This article deals with general provisions existence in the L. Vygotsky psychology and the founder of the analytical educational philosophy by R. Peters. There are interpretation of the children’s education relationship, culture and their development. This research work used variety of methodological approaches and methods, primarily comparative and analytical. There are linguistic turn had a significant impact on the views by L. Vygotsky, in particular on the interpretation of the speech and thinking interaction. Its later was provoked by R. Peters’ analytical educational philosophy. The scientists believes that the theory of cultural and historical development, higher mental functions, the role of speech and thinking in the development of a child by L. Vygotsky is largely due to the influence then ideas of L. Witgenstein. The emergence of the R. Peters’ conceptual analysis and the analytical philosophy of education methodology was influenced by the L. Wittgenstein.
: Use of active debates to improve understanding of pluralism for prospective religious teacher students through learning the subject of the education profession. The concept of pluralism has been developing for a long time in Indonesia, but its application is still far from expectations. Lack of understanding of pluralism causes inter-religious conflict creating new problems that are detrimental to the state. On the other hand, understanding of the essence and meaning of pluralism is still ambiguous among the people. This study aims to re-explain the meaning of pluralism with an active debate to prospective students of religious teachers because they are holders of security control in society when they become teachers. The results of the study show that through active debate the essence of pluralism can be possessed by prospective students so that they can be predicted to give an example of upholding pluralism which means tolerance between religious people and not always can explain which religion is correct. The concept of pluralism in Indonesia can be implemented by recognizing the existence of other religions, giving the right to coexist with one another, avoiding violence by not destroying places of worship of other religious people, not forcing the will of followers of other religions, recognizing the many ways humans and orders to compete in virtue.
Curriculum for the primary grades that is established by the Indonesian government includes reading, writing, listening, speaking, social studies, math, science, physical education, music, and visual arts.Sekolah Alam Cikeas implements integrated curriculum that allows children to pursue learning in a holistic way, without the restrictions often imposed by subject boundaries.An integrated curriculum aims to build a student-centered curriculum that invite students to take parts, and to have metacognitive.This curriculum emphasizes the higher order thinking skills, cooperative learning on social issues and tolerance of others' values and concerns.The previous study conducted by Saez and Sancho in 2017 in a higher education.It found out that integrated curriculum provides a worthwhile training opportunity to achieve learning of greater significance and depth.This paper seeks to elaborate the implementation of integrated curriculum at Sekolah Alam Cikeas Primary School.A case study is carried out for a period of one semester.The result shows that there are three ways in implementing the integrated curriculum in Sekolah Alam Cikeas.First, thematic including the process of arranging the whole theme will be implemented during a year.Second, students' project based.There are seven projects implemented in the school, they are cooking, business, green lab, assembly, outing, students' book, and careshare-respect project.Third is the student's activity unit including saving rubbish, radio, ecoshop and agribusiness.Those activities facilitate students learn best when they are fully immersed in an educational experience and consider multiple views and connections across subjects.
