Julio
de Jesus
Philosophy
student
Instituto Superior de Filosofia e de Teologia
de Dom Jaime Garcia Goulart (ISFIT)
Abstract
Education
is one of the most pillars that every
country has to develop specifically inclusive education to enrich the knowledge
of all students. Inclusive education is also a part of the democratic education;
where every people can be able to access without the separation level or physical
discrimination.
The
key of words: Inclusive education, democratic
education and multiple intelligence
Laclubar/01/2020
Introduction
The
article is to talk about the concept of “Inclusive
Education” and how to be considered as one of the educational policies. It is
certainly that the bottom line is an education that accumulates all citizens for
participating in the National Development. However, as a benightment to this
notion, I would have to agree with the theory of “multiple intelligence” of
Howard Gardner about some important types of intelligence in general which is
related to my own experiences. For instance, in my experience when I was in
primary school, junior high school and senior high school I discovered that I
met many problems and particularly regarding cognitive ability which I had
before frequenting my study in higher education. And it is very important to
develop in our country, else we can do everything but we never achieve our
objectives significantly.
The
aim of this article is to give a personal idea to all students and teachers in
practicing the right way for teaching and learning. For example: the entrance
text for the new student is not to announce, which students are the best.
However, the entrance test effectively intended for discovering which ability of
each student has and it is considered tool for identifying students. If we are
keeping track with the daily information through the social Media in our country,
I can say that we have been losing key to develop student skills. The fact is that
some students just enrolled in university, but they did not know their own
manner how to study “this is only the
general point”. So it is the huge problem which I consider like a “wrong car” which is trying to bring all
of us to go beyond to the world of education according to our purpose as into
the global awareness of quality education in 21st century.
The
reality in our beloved country, specifically in the process of educational
development toward global awareness of quality education in 21st
century which is still fragile. Meaning, we are not on the process of “learn
to discover but learn to know”. So, we need an education which has the characters
of accommodating every student to learn not only to know all theories but to
discover some new knowledge for developing our beautiful country.
So,
I think that through this article may serve as a benightment for everyone who
loves studying and teaching and not only for themselves but for everyone who
are in needs for help in achieving their goal. This article is like a personal
intension which has character “solidarity”
as well as human and brother. But I always think about the thought of Confucius
that “What you do not wish for yourself
do not impose for others” In my interpretation is “What you wish for yourself, impose for others” so that one day they
will do it back for you in the different way and then I take action for
practicing the “solidarity” even though
just through the written form of thoughts and ideas.
In
this work, I intercalate some references of articles, books, documents and
according to the reality in this country. But, to every situation and reality
in East Timor, particularly the Education system, in terms of the pedagogical
teaching, the Intelligence theory and the opportunity for the development of
students.
The
inclusive education is coming from the spirit of active participations of all
citizens in the country. But it has to reflect to all realities in every
country and the cultures that they have. In this country I think that we have
to change some methods to help students not to be passive, but to make them
academically “curious” and through
their curiosity they can enrich their new knowledge.
· The history of all Education process
In Timor-Leste
The history of
education of this country we can divide to four (4) distinctive periods:
a. The
phase of Portuguese Colonial until 1975, we can say that at those times our
ancients did not have free opportunity to frequent their formal education
because education for elites people. And education was not for the public, so
all the sons of high class were admitted to frequent study.
b. The
phase of Indonesia occupation from 1975-1999. The education was largely and the
grades of schools were opened to everyone. But it was not considered the
Absolut number to access for education. In
1975, 90% of illiterate population. The government of Indonesia invested
substantially in public education even like this but in 1999 Timor was too late
comparing to all provinces in Indonesia in the part of registration education
for students. So one of the most urgent condition was to make the system for
practicing is “basic education obligator”
9 years for 7 ages until 15 years to not talking more about the quality of
education. The efficiency system was so down particularly in the part of the “rate enrolment and high repetition rates”.
c. The
UNTAET “United Nations transitional
administration for East Timor” period was from 1999-2002. All systems of
education had destroyed because at that time East Timor was absolutely
separated from Indonesia power and 80% of teachers were from Indonesia so
appeared a big problem to construct this new stated. In 2001 mostly from
schools in East Timor came back to the normality with the volunteer teachers.
d. Post-independence
is from 2002-now. It was the normalization of education system and the working hard
in education to achieve the quality of education. Had a lot of children
frequented their study in the primer school, junior high school and the senior
high school but according to the document says that our education was so down
in regional and international academic level. So, the alphabetization process
was so helped for that urgency necessity to normalize all systems according to
the dream of this new stated.
