The world of education continues to evolve in tandem with advancements in science and technology. The way teachers instruct, how students acquire information, and how schools manage learning have all undergone significant changes. The presence of digital technology and artificial intelligence has made access to knowledge increasingly open. In a short time, students can obtain information from various sources that were previously difficult to reach.
Such changes, however, also raise more fundamental questions. Should education be directed solely toward producing individuals who master science and technology? Or does education also have a broader purpose, namely to shape individuals who possess values, character, and awareness regarding their lives?
Such questions bring the discussion back to the philosophy of education. Education is essentially not just about teaching and learning activities. Within it lie perspectives on humanity, knowledge, values, society, and the life goals to be achieved. Therefore, every change in the world of education needs to be understood alongside the underlying thought processes that accompany it.
In this context, the book Filsafat Pendidikan: Dasar Teoritis dan Aplikasinya dalam Praktik Pendidikan Modern (Philosophy of Education: Theoretical Foundations and Their Application in Modern Educational Practice) by Dr. Teguh Triwiyanto, M.Pd. can serve as a resource for understanding the relationship between philosophy and education. Published by PT Bumi Aksara in July 2026, this first edition consists of 254 pages and carries ISBN 978-623-506-170-2.
In general, this book discusses the philosophy of education from basic concepts to its application in modern educational practice. The discussion begins with an explanation of the nature of education. The author defines education from etymological, terminological, and philosophical perspectives, then connects them with the functions and goals of education as well as its position as part of the social and cultural system.
The discussion then proceeds to the relationship between the philosophy of education and educational theory. The author outlines the differences between the two while demonstrating how philosophical thought can influence educational practice.
One of the important parts of this book is the discussion regarding the three main foundations of philosophy: ontology, epistemology, and axiology.
Ontology relates to the nature of humans, the world, and the reality of education. Epistemology discusses the sources, processes, and ways humans acquire knowledge. Meanwhile, axiology speaks about the values, ethics, and morals that underlie the educational process.
Through these three fields, the reader is invited to understand that education is always faced with fundamental questions: what is considered true, how is knowledge acquired, and what values should be built through the educational process.
Diverse Schools of Thought and Educational Figures
The scope of this book's discussion is quite broad. The author outlines various schools of educational philosophy, ranging from idealism, realism, pragmatism or progressivism, existentialism, and positivism, to Marxism and critical theory.
A number of figures are also introduced to help readers understand the development of educational thought. Among them are Plato, Aristotle, John Dewey, Maria Montessori, Paulo Freire, and Ki Hadjar Dewantara.
The presence of these various figures ensures the discussion does not stop at abstract concepts. Readers can see how philosophical ideas develop and subsequently influence how humans understand the learning process, the position of the teacher, the role of the student, and the relationship between education and society.
The book then leads the reader to contemporary issues in the philosophy of education. The author discusses postmodernism, multiculturalism in education, critical pedagogy, as well as humanistic and liberation education.
The discussion then expands to learning theories and their development, student development theories, curriculum theory, educational management and organizational theory, and social theories of education.
This structure helps readers understand that the philosophy of education does not stand alone. Philosophical thought has relationships with various fields that have often been studied separately in educational science.
Ki Hadjar Dewantara and the Context of Indonesian Education
One interesting section is when the discussion of educational philosophy is linked to the state of education in Indonesia. The thoughts of Ki Hadjar Dewantara receive special attention, particularly regarding the role of the educator.
The principle “Ing ngarso sung tulodo, ing madya mangun karsa, tut wuri handayani” (In front, setting an example; in the middle, building spirit; behind, providing support) shows that teachers have a responsibility that is broader than just delivering lesson material. Teachers are expected to be role models, motivators, and companions in the development of their students.
The discussion regarding Indonesian education does not stop at the thoughts of individual figures. In the section on the implications of philosophy for educational practice, the book also discusses the philosophical foundations of the Indonesian curriculum, the application of educational theory in learning, and the challenges of 21st-century education.
