axiology philosophy in education : Axiology of Moral Education Evolution : axiology philosophy in education of moral educational practice calls for a new kind of philosophy of education. With axiology being the theoretical tool, this topic aims at investigating problems of value existing in moral activities and moral education, the essential factors and parameters which influence educational effect , seeking the basic rule and activivity mechanism which enhances moral educational effect, establishing a kind of moral educational philosophy with axiology being the master line to provide foundational theoretical support to optimize moral educational practice in China. Researches on this topic bear great theoretical and practical significance to enrich and develop educational philosophy (particularly moral educational philosophy), improve and optimize moral educational practice in school.Human beings are featured by objectiviteness of existence and subjectiveness of activity. Practical and cognitive activities in any form must take value participation as its premise. The value relationship between subject and object manifests existence, nature, development of object and the effective attribute of interaction with subject, which constitutes the three-dimensional world of subject and object with practical and cognitive relationship. The selection of object value , which is created and enjoyed, often personifies value relationship between subject and object and transforms interpersonal value relationship during the process of objective value realization (It is social benefit relationship in nature.). Moral activity in itself manifest value relationship between subject and object in realistic moral practice and cognitive activities. The essence of moral life is subjective value life in moral domain. Concept of value is formed by the rational assurance of subject to object value in practical– cognitive activity. Social and historical characteristics of subjective existence and value relationship between subject and object determine social and historical characteristics of subjective concept of value. People with different social and historical status hold different concepts of value. In addition to relationship and concept of value, ontological value contains the connotation of value practice. Creative activities of subject is essential to realize the realistic value of object from its latent state, upgrade the low value to high level and transform the negative value into positive form. Being the three elementary factors, relationship of value, concept of value and practice of value embody the basic constitution of subject’s value life in the sense of ontological significance. The essence of moral education lies in social moral system’s directing and arranging individual moral outlook. The construction of social value system takes realistic, social value relationship betweeen individuals as a link and conformity of individual concepts of value as an initiation. Moral educational process is the unification of educators’value guidance and learners’autonomous value construction, the unification of diachronic value construction and coexistent value conformity. Problems of values are the core in moral education.Moral education, especially school moral education is a multi-dimensional system consisting of the educator, the student, educational content, methods and environment. In this system, the educator and the student are linked by a kind of interactive relationship of dual valuable subjects and objects. Meanwhile, there are another two pairs of value relationship: One is the value relationship between subject and object formed by educational subjects, educational content, educational methods, educational environment and other instrumental essential factors. The other is the relationship of value formed by students, educational content, educational methods, educational environment and other instrumental key factors. The status of value matters is determined by the attribute and the function of instrumental essential factors such as educational content, educational methods, educational environment and so on. It is through frequent and interactive activities of cognition and practice that educators and students play a role with their own elegant demeanor, while they act as value objects in each other’s activities contacting other instrumental essential factors. As a result, the vivid prospect is constructed with value production, value appraisal and value realization through dual multi-dimensional interaction between subject and object. The value existence integritive practice in moral education and the , existence of various microscopic value between subject and object included in moral education present three leading characteristics: First, unification between sociality and historicity of value relationship. Second, unification between existence objectivity and appraisal subjectivity. Third, unification between relativity and absolute quality.Concept of value is the core problem in moral education. The viewpoint that value outlook is sub-level of world outlook system mghit be dubious. They cannot substitute each other in function, neither can they camouflage mutually in extension. Value ideas of subject are a kind of thought vectors with scale, strength, quality and direction, with value character and value degree being its basic dimension. The vector structure of value ideas consist of four interrelated structures in four dimensions: object-orientation measurement structure, knowledge-experience material structure, motive-demand power structure and manner--motion tension structure. Subjective premise to form moral values lies in needs and self-awareness. The formation and development of individual moral values need to be boosted by four types of forces: the environmental effect in diachronic practice, orientational value education, consensus appraisal and typical warning show and shock from great events. The basic function of moral values mainly displays in four aspects: they are, spontaneous function of adjustment, function of judgment arbitration, guidance function of causality, actuating function of excitability. From the perspective of social evolution dimension, the existence of moral values is featured by three characteristics: unification of time rheological property and relative stability, coexistence of individual multi-standards of value and social core value system; compatibility of the existence of national and class features of moral principles with the worldwide ethics.In moral educational practice, an important factor which influences the realization of education goals is the value outlook of educational subject, which is divided into two levels, one is the community moral education values as a subject idea level in social value, the other is the value concept of a concrete practitioner in moral educational activities. The value outlook of educational subject displays functional mechanism of moral education practice in three aspects. Firstly, the educational subject’s value concept in relation to epistemology selection of the moral education essence has the bright guiding function macroscopically regarding the whole pedagogical activity orientation. Secondly, the educational subject’s understanding of the functional localization of moral education in a axiological scope has an restraining power to the overall scheme of planning and determining moral education. Thirdly, the educational subject’s value concept in methodological choice not only decides the concrete process and the details of educational activities but is closely connected with the education effect and the efficiency as well.The essence of value appraisal in moral education is the result of subjective reflection on value relations formed by educational subject and receptive subject with the object coming into their respective understanding territory. The double subjects and the multi-objects are typical characteristics of value appraisal in moral education.The value appraisal has the essential conditions under which it occurs. The influence mechanism of subjective factor in the value appraisal is mainly shown in this respect: the directive essential idea factor involved in ahead of time causes the subject to adjust and standardize the direction of the value understanding by the idea potential energy, thus producing effect on the nature, direction and conclusion of value appraisal. The synthesis utilization of material structure of knowledge experience in the cognition structure and many kinds of thought form results in the value judgment about the fact cognition, the positive or negative significance and the value quantity of object. The emotional factor in non-rational level shapes the thought tension in a nimble mobile form, drawing and adjusting the appraisal process directionally, and carrying on the enlargement of the appraisal result. The most direct factor affecting the result of value appraise is the value criterion. There are two value criteria in moral education process appraisal. One is the purpose criterion for social development and individual development, namely subject“internal criterion”, while the other is the copurpose criterion conforming to the individual moral education level development, namely object“external criterion”. In the measurement of values, it is the value dimension that acts as evaluation body to decide and symbolize object value --positive and negative, high and low. Among them, the quality of value is the dimension to decide and symbolize positive and negative object value, while the quantity of value, high and low object value. The value order is the value derivation dimension. The conjunction of the object attribute, the function and the subject sense of purpose decides the object value. The measurement (or quantity) of value determing object value height (either size) contains two essential factors: one is the demanding step and demanding satisfaction. The second essential factor or evaluation included in the quantity of value is the value order and the related opportunity cost. The basis for value choice and premise is the value appraisals. The first principle in moral education value choice is value priority based on the unification of morals needs and objective laws. The unification of individual freedom of will and the social criterion is the second principle in moral behavior and the education value choice. Value prior to value measurement is the third one. Unification of most benefits and least cost is the fourth.Moral education value creation is made up of three stages related to one another. It is the process of transforming integral idea movement into outward social practice. On the first stage educational subject forms the structure of educational object; On the second stage potential value recognition is formed with utilizable elements.The third stage is the realization of value existence. The education concept and theory innovation are the precondition under which moral education value rises. The pedagogical activity innovation is the main content of moral education value creation, the basic safeguard of which is the education system and the mechanism innovation. Coaxial strengthening of macro and micro two-pole value goals, coordination development in the tool rationality and the value rationality, organic conformity of the scientific rationality and the moral rationality are the basic laws and principle in the realization of moral education macro value. Analysed from the angle of receptive study, the key to the realization of moral education value is full reception of educational information. The reception process is a continuous and complete process of recognition which consists of multi-links such as receptive subject’s reflection , judgment, choice, conformity and internalization of external educational information. Each independent cognitive link has its specific operating law. Reception of the direction, level and efficiency of the activity is essentially determined by receptive schema and running status of the subject. Rcceptive schema exists in the subject, adheres to the brain nerve structure decided by gene and it is made up of multi-stage psychological, conscious elements, thus processes and the conforms information and forms human\'s concept and micro function system in cognition.In moral education process, education receivers (receptive subject) precisely rely on the function of receptive schema to realize the reflection of external educational information, making choices, conformiing and internalizing. And it is precisely the difference between individual receptive schema and running status difference that causes different receptive effects in mutual education. Receptive schema contains four function subsystems which relate to one another: actuation system - needs of different levels, guidance system - concept system with world outlook as the core and value as the key position, processing system - rational thought movement structure attaching to the physiological function, governing system– psychological elements on non-rational level. The social relationship condition between education subject and receptive subject is closely related to receptive efficiency and the main rule is the potential difference effect of information transmission, resonance effect of value choice and sentiment shifting effect of concept transformation. The instrumental medium elements which are composed of educational content, method and environment have different effects on the receptive activity of the subject, thus influencing the realization of moral educational value.