This is some real statistics to affirm all
the percent’s that we have categorized:
o
From 25-300 the
children on the escolar ages but they did not access for education.
o
600 adult populations
illiterate or without basic educations.
o
230 frequented
the primer school
o
180 frequented the
senior high school
o
1,40
frequented the post-secondary
At
those times, occurred new implication for the adults who could not read and
write particularly in “Illiteracy and Literacy”.
·
Reality
and law
The
reality in this country is all citizens would like to have formal education
because education is consecrated in the Constitution of RDTL at article 590
from number one (1-5) and let us compare with the reality from society, the
content of constitution and according to the theory of Multiple Intelligence. The
curriculum of Timor-Leste has clear objective to accommodate all citizens for
the process of formal education.
Number 1 of this article says that
“the State
shall recognize and guarantee that every citizen has the right to education and
culture, and it is incumbent upon it to promote the establishment of a public system
of universal and compulsory basic education that is free of charge in
accordance with its ability and in conformity with the law”. So now
let us see together what content of this part? Finally we understand that “the right to education and culture” is for
everyone and it has to offer as well as human being and specifically for East
Timor citizens. Until here we can ask to our self about our reality in East
Timor, “What are the kinds of cultures of
all citizens have in this state?” if we agree to number 1 it means that (the treatment level of education and culture
are the same), why? The fact in the constitution says that “State shall recognize and guarantee that
every citizen the right for education
and culture” not only for
education because among both have the same level of treatment. But why in the
reality we never see or observe the development of Timor cultures? If you do
not agree me you can go to “COLMERA” and ask to everyone there if they can show
you which kind of Timor culture cultures? It’s only to make clear my mind but
for me when I observe like this I am very glad because our government gives
importance for education. Our goal is not here, we have to go to the other
direction which we are thinking about.
“Create a public system for universal of the basic teaching” and it
is free for every citizens to get. I can agree according to the reality in this
country because all of our public schools offering formal education for free,
specifically basic education. In this democratic state we can divide the schools
to two types and they are: one of government “public schools” and the other is not founded by govern but “private schools and catholic schools or
educations” but both processing their education according to the central
planning in this state like affirmed in number 3 of this article that “the State
shall recognize and supervise private and co-operative education”. I
can say that this new state that has been doing well the awareness of all
citizens in participating to the public development according to their own
right that is affirmed in number 2 “everyone has the right to equal opportunities for
education and vocational training”. But in reality, there is no
subordination in terms of implementation toward the content at number 4 “the State
should ensure the access of every citizen, in accordance to their abilities, to
the highest levels of education, scientific research and artistic creativity”,
it is sometime we have no will to talk about this part. Because the “nepotism” and “familism” are the most
eminent problem in the democratic state to prevent and the other one is “corruption”
if we talk about the “moments of
corruptions” or opportunist. However, these are the reality basis on issues
that the government members have to make decisions for enhancing policies in
lined with practices according to the legality of the constitution.
