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All Journal Jurnal Ilmu Sosial dan Humaniora Jurnal Filsafat Journal of Educational Research and Evaluation
I Ketut Wisarja, I Ketut
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Hermeneutika sebagai Metode Ilmu Kemanusiaan Wisarja, I Ketut
Jurnal Filsafat "WISDOM" Vol 13, No 3 (2003)
Publisher : Fakultas Filsafat, Universitas Gadjah Mada Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1851.709 KB) | DOI: 10.22146/jf.31790

Abstract

Since Auguste Comte periode, natural science dominated the development of scientific methodes and even used in social, humanities, and cultural science. In the end of 19th century, any consciusness of unsufficient method of natural science was begun. Wilhelm Dilthey (1833-1911) started using new way. He was a person who attempted to differ geisteswissenschaft and naturalwissenschaft to make different method. He introduced hermeneutics as an alternative method for humanities.
REFLEKSI KRITIS IDEOLOGI PENDIDIKAN KONSERVATISME DAN LIBRALISME MENUJU PARADIGMA BARU PENDIDIKAN Wisarja, I Ketut; Sudarsana, I Ketut
Journal of Education Reseach and Evaluation Vol 1, No 4 (2017)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (568.82 KB) | DOI: 10.23887/jere.v1i4.11925

Abstract

The general assumption is that education as a means of acquiring knowledge and knowledge is not indisputable, but the notion that education is available only in the formalist environment is naïve, as it excludes other possibilities where education is also derived from non-formal (andragogic) educational models such as; education pasraman, ashram, pesantren, and so forth. Conservative paradigm with all its attributes, such as; educational fundalism, educational intellectualism, and educational conservatism, basically more towards the attainment of a quo-vadis form of education and harmonization, without any criticism of all pre-existing conditions and post-conditions of knowledge and awareness. This concept is basically not too far from the mere establishment view of educational practices (prison education / shackles), which ultimately leads to the assumption / stigma that educational intellectualism can not be separated from the subject of interest. Then comes the libral paradigm with all its attributes that assume the main purpose of education is to preserve and improve the existing social order, by educating based on existing social reality. The culmination is anarchism of education which tends to a form of conception of the idea of how to rationalize education, eventually this paradigm tends to reject firmly existing order and construct into a more humane and moral education.
MEMBACA ULANG PEMIKIRAN GANDHI TENTANG KEMANUSIAAN Wisarja, I Ketut; Sudarsana, I Ketut
Jurnal Ilmu Sosial dan Humaniora Vol 7, No 1 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jish-undiksha.v7i1.12987

Abstract

Mohandas Karamchand Gandhi is a humanist fighter from India. The struggles of his life both in India and in South Africa have prompted him to become a humanitarian fighter with the "Nonviolent Movement". Gandhi, even though his people were gone hundreds of years ago, but his thoughts still leave interesting things to be studied in the present masses and in the upcoming masses. Gandhi's thoughts about humanity are profound and utopian, so they still have the appeal to be studied by the persecutors and observers of nonviolence. Every move Gandhi struggle always stressed the importance of respecting humanity, because humans can develop themselves and foster unity throughout the world with love. The ability to love enables human beings to change, evolves toward improvement and perfection. Gandhi's humanitarian thoughts, then branched out by seeing British atrocities in India, especially the "Amritsar Massacre" and other atrocities in Punyab by British colonials, brought him into the realm of politics he did not really want. Gandhi's efforts against British rule did not mean the destruction of the English, but a movement against the practice of colonialism with the movements of ahimsa, satyagraha, swadesi, and hartal (civil-disobedience, noncooperation and fasting). It means that Gandhi's struggle against the British colonial remains on the respect and respect of humanity, the enemy must be defeated not by humiliation, but by uplifting.
Hermeneutika sebagai Metode Ilmu Kemanusiaan (Perspektif Hermeneutika Wihelm Dilthey) Wisarja, I Ketut
Jurnal Filsafat "WISDOM" Vol 13, No 3 (2003)
Publisher : Fakultas Filsafat, Universitas Gadjah Mada Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jf.31286

Abstract

Since Auguste Comte period, natural science dominated the development of scientific methodes and even used in social, humanities, and cultural sciences. In the end of 19th century, any consciousness of unsuffcient method of natural science was begun. Wihelm Dilthey (1833-1911) started using new way. He was a person who attempted to differ geisteswissenschaft and naturalwissenschaft to make different method. He introduced hermeneutics as an alternative method for humanities.
Co-Authors I Ketut Sudarsana Karismayanti, Komang Tari Wariati, Ni Luh Gede