There is a silver lining when the International Literacy Day on 8 September in each year is held in Cilegon, Banten province. Banten province had received the title of illiteracy barn because the number of people who illiteracy is high, ie 500's of thousands of people. The number is now declining sharply to 150's of thousands of people.
However, an interesting statistic from Bantam is not illiterate people dropped dramatically, but the existence of indigenous groups Bedouin. As is known, some of these indigenous communities to this day still refuses to learn literacy, especially the Latin script. This community consists of Bedouin and Bedouin Outside In. They live in 59 villages in Lebak, Banten province. Now only three villages which still adhered strictly adhered to the tradition of the Bedouin in.
Why is literacy important? According to the opening phrase is defined in the resolution of the General Assembly of the United Nations, "Literacy is important for the acquisition of life skills, both for children, youth, and adults, so that they can overcome the challenges faced in their lives and is a basic step in education base, which is an indispensable factor to be able to participate actively in society and economy of the 21st century. " In other languages, according to Ella Yulaelawati, Director of Community Education Department of Education, literacy is a prerequisite for obtaining a variety of basic skills anyone can learn to seek, obtain, use, and manage information to improve the quality of life.
However, in the context of Bedouin society, it seems that the issue of literacy not only about literacy as a tool, but also literacy as a paradigm. Latin script in this case considered to represent the paradigm of modern science. While the indigenous Bedouin are the indigenous communities who believe have an old tradition of knowledge which they inherited from generation to generation orally from generation to generation. According to Father Murshid, one of the leaders in the indigenous Bedouin, Bedouin communities are descendants of Adam begotten, and there from the beginning of the earth.
Bedouin community outlook towards nature the same as the primitive communities that blend with nature, with the principle of balance. Humans are part of nature, and therefore must live in harmony with nature. This position is contrary to the anthropocentric view of modern society, which views the human being superior in the face of nature and therefore entitled to exploit it. View of this modern society has resulted in proven impact of modern civilization which resulted in acute environmental crisis. Communities earth now haunted by the disastrous result of the so-called environmental crisis of global warming. In this context, the lessons of the Bedouin community regarding natural Bantam find context and momentum.
In environmental science, in fact Bedouin society not only literacy, but also has an old science that can actually be the subject of environmental studies by modern humans. And luckily Bedouin community in Indonesia is still there and not displaced by the political storm that controls Jakarta. Not only still exist, they also managed to maintain sustainability of the surrounding forest as protected forest on Mount Salak, until now. So the existence of Bedouin culture is an anomaly in the midst of a culture of Indonesia entered a period of industrialization. However, that does not mean they are not cultured.
To deal with the Bedouin community, the government should consider re-positioning of the state vis a vis the Bedouin community. First, that the Bedouin community has a culture, and even civilization itself, which is therefore worthy of appreciation from the government of the Republic of Indonesia. Secondly, that the literacy programs of the government it's something that is necessarily, and therefore people should also learn beraksara Bedouin, as offered by the government.
The problem, some Bedouin society refuse to learn the Latin alphabet, with a variety of reasons. So, how does the way out? First, Bedouin communities who refuse to learn literacy only a small part. Foreign Bedouin community, estimated at over 500 families, being open, and about 40 percent of them have literacy. So, they can be subjected to this program.
Second, in the Bedouin community, which only consists of three villages, given the transfer of knowledge by teachers through verbal companion. This is in line with the plan of the Ministry of National Education will adopt the Literacy Initiative for Empowerment (Literacy Initiative for Empowerment), launched by UNESCO. This term will be a script order Indonesianized Empowerment, abbreviated Familiar. Government in this regard will turn first to the empowerment program and then go to literacy programs. So, to get to literacy, Bedouin communities are empowered first.
Or third, Bedouin communities in the literacy program created Hanacaraka, as knowledge transfer efforts through local language translations.
This method is actually not unlike the teaching of Braille for the visually impaired.
Positioning the government was already pointed out correctly by Ella Yulaelawati, who on August 17, 2009 visited the indigenous Bedouin, even though had to walk for four hours into the Bedouin village. In front of the village chief and father Djaro Daenah Murshid, Ella Yulaelawati said that it was willing to learn about the environment to the Bedouin community and willing to work together for the betterment of Bedouin society.
It's certainly a new step towards mutual learning between the two sides.
source: http://epaper.korantempo.com
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