As we can see, In
number 5 there are diversion of contradictions in millennial era even though as
pointed out in this part that “everyone has the right to cultural enjoyment and
creativity and the duty to preserve, protect and value cultural heritage”
what is the fact In the practice? We prefer to wear the clothes from Indonesia,
Korea and the other nations. How about ours? We never think to develop what has
been done in 2009 when Luna Maya “an
Indonesian artist” came in Timor she wore our cultural clothing and then
some of our eminent person in this country emulated the action and started to
wear our own cultural clothing. The same but the border of those clothes is not
from Timor but from Indonesia. So, how to preserve our culture if we have no a
specific low to regulate it? If we always receive the foreign culture? Why do
we have no willingness for developing our own culture? And why are we inferior
about our cultural clothing? I think that all of us have culture so I suggest
to do not imitate the culture of strange because those are not ours and it has
to implement in all school to defend and protect our own culture if not we will
lose it all one day. It is not our point but only to open mind.
In
my point of view, developing our culture is that; the Timorese culture as to be
introduced in the national curriculum in order to develop awareness toward the
cultural identity. In psychology, theories of culture can be observed as long
as we prioritize our own culture as an important point for skill development
based on critical thinking as an asset to contribute to the national
development of education in East Timor. But we have no opportunity to develop
without the helping from our government. Because, good academic culture has to
be based on the originality upon research result, and benchmarking is a means
for adjustment and innovating for growth and development.
As
a student, I am so unconscious literally when observing some public school, in
rural or municipality, in the mind of students is only “pass in the exam” but we link to the characters or “the identity of Timor” we can get at
them because it is “purely” people
East Timor. But in the city like Dili we do not know which one is from
Australia and Timor because they are the same. Until here Confucius says “by nature people are close to one another;
through practice, they drift far apart” so I do not say that all the people
who stay in the Dili city is not pure people of Timor but we have to change
something unnecessary to do as “Timor oan”.
Why do we talk about this one? Because our identity particularly our culture of
language, clothes, lifestyle and food will be necessitated in the future. We
prevent it to not lose in the future we might strive our self to study smart
for discovering the best manner to save and protect it all to be our rich in
this beautiful country.
·
The
best way for education according to the Multiple Intelligence
I want my children to understand
the world, but not just because the world is fascinating and the human mind is
curious. I want them to understand it so that they will be positioned to make
it a better place. Knowledge is not the same as morality, but we need to
understand if we are to avoid past mistakes and move in productive directions.
An important part of that understanding knows who we are and what we can do...
Ultimately, we must synthesize our understandings for ourselves. The
performance of understanding that try matters are the ones we carry out as
human beings in an imperfect world which we can affect for good or for ill.
(Howard Gardner 1999: 180-181)
Why
do I say that this is the best way for developing education? I have described
in the introduction that “our education
only shows the knowledge but not to discover new science ” so through this
theory will help all students and teachers for facilitating students to
discover new knowledge and applied in their daily life and society. The fact that
everyone needs to know his/her own intellectual potentiality or ability to
learn another science preferring in the academic process. Gardner is an educator
of education in the Harvard University; he categorizes the general intelligence
for 9 parts:
·
Verbal-Linguistic
Intelligence “word
smart” or “book smart”
This
intelligence involves the knowing which comes through language; through
reading, writing, and speaking. It involves understanding the order and meaning
of words in both speech and writing and how to properly use the language. It
involves understanding the sociocultural nuances of a language, including
idioms, plays on words, and linguistically-based humor. If this is a strong
intelligence for you, you have highly developed skills for reading, speaking,
and writing and you tend to think in words. You probably like various kinds of
literature, playing word games, making up poetry and stories, engaging in involved
discussions with other people, debating, formal speaking, creative writing, and
telling jokes.
You
are likely precise in expressing yourself and irritated when others are not. You
love learning new words, you do well with written assignments, and your
comprehension of anything you read is high. So after discover this part the
teachers can show the certainly future to student to choose their own specific
science for example in this intelligence one all the students can take; copywriters, editors, historians,
journalists, lawyers, linguists, poets, media, consultants, speakers, teachers
professors, trainers, translators, TV and radio presenters, voice-over artist
and writer. I think as a student this is very important for every student to
learn and we can choose whatever we want and we prefer.
