5 Lessons of “Dumbledore Education” to all Indonesian Educators
By: Suhandi Hasan
Tags: Education Reform, Harry Potter, Indonesian Educators, Life Lessons

Source : google

Those who read Harry Potter, and or watch the films would agree that Dumbledore is the greatest wizard of his time, a master of strategy, and even the greatest mentor. Dumbledore guides several good educational practices at Hogwarts. His philosophy is embedded in five simple yet powerful concepts that may be good remainders for Indonesian educators to be informed by educational theory and help them re-imagine their daily work.

Humble —

Within the entailment as Hogwarts’ headmaster, Dumbledore has a huge authority in the school. However, the headmaster was (still) approachable, calm, and humble. Dumbledore, like any mentor, need not be perfect; it is comforting to know that his imperfections may be what bind him closer to the students. Being humble is a gift that all educators can give to the students.

Empowerment —

Dumbledore’s concept of empowerment is somewhat discordant with the typical treatment of students. The Harry Potter story rests in the degree of personal agency that is allowed in the students. Harry has both the tools and the confidence to do what is right rather than what is easy. He is not fearless or doubtless; he is surrounded by those who love him and believe in him and arm him with the necessary tools to succeed. Educators must close the gap between students’ fictional worlds and worldly reality by challenging and supporting students in their learning and development.

Self-care —

One of the most important lessons that students can learn from a good mentor is how to manage self-care, both as individuals and in groups. A good mentor knows not only when to push students forward but also when to pull them back if they do not understand how much responsibility they can effectively manage. In Half-Blood Prince, for example, Dumbledore instructs Harry to share highly privileged information with Ron and Hermione, though not with other students and adults. The episode draws key characteristics from each person and results in more balance within the group. Dumbledore remains quite explicit about the idea that self-care in a group setting means continual sharing through a system of testing and helping.

Empathy —

When the Dursleys (Harry’s relatives) are mean, spiteful, and rude to Harry. They bluster, they insult, and they neglect. Dumbledore isn’t shaken. He says what he thinks should happen, such as “Let us assume that you have invited me in, shall we?” It is disarming, but it shows what the behavior could be. He is calm. He is kind. He doesn’t sink to the level of spite or sarcasm when faced with bald rudeness and discomfort. What is behind the Dursleys’ behavior? Fear, self-doubt, uncertainty? The same is likely true for many of the students.

Choice —

“You are free to choose your way” — Dumbledore

The final lesson of Dumbledore’s philosophy, choice, maybe the greatest of all. The educator’s responsibility is to support students in making good choices, even if they sometimes lead to mistakes. Like the greatest wizard of all time, effective educators invite their students to choose to feel; everything else will fall into place, as if by magic.

It might be worthy to teach the students about these lessons from Dumbledore. In case something goes wrong in the classroom (the technology didn’t work), just pronounce the spell Dumbledore!, Dumbledore!, Dumbledore!, — then, all is well.