Participatory-Transcendental Education: A Qualitative Study on the Collaboration-Convergence of Paulo Freire's Liberating education and Islamic Education

Umiarso Umiarso; Dina Mardiana

doi:10.24260/at-turats.v16i1.2209

Participatory-Transcendental Education: A Qualitative Study on the Collaboration-Convergence of Paulo Freire's Liberating education and Islamic Education

Umiarso Umiarso, Dina Mardiana

Abstract

This research focused on the collaboration-convergence construction of Freire’s liberating education and Islamic education systems. These two systems are integrated into a single dimension of education that has spiritual roots. Therefore, this research tries to analyze Paulo Freire’s educational thinking, which is elaborated, collaborated, converged, and integrated with Islamic education’s theological and philisophical values. This research approach uses a qualitative type of literature study, so it tended to use documentation techniques in collecting its data. The data in this research were analyzed using the interactive analysis of Miles, Hubermann and Saldana. With this method, this research can be more detailed and comprehensive to understand and interpret Freire’s liberation education thinking and Islamic education. This research finds that Freire's education system has an axiological basis of secular humanism that can be collaborated and converged with the values of transcendental humanism in Islamic education. From this collaboration-convergence process, an education system has been created. It has an ontological basis and is integrated with theological values. It is also an axiological dimension of trancendental humanism. This education system has a mission to realize transcendental humanism in the educational process so that this system can be referred to as participatory-trancendental education.

Keywords

Paulo Freire, Islamic education, Humanism, and Transcendental value

Full Text:

PDF

References

Abdillah, R. (2017). Analisis Teori Dehumanisasi Pendidikan Paulo Freire. Jurnal Aqidah Dan Filsafat Islam, 2(1), 1–21. https://doi.org/https://doi.org/10.15575/jaqfi.v2i1.4247

Ahmad, M. (2020). Pendidikan Bercorak Sufisme dalam Pemikiran Abdul Munir Mulkhan. Chronologia, 2(2), 95–108. https://doi.org/10.22236/jhe.v2i2.6182

Ajat, A. S., & Hambali, R. Y. A. (2021). Analisis Filsafat Paulo Freire Terhadap Sistem Pendidikan Indonesia. Jurnal Perspektif, 5(1), 14–32. https://doi.org/http://dx.doi.org/10.15575/jp.v5i1.107

Anhar, A. (2020). Konsep Pendidikan Religio-Humanis Perspektif Soejatmoko. Dimar: Jurnal Pendidikan Islam, 1(2), 72–105.

Azhari, A. N. (2021). Pendidikan Humanis (Studi Komparasi Pemikiran Paulo Freire Dan Abdurrahman Mas’Ud). Dirasah: Jurnal Pemikiran Dan Pendidikan Dasar Islam, 4(2), 173–192. https://doi.org/https://doi.org/10.51476/dirasah.v4i2.283

Azmi, F., & Muhlison. (2021). Liberalization of Islamic Education. Nternational Journal of Islamic Education, Research and Multiculturalism (IJIERM), 3(3), 172–183. https://doi.org/https://doi.org/10.47006/ijierm.v3i3.91

Bahri, S. (2019). Fiqh Konseling [Pertautan Trilogi Antara Iman, Islam Dan Ihsan (TI3) Dalam Menjawab Kegelisahan Akademik Dan Problematika Pendidikan]. La Tahzan: Jurnal Pendidikan Islam, 11(1), 37–51.

Chin, J., Hughes, G., & Miller, A. (2022). Examining our own Relationships to Racism as the Foundation of Decolonising Systemic Practices. “No Time Like the Present.” Journal of Family Therapy, 44(1), 1–18. https://doi.org/https://doi.org/10.1111/1467-6427.12384

Datunsolang, R. (2018). Konsep Pendidikan Pembebasan dalam Perspektif Islam (Studi Pemikiran Paulo Freire). Jurnal Ilmiah AL-Jauhari: Jurnal Studi Islam Dan Interdisipliner, 3(1), 49–77. https://doi.org/https://doi.org/10.30603/jiaj.v3i1.686

Deb, N. (2020). Conscientization in the Indian classroom: An experiment in the critical learning of postcolonial literature. Cambridge Journal of Postcolonial Literary Inquiry, 7(3), 247–257. https://doi.org/10.1017/pli.2020.14

Dhakiri, M. H. (2000). Paulo Freire, Islam, dan Pembebasan. Djambatan.

Firmansyah. (2022). Tinjauan Filosofis Pendidikan Islam. Ta’lim: Jurnal Studi Pendidikan Islam, 5(1), 47–63. https://doi.org/https://doi.org/10.29062/ta’lim.v5i1.2857

Freire, P. (2007a). Politik Pendidikan: Kebudayaan, Kekuasaan dan Pembebasan (A. Prihantoro & F. A. Fudiyartanto (eds.)). Pustaka Pelajar.

