The Concept of Education According to John Dewey and Cornelius Van Til and Its Implications in The Design of Early Childhood Character Curriculum
This research discusses a comparative study between the educational concepts of John Dewey and Cornelius Van Til to find a concept of education that teaches children not only to achieve intellectual intelligence but also to shape the child's character and make the child a person who fears God. This research uses a qualitative method, a literature study research approach (library). Based on the results of the research, the author makes a curriculum design that tends to Van Til's concept of education because in the idea of education according to Van Til, he emphasizes education based on God's Word, which is the basis for building human character and making children as individuals who are not only intellectually intelligent but also intellectually intelligent. The results of this research indicate that there is a sharp difference between the views of John Dewey and Cornelius Van Til regarding education. John Dewey focused education on human intelligence alone. Education must introduce children to who their Creator is so that children live responsibly towards their Creator. Education that intervenes in faith, education that applies Bible integration teaches children moral values and character to become God-fearing individual’s fear of God.
Ali, & Aisyah M. (2018). Character education, concepts & implementation. Jakarta: Kencana.
Alimisis, D. (2013). Themes in science and technology education. Themes in Science and Technology Education, 6(1), 63–71.
Anwar, M. (2015). Philosophy of education. Jakarta: Kencana.
Apinasari. (2018). Contextualization study of cornelius van til's concept regarding Christian education and its implementation for teachers in the teaching and learning process at the logos christian playgroup and kindergarten surabaya. Mojokerto: STTIAA.
Asen, R. (2017). Neoliberalism, the public sphere, and a public good. Quarterly Journal of Speech, 103(4), 329–349. https://doi.org/10.1080/00335630.2017.1360507
Asnawati, & Pura D. N. (2019). Early childhood fine motor development through pencil shaving media collage. Scientific Potential, 4(2), 131-140.
Bailey, D., Duncan, G. J., Odgers, C. L., & Yu, W. (2017). Persistence and fadeout in the impacts of child and adolescent interventions. Journal of Research on Educational Effectiveness, 10(1), 7–39. https://doi.org/10.1080/19345747.2016.1232459
Baldacchino, J. (2014). Liberty and the pedagogy of disposition. New York: Springer.
Banks, J. A. (2014). Diversity, Group Identity, and Citizenship Education in a Global Age. Journal of Education, 194(3), 1–12. https://doi.org/10.1177/002205741419400302
Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P., & Philippou, S. (2013). Developing intercultural competence through education. CELT: A Journal of Culture, English Language Technology, 5(1), 27–41.
Basa'ad, T. (2018). Basic studies of philosophy. Yogyakarta: CV Budi Utama.
Benjamin, J., & Vaught, S. (2018). Pedagogic paths to liberation: personal struggles, institution building and the rise of the walter rodney school of groundings praxis in atlanta. Journal of Intersectionality, 2(1), 6–30. https://doi.org/10.13169/jinte.2.1.0006
Bohrn, I. C., Altmann, U., Lubrich, O., Menninghaus, W., & Jacobs, A. M. (2013). When we like what we know - A parametric fmri analysis of beauty and familiarity. Brain and Language, 124(1), 1–8. https://doi.org/10.1016/j.bandl.2012.10.003
Cloninger, C. R. (2013). A importância da consciência ternária para superar as inadequações da psiquiatria contemporânea. Rev. Psiquiatr. Clín. (São Paulo), 40(3), 110–113. https://doi.org/10.1590/S0101-60832013000300006
Datta, S., & Mullainathan, S. (2014). Behavioral design: A new approach to development policy. Review of Income and Wealth, 60(1), 7–35. https://doi.org/10.1111/roiw.12093
DeJaeghere, J. (2018). Girls’ educational aspirations and agency: imagining alternative futures through schooling in a low-resourced Tanzanian community. Critical Studies in Education, 59(2), 237–255. https://doi.org/10.1080/17508487.2016.1188835
Delgarm, N., Sajadi, B., Kowsary, F., & Delgarm, S. (2016). Multi-objective optimization of the building energy performance: A simulation-based approach by means of particle swarm optimization (pso). Applied Energy, 170, 293–303. https://doi.org/10.1016/j.apenergy.2016.02.141
Depold, J. (2014). Preaching the name: The influence of a sermon on the holy name of christ. Journal of Medieval History, 40(2), 195–208. https://doi.org/10.1080/03044181.2014.895914
Dewey, J. (1897). My pedagogic creed. New York: Houghton Mifflin Company.
Educational Science Development Team. (2007). Science & educational applications. Bandung: PT Imperial Bhakti Utama.
