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Minggu, 08 Oktober 2017

WANITA = WANI DITATA: HERMENEUTICS FEMINIST[1]

Rev. Imanuel Teguh Harisantoso, M.Si

Introduction

In the past in Java the role of the women in so many aktivity: family and public has limited opportunity. In Javanese term, “the woman” can be interpreted “dare to be arranged”. In the understanding, culture social system growing among Javanese public - system patriach, "woman" comprehended as figure playing role as: "giving birth", "cooks" and "beautifies herself". In Javanese is recognized as 3M, that is: "manak", "masak" and "macak".
Feminist hermeneutics, as approach which focussing at now aspect, what emphasizes actual context where life subject; what has liberation dimension, and cultural (Sugirtharajah); a method challenging West hegemony (Lozada); places forward Bible as having authority (Samartha), Bible authority capable to consort and answers problems in context (read: reality) subject, this very precise to be confronted in Indonesia context, especialy Java, including struggling of church in it. Cites Levison connecting Bible reader context with process hermeneutic. He hook correlates with main realita in Asia. First, Asian theology must start from realita Asian nation; functioning Bible as mirror condition of biography society. Second, some Asian theologies starts with social reality, for example, focus in equality, poorness, ecology, like the one developed minjung theology in Korea as reflection of social. Third, gives attention to economic realita happened in Asia until today.
Hence, this article tries lifts gender problems: role of Javanese woman. Injustice facts gender, role of social social location and institutes is around [by] it (State, Church, education and others) and the next how we commit for always fights for change and justice gender.

Problems of Javanes women

In Javanese culture, existence of woman has important meaning in many things. In Church for example, most of church which present in religious Sunday ministry has for certain is woman. Womankind is community the always present activity seremony or worship in the church, but woman snared in life patriach system.
One role side of Java woman in activity of family and public is not argued, but on the other side Java woman remain to experience marginalisation. Irony of course. This situation strengthened by existence of policys of public limiting role of woman in public activity.
1.      The role Marriage Indonesian Republic number 1/1974; The church arranges The East Java Christian Church (EJCC): that man’s is leading household. Explained, men works outside to fulfill requirement of household and woman manages domestic work.
2.      Existence demarcation the number of women in parliamentarian. In some Churchs in East Java, The East Java Christian Church (EJCC) for example, gives constrain, church councilor from element woman and young man at the most 30% from grand total. Indirectly this thing limits woman role in public problems and ( impressing) emerges an assumption woman is not allowed talks in place of public, fore many people, including men in it.
3.      All relating activities and "kitchen” work, cooks, manages household and educates child always is connected as profession that must be done by a woman. It all must be done by mother (woman) and not by father or men. In housewifery, men only work to get a lot many and work of rest is part woman responsibility.
4.      Borrows Freire, education must giving awareness. Without denying success of education, institute education is not able yet to doing many to voice equivalence, and parallelism gender, race, ethnical and religion / ideology. (There are still) many Javaneses who higher education assumes at the highest a woman to go to school and having career, anyway in the end they also returns to manages kitchen. Remain to just the Javanese woman must in kitchen, mean (like upper) must do domestic work.
5.      In family life, still very planted strong, that good wife is clever wife cooks. The wife becoming choice of the boy old fellows for then becomes the couple is they clever manages requirement of household. Woman which cannot cook and manages household, in public gets imprecise woman lable to be wife.
6.      In woman public always is identified who light as one. Its the irony, this happened since they the womb mother / baby. Daughter must play at doll, if fallen down is enabled weeps. Differs from boy, they play at cars, manouver and if happened something with his is prohibited to weeps. A kind of this thing happened until they to grew up.
In process of socialization in the patriachy system which is strong, woman gets lable as second class. Woman is not equal to men. He stays with men, but they are the other (Edward Said; The Liyan, Mohamad Gunawan) from the men.


