Sunday, March 19, 2017

New blog?

I've been so boring with my blog layout lately and trying to develop one new fancy and cutting-edge blog by wix.

VISIT MY NEW BLOG! though there's nothing in it, but I'm gonna fill it up with something trashy (haha) and maybe something informative and useful for the human race :p


Wednesday, February 22, 2017

Learning Nederlandse Taal

Ik ben Annissa!

I've settled in the Netherlands. What a lovely country it is for sure (but fuck the wind!). I made friends, both from my classes and from my other class. What classes do I mean? So, I have a normal class (classes included in my program) and Dutch Class. 

Why do you learn Dutch? Is it gonna be worldwide used?
Well, I'd say No. The vast majority of Dutch people themselves are very good with their English. For instance, I am a frequent visitor of the Fresh Market, every week. I have never once used Dutch during my communication with the sellers or the other buyers. Why? Because they speak English very well. So, why would I need that, right? In another occasion, I have tried to speak basic conversation in Dutch, such as: Goedemorgen. Een kopje thee, alsjeblieft (Good Morning. A cup of tea, please). If you started with this, then you expect something in Dutch as the return, don't you? But, haha (I sometimes laugh to myself if this happens) they don't! They'll be happy to have a conversation in English with you. Presumably, I have something written in my face telling people not to speak other languages with me but English. OR my Dutch sounds terrible so they just don't want to waste more time with me struggling with my language. 

But, being able to at least make a simple conversation in Dutch would give me another plus score. And, unlike other European languages that have weird sounds, like French's /R/ or Czech's /R/ which is unbelievably difficult to pronounce, Dutch tends to be pretty easy. Especially if you are an Indonesian and you speak Engish. You obviously could skip basic classes (but you need to adapt with the spellings).

So, could you please teach me some basic or show me Dutch in brief?
Basically, the writing is like when you want to type something in English but you fall asleep on your keyboard. It appears like you type all the letters and voila! Or, if you understand Indonesian, it would be more like if you want to write down something in English but using the Indonesian spelling. For example: in de trein (in the train). 

Plus, if you are an Indonesian, you will be helped a lot by some similar words, like: gratis (free), handook (towel), rok (skirt), rawit (chili paper), or sereh (lemon grass) (though I'm not sure if the word sereh really comes from the Dutch). Oh, one favorite word that I love the most and also being used in Indonesia: trakteer!!!! (who doesn't love free food?!)

It's also not too complicated when it comes to the grammar (perhaps. so far). The conjugation is kinda easy to be processed in my brain, perhaps the basic of Deutsch, French, and Spanish helped me with this. In fact, Dutch has less variation of conjugation, unlike Slovakian root languages. So for example: mijn huis is in Groningen (my house is in Groningen). Simple, right?

But you really need to be aware of the letter /g/. It's like French r, but it's g. Get it? To me, it sounds like if you want to clean your throat. Another thing is it might have similar pronunciation with German. So if you have basic in German, it'll help you even a lot more, for sure. 

I'm gonna post some of the pictures, in the upcoming opportunity (if I'm not lazy, or if I don't forget to capture some) Teeeeheee!

Sunday, February 19, 2017

Voyager à Paris


Winter break has just passed, I have to start a new semester. Excited, yet I have some concerns on how to live my new life in Netherlands. Will I have friends as I do before? Will I study well? Will I manage my time better? Those questions are lingering in my mind.

Now, I'm not going to talk any of my concerns, nor the US-Russian relations in Trump's years, nor Trump-Netanyahu-Islam love-hate relation. Too heavy, too pessimistic, too complicated.

As I read my friend's new posting about her journey to Singapore, it gave me such inspiration to write again (got hundreds of unfinished draft, actually). But now, mine is a little fancier. I'm gonna share my short trip to Paris! A metropolis in France.

This actually was my first time traveling to the far away country. After passing by in Netherlands, in which I felt like home since there are gazillions of Indonesian I could meet everywhere on the street, I was excited to finally beat my fear - to travel to Paris!

