islam


JIL Edisi Indonesia

Sejumlah Paradoks dalam Pidato Hasyim Muzadi

Oleh Abdul Moqsith Ghazali
Hasyim juga menolak sekularisme. Padahal, dalam waktu yang sama, dia juga menjelaskan penerimaan NU terhadap Pancasila, UUD 1945, dan negara bangsa Indonesia. Artinya, Indonesia ini bukan negara agama (Islam) melainkan negara Pancasila. Semua produk perundang-undangan di negeri ini tak diacukan pada argumen agama (Islam), melainkan pada UUD 1945. Tampaknya Hasyim tidak cukup mengerti apa yang disangkalnya, sekularisme-sekularisasi. 
01/04/2010 | Editorial | Komentar (8) #

Sejumlah Refleksi Tentang Kehidupan Sosial-Keagamaan Kita Saat ini

Oleh Ulil Abshar Abdalla
Secara harafiah, khalaf berarti era kontemporer, atau periode belakangan yang datang setelah periode terdahulu, periode “salaf”. Khalafisme adalah cara pandang keagamaan yang menghendaki agar pemahaman keagamaan terus tumbuh seturut dengan perkembangan peradaban manusia. Kata kunci pokok dalam khalafisme bukanlah “kembali kepada Quran dan sunnah”, tetapi memahami kedua sumber itu berdasarkan tuntutan zaman yang terus berubah. Khalafisme tidak menolak Quran dan sunnah sebagai sumber otoritatif, tetapi memahaminya secara kontekstual.
31/03/2010 | | Komentar (9) #

UU Penodaan Agama dan Kebebasan Hakiki

Oleh Saidiman Ahmad
Kebebasan terjadi bukan karena setiap orang bebas melakukan apapun yang ia inginkan, melainkan sejauhmana orang dibebaskan dari represi dan tindakan semena-mena orang lain. Dengan begitu, kita bisa menyatakan bahwa kebebasan untuk melakukan hal seenaknya adalah kebebasan semu atau bukan bentuk kebebasan sama sekali. Kondisi di mana orang tidak direpresi dan diperlakukan secara semena-menalah yang merupakan kebebasan hakiki. 
30/03/2010 | Kliping | Komentar (6) #

Apostasy dan Radikalisme Agama

Oleh Sumanto Al Qurtuby
Ilustrasi di atas memberi pelajaran berharga buat umat Islam, khususnya kelompok Muslim militan-konservatif yang selama ini getol “berdakwah” dengan cara-cara kekerasan. Perilaku brutal dan aksi-aksi kekerasan yang mereka lakukan tidak hanya menyebabkan simpati publik terhadap kaum Muslim merosot, atau melorotnya tingkat kepercayaan publik terhadap Islam sebagai agama damai, toleran-pluralis, dan “rahmatan lil alamin”, tetapi lebih dari itu tindakan konyol kaum radikal agama ini telah menyebabkan pemurtadan sebagian umat Islam itu sendiri. 
30/03/2010 | Kolom | Komentar (9) #

Pluralisme Agama di Indonesia:Masihkah Kita Bisa Berharap?

Oleh Abdul Moqsith Ghazali
Seseorang tak bisa dikriminalisasi karena yang bersangkutan memilih sekte dan tafsir tertentu dalam beragama. Kementerian Agama tak boleh mengintervensi dan menjadi hakim yang bisa memutus tentang sesat dan tidaknya suatu tafsir dan ritual peribadatan. Seseorang bisa dikriminalisasi bukan karena yang bersangkutan menjalankan ritus peribadatan tertentu, melainkan misalnya karena di dalam ritual itu terdapat tindak kriminal seperti kekerasan yang merendahkan martabat manusia.
11/03/2010 | Kolom | Komentar (38) #

Agama, Riwayatmu Kini

Oleh Saidiman Ahmad
Barangkali benar bahwa para pemuka agama sekarang masih memiliki sejumlah peran sosial. Tetapi kita saksikan dengan mata telanjang bahwa peran-peran itu semakin hari semakin terkikis dan cepat atau lambat akan habis. Pada kondisi semacam ini, kekhawatiran akan ada parade kemunculan agama-agama baru sungguh tidak beralasan. Yang terjadi justru adalah bahwa semakin banyak manusia yang sangsi terhadap mitos-mitos kebenaran yang diciptakan oleh para pemuka agama.
04/03/2010 | Kliping | Komentar (37) #

