Secularization, Symbolic Reality Sacred in The Menoreh Hills Madrasa, Yogyakarta
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Abstract
Abstract:This paper aims to analyze madrasa efforts to maintain the sacred of the symbolic meaning of religious values as a response to the emergence of secularization in the Menoreh Hills community in Yogyakarta. Data were collected through observation and in-depth interviews. This study utilized Peter L Berger's theory of the fundamental dialectics which consisted of community-externalization, objectivation and internalization. It was in line with Thomas Lickona's theory of the configuration of strengthening the values of moral knowing, moral feeling, and moral behavior. The results showed that madrasa efforts to transform religious symbols into symbolic universe were carried out by enculturating the religious symbols with traditional Javanese values to find symbolic realities that had sacred meaning and degrees in the context of tolerance, social care, respect and courtesy values. The symbolic meaning of religion as a symbolic universe for the society can be used as an ethical guide for a human to have a meaningful life and to avoid alienation experience from this modern world. When the madrasa teachers possess high tolerance intelligence to avoid sectarian thoughts, madrasas can be the people's preference to guard religious value against secularization.
يهدف هذا البحث العلمي إلى تحليل جهود المدارس لحفظ قدسية القيم الدينية بمعانىها الرمزية، استجابة لظهور العلمانية في مجتمع بوكيت مينوريه في يوجياكارتا. تمت جمع البيانات عن طريق الملاحظة والمقابلات المتعمقة. تستخدم هذه الدراسة نظرية بيتر ل بيرغر (Peter L Berger) عن الديالكتيك الأساسي للمجتمع -الخارجية والموضوعية والداخلية، فكاملتها نظرية توماس ليكونا (ThomasLickona) عن تقوية القيم الأخلاق المعرفي و الشعوري والتصرفي.أوضحت نتائج هذا البحث أنها قد تمت جهود المدرسة لتحويل الرموز الدينية إلى رموز عالمية من خلالالتثقف مع قيم تقليدية جاوية. وهذا لإيجاد حقائقها المعنوية الرمزية في درجات مقدسة في سياق التسامح والرعاية والاحترام والمجاملة الاجتماعية.يمكن استخدام المعاني الرمزية الدينية كمبادئ توجيهية أخلاقية للمجتمع، بحيث يتمتع بها البشر حياة ذات معنى من غير الاغتراب. لهاذا تكون المدرسة مرجعا رئيسيا للمجتمع باعتبارها معقلًا يحمي القيم الدينية من هجمة العلمنة، واستوفى كل هذا إذا كانت المدرسة لها معلمين الذين لهم الذكاء التسامحي لتجنب التفكير الطائفي.
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