Izak Y. M. Lattu

A blog devoted to Indonesian Religion and Peace Project

Rejuvinasi Intelektualism Maluku

December 2nd, 2011 by · No Comments · Uncategorized

Rejuvinasi Intelektualisme Maluku

Izak Y. M. Lattu

“Maluku tidak identik dengan militerisme”, kata teman saya bagi sahabatnya yang baru datang ke Ambon. Pertanyaannya tentang simbol militarisme dalam patung Kapitan Pattimura dan Martha Christina Tiahahu membuat saya bertanya dalam hati, dimanakah para intelektual Maluku. Tidak salah bila Patung Kapitan Pattimura berdiri di Lapangan Merdeka, jantung Kota Ambon, dan Martha Christina Tiahahu di Karang Panjang tetapi pejuang Maluku bukan hanya sosok militeristik seperti Kapitan Pattimura dan Martha Christina Tiahahu yang berdiri dengan parang, salawaku dan tombak. Dimanakah figur Latuharhary, Leimena, Patty dan intelektual Maluku lainnya?
Manusia adalah makhluk simbol seperti kata Ernest Cassier, Animal Symbolicum. Dalam keseluruhan pikiran dan tindakan manusia menggunakan simbol. Seluruh kehidupan manusia ditentukan oleh simbol-simbol personal dan sosial. Karena itu, masyarakat terbentuk dalam jaringan makna yang membangun pengertian dalam masyarakat. Jika di Kota Ambon hanya ditemukan figur-figur militeristik seperti Kapitan Pattimura dan Martha Christina Tiahahu maka masyarakat Maluku akan teranyam dalam jaringan makna militeristik. Perlu dicatat, saya tidak sedang menggugat kedua figur ini, tetapi berusaha memberikan pula ruang bagi intelektual Maluku di negerinya sendiri.
Simbol-simbol militeristik yang ditempat pada titik-titik strategis di Kota Ambon seperti menjadi pembenaran bahwa masyarakat Maluku adalah masyarakat yang militeristik. Simbol-simbol ini seperti menjelaskan bahwa pahlawan itu pasti muncul dalam sosok yang militerisktik. David Hume menulis, manusia tidak membawa pengetahuan bawaan, tetapi pengetahuan datang dari pengamatan. Pengamatan terhadap simbol-simbol militeristik ini membuat masyarakat terperangkap dalam kesadaran militeristik yang pada akhirnya membentuk masyarakat militeristik pula. Karena itu, jangan heran jika masyarakat Maluku memiliki budaya militeristik/kekerasan yang kuat
Budaya tergantung pada apa yang Pierre Bourdiue sebut sebagai field (lapangan atau konteks) yang di dalamnya teranyam jaringan makna. Jaringan makna ini melahirkan Habitus (cara pandang baru). Dalam pengertian Bourdiue, habitus dibentuk oleh, pertama; pemikiran dan refleksi individu. Kedua, interaksi praksis individu dengan masyarakat di mana dia hidup. Karena itu, Habitus baru sebagai refleksi budaya dapat dilahirkan oleh interaksi masyarakat dan pemaknaan terhadap konteks dan jaringan makna dimana dia berada. Dengan demikian, budaya baru mungkin saja lahir akibat interaksi dalam konteks yang berbeda.
Bagaimana kita dapat mengharapkan sebuah habitus baru yang anti kekerasan sedangkan figur-figur pahlawan dalam bentuk patung-patung pahlawan di Kota Ambon adalah simbol militeristik? Refleksi pribadi dalam interaksi dengan masyarakat dibangun dalam kerangka refleksi militeristik. Karena itu, jangan heran jika habitus masyarakat Maluku adalah kekerasan bukan perdamaian, sebab dalam budaya militeristik terdapat adagium, ”jika menginginkan perdamaian siapkan perang”.