Freire, P. (2007b). Politik Pendidikan: Kebudayaan, Kekuasaan dan Pembebasan (A. Prihantoro & F. A. Fudiyartanto (eds.)). Pustaka Pelajar.

Freire, P. (2007c). Politik Pendidikan: Kebudayaan, Kekuasaan dan Pembebasan (A. Prihantoro & F. A. Fudiyartanto (eds.)). Pustaka Pelajar.

Freire, P. (2007d). Politik Pendidikan: Kebudayaan, Kekuasaan dan Pembebasan (A. Prihantoro & F. A. Fudiyartanto (eds.)). Pustaka Pelajar.

Freire, P. (2007e). Politik Pendidikan: Kebudayaan, Kekuasaan dan Pembebasan (A. Prihantoro & F. A. Fudiyartanto (eds.)). Pustaka Pelajar.

Freire, P. (2007f). Politik Pendidikan: Kebudayaan, Kekuasaan dan Pembebasan (A. Prihantoro & F. A. Fudiyartanto (eds.)). Pustaka Pelajar.

Freire, P. (2007g). Politik Pendidikan: Kebudayaan, Kekuasaan dan Pembebasan (A. Prihantoro & F. A. Fudiyartanto (eds.)). Pustaka Pelajar.

Freire, P. (2008). Pendidikan Masyarakat Kota. LkiS.

Freire, P., & Shore, I. (2001). Menjadi Guru Merdeka: Petikan Pengalaman (A. N. Budiman (ed.)). LkiS.

Glassman, M., & Patton, R. (2014). Capability Through Participatory Democracy: Sen, Freire, and Dewey. Educational Philosophy and Theory, 46(12), 1353–1365. https://doi.org/10.1080/00131857.2013.828582

Herbst, J.-H. (2020). Controversies on Public Religious Pedagogy: religious education in times of post-democratic populism, global warming and economization of education. Journal of Religious Education, 68(1), 29–41. https://doi.org/10.1007/s40839-020-00094-7

Husni, M. (2020). Memahami Pemikiran Karta Paulo Freire “Pendidikan Kaum Tertindas” Kebebasan dalam Berpikir. Al-Ibrah, 5(2), 41–60. https://ejournal.stital.ac.id/index.php/alibrah/article/view/103

Huttunen, R., & Murphy, M. (2012). Discourse and Recognition as Normative Grounds for Radical Pedagogy: Habermasian and Honnethian Ethics in the Context of Education. Studies in Philosophy and Education, 31(2), 137–152. https://doi.org/10.1007/s11217-012-9285-8

Ihsan, H., & Ihsan, F. (2001). Filsafat Pendidikan Islam. Pustaka Setia.

Jemal, A. (2017). Critical Consciousness: A Critique and Critical Analysis of the Literature. Urban Review, 49(4), 602–626. https://doi.org/10.1007/s11256-017-0411-3

Job, J., & Sriraman, B. (2015). The Concept of Teacher–Student/Student–Teacher in Higher Education Trends. Interchange, 46(3), 215–223. https://doi.org/10.1007/s10780-015-9249-3

Kamdani. (2007a). Islam dan Humanisme. Pustaka Pelajar.

Kamdani. (2007b). Islam dan Humanisme. Pustaka Pelajar.

Karwadi, K., Nugraheni, A. S., & Lestari, S. (2021). Interpreting Islamic Doctrine as The Religion of Liberation in Education: Considering The Thoughts of Asghar Ali Engineer. International Journal of Education, Language, and Religion, 3(2), 55–64.

Kulbi, S. Z. (2021). Konsep Pemikiran Humanisme dalam Pendidikan Islam: Studi Perbandingan KH. Abdurrahman Wahid dan Paulo Freire. Teladan: Jurnal Ilmu Pendidikan Dan Pembelajaran, 6(1), 1–24.

Linden, I. (2016). From Freire to religious pluralism: exploring dialogue in the classroom. International Studies in Catholic Education, 8(2), 231–240. https://doi.org/10.1080/19422539.2016.1206404

Maboloc, C. R. (2021). Deep Thinking or Resistance? On Finding a Middle Ground between Paolo Freire’s Critical Pedagogy and John Dewey’s Pragmatism. Philosophia (United States), 49(3), 1097–1108. https://doi.org/10.1007/s11406-020-00292-5

Mualim, K. (2017). Gagasan Pemikiran Humanistik dalam Pendidikan (Perbandingan Pemikiran Naquib al-Attas dengan Paulo Freire). Al-ASASIYYA: Journal Of Basic Education, 1(2), 1–18. https://doi.org/http://dx.doi.org/10.24269/ajbe.v1i2.680

Munir, M., & Munafiah, N. (2018). The Liberation Theology of Asghar Ali Engineer and Its Relevance To Islamic Education Objectives. Sunan Kalijaga International Journal on Islamic Educational Research, 2(1), 1–18. https://doi.org/10.14421/skijier.2018.2018.21.01