Potret Buram Kebebasan Beragama

Oleh Saidiman Ahmad
Negara yang absen dalam perlindungan hak atas kebebasan beragama menjadi pintu gerbang pelbagai bentuk tindakan kekerasan dan diskriminatif terhadap penganut-penganut agama minoritas. Hal ini berkali-lipat menjadi lebih buruk ketika ternyata negara tidak sekedar absen memberi perlindungan, melainkan juga secara aktif melakukan tindakan pelanggaran.
03/03/2010 | Kolom | Komentar (11) #

Agenda Bulan MaretPidato Kebudayaan Ulil Abshar-Abdalla

Forum Pluralisme Indonesia berinisiatif menggelar sejumlah pertemuan ilmiah untuk melakukan formulasi gerakan pembaharuan Islam yang lebih sesuai dengan tantangan zaman. Sebagai langkah awal, tahun ini, Forum Pluralisme Indonesia akan menggelar Orasi Pembaharuan Islam yang kali ini akan disampaikan Ulil Abshar-Abdalla.Kegiatan ini akan dilaksanakan pada: Selasa, 2 Maret 2010, Pukul 19.00 – 21.00 WIB di Graha Bakti Budaya, Taman Ismail Marzuki (TIM), Jakarta
22/02/2010 | | Komentar (39) #

Greg Barton:Investasi Pembaruan Pemikiran Islam Telah dan Akan Berbuah

Cendekiawan-cendekiawan ini memang berperan penting dalam pembaruan pemikiran Islam di Indonesia. Tetapi tidak berarti dengan hilangnya mereka, lantas segalanya akan berhenti. Sebab mereka telah memberikan banyak warisan: dalam bentuk pemikiran-pemikiran, dalam bentuk ketulusan dan contoh-perilaku. Banyak generasi muda yang sudah dipengaruhi ide-ide mereka, dan pengaruh itu sudah terinternalisasi sedemikian rupa, sehingga generasi muda itu sekarang sudah dapat memproduksi gagasan mereka sendiri. 
17/02/2010 | Wawancara | Komentar (9) #

Post-Muhammadiyah: Kado Seabad Muhammadiyah

Oleh Muhammad Asratillah Senge
Post-Muhammadiyah mewartakan jargon “kematian skripturalisme” karena skriptualisme adalah awal dari reduksi terhadap pengalaman keberagamaan baik secara individual maupun sosial. Post-Muhammadiyah mewartakan bahwa teks-teks agama--termasuk di dalamnya Alqur’an--bukanlah barang jadi dan senantiasa siap pakai. Teks-teks itu menunggu dan membutuhkan pembacaan manusia dengan segala pengalaman dan perangkat kemanusiaannya. 


teacher should do

Over my twelve years in front of those most precious of resources, I've been both a good teacher and a bad one- sometimes in the same day (But, mostly good, I hope). Because I care about doing a good job, I've analyzed which practices make for my better performances and developed this simple list to share with new or future teachers. Basically, if you do the things on this list, you will be a at least good teacher, I think.
Provisos:
I didn't say "great" because being "great," whether at sports, soldiering, mothering, acting, writing, music, or blogging takes an intrinsic talent beyond the capability of training or short "Do" lists. For teaching, it might be knowing when to smile, the look you give a bad or good student, or maybe the discipline to stay until 6:30P.M. planning the next day's lesson.
For the list, I didn't deal with discipline since I have what you'd call an "idiosyncratic" style. Seasoned (those who have seen many seasons) female English teachers usually do best in this area and you'd do well asking them. I also didn't talk about curriculum as, again, it's too varied to summarize. I avoided being overly general (care!) or too specific (Have them lift up red papers for "no" and green for "yes.") Finally, I chose the three tips below not only because I consider them teaching "building blocks," but because all of them, at one time or another, have been challenges for me. On to it, then:
1. Plan:
This is crucial and the more you do it, the better. Some teachers write 7 step lesson plans and rehearse in front of their cats the night before. More power to them. At least look over the book and have the requisite materials ready. Writing down the homework helps the next day and in grading, for not only will planning help you prepare for future lessons, it will also serve as a record of your achievements.
Follow up:
2. Correct work consistently and return on time:
Paper correcting has bedeviled me since I started teaching; I find it incredibly boring. The fact of the matter is, however, that many students won't do work unless it "counts." Correcting work shows you care and allows you to know your students' strengths and weaknesses. Try to get it back quick and you'll see more productive students.
3. Don't sit down during class:
Whether you're lecturing or just observing, walk around the class as they're working. You'll be amazed at the stuff you find. Also, many students who won't ask a question in a large group will let you know their issues as you pass by. This is the most one-on-one most teachers will get with students.
And that's it. It had to be short and sweet: You should see the pile of stuff on my desk


