INDONESIAN EDUCATIONS HISTORY

Every thinker has a different definition of the meaning of philosophy because understanding is so broad and abstract. But in a simple philosophy can be interpreted together as a system of values (systems of values) of the sublime that can be handle or conviction of each individual, or family, or community groups and / or a particular community, or in turn a particular nation. Education as an organized effort, planned, systematic, for transmitting culture in the broad sense (knowledge, attitudes, morals and values of life and the lives, skills, etc..) From one generation to another generation. The vision, mission and objectives to be achieved all based on a certain philosophy. For us as a nation within a nation state (nation state) that is free, we shall base on the educational philosophy of life that we agreed on and adhered together.

In our long history since our formation as a nation (nation formation) up to the formation of nation states (state formation and nation-state) that is free, at any period of time, education can not be separated from the philosophy that became the main foundation of any form of education because it involves the system values (systems of values) that give color and a "spirit of the age" (Zeitgeist) adopted by each individual, family, members of the ¬-members of a particular community or society, or in turn the nation and national state. The foundation of this philosophy can be traced only through the study of history, especially the history of Indonesian Education.

As a comparison, in the countries of Europe (and America) in the 19th century and 20th of attention to the History of Education has emerged from and used to further the purposes of all kinds, al to raise national awareness, awareness of the unity of culture, professional development of teachers, or for pride against ¬ agencies and institutions of certain types of education. (Silver, 1985: 2266).

The substance and the pressure in the History of Education that varies within the intent of the study: from a tradition of thought and great thinkers in education, national traditions, educational systems and their components, to education in relation to a number of problematic elements in social change or stability, including religion, science (science), economics, and social movements. In connection with all the History of Education MI is closely related to intellectual history and social history. (Silver, 1985: Talbot, 1972: 193-210)

The essence of education itself is the actual transfer (transmission) of culture (science, technology, ideas and spiritual values as well as (aesthetic) of the older generation to the younger generation in every society or nation. Therefore history of education has a history as old as society actors themselves, since the informal education in family batih, to the formal education and non-formal education in the agricultural community and industry.

During the History of Education is still using the old approach or "traditional" diachronic whose study is generally centered on the history of ideas-¬ ideas and great thinkers in education, or history and education systems and institutions, or the history of legislation and policy general in the field of education. (Silver, 1985: 2266) This diachronic approach is generally considered to be static, narrow and too inward looking. In line with the times and progress in education and all sorts of problems arising out of or caused, handling and new approaches in the History of Education is perceived as a pressing need by historians of education later. (Talbot, 1972: 206-207)

Historians, especially historians of education look at the reciprocal relationship between education and society; between education providers and the government as a representation of nation and state to formulate policies (policy) common to national education. Products from the educational cause of social mobility (vertical or horizontal); the problems that arise in the educational impacts (positive or negative) is felt mainly by the user community, for example, the emergence of middle class people who are unemployed because of the kind of education is not in accordance with the labor market; or gaps in the distribution and quality of education; secondary education which can only be enjoyed by children of the rich with educational ¬ terminals from young children whose parents can not afford; commercialization of education in the form of foundations and so forth. Overall demand increased methodological research and writing of better history danipada before to handle all these educational problems.

In connection with the above approach, History of Education has not enough with just the diachronic ways. There should be a new methodological approach, namely al, interdisciplinary. The interdisciplinary approach is a combination of history with the synchronic diachronic approach to the science-social ihmu. Now this particular social sciences such as anthropology, sociology, and politics has entered the "border" (history) education with the "applied sciences" so-called educational anthropology, sociology, education, and political education. In this approach be utilized optimally and maximally dialogical relationship "mutually simbiose" between history with social sciences.

History of National Education of Indonesia in the sense of including relatively new. In the days of colonial rule has also to be taught in a diachronic attention since the time of the education systems of Hindu, Muslim, Portuguese, VOC, Dutch East Indies government-19th century. Then proceed with the Japanese education and after Indonesia's independence diachronic model was still continued until now.

Lectures conducted by interdisiplm approach (diachronic and / or synchronic). Education for Indonesia 's modern history, the substance of the whole spectrum of education in temporal never accepted and still valid in Indonesia; the relationship between education policy with national political government, including policy formulation and curriculum changes that accompany it in all its aspects; educational institutions (government and private ); formal education and non-formal education; general education, special and religion. In short all sorts of paper that faced by the Indonesian education past and present and look to the future prosepeknya. History as a reflective study can be used to look forward prosepek although no pretensions of fortune. In every discussion attempted visits philosophy background.

Sources used: The first source (primary sources) in the form of documents pertaining to education policy; second sources (secondary sources) benipa articles, monographs, or books and papers about the development of education. As a comparative material resources of the History of Education in other countries that can be obtained via the internet etc..