Examining the interplay between national ideology (rukun negara, pancasila, chat thai) and politics.
For our Southeast Asian Politics class (comparative politics).
The Rukun Negara was established in 1971 by the Yang di-Pertuan Agong as Malaysia's national ideology following racial tensions in 1969. It consists of 5 principles: believing in God, loyalty to King and country, the transparency of the Constitution, the sovereignty of laws, and manners and courtesy. The principles aim to foster unity, patriotism, respect for legal and social norms, and harmonious relations among Malaysia's multiracial population.
The document discusses Malaysia's economic development policies and frameworks from the colonial period to modern times. [1] It outlines key policies and plans such as the New Economic Policy (NEP) introduced in 1970 to address socioeconomic imbalances, the National Development Policy (NDP) of 1991, and Vision 2020 which aimed to make Malaysia a developed nation by 2020. [2] It also summarizes the goals and strategies of these policies in developing the economy, improving living standards, and promoting national unity.
The document summarizes two important reports in Malaysia's education system - the Razak Report of 1956 and the Rahman Talib Report of 1960. The Razak Report established a national education system with Malay as the main medium of instruction. It proposed a common school system, centralized curriculum, and compulsory Malay and English subjects. The Rahman Talib Report reviewed education policy to further national integration, supporting the Razak Report. Both reports aimed to establish a unified education system and recognize Malay as the national language of instruction, while the Rahman Talib Report additionally emphasized religious education and introduced academic and vocational secondary streams.
The Rukun Negara was established in 1971 by the Yang di-Pertuan Agong as Malaysia's national ideology following racial tensions in 1969. It consists of 5 principles: believing in God, loyalty to King and country, the transparency of the Constitution, the sovereignty of laws, and manners and courtesy. The principles aim to foster unity, patriotism, respect for legal and social norms, and harmonious relations among Malaysia's multiracial population.
The document discusses Malaysia's economic development policies and frameworks from the colonial period to modern times. [1] It outlines key policies and plans such as the New Economic Policy (NEP) introduced in 1970 to address socioeconomic imbalances, the National Development Policy (NDP) of 1991, and Vision 2020 which aimed to make Malaysia a developed nation by 2020. [2] It also summarizes the goals and strategies of these policies in developing the economy, improving living standards, and promoting national unity.
The document summarizes two important reports in Malaysia's education system - the Razak Report of 1956 and the Rahman Talib Report of 1960. The Razak Report established a national education system with Malay as the main medium of instruction. It proposed a common school system, centralized curriculum, and compulsory Malay and English subjects. The Rahman Talib Report reviewed education policy to further national integration, supporting the Razak Report. Both reports aimed to establish a unified education system and recognize Malay as the national language of instruction, while the Rahman Talib Report additionally emphasized religious education and introduced academic and vocational secondary streams.
The document summarizes two key reports on Malaysian education:
1) The Razak Report (1956) which established a national education system with Malay as the national language, and categorized schools as "national" or "national-type".
2) The Rahman Talib Report (1960) which reviewed the Razak Report and recommended free primary education, expanding secondary options, and standardizing the education acts. This formed the basis for the 1961 Education Act.
This document outlines Malaysia's Education Blueprint for 2013-2025. The Blueprint aims to transform Malaysia's education system to equip students with 21st century skills and improve student outcomes. Key goals include ensuring universal enrolment from pre-school to upper secondary in 10 years, halving achievement gaps between different student groups in 10 years, and ranking in the top third of countries in international assessments by 2025. The Blueprint will focus on improving teaching quality, increasing access to early childhood education, strengthening school leadership, tailoring support to individual school needs, and expanding vocational and other educational opportunities. Progress will be regularly reported through annual reports.
Malaysia has a federal constitutional monarchy with a two-house legislature. The head of state is the Yang di-Pertuan Agong who is selected from nine hereditary sultans and serves a five-year term. Executive power lies with the prime minister, who is the leader of the majority party. The bicameral parliament consists of the House of Representatives and Senate. The judiciary is headed by the Federal Court, with lower courts including Sessions Courts and Magistrates' Courts. Malaysia is divided into states and federal territories at the local level, each with their own constitution and legislative assembly.