how to be a good teacher


It is absolutely true that some people, from the time they are in first grade, know they want to be teachers. For others, the idea to become a teacher can be a sudden insight, or a feeling that ferments for years in some remote corner of their consciousness. Regardless of where the idea comes from, for many, the images associated with becoming a teacher are compelling. However, as is often the case in life, the differences between images and reality can be stark, unsettling, and disappointing. Current uncertainties in the American, as well as world economies only serve to exacerbate the differences. This reality is the reason for this page.
We all know that as the "Baby Boomers" retire and leave teaching in large numbers over the next ten years, probably more than a million new teachers will be needed to replace them, let alone hundreds of thousands needed to keep pace with the anticipated growth of student populations, the current world-wide recession notwithstanding. Perhaps you will be one of these new teachers Perhaps not.
The current world-wide recession as of February 2010 has had some impact on public school systems hiring new teachers. In some areas there are hiring freezes, increased class sizes and cuts in courses offered, all of which affect hiring. This situation likely won't last more than a few years, and teachers will be hired, but probably at a much slower pace, affected possibly by the decisions of older teachers to stay longer in teaching than they originally planned. My advice is to hang in there, and be patient.

Please read on.
For lack of a better way to say it, this page is about some basic teacher-things. For sure, not every person who wants to be a teacher should be a teacher. There is a vast gulf between the ideal of teaching and the reality of the classroom. Teaching probably won't make you rich, and, to be sure, no one should make any career decision without gathering as much information as possible. Tips on becoming a teacher is a start.
Make no mistake; teaching is like no other profession. As a teacher, you will wear many hats. You will, to name but of a few of the roles teachers assume in carrying out their duties, be a communicator, a disciplinarian, a conveyor of information, an evaluator, a classroom manager, a counselor, a member of many teams and groups, a decision-maker, a role-model, and a surrogate parent. Each of these roles requires practice and skills that are often not taught in teacher preparation programs. Not all who want to be teachers should invest the time and resources in teacher training or teacher preparation programs if they do not have the appropriate temperament, skills, and personality. Teaching has a very high attrition rate. Depending on whose statistics you trust, around forty percent of new teachers leave teaching within the first five years. It is obviously not what they thought it would be. One thing for sure, it's about more than loving kids.
Make no mistake; as a teacher, your day doesn't necessarily end when the school bell rings. If you're conscientious, you will be involved in after school meetings, committees, assisting students, grading homework, assignments, projects, and calling parents. All these demand some sacrifice of your personal time. If you're committed to excellence as a teacher, it's a sacrifice you can live with. If not, you will be uncomfortable at best.
Teacher training and teacher preparation programs exist in every state, as well as in various forms of on-line courses and degree programs, and the requirements vary. You will have many options from which to choose. Choose wisely. My own advice is to select a program that offers a rich and solid foundation of courses, regardless of whether you intend to teach at the elementary, middle school, or high school level. I believe that no teacher education program, including the one in which I teach, can actually teach you how to teach. Rather, what we do is get you ready to learn how to teach, and that takes place on the job. My advice is to choose a program that offers a rich balance of subject matter content courses and pedagogy, including clinical experience in all its forms. You are learning both skills and understandings in any teacher education program. Practice those skills as perfectly as possible, and strive each day to deepen your understandings of the concepts, theories and generalizations that you encounter. By doing so, you will build a solid foundation for learning how to teach once you become employed, and, you will be a better teacher.
From my own teaching experience and from discussions and teaching many hundreds of teachers and thousands of teacher education students, there emerge common threads of understanding and skill that good teachers weave into an effective personal style of teaching. Assess your own knowledge andvalues in terms of your thoughts about the following:
Good teachers:
are good at explaining things. Do you like to explain how something works, or how something happened? Being comfortable with explaining content to students is an essential skill for teachers, regardless of the subject or grade level.
keep their cool. There will be times when you will be tempted to scream or yell at your students, other teachers, parents, administrators, and so on. Good teachers are able to successfully resist this urge.