axiology philosophy in education : Axiology: A Theory Of Value :Values - they were sent into the exile of so-called "value-free" education, and have now returned as a prime topic for discussion. At the recent conference sponsored by the Society for Research in Child Development that I attended, the president, Dr. Robert Emde, stated that the "inculcation of values in children" was the most important area for study in the next few years.

People have realized that value-free education is not only impossible, but, since value-free means that most parents' values are not being taught, it is actually undesirable. So, now the questions are: which values should society uphold and our children learn, and how do children learn such values?

In Unification Thought, Axiology holds a central position as the foundation for the theories of Education, Art, and Ethics, which deal with how to achieve a truthful, beautiful, and good society, respectively. These theories will be discussed in later articles. The chapter on Axiology begins by defining values, how they are determined, and the standards for values. These points should be helpful in addressing the issues faced by today's society.

First of all, we must define what is meant by values. According to Unification Thought, "value refers to a quality of an object that satisfies a desire of the subject." (Essentials, p.133). This means that value belongs to the object, but must be recognized by the subject. This is the methodology of Unification Thought: the basic formula is relationship between subject and object, and remember that the object can be either a thing or another human being.

The second point discussed in the theory of Axiology is the determination of value. As mentioned above, value has two aspects: the essence of value, or "potential value" that is a quality of the object, and the "actual value" or value that is actualized through the relationship between subject and object. Thus, there are requisites for both subject and object in order for value to be actualized.

The requisites for the object are known as the essence of value. Now the definition of value given above refers to the "desire" of the subject. Desires exist to realize purpose, so value is connected to purpose. The essence of value, then, consists of the purpose of creation of the object, and the harmony between paired elements existing in the object centered on the purpose of creation. For example, the purpose of a flower arrangement is beauty, and the essence of value of a flower arrangement consists of that purpose and how well that purpose is fulfilled through the harmony between its various elements, such as colors, shapes, fragrances, etc.

The requisites for the subject are a desire to seek value, interest in the object, and a factor known as "subjective action" which provides for individual differences. In the case of a flower arrangement, the subject must desire something beautiful, notice the flower arrangement as a possible object to fulfill that desire, and then appreciate the harmony of colors, etc. within the arrangement. If these conditions are met then the potential value of the flower arrangement becomes actual. On the other hand, if the person is not looking for something beautiful but rather wants transportation to the airport immediately, the most well prepared flower arrangement will remain a source of potential value until another subject comes along.

Similarly, if the person does not like pink and the flower arrangement has many pink flowers, that flower arrangement will not be judged as valuable. In the latter case, it is subjective action that has caused the potential value not to be realized. Let us look further into this concept. Subjective action consists of the differences between individuals, their tastes, view of life, past experiences, education, etc., the aspects of ourselves that make us unique. In that case, how can there be a common standard for determining values?

Well, it is clear that there are commonalities within groups - cultural, religious, ethnic, national, etc. - that allow agreement on value judgements. In my family it is often brought home to me that Japanese table manners are different from British manners, as my husband tells me that it is customary in Japan to make noise while eating noodles or drinking soup! The differences between men and women may also be considered factors in subjective action, which leads us to expect that men and women will always have differences in their value judgements. No problem - that's part of what makes marriage exciting!

So, we have many "relative" standards of value belonging to various groups. But how about an "absolute" standard of value for the whole world? Beyond cultural or group commonalities there are also the commonalities of all human beings. Reverend Moon is fond of saying in his sermons that we all have two eyes, one nose with two nostrils, one head, two hands, etc., so we are all the same! Whether we like it or not, we do all belong to this same species, the human being. So the defining characteristics of our species can be the basis of a common system of values. This cs of our species can be the basis of a common system of values. This does not involve imposing one person's values on another, it simply requires us all to recognize what we have in common, our purpose of creation, if you will.

This is obviously the most controversial point in the Unification Thought theory of Axiology. As one student in our Unification Thought class asked, is this chapter saying that everyone should join the Unification Church? I believe that it is not saying that at all. What Unification Thought says is that human beings have an essential nature, that which distinguishes us from all other creatures, and the values of human society should be based on that essential human nature. And there is no need to fear a world of boring conformity, subjective action will always provide the excitement of variety. People have been taught that tolerance is more important than values. But tolerance without standards leads only to confusion, as is evident in today's youth. In the Unification Thought approach, commonalities provide standards so that there is no confusion, while individual differences are expressed through subjective action. Sounds like the best of both worlds to me!