The Malaysian government system has three main branches based on the principle of separation of powers:
1) The executive branch is headed by the Prime Minister and includes the Cabinet and various ministries.
2) The legislative branch is made up of a two-house Parliament and state legislative assemblies.
3) The judiciary branch has a hierarchy of courts headed by the Federal Court.
CHAPTER 1 INTRODUCTION TO PHILOSPHY.pptxssuser54827e1
This document discusses the National Education Philosophy (NEP) in Malaysia and its relationship to the National Principles (Rukun Negara). It provides background on the establishment of the Rukun Negara following racial tensions in 1969. The NEP aims to create well-rounded citizens through education and is based on five principles: belief in God, loyalty to king and country, supremacy of the constitution, rule of law, and courtesy and morality. It seeks to prepare Malaysians for global challenges through education grounded in national values.
The ideology of Pakistan is based on Islam and the two-nation theory which states that Hindus and Muslims are two distinct nations. Pakistan was created to provide a separate homeland for Muslims where they could live according to Islamic principles and establish an Islamic welfare state based on the Quran and Sunnah. The two-nation theory maintained that despite living together, Hindus and Muslims had maintained distinct religious identities, cultures, and political interests. Religion, not language or ethnicity, was the sole basis for the ideology of Pakistan and the force that united Muslims for the cause of an independent state.
The document summarizes two key reports on Malaysian education:
1) The Razak Report (1956) which established a national education system with Malay as the national language, and categorized schools as "national" or "national-type".
2) The Rahman Talib Report (1960) which reviewed the Razak Report and recommended free primary education, expanding secondary options, and standardizing the education acts. This formed the basis for the 1961 Education Act.
This document outlines Malaysia's Education Blueprint for 2013-2025. The Blueprint aims to transform Malaysia's education system to equip students with 21st century skills and improve student outcomes. Key goals include ensuring universal enrolment from pre-school to upper secondary in 10 years, halving achievement gaps between different student groups in 10 years, and ranking in the top third of countries in international assessments by 2025. The Blueprint will focus on improving teaching quality, increasing access to early childhood education, strengthening school leadership, tailoring support to individual school needs, and expanding vocational and other educational opportunities. Progress will be regularly reported through annual reports.
Malaysia has a federal constitutional monarchy with a two-house legislature. The head of state is the Yang di-Pertuan Agong who is selected from nine hereditary sultans and serves a five-year term. Executive power lies with the prime minister, who is the leader of the majority party. The bicameral parliament consists of the House of Representatives and Senate. The judiciary is headed by the Federal Court, with lower courts including Sessions Courts and Magistrates' Courts. Malaysia is divided into states and federal territories at the local level, each with their own constitution and legislative assembly.
The Malaysian government system has three main branches based on the principle of separation of powers:
1) The executive branch is headed by the Prime Minister and includes the Cabinet and various ministries.
2) The legislative branch is made up of a two-house Parliament and state legislative assemblies.
3) The judiciary branch has a hierarchy of courts headed by the Federal Court.
CHAPTER 1 INTRODUCTION TO PHILOSPHY.pptxssuser54827e1
This document discusses the National Education Philosophy (NEP) in Malaysia and its relationship to the National Principles (Rukun Negara). It provides background on the establishment of the Rukun Negara following racial tensions in 1969. The NEP aims to create well-rounded citizens through education and is based on five principles: belief in God, loyalty to king and country, supremacy of the constitution, rule of law, and courtesy and morality. It seeks to prepare Malaysians for global challenges through education grounded in national values.
The ideology of Pakistan is based on Islam and the two-nation theory which states that Hindus and Muslims are two distinct nations. Pakistan was created to provide a separate homeland for Muslims where they could live according to Islamic principles and establish an Islamic welfare state based on the Quran and Sunnah. The two-nation theory maintained that despite living together, Hindus and Muslims had maintained distinct religious identities, cultures, and political interests. Religion, not language or ethnicity, was the sole basis for the ideology of Pakistan and the force that united Muslims for the cause of an independent state.