·
Mathematical-Logical
Intelligence “math
smart” or “logic smart”
This
intelligence uses numbers, math, and logic to find and understand the various
patterns that occur in our lives: thought patterns, number patterns, visual
patterns, color patters, and so on. begins with concrete patterns in the real
world but gets increasingly abstract as we try to understand relationships of
the patterns we have seen. If you happen to be a logical-mathematically
inclined person you tend to think more conceptually and abstractly and are
often able to see patterns and relationships that others miss.
You
probably like to conduct experiments, to solve puzzles and other problems, to
ask cosmic questions, and analyze circumstances and people’s behavior. You most
likely enjoy working with numbers and mathematical formulas and operations, and
you love the challenge of a complex problem to solve. You are probably
systematic and organized, and you likely always have a logical rationale or argument
for what you are doing or thinking at any given time. If you discover that you
are taking part in this intelligence you can choose your profession like: analysts,
arbitrators, bankers, certified public accountants, computer programmers’
accountants, engineers, insurance broker’s negotiators, researchers,
scientists, statisticians and traders. I always suggest to all formatters to
practice this theory for the good of the students.
·
Visual-Spatial
Intelligence “art
smart” or “picture smart”
We
often say “a picture is worth a thousand
words!” or “seeing is believing!”
This intelligence represents the knowing that occurs through the shapes,
images, patterns, designs, and textures we see with our external eyes, but also
includes all of the images we are able to conjure inside our heads. If you are
strong in this intelligence you tend to think in images and pictures. You are
likely very aware of object, shapes, colors, textures, and patterns in the
environment around you. You probably like to draw, paint, and make interesting
designs and patterns, and work with clay, 2 colored markers, construction
paper, and fabric. Many, who are strong in visual-spatial intelligence love to
work jigsaw puzzles, read maps and find their way around new places. You probably
have definite opinions about colors that go together well, textures that are
appropriate and pleasing, and how a room should be decorated. And, you are
likely excellent at performing tasks that require “seeing with the mind’s
eyes,” such as visualizing, pretending, imagining, and forming mental images.
And this intelligence one you can learn to take your specialty of profession
like: architects, artists, cartographers,
city-planners, engineers, graphic designers, inventors, landscape architects,
photographers and sculptors.
·
Intrapersonal
Intelligence “self-smart”
or “introspection smart”
At the heart of this intelligence
are our human self-reflective abilities by which we can step outside of
ourselves and think about our own lives. This is the introspective intelligence.
It involves our uniquely human propensity to want to know the meaning, purpose,
and significance of things. It involves our awareness of the inner world of the
self, emotions, values, beliefs, and our various quests for genuine
spirituality. If this intelligence is one of your strong points you may like to
work alone and sometimes you may shy away from others. You are probably
self-reflective and self-aware and thus you tend to be in tune with your inner
feelings, values, beliefs, and thinking processes. You are frequently bearers
of creative wisdom and insight, are highly intuitive, and you are inwardly
motivated rather than needing external rewards to keep you going. You are often
strong willed, self-confident, and have definite, well-thought out opinions on
almost any issue. Other people will often come to you for advice and counsel.
If you have this intelligence in this part you to develop in your self is self-aware and involved in the process of changing
personal thoughts, beliefs, and behavior in relation to their situation and the
situation of other people for their purpose and aims. So you can choose your profession specialization in;
Psychologist and you can be a good father
for family.
·
Bodily-Kinesthetic
Intelligence "body smart" or "movement
smart"
We
often talk about “learning by doing.”
This way of knowing happens through physical movement and through the knowing
of our physical body. The body “knows”
many things that are not necessarily known by the conscious, logical mind,
such as how to ride a bike, how to parallel park a car, dance the waltz, catch a thrown object, maintain
balance while walking, and where the
keys are on a computer keyboard. If you have strength in this intelligence
area you tend to have a keen sense of body awareness. You like physical movement, dancing,
making and inventing things with your
hands, and roleplaying. You
probably communicate well through body language and other physical gestures.