It was not my biggest dream, though, to travel to Paris. What I had in my mind was Paris might be the place where I could experience the hate-speech (because I wore hijab??). I expected to see or be in any Islamophobia cases. BUT, it did not happen. Paris is just a very Muslim-friendly city.

One day, I walked in one of the big roads which I couldn't remember the name, and I felt so 'safe'. A group of Muslim girls passed me and we smiled and we greeted each other. There were not such things as Islamophobia I found.

I had a fun time visiting Louvree Museum. With 15 Euros, you could see all beautiful things: scriptures, paintings, arts, and much more.

Look how I couldn't be apart with this friend! Tolak Angin. Paris was a bitch at that time: wind, cold, no heater. What a good time I had, huh? So obviously, I got cold and tired and homeless. Good God, I had this herbal multivitamin (or whatever that was, but it helped me a lot).

What really attracted me was Monalisa's picture. Everybody wanted to be with her, apparently. Long line to just take a picture of Monalisa. And look at the buffer zone in front of the painting and to the line, Unbelievable! 

If it was not for my mother, I might not ever in my whole life take a picture with Eifel tower!

What I loved the most from this city was Shakespeare and Co! I couldn't love more! Shakespeare and Co is a book store. A sizeable amount of book collection, unique architecture inside, wonderful place to spend all your money at. If I could just stay there for the rest of my visit, it would be one of my biggest achievement!

After spending some times in Paris, I departed to Avignon, a beautiful classic small city in the Southeast France. Here are some pictures from wonderful Avignon:

Last but not least, before I went back to Netherlands, I paid a visit to UNESCO office. Nope, I didn't manage to get in and see what's inside, just a passing by haha!

Overall, I did enjoy my trip. A lot. Remember, if you are planning to visit Paris or you are in Paris when you read this, watch your purses and other belongings. Pickpockets are everywhere. I lost my watch and my eyeglasses :(
*haha! That's exaggerated. What happened was I forgot where I put those and lost that by my own mistake. 

