PHILOSOPY OF EDUCATION

CRITICAL BOOK REPORT

DEMOCRACY IN EDUCATION

Lecture:

Prof. Dr. Parlin Pangaribuan, MA

Author:

Khairina Rangkuti (4183121048)

Bilingual Physics 2018

BIILINGUAL PHYSICS

FACULTY OF MATH AND NATURAL SCIENCE

STATE UNIVERSITY OF MEDAN

2018
 CHAPTER I

INTRODUCTION

1.1. Background
In philosophical education is important. philosophy is the basis for the
continuation of education that is why we need to know what are the links between
philosophy and education.
Democracy is typically represented as a system of voting and representation, or as
instantiated through a set of rights, such as 'freedom of speech', etc. To my mind, though,
these represent an emphasis on process rather than underlying principle.
So, in this task we will look what is democracy in education from two books.

1.2. Aim
1. To add insight into the material of democratic education by comparing two different
books.
2. Know the weaknesses and strengths of the two books.
3. Train students to think critically in finding and understanding the information
contained in the book.

BAB 2

Discussion

2.1. Identity Of Book I

Book Title : Filsafat Pendidikan
Author : Anwar Muhammad
Publication Year : 2018

2.2. Identity Of Book I

Book Title : Philosopy Of Education
Author : Moore T. W.
Publication Year : 2010
2.3. BOOK’S SUMMARY I
 Democracy in education.
democracy education in the broad sense contains 3 things, namely:
1. Respect For Human Dignity.
In democracy there is a guarantee of equal rights regardless of color, race,
ethnicity, religion, gender, and nation. this is what you want to instill in
education
2. Every Human Being Has A Change Towards A Healthy Mind.
In this principle, the view arises that humans must be educated, because
with education, humans will change in a better direction. This attitude will
produce democratic citizens for democratic countries
3. Willing To Devote To Common Interests Or Welfare.
welfare will only be achieved when the citizens are able to pour their
energy and mind into achieving a common goal.
o Principes of democracy in education
 Get education is humans right for every citiezens.
 Have same chances to get education for every citiezens.
 Right and chance for their ability.
o Democracy in education in Indonesia

in fact, Indonesia has embraced democracy in education since the

proclamation of independence until now. everything is listed and arranged in:

1. UUD 1945.
2. UU NO. 20, 2003
3. GBHN

BOOK’S SUMMARY II

First theory say that education should serve democracy by producing democrats, seems
irreproachable given the initial assumption that a democratic society is desirable.democratic
society involves an appeal to individual members on matters of social concern, and depends on
the working of a complex of institutions, public discussions, voting, representative bodies,
majority decisions and the like. Along with these institutional features goes, ideally, a
willingness to work the system, to allow free expression of opinion, to abide by majority
decisions, to participate in the various procedures. Without a general adherence to these
principles and practices a democracy would not long survive. Democratic society depends on
democratic man. So, it has been argued, it is in the public interest for a democracy to provide an
education in democracy for its future citizens. This would involve some kind of political
education, an initiation into the practice of group decision-making and the inculcation of a
commitment to such principles as the adherence to majority decisions, toleration of differing
opinions, and an introduction to the institutional structure of democratic society.

The second, more limited theory is that schools and other educational establishments
should themselves be run on ‘democratic’ lines. This theory has links with the first, indeed it
forms part of the ‘methods’ assumption of the general theory. It is assumed that actual
democracy in school would supply the practical element in an education for democracy. But it is
also advocated on grounds of justice, that pupils and students have a ‘right’ to take part in the
running of these institutions.

The third theory, that education should be democratic in the sense of being accountable
to society, to ‘the people’, is really a theory of an extra-educational kind, belonging perhaps to
political or social theory. There is a distinction to be made here. Discussions about what it might
mean to say that there should be equality in education, or that education should be along the
lines of freedom, or be ‘democratic’ in practice, refer to what can be, or should be, done by
those working within education, as a matter of method or practice. Discussions of the
‘accountability’ kind refer mainly to relationships between internal educational practice and
outside influences, like governments, employers, churches and parents. They raise interesting
questions, particularly in the area of curriculum content, about who should say what goes into
the curriculum and who should decide what educational methods should be used. These are
questions which require a fuller treatment than is possible here.
2.4. Book’s advantages
1. In the Filsafat Pendidikanbook, the material delivered uses language that is easy
to understand so that it is easier to understand the contents of the book.
2. Both books present examples of case in real life in each sub-chapter.
3. Philosopy of Education book presents a summary of the material at the end of
the chapter.
4. Both books present the case of real life clearly for students to better understand
the material in the book.
2.5. Book’s disadvantages
1. There are several high-level languages used in the Philosopy of Education
book material so it is difficult to understand.
2. The Filsafat Pendidikan book does not present a summary of the chapter in
the end of the chapter.
 CHAPTER III
1.1. Conclusion
Book I, Filsafat Pendidikan, is more concise and easier to understand because it
uses language that is easy to understand. In this book also presented examples of
cases in the material presented. This book is also good to learn because it also
presents cases in daily life.
Book II, Philosophy Of Education, presents detailed explanation so that it is more
complete, but there are some material that are delivered using high level language
so that it is difficult to understand. This book is also good for being a student
handbook. This book presents many examples of cases relating to real life
.
1.2. Suggestion

Both books have almost no flaws and are good for use in learning, but if you want to
better understand the material of democracy in education, especially in Indonesia you
should read book F because the book provides an explanation of democracy in
education in Indonesia.

REFERENCE

Awar.Muhammad, 2018, Filsafat Pendidikan, Jakarta : Prenadamedia Group.

Moore.T.W, 2010, Philosopy Of Education, E Taylor & Francis E-Library.