A Model for Acculturation Dialogue Between Religion, Local Wisdom, and Power: A Strategy to Minimize Violent Behavior in the Name of Religion in Indonesia

Abstract

This research aims to create a model for acculturation dialogue between representatives of religion, local wisdom, and power. The study uses a socially defined paradigm as an approach to cultural acculturation and adopts the theory of institutional development acculturation of Islam (almuhaafadhatu ala al-qadiimi al-shaalih wa al-akhdu bi al-jadiidi al-ashlah). This research found five models for acculturation dialogue between religion, local wisdom and power, namely, 1) taggayyur /deculturating /changing, 2) takammul /additive/ perfecting, 3) tahammul /considerate /tolerant, 4) tasallum /inclusive /receptive, and 5) tamsarrub /institutive /absorbing. The first acculturation model tends to reject the other cultures. The second model tends to be open and cross-sectoral in its approach. The third model is tolerant and accepting of all. The fourth model tends to be open and objective in recognizing truth and goodness from outside of itself, an acculturation model that has the potential to create peace and harmony. The fifth model seeks to absorb universal values so that together cultures are institutionalized into a new cultural unity.

Application of Local Wisdom of Wayang Figures: Building Student Character Education in Elementary Schools

“…This can be seen from the various wayang performances which are still in demand compared to other types of traditional arts. One of the things that is attractive is the huge variety of wayang stories [33], [34]. The use of wayang media in building students' character is able to change students' attitudes from those who initially had negative behavior to positive ones, who initially had little respect for teachers, now students have respect, and have an understanding and love for the local culture that exists, especially for wayang.…”

Harmoni Beragama : Model Dakwah Multikultural Untuk Membangun Perdamaian Di Nusantara

“…81 Dialog dilakukan dengan empat model: pertama, penggantian budaya lama dengan budaya baru yang dianggap lebih baik (dekulturatif/taghayyur); kedua, perubahan bertahap dan penyempurnaan budaya lama oleh budaya baru (akulturasi aditif/takammul); ketiga, toleransi antara budaya lama dan baru tanpa mengubah hakikat masing-masing (akulturasi/tahammul); dan keempat, penerimaan dan saling mengisi antara budaya lama dan baru karena adanya nilai-nilai universal yang sama (akulturasi kelembagaan inklusif/tasallum). 82 Melalui dialog tersebut, masyarakat adat diperbolehkan menjalankan tradisi leluhur dengan memasukkan ajaran tauhid secara bertahap. 83 Orang baru masuk Islam tidak dipaksa segera menerapkan syariat penuh, melainkan sesuai kesiapan mereka, sambil menghormati keberagaman dan melindungi hak asasi.…”

Ethnopedagogy in Primary Schools: Ethnographic Study in Thematic Learning at Ma'arif Setono Jenangan Ponorogo

“…In this educational context, subject matter must have meaning, content and high relevance to the real empowerment of their lives based on the realities they face which are appropriate to the environmental conditions, interests and psychological conditions of students. Local wisdom-based education can be used as a medium to preserve local culture or potential each region [42]. Local wisdom must be developed through regional potential.…”