Tuesday, December 13, 2016

Enlightenment and Education

Education develops through time. It once was created as guidance to pass through harsh primitive life. As time goes by, this guidance was developed and taught to all of their descendants. Over times, education changes its function as a tool that not only functioned to survive but also to bring morality and human enlightenment. 
Discussion in this paper will engage with enlightenment thinkers ideas such as John Locke, Jean-Jacques Rousseau, and Immanuel Kant on the education in their time. It will compare how they perceive the basic idea of ideal education. Locke, for instance, focuses more on the mental development and character building of children, while Rousseau focuses on human nature. The emphasize on moral education then was come out in Immanuel Kant’s idea of the important part of educating children.
Enlightenment in general means to illuminate or to perceive something. This term is also used to signify a period of history, during the early seventieth century until the eightieth century, which is characterized by the raising of critical thinking towards sciences and the stimulation of revolution ideas. During the age of enlightenment, the criticism is one of tool to excavate the people freedom of being a civil society.
Through a slow transition, this new phase had born influential thinkers who started the changes. One of the early enlightenment thinkers was Newton who initiated the propagation of knowledge in the sixteenth century. The following major thinkers were then inspired by his ideas, such as John Locke, Voltaire, Montesquieu, Jean-Jacques Rousseau, Immanuel Kant, and much more. Majorly, these thinkers criticized the governmental or monarch systems that they believed do not satisfy the needs of people. Some thinkers also stimulated people to shift from their conventional culture to more rational and modern ones. 
The idea of enlightenment is often linked with education. Education was also believed as a tool to eliminate the conflict in society. Through that, it would allow the society to build the stronger idea of freedom and morality. Lack of attention in the education system, especially the institution, during late middle ages was seen by the inequality. Only those who were from high-class young men would be taught about lay and rationalistic while the rest of people would be taught about religion which was managed by the churches.
The pioneer thinkers on education during the enlightenment era are John Locke, Jean-Jacques Rousseau, and Immanuel Kant. Emphasizing on different ideas of education, these three philosophers had successfully influenced the development of epistemology. John Locke, English physician, philosopher, and polymath was born in Wrington, Somerset, England on 29 August 1632. He was raised in a discipline and loving puritan family. As a brilliant student, in 1647, young Locke was awarded a scholarship by the King and elected for a Studentship in Christ Church in Oxford. After finishing his medical study in Oxford, he continued to learn philosophy. His idea of education was elaborated in his book, Some Thoughts Concerning Education (1693). His view on children development was first inspired by his elite friend, Clarke, in 1684 who found some troublesome in behaving his son. As he consulted his stories to Locke, there were some suggestions of the idea for education triggered by the problems of misbehaving of Clarke’s son. He also targeted his methods of parenting and education to aristocrats ways in raising their children during that age.
Jean-Jacques Rousseau was born in Geneva, Switzerland, on 28 June 1712. He was raised in the strong Calvinist background and encouraged to read by his father. Raised in Geneva, in his 20’s, he managed to move to Paris and married his wife. His most influential work about education is Èmile (1762). This book elaborates some suggestion on dealing with children education during his period. The half part of the book consists of the story of  Èmile, a fictional young man that Rousseau used as a model of education development. He divided the book into five chapters which consist of the elaborative discussion of development stages. 
Immanuel Kant was born in Konigsberg, Prussia (now it is Kaliningrad, Russia), on April 22, 1724. As a polymath and ambivalent thinkers, Kant published several criticisms mostly on the normative aspects and his remarkable work on education is Kant on Education (1803). Throughout his explanation, the idea of education, as he emphasized, should be based on moral development. This paper will be divided into two parts where the first part will compare the idea of children development. The following part will expose their different perspectives on the ideal method of education. 
Developmental Education
The concept of education coined by people in middle ages would obviously different from people nowadays. The disparity of gender role, for instance, was one of the most important aspects on who are allowed to learn and train. During the enlightenment years, these three influential thinkers had successfully created a new perspective on proper education method which should be applied to their children.
Locke’s main idea of education was character building and learning through experiences. He emphasized the term of Tabula Rasa which means that all human comes with a blank mind and their mind has great power to apply the principles. Slightly different from Locke, Rousseau’s main idea on education highlights on natural education. Parents or education have to understand the nature of development and its phases. In mid eightieth century, Kant came out with the idea that education should be based to moral. Good education, both practical and physical education, should refer and support to moral development.
Each thinker has their own perspective on the development of children. Locke’s Tabula Rasa defines that human born without carrying any knowledge. This idea was supported in Rousseau perspective of newborn human: “… we are born totally unprovided, we need aid; we are born stupid, we need judgment.” Rousseau idea was developed by the explanation of how the infant and early age childhood should be educated. As they will grow their physical nature, children should have freedom in their physical development which will help them to grow their physical sense. The support of the idea also came from Kant who in his book mentioned that to humanize a man it should be through education.
