Life and times ofKi Hajar Dewantara

Life and times of
Ki Hajar Dewantara
(Raden Mas Suwardi suryaningrat)
The development of good character should be the heart and soul education, and should dominate the spirit of teaching. This was the philosophy of the “ father of education” in Indonesia Ki hajar dewantara. The reason , he said was tah teaching and character building are like two sides of a coin and cannot, and should not be separated.
Educatioon, by definition, means guiding student lives in a strong foundation of good character, so that they would be civilized humans of highest moral fibre, thus laying the foundation of a grat nation without distinction of religion, ethnicity, customs, economic and social status.
Ki Hajar Dewantara was born in the royal family of Yogyakarta on 2 may 1889. His given name was raden mas suwardi suryaningrat which he later changed to renounce his connections with the royal family. He transformed himself inti an activist, columinist, politician and pioneer of education for indonesias. He fought for rights of Indonesian during Dutch and Japanese colonial eras.
He was born into an aristocratic family that granted him the privilege of free accessto education of his choice.he got his primary education from ELS(Europeesche Lagere School), then he continued his education at Stovia (Java Madical School), but due to health reasons he couldn’t finish it. He started writing for newspapers and eventually all his writings were focused on Indonesian patriotsm, thus anti Dutch . he was involved in the early activities of Budi Utomo and the indiesche party, which were both important in the early development of the pergerakan, the “movement” that grew up with a nasent Indonesian national political consciousness.
He was exiled between 1913 and 1919 following the publication of two of his articles: “Als ik eens Nederlander”(if I was a dutchman) and “Een voor allen en allen voor een”(one for all and all for one). He used his time in exile to learn more about educaton and obtained a Europeesche certificate.
Following his return, he focused more on cultural and educational efforts paving way to develop educational concepts in Indonesia. He believed that education is very important and the most important means of freeing Indonesians from cluthes of colonialization. He played a leading role in establishing “National Onderwijs Institut Taman Siswa” in 1922. This instution was established to educate native Indonesians during colonial times. This institution was based on these principles:
1. Ing Ngarsa Sung Tuladha (The one in front sets example)
2. Ing Madya Mangun Karsa (The one in the middle builds the spirit and encouragement)
3. Tut Wuri Handayani (the one at the back gives support)
As Ki Hajar Dewantara believed that character was not merely a theoretical concept, but a partical and living concept, he embodied his vision in his school, Taman Siswa. The central goals of Taman Siswa emphasized character building, including traits such as patriotism and love for the nation, and a sense of national identity.
Independence and have good character. He continued writing but his writings took a turn from polotics to education. These writings later laid foundation of Indonesian education. Froebel, Montessori and Tagore intluenced his educational principles and in Taman siswa he drew some inspiration from Tagore’s Shantiniketan.
After independence, he was given the office of Minister of Education for the masses, he was officially declared Father of Indonesian Education and his birthday is celebrated as National Education Day. His portrait was on 20,000 rupiah note tiil 2002. He was officially confirmed as a National Hero oof Indonesia by the 2 president of Indonesia on 28 November 1959.
Ki Hajar Dewantara passed away on 26 april 1952 at the age of 69 years. His wife donated all Ki Hajar’s belongings to Dewantara Kirty Grya Museum, Yogyakarta. He was a great man who spent his whole life serving his people and country.