The document discusses the ideology of Pakistan and the two-nation theory. It explains that the ideology of Pakistan is based on Islamic principles and the idea that Muslims and Hindus are two distinct nations that could not remain united in one country due to religious, cultural and social differences. Key figures like Muhammad Ali Jinnah and Allama Iqbal advocated for a separate Muslim homeland where they could live according to Islamic teachings and customs, leading to the establishment of Pakistan.
Indonesian Multiculturalism: Risks and ChallengesIJRESJOURNAL
ABSTRACT. Indonesia is a multicultural country with full diversity. Indonesia consists of diverse culture, local language, race, ethnicity, religion and beliefs, etc. There are risks and challenges of diversity in Indonesia. Therefore, such diversity must be managed properly to avoid problems and conflicts. Lately, it appears many of the problems of diversity in Indonesia. Conflicts among tribes, religions, beliefs and groups are frequent. Conflict occurs in the form of thought and physical. Although the conflict is normal in a multicultural society, the conflict will be a major issue if not managed properly. This article discusses the risks and challenges faced by Indonesia in managing cultural diversity.
This document discusses the concepts of nation, nationalism, ideology, and the ideology of Pakistan. It provides definitions for these terms and discusses their pros and cons. The ideology of Pakistan is described as being based on Islam and the two-nation theory, with the goal of implementing Islamic teachings and maintaining national dignity and unity among the Muslim Ummah. The document also outlines the views of different scholars like Allama Iqbal, Karl Marx, Gandhi, and Albert Einstein on nationalism and discusses Islamic concepts related to nation from the Quran.
The document discusses Malaysia's National Philosophy of Education and the country's pillars. It explains that the philosophy aims to produce balanced, knowledgeable, skilled, virtuous and responsible citizens through education based on faith in God. It also outlines the history of developing social harmony in Malaysia, from the colonial era of racial segregation to the 1969 riots and subsequent establishment of policies and principles to foster unity. The country's five pillars of belief in God, loyalty to king and country, supremacy of the constitution, rule of law, and courtesy and morality are introduced as guiding principles for unity.
The ideology of Pakistan is based on Islamic principles and the two-nation theory, which argues that Hindus and Muslims are two distinct nations. Key figures like Sir Syed Ahmed Khan and Muhammad Ali Jinnah advocated for this ideology, with Jinnah being a firm supporter of the two-nation theory and desiring a separate Muslim homeland where Islamic principles could be practiced. The founding of Pakistan realized this ideology and vision of a state for Muslims based on Islamic ideals.
The document discusses the ideology of Pakistan and how it emerged based on Muslim nationalism. It provides definitions of ideology and nationalism. It explains that the ideology of Pakistan took root as Muslims in the subcontinent felt their spiritual and material needs were not being met under the prevailing ideology in India. As the British and Hindus exploited Muslims, the idea of a separate Muslim homeland evolved in reaction to this. The foundation of Pakistan's ideology was built on Muslim nationalism and the desire for independence.
The document discusses the ideology of Pakistan. It defines ideology as a set of beliefs and ideas that guide a group or nation collectively. It states that every nation requires an ideology to achieve its goals and provide unity and purpose. The ideology of Pakistan is based on Islam, as Muslims in South Asia struggled for a separate homeland based on their religious identity. The ideology of Pakistan emerged through an evolutionary process led by thinkers like Iqbal and Jinnah, and was cemented in the constitution as an Islamic republic that follows the teachings and principles of Islam.
This document discusses the relationship between religion and state in Indonesia. It notes that while Islam is the largest religion, Indonesia is neither a secular state nor an Islamic state, but rather bases itself on Pancasila. There has long been debate between those wanting Islam as the state foundation versus those preferring Pancasila due to Indonesia's diversity. The document argues that religion should be differentiated from the state but still have a role to play in democratic society by upholding values like humanizing people and maintaining morality. It believes consensus-based rules on religion can enable faiths to positively impact both individuals and the nation while avoiding conflicts over which is most "right."
