EDUCATION IN CIVILIZATION AND CULTURE DEVELOPMENT

The main problem in this study involve (1) what are the education characteristics served as the privilege pillars of Yogyakarta, (2) what are the life social phenomenons inconsistent with the personality, civilization, dan culture of Indonesian people, and (3) how to redesign the national education concept to develop civilization and culture. It is concluded that (1) the education served as the privilege pillars of Yogyakarta refers to the educational concept implemented in Kraton and Paku Alaman, Muhamadiyah, Tamansiswa, Pesantren setting, and western model-based schooling; (2) various social phenomenons inconsistent with the personality, civilization, and culture involve attitudes and behaviour of being ready to be winner but not to be the losing oarty, lower road traffic-awareness, coercion-based democratization, widespread violences, and flourishing corruption; (3) the redesign of national education concept should be conducted through (a) education and learning processes at all types and levels based on civilization and culture, (b) education and learning that should be able to be implemented in family, school, and community settings, (c) the paradigm of school learning that should be focused on learners, and emphasizing cognitive, affective, psychomotor aspects, (d) the redesign of discriminative education concept, (e) the curriculum at all levels that should require the Panca Sila (Five Principles) Education as the compulsory subject, to make it consistent with the civilization and culture of Indonesian people