dations of Education," in inPltZ1'I

dations of Education," in inPltZ1'Imophy of Educ~tt'ioaS ocit?& I985, ed, DaGd Nyberg
(Normal, 111.: Philosophy of Education Society, 19861, pp. 186-200; and
George Wood, ""Schooling in a Democracy," Education Thmrly 34, no. 3 (Sumer
1984): 219-38,
1 1, fahn Dewelv; Democracy and Education ( New York: Macmillan, f 916);
idem, 'Treative Democracy-The Task Before Us," reprinted in GlasskAmen"can
F"lzilosaphers, ed. Max Fisch {New York: Appleton-Century-Crofts, 1951 1; and
George S. Cotmts, Dare t!ze Sclzools Build a Nezu Soctial Order (New York: Day,
1932). See dso Richard J. Xlernsteixt, "Dewey, Democracy: The Task Ahead of Us,"
in Po.sr-Analytic Phl'losaplz~e.:d . John Rajchmm md Cornell West (New York: Columbia
Universi~P ress, 1985).
12. Benjamin Bmber, Strong Democraq: Pmticipating Politics fir a New Age
(BerkeIey: Unliversiity of Cdifornia Press, 1984).
13. Sheldon Wolin, ""Revolutionar~A~c tion Today," in Post-AnaZpic Philosophy,
p. 256.
14. Far an important discussion of these concepts, see Richard Lichtman, ""Scialist
Freedom," in Soe1'a:alisEt )e~;rpeceilrese,d . Phyllis facobson a d J dius Jacobson
(New York: Kary-Cohl Publishing, 1983); and Landon E. Xleyer and George
Wood, ""CriticalI nquiq md Mord Action in Education," Educctt'ioaal Thm3~6,
no, 1 (Winter 1986): 1-14.
15. Doug Mite, ""Education: Controlling t he Participant S," Arena 12 1 1 9851: 78.
16, Sharon Welch, Gomnzunidies of Resistarzce and Salidanrip (New York: Qrbis
Press, 19851, p. 31,
17. Ibid.
18. lbid., p. 36. A critical notion of memory can aXso be found in the work of
the Frankfurt School, especially in the work of Marcuse, Adorno, and Benjamin,
For an ovr?~ewof this issue, see Martin Jay, "namnestic Totdizatisn," Tbzeov
alad Socig:ety 1 1 (1982): 1-15.
19. MicheX Foucauft, "Two Lectures,'"n F"ow~/k"~~~wZpepd.g 8e2,- 83.
20. Hanrrh Arendt, The Human Condition [Chicago: Ffniversiq of Chicago
Press, X 958).
2 1. Mdne Greene, "hcellence: Meanings md Muftiplici.ry;" Teaches College
Record 86, no, 2 (Winter 1984): 296.
22. James DonaXd, "Troublesome Texts: On Subjectivity and Schooling,'"
Bn"tisC2 Journal of Sociology of Education 6, no, 3 (I 985): 342; and Roger Sinnon,
'Work Experience as the Production of Suibjectiliitr;'"n Pedagoa and Cultural
POW~eId;. David Livingstone [South Hadley, Mass,: Bergin md Gwvey, 19 86).
23, For an excellent analysis of these issues and how progressive educators
cm deal with them, see hn Bastion et d., Cjzoosl'ng Equalily: The Cmefor Democratic
Schooli~zg( NewY ork: New lniorld Foundation, f 985).
24. Michel Poucaulr, "The Subject of Power," h Beyond Structur~Zism and
Hermeuze~~tices,d . Hubert Dreyfus and Paul Rainbow (Chicago: Universiq of
Chicago Press, 19821, p. 223. For an interesting andysis of why power should be
a central cGittegoPy in education& discourse, see David Myberg, mwer over Power
flthaca: Cornell Universiv Press, 1 98 1 1.
25. Aronowitz md Girow, Educatio~u nder Siege,
26, Foucault, ""The Subject of Power.'

