Radical Higher Learning Institutes
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There are at least two issues that have recently caused commotion in this country. First, baseless and misleading information (hoaxes). Second, radicalism and intolerance. The two have shaken the virtual world and have implications for the real world.
Hoaxes often trigger inter-community tensions, more seriously between communities of religious followers. So what triggers radicalism? As mentioned t the beginning of this article, it seems that hoaxes contribute toward radical behavior. The misleading information that is spread on social media networks instantly reaches readers\' eyes. Unfortunately, even though the digital world is growing increasingly modern, the majority of readers are not yet wise enough to respond to this kind of information.
As soon as receiving information, without any analysis or effort to uncover the truth, such readers simply redistribute the misleading information to other social media users. The impact is truly unbelievable. Public friction, leading even to physical disputes, occur in our society simply because of a piece of information that is clearly mistaken.
Then, what about in higher learning institutes, where the educated gather, the front line of civilization in the country? A survey conducted last year by the National Counterterrorism Agency (BNPT) in 15 provinces showed that 39 percent of university students are exposed to radical teachings.
The BNPT and the National Police have submitted data on the higher learning institutes believed to have been exposed to radical teachings to the Research, Technology and Higher Education Ministry. The police have detected at least two of today\'s most radical groups, namely ISIS (Islamic State in Iraq and Syria) and Al Qaeda, of activity in the archipelago.
Suspecting our children?
Speaking of preventing radicalism at higher learning institutes certainly raises the notion that parents (lecturers/management of the universities) might be suspecting their own children (students). Is this attitude justified? Certainly!
In any literature, no parent would want their children to be exposed to misguided teachings, science or other evils. Of course, parents want their children to gain a capacity for understanding that can be useful for others. In other languages, this is called tolerance.
Therefore, it is necessary to establish a standard operating procedure (SOP) for student supervision. Obviously, this not just about watching them physically and their activities. It goes much deeper, watching their behavior, personality and deeds. In order to realize this, the effectiveness of dosen wali (guidance counselors) and department-level management must be addressed. Those lecturers who have been chosen as guidance counselors or department managers (chairpersons, secretaries, laboratory heads) must understand the essence of educating and teaching.
Lecturers and teachers actually do not teaching merely by transferring knowledge to students. The role of lecturers and teachers goes much deeper, to educate, meaning to be responsible for developing the character of their students. So their duties are not restricted to classroom hours under the semester credit system.
Are all lecturers competent as educators? Apparently not all have reached that level yet. If all lecturers reflect on their intention to dedicate their life as educators, the essence of education is the same as taking care of their own children. That is what should be in the conscious thought of all lecturers in our state and private institutes of higher learning. By doing so, a change in a student’s attitude, behavior or action that might come from radical teachings can be detected as quickly as possible and be prescribed medicine to heal.
Doctrine vs indoctrination
Another solution is counter-ideology. It is believed among all domestic and foreign thinkers that radicalism develops through the indoctrination of certain teachings. In general, this involves quoting a hadith or verses without their asbabun nuzul (historical context), so the recipients of the message agree immediately to the singular understanding that is being presented. In fact, understandings can often misleading and contrary to the tenets of any religion in this world, let alone Islam.
An ideology, of course, involves both the concept and its application. Especially at Malikussaleh University in Aceh, this concept is formulated in an institution called Rumah Quran (Koran House). This institution teaches about moderate Islam as applied by the largest Muslim organizations in the country, the Nahdlatul Ulama and the Muhammadiyah.
Islamic studies are presented twice a week by a number of scholars in the contemporary and easily understood manner of adolescents. These studies are followed across academic departments and programs. Moreover, the institution serves to prepare students to propagate the message of peace through Islamic teachings.
The idea behind the institution is to put a stop to all other teachings, never mind radical teachings, on campus. The program is conducted regularly and not just for new students, but for all students on campus.
Collaboration with parents
Another step that is being taken is collaboration between student organizations, students and the university management to combat radicalism. No matter how well higher learning institutes teach democratic behavior, compassion, tolerance and others, if the effort is not supported by their parents, it will certainly erode through off-campus associations.
Parents play an important role as a gateway in maintaining their children’s external associations. Therefore, campuses and parents should collaborate to create a superior generation of guardians of civilization, and the pride of the nation.
Moreover, student organizations have to be proactive in observing any changes in student behavior in their environment. If such changes are detected, of course the campuses provide a channel that can be used to accommodate complaints. This channel then handles and seeks a solution.
Do not give student organizations the power or authority to take a stance or active measures against people deemed to be radical. It is feared that new and counterproductive problems will be generated as a by-product of the central aim of preventing radical teachings.
It is time to restore the campuses of higher learning institutes as places for educating Indonesia’s golden generation, toward spreading the teachings of compassion and mutual respect, and to respect differences and opinions. Most importantly, these educational spaces must cultivate literacy and continue to hold open discussions toward academic development.
Campuses are the leading guardians of the nation\'s sanity. Do not turn this upside-down, so that they become a contributor to the nation\'s problems.
Apridar
Economics Professor and Rector of Malikussaleh University, Aceh
