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The Development of Civic Education and its Contribution to the Indonesian Constitutional DemocracyMASNUR MARZUKI, SH, LLM

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Theoretical Framework of Civic Education Citizenship: Relationship between an

individual and a political community in which the individual is provided with certain rights and has to fulfill certain responsibilities. (Bottery)

An active participation of those who have the rights of citizens in public assembly, in decision-making and operation of public affairs. Legal and Political Status

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Theoretical Framework of Civic Education Citizenship education encompasses many

forms of education, including civic education, human rights education, social education, peace education, and civic virtue education.

It is not only limited to instruction in schools or universities but also engagement with all that surrounds the individual.

It requires an ideal interaction between civic virtue and virtue of character. (Pancasila?)

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Three Broad Goals of CE To make citizens understand the basic rules

and institutional features of democratic political systems and to provide them with knowledge about democratic principles

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To convey a specific set of values thought to be essential to democratic citizenship such as political tolerance, trust in the democratic process, respect for the rule of law To convey a specific set of values thought

to be essential to democratic citizenship such as political tolerance, trust in the democratic process, respect for the rule of law

Civic Duty Example A person performs

his/her civic duty by staying informed on issues concerning privileges and obligations as a member of the community and of a democratic society. Participatory Dimension

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Theoretical Framework of Constitutional Democracy

CD can be effected only through the active, possibly continual participation of large sectors of the population in the political process.

Features characteristic of constitutional democracy: 1. civilians played a dominant role; 2, parties were of great importance; 3. the contenders for power showed respect for ‘rules of the game’; 4, members of the political elites had commitment to constitutional democracy; 5. civil liberties; and 6. government used coercion sparingly

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Constitutional Democracy Constitutional Democracy must ultimately

depend on participation of its citizens. One of the ways to infuse the constitutional democracy with the necessary qualities is through good model of civic education.

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CE an important element of education that cultivates citizens to participate in the public life of a democracy, to use their rights and to understand their responsibilities with the necessary knowledge and skills.

Constitutional Democracy

Constitutional democracy requires informed and effective participation by citizens who understand and have a reasoned commitment to its fundamental principles and values, as well as a familiarity with its political processes.

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# CE tended to politically educate citizens the Pancasila as the only ideology of the state rather than to give citizens the understanding and the habit of engaging in such a nonviolent contest to participate constructively in politics and, more broadly, civic life and service to the community.# CE became merely a political construction of nationalism defined by the state rather than people’s expression own “ideal society”.

Dysfunctional Civic Edu. During the New Order

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Constitutional democracy therefore entails full participation by the people in the democratization of the political and development process.One output of successful civic education is active participation of citizens. Creating individuals with the capacity to go beyond citizens who passively become subject of the state, to those who smartly contribute and participate.

Contribution of Civic Edu to Constitutional Democracy

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How?

It must provide learners not only with the necessary knowledge but also with opportunities for the development of desirable traits of public and private character such as justice, respect for individual worth, fairness, co-operation, persistence, moral responsibility, empathy for others, caring, civility, respect for law, civic mindedness and honesty.

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All stakeholders including educators, policymakers, and members of civil society must treat civic education as a specialized aspect of general life education.

It should be well designed and well taught. Classroom-based processes of civic

education should consist of something more substantial than attending a class with passive acceptance of social institutions.

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CE takes place in three distinct aspects

1. Curriculum – an element in other subjects

2. Ethos and Culture – through the values on which it operates and the way in which its daily business is organized; an ethos which values young people and encourages them to take an active part in the life of the school

3. Wider Community – through opportunities for involvement in the local community and the wider world [Josephine Vassalo]

How? The Most Effective Form of Learning CE

Active – emphasizes learning by doing Interactive – uses discussion and debate Relevant – focuses on real-life issues facing

participants and society Critical – encourages participants to think for

themselves Collaborative – employs group-work and co-

operative learning Participative – gives partcipants a say in

their own learning Content?

Basic principles

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Basic principles of the 1945 Constitution should be at the core of a CE in Indonesia transforming and enhancing

commitment of citizens to democratic values and rule of law. (Art. 3)

transforming the idea of human rights and respect for common good.

Transfer of knowledge and understanding of political concepts, issues, structures and systems as the Constitution promulgates.

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Final Remarks

Civic education is not about trying tofit everyone into the same mold – creatingthe ‘model’, or ‘good’ citizen.

Its aim is to empower citizens to make theirown decisions and take responsibility for

their lives and the life of their communities finally participate in performing their rights and responsibilities.

Final Remarks

The quality of constitutional democracy in Indonesia will be better only if all citizens are exposed to more knowledge of democratic structures and processes, more opportunities to practice democratic skills, and learn more about their rights and responsibilities as democratic citizens, take responsibility for their lives and the life of their communities and finally participate in performing their rights and responsibilities.

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