The document discusses the ideology of Pakistan. It begins by defining ideology and explaining that the ideology of Pakistan took shape through an evolutionary process based on the historical experiences of Muslims in India and the vision of Muhammad Iqbal and Muhammad Ali Jinnah. The key elements of the ideology of Pakistan include the belief in one God (Tauheed), the concept of an Islamic state where Muslims can practice their religion freely, and safety from Hindu domination in India. The ideology was important because it gave Muslims unity and purpose in their struggle and laid the foundation for an Islamic system and protection of their cultural and religious heritage in an independent state.
This article examines the recent debate in Indonesia around amending the constitution to incorporate sharia law. It provides historical context on past debates around Islam and the state in Indonesia. During constitutional reforms from 1999-2002, Islamic political parties proposed amending Article 29 to guarantee implementation of sharia. However, the People's Consultative Assembly ultimately rejected this in 2002. The article analyzes the debate through the lens of substantive versus formal approaches to sharia, with the substantive view advocating an emancipated understanding and allowing for religious diversity and human interpretation.
The ideology of Pakistan is based on Islam and the two-nation theory. The two-nation theory held that Hindus and Muslims in India were two distinct nations by virtue of their differences in culture, religion, and politics. Islam served as the unifying force for Indian Muslims and the basis for their demand for a separate homeland. The ideology of Pakistan envisions an Islamic democratic welfare state where Muslims can live according to Islamic principles and have the means to promote Islamic culture and civilization.
The ideology of Pakistan is based on Islam and the two-nation theory. The two-nation theory held that Hindus and Muslims in India were two distinct nations by virtue of their differences in culture, religion, and politics. Islam served as the unifying force for Indian Muslims and the basis for their demand for a separate homeland. The ideology of Pakistan envisions an Islamic democratic welfare state where Muslims can live according to Islamic principles and have the means to promote Islamic culture and civilization.
The document discusses the ideological basis of Pakistan according to the 9th class Pakistan Studies textbook. It begins by defining ideology and discussing the ideology of Pakistan, which is based on Islam. It then provides examples of different types of ideologies such as religious, political, and economic ideologies. The rest of the document consists of questions and answers about topics related to the ideological basis of Pakistan, including the two-nation theory, the role of the Muslim League, and the evolution of the Pakistan ideology over time leading up to the creation of Pakistan in 1947.
The ideology of Pakistan is based on Islamic principles and the belief that Muslims in South Asia constitute a separate nation from Hindus. The two-nation theory, which argues that Hindus and Muslims are two distinct religious communities and should have separate homelands, formed the ideological basis for the creation of Pakistan as a homeland for Muslims in 1947. Key figures like Muhammad Ali Jinnah and Sir Syed Ahmed Khan advocated for a separate Muslim state where Islamic principles could be implemented.
The document discusses the ideology of Pakistan. It begins by defining ideology and explaining that Islamic ideology is based on the teachings of the Quran and Sunnah. It then discusses the four guiding principles of the Islamic way of life. Next, it examines the Two Nation Theory, which argues that Hindus and Muslims are two distinct nations that could not stay united in one country. It provides context for the creation of Pakistan as an ideological state based on Islamic principles, where Muslims could live according to their faith. The document outlines the views of key figures like Muhammad Ali Jinnah and Muhammad Iqbal who advocated for a separate Muslim homeland.
pak studies chapter no1 ( short answer ) ideology of pakstanHasnat khan
The ideology of Pakistan is based on Islamic principles and envisions Pakistan as a state where Muslims can live according to Islamic rules and freely profess their religion. The two-nation theory, espoused by Muhammad Ali Jinnah and Allama Iqbal, formed the basis for Pakistan's creation - it stated that Hindus and Muslims in India were distinct cultural/political nations and Muslims required a separate homeland. The factors that led to the idea of a separate Muslim homeland included anti-Muslim campaigns, British oppression of Muslims, Hindu betrayal of Muslim interests, and the failure to gain independence as a united India.
