MULTICULTURALISM ON CONFUCIANISM PERSPECTIVE
Main Article Content
Abstract
The purpose of this study is expected to serve as a reference for exploring the concept of multiculturalism from the perspective of Confucianism. This research seeks to identify the values of multiculturalism within Confucian education, so that the concept of Multicultural Education from a Confucian perspective can be better understood. The study employs a qualitative method through library research, as it directly engages with available data and literature sources. The findings of the study conclude that Confucian teachings have significant relevance to multicultural education. This is explained through the concepts of Shu, Ren, and Zhong in Confucianism. The principle of Shu emphasizes openness to other cultures by demonstrating cross-cultural empathy, supporting multicultural characteristics such as democracy, equality, and tolerance. The concept of Ren reinforces universal human values, highlighting the importance of compassion and respect for others regardless of cultural, religious, or racial differences. Through the concept of Zhong, Confucian teachings can contribute to the realization of social harmony by promoting respect for diversity. Therefore, Confucian teachings, in addition to being recognized as a religion, can also be viewed as a Confucian philosophy whose values are highly universal and adaptable to the needs of global education.
Keyword: Education, Multicultural, Confucianism
Tujuan penelitian ini diharapkan dapat dijadikan sebagai salah satu bahan kajian tentang konsep multikulturalisme dari Perspektif Konfusianisme atau Khonghucu. Dalam penelitian ini berusaha menemukan nilai-nilai multikulturalisme dalam Penddidikan Konfusianisme. Sehingga dapat dipahami konsep Pendidikan Multikultural dari Perspektif Konfusianisme. Penelitian ini menggunakan metode kualitatif studi pustaka (library research). Metode ini di gunakan karena pada penelitian ini dihadapkan langsung dengan data-data dan sumber pustaka yang disajikan. Hasil penelitian menyimpulkan bahwa ajaran Konfusianisme) memiliki relevansi yang signifikan terhadap pendidikan multikultural. Hal tersebut di jelaskan dengan Konsep Shu, Ren dan Zhong dalam Konfusianisme. Prinsip shu menekankan keterbukaan terhadap budaya lain dengan menunjukkan empati lintas budaya, yang mendukung karakteristik multikultural seperti demokrasi, kesetaraan, dan toleransi. Konsep ren memperkuat nilai kemanusiaan universal, menekankan pentingnya kasih sayang dan rasa hormat terhadap sesama tanpa memandang perbedaan budaya, agama, atau ras. Melalui konsep zhong, ajaran Konfusianisme dapat membantu mewujudkan keharmonisan sosial melalui penghargaan atas perbedaan. Maka ajaran Konfusianisme selain diakui sebagai agama juga dapat di pandang sebagai Filsafat Konfusianisme yang nilai-nilainya sangat universal, memiliki kemampuan untuk mengadaptasi kebutuhan Pendidikan global..
Kata kunci: Pendidikan, Multikultural, Konfusianisme
Article Details
Section
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Amal Mohammed Ali Al-Mannai, Hala Essa Al Marzooq, and Wafa Jawad Al-Arrayed. “Incorporating Multicultural Education in the Classroom: Benefits for Global Citizenship.” International Journal of Educational Research 1, no. 1 (2024): 08–13. https://doi.org/10.62951/ijer.v1i1.12.
Arif, Oesman. Gema Kebajikan Dari Gunung Tai Shan Nabi Kongzi Mengajar Agama Mengajar Filsafat Serta Mendesain Budaya Tionghoa. gentanusantara.com, 2021. https://www.store.gentanusantara.com/product/gema-kebajikan-dari-gunung-tai-shan/.
Atmaja, Thomy Sastra. “Implementasi Pendidikan Multikultural Di Sekolah Dasar Untuk Meningkatkan Keterampilan Sosial Peserta Didik.” Jurnal Basicedu 8, no. 3 (June 4, 2024): 1906–15. https://doi.org/10.31004/basicedu.v8i3.7664.
Daga, Agustinus Tanggu, Mumu Muzayyin Maq, Jimmy Malintang, Fahmi Fahmi, and Izzatul Iffah. “Integrasi Nilai-Nilai Multikultural Dalam Kurikulum Pendidikan: Studi Literatur Tentang Dampaknya Terhadap Kesadaran Beragama Peserta Didik.” RIGGS: Journal of Artificial Intelligence and Digital Business 4, no. 3 (2025): 5539–46. https://doi.org/10.31004/riggs.v4i3.2809.
Fatha Pringgar, Rizaldy, and Bambang Sujatmiko. “Penelitian Kepustakaan (Library Research) Modul Pembelajaran Berbasis Augmented Reality Pada Pembelajaran Siswa.” Jurnal IT-EDU 05, no. 01 (2020).
Firdaus, Firdaus, Dian Kurnia Anggreta, and Faishal Yasin. “Internalizing Multiculturalism Values Through Education: Anticipatory Strategies For Multicultural Problems And Intolerance In Indonesia.” Jurnal Antropologi: Isu-Isu Sosial Budaya 01, no. June (2020): 131–41. http://jurnalantropologi.fisip.unand.ac.id/.
