The development of good character s

The development of good character should be the heart and soul of education, and should dominate the spirit of teaching. This was the philosophy of the “Father of Education” in Indonesia, Ki Hajar Dewantara. The reason, he said, was that teaching and character building are like two sides of a coin and cannot, and should not be separated.

Education, by definition, means guiding student lives in a strong foundation of good character, so that they would be civilized humans of highest moral fibre, thus laying the foundation of a great nation without distinction of religion, ethnicity, customs, economic and social status.

Ki Hajar Dewantara was born in the royal family of Yogyakarta on 2 May 1889. His given name was Raden Mas Suwardi Suryaningrat which he later changed to renounce his connections with the royal family. He transformed himself into an activist, columnist, politician and pioneer of education for Indonesians. He fought for rights of Indonesians during Dutch and Japanese colonial eras.

He was born into an aristocratic family that granted him the privilege of free access to education of his choice. He got his primary education from ELS (Europeesche Lagere School), then he continued his education at Stovia (Java Medical School) but due to health reasons he couldn't finish it. He started writing for newspapers and eventually all his writings were focused on Indonesian patriotism, thus anti Dutch. He was involved in the early activities of Budi Utomo and the Indiesche Party, which were both important in the early development of the “movement” that grew up with a nascent Indonesian national political consciousness.

He was exiled between 1913 and 1919 following the publication of two of his articles: “Als ik eens Nederlander” (If I was a Dutchman) and “Eén voor allen en allen voor één” (One for all and all for one). He used his time in exile to learn more about education and obtained a Europeesche certificate.

Following his return, he focused more on cultural and educational efforts
paving way to develop educational concepts in Indonesia. He believed that
education is very important and the most important means of freeing Indonesians
from clutches of colonization. He played a leading role in establishing “National
Onderwijs Institut Taman Siswa” in 1922. This institution was established to
educate native Indonesians during colonial times. This institution was based on
these principles:
1. Ing Ngarsa Sung Tuladha (the one in front sets example).
2. Ing Madya Mangun Karsa (the one in the middle builds the spirit and
encouragement).
3. Tut Wuri Handayani (the one at the back gives support)

As Ki Hajar believed that character was not merely a theoretical concept, but a practical and living concept, he embodied his vision in his school, Taman Siswa. The central goals of Taman Siswa emphasized character building, including traits such as patriotism and love for the nation, and a sense of national identity. His vision was that Indonesians would be free from colonial powers, to fight for independence and have good character. He continued writing but his writings took a turn from politics to education. These writings later laid foundation of Indonesian education. Froebel, Montessori and Tagore influenced his educational principles and in Taman Siswa he drew some inspiration from Tagore's Shantiniketan

After independence, he was given the office of Minister of Education and Culture. For his efforts in pioneering education for the masses, he was officially declared Father of Indonesian Education and his birthday is celebrated as National Education Day. His portrait was on 20,000 rupiah note till 2002. He was officially confirmed as a National Hero of Indonesia by the second President of Indonesia on 28 November 1959 (Tokohindonesia.com).

Ki Hajar Dewantara passed away on 26th April 1952 at the age of 69 years. His wife donated all Ki Hajar's belongings to Dewantara Kirti Griya Museum, Yogyakarta. He was a great man who spent his whole life serving his people and country.

Hasil (Bahasa Indonesia) 1:

The development of good character should be the heart and soul of education, and should dominate the spirit of teaching. This was the philosophy of the “Father of Education” in Indonesia, Ki Hajar Dewantara. The reason, he said, was that teaching and character building are like two sides of a coin and cannot, and should not be separated.Education, by definition, means guiding student lives in a strong foundation of good character, so that they would be civilized humans of highest moral fibre, thus laying the foundation of a great nation without distinction of religion, ethnicity, customs, economic and social status.Ki Hajar Dewantara was born in the royal family of Yogyakarta on 2 May 1889. His given name was Raden Mas Suwardi Suryaningrat which he later changed to renounce his connections with the royal family. He transformed himself into an activist, columnist, politician and pioneer of education for Indonesians. He fought for rights of Indonesians during Dutch and Japanese colonial eras.Ia dilahirkan dalam keluarga bangsawan yang diberikan kepadanya kehormatan akses ke pendidikan yang Anda pilih. Ia mendapat pendidikan Els (Europeeche di sekolah), kemudian ia melanjutkan pendidikannya di Stovia (Jawa Medical School) tapi karena alasan kesehatan ia tidak bisa menyelesaikannya. Dia mulai menulis untuk Surat Kabar dan akhirnya semua tulisannya terfokus pada patriotisme Indonesia, sehingga anti Belanda. Ia dituduh terlibat dalam kegiatan awal Budi Utomo dan Partai Indiesche, yang sama-sama penting dalam perkembangan awal dari "gerakan" yang dibesarkan dengan kesadaran politik nasional baru lahir Indonesia.Ia kemudian dibuang daerah antara 1913 dan 1919 setelah publikasi dua dari artikel: "Als ik eens Nederlander" (jika saya Belanda) dan "Eén voor allen en allen voor een" (satu untuk semua dan semua untuk satu). Dia menghabiskan waktu di pengasingan untuk mempelajari lebih lanjut tentang pendidikan dan memperoleh sertifikat Europeeche.Sekembalinya, ia berfokus upaya lain di budaya dan pendidikanPaving jalan untuk mengembangkan konsep-konsep pendidikan di Indonesia. Dia percaya bahwapendidikan sangat penting dan cara terpenting untuk membebaskan Indonesiadari cengkeraman penjajahan. Ia memainkan peran utama dalam membangun "NasionalOnderwijs Institut Taman Siswa"pada tahun 1922. Lembaga ini didirikan untukmendidik pribumi selama masa kolonial. Lembaga ini didasarkan padathese principles:1. Ing Ngarsa Sung Tuladha (the one in front sets example).2. Ing Madya Mangun Karsa (the one in the middle builds the spirit andencouragement).3. Tut Wuri Handayani (the one at the back gives support)As Ki Hajar believed that character was not merely a theoretical concept, but a practical and living concept, he embodied his vision in his school, Taman Siswa. The central goals of Taman Siswa emphasized character building, including traits such as patriotism and love for the nation, and a sense of national identity. His vision was that Indonesians would be free from colonial powers, to fight for independence and have good character. He continued writing but his writings took a turn from politics to education. These writings later laid foundation of Indonesian education. Froebel, Montessori and Tagore influenced his educational principles and in Taman Siswa he drew some inspiration from Tagore's ShantiniketanAfter independence, he was given the office of Minister of Education and Culture. For his efforts in pioneering education for the masses, he was officially declared Father of Indonesian Education and his birthday is celebrated as National Education Day. His portrait was on 20,000 rupiah note till 2002. He was officially confirmed as a National Hero of Indonesia by the second President of Indonesia on 28 November 1959 (Tokohindonesia.com).Ki Hajar Dewantara passed away on 26th April 1952 at the age of 69 years. His wife donated all Ki Hajar's belongings to Dewantara Kirti Griya Museum, Yogyakarta. He was a great man who spent his whole life serving his people and country.