Forzani, F. M. (2014). understanding “core practices” and “practice-based” teacher education: Learning from the past. Journal of Teacher Education, 65(4), 357–368. https://doi.org/10.1177/0022487114533800
Freire, P., Illich, I., Fromm, E. (2001). Challenging education, anarchist liberal-conservative fundamentalist. Yogyakarta: Student Library.
Friesen, S., & Scott, D. (2013). Inquiry-based learning literature review inquiry-based learning: A review of the research literature as mag examining the efficacy of inquiry-based approaches t o educat ion. Alberta: Alberta Ministry of Education.
Gabrys, J. (2014). Programming environments: Environmentality and citizen sensing in the smart city. Environment and Planning D: Society and Space, 32(1), 30–48. https://doi.org/10.1068/d16812
Ge, X., Ifenthaler, D., & Spector, J. M. (2015). Emerging technologies for steam education, 383–395. Switzerland: Springer, Cham.
Gladden, M. E. (2019). Who will be the members of society 5.0? Towards an anthropology of technologically posthumanized future societies. Social Sciences, 8(5). https://doi.org/10.3390/socsci8050148
Kannan, D., Khodaverdi, R., Olfat, L., Jafarian, A., & Diabat, A. (2013). Integrated fuzzy multi criteria decision making method and multiobjective programming approach for supplier selection and order allocation in a green supply chain. Journal of Cleaner Production, 47, 355–367. https://doi.org/10.1016/j.jclepro.2013.02.010
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated stem education. International Journal of STEM Education, 3(1), 1-11. https://doi.org/10.1186/s40594-016-0046-z
Kopnina, H. (2016). The victims of unsustainability: A challenge to sustainable development goals. International Journal of Sustainable Development and World Ecology, 23(2), 113–121. https://doi.org/10.1080/13504509.2015.1111269
Lindblad, S. (2018). Education governance by results? On communication in a performative turn in swedish education. Educational Governance Research, 7(October), 63-72. https://doi.org/10.1007/978-3-319-61971-2_4
Loudon, K., Treweek, S., Sullivan, F., Donnan, P., Thorpe, K. E., & Zwarenstein, M. (2015). The precis-2 tool: Designing trials that are fit for purpose. BMJ, 350(2147), 1-11. https://doi.org/10.1136/bmj.h2147
Louis B. & Van T. (2016). Foundations of christian education. Surabaya: Momentum.
Maivorsdotter, N., & Andersson, J. (2020). Health as experience: Exploring health in daily life drawing from the work of aaron antonovsky and john dewey. Qualitative Health Research, 30(7), 1004–1018. https://doi.org/10.1177/1049732320907585
Majir, A. (2017). Basic curriculum development. Yogyakarta: CV Budi Utama.
Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9. https://doi.org/10.17509/jsder.v2i1.12266
Manogu, R. (2019). A theological review of approaching models in the dialog of faith and science. Diligentia: Journal of Theology and Christian Education, 1(1), 25. https://doi.org/10.19166/dil.v1i1.1889
Mumpuni, A. (2018). Integration of character values in textbooks: Content analysis of 2013 curriculum textbooks. Yogyakarta: CV Budi Utama.
Munandar, A. (2018). Introduction to curriculum. Yogyakarta: CV Budi Utama.
Myers, W. R. (2017). John dewey, god, and the religious education of the american public. Theology Today, 74(2), 157–171. https://doi.org/10.1177/0040573616688732
Nelsen, P. J. (2015). Intelligent dispositions: Dewey, habits and inquiry in teacher education. Journal of Teacher Education, 66(1), 86–97. https://doi.org/10.1177/0022487114535267
Nelson, J., Klumparendt, A., Doebler, P., & Ehring, T. (2017). Childhood maltreatment and characteristics of adult depression: Meta-analysis. British Journal of Psychiatry, 210(2), 96–104. https://doi.org/10.1192/bjp.bp.115.180752
Oliva, G. (2014). Education to theatricality inside secondary school, art and body. Creative Education, 05(19), 1758–1775. https://doi.org/10.4236/ce.2014.519197
Papadopoulos, P. L. (2012). Liberalism and the World Crisis: John Dewey, Totalitarianism, and Political Philosophy.
Pedwell, C. (2017). Transforming habit: revolution, routine and social change. Cultural Studies, 31(1), 93–120. https://doi.org/10.1080/09502386.2016.1206134
Quercia, D., O’Hare, N., & Cramer, H. (2014). Aesthetic capital: What makes london look beautiful, quiet, and happy? Proceedings of the ACM Conference on Computer Supported Cooperative Work, CSCW, 945–955. https://doi.org/10.1145/2531602.2531613
Rao, U., & Chen, L. A. (2009). Characteristics, correlates, and outcomes of childhood and adolescent depressive disorders. Dialogues in Clinical Neuroscience, 11(1), 45–62. https://doi.org/10.31887/dcns.2009.11.1/urao
Retna, K. S. (2016). Thinking about “design thinking”: a study of teacher experiences. Asia Pacific Journal of Education, 36(January), 5–19. https://doi.org/10.1080/02188791.2015.1005049
Sanou, B. (2013). Responding biblically and missiologically to the threat of religious syncretism. Journal if adeventist Mission Studies, 2(9), 94–109.