Gao, Ruixiang, Shiqi Huang, Yujie Yao, Xiaoqin Liu, Yujun Zhou, Shijia Zhang, Shaohua Cai, Huang Zuo, Zehui Zhan, and Lei Mo. “Understanding Zhongyong Using a Zhongyong Approach: Re-Examining the Non-Linear Relationship Between Creativity and the Confucian Doctrine of the Mean.” Frontiers in Psychology 13 (June 15, 2022). https://doi.org/10.3389/fpsyg.2022.903411.
Gunadi, and Hartono. Pendidikan Agama Khonghucu Dan Budi Pekerti Kelas X. 1st ed. Pusat Kurikulum dan Perbukuan, Balitbang, Kemdikbud., 2014.
Hun, Siem Hong. “Transmisi Budaya Dan Konsep Konfusianisme Dalam Kurikulum Pelajaran Agama Konghucu Di Indonesia.” Indonesian Character Journal 2, no. 2 (2025): 9–17. https://doi.org/10.21512/icj.v2i2.12134.
Ismail, Roni et.al. (ed), Agama-Agama Dunia. Cet. 3. Yogyakarta: Prodi Studi Agama-Agama, 2025.
Ismail, Roni. Agama-Agama Dunia. Yogyakarta: Jur Perbandingan Agama, 2012.
Ismail, Roni. “Konsep Toleransi dalam Psikologi Agama”, Religi: Jurnal Studi Agama-Agama, Vol. 8, No. 1, 2012.
Jun, Eun Jeong. “Multicultural Education Course Put into Practice.” Multicultural Education Review 8, no. 2 (April 2, 2016): 83–98. https://doi.org/10.1080/2005615X.2016.1184921.
Lippiello, Tiziana. “A Confucian Adage for Life: Empathy (Shu) in the Analects - CORE.” Light a Candle. Encounters and Friendship with China: Festschrift in Honour of Angelo Lazzarotto P.I.M.E., 2010, 73–97.
Ongkowijaya, Bratayana, ed. Kitab Lun Yu. gentanusantara.com, 2012.
Peng, Guoxiang. “Confucius as a Cosmopolitan: Thought and Practice.” Journal of Confucian Philosophy and Culture 42, no. 42 (2024): 157–81. https://doi.org/10.22916/jcpc.2024..42.157.
Rahmadani, Rofida, T T Taufiq, and Djurban. “Membaca Ulang Multikulturalisme Otonomis Agama Khonghucu Di Indonesia:(Identitas, Kultural Dan Kesetaraan).” … : Jurnal Studi Agama-Agama 18, no. 02 (2022).
Raihani, R. “Education for Multicultural Citizens in Indonesia: Policies and Practices.” Compare: A Journal of Comparative and International Education 48, no. 6 (2018): 992–1009. https://doi.org/10.1080/03057925.2017.1399250.
Santoso, Liem. “Konsep Psikologi Pendidikan Humanistik Dalam Ajaran Agama Khonghucu.” Study Park of Confucius Journal: Jurnal Ekonomi, Sosial, Dan Agama 1, no. 2 (2023).
Sari, Milya, and Asmendri. “Penelitian Kepustakaan (Library Research) Dalam Penelitian Pendidikan IPA.” Penelitian Kepustakaan (Library Research) Dalam Penelitian Pendidikan IPA 2, no. 1 (2018).
Shi, Zhongying. “Confucius ’ s Concept of Ren and Its Application in Education.” E-Journal of Philosophy of Education: International Yearbook of the Philosophy of Education Society of Japan, 3 (2018): 1–12.
Tan, Charlene, and Priya Goel La Londe. “Empathy as a Virtue: A Confucian Interpretation and a Tool to Address Anti-Asian Hate Crime.” Critical Studies in Education 65, no. 2 (March 14, 2024): 162–80. https://doi.org/10.1080/17508487.2023.2249057.
Tang, Yan, and Zhiping Yu. “Towards Others: Confucian Shu’s (Due Consideration) Three Types of Gongfu (Practice).” Religions 14, no. 7 (June 23, 2023): 824. https://doi.org/10.3390/rel14070824.
Ubadah. Pendidikan Multikultural : Konsep, Pendekatan, Dan Penerapannya Dalam Pembelajaran. Pesantren Anwarul Qur’an, 2022.
Wong, Pak-Hang. “Dao, Harmony and Personhood: Towards a Confucian Ethics of Technology.” Philosophy & Technology 25, no. 1 (March 9, 2012): 67–86. https://doi.org/10.1007/s13347-011-0021-z.
Wu, Sandra Pinhui, Charlene Tan, and Connie S.L. Ng. “Educating Multicultural Citizens from a Confucian Heritage: Examples from Singapore.” In Handbook of Research on Citizenship and Heritage Education, 2020. https://doi.org/10.4018/978-1-7998-1978-3.ch023.
Zhou, Shisi, and Xueping Li. “Zhongyong Thinking Style and Resilience Capacity in Chinese Undergraduates: The Chain Mediating Role of Cognitive Reappraisal and Positive Affect.” Frontiers in Psychology 13 (June 20, 2022). https://doi.org/10.3389/fpsyg.2022.814039.