Now, let's look at those commonalities that constitute our essential human nature. Human beings have dual characteristics of Sung Sang and Hyung Sang. Therefore, we have dual desires: Sung Sang desires and Hyung Sang desires. Consequently, there are both Sung Sang values and Hyung Sang values.

Sung Sang values are the values which correspond to the three faculties of the mind: intellect, emotion, and will. These values are trueness, beauty, and goodness, respectively. Trueness is distinguished from truth, and is the quality of embodying truth, or being true, as in the concept of a "true man" (Essentials, p.431.) Love can also be included as a Sung Sang value, but strictly speaking it is the basis for the values of trueness, beauty, and goodness. Interestingly, since love is the foundation for these values, if the subject loves the object, then the value of that object, whether it be trueness, beauty, or goodness, is enhanced. Indeed, any parent will agree that their child appears to them to be true, beautiful, and good, when looked at through the eyes of love.

Hyung Sang values are the value of daily necessities, such as food, clothing, shelter, and physical sex, that satisfy the desires of the physical mind. Since physical life is necessary in order to fulfill spiritual desires (I can't recognize the beauty of a sunset if I am starving or freezing to death), Hyung Sang value is a requisite for the realization of Sung Sang value. However, as we know from the Theory of Original Human Nature, Sung Sang desires should be in the subject position in order to fulfill our purpose as true human beings. Thus, in terms of values, the spiritual desire for conjugal love has the satisfaction of the desire for physical sex as a requisite, but the value of physical sex should not be in the subject position.

I believe that this point in Unification Thought, explaining that there are the two types of values, Sung Sang and Hyung Sang, and the priority of the former over the latter for true human beings, can be a major contribution to the current discussion on values. If we look at society today it is clear that there is great confusion on this point. Perhaps if people understood that it is the Sung Sang aspects that make us human, they would also recognize that we must value Sung Sang values above Hyung Sang values in order to live as human beings. Otherwise, we can never have more than an animal society.

I have nothing against animals, in fact I spent many years studying them (rats and monkeys in particular), and I have great respect for their intelligence. However, when my daughter was born I quickly realized I was dealing with a very different species. Even at a very young age, I could see that she was not motivated by her physical desires for food, clothing (or lack of it!) and other comforts, but would work very hard to understand how to make something move, how her own hand moved, what happened when she dropped food from her high chair, etc. In other words, I saw in her the desire to discover truth about the world. Now that she is three years old, she tells me which music she likes, tells me what type of music it is, and that "sad songs are for crying people." Even the most intelligent animal can hardly outdo a two-year-old, and my three-year-old is way ahead now, and has so much further to go to realize her full potential.

Human beings have Sung Sang and Hyung Sang aspects, or spiritual and physical minds, and the pursuit of trueness, beauty, and goodness, are uniquely human qualities. If we want a truly human society, those values had better be the priority.

There are enough good reasons to study philosophy, particularly if there are reasonable questions that can not or should not be answered by science or branch of science. For example: What is meant by knowledge, and / or science? Can we move to the left and right in the room but is not bound by time? Issues discussed in this paper is about education and science education. Presumably educational activities is not just a social phenomenon that is purely rational considering we expect the best education for Indonesian people, especially for our children each; science education in general are not so advanced than the social sciences and biology but by no means that science education is simply applied science or a study based on the results achieved by the social sciences or behavioral sciences.

The question that arises is: does educational theories can be or has been growing as a science or just a portion of the branch of philosophy in the sense of social philosophy or the philosophy of humanity?

A. Education For The Science and Art Education Problem micro particularly the focus here is the basis and foundation of education and the foundation of science education that is human or a small group of humans in the phenomenon of education.

What we theorize the importance of practice in the field of education because education in the practice must be accounted for. Without a theory in the sense of reason and rational set of consistent and interconnected then the actions in education is only based on reasons that happened, immediate and moral hazard. It should not happen, because every action aimed at fulfilling education is the best value for students and educators. Even good teaching as part of the educational process and reasons other than require rational and intellectual well established by reason is moral. The reason is because the human element who are educated and education needs are human beings who must live the values to be able to explore the values and organize behavior in accordance with the dignity and personal values are internalized it.

We have just witnessed the failure of education in Indonesia in the practice of macro-and micro-scale that is in a joint effort to explore, practice and live the Pancasila. Look at how the massive national effort for 20 years (1978-1998) in the P-7 (Development of Education appreciation and Implementing Guidelines for the Implementation of Pancasila) ends we value failed to unite the nation to solve national problems in a peaceful succession to the presidency in 1998, after the crisis struck multidimensional law and economy and devastated the country in mid 1997, even since July 27, 1996 before the bloody election campaign in 1997. It is an example of education in the macro scale in the theory does not fit with the Five Principles in the practice of upgrading the space beyond. Maybe penatar and petatar in theory but had Pancasila in practice, most have tended to apply the Pancasila Pancasila Plus or Minus or both. That's why we have decided that the P-7 and P-4 could not be accounted for, at least morally and socially. Let us return berprihatin appropriate greeting Dr. Gunning cited Langeveld (1955).

"Practice without theory is for idiots and insane persons, whereas the theory of practice only to those geniuses."

This means that education should not be done except by people who are capable of rationally responsible, socially and morally. Conversely, if education in theory and practice of enforced without adequate reason, the result is that all educators and learners will be losers. We lost because they were unable perbutan responsible for the essence of each and together in Pancasila. Pancasila is good and adequate, consistent between the practice (outer) and appreciation (psychological) and the arrangement of values internally. In this case we are not watching activities (practice) of education without the basic theory but a practice of national education without a good theory.

Education as a social phenomenon has a life preformance individual basis, social and cultural. At the micro scale education for individuals and small groups enjoy unlimited beralngsung in relative scale, such as among friends, between a teacher with one or a small group of students, as well as within the family between husband and wife, between parents and children and other children. Education in micro scale is required for all human beings as individuals develop their potential in the sense that good pembawaanya device completely. Humans evolved as a unique individual to be individual is not a duplicate of another person. No man is expected to have the same personality even if their skills are similar. With the individuals and different groups are expected to push for changes in a progressive society with its culture. At the micro scale level and education is a social phenomenon that relies on human interaction as the others (subjects), each of equal value. There is no essential difference in the value of a person's because of the interaction between individuals (interpersonal), it is an extension of the internal interactions of a person with himself as another person, or between me as the unity (ie me) and me as second or third person (namely me or me, please compare with the views of British people between I and me).