Kita bersyukur bahwa militer juga turut membantu perdamaian di Maluku. Tetapi kita tidak bisa mengandalkan pendekatan dan budaya militeristik dalam membangun perdamaian di Maluku. Pendekatan militeristik hanya dapat menyelesaikan damai dingin (cold peace) dan bukan damai panas (hot peace) menurut Johan Galtung. Dalam damai dingin terdapat sedikit rasa kebencian diantara pihak-pihak yang bertikai tetapi juga kurangnya interaksi menguntungkan antarpihak yang dapat membangun kepercayaan, saling ketergantungan, dan kerjasama, di sini pendekatan militeristik diperlukan untuk menjaga ketegangan tidak meledak menjadi konflik fisik.
Orang basudara di Maluku sedang memasuki fase yang Galtung sebut sebagai damai panas, dimana kerjasama aktif diperlukan untuk menjadi jembatan untuk memperbaiki masa lalu dan membangun masa depan. Karena itu, pendekatan dan budaya militerisktik tidak lagi mendapat tempat yang sentral di Maluku. Adagium yang diperlukan pada fase ini adalah “jika menginginkan perdamaian siapkan dialog dan kerjasama”.
Dalam fase damai panas ini, masyarakat Maluku justru membutuhkan sosok pahlawan dalam sosok intelektual yang bersedia memberikan pemikiran untuk pencerahan masyarakat. Intelektual seperti Leimena yang menggagas konsep Puskesmas misalnya. Dimana jalan Leimena di kota ini? Mengapa ada jalan Diponogero? Apa hubungan Diponegoro dan Maluku? Masuk akal jika jalan itu dikasih nama Slamet Riyadi yang gugur dalam menegakkan Negara Pancasila di Maluku.
Mengherankan bahwa di Kota Ambon yang sarat dengan intelektual pejuang Kemerdekaan Indonesia ini tidak ada satupun sosok pejuang intelektual yang dikedepankan. Masyarakat ini mesti didorong untuk melihat bahwa pahlawan itu tidak hanya dalam figur militeristik, tetapi juga dalam sosok intelektual. Dengan demikian masyarakat akan melihat pendapat Francis Bacon, pengetahuan adalah kekuasaan, bukan senjata adalah kekuasaan. Pengetahuan adalah kekuasaan yang dapat mengubah masyarakat ini menjadi lebih baik, bukan senjata dalam pengertian fisik.
Phenik (1964) menulis, manusia secara esensial ditentukan oleh siapa yang berkuasa untuk menghasilkan makna. Eksistensi manusia juga ditentukan oleh sekumpulan makna yang menjadi contoh. Dengan menggunakan paradigma Phenik, jika makna yang dijadikan contoh dalam masyarakat adalah intelektualisme dan bukan militerisme, maka Masyarakat Maluku akan bertumbuh menjadi masyarakat yang menghargai intelektualitas. Maluku akan memiliki Culture of Peace (budaya damai) budaya yang menurut UNESCO dalam Declaration of a Culture of Peace adalah budaya yang adalah sikap, tindakan, tradisi, dan model perilaku dan cara hidup yang didasarkan pada penghargaan terhadap kehidupan, mengakhiri kekerasan dan mengedepankan tindakan anti kekerasan melalui pendidikan, dialog, dan kerjasama.
Kekerasan bukan kodrat manusia Maluku, saya yakin manusia diciptakan untuk menghadirkan budaya damai di muka bumi Maluku dan Indonesia berdasarkan Pancasila.. Budaya bersifat dinamis, karena itu upaya menghadirkan sebuah budaya damai bagi masyarakat Maluku adalah proses yang menunjukkan bahwa masyarakat kita adalah masyarakat dinamis yang menginginkan kehidupan bersama yang lebih baik.
Sekali lagi saya tidak sedang mengatakan bahwa militer tidak penting, tetapi bagi saya sebaiknya masyarakat Maluku tidak diarahkan untuk menjadi masyarakat militerisktik. Sudah saatnya kita menghargai intelektualisme dalam sosok Latuharhary, Leimena, Patty dan lain-lain. Saya mengusulkan secara konkrit, “bangun juga patung para intelektual pejuang di Kota Ambon jika kita ingin masyarakat ini lebih damai dan intelek”. Katong perlu menghidupkan kembali (rejuvinasi) intelektualisme Maluku. Semoga!