The ideas of childhood development are shown in their books. As Locke and Rousseau agreed that education should be cultivated in their early age, as that is the crucial part and it will determine the future of children. Locke’s idea of education majorly highlighted the phase childhood education in his book: how body development and health should be treated, character building, and academic curriculum. It is supported by Rousseau’s idea of his description of the discipline habits for children. He drew the similarity between man and plants. Both man and plant should have their freedom to grow, but if the growing process is neglected without being educated or shaped, it will grow into unwanted direction. This concept is also supported by Kant in his perception about education. He described that education will form man through four aspects of education: discipline, culture, discretion, and moral training.  
The concept of liberty in children development, according to Locke, is to give children their freedom of mind. This freedom means that they are free to show their actions and let them enjoy their childhood:“liberty alone which gives the true relish and delight to their ordinary play-games” However, the presence of parents or educator in this liberty should be obvious. They are demanded to assess and guide their children.This idea is similar to Rousseau’s concept of liberty in his first chapter. He mentioned that children need to use their physical senses to encounter the nature of their life. Another similar idea also comes from Kant, mentioning that child should be bestowed with the liberty. However, the liberty should be taught to respect other people’s freedom.
Education Methods
Beside the development of children that had become the most important part in the idea of education, method of delivering lessons and values also become the spotlight in the works about education. Parents, described as the most important actors in this process, have several difficult tasks. Some other concerns about education methods come from the content of the teaching itself. 
Locke argued that parents presence in children’s daily lives will allow them to determine good and bad habits or what to do and to avoid. The role of parents as a role model since children will imitate what parents do. He also emphasized the nurture of children through academic aspect. As a polymath, Locke might have experienced some discontents with the learning system in formal education: numerous of unnecessary disciplines, for instance. This was what make him suggesting some advice on curriculum. He argued that reading should be taught as when the children were able to talk while other lessons such as writing, languages, and arithmetic could be taught in advanced ages. 
Some advice on moral education is emphasized in the characters building. Locke saw that to grow moral values or good habits, parents are allowed to use three methods: punishment, reward, and imitation. Punishment might be given to children with correct proportion, the burden of punishment depends on the mistakes. The reward is only given to children with esteem, thus it will make a habit for them to achieve the reward. By imitating their parents, children will create memories which will stick to them until they are mature.
There are three sources of education according to Rousseau: nature, man, and things. This might mean that human should be educated from nature or human habit. In the phase of growing, children should be free to learn. There should be no verbal lessons because children will receive their own lesson through experiences. Therefore, Rousseau in his further explanation described that children should use their senses to find out their own lesson. Unlike Locke who emphasized the imitating method for teaching, Rousseau comes out with the idea of ‘negative education’. This method of education aims to create wise man. Without giving any verbal lesson, the children will determine by themselves their right and left hand.
Similar to Locke, method suggested by Kant to enhance the thinking and behaving process could be through physical education and practical education. Physical education is to look after the health and tending, while practical education or moral training is to focus on how to teach a man to be someone who is able to maintain and place themselves in the proper place in society. For Kant, education is the process of thinking and development of character, while training did not require thinking process. Kant argues that education requires a good memory and memory should be occupied only by important and useful things. Therefore, novel-reading might be the useless activity for children because it only entertains for such short period of time and it also weakens the memory. 
Aaron, Richard I. John Locke. Oxford: Oxford University Press, 1955
Baldwin, Bird T., “John Locke’s Contribution to Education,” The Sewanee Review vol.21 no. 2 (1913): 177-187
Clifford-Vaughan, Michalina. “Enlightenment and Education”. The British Journal of Sociology, 2 (1963): 135-143
Harari, Josué V. “Therapeutic Pedagogy: Rousseau's Emile,”  The Johns Hopkins University Press. Vol. 97, No. 4. (1982): 787-809
Kant, Immanuel. Kant on Education. Translated by Annete Churton. Boston: D. C. Heath & Co. 1900.
Kant, Immanuel. The Educational Theory of Immanuel Kant. Edited by Edward Franklin Buchner. Philadelphia: J.B. Lippincott Company. 1904
 Locke, John. Some Thoughts Concerning Education. London: J and R Tonson. 1693. accessed on 13 November 2016,
Rousseau, Jean-Jacques. Emile, or on Education. Translated by Allan Bloom. New York: Basic Book. 1979
Schmidt, James. What Is Enlightenment: Eighteenth-Century Answers and Twentieth-Century Questions. California: University of California Press. 1996
Wikipedia Contributors, “Jean-Jacque Rousseau” Wikipedia, The Free Encyclopedia. accessed on 30 November 2016 Editors, “Immanuel Kant Biography” The website. accessed on 30 November 2016

Friday, December 4, 2015

Writing Habit

It's me.

It is devistating that I could hear Adele's voice all over my head. It won't go! Oh Adele, Please.

The posting today is not about Adele, or her new album. Nope. But it is my  own experience of being so stupid and ignorant.
I received my degree in Literature, a year ago. I am a proud woman at that time. But then, I came to something so funny.

[.... to be continued.....]
[My gojek has come and need to rush before the jam]