have a sense of humor. Research has consistently shown that good teachers have a sense of humor, and that they are able to use humor as part of their teaching methods. Humor, used properly, can be a powerful addition to any lesson.
like people, especially students in the age range in which they intend to teach. Most teachers choose an area of specialization such as elementary education, special education, secondary education, or higher education because they have a temperament for students in those age ranges. If you are not comfortable working with young children, don't major in elementary education!
are inherently fair-minded. They are able to assess students on the basis of performance, not on the students' personal qualities.
have "common sense." It may sound a bit corny, but good teachers are practical. They can size up a situation quickly and make an appropriate decision. Whether managing a classroom, leading students on a field trip, seamlessly shifting from one instructional procedure to another, assigning detentions, supervising an intern, or dealing with policy and curriculum issues in the school, there is no substitute for common sense.
have a command of the content they teach. For elementary school teachers, that means having knowledge of a broad range of content in sufficient depth to convey the information in meaningful ways to the students. For secondary school teachers, it usually means having an in-depth command of one or two specific content areas such as mathematics or biology.
set high expectations for their students and hold the students to those expectations. If you are thinking about becoming a teacher, you should set high expectations for yourself, and demand excellence not only of yourself, but your students as well.
are detail oriented. If you are a disorganized person in your private life, you will find that teaching will probably be uncomfortable for you. At the very least, teachers must be organized in their professional and teaching duties. If you're not organized and are not detail oriented, teaching may not be the best choice of a profession for you.
are good managers of time. Time is one of the most precious resources a teacher has. Good teachers have learned to use this resource wisely.
can lead or follow, as the situation demands. Sometimes, teachers must be members of committees, groups, councils, and task forces. Having the temperament to function in these capacities is extremely important. At other times, teachers assume leadership roles. Be sure you are comfortable being a leader or a follower, because sooner or later, you will be called on to function in those roles.
don't take things for granted. This applies to everything, from selecting a college or school of education to filing papers for certification. Good follow-through habits should be cultivated throughout life, but they are never more important than during your teacher education program. Read the catalog, know the rules, be aware of prerequisites and meet deadlines. In one sense, you don't learn to teach by getting a degree and becoming certified. You learn to teach in much the same way you learned to drive -- by driving. You learn to teach by teaching, by making mistakes, learning from them and improving. The purpose of a teacher education program is to get you as ready as possible to learnhow to teach by subjecting you to a variety of methods and experiences that have a basis in tradition and research.
have some "hard bark" on them. Take it from me as a teacher in both public schools and at the university level, that you need some hard bark in order to survive let alone thrive. to illustrate the point, here is an excerpt from an ADPRIMA page that discusses the subject in more detail:
John Russell, the name of the character played by Paul Newman in the 1967 movie "Hombre," was told, in the latter part of the film by a man he had just shot in order to protect a group of innocent, yet cowardly people, "Mister, you've got some hard bark on you." Indeed he did, because he was both physically tough and tough minded. He was also realistic, honest, fair, and understood that sometimes doing the right thing involves risk. There is a lesson in all of this for education students.
Without a doubt, young men and women entering the teaching profession today need to have some "hard bark" on them. If they don't, the small wounds inflicted by dealing with the everyday problems of teaching, disciplining, planning, counseling, dealing with administrators, colleagues, parents, and so on, mount up. If they're easily wounded by disappointment, rudeness, and even unfairness, they won't last because these things happen, and nothing will change that.
All of these qualities define some of the characteristics of good teachers. If it is not your goal to become a good teacher at the very least, perhaps thinking about the above will help you see other career alternatives. A good idea, when first making such a decision, is to talk to teachers. Find out what they do, and what led them into teaching. Do a personal inventory of your own values, personality, preferences and goals. But, whatever you do, don't go into teaching simply because you love kids!