You can often perform a task much better after seeing someone else do it first
and then mimicking their actions. You probably like physical games of all kinds
and you like to demonstrate how to do something for someone else. You may find
it difficult to sit still for long periods of time and are easily bored or distracted
if you are not actively involved in what is going on around you. So, if you
enter in this intelligence one you can apply for this profession: anthropologists, athletes, biologists,
dancers, geologists, instrumentalists, nurses, physical education teachers,
physical therapists, physicians actors and sign-language interpreters.
·
Interpersonal
“people smart” or “group smart”
This
is the person-to-person way of
knowing. It is the knowing that happens when we work with and relate to other
people, often as part of a team. This way of knowing also asks use to develop a
whole range of social skills that are needed for effective person-to-person
communication and relating. If this person-to-person way of knowing is more
developed in you, you learn through personal interactions. You probably have
lots of friends, show a great deal of empathy for other people and exhibit a
deep understanding of other points of view. You probably love team activities
of all kinds and are a good team member--you “pull your own weight” and often
much more! You are sensitive to other people’s feelings and ideas, and are good
at piggybacking your ideas on others’ thoughts. And you are likely skilled at
drawing others out in a discussion. You are also probably skilled in conflict
resolution, mediation, and finding compromise when people are in radical opposition
to each other. If you enter in this intelligence you can choose to profound
your ability in this specialty profession like: advertising professionals, care givers, coaches and mentors,
counselors, educators, health providers, HR professional, mediators,
politicians, psychologists, sales-people, teachers, therapists and trainers.
·
Naturalist
Intelligence “nature
smart” or “environment smart”
The
naturalist intelligence involves the full range of knowing that occurs in and
through our encounters with the natural world including our recognition, appreciation,
and understanding of the natural environment. It involves such capacities as
species discernment, communion with the natural world and its phenomena, and
the ability to recognize and classify various flora and fauna. If the
naturalist intelligence is one of your strengths you have a profound love for
the outdoors, animals, plants, and almost any natural object. You are probably
fascinated by and noticeably affected by such things as the weather, changing
leaves in the fall, the sound of the wind, the warm sun or lack thereof, or an
insect in the room. At a young age you were likely nature collectors, adding
such things as bugs, rocks leaves, seashells, sticks, and so on to your collections.
You probably brought home all manner and kinds of stray animals and today you
may have several pets and want more. You tend to have an affinity with and
respect for all living beings.
·
Musical-Rhythmic
Intelligence “music
smart” or “sound smart”
Gardner
says that this intelligence is “the
knowing that happens through sound and vibration”. In the original research
on the theory of multiple intelligences this intelligence was called “musical-rhythmic intelligence”. However,
it is not limited to music and rhythm so Garner calls it “auditory-vibrational”, for it deals with the whole realm of sound, tones, beats, and vibrational patterns as well as music. If
you are strong in this intelligence area you likely have a love of music and
rhythmic patterns. You are probably very sensitive to sounds in the
environment; the chirp of cricket, rain on the roof, varying traffic patterns. You may study and work better with music
in the background. You can often reproduce a melody or rhythmic pattern after
hearing it only once. Various sounds, tones, and rhythms may have a visible
effect on you, others can often see a change in facial expressions, body
movement, or emotional responses. You probably like to create music and you enjoy
listening to a wide variety of music. You may be skilled “at mimicking sounds, language
accents, and others’ speech patterns”,
and you can probably readily recognize different musical instruments in a
composition. If you enter in this part you can use it to achieve your success
in: acoustic engineers,
composers, entertainers, environment and noise analysts, music producers,
musical instrument repair specialists, musical performers, singers and voice
coaches.
·
Naturalist
intelligence
Enables
human beings to recognize, categorize and draw upon certain features of the
environment. It combines a description of the core ability with
characterization of the role that many cultures value.
4. Inclusive education
In
this part am going to tell you about the general notion of “Inclusive education”. It is normally in
the academic notion we can call also “democratic
education”. As we know that our stated adopts the “democracy” so the power comes from people. It means that every
power which on the hands of all authority has to give back to the origin of the
power and it is (People).
