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All Journal Melintas An International Journal of Philosophy and Religion Arete Jurnal Orientasi Baru Jurnal Teologi Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Jurnal Basicedu EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pendidikan dan Konseling Journal of Asian Orientation in Theology International Journal of Demos Jurnal Kewarganegaraan International Journal of Science and Society (IJSOC) Jurnal Basicedu Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Proceedings of The National Conference on Indonesian Philosophy and Theology

CB. Mulyatno

Universitas Sanata Dharma

Author-ID : 2387548

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Title

Ethical Values of Democracy According to John Dewey Carolus Borromeus Mulyatno
MELINTAS Vol. 30 No. 3 (2014)
Publisher : Faculty of Philosophy, Parahyangan Catholic University, Bandung

John Dewey never publishes a special work on theory of democracy. Nevertheless, his concern with democracy is undoubted. What is his main thought of democracy? This article is a textual analysis of the idea of democracy spread on his various works. As an experimentalist, his thought on democracy is to respond social problems. He views that two fundamental problems of democracy in his era are a tendency of reducing the meaning of democracy and social movements using violence in the name of political democracy. Dewey does not only look for the solution of the problems of democracy, but also put democracy in living process. The idea of liberty, equality and fraternity, as the democratic trinity, is ethical ideal of humanity. As an ethical idea, it should inspire each person in developing society for a better life. For this reason, he underlines the important of actualizing democracy through education.

Contributions of Catholic Universities in Yogyakarta to the Development of Community Transformative Dialogue Carolus Borromeus Mulyatno
MELINTAS Vol. 32 No. 3 (2016)
Publisher : Faculty of Philosophy, Parahyangan Catholic University, Bandung

The main tasks of the university are implementing learning, research, and community service. In a multicultural and multireligious Asia, the actualization of these tasks requires a dialogue with cultures, religions, and the poor. Today, the university must consider radical movements and fundamentalism that threaten harmony in the society. This paper is focused on opportunities that can be explored to realise the task of the Catholic universities in Yogyakarta in developing dialogue and harmony in Yogyakarta. This task might need a new and effective model of dialogue for a better living together in harmony. By applying a method of documental study and interviews, this study is focused on the exploration of challenges encountered by the Catholic universities in Yogyakarta in developing a community transformative dialogue. There are three main points. First, a description of the meaning of the community transformative dialogue. Second, an exploration of cultural potentials in Yogyakarta for developing community transformative dialogue. Third, a proposal for developing community transformative dialogue. These are three important results of this study. This transformative dialogue is a contextual and cultural dialogue that could be effective and appropriate for the multicultural and multireligious societies. In Yogyakarta, unity and harmony (keselarasan) are the core of the community that is necessary for the development of dialogue towards the well-being of the society. Catholic universities should encourage student activities in the campus and in the society as a praxis of continuous dialogue for a harmonious living together.

Contextual Philosophy-Learning at the Faculty of Theology, Sanata Dharma University Carolus Borromeus Mulyatno
MELINTAS Vol. 34 No. 3 (2018)
Publisher : Faculty of Philosophy, Parahyangan Catholic University, Bandung

Philosophy learning is an integral part of the educational formation at the Faculty of Theology, Sanata Dharma University, Yogyakarta, Indonesia. It is integrated with theology and other sciences learning to shape the identity of the faculty and to contribute to the development of the community. The focus of this writing is to answer two questions: What are the basic considerations for choosing philosophy learning in this faculty? How can method choice be accounted for? By attending to the faculty’s history, the author finds that the basic considerations for choosing philosophy learning method at the faculty are the history faculty establishment and its academic vision. Historically, the existence of the faculty was related to the efforts of Semarang Archdiocese for priest preparation and local pastoral activist education. Philosophy learning is also related to the faculty’s academic vision that leads the students towards concrete involvement in building the church living in the context of pluralism in Indonesia. Inspired by Heidegger’s idea on phenomenological method, preferences to select existential analysis method for philosophy learning in the faculty contribute to the development of contextual theological reflection as well as to priest and pastoral worker preparation, by involving students in community life, dialogue, and living together in the society, based on the values from the local wisdom that are still relevant today.

Co-Authors Adrianus Junaidi Subari Antonius Wahyu Pradana B. Agus Rukmono David Juliawan Ndruru Gregorius Rupang Himawan Sulaksono Margaretha Risti Zakarias Rian Antony Rian Antony V. Indra Sanjaya Y. Subali Yohanes Belbang Beoang Yohanes Subali Yosafat Yosafat

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