Patriach System: ideologi (pria)

Javanese social-culture is recognized [by] people as  a real culture patriachy, a real places forward role of men and father. For me a kind of this culture hardly influenced by the tradition, belief, religion (especially Islam and Christian religion), which then I call ideology (man). Why that way? Patriach system becomes an ideology as can be seen in feudal system growing in growing and growing goverment pattern and politics in Javanese empires, and then adobted by various "goverment system" modern. Arrangement pattern (read: regulation system) family, religious institutes like church and islamic center (pesantren, Java), and organization of the goverment is very jelling with situation of fatherhood.
Structure patriach system increasingly in public Javanese, when Islam and Christian comes to Javanese island. Christianity brought by Europe colonial increasingly strengthens position of man in life of public and especially in the relation of woman man. Bible Sentences which " talks" about woman used legitimated power to the man.
"As in all the congregation of the saints, women should remain silent in the churches. Because they are not allowed to speak. They subject themselves, as also saith the law. If they want to know something, let them ask their husbands at home. It is shameful for women to speak in church ". (I Corinthians 14:34-35). Similarly, the "Wives, submit to your husbands, as it should in the Lord. Husbands, love your wives and do not rebuke him. Children, obey your parents in everything, because that's what pleases the Lord. Fathers, do not hurt your child's heart, so that will not lose heart. Slaves, obey your master in this world in all things, not just in front of them just to please them, but with sincerity of heart, fearing God." (Kolose. 3:18-22).
The Holy Book texts when studied deeper, why and what influencing a kind of this texts emerged in holy article of Bible, simply a text having the character of ideological. An ideological text developed by Aristoteles. That orderliness and peacefulness of a state started from family. If wife, chlid, and slave in obedient family to father, hence undoubtedly all relationship would harmonious. Obedient to husband, doesn't change it an citizen ideology bowing to state.
Theological texts (read: ideological) is then dominated much of the church today. Church of Bible texts read textually, as a sacred document, without having to be scrutinized further. Given and taught systematically to all the congregation, as a teaching that comes from God and who must be obeyed. That means, indirectly perpetuate and legitimacy Patriarchs of the church is in the public system.
From this it can be said that talking about gender relations, in my opinion not appropriate if the church is often used Biblical texts to speak on relationship issues of women and men. Because, basically, not a few sacred texts of the Bible, like the above are not intended for the relationship of men and women, but for ideological purposes or structuring of the state.
To dismantle the dominance of the ruling, if it is detrimental to the Patriarchs system or to dismantle the dominance of female-domination of others, I refer to the church to use Galatians 3:28, "In this case there is neither Jew nor Greek, slave nor free, there is neither male nor female, for ye are all one in Christ Jesus. "for me, this is the biblical text in our power to criticize the Patriarch system. Deconstruct and then reconstruct Patriarchs system based on Scripture verses that uphold equalitas and equality.


Action for Transformation

Feminist hermeneutics as the postcolonial hermeneutics is an approach that brings awareness of the context, in this case is gender inequality. Borrowing a term Sugirtharajah, he related to the liberation and cultural dimensions; a method challenging West hegemony (read: male hegemony) (Lozada); places forward Bible as having authority (Samartha), Bible authority capable Consort and answers to problems in context ( read: reality) subject, this very precise to be confronted in Indonesia context, especialy Java, Including struggling of church in it.
Based on the above matters, I propose a few things to be done by persons (male and female), church institutions, governments and other institutions that koncern with gender issues, marginalization, and equality.
1.      Self-realization.
Self-aware that around us there are injustice, inequality and the role of domination by one party is very important, because i believe without self-consciousness (Anthony de Mello) will not be able to change one's self and surroundings. The question is how do we realize that something is not right with ourselves and around us? The answer, education, and socialization (Groome) on the issue in question is a guarantee for both direct and indirect awaken people, men and women will be the relation between it and relation to the ecology. Without adequate education, then surely the knowledge and the development of poor communities in the vicinity.
2.      Re-interpretation of the dogma and doctrines of the church
The Church is an institution that is directly responsible for the teachings that have been submitted to the people, including the teaching of female presence and kedudukanya in the family and society in general. The church today who inherited theology (see also: ideology) of the early church which imposes limits on, "women should remain silent in the churches" and "If they want to know something, let them ask their husbands at home" (I I Corinthians 14:34-35) is a castration of the right and the marginalization of the role of women in family and church. The Church and the Bible in authority should be able to answer today's problems of race. Authority of the Bible must bring freedom and not the other way to make certain parties, in this case the woman was colonized.
The church must return the Bible to its original role, as the good news. The news release the oppressed, the marginalized, the weak, the defenseless and those who need help. Should have been learned from the experience of church history, such as when they are wrong to take action against Galileo Galilei. Church is now faced with more or less the same thing, against the ideology of male (first: the ideology of Copernicus). Mere-interpretation of his teachings. If in the beginning they put the women and men perananya under ideology, now headed to the "in this case there is neither Jew nor Greek, slave nor free, there is neither male nor female, for ye are all one in Christ Jesus "(Galatians 3:28). Of the spirit of gender inequality leads to gender equity.
3.      Commitment and consistency enforce equality in all things.
Good education, which accompanied a heightened awareness of equality and gender justice, which is supported by the ideology (read: theology) is equal between men and women there would be no meaning, if not accompanied by the commitment and consistency to make changes. meaning of commitment and fighting spirit of equality, and feminism is a struggle to the end.***



[1] A term in Javanese culture  "woman" means " readies arranged", (Wanita = wani ditata, Java).

Sabtu, 07 Oktober 2017

SEPULUH ASPEK KURIKULUM

Oleh Imanuel Teguh Harisantoso
Donald L. Griggs dalam bukunya, Teaching Teachers to Teach (1988), menguraikan bahwa terdapat sepuluh (10) aspek kurikulum yang harus diputuskan oleh seorang guru (baca: katekit)dalam pengajarannya di kelas. Dalam proses perencanaan dan implementasinya katekit harus membuat beberapa keputusan.
Siapa yang akan saya ajar?
Pertanyaan apa yang akan saya tanyakan?
Bagaimana saya dapat menggali lebih dalam?
Apa yang akan saya sampaikan merespon pertanyaan yang muncul?
Kesepuluh aspek kurikulum ini hanya merupakan garis besar atau outline. Artinya katekit tidak boleh hanya bergantung pada hal ini saja, tetapi dapat membuat banyak keputusan dalam perencanaan maupun implementasinya. Tujuanya adalah supaya katekit dapat melayani dengan tujuan yang jelas dan terukur.
1.     Apa yang akan saya ajarkan?
a.    Kurikulum adalah “titik berangkat”, tetapi aspeknya terlalu banyak.
b.    Katekisan harus memilih kata kunci (konsep) atau ide dasar yang menjadi focus pengajaranya.
c.     Konsep adalah rangkaian kata-kata yang dipakai untuk mengungkapakan pengalaman, pemikiran, objek dan lain sebagainya yang dikomuniksikan dengan yang lain.
d.    Konsep adalah focus dari seluruh pengajaran.
e.     Penting untuk dilakukan adalah menghubungkan konsep pengajaran dengan pengalaman hidup katekisan.

2.     Apa yang akan dipelajari oleh katekisan?
a.    Penting bagi para katekit adalah harus memiliki tujuan khusus (Tujuan Instruksional Khusus – specific objective) dalam perencanaan maupun pengajaran
b.    Tujuan – Tujuan Instruksional Khusus – yang hendak dicapai katekit bagi katekisan (diharapkan) dapat dicapai dalam satu tatap muka atau periode tertentu.
c.     TIK harus dirumuskan secara spesifik berkaitan dengan kegiatan katekisan.
d.    TIK akan menolong katekit untuk melakukan evluasi baik proses maupun hasil pengajaran.

3.     Aktifitas pengajaran apa dan bagaimana yang perlu saya rencanakan dalam kelas?
a.    Berbagai aktivitas pengajaran dapat melibatkan katekisan dalam setiap session.
b.    Aktivitas pengajaran harus representative dari berbagai minat, bakat, tingkat pemahaman dan kemampuan.
c.     Aktivitas baru yang bermakna harus diperkenalkan dan dicoba secara regular.

4.     Sumber-sumber belajar apa yang saya pakai dan dipakai katekisan?
a.    Sumber-sumber yang dipakai bukan sekedar “coba-coba” sehingga katekisan menjadi “kelinci percobaan” dan juga bukan sebagai alat atau muslihat (gimmicks and gadgets).
b.    Sumber-sumber yang dipakai harus bermakna bagi katekisan yang terlibat dalam proses pembeajaran.
c.     Sumber-sumber harus diseleksi dengan hati-hati.
d.    Sumber-sumber yang dipakai adalah  bagi katekit dan katekisan.
e.     Berbagai sumber yang bermanfaat dapat dipakai.

5.     Setrategi apa yang akan saya pakai untuk memotivasi katekisan terlibat dalam pengajaran?
a.    Perlu dipikirkan dengan matang, baik dan dikerjakan dengan hati-hati strategi yang dipakai untuk menarik perhatian, minat katekisan dan sesuai dengan tujuan pengajaran.
b.    Strategi yang dipakai paling tidak mengandung lima elemen yaitu: pembukaan, presentasi, pendalaman, kreativitas dan penutup.

6.     Bagaimana ruangan harus diatur?
a.    Penataan ruangan, dekorasi, dan sumber-sumber pengajaran yang sesuai dengan tujuan sesungguhnya merupakan kata-kata yang hendak kita sampaikan.
b.    Semua materi yang dipakai sebaiknya dapat dilihat dengan maksimum dan katekisan dapat leluasa bergerak.
c.     Perlunya pengaturan ruangan, meja-kursi, alat-alat dan bahan-bahan secara regular.

7.     Pertanyaan apa yang akan saya berikan?
a.    Pertanyaan sangat penting, tetapi juga membutuhkan aktivitas.
b.    Hal ini akan membantu penyusunan rencana pertayaan-pertanyaan kunci, dan ini yang harus disipkan oleh katekit.
c.     Minimal terdapat tiga tingkatan pertanyaan yang digunakan: informatoris, analisis dan pertanyaan pribadi.


8.     Pilihan-pilihan yang bagaimana yang dapat dipakai katekisan selama pengajaran?
a.    Pilihan-pilihan kegiatan yang diberikan kepada katekisan akan membangkitkan motivasi dan keterlibatannya.
b.    Pilihan-pilihan tersebut harus dipertimbangkan dalam setiap tahap rencana pembelajaran.
c.     Pilihan-pilihan yang ada perlu didiskusikan dan dievaluasi.

9.     Arahan-arahan apa yang akan saya berikan?
a.    Keberhasilan katekisan dalam aktivitas pembelajaran seringkali ditentukan oleh berbagai arahan yang diberikan katekit.
b.    Katekisan perlu dibimbing dalam setiap partisipasinya.
c.     Arahan-arahan seharusnya diungkapkan dengan jelas dan mudah dipahami.
d.    Arahan harus diberikan dalam tahap-tahap tertentu.

10. Bagaimana saya merespon atau menanggapi katekisan yang mengucapkan atau melakukan sesuatu?
a.    Penguatan bagi katekisan oleh katekit akan meningkatkan motivasi dan partisipasinya.
b.    Katekisan membutuhkan feedback dan tanggapan dari katekit. Katekit dapat mengembangkan repertoire (ungkapan yang bermakna) bagi katekisan.

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