The
questions are: how to implement this
system in this country? And may do we
implement it? To reply for two questions I would like to show you with Rebecca Jacobsen ideas through her
publication which tells about the “civic
education” on 02 November 2016
in the Michigan State University that “……the schools should teach (good judgment) in political
matters and that students can learn democratic habits only if classrooms and
schools are run by democratic methods” because in her article talks about “the goals of education” so I think that
our stated is also preoccupying for this situation and then we may take this
reference to ask “what goals of East
Timor education still waiting for?”, here we observe that our government
through “National planning strategic of
Education from 2011-2030” tells many things there about “the goals of East Timor Education” in
2030. But according to the thinking of Gardner says that “an important part of that understanding is knowing who we are and what
we can do” it is very important for our education in this stated, so we do
not study only to know the “theory”
but through that all theories we have to discover ourselves who we are and what
we can do and then I think that we will not ask more to government to do
everything for us but we will ask for ourselves to everything to our
government.
The
fact our country needs this theory to implement in our curriculum education. Because we need an education which shows to
every student to learn the theory for discovering “who I am” and “what I can do”,
in the reality even though a student does not know “how to remember all lessons but he/she knows well how to play guitar
and sing” and we never say that this student is stupid because he/she knows
how to play guitar and sing. According to the theory of Gardner he calls it “Musical-Rhythm Intelligence” so here “Ana Paula Vasconcelos de Oliveira Tahim”
says that this student “can learn from
how to remember the song and apply to how to remember the lessons” because
this student experts in “Auditory-Vibration”
according to Gardner.
Personally
I think that we may adopt it in our education system. But first step is the “intensive formation to all teachers” particularly
in the basic education like “primary
school”. If we agree to educational system in Japan, the exam is
implemented only in fourth grade and in first year all the students will
frequent the formation “how to habituate
their life in school” and “it merely helps one to understand the conditions within which
education takes place”
(Gardner) for two next years are implemented “the method of studying for every student” to “practice through their own intelligence ability” (Gardner). Because “the
quality of education not depend of teacher but absolutely depends on the
teaching manner of teachers” (Frame of mind, Gardner) so He always talks
about “the appeal of multiple
intelligences to educators”. I recognize the effort of our government to
invest in “INFORDEP” I think that this is one of the way to profound the
ability of teacher particularly in the part of “teaching and learning” because the purpose of teacher is “how the student discover their intelligence
to love their lessons” (Gardner) for example in “Institute of educational Technology” has posted in their program “the open university” in 2019 says that
all teachers have to teach their student for “learning through wonder” and then they salient that “wondrous encounters motivate learners to see
a phenomenon from many different perspective”. Another one is “the test of new students”. I think that we
have to put a specific formation for this test, because according this theory
is “every student has his/her own
intelligence ability” so the essence of this test is to “discover the ability of every student not to
choose which one is the best”. If our teachers in this stated have already
learned and practiced this “Multiple
intelligence” I think that we will have an improve quality of education in
this nation.
Bibliography
o
BRUALDI, A, C. 'Multiple Intelligences: Gardner's
Theory. ERIC Digestica, [http://www.ericdigests.org/1998-1/multiple.htm.
Accessed April, 2020].
o
BRUNER, J. The Process of Education, Cambridge, Mass.: Harvard University
Press. 1960
o
GARDNER, Howard. The Shattered Mind, New York: Knopf. 1975
o
GARDNER, Howard. Changing Minds. The art and science of changing our own and other
people's minds. Boston MA. Harvard Business School Press. 2006.
o
GARDNER, H; HATCH, T. Multiple intelligences go to school:
Educational. Implications of the
theory of multiple intelligences. Educational Researcher, 1989
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KORNHABER, M. L. Fifty Modern Thinkers on Education. From Piaget to the present. ed.
London: Routledge. 2001
o
Plano
estratégico Nacional da Educacção 2011-2030
o
Constitution
Of The Democratic Republic Of Timor 2002
o
Institute of educational technology “Open University: Inovating Pedagogy”
2019
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