Hasil (Bahasa Indonesia) 1:

dations pendidikan,"di inPltZ1'Imophy Educ ~ tt'ioaS ocit? & I985, ed, DaGd Nyberg(Normal, 111.: filsafat pendidikan masyarakat, 19861, ms. 186-200; danGeorge Wood, ""Sekolah dalam sebuah demokrasi,"pendidikan Thmrly 34, no. 3 (Sumeria1984): 219-38,1 1, fahn Dewelv; Demokrasi dan pendidikan (New York: Macmillan, f 916);idem, ' Treative Democracy-The tugas sebelum kita, "dicetak ulang dalam GlasskAmen"bisaF "lzilosaphers, ed. Max Fisch {New York: Appleton-abad-Crofts, 1951 1; danGeorge S. Cotmts, Dare t! ze Sclzools membangun sebuah Nezu Soctial Order (New York: hari,1932). Lihat dso Richard J. Xlernsteixt, "Dewey, demokrasi: tugas ke depan kita,"dalam Po.sr-analitik Phl'losaplz ~ e.:d. John Rajchmm md Cornell Barat (New York: ColumbiaMaha ~ P ress, 1985).12. Benjamin Bmber, Democraq kuat: Pmticipating politik cemara era baru(BerkeIey: Unliversiity Cdifornia Press, 1984).13. Sheldon Wolin, "" Revolutionar ~ A ~ c tion hari ini, "dalam filsafat Post-AnaZpic,hal 256.14. jauh diskusi penting konsep-konsep ini, lihat Richard Lichtman, "" ScialistKebebasan", dalam Soe1': alisEt) e ~; rpeceilrese, d. Phyllis facobson d J dius Jacobson(New York: Kary-Cohl Publishing, 1983); dan Landon E. Xleyer dan GeorgeKayu, ""CriticalI nquiq md Mord tindakan dalam pendidikan,"Educctt'ioaal Thm3 ~ 6,tidak, 1 (musim dingin 1986): 1-14.15. Doug Mite, "" pendidikan: mengendalikan t dia peserta S, "Arena 12 1 1 9851: 78.16, Sharon Welch, Gomnzunidies Resistarzce dan Salidanrip (New York: QrbisCelana, 19851, hal. 31,17. ibid.18. lbid., ms. 36. Gagasan penting memori dapat aXso dapat ditemukan dalam karyaSekolah Frankfurt, terutama dalam pekerjaan Marcuse, Adorno dan Benyamin,Untuk ovr? ~ ewof masalah ini, lihat Martin Jay, "namnestic Totdizatisn," TbzeovAlad Socig:ety 1 1 (1982): 1-15.19. MicheX Foucauft, "dua kuliah,'" 8e2 n F"ow~/k"~~~wZpepd.g, - 83.20. Hanrrh Arendt, kondisi manusia [Chicago: Ffniversiq ChicagoTekan, X 958).2 1. Mdne Greene, "hcellence: makna md Muftiplici.ry;" Mengajarkan kuliahRekor 86, no, 2 (musim dingin 1984): 296.22. James DonaXd, "merepotkan teks: subjektivitas dan sekolah,'"BN "tisC2 Journal of sosiologi dari pendidikan 6, tidak, 3 (I 985): 342; dan Roger Sinnon,"Pengalaman kerja sebagai produksi Suibjectiliitr;'"n Pedagoa dan budayaPOW ~ eId;. David Livingstone [South Hadley, Mass,: Bergin md Gwvey, 19 86).23, untuk analisis yang sangat baik masalah ini dan bagaimana progresif pendidikcm berurusan dengan mereka, melihat hn Bastion et d., Cjzoosl'ng Equalily: The Cmefor DemokratSchooli ~ zg (NewY ork: baru lniorld Foundation, f 985).24. Michel Poucaulr, "Subject kekuasaan," h luar Structur ~ Zism danHermeuze ~ ~ tices, d. Hubert Dreyfus dan Paul Pelangi (Chicago: Universiq dariChicago Press, 19821, p. 223. Untuk menarik andysis mengapa kekuatan haruscGittegoPy Pusat Pendidikan & wacana, melihat David Myberg, mwer kekuasaanflthaca: Cornell Universiv Press, 1 98 1 1.25. Aronowitz md Girow, Educatio ~ u dataran pengepungan,26, Foucault, "" subjek kekuasaan.'

