVIVAL OF THE FITTEST

VILDERO PARETO: PERGOLAKAN POLITIK AKIBAT MEKANIS PERTENTANGAN ANTARA DUA TIPE INDIVIDU: THE LIONS AND THE FOXES

KARL MAX: KEHIDUPAN SOSIAL BUDAYA DITENTUKAN OLEH:

W. G. SUMMER: KERJA SAMA ANTAGONIS MEWAKILI INTI HAKIKAT MASYARAKAT

PERTENTANGAN DUA KELAS SOSIAL YANG TERLIBAT DALAM PROSES PRODUKSI INDUSTRIWAN YANG MENGONTROL ALAT PRODUKSI DAN PROLETARIAT YANG HANYA DAPAT MELAHIRKAN KETURUNAN

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LEWIS A. COSER: KONFLIK ADALAH PERSELISIHAN MENGENAI NILAI-NILAI ATAU TUNTUNANTUNTUNAN BERKENAAN DENGAN STATUS, KUASA, DAN SUMBER-SUMBER KEKAYAAN YANG PERSEDIAANNYA TIDAK MENCUKUPI. PIHAK-PIHAK YANG BERSELESIH TIDAK HANYA BERMAKSUD UNTUK MEMPEROLEH BARANG YANG DIINGINKAN, TETAPI JUGA MEMOJOKKAN, MERUGIKAN, MENINDAS, ATAU MENGHANCURKAN LAWAN .

KONFLIK: INDIVIDU VS INDIVIDU KUMPULAN VS KUMPULAN INDIVIDU VS KUMPULAN

KONFLIK: MEMBEDAKAN ANTARA PERASAAN SUBYEKTIF DENGAN RELASI PERTENTANGAN OBYEKTIF DAN STRUKTURAL

UNSUR PERUBAHAN MASYARAKAT:

STABILITAS VS PERUBAHAN INTEGRASI VS KONFLIK FUNGSI VS DAYA MOTIVASI KONSENSUS VS PAKSAAN

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KONFLIK ATAU PAKSAAN MENDASARKAN DIRI PADA: 1. MASYARAKAT MENGALAMI PERUBAHAN 2. TIAP-TIAP MASYARAKAT MEMPERLIHATKAN PERBANTAHAN DAN KONFLIK DALAM SEMUA BIDANG 3. TIAP-TIAP MASYARAKAT MENYUMBANG TERJADINYA DISINTEGRASI DAN PERUBAHANNYA 4. TIAP-TIAP MASYARAKAT BERDIRI ATAS DASAR PAKSAAN OLEH SEKELOMPOK ANGGOTA ATAS SESAMA ANGGOTA

MASYARAKAT: 1. KEKUASAAN 2. KEPENTINGAN 3. KELOMPOK KONFLIK

MASYARAKAT SEBAGAI JARINGAN RELASI WEWENANG: 1. SUPERORDINASI DAN SUBORDINASI

PERAN PENDIDIKAN:
2. ATASAN MENGOTROL BAWAHAN 3. PENGONTROLAN DIANGGAP OLEH ATASAN SEBAGAI KEWAJIBAN DAN SAH 4. MENGETAHUI BATAS KEWENANGAN MASINGMASING 5. PELANGGARAN DIKENAKAN SANKSI HUKUM ATAU TINDAKAN TIDAK MEMENUHI KETENTUAN

1. REPRODUKSI KULTUR LANGSUNG 2. LEGITIMASI KEKUASAAN

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ASSUMPTIONS OF MICROSOCIOLOGICAL THEORIES/APPROACHES

LATAR BELAKANG SOSIAL EKONOMI

b c
LAMA MENGIKUTI PENDIDIKAN

PENGHASILAN SETELAH DEWASA

1. FREEDOM 2. MEANING 3. INTERACTION 4. NEGOTIATION 5. SUBJECTIVE APPROACH

d e j

a f

g
IQ MASA ANAK-ANAK

i h

IQ GENOTIPE

IQ DEWASA

VARIATIONS WITHIN MICRO THEORIES SYMBOLIC INTERACTION 1. SYMBOLIC INTERACTION 1. THE SELF 2. PHENOMENOLOGY 2. PERCEIVING PEOPLE 3. ROLES 3. ETHNOMETHODOLOGY

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PHENOMENOLOGY ETHNOMETHODOLOGY 1. ELICITING ACTOR 1. PROCEDURE 2. SITUATION 2. WORLD INTELLIGIBLE 3. CATEGORIES 3. PROCESS 4. BEHAVIOR OTHER PEOPLE

HARGREAVESS COPING STRATEGIES


EDUCATION AND SOCIAL STRUCTURE 1. CONTRADICTIO N FUNCTIONS INSTITUTIONAL CONTRAINT TEACHING DILEMMAS INSTITUTIONAL MEDIATION AGE LEVEL 1 AND EXPLICIT 2. GRADUALITIC REFORM MAGNITUDE & VARIATION OF MATERIAL CONTRAINT SOCIAL CLASS BACKG ROUND INSTITUTIONALISAT ION OR CHANGE 2 CLASSROOM DECISIONMAKING

TEACHING COPING STRATEGIES

PUPIL COPING STRATEGIES

3.

IDEOLOGIES CREATED BY SHIFTING WORK RELATIONS (IN PART)

EXPECTATIONS OF INFLUENTIAL EDUCATIONAL VOYEURS (INSPECTORS ADVISERS ETC.)

EXPERIENCE 3 CONCEQUENCES

IMPLICIT

SUCCESS OR FAILURE OF STRATEGY

HEGEMONY (ASSEMBLAGE OF DOMINANT IDEAS)

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