Sosiologi Pendidikan Mannheim (Sebuah Refleksi)
DOI:
https://doi.org/10.69896/modeling.v8i2.2480Keywords:
Sociology of Education, Mannheim, ReflectionAbstract
Refleksi didefinisikan sebagai upaya untuk mencapai sudut pandang yang lebih tinggi untuk melihat situasi secara keseluruhan daripada hanya melihat fakta-fakta yang terisolasi. Pendekatan interdisipliner Mannheim terhadap pendidikan dan sosiologi pendidikan meliputi; (1). Tujuan Sosiologi Pendidikan, (2). Pengembangan Kurikulum dan Fungsi Sekolah, (3). Meninjau Ulang Posisi Nilai Mannheim dan Kaitannya dengan Tujuan Pendidikan, (4). Perdebatan Individualis-Kolektivis dalam Pendidikan, (5). Sifat Sosial-Psikologis Individu dan Perkembangan Kepribadian sebagai Aspek Pendidikan dan Pembelajaran, (6). Psikologi dan Pembelajaran, (7). Frustrasi, (8). Peran Guru dalam Pendidikan Kreatif, (9). Asumsi Naturalistik dan Teori Pembelajaran, (10). Faktor Sosiologis, (11). Pembelajaran dan Pengembangan di Sekolah, dan; (12). Ruang Kelas. Perspektif berbagai disiplin ilmu yang disebutkan, perlu upaya refleksi. Pembahasan refleksi sosiologi pendidikan inilah yang akan dibahas dalam tulisn ini. Penelitian ini adalah jenis penelitian library research dengan menggunakan pisau analisis deskriptif analisis. Hasil penelitian ini adalah: (1) Ada konsistensi dan kesinambungan dalam teori sosial Mannheim dan sosiologi pendidikannya. Mannheim berusaha mengkoordinasikan temuan-temuan epistemologisnya; usahanya untuk menemukan setidaknya seperangkat nilai yang bersifat sementara (temporary) dan relasional (relational) yang akan menjadi panduan untuk bertindak. (2) Mannheim meneliti faktor kepribadian, budaya, dan sosiologis atau struktural yang terlibat dalam proses pendidikan. Pembahasannya adalah rangkuman pengetahuan kontemporer yang paling relevan. Ia meninjau teori-teori kepribadian, gagasan tentang ciri-ciri budaya dasar suatu zaman, dan studi sosiologis tentang proses pendidikan. (3) Mannheim mencatat bahwa ada prasyarat fungsional (functional prerequisites) dari struktur dan budaya serta individu. Mannheim merasa bahwa pendidikan harus terdiri dari pengembangan untuk hidup. Pendidikan harus memberikan akar bagi stabilitas serta keamanan yang dibutuhkan untuk menghadapi perubahan. Pendidikan harus memberikan pengetahuan yang akurat tentang; dunia tempat kita hidup agar kita dapat menemukan tempat kita di dunia sebagai individu dan memiliki dasar minimal pengetahuan umum dan tujuan yang disepakati bersama dalam perspektif waktu historis tertentu.
Abstract
Reflection is defined as an attempt to reach a higher vantage point to see the situation as a whole rather than just looking at isolated facts. Mannheim's interdisciplinary approach to education and the sociology of education includes; (1). Purpose of Sociology of Education, (2). Curriculum Development and School Functions, (3). Revisiting Mannheim's Value Position and its Relation to the Purpose of Education, (4). The Individualist-Collectivist Debate in Education, (5). Socio-Psychological Nature of Individuals and Personality Development as Aspects of Education and Learning, (6). Psychology and Learning, (7). Frustration, (8). The Role of the Teacher in Creative Education, (9). Naturalistic Assumptions and Learning Theories, (10). Sociological Factors, (11). Learning and Development in Schools, and; (12). Classroom. The perspectives of the various disciplines mentioned, need reflection efforts. The discussion of reflection on the sociology of education is what will be discussed in this paper. This research is a type of library research using a descriptive analysis analysis.
The results of this study are: (1) There is consistency and continuity in Mannheim's social theory and his sociology of education. Mannheim attempted to coordinate his epistemological findings; his attempt to find at least a set of temporary and relational values that would guide action. (2) Mannheim examined the personality, cultural, and sociological or structural factors involved in the educational process. His discussion is a summary of the most relevant contemporary knowledge. He reviewed personality theories, ideas about the basic cultural traits of an era, and sociological studies of the educational process. (3) Mannheim noted that there are functional prerequisites of structure and culture as well as the individual. Mannheim felt that education should consist of development for life. Education should provide the roots for the stability and security needed to deal with change. Education should provide accurate knowledge of the world we live in so that we can find our place in the world as individuals and have a minimal basis of common knowledge and goals that are mutually agreed upon within a specific historical time perspective.
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References
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