Cultural liberalism can be understood as "to march to the beat of a different drummer" according to Henry David Thoreau. This means acting independently without being constrained by social norms or rules. Cultural liberalism advocates respect for individual and cultural differences backed by democratic laws and human rights that protect things like freedom of expression, religion, marriage, and the press. It sees individuals as equal with rights rather than being defined by social groups.
Similar to National ideology - asean comparative politics (20)
Examining the interplay between monarchy (the Chakri Dynasty, Kingdom of Cambodia, Sultanate of Brunei) and politics.
For our Southeast Asian Politics class (comparative politics).
Political events that led to the creation of modern day Vietnam, from pre-colonial times to the 2010s.
For our Southeast Asian Politics class (comparative politics).
Political events that led to the creation of modern day Thailand, from pre-colonial times to the 2010s.
For our Southeast Asian Politics class (comparative politics).
Political events that led to the creation of modern day Singapore, from pre-colonial times to the 2010s.
For our Southeast Asian Politics class (comparative politics).
Political events that led to the creation of modern day Malaysia, from pre-colonial times to the 2010s.
For our Southeast Asian Politics class (comparative politics).
Political events that led to the creation of modern day Laos, from pre-colonial times to the 2010s.
For our Southeast Asian Politics class (comparative politics).
Political events that led to the creation of modern day Indonesia, from pre-colonial times to the 2010s.
For our Southeast Asian Politics class (comparative politics).
Political events that led to the creation of modern day Cambodia, from pre-colonial times to the 2010s.
For our Southeast Asian Politics class (comparative politics).
Political events that led to the creation of modern day Brunei, from pre-colonial times to the 2010s.
For our Southeast Asian Politics class (comparative politics).
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. FLOW OF PRESENTATION
I. National Ideology: definitions, functions,
and cases
II. Chat Thai (Thailand)
III.Rukun Negara (Malaysia)
IV.Pancasila (Indonesia)
V. Concluding comparisons
4. DEFINITIONS
● According to Larsen et al (1995), national ideology “concerns
itself with issues such as social norms, laws, constitutions,
opinions and the citizen's role in the larger national entity.”
● As industrialization and science created modern society from
the old, national ideology provided security which substituted
for the lost kinship relations of previous generations (Snyder
1964, cited by Larsen et al).
5. FUNCTIONS
● The functions of national ideology as follow:
○ to justify national policy (including aggression and war);
○ to boost national morale; and
○ to create and maintain national solidarity (Larsen et al,
1995).
● These functions enable society to remain integrated and
cohesive (Larsen et al, 1995).
6. CASES
Cases:
● Singapore’s Five Shared Principles
● North Korea’s juche
● Zimbabwe’s “Socialism”
● Belarus’ egalitarian nationalism
Observation:
● It is observable that significant number of states across the
world which do have pronounced/legislated/promulgated
national ideologies are characterized to be authoritarian
states.
8. CHAT THAI
“(...) he who is of the chat Thai is one who is born into the group which calls itself
Thai.” -King Vajiravudh
● National ideology can be found in the constitution
● Section 50 (1) of Chapter IV (Duties of the Thai People) states
that a person shall have the duty “to protect and uphold the
Nation, religions, the King and the democratic regime of
government with the King as Head of State”
○ “Nation” is closely associated with “Religion” and “King”
○ The king must reign his people justly and be guided by the
restraints of the moral law of Buddhism
9. CHAT THAI: ORIGIN
● In the 1880s, the idea of nation and the word chat became
popular
● In the last decades of the 19th century, an incipient form of
Thai national ideology developed based on three things:
○ On the traditional idea of the Buddhist monarchy
○ On the concept of national political community (chat or
chat bunmuang)
○ On a belief in the irreplaceable value of Thai national
traditions
“(...) an anticipatory strategy adopted by dominant groups who are threatened with
marginalization or exclusion from an emerging nationally-imagined community.” -
Benedict Anderson
10. CHAT THAI: CONTINUITY
Under Chulalongkorn:
● Loyalty to Nation, Religion, and King
● The concept of chat in the sense of a national political
community
Under Vajiravudh:
● Inherited and formalized the political ideas of Chulalongkorn
Continuation:
● The national ideology of Thailand, centered on the triumvirate
of Nation, Religion, and King has since been consistently
present in its constitutions.
