Human Character Formation

Bambang Indriyanto
Director
SEAMEO, QITEP In Language

Topics of Discussion
AThe Mission of Education

BRoles of Language Teaching

COutcomes of Language Teaching2

AThe Mission of Education

1. The Orientations of Life
2. The Path of the Role of Education
3. Curriculum as Bases
4. Phases of Internalizing the Mission of Education
5. School as Entry Point
6. Teaching in Practices3

1

The Orientations of LifeThe very idea of teaching based on the point of view of education
missions is to create social harmony and to make social progress

Orientations towards Social Harmony• Harmony as Social Foundation• Harmony as Social Capital
Orientations towards Making Progress• Progress for Competitiveness• Progress for Sustainability

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2The Path of the Role Education
Education has pedagogical and cultural missions to lead every student tobecome a competent individual
Educational
Process

PedagogicalMission

Actualization of knowledge andcultural values

Cultural Mission

Transferringof knowledge

Transcending

Transforming of
cultural values

Intellectual
competencies

Esthetic
competencies

Etic
competencies

Need for achievement

53Curriculum as Bases
Curriculum serve as bases to implement the mission ofEducation
Market signalPolicy
Environments

Curriculum

Graduate
competencies

Feedback loops

64Phases of Internalizing the Mission
Education
Given the fact that education missions are complex they gothrough a series of sequential phase.

Outcomes:
Responsible
Attitude andaptitude

95

School as Entry Point
School is the dominant institution where transferring knowledge and transforming
cultural values taking places. Managerial factors serve as determinants for theeffectiveness of transferring and transforming roles
School as Education Institution

Administrative
behavior

PedagogicalBehaviors

Students’
Character

Expected
Outcomes

Mechanismof TransferandTransformA set ofcompetence andbehavior

86Teaching in Practices
Teaching as a means of empowering students are achieved
through three integrated curricular tracks.
Curricular Tracks

Intra-Curricular

Co-Curricular

Extra-Curricular

Teaching subject
matter based on
curriculum

Elaborating contentof subject matter

Implementing contentof subject matter
through activities

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BB

Roles of Language Teaching

1. The Paradigm of Language Teaching
2. Language Missions
3. The Level of Literacy Competence
4. School as Entry Point

101The Paradigm of Language Teaching
Targets of Language Teaching
OutputLanguage AcademicAchievement

Outcome
Literacy
Competence

Towards 21stCentury Skills:

q Open competitions
q Knowledge basedq Technological oriented

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2Language Missions
Mission ofTransferring

Consisting of two:q Transfer of knowledge
q Transform of cultural values

q Strategy: Reading textually based on
linguistic principles
q Orientation: Language academic
achievement

Literacy Competence:
Ø Comprehending the domain of life context
Ø Leverage to other subject matters

Mission oftransforming

q Strategy: Read contextually based on priorknowledgeq Orientation: Internalizing cultural values

123

The Level of Literacy CompetenceComprehending
Understanding
Knowing
Able to use language
without knowing
linguistic principles aswell as contextual uses

Able to use language
based on linguistic
principles

Able to use language
efficiently and effectively,
as well as intellectuallyaccording to the context

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C

Outcomes of Language Teaching
1. Educational Taxonomy Perspectives
2. Broader Outcomes
3. Educational taxonomy perspectives

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1

Educational Taxonomy Perspectives
The effectiveness of transferring and transforming processes are commonlymeasured in three domains of education outputs.

Cognitivecriteria

qLogical senseqAnalytical sense

Affective
criteria

Psychomotor
criteria

qSocial sensitivity
qPersonal sensitivity

qAct efficiently
qProductive oriented

Curriculum15

4Broader Outcomes
Perspective

Outcomes

Pedagogy

Individuals who have cognitive, affective, andpsychomotoric competencies to support their life asa member of community

Religious

Individuals who have religious faith consisting ofreligiosity and religiosim

EconomyIndividuals having skills to boost productivity andeconomic growth

Politic

Individuals who have democratic attitudes andsupporting democracy

SocialIndividuals having competencies to develop andenrich cultural values as a part of ensuring social
harmony16

3Institutionalization The OutcomesAs knowledge and values have been internalized by students, they are
institutionalized through their professional life

Religious Awareness

FaithfulNature

Environmental
Awareness

SocialAwareness
Social life

Independent

Psychological Awareness17Thank You18