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.

Results (English) 1:

Life and times ofKi 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.Education, 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 parties 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 police 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 until 2002. He was officially confirmed as a National Hero of Indonesia by the to 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 Kristy Grya Museum, Yogyakarta. He was a great man who spent his whole life serving his people and country.

Results (English) 3:

生活和
KI哈杰尔·德旺塔拉
倍（螺钿MAS Suwardi suryaningrat）
良好个性的发展应该是心脏和灵魂的教育，而应占主导地位的教学精神。这是“父亲教育”在印度尼西亚棋院哈杰尔·德旺塔拉哲学。的原因，他说是大教学和性格的建设就像一枚硬币的两面，不能，不可分离的。
教育，顾名思义，就是在一个强大的优良品格的基础指导学生的生活，所以他们将文明人类最高的道德纤维，从而奠定了一个伟大的民族不分种族，宗教，习俗，经济和社会地位。
KI哈杰尔·德旺塔拉出世在日惹王室2日1889。他的名字是拉登MAS Suwardi suryaningrat后来他改变了他放弃与皇室的关系。他把自己作一个活动家，columinist，为印尼的政治家和先锋教育。他争取权利的印尼荷兰殖民时代和日本在。
他出世在授予他choice.he免费教育机会的特权从ELS有他的小学教育的一个贵族家庭（europeesche多年平均的学校），然后他继续他的教育在stovia（Java医学学校），但由于健康原因他无法完成它。他开始为报纸写稿，他的作品最终都集中在印尼patriotsm，因此反荷兰。他参与了布迪乌托和indiesche党的早期活动，这在pergerakan早期的发展都是重要的，“运动”，一起长大的nasent印尼国家政治意识。
他被放逐的1913和1919之间的两个他的文章出版：“ALS IK EENS倪德伦”（如果我是荷兰人）和“即使voor艾伦艾伦voor EEN”（人人为我）。他用他的时间在流亡中学习更多关于教育和获得europeesche证书。
以下他的回归，他更专注于文化和教育工作铺平了道路，在印度尼西亚发展的教育理念。他认为，教育是非常重要的，让人从离合器的殖民化的重要手段。他在建立“国家花园等所siswa”1922起主导作用。本学报成立教育印尼殖民时期。这个机构是基于这些原则：
1。ING ngarsa唱tuladha（前面设置一
2例）。ING madya曼根公司（中间的一个建立精神激励）
3。啧啧我们公司（在后面的一个给予支持）
KI哈杰尔·德旺塔拉认为汉字不仅是一个理论概念，而是一个粒子和生活理念，他体现了他的视野，在他的学校，塔曼siswa。花园中央的目标siswa强调品格的塑造，包括性状如爱国主义和对国家的爱，和民族认同感。
独立和具有良好品格。他继续写作，但他的作品从政治教育转了一圈。这些作品后来奠定了印尼教育基金会。福禄贝尔，蒙台梭利和泰戈尔对他的教育原则和塔曼siswa他画了一些灵感来自泰戈尔的提尼克坦。
独立后，他为群众给教育部长办公室，他正式宣布父亲印尼教育和他的生日是庆祝全国教育日。他的肖像在20000卢比注意直到2002。他被正式确认为一个民族英雄之印度尼西亚印度尼西亚2任总统在十一月28日1959。
KI哈杰尔·德旺塔拉去世四月26 1952 69岁。他的妻子捐出所有的财产dewantara KI哈贾尔kirty gryA博物馆，日惹。他是一个了不起的人，一生都在为他的国家和人民。