Shaping Truth trough Art and Context

November 9th, 2011 by · No Comments · Uncategorized

Shaping Truth trough Art and Context

Izak Y.M. Lattu

 

When I passed by the Berkeley campus the other night, I saw two Asian Students kissed each other publicly. Having saw the moment, I am thinking of my Asian context where kissing is a private matter that located in private sphere. These students might act differently in the place of origin than what they have been doing in the US. In this free country, kissing is a private matter either it takes place in public or private domain.

The truth of kissing in US as a free country is different with that of the Asian countries. Kissing as the object of art has different meaning in the context of place. Here, the cognition of kissing is curbed by the contextual narrative. The students I saw are from Asia but they have been living in the states where other people externalize the truth of kissing. As individual whose life is curbed by the narrative of context, the student internalizes the truth that they have found in the realm of value. Now, the put aside the Asian truth and get the states truth.

Using Peter Berger’s work, the Sacred Canopy (1990), the process of internalize the new truth is a contested process. Contest between the truth that those students absorbed from the first context (Asia) and the second, current, context.  In Eviatar Zerubabel’s (2003) word, collective memory of past in Asia and the present common memory in the US have reflected an “either or” relation. If truth as collective memory is  the mental packaged than the students mental packaged is moving from what it used to be.

The question is how the students have shaped the mind and the perspective of truth? The interaction with a context has moved the perspective of individual. At this point, media as a tool of art reflect the real life of society. I am echoing Octavio Carrasco, the concert of Britney Spear and Tupac Shakur have influenced people life and behavior. The Hollywood film industry has also created meaning in the life of people who watched the movies.

As a consequence, the students believe that kissing in public is truth because of the observation of surrounding context. Art has created the truth in the student minds. Yet, one could argue that the public kissing is the reflection of the concept of love in the mind of the students. In Ethica Nicomachea Aristotle wrote, the good is that at which all things aim, the good for man is happiness, and happiness is the realization of man’s essential nature (Sulivan Roger, 1977). The kissing of these two people in Aristotle concept of happiness is the reflection of happiness and the happiness comes out from the mind of the students.

 

On the Land of the Others: Eboo Patel’s Dialogue of Life Experience in the Context of Multicultural Society

November 9th, 2011 by · No Comments · Uncategorized

On the Land of the Others:

Eboo Patel’s Autobiography on Dialogue of Life Experience in the Context of Multicultural Society

Izak Y. M. Lattu

Introduction

Read Eboo Patel’s book, Acts of Faith: The Story of an American Muslim, The Struggle for the Soul of a Generation (2007) is like looking at my shadow in the Patel’s mirror. As Patel have experienced for being a Muslim and an America in the context of multi-religion and multi-cultural society, I was facing the same problem as a Christian and an Indonesian in the Indonesia pluralistic context. Both, Patel and I, live as a minority in the multi-cultural society where values and identities sometimes come along but also fight each other. As Patel did in America, I was working closely with my Muslim family and friend to bring about peace and justice for the interfaith youth community in Indonesia.

In this book report, I will elaborate Patel’ experience on the encounter of self and the religious others as well as self and the cultural others. It is clear in Patel senior high and sophomore period when he struggle with identity issues. I will argue that Patel’ book is all about how to cross into the soil of the others; religiously and culturally. I will figure out the reason and sources behind Patel progressive mind. Here, I will describe the book that he read, the friendship that he makes as well as the activities that he involved in. I might also bring some other sources in order to understand Patel writing and his circumstances.

 

Patel’s Passing Over

Patel was born into an Indian family who moved to the US along with the whole family for his father graduate study in the Nother Dame. As a young Muslim Patel was trained by his family to recite Quran and read the prayer (du’a). He was nurtured in the strong Shi’a family and community, back home in India and now in the US. He was able to recite Quran in the Chicago Mosque in the very young age when the rest of his college did not do the same way.

He started to realize his different identity in the school age. Here his Mom played a big role in shaping his identity as a Muslim. By avoiding to eat pork, Patel comprehended his different identity, Muslim. When ask his mother why he could not eat pork, what’s wrong with the pork. His mother reply, “because we are Muslim, we not eat pork” (p, 23-24). Socially, nothing wrong with the pork, but religiously it’s matter. At this point, religious value and norm become identity which distinguish one person or group with the others.