Hasil (Bahasa Indonesia) 2:

dations Pendidikan, "di inPltZ1'Imophy dari Educ ~ tt'ioaS ocit & I985, ed, DaGd Nyberg?
(Normal, 111 .: Filsafat Pendidikan Masyarakat, 19861, pp 186-200;. dan
George Wood, "" Sekolah dalam Demokrasi, "Pendidikan Thmrly 34, no 3 (Sumeria.
1984): 219-38,
1 1, Fahn Dewelv, Demokrasi dan Pendidikan (New York: Macmillan, f 916);
idem, "Treative Demokrasi-Tugas Sebelum Kami , "dicetak ulang di GlasskAmen" dapat
F "lzilosaphers, ed Max Fisch {New York:. Appleton-Century-Crofts, 1951 1, dan
! George S. Cotmts, Dare t ze Sclzools Membangun Nezu Soctial Order (New York: Hari,
. 1932) Lihat dso Richard J. Xlernsteixt, "Dewey, Demokrasi: Tugas Menjelang Kami,"
di Po.sr-Analytic Phl'losaplz ~ e:. d John Rajchmm md Cornell Barat (New York:. Columbia
Universi ~ P . ress, 1985)
12. Benjamin Bmber, Democraq Kuat: Pmticipating Politik cemara New Age
(BerkeIey:. Unliversiity of Cdifornia Press, 1984)
13. Sheldon Wolin, "" Revolutionar ~ A ~ c tion Hari ini, "di Pasca-AnaZpic filsafat,
.. p 256
14. Jauh diskusi penting dari konsep-konsep ini, lihat Richard Lichtman, "" Scialist
Freedom, "di Soe1'a: alisEt) e ~; rpeceilrese, d. Phyllis facobson iklan J DIUS Jacobson
(New York: Kary-Cohl Publishing, 1983); dan Landon E. Xleyer dan George
Wood, "" CriticalI nquiq md Mord Aksi Pendidikan, "Educctt'ioaal Thm3 ~ 6,
tidak ada, 1 (Musim Dingin 1986):. 1-14
15. Doug Mite, "" Pendidikan: Mengendalikan t ia Peserta S, "Arena 12 1 1 9851:. 78
16, Sharon Welch, Gomnzunidies dari Resistarzce dan Salidanrip (New York: Qrbis
Press, 19851, hal 31,.
17. Ibid.
18. lbid, hal 36. A.. gagasan kritis memori dapat aXso ditemukan dalam karya
Frankfurt School, khususnya dalam karya Marcuse, Adorno, dan Benjamin,
Untuk ovr ~ ewof masalah ini, lihat Martin Jay, "namnestic Totdizatisn," Tbzeov?
ALAD Socig: Ety 1 1 (1982):. 1-15
. 19. MicheX Foucauft, "Dua Kuliah, '" n F "ow ~ / k" ~~~ wZpepd.g 8e2, - 83
20. Hanrrh Arendt, The Human Condition [ Chicago: Ffniversiq of Chicago
. Tekan, X 958)
2 1. Mdne Greene, "hcellence: Makna md Muftiplici.ry;" Mengajar Sekolah Tinggi
Rekam 86, tidak ada, 2 (Musim Dingin 1984). 296
22. James DonaXd, "Teks merepotkan: Pada Subjektivitas dan Sekolah, '"
Bn "tisC2 Journal of Sosiologi Pendidikan 6, tidak ada, 3 (I 985): 342; dan Roger Sinnon,
'Pengalaman Kerja sebagai Produksi Suibjectiliitr,' "n Pedagoa dan Budaya
POW ~ Eid ;. David Livingstone [South Hadley, Mass ,: Bergin md Gwvey, 19 86).
23, Untuk analisis yang sangat baik dari masalah ini dan bagaimana pendidik progresif
cm berurusan dengan mereka, lihat hn Bastion et d, Cjzoosl'ng Equalily:. The Cmefor Demokrat
Schooli ~ ZG (newy ork: New lniorld Foundation, f 985).
24. Michel Poucaulr, "Subyek of Power," h luar structur ~ Zism dan
Hermeuze ~~ praktek-, d. Hubert Dreyfus dan Paul Rainbow (Chicago: Universiq of
. Chicago Press, 19821, p 223. Untuk andysis menarik mengapa listrik harus
menjadi cGittegoPy sentral dalam pendidikan & wacana, lihat David Myberg, mwer lebih Daya
flthaca: Cornell Universiv Press, 1 98 1 1.
25. Aronowitz md Girow, Educatio ~ u nder Siege,
26, Foucault, "" Subyek of Power. "