11. CHAT THAI: PURPOSE
● To counter the influx of Western liberalism and colonialism
● To unify the Thai people
● To impose loyalty to the nation, religion, king, and constitution
13. Rukun negara: prelude
Post Merdeka, or the 1957 declaration of
independence from British occupation,
ethnic conflict ensues in Malaysia.
Some tragic manifestations are as
follow:
- Separation of Singapore from the
Federation of Malaya, 1965
- Multiple bloody riots (Penang riot,
1957 and 1967)
- May 13 Incident
Photo source: Association for Diplomatic Studies and Training
14. Rukun negara: prelude
The Yang di Pertuan Agong declared a nationwide state of
emergency and suspended the parliament.
Temporary governance was facilitated by the National
Operations Council (NOC) headed by Deputy Prime Minister Tun
Abdul Razak.
A Department of National Unity and National Consultative
Council (NCC) were established and tasked to propose policies
and efforts that would re-establish peace in the country and
prevent recurrence of violence ethnic clashes.
15. Rukun negara: prelude
The council, through the initiative
of Tun Muhammad Ghazali Shafie,
formulated a national ideology
intended to unify ethnicities in
Malaysia amidst their differences in
culture, religion, etc.
Rukun negara was promulgated by
the Yang di Pertuan Agong on 31
August 1970, Malaysia’s 13th
Merdeka Day.
Tun Muhammad Ghazali Shafie. Photo source: The Star
16. Rukun negara: aspirations
• to achieve a greater unity of all her peoples;
• to maintain a democratic way of life;
• to create a just society in which the wealth of the nation shall be
equitably shared;
• to ensure a liberal approach to her rich and diverse cultural
traditions;
• to build a progressive society which shall be oriented to modern
science and technology
17. Rukun negara: principles
1. Kepercayaan Kepada Tuhan (Belief in God)
2. Kesetiaan Kepada Raja dan Negara (Loyalty to King and
Country)
3. Keluhuran Perlembagaan (Supremacy of Constitution)
4. Kedaulatan Undang-Undang (Rule of Law)
5. Kesopanan dan Kesusilaan (Good Behavior and Morality)
18. Implementation
● National Education Philosophy (1988) is based from the
tenets of rukun negara.
● In line with the aspirations of rukun negara, the New
Economic Policy was implemented in 1971.
● The Department of National Unity and Integration
(PERPADUAN) serves as the primary implementing agency
of the Rukun negara.
● Recitation of rukun negara is required in official functions,
following the singing of Negaraku (national anthem).
● Placement of the rukun negara in commodity goods
packaging (e.g. bread loaf, milk can)
20. Criticisms
● There are recent efforts to make rukun negara as the preamble of
Malaysia’s Federal Constitution. The intention is to reinvigorate the
abidance of Malaysians to rukun negara. Moreso, it would suppose
to provide clarity to the overall direction of the Malaysian people as
laid down by the 230-article constitution. However, the following are
the criticisms:
○ Denigration to Islam as the Federation’s religion (Art. 3)
○ Eroding the position of ethnic Malay (Art. 153)
● Rukun negara highlights the issue of ethnic divide as the central
problem in the Federation. Consequently, it glosses over the issue
of class domination that cuts across ethnicity and culture. (Hui,
1980)
22. Traits of Pancasila
The national identity of Indonesia….