On the macro scale education takes place in such a large scope in the public inter-, inter-school, inter district, inter-city, inter-tribal communities and society between nations. In the macro scale of society carry out education for social regeneration of the devolution of cultural property and the preservation of the noble values from one generation to the younger generation in public life. Expected by the education in the broad sense and then the macro-scale social change and community stability berangsung well and together. At the macro scale is educational as a social phenomena often manifest in the form of two-way communication, especially communication. Viewed from the macro side, the direction in education include the similarity of thoughts and feelings that ended with the achievement of independence by the learners. So the macro-scale education tends to be assessed are conservative and traditional because it is often limited to the delivery of teaching materials to students and can lose the characteristics of the affective interaction.

The existence of physical aspects, psychological and spiritual as mentioned earlier hinted that the man in the phenomenon (the situation) is a blend of education among men, being as human sebaai fact and value. Every human being is noble yuang certain value so that the situation of education has a weight of individual values, social and moral weight. That's why pendidikn in practice is an empirical fact that the requirement of human interaction Logo values in education not only in the sense of reciprocal two-way communication should be higher but reached a level maniusiawi like me or the students to educate themselves on the basis of personal relationships with the private (higher order Interactions) intrapersonal relationships between individuals and affectively between me (ie I) and myself (ie my self the self or self).

As for man as the fact empriris course covers a variety of variables and limited number of relationship variables in the study of descriptive sciences. While the number of variables are very numerous and the relationships between variables are very complex when educators maintain quality interaction with learners secra of a person's (personal).

Crate said about the students learn actively by Phenix (1958:40), namely:

"It possible to conceive of teacher and student as one and Same person and the self-taught one person as his own direct WHO through an internal development Interaction Between the self as I and the self as me on the other hand, it is usual for one teacher to teach many students simultaneously. That event in the quality oef the interaction changed from May generalized and impersonal, or it may, by Appropriate means, retain its character person to person.

This means that shifts of humane education (men in education) must be preserved for the sake of quality processes and outcomes of education. Maintenance that is demanding that educators are ready to act at any time creatively (berkiat create situations that fit, if necessary. For example, on the basis of clinical diagnostics) even without a complete prognosis but primarily based on affective friendly attitude towards educated. Creativity is based on a love educator on duty to educate and teach, that's why symptoms or educational phenomena can not be reduced as a social phenomenon or a symptom of a mere reciprocal communication. If the social sciences or behavioral approaches and able to apply the scientific method (Pearson, 1900) are modified in human studies through social phenomena, whether science education should act similar to overcome its backwardness, especially in the land of our water?

Or as stated by scientifically by the NL. Gage (1978:20),

"Scientific method Contribute relationships Between variaboles cans, taken two at a time and event in the form of Interactions, Perhaps three or four or more at a time. Beyond say four, the usefulness of what science cans give the teacher Begins to weaken, Because teacher can not apply, at least not without help and not on the run, the more complex Interactions. At this point, the teacher as an artist must step in and make clinical, or artistic, judgment about the Best Ways to teach. "

Educators do have to act on micro background included in the class or in small schools, it affects the students and appreciated by the micro-scale review of education, namely by paedagogik (theoretical) and andragogi (a practical pedagogic). That is why science education should be more inclusive than teaching (a macro) more mainstream than teach and educate. Even in school teaching activities requires planning in terms of preparation of teaching preparation. In the view of science education are autonomous, the scope of teaching does not necessarily include activities to educate and teach.

On the basis of the main points of thoughts about the physical aspect, psychological and spiritual phenomenon of humans in education then the education must be complete in practice includes counseling, educating, teaching and instruction. In a normal phenomenon that learners can be encouraged aga active learning through mentoring and teaching. But sometimes in critical situations the students need to imitate the way of active teachers learn on their own. That's why our education legislation really needs to be clarified, on the one hand for the effort to educate occur in families fairly, on the other hand to include the dimensions of teaching in schools to educate and teach. After all that the differentiation and function of schools as educational institutions need to be determined primarily have to do the teaching and managing the formal curriculum as an aspect of specialization to operate efficiently. While the concept of education which also includes exercise programs (UU. No. 2 / 1989 article 1-1) is a very broad construct viewed from the perspective of schools as institutions of formal education.

So the concept of education that needs art fdan science is a process or a conscious effort among fellow human beings with a civilized, where party unity directionally guide the development of abilities and personality of the second party that is, those individuals humanely. Or it could be expanded into the macro as a conscious human effort in which citizens maysrakat a more mature and cultured assist parties and less adult yangkurang able to jointly achieve the level of ability and maturity is a better (Phenix, 1958:13), Buller, 1968: 10). In this sense the laboratory school also will require the practice of science and practice of fabric art. Conversely item 1 of article 1, Law no. 2 / 1989 would not quite right, so of course difficult to sue the students but teachers were not necessarily the CBSA actively learn, given the macro definition of education, namely:

"Education is a conscious effort to prepare students through guidance, instruction and training for the role or a period to be dating."

Presumably such a concept of education is thus less able to give content to the purpose and spirit of Chapter XIII of the 1945 Constitution which refers to the field of education as a mandate to realize the close relationship between the national education system with cultural nationalism. Because it is within the scope of education according to the micro scale and abstark a more macro level, educators must also concerned with aspects of ethical (moral) and the aesthetic of his experience interacting with students in addition to aspects of knowledge, truth and behavior disisyaratkan by the concept of education according to the law earlier. This is consistent with the views of Ki Hajar Dewantara (1950) as follows:

"Park Students develop an education that is in the way and a slogan Among 'Tut Wuri Hand' (follow her influence). Meaning Tut Wuri aialah follow, but its meaning is to follow the development of the child with attention based on love and selfless, without desire to master and forced, and the meaning of Hand is affecting in the sense that stimulate, nurture, guide, give the child mengembngkan gar paragon of personal preference individual through personal discipline. "

Likewise for the Ki Hajar Dewantara education at the micro scale can not be separated from education in a macro sense, even personal discipline is the goal and the way in achieving the broader discipline. This means that there are educational foundation in education itself, namely the human factor. Thus the foundations of education do not have to look beyond the phenomena (symptoms), education including other sciences and / or a specific philosophy of western culture. Therefore, science education does not depend on data from the study of psychology., Physiology, sociology, anthropology or philosophy. Besides teaching the concept (a macro) based on the formal curriculum does not by itself be inclusive and / or the same as teaching. Even in many ways it depends on the outcome of the teaching quality of teachers teaching in their classes. Of course, the principle of Tut Wuri Hand will not make teaching merely synonymous with conscious efforts to deliver instructional materials in class to group students remember teacher must berhamba to the interests of their students.

B. Fundamentals of Education Sciences description above suggests to the basics of education that the practice of science education as a mere series of empirical and experimental facts will be incomplete and inadequate. Fact education as a social phenomenon that certainly the extent of socialization and often aspires cognitive absorption below 100% (even 60%). While the values of education will require students to absorb and take in appreciation of 100% exceeded the goals of socialization, achieving internaliasasi (micro) and should also enculturation (macro). That's the essential difference between education (which establish the cognitive aspects with affective aspect) and teaching activities at the most established aspects of cognitive and psychomotor. In practice evaluation of teaching activity is often limited to its target on the cognitive aspects. That's why the necessary difference in scope between teaching theory to teaching and educating.