Nurdin Abdul Aziz. (2021). Perbandingan Pemikiran Ahmad Tafsir dengan Paulo Freire Mengenai Filsafat dan Ilmu Pendidikan. JURNAL SYNTAX IMPERATIF: Jurnal Ilmu Sosial Dan Pendidikan, 2(1), 36–50. https://doi.org/http://dx.doi.org/10.36418/syntax-imperatif.v2i1.66

Nuryatno, M. A. (2011). Public Education in a Pluralistic Society. Al-Jami’ah: Journal of Islamic Studies, 49(2), 411–430. https://doi.org/10.1111/j.1741-5446.1977.tb00750.x

Prasetia, S. A. (2021). Menyandingkan Pendidikan Pembebasan Paulo Freire dengan Pendidikan Islam. Jurnal Tarbawi, 10(1), 1–32. https://doi.org/https://doi.org/10.36781/tarbawi.v10i1.160

Rohinah, R. (2019). Re-Konsientisasi dalam Dunia Pendidikan (Membangun Kesadaran Kritis Melalui Pemikiran Paulo Freire). Tarbiyah : Jurnal Ilmiah Kependidikan, 8(1), 1. https://doi.org/10.18592/tarbiyah.v8i1.2355

Rusn, A. I. (2009). Pemikiran al-Ghazali tentang Pendidikan. Pustaka Pelajar.

Salami, N., & Widyanto, A. (2018). Etika Interaksi Edukatif antara Pendidik dan Peserta Didik Menurut Perspektif Al- Zarnuji and Paulo Freire. Journal of Islamic Education, 1(2), 173.

Santoso, L., & et al. (2007). Epistemologi Kiri: Seri Pemikiran Tokoh. Ar-Ruzz Media.

Smith, L. (2021). Liberating Faith and the Journey of Inconclusion: A Close Reading of Paulo Freire’s Essay “My Hope and Faith.” Dialogues in Social Justice, 6(1), 8–21.

Standish, K. (2021). Encounter Theory. Peacebuilding, 9(1), 1–14. https://doi.org/https://doi.org/10.1080/21647259.2020.1811192

Susanto, A. B. (2009). Pendidikan Penyadaran Paulo Freire. At-Ta’dib, 4(1), 81–100. https://doi.org/http://dx.doi.org/10.21111/at-tadib.v4i1.574

Tolchah, M. (2020). Education Thought Imam Zarnuji and Paulo Freire: An Synthesis Analysis. Studia Religia: Jurnal Pemikiran Dan Pendidikan Islam, 4(1), 46–70. https://doi.org/http://dx.doi.org/10.30651/sr.v4i1.5255

Torres, C. A. (2021). Paulo Freire: A Global and Cosmopolitan Educator (The Voice of The Latin American Biographer. Postcolonial Directions in Education, 10(2), 238–279. https://www.um.edu.mt/library/oar/handle/123456789/86483

Tripathi, S. (2021). International relations and the ‘Global South’: from epistemic hierarchies to dialogic encounters. Third World Quarterly, 42(9), 2039–2054. https://doi.org/10.1080/01436597.2021.1924666

Valenzano, N. (2021). Marxist and Personalist Influences in Paulo Freire’s Pedagogical Anthropology. Monograph, 38, 68–82.

Verduijn, K., & Berglund, K. (2020). Pedagogical invention in entrepreneurship education: Adopting a critical approach in the classroom. International Journal of Entrepreneurial Behaviour and Research, 26(5), 973–988. https://doi.org/10.1108/IJEBR-04-2018-0274

Wallace, D. (2020). Parts of the Whole: the Last Column: Freire’s Pedagogy of Liberation. Numeracy, 13(2), 1–8.

West, L. (2021). Annunciation and denunciation in Paulo Freire’s dialogical popular education. Australian Journal of Adult Learning, 61(3), 421–441.

Yaqin, A. (2015). Relevansi Pendidikan Kritis Paulo Freire dengan Pendidikan Islam. Arbiyatuna: Jurnal Pendidikan Islam, 8(1), 13–31. http://dx.doi.org/10.1016/j.bpj.2015.06.056%0Ahttps://academic.oup.com/bioinformatics/article-abstract/34/13/2201/4852827%0Ainternal-pdf://semisupervised-3254828305/semisupervised.ppt%0Ahttp://dx.doi.org/10.1016/j.str.2013.02.005%0Ahttp://dx.doi.org/10.10

Zaim, M. (2019). Tujuan Pendidikan Islam Perspektif al-Qur’an dan Hadis: Isu dan Strategi Pengembangan Pendidikan Islam. Muslim Heritage: Jurnal Dialog Islam Dengan Realitas, 4(2), 239–246. https://doi.org/https://doi.org/10.21154/muslimheritage.v4i2.1766

DOI: https://doi.org/10.24260/at-turats.v16i1.2209