● Has its basis in
○ Gotong royong (cooperation)
○ Musyawarah (decision-making through deliberation)
○ Mufakat (consensus)
● Rejects any single regional / ethnic / ideological affiliation
23. Principles of Pancasila
“Panca” (five) + “Sila” (principle) =
The Five Principles
1. Belief in the one true God
2. Just and civilized humanity
3. National unity
4. Democracy guided by the
unanimity among wise
representatives
5. Social justice for all
24. Pancasila Development - Sukarno
● Need for “unity in diversity” pre-independence
● 3 iterations of Pancasila:
1. Sila that underwent the most change was “Belief in
Divinity that is an ultimate unity”
2. Each sila was rearranged and rephrased; “Belief in the
True God” was promoted to first sila and rephrased as:
1. The above sila was shortened to:
*cries in
pancasila*
“Belief in the One True God with the obligation for its
Muslim adherents to carry out Syari'ah law”
“Belief in the One True God”
25. Pancasila Development - Sukarno
“...the independence of Indonesia shall be formulated into a
constitution of the Republic of Indonesia which shall be built into
a sovereign state based on a belief in the One and Only God, just
and civilised humanity, the unity of Indonesia, and democratic life
led by wisdom of thoughts in deliberation amongst
representatives of the people, and achieving social justice for all
the people of Indonesia”
- Preamble, 1945 Constitution of Indonesia
26. Pancasila Development - Suharto
Implementation of Pancasila:
1. Government requirement for all
organizations to adopt Pancasila as
base ideology
2. Penataran P4 mandatory
indoctrination program (“Guidelines
for Living and Practicing Pancasila”)
27. Pancasila Development - Suharto
“Non-pancasila” persecutions during the New Order:
● Communist persecution
● Muslim persecution
SUHARTO
MUSLIMS
28. Pancasila Development - Reformasi
● Abolition of Penataran P4 in 2003
○ Little if any implementation remains
● Religious criticisms
○ Criticism of compulsory monotheism by non-monotheistic
and atheist groups
○ Criticism of religious moderation by extremist Muslim
groups
● Indonesia’s weak party system
○ Mostly patronage, not ideology-based parties
29. Pancasila Development - Reformasi
INDONESIAN PARTY PLATFORMS ONLY DIFFER ON THEIR PREFERRED IDEOLOGY (Aspinall et al)
31. Historical context
Made to address concerns of diversity (Malay, Indo) vs. concern of
Western ideology (Thai)
Archipelagic (Malay, Indo) vs. Landlocked (Thai)
Established in 20th century (Malay, Indo) vs. 19th century (Thai)
Established post-colonization (Malay, Indo) vs. after no history of
colonization (Thai)
32. Usage in politics
Found in constitution (Thai, Indo) vs. not in constitution (Malay)
Implemented by government institutions (Malay, Indo) vs. not
implemented (Thai)
Used to protect the interests of the majority group (Thai, Malay) vs.
suppress the interests of the majority groups (Indo)
Tool to protect the position of monarch (Thai, Malay) vs. the
position of a dictator (Indo)
33. Continuity / Discontinuity
Lessening emphasis across regimes (Malay, Indo) vs. increasing
refinement across regimes (Thai)
Contends with alternative ideologies (Malay, Indo) vs. uncontended
(Thai)
Criticised (Malay, Indo) vs. consistent (Thai)
34. References
Ahmad, A.S., Ismail, Z., Sarun, A., Mahjom, N. (2018). GOVERNING BY BUMIPUTERA HEGEMONY AND PREDATORY STATE
POWER: CHALLENGES IN REGULATORY REFORMS IN MALAYSIA. Journal of Legal, Ethical and Regulatory Issues
21 (4).
Aspinall, E., Fossati, D., Muhtadi, B., & Warburton, E. (2018, April 24). Mapping the Indonesian political spectrum. New
Mandala. Retrieved from: https://www.newmandala.org/mapping-indonesian-political-spectrum/
Baker, C. & Phongpaichit, P. (2014). A history of Thailand (3rd ed.). Melbourne, AU: Cambridge University Press.
Callahan, W. A. (1998). The ideology of Miss Thailand in national, consumerist, and transnational space. Alternatives,
23(1), 29-61.
Constitution of the Kingdom of Thailand (B.E. 2560 (2017))
Federal Constitution of Malaysia. PDF.