The achievement for the internal absorption to reach 100% diperlukn please help between fellow human beings. In this case no one is always perfect but degradation can occur which must be balanced with the refreshment and social control. Itulh human interdependence in terms of educational phenomena that require social control if it wanted to prevent the decline in the practice and norms nlai below 100%.

It is clear that a complete study of human action in education beyond the area of scientific phenomena and requires an independent analysis of the data pedagogic (educational children) and data andragogi (adult education). The data include the fact (das sein) and value (das sollen) and ties between the two. Factual data is not derived from other sciences but from objects encountered (phenomena) which are reviewed scientist (pedagogy and andragogi) empirically. Similarly, the data value (the normative) does not come from a certain philosophy of human experience rather than intrinsically. That's why pedagogy and andragogi requires interwoven between scientific review and study philosophy. But it does not mean that philosophy into basic science because science education does not embrace the flow or a certain philosophy.

Instead of science education in particular pedagogic (theoretically) is the science of menysusun theories and concepts that are practical and positive for every educator should not hesitate or give up the doubts of principle. This is similar to other practical knowledge of micro and macro. Such as medicine, economics, politics and law. Therefore, pedagogic (and review micro education) as well as practical and pedagogic andragogi (and review macro education) is not a philosophy of education that limited use or apply the normative study of schools of philosophy that comes from a certain philosophy. Even more necessary is the application of philosophical method in examining the nature of radical students as a whole person.

The implication is clear that the trunk of the body (body of knowledge), science education must be at least a micro cover:

- Relations with fellow humans as an educator educated (person to person relationship)

- The importance of science education memepergunakan phenomenology in qualitative methods.

- Adults who berpran as educators (educators)

- The existence of human being as well-educated child (learner, student)

- Tujaun education (educational AIMS and objectives)

- Actions and the education process (Educative process), and

- Environmental and educational institutions (educational institution)

That is the scope of education as a result of microscopic study of pure science in science education in terms of pedagogic (theoretical and systematic). In view of education is also conducted in a broad sense and macroscopic in formal educational institutions and non-formal educators of officers in the field requires the input generally accepted in the form of lesson plans or curriculum program concept for a similar institution. Therefore, in addition to the practical pedagogic education in different kinds of environmental review and formal institutions, informal and non-formal (outside of school education in a limited sense, that way, the torso above was diperlukn lingkupnnya that includes:

While the study of the macro and meso sphere of education, a field of major studies that distinguish between the formal objects of the pedagogic of science education. Because pedagogic indirectly discuss the distinction between informal learning in families and in other small groups., With formal education (and non-formal) in the society and state, then it becomes the task of andragogi and other branches of science education relevant. That's why there are talks about the pedagogic educational factors which include: (a) purpose, (b) juridical foundation of philosophy and education, (c) the management of education, (d) theory and curriculum development, (e) teaching in the sense of learning (instruction ), namely the implementation of curriculum in a broad sense in formal and non formal institutions concerned.

Problem areas that can be studied by the theory of education as a science is sekitarmanuasia and others who have similarities and diversity in education phenomenon. The theoretical core of science education is to educate Pedagogy as a science that is about tealaah (or studies), education of children by adults. Systematic theoretical pedagogic always problematic because it must be complete and its discussion. But education (or pedagogy) is required also by all people including elderly and B adults. Therefore, in addition to systematic theoretical pedagogic branch there are also practical pedagogic cabvang-branches, including formal education in schools, informal education in the family, andragogi (adult education) and gerogogi (education elderly), as well as non-formal education as a complement to the education level of school and adult education.

In reviewing the people interacting in the phenomenon of education, science education, especially pedagogic merupan the only field of science that examines the interaction between the full nature and inter-personal. Fortunately there is another science which undertakes a review of human behavior as an individual. Nor has the above review of social interaction, study of group behavior in society, the study of values and norms as the content of cultures, and so on. Sciences who conduct such a review be made to function as an auxiliary science for science education. Among the sciences that are important for pedagogic aids and androgogi are: biology, psychology, sociology, cultural anthropology, history and phenomenology (philosophy).

Pedagogic not use deductive methods based on those investigations translation speculative in the basics of philosophical stance. Pedagogy is the science education that is theoretical and philosophical rather than pedagogic. Pedagogic conduct a phenomenological study aatas phenomenon that is empirical though nuanced normative. As said Langeveld (1955) Pedagogy use a phenomenological approach in qualitative research methods:

Pedagogic philosophical and empirical. Philosophical thinking on one siti and on the other hand experiences and empirical investigation walk together. Relationships and symptoms that indicate the principal characteristic of the object is a force pointing to the philosophical konsekunsi, adapula memaksakaan konsekunsi the empirical because the factual data. Realize pedagogic theory of action that preceded and followed by philosophical thinking. In the philosophical thinking about normative data pedagogic preceded and followed by the empirical experience and the settlement of the phenomenon of education.

That phenomenon or symptoms of education which, according Langevald micro secraa contains six core components into daari yng pedagogic torso.

Science education in particular do not use your androgogi pedagogic and descriptive-experimental method for its benefits terbtas on the understanding of the changes in student behavior. While the predictions and the experimental controls applicable and that too very limited benefits.

As written by Deese, 1963:

"Prediction and control, then are excellent criteria of understnding Aang They Also Provide us with Some of the uses of understanding. They are not always easy to apply, however, and I think little is gained by pretending That They Are. It is futile to issue promissory notes about the future applications of the scientific study of education. "

So if science education is less beneficial to use a descriptive-experimental method to changes in education secarakuntitatif. Instead pedagogic and androgogi should become an autonomous science that applies a qualitative method of phenomenology. The point is to obtain data that are not normative (factual data) in the amount necessary from the biological sciences, psychology and social sciences. But science education should as far as possible to collect their own data directly from the phenomenon of education, either by the participant-observer (scientist) or by the educators themselves are also used to perform the analysis when the situation forced him to act creatively. Of course it is necessary prerequisite for the mastery of at least one science aids and / or general philosophy.

Now let us see the basic philosophy of science-related dasaar in a basic sense of the ontological, epistemological basis, and axiological, and antropolgis basic science education.

First of all the background necessary basic ontological philosophy of science education. The aspects of reality that reached the theory and science education through sensory experience is the empirical world of human experience. Material objects of science education is a whole person, complete human personality aspects, namely human morals in situations exceeding diharapokan education or social human beings as citizens to remember he has a good citizen traits (good citizenship or nationality of the best .)