Digitalization and globalization have become important parts of these challenges. Changes in society demand that schools not only teach knowledge but also help students understand how to use that knowledge responsibly.
Education Amid the Development of AI
Technological change receives significant attention in the final part of the book. One of the discussions relates to education in the era of Society 5.0.
In a society increasingly connected by technology, schools are required to prepare students to adapt without losing their human dimension. The skills considered important are not just technical abilities, but also critical thinking, creativity, collaboration, communication, technological adaptability, and an understanding of ethics and values.
The discussion regarding artificial intelligence (AI) is a part that is relevant to current educational developments. AI technology can assist in the learning process, administrative work, and even the analysis of student learning achievements.
However, the use of AI also presents new problems. Dependency on technology, the use and protection of data, the relationship between teachers and students, and the changing roles of educators are some of the issues that need attention.
This book does not position technology as the goal of education, but rather as a tool that needs to be used with pedagogical and humanistic considerations.
This perspective becomes important when information is increasingly easy to obtain through search engines or generative AI. In such conditions, the role of the teacher does not automatically lose its relevance. Teachers still have a function in guiding students to understand information, build character, and evaluate how knowledge should be used.
The Teacher as a Philosopher-Practitioner
One of the interesting ideas is the concept of the educator as a philosopher-practitioner. Teachers are not only required to be able to carry out learning activities technically but also to have the ability to reflect on what they are doing.
An educator needs to question the purpose of learning, the values to be built, the methods used, and the impact of education on student development.
With this perspective, teaching is not just an activity of delivering material. The teacher also becomes someone who constantly thinks about the reasons behind the educational decisions they make.
This idea becomes relevant when the world of education is increasingly filled with technology. The more tools that can be used in learning, the more important it is for teachers to determine which tools are appropriate and for what purpose that technology is being used.
Easy for Beginner Readers to Follow
Although it discusses many themes of philosophy and educational theory, this book uses language that is relatively easy to follow. Readers who are just starting to learn about the philosophy of education can still understand the flow of the discussion because the material is arranged from basic concepts to more specific issues.
Another advantage lies in the author's effort to connect philosophy with modern educational practice. Readers are not only introduced to the names of figures or schools of thought but are also invited to see their connection to learning, curriculum, educational management, and technological development.
With this approach, philosophy does not appear as a discussion that is too far removed from school life.
Nevertheless, there are several things that could still be developed. Technological development, especially generative AI, is happening very quickly. Issues such as the ethics of AI use in academic assignments, student data protection, changing relationships between teachers and students, and the possibility of job changes in the education sector require increasingly in-depth discussion.
This certainly also shows that the discussion regarding the philosophy of education is never truly finished. Technological change actually presents new philosophical questions that need to be discussed continuously.
Education Is Not Just Mastering Technology
Overall, Filsafat Pendidikan: Dasar Teoritis dan Aplikasinya dalam Praktik Pendidikan Modern provides a sufficiently broad overview of the relationship between philosophy and education.
Readers are invited to understand the nature of education, various schools and figures of philosophy, learning and student development theories, curriculum, educational management, and the issues of Indonesian education in facing changes in society and technology.
This book can be an additional reading for students in the field of education, prospective teachers, teachers, and readers who want to understand why education is always related to questions about humans, knowledge, values, and life.
Technological development does indeed make education change. Information is becoming easier to obtain, the learning process is becoming more flexible, and artificial intelligence is opening up various new possibilities. However, the goal of education still requires a philosophical foundation.
Knowledge and skills are important to master, but education is also about how someone uses that knowledge, how they relate to others, and what values form the basis of their actions.
In the end, the book Filsafat Pendidikan: Dasar Teoritis dan Aplikasinya dalam Praktik Pendidikan Modern invites readers to see education as more than just learning activities in the classroom.
Education is related to humans and their lives. Therefore, when times change and technology advances, questions about the purpose of education must still be asked.
This book provides a sufficiently broad foundation to rethink these questions through the perspective of the philosophy of education.
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