From Patel explanation on Shi’a, what make it different with Sunni[1] as well the story of Imam, I assume that Patel gained a really strong religious training in his family. Recite Quran, reading du’a “ya Ali, ya Muhammad” and all the involvement in the Mosque have been able to strengthen Patel faith on Islam as well as his belief on the Shi’a teaching. His started his life with a strong foundation of religion. However, his youth age was not an exclusive one. Means, he started an open relationship with friends from other religion such as Christian and Jew. In John Cobb, Jr religious attitude toward others, Patel begun his life with an inclusive live. Strengthen the self-identity but open for the existence of the others.[2] Here his family play an enormous role of such religious attitude.

Patel’s involvement with Young Man Christian Association (YMCA) gave him a rich experience on his religious other identity. In the association, he started to not only make friendship but also learn of some Christian teaching from song. When Patel learn some Christian song he understand other religious teaching. His mother again played big role in this encounter. As soon as his father worried about the learning of Christian song of his kids, Patel’s mother said “I hope they teach the kids Jew’s and Hindu’s songs, too. That’s kind of Muslim we want our kids to be” (p, 17). Patel’s mother was the one who taught him the prayer, reminded him to recite Quran and Shi’a teaching, protected him from eating pork, but at the same time open space for her kids to learn from others and grow as a tolerant and progressive Muslim.

During Patel college life, he experienced different model of encountering the others, Love. Young Patel enjoyed his college life and as others students in his time did, Patel was in a relationship with Lisa a Mormon girl. His explanation on Mormon faith and theology reflects his understanding on Mormon teaching what he gained from a serious relationship with Liza. He says “whether it is a religion, a drugs, a book, or a person you fall for, you can expect to emerge on the other side nothing less than totally transformed” (p, 34). Relationship with Liza as well as latter with Sarah a Jew woman helped Patel to understand other religions in a more proper way. Not only in the love story but his friendship with Kevin his Jewish best friend (p, 69) triggered him to cross over to the heart of the others land.

The point is, close relationship with people from other religion leads one to open the heart for others. In order to understand Liza, Sarah, and Kevin, Patel needs to deal with their identities. Although Patel does not explain in his book, but I do believe that the three friends of him also could learn something from Islamic teaching which lead them to a better understanding of Islam. Patel eloquently pointed out that to make a true dialogue is making friendship and understand the others. Seems to me that Patel has done what religious scholar call the dialogue of life.[3]

 

The Suffering Others

Eboo Patel activities with Catholic social worker brought him to El Cuarto Ano School, a school where he came across to the land of suffering others. Here in the school he taught students who are the member if the gangster as well as students who have at least one child. In the early period he found hard time to teach the students, but later on he was successful in teaching them how to read and write in a proper way. Some of the, at the end, went to college and university to continue their study.

His meeting with some professors and social activists during his university life inspired him to do something for the suffering other. Bill Ayers the Professor of education in the University of Illinois, Chicago taught him the critical thinking and the movement of some rebels who work for the poor under the unjust regime. From Ayers he knew Che Guevara and John Brown two rebellions who worked for people in their life time. In the Catholic social worker, he read the story of Dorothy Day who devoted herself for the less and unfortune people. Kathy Kelly the founder of Voice in the Wilderness tutored him to speak for the weak through the protest against the Iraq war (p, 52-67).

His visit to Jerusalem taught him about the suffering of Palestinian people under Israeli occupation. He saw the Palestinian people struggle with an overwhelming burden, including how to keep the identity as a Muslim. He quote his conversation with one Palestianian “This is Arab food, Palestinian food, the Israel occupy our land, but they cannot take our land” said one Palestinian refugee in San Francisco. Even though he knows little about the PLO and other Palestinian liberations but his visit to Israeli and Palestine edified him the burden and suffering of people under the occupation.