For education in practice free from doubt, then the object of formal science education is limited to whole human phenomenon or situation in education. In human social situiasi it often behaves not whole, just a creature of individual behavior and / or social beings behave collectively. That's fine and acceptable scope of education is limited to large-scale macro that given the socio-cultural context structured by a particular value system. Will tetapipada micro background, value system should be manifested in inter and inter-personal relationships that become necessary condition (conditio sine qua non) for the implementation of educating and teaching, namely micro-scale educational activities. It happened to remember the teachers who themselves are intact berkepribadiaan treat learners pribai honorably as well, then made free from common factors, sex or pembawaanya. If educators are not being affective intact so makaa according to Gordon (1975: Ch. I) will be the missing link (the missing link) of the factor and the relationship between the learner-educator or student-teacher. With egitu education will only happen though is optimal ririskiky quantitative, for example the results of THB summatif, NEM or less even distribution of education to teach democracy to be less democratic. While the human qualities not necessarily intact.

Epistemological basis required by the education or science education experts to develop their knowledge in a productive and responsible. Sekalaipun data collection in the field in part can be done by beginners namuntelaah power over the object memerlukaan formal science education that will establish a phenomenological approach stui empirical-phenomenological qualitative study. It is kualitaatif Pendekaatan phenomenological, meaning that involves personal and self sabagai researcher as data collection instrument in a post-positivism. Therefore penelaaah and data collection is directed by educators or scientists who are honest and expert sebagaai fused with its object. Because the study focused not hnya comprehension and understanding (Verstehen, Bodgan & Biklen, 1982) but transform and achieve wisdom (wisdom or wisdom) about the educational phenomenon must be kept completely internal vaaliditas preformance various forms of inquiry such as research and study to koasi experimental, action research, research ethnographic and ex post facto research. Epistemological basis of this core is to be determined bahaawa in menjelaskaan formaalnya objects, the study of science education tidaak only develop the applied sciences but toward the study of theory and science education science autonomous mempunyi sebgaai formal object itself or its own problems though not to hnya menggunkaan quantitative approach or even experimental (Campbell & Stanley, 1963). Thus the truth of the knowledge test is required by correspondence, in a coherent and well in practical or pragmatic (Randall & Buchler, 1942).

Utility theory of education is not only necessary as an autonomous science but also necessary to provide the best basis for education as a civilized human civilizing process. Therefore, the value of science education is not only the intrinsic nature as a science as art for art, but also the value of extrinsic and science to review the basics of the possibility of acting in practice mmelalui control over negative influences and enhance positive influences in education. Thus science is not value-free education since there are only a very thin line between science education and job duties as a pedagok educators. In this case very relevant to consider education as a value-laden field as described by Phenix (1966). That is why education needs but also the technology is not part of science and technology education. But it must be recognized that science education has not been much growth compared to most social science and behavioral science. More-over in Indonesia.

The implication is that ilmupendidikan closer to the behavioral sciences to the social sciences, and must reject other establishment that in the unity of the sciences there is unification of the scientific method-sayunyaa (Kalr Perason, 1990).

Education which in essence is to educate and teach as a subject of meetings between educators and learners as well as where there has been the subject of assistance to parties who later dalaam upaayanya belajr achieve independence within the limits provided by the world around them. On the basis of a philosophy that is dialogical view of this, the 3 basic anthropological universal applies not only (1) sociality and (2) individuality, but also (3) morality. Presumably if the world specifically for the Indonesian national education based on national culture into the context of national teaching system in schools, it would be necessary also complement the anthropological basis (4) religiosity, yaaitu educators in the education situation in micro sekurangkurangnya berhamba to the interests of educated as part of devotion greater to God Almighty.

Philosophical Assumptions device Teacher Education

Competency Based Teacher Education Program (PGBK) developed starting from the expected competencies required for the execution of the tasks of teaching and education that have been established and relies on a demonstration device such competence by students after attending a number of prospective teachers' learning experiences.

The device is meant competence, including the process of achievement, based on philosophical assumptions, namely the questions that are considered true, either on the basis of empirical evidence, the allegations as well as the values of society based on Pancasila. Such assumptions are the touchstone in assessing the design and implementation of pragmatic or deviations from the conceptual attacks.

The assumptions in question covers 7 areas, namely with regard to the nature-human nature, society, education, the subject of students, teachers, teaching-learning and institutional. Of course the work of the above need to be strengthened and further verified through appropriate forums such as the Curriculum Commission, the Consortium for Science Education, LPTK even wider circle. Results formulation of the education reform team (1984) can be summarized as follows:

5. The nature of Teachers and Education Personnel Tenadga

6. Essentials of Teaching and Learning

Note: Competency-based Education for other education personnel need the different assumptions

If we consistently against efforts to professionalize the work of teacher education philosophy is the absolute foundation footing. That is, as a professional worker, if a teacher is not enough just to master what to do and how to do it. Both the mastery of these new competencies reflected a handyman.

Besides control over what and how of their duties, a teacher must master why he did his job every part and stage it in a certain way and not the other way. The answer to the question why it refers to any act of a teacher in doing his duties, which in turn must be returned to the educational goals that would achieve both objectives more operational or more goals abstract. Therefore, all decisions and actions of non-instructional and instructional in order penunaian the duties of a teacher and education personnel must always be accounted for by education (professional duties, pemanusiaan and civic), which itself saw preformance broader perspective than just attainment of specific instructional goals, the more so that strangled with behavioral restrictions are excessive.

Expenses have also been raised that educators and students do pemanusiaan subject themselves when they look in the professional community was named education; pemanusiaan process stage it is just different, if between the two, that is the subject of educators and students, made the comparison. This means that the advantages of experience, skills and insights teachers have purely accidental and temporary, not essential. Therefore, both parties especially have to see it as a personal transaction and special learning opportunities for teachers and education personnel, tertumpang also provides additional responsibilities and to set conditions for the subject membelajarkan educates, optimize kesempatamn for the subject students to find himself, to be her own (Learning to Be, Faure et al, 1982). Only individuals who are thus able to form a learning society, namely people who are ready to face the changes that more and more speed without losing herself.

If this is the situation then the school as an institution of formal education will only be able to perform their functions and not lose the right to live in society, if he can make himself the center of acculturation, namely as a place for men to enhance his dignity. In other words, schools must become centers of education. Generate employment, carry out socialization, forming mastery of science and technology, sharpen the brain and working on school assignments, but the most essential is the establishment ability and willingness to enhance the dignity of humanity as has been stated in advance by using creativity, feeling, intention and work developed and nurtured.

It should be underlined here is not dikacaukannya between Bentu and nature. Any provision of infrastructure and school facilities is essentially a form that is expected to embody the essence of the subject civilizing process educates. Therefore, this movement simply stops at the "publishing" infrastructure and facilities while the personal transaction between the subject students and educators, among students that the one subject with another subject and students between schools with community residents outside it still has not dilandasinya, then of course the process acculturation did not occur. As has been hinted at in advance, giving excessive weight to the sovereign subject of anarchy while giving birth didikakan excessive weight to the authority of educators will give birth to colonialism and taming. Both the extreme orientation that will not produce human cultivation.

Probably no exaggeration to say that in Indonesia we do not yet have a theory about the education of teachers and education personnel. This is not surprising because we still do not have the time to compile. Even one of the main theories about education prasaratnya namely sebagimaana hinted in the previous sections, we still have not managed to memantapkannya. If we engage in the sharing of educational reform during this activity so that its outer pearalatan updated is not the building blocks.

The above remark was made without completely based on the assumption that there is no problem between us who think that teacher education. The thoughts put forward is really no one but practically without exception, can be expressed as a fragmentary nature, not exhaustive. For example, there is suggesting a long learning period (or, more quickly, refusing teacher education programs is shorter especially those introduced in recent years), there is suggesting the need for improved mechanisms for teacher selection and education personnel, there is a highlight importance of infrastructure and facilities for teacher education, and there is also a focus on improving system of rewards for teachers so they can compete with other positions in the community-jabtan. Of course all the suggestions mentioned above have validity, at least partially, but if implemented, in part or in whole, not necessarily to produce the educational system of teachers and education personnel effective.

Should the theory of teacher education and a productive staff is giving adequate signs in designing and implementing teacher education programs and education personnel are graduates capable of performing the tasks within the context of teacher education (professional duties, humanitarian and civic). The signs in question have been prepared using materials obtained from three sources, namely: the opinion of experts, including those supported by the results of scientific research, analysis and selection of graduation task shared values of society. Signs in question that reflects the results of an interpretive review, normative and critical, as has been stated in the description in advance, are formulated into the philosophical assumptions of the assumptions that give the signs for the designer and the implementation of the program in question. Thus, the signs in question is a touchstone in assessing the design and implementation of programs, as well as in "maintaining" a program of penyimpngan-implementation or deviation from conceptual attacks.

Cover

The foundation of educational philosophy should provide a philosophical perspective is the "glasses" worn in looking at addressing and do their job. Therefore it must be formed not only learn about the philosophy, history and theory of education, psychology, sociology, anthropology or other disciplines, but by combining the concepts, principles and approaches-educational approach to the conceptual framework.

Thus, the foundation of educational philosophy should be reflected in all decisions and actions implementation tasks teacher training, both instructional and non-instructional, or with another approach, all decisions and actions the teacher in question should be education.

Finally, as a professional worker dfan teacher education personnel must obtain pre-position dfan teacher education personnel must be guided by a set of philosophical assumptions which in essence is an elaboration of the concept is more precise than the scientific basis of education and science education.

Bogdan & Biklen (1982) Qualitative Research For Education. Boston MA: Allyn Bacon

Campbell & Stanley (1963) Experimental & Quasi-Experimental Design for Research. Chicago : Rand McNelly

Deese, J (1978) The Scientific Basis of the Art of Teaching. New York : Colombia University-Teachers College Press

Gordon, Thomas (1974) Teacher Effectiveness Training. NY: Peter h. Wydenpub

Henderson, SVP (1954) Introduction to Philosophy of Education.Chicago : Univ. of Chicago Press

Hidayat Syarief (1997) Tantangan PGRI dalam Pendidikan Nasional. Makalah pada Semiloka Nasional Unicef-PGRI. Jakarta: Maret,1997

Highet, G (l954), Seni Mendidik (terjemahan Jilid I dan II), PT.Pembangunan

Kemeny,JG, (l959), A Philosopher Looks at Science, New Hersey, NJ: Yale Univ.Press

Ki Hajar Dewantara, (l950), Dasar-dasar Perguruan Taman Siswa, DIY:Majelis Luhur

Ki Suratman, (l982), Sistem Among Sebagai Sarana Pendidikam Moral Pancasila, Jakarta:Depdikbud

Kuhn, Ts, (l969), The Structure of Scientific Revolution, Chicago:Chicago Univ.

Langeveld, MJ, (l955), Pedagogik Teoritis Sistematis (terjemahan), Bandung, Jemmars

Liem Tjong Tiat, (l968), Fisafat Pendidikan dan Pedagogik, Bandung, Jurusan FSP FIP IKIP Bandung

RakaJoniT.(l977),Permbaharauan Profesional Tenaga Kependidikan:Permasalahan dan Kemungkinan Pendekatan, Jakarta, Depdikbud

An attempt to overcome the problems of education without the use of wisdom (wisdom) and the strength of philosophy is like something that was destined to fail. The issue of education is a matter of philosophy. Education and philosophy inseparable since the end of education is the end of philosophy, that is wisdom (wisdom). And the tools of philosophy is a tool of education, namely search (inquiry), that will take someone on wisdom.

Educational philosophy is a discipline that can be distinguished but not separated from both philosophy and education as well, he might receive from the philosophy of maintenance intake. He took the matter of education, while his method of philosophy. Philosophizing about education requires an understanding not only about educational issues and problems, but also about the philosophy itself. Philosophy of education is nothing more and nothing less than a unique discipline, as well as philosophy of science or science is called microbiology.

Philosophy briefly with regard to questions about the analysis of concepts and the basics of knowledge, beliefs, actions, and activities. So the philosophy embodied in the sense of two things: (1) analysis of the concept, and (2) deepening of the meaning or basis of knowledge and the like. By analyzing a concept, the essence of the meaning of a word are explored both textually with its equivalent and also be contextual in its use. So that will unfold the moral dimensions typical in its use, which distinguishes it from other words. Thus, inserting the meaning of a word as a unique concept in consciousness that has asumís-moral assumptions in order to help him more closely in fungsionalisasinya.

Conceptual analysis will take us at least 2 important things: (1) lets us see more clearly how a concept associated not only with other concepts, but also with other forms of social life that are on the network assumptions such interlocked human responsibility, the rights associated with authority, and the role of suffering in our lives. It will take us on a better understanding of our social life. (2) to understand the particular conceptual structure, will allow us to examine the assumptions related to moral issues. Discussions on this will take us further on moral philosophy.