Gunn, G. C. (1979). Ideology and the Concept of Government in the Indonesian New Order. Asian Survey, 19(8), 751–769.
https://doi.org/10.2307/2643719
Hays, J. Government, Democracy and Pancasila in Indonesia. Facts And Details. Retrieved from
http://factsanddetails.com/indonesia/Government_Military_Crime/sub6_5a/entry-4057.html#chapter-7
Hui, L.M. (1980) Ethnic and class relations in Malaysia, Journal of Contemporary Asia, 10:1-2, 130-154, DOI:
10.1080/00472338085390051
Jonathan, S. (2018, June 5). Role of Pancasila in Indonesian modern democracy. The Jakarta Post. Retrieved from
https://www.thejakartapost.com/academia/2018/06/05/role-of-pancasila-in-indonesian-modern-democracy.html
35. References
Larsen, K., Groberg, D., Ludmilla, K., Kashlekeva, A., Russinova, Z., Csepeli, G., & Ommundsen, R. (1995). Ideology and
Identity: A National Outlook. Journal of Peace Research, 32(2), 165-179. Retrieved from
http://www.jstor.org/stable/425065
Malay Mail. (2017). Isma: Making Rukunegara preamble to Constitution denigrates Islam’s position. Online.
https://www.malaymail.com/news/malaysia/2017/01/24/isma-making-rukunegara-preamble-to-constitution-
denigrates-islams-position/1300085. Retrieved: 14 April 2019.
Murashima, E. (1988). The Origin of Modern Official State Ideology in Thailand. Journal of Southeast Asian Studies, 19(1),
80-96. Retrieved from http://www.jstor.org/stable/20070993
Natalia Leshchenko (2008) The National Ideology and the Basis of the Lukashenka Regime in Belarus, Europe-Asia
Studies, 60:8, 1419-1433, DOI: 10.1080/09668130802292234
Pancasila, The State Philosophy. Embassy Of The Republic Of Indonesia Bucharest - Romania. Retrieved from
http://www.indonezia.ro/republic.htm
Perdana Leadership Foundation. (2016). Rukun Negara: The National Principles of Malaysia. Online. Retrieved from
http://www.perdana.org.my/~perdana/index.php/spotlight2/item/rukun-negara-the-national-principle-of-malays
ia
Phongpaichit, P., & Baker, C. J. (2005). " Business Populism" in Thailand. Journal of Democracy, 16(2), 58-72. Van Der
Kroef, J. M. (1954). Pantjasila: The National Ideology of the New Indonesia. Philosophy East and West, 4(3), 225–251.
https://doi.org/10.2307/1397556
Editor's Notes
Singapore’s Five Shared Principles (1988):
1) Nation before community, society above self; 2) Family as the basic unit of society; 3) Community support and respect for the individual; 4) Consensus not conflict; and 5) Racial and religious harmony.
Belarus’ egalitarian nationalism (2003):
Instead of cultural and ethnic motivation, it focused on the Soviet-style collectivism (Leshchenko, 2008)
Some factors for the ethnic clashes:
Economic insecurity of Malays against the economically well-off Chinese who were concentrated in the urban centers
The Bumiputera (sons of the soil) status given to Malay justifies the favoring of Malay in different aspects of Malaysian political system: enshrined in the constitution, government policies, et al
*Penang riot of 1957 - Penang as the centre of Chinese resistance to the establishment of Federation of Malaya
*Penang riot of 1967 - supposedly a peaceful protest against the devaluation of Malaysian dollar against British pound but resulted into ethnic killing
*May 13 incident - came after the 1969 general election in which the ruling party (Alliance) lost significant number of seats in the parliament. The Chinese dominated Democratic Action Party benefited from this lose. During the Alliance victory parade, street fights broke. 196 were confirmed dead. Others reported that around 600 died in the riot, mostly Chinese.
Directly translates as “harmonious country”
Based on the Federal Constitution
Crafted by various stakeholders (member of the Gov and Opp, religious instis, trade unions, et al)
From Perdana Leadership Foundation (2016), each principle is explained thus:
1. Belief in God
• The People and Nation were established based on our strong faith in God. It is indeed in the name of God that the People and Nation were established as a sovereign People and Nation.
• Islam is the official religion of the Federation. