ignasius heri satrya wangsa

I just finished with weekly Friday Morning Mass last Friday (20/1/2017) and had to rush off for fellowship. The venue is just next to my office. In the photo, they are all Indonesian - the fortunate Catholic parents. Ms Sandra (2nd from left) has been very active in Marriage Encounter (ME). On her right is Ms Ludi. She is involved in the choir. The smiling face is living symbol of genuine life. It just happens in the morning.

I agree with Bloom (2007) when he mentioned ‘compulsory’ in ‘but when music and mathematics become part of compulsory school curriculum, the ethical landscape changes’. It corresponds with what Freire (1996) ‘the oppressed’. Indeed, I believe that education should promote values of freedom and that the child gain autonomy. Compulsory can bring a strong message, and that’s where ‘the oppressed’ comes. These are the values. They are present beyond subject. Values are also about dialogue. As a teacher I’m open to discussion, and the students here enjoy intellectual exercise. Engagement with their opinion is necessary. In my class I invite students to exercise value of equality. Everyone need to speak up, and they are equal. There is no such correct answer but practice of equality. Can we give space to other people (to speak)? Teaching is not simply a ‘career’ where professionalism is mandatory. The moral side of teaching is transferring values which are relevant and, more imp

Given the meaning of hidden curriculum as ‘implicit message’ from school ethos (Jackson, 1968), it is the school vision that becomes pillar to sustain positive school climate. When all components in school system are integrated and stay ‘on the right track’ as demanded by stakeholder,   school can play its role and existence to be main contributor and catalyst of change in the society. These are the role and existence which are significantly desirable to counterbalance the incoming ‘new’ values as product of modernization. In the classroom and within the curriculum track, students might easily explain what the subject is all about. It is all formally organized and mentioned in the curriculum. The procedures, approaches and methodologies for formal teaching-learning activity are ruled out in the curriculum. The outcomes (action, behaviour, and values) which are expected by curriculum are clear and well-defined. However, often times students experience hard time to ‘digest’ the

School plays a significant role to promote value of human relationship. This corresponds with holistic vision of the school which is no longer looking at being agent for academic excellence. In a modern view, expectation for the existence of school has been expanded. School needs to get close with the reality of daily life. In the perspective of positive education, schooling is not operated within the system where students are oriented towards achieving accomplishment, success, literacy, and discipline. This is how the society experience depression among young people. There is a need to pursue a balance between well-being and achievement (Seligman et al., 2009:293-294). Positive education is built upon positivity that life has meaning and purpose. It is through meaningful and purposeful social interaction that   human being should achieve in this life.   It covers the whole school community to maintain positive climate. Everyone in the school should follow the common language