Patel learning process from so many sources and religions, encourage him to go beyond the border of religion and ethnics. At this level, Eboo found himself as an international person who work with people across the ethnic groups and religions. Unlike Eric Rudolph who detonated New Woman All Women Health Care, Alabama and attacked the 1996 Olympic Game, Eboo extend his reading, friendship and study by passing over to understand the others. For Patel, he is different compare to other people that is why he needs to learn from the other. Yet for Rudolph as well as Habib Hussein, Muhammad Siddiq Khan and other fundamentalists, the others are different therefore they should be banished.  Patel’s way in dealing with the others is the peaceful and tolerant path by which he could open up his mind and heart to understand the others.

In the perspective of Patel, Islam is the religion of peace. His reading on Rumi’s peace Islam helped him to figure out the peaceful side of Islam. Reading Rumi’ poets leads Patel to his reflection on Islam as the Rahmatanlil alamin, Islam as a blessing for all living being. He also read Fazrul Rahman concept of moderate Islam in Chicago. Rahman was a Pakistani Professor who escaped to the US for his tolerant and peaceful interpretation on Islam which was different than that of majority Muslim in the Pakistan. Farid Essack book’s, Quran, Liberation and Pluralims, is another important sources for Patel to coin his understanding as religion as peace. Here, he gained his ability to accept the truth from whatever sources it might come and be transformed to be a true Muslim and American at the same time.

 

Conclusion

Eboo Patel’s progressive mind is a long process which started from his family and continued until his today life. His book shows the reader that family plays a significant role in shaping one perspective on the others. As family is the first institution of education, the tolerance and progressive values should be planted since the childhood. In addition to the family, friends and the inner circle of relationship could lead to the openness toward the others.

Patel response to the relationship with Islam and the other is different compare to the fundamentalist people since he have been trained in the pluralistic environment. Was born into educated family, learn Islamic teaching at home and learn other religious tradition at school. His reading on Islamic scholar like, Aga Khan, Rumi, Fazrul Raham, and Farid Essack gave him a complete picture of Islam as the religion of peace. The reading strengthens his perspective that Islam is the blessing for the others. In the hand of Muslim should rest a love instead of the violence.

 

 

 


[1] Seyyed Hossein Nasr, Islam: Religion, History and Civilization (New York: Harperone Press, 2003), 10-14.

[2]  John B. Cobb, Jr, Beyond Dialogue: Toward a Mutual Transformation of Christianity and Buddhism (Wipf and Stock Publishers, 1998), 52.

[3] Christian W. Troll, Dialogue and Difference: Clarity in Christian-Muslim Relations (Maryknoll, NY: Orbis Books, 2010), 20.

Waihatu: A Central Java Community in the Middle of Moluccas Host Society

March 15th, 2010 by · 12 Comments · Uncategorized

AJAS (Anak Jawa Asli Seram) or Javanese Descent who is originally from Seram is a nick name for Javanese descent who was born and grew up in Waihatu, Western Part of Seram Island Moluccas. As a name of community AJAS represent an hybrid identity lays upon Javanese descent in Moluccas. They aware of dual identity which are atributed to this migrant community. They are no longer Javanese as it was in Java. They have another added identity what they observed from interaction with host Moluccan community.

Language is one of the measurment of their dual identity. They can speak Ambonese -Malay, the lingua franca of Moluccas very well. Eventhough the dialect still influenced by a Javanese dialect  but they are about perfectly speak the lingua-franca. Among the second-thrid generations of Waihatu, interaction in the public schools bring them into a close relationship with the host Moluccas.

Although, in some parts Javanese migrant in Waihatu learn an use Moluccan culture and custom  but they are hardly preserving their own identity. They way they keep the Javanese values are trough watching wayang in the television or DVD and discuss it along with the elder who can contribute them with a original Javanese costums. Values such as tepo seliro, seduluran salawase, nrimo ing pandum triger the migrant to be in a mutual relationship with host Moluccan. What surprising is, during a giant religious riot in Moluccas from 1999-2004 they were very safe due to this tied relationship…..a complete article will be published in another journal….a small describtive article will be published by Suara Merdeka Newspaper…

Tentang Proposal Sosiologi Gereja

October 28th, 2009 by · 16 Comments · Uncategorized

Dear all,

Beberapa hal penting:

- Proposal tidak lebih dari 3 halaman 1 spasi

- Judul harus spesifik, langsung pada masalah yang mau diteliti

- Latar belakang masalah

- Teori yang sudah kita dapat di kelas

- Metodologi penelitian: pertanyaan penelitian, tujuan penelitian, Jenis penelitian, metode penelitian, metode pengambilan data, waktu penelitian, tempat penelitian

-  Dafatar pustaka

- Pengumpulan Proposal paling lambat hari Senin, 2 November 2009, pukul 14.00 di Kanfak. Diprint yah. Terlambat satu hari nilai proposalnya dipotong 5%

- Thanks guys, chayooooo…….you can make it……I will cross my fingers for you

Sociology of the Church’ Syllabus

October 8th, 2009 by · 20 Comments · Uncategorized

Faculty of Theology

Satya Wacana Christian University, Salatiga

Trimester I, 2009/2010

Syllabus

Sociology of the Church

(TO 280)

Course Instructor: Rev. Izak Y. M. Lattu

lattu@staff.uksw.edu

www.izaklattu.edublogs.org

Course Description:

The course deals with the idea of how the churches today facing it own problem. Church is not only a heavenly institution but also a mundane one. Therefore, church should rid the theological thought how church perceives the problem in a social way. Ritual and spiritual worship is not the only things that churches should deal with. Despite these two main parts of church, the body of Christ must treat the problem of social change.

Indonesia today is the main part of the struggle of Indonesian churches. Plural and complex context of Indonesia are the “text” of Christian theology in Indonesia. The Bhineka Tunggal Ika, a symbol of Indonesia unity should be theologized by Indonesian Churches. Therefore churches have to be in a Ecumenical relationship. Being united is the way to trigger Indonesian unity of diversity.

Course Goals:

  • Mastering a theological perspective for Sociology of the Church
  • Deeply understand the social context of churches
  • Comprehend ecumenical movement
  • Links three above goals to the context of Indonesia

Grading:

  • Participation (question, comment, critique, etc) 10%
  • Group Presentation on Library Research (Performance and substance) 35%
  • Research Proposal 15%
  • Research’s Result 40 %

Grading explanation:

  • Participation; for those who active in the class we will give you 10%  out of all score. You are free to express your idea regardless differences or similarity with ours. The most important issue is whether you have a strong reason behind your idea or not.
  • Group presentation; we will have seven groups. Paper must be submitted one week before it will be presented. Paper Group Paper Presentation must be shared to all people in the class by copied it one for each person. About outline see explanation on final paper below. On Field research, you have to go to the churches surrounding Salatiga and try to find out their perspective on sociology of the church problem that we have already identified during the previous discussion. Remember this is an academic research so you have to work seriously and write it down systematically.
  • Final paper; you must propose your final paper title on Mid-test day. Final paper will be hand in one week before the test day. Paper will be tested by teachers, so you must defend it orally. Paper outline; title, introduction (1/2 page), problem (1-2 pages), theory (1 page), analysis (3-4 pages), conclusion (1/2 page), and references (1/2-1 page), total 7-10 pages. Time news roman 12. Spacing, 1,5.  In addition,  if you submit the paper one day after the due, your final paper grate will be cut off 10%. Two days late, 20% will be cutting off, and so forth.

Teaching Method:

  • Student Based; students will be active in the class to present and defend your idea by group discussion.
  • Case Based; beside theory we will bring to the class some cases relate to social ethics problems.

Key Things:

  • Intellectual honesty; when you quote other people idea within your paper, you have to be honest in stating the source of the idea (footnote, body-note, end-note). If you not put any, you are committed to plagiarism and will be automatically get E as the result.
  • Critical thinking; I do consider how you think, not only what is your thought. A swoosh is better than a box of silent. You will gain point by agreeing or disagreeing with me.
  • Delayed toleration time is 15 minutes. The door will be closed after 15 minutes. Closed door is a sign of your personal (not class) meeting cancelation. This tolerated is for teachers as well as student.
  • All the papers have to be typed clearly using good Indonesia or English.
  • Possible for those who come to the first meeting to get A, for those who not AB will be your highest score.

Course Outline:

  1. Introduction: Methods and Approaches (IYML)
  2. Broad understanding of Sociology of the Church (IYML)
  3. Theological Perspective on Sociology of the Church (James Jordan, 1986) (IYML
  4. Reclaiming the Church: problems of today Church (John Cobb, 1997) Group I
  5. Theological Presence of Christianity in Indonesia, John Titaley, 2008 , Group II

(as an additional material you can read my article entitled  Critical Engagement of Church in Indonesia)

  1. 6. Research Proposal Discussion
  2. 7. Ecumenical Movement in Indonesia (Zacharias Ngelow, 1999, Kekristenan dan Nasionalisme), Group III
  3. 8. Five Documents of United Church In Indonesia (Lima Dokumen Keesaan Gereja (PGI, 2004) group IV
  4. 9. Keprihatinan Sosial Gereja Group V
  5. 10. Group Presentation, GKJ  (Field Research) Group I
  6. 11. GP II, GPIB  (Field research) group II
  7. 12. GP III,  (Field Research) GKI group III
  8. 13. GP IV,  (Field Research) Bethany Salatiga group IV
  9. 14. GP V, Catholic Church  (Field Research) group V

Text Books:

  • Jordan James, Sociology of the Church, Texas, 1986
  • John Cobb, Reclaiming the Church, Kentucky 1997
  • John Titaley, From Abandoment to Blessing; Theological Presence of Christianity in Indonesia in Christian Theology in Asia, Cambridge 2008
  • John Titaley, PGI dan Dokumen Keesaan Gereja, Salatiga 1999
  • Zakharias Ngelow, Kekeristenan dan Nasionalisme, Jakarta 1997
  • PGI, Dokumen Keesaan Gereja, Keputusan Sidang Raya XIV PGI, Jakarta 2004
  • Izak Lattu, Critical Engagement Kekristenan di Indonesia, in Format Rekonstruksi Kekristenan, Jakarta, 2005

Khusus Kelas Agama MD (Non FTI) Selasa dan Rabu

September 22nd, 2009 by · 7 Comments · Uncategorized

Teman-teman berikut ini beberapa hal penting menyangkut laporan bacaan:

  • Harus sering check blog ini karena info-info kuliah kelas saya akan diumumkan di sini.
  • Tentang tugas bacaan definisi agama untuk kelas Selasa dan Rabu, teman-teman diminta membuat laporan bacaan dari article What is Religion….silahkan copy chapter ini di Fotocopy Ikasatya samping BNI UKSW.
  • Teman-teman diminta membuat laporan bacaan 1-2 halaman kwarto. Tentang ini tolong check silabus. Silabus bisa didownload di blog ini.
  • Tugas ini paling lambat, untuk kelas selasa, hari Seninjam 12 siang. Sedangkan untuk kelas Rabu, hari Selasa jam 12 siang.
  • Thanks untuk perhatiannya

Religion Syllabus

September 2nd, 2009 by · 10 Comments · Uncategorized

Department of Fundamental Courses

Satya Wacana Christian University

Syllabus

Course: Religion

Course Instructor: Rev. Izak Y. M. Lattu, S.Si., M.A.

lattu@staff.uksw.edu and izaklattu@gmail.com

www.izaklattu.edublogs.org

Office: Faculty of Theology Building 2nd Floor

Course Description: Understanding religion in the global and Indonesian context, how to link different point of views as well as code of conduct peacefully in order to bring out peace and other benefits  to human being in general, particularly Indonesian.

Course Goal:

  • Enhance understanding on living together in the context of plural- Information society.
  • Mastering the concepts of religion and how to solve the problem by using a particular religious approach.

Grading:

  • Participation (question, comment, critique, etc.) 10%
  • Personal Review Article (each meeting) 10%
  • Group Presentation (Performance and Substance) 40%
  • Mid Test 20%
  • Final Paper 20% (substance 20% +  oral exam performance 20%)
  • A (85 -100), AB (80-84,9), B (70-79,9), BC (65 – 69,9), C (60 – 64,9), CD (55-59,9), D (50 -54,9), E (< 50)

Grading explanation:

  • Participation; for those who active in the class we will give you 10%  out of all score. You are free to express your idea regardless differences or similarity with ours. The most important issue is whether you have a strong reason behind your idea or not.
  • Review article is personal assignment. We will have 5 review articles, for each submitted review article that you will get 2%. You will have 0 for submit nothing, and 1% if you hand in one day after the due. Paperless article
  • Group presentation; we will have seven groups. Paper must be submitted one week before it will be presented. Paper Group Paper Presentation must be shared to all people in the class by copied it one for each person. About outline see explanation on final paper below.
  • Mid-test will be an essay test means we will provide you with analytical questions. Thus, you should answer it analytically and deeply.
  • Final paper; you must propose your final paper title on Mid-test day. Final paper will be hand in one week before the test day. Paper will be tested by teachers, so you must defend it orally. Paper outline; title, introduction (1/2 page), problem (1-2 pages), theory (1 page), analysis (3-4 pages), conclusion (1/2 page), and references (1/2-1 page), total 7-10 pages. Time news roman 12. 1,5 space. In addition,  if you submit the paper one day after the due, your final paper grate will be cut off 10%. Two days late, 20% will be cutting off, and so forth.

Teaching Method:

  • Student Based; students will be active in the class to present and defend your idea by group discussion.
  • Case Based; beside theory we will bring to the class some cases relate to social ethics problems as well as live in to enlarge class perspective of Islam.

Key Things:

  • Intellectual honesty; when you quote other people idea within your paper, you have to be honest in stating the source of the idea (footnote, body-note, end-note). If you not put any, you are committed to plagiarism and will be automatically get E as the result.
  • Critical thinking; I do consider how you think, not only what is your thought. A swoosh is better than a box of silent. You will gain point by agreeing or disagreeing with me.
  • Delayed toleration time is 15 minutes. The door will be closed after 15 minutes. Closed door is a sign of your personal (not class) meeting cancelation. This tolerated is for teachers as well as student.
  • All the papers have to be typed clearly using either Indonesia or English.
  • Possible for those who come to the first meeting to get A, for those who not AB will be your highest score.

Course Outline:

  1. Introduction; Methods and Approaches
  2. 2. Satya Wacana Values, today context, and Religion’ Concept
  3. The Concept of God and Human Being
  4. 4. Introduction to the Concept of Ethics (Ethics and Moral)
  • Peter A. Facionce (et.al), Ethics and Society, 1991
  1. 5. Moral and Ethical Values ~ Case Studies
  • Eka Darmaputera, Etika Sederhana Untuk Semua, 2002
  1. 6. Relation between Religion and Science
  • Ian Borbour, Religion and Science
  1. 7. Mid-Test
  2. 8. Relation between Religions; Conflict
  1. 9. Relation between Religions: Dialogue
  2. Group Presentation I  and II
  3. Group Presentation III and IV
  4. Group Presentation V and VI
  5. Group Presentation VII and VIII
  6. 14. Final Paper Assessment (Personal Paper)

Other Books:

  1. Daniel Nuhamara (et.al), Pendidikan Agama Kristen di PT, 2008
  2. Leonard Swidler and Paul Mojzes, The Study of Religion in the Age of Global Dialogue, 2002
  3. Ian Barbour, Religion and Science, 2005
  4. Hans Kung, Global Responsibility, 1991

Religion Class Questions

July 13th, 2009 by · 7 Comments · Uncategorized

Dear all, I am so sorry for being late sending the questions to all of you. Below are the questions:

  • Jelaskan perbedaan antara debat dan dialog!
  • Jelaskan tujuh langkah dalam dialog mendalam
  • Jelaskan 10 aturan dalam dialog antar agama

Dear Class of 2008

July 12th, 2009 by · 4 Comments · Uncategorized

I have promised you to publish questions for the History of Christianity Reading Report, but unfortunately I can not be able to publish any. Therefore, I have to change the instruction. PLEASE WRITE DOWN 2 PAGES SUMMARY OF YOUR READING. NO LONGER THAN 2 PAGES. Ok. Thanks, best regard from Madura and Malang.