Scarinzi, A. (2015). Aesthetics and the embodied mind: Beyond art theory and the cartesian mind- body dichotomy contributions to phenomenology. Netherlands: Springer, Dordrecht
Skeie, G. (2017). Impartial teachers in religious education–a perspective from a norwegian context. British Journal of Religious Education, 39(1), 25–39. https://doi.org/10.1080/01416200.2016.1149047
Slot, P. (2018). Structural characteristics and process quality in early childhood education and care: A literature review. OECD Education Working Paper, 176(12), 1–65. https://doi.org/10.1787/19939019
Stone, T. B. (2016). William james and john dewey on pragmatic religion. Dissertation. Athens: Graduate Faculty of The University of Gerogia in Partial.
Strand, V. C., Abramovitz, R., Layne, C. M., Robinson, H., & Way, I. (2014). Meeting the critical need for trauma education in social work: A problem-based learning approach. Journal of Social Work Education, 50(1), 120–135. https://doi.org/10.1080/10437797.2014.856235
Sudarto. (2002). Philosophical research methodology. Jakarta: Rajawali Press.
Sugiyono. (2017). Research & development methods. Bandung: Alphabeta.
Sun, S. (2019). Path choice of psychological counseling for “problem college students.” Advances in Economics, Business and Management Research, 94(Jahp), 81–85. https://doi.org/10.2991/jahp-19.2019.20
Supernatural. 2022. KBBI. https://kbbi.kemdikbud.go.id/entri/supernatural
Tafsir, A. (1990). General philosophy. Bandung: PT. Rosdakarya Youth.
Til, V. (1979). Essay on christian education phillipsburg. New Jersey: The Presbyterian and Reformed Publishing.
Toelioe, A. J. E. (2017). Curriculum development. Bandung: PT Refika Aditama.
Topalli, V., Brezina, T., & Bernhardt, M. (2013). With god on my side: The paradoxical relationship between religious belief and criminality among hardcore street offenders. Theoretical Criminology, 17(1), 49–69. https://doi.org/10.1177/1362480612463114
Tung, K. Y. (2013). Philosophy of christian education. Yogyakarta: ANDI.
Tung, K. Y. (2015). Towards today's dream christian school. Yogyakarta: ANDI.
Van Eyghen, H. (2018). What cognitive science of religion can learn from john dewey. Contemporary Pragmatism, 15(3), 387–406. https://doi.org/10.1163/18758185-01503007
Vartanian, O., Navarrete, G., Chatterjee, A., Fich, L. B., Leder, H., Modrono, C., Nadal, M., Rostrup, N., & Skov, M. (2013). Impact of contour on aesthetic judgments and approach-avoidance decisions in architecture. Proceedings of the National Academy of Sciences of the United States of America, 110(SUPPL2), 10446–10453. https://doi.org/10.1073/pnas.1301227110
Vaughan, K. (2018). Progressive education and racial justice: Examining the work of John Dewey. Education and Culture, 34(2), 39–68. https://doi.org/10.5703/educationculture.34.2.0039
Wiyani, N. A. (2016). Basic concepts of paud. Yogyakarta: Gava Media.
Wood, B. E., Taylor, R., Atkins, R., & Johnston, M. (2018). Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement. Teaching and Teacher Education, 75(October), 259–267. https://doi.org/10.1016/j.tate.2018.07.007
Wu, J. (2013). Landscape sustainability science: Ecosystem services and human well-being in changing landscapes. Landscape Ecology, 28(6), 999–1023. https://doi.org/10.1007/s10980-013-9894-9
Wu, J., & Wenning, M. (2016). The postsecular turn in education: Lessons from the mindfulness movement and the revival of confucian academies. Studies in Philosophy and Education, 35(6), 551–571. https://doi.org/10.1007/s11217-016-9513-8
Yus, A. (2015). Early childhood education model. Jakarta: Kencana.
Zubaedi & Kartikowati E. (2020). Learning patterns of 9 pillars of character in early childhood and its dimensions. Jakarta: Prenada Media Group Kencana.
Copyright (c) 2022 IJORER : International Journal of Recent Educational Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright of the received article once accepted for publication shall be assigned to the journal as the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to the published articles.