1. Metaphysics / Metaphysics

2. Axiology / Axiology

3. Epistimologi / Epistimology

Historically, the term more commonly used are the ethics (ethics) or moral (Morals). But today, the term axios (value) and logos (theory) is more familiarly used in philosophical dialogue. So, axiology can be referred to as the theory of value, or the theory of value. Part of the philosophy that care about good and bad (good and bad), right and wrong (right and wrong), as well as about means and ends (means and ends). Axiology try to formulate a consistent theory for ethical behavior. He asked what was good (what is good?). When a well identified, it allows one to speak about morality, the use of words or concepts such as "should" or "should" (ought / Should). Thus axiology consists of an analysis of beliefs, decisions, and moral concepts in order to create or discover a theory of value.

There are two basic categories axiological; (1) objectivism and (2) subjectivism. Both depart from the same question: whether it is dependent or not dependent on humans (dependent upon or independent of mankind)? From this emerged four ethical approach, the first two wing objectivist, subjectivist wing while the next two.

First, the theory of intuitive value (the initiative theory of value). This theory holds that difficult if not impossible to define a set of values that are ultim or absolute. However a device that ultim or absolute values that exist in a manner that is objective. Values found through intuition because there is a moral order that is standard. They assert that the tool exists as an object or fused in antarobyek relationship, and the validity of the objective value does not depend on the existence or behavior of humans. Once a person finds and recognizes that value through an intuitive process, he is obliged to regulate individual behavior or social harmony with his moral prescriptions-prescriptions.

Second, the theory of value rational (the rational theory of value). For those who do not believe in the value is objective and independent of purely human. This value is found as a result of human reason and supernatural revelation. The fact that someone is doing something right when he knows by his reason that it is true, as the fact that only bad people who are negligent or who did something contrary to God's will or revelation. So with reason or the role of God, someone find the value ultim, objective, absolute, which should be directed behavior.

Third, the theory of natural value (the naturalistic theory of value). The value created by human thought together with the needs and desires experienced. Value is the product biososial, human artifacts, which are created, used, tested by individuals and communities to serve the purpose of guiding human behavior. Naturalist approach includes the theory of instrumental value where decisions are not absolute values or ma'sum (infallible) but is relative and contingent. Values in general essentially subjective, depending on conditions (need / desire) of man.

Fourth, the emotive theory of value (the emotive theory of value). If the three previous flow determines the concept of value with cognitive status, then this theory considers that the concept of morals and ethics is not a factual decision but only an expression of the emotions or behavior (attitude). Value of no more than an opinion that can not be verified, though acknowledged that the valuation (valuing) is an important part of human action. For them, human drama is a tragicomedy axiological.

As we all know that science is a lot of its aspects. From the aspect of its territory is divided to three: ontology, epistemology and axiology. From the ontology is divided to two types: pure science (pure science) and applied science (applied science). Of its kind or territory, there are natural sciences, social sciences and cultural sciences and humanities. From the aspect aksiologisnya or norm, there is a useful science ('ilman nafi'a) there is no benefit.

By faith we are commanded to seek knowledge and have a beneficial course. It's no good having knowledge that is not useful. Below are areas of scientific truth based on the function and its benefits or aksiologinya. These regions as well as advice and guidance we are in search of knowledge.

Ajug Science is the science that is not working because it does not diamalkan. Science is only in the mouth alone. Know the theory but not practiced, but do not know must be done, know the truth but not believed. The result does not bring good and change for themselves. Ajug Science is the science that is not useful. A lot of people that science is the science of this ajug. For example, knowing that management science but can not lead the organization, preferably not a subordinate, the decision is not effective, easily offended, do not want to receive input. Know of economics or have an insight into the business but his life messy, mediocre, even poor. Know much about religion, knew right from wrong, but his many problems because it violates many religions. For example, ordinary breaking promises, often lie or lying. If the guilty do not want to apologize, be self-righteous, hard to accept advice and so on. When it comes to religion broad horizons but his life was not so exemplary people. Religion is only a material science research, discussions and seminars alias prevent spotting on himself and not reflected in their everyday lives. His manner was not well liked and his spiritual influence on people no. Stingy and too rarely shadaqah rejekinya finally drag, unsympathetic attitude, no respect for other people, proud and arrogant and so on. Memorized many verses of the Qur'an but at the same time many violate the Qur'an such as breaking a promise, words can not be held, in the association there is no mutual advising etc.. Know a lot about the history of life and the hadith of the Prophet, but the morals of the Prophet just for conversation sake. Know the science of Sufism, but his many problems, irritability, often restless soul, stress, unstable, greedy in wealth, love of the world. In essence, the science of religion has, rather than bring calm, peace and comfort of his life. On the contrary, it mengadzab himself because his knowledge is not used in everyday life. This is because science is the science of its ajug. People who ajug science knowledge, is not helpful and will not bring good for him. People like this, although the vast knowledge and insights, although the degree dokor and professors, have a lot to get advice.

Ungkug Science is the science which, when obtained, obtaining, when he heard from others, he bobbed his head a sign he really understands but does not understand. Even if understood, do not know for what, to what purpose and what are the benefits. Just he-he just, just insights just as he did not show interest, do not know its benefits, do not know for what, and do not have the space, opportunity and authority to practice it. Science is the science of empty ungkug for himself. A Muslim should avoid ungkug because science is not helpful to him. Science ungkug eg students listen to a description of the Western economic theories of an expert, he listened while ngangguk-ngangguk, he could be interested and understand, but do not imagine how to implement and practice it in his life because he was just a madrassa teacher for example. Ungkug Science is the science of floating, half-half, not a territory and not his field. When told to another party looked half-half, floating and not deep. Better to have a science that is really useful for him in his daily life.

Science-ujug ujug (suddenly) is the science which gained sudden, instant, suddenly a way to steal, invalid, quoting without permission. Ujug-term ujug know, ujug-ujug have, without learning, without trying and without struggling to get it. Science will not be blessed and will not be beneficial for him. Plagiarism, manipulation of data and information, citing no mention sumbernnya or claim that what he knows is the result of his own business is a science-ujug ujug.

Tajug Science is the science which studied "in tajug" (mushalla, masigit, mosque, religious school). That is, studied in a small place and opportunity, learn from childhood in a place as small as in mosques and Islamic schools. Science is like a small, trivial, when studying the benefits have not imagined, but it turns out, the science of "small", it produces large. A moment of perceived benefits is very important after a big. Tajug Science is science learned from childhood and did not imagine would be what, what influence, he was already great so kiayi, a famous preacher, became an important figure, a scholar, so someone who used his knowledge is very influential in kesuksesannnya.

Science jugjug is in jugjug get away, cultivated, learned, fought. Feels pain, feels his sacrifice, and usually, the results are felt, great benefits, promote the success of life and the cause of his success. Useful knowledge and blessing. All of science is the science jugjug kiayi. Schools from small to large and then success is a science jugjug. Jugjug Science is science to the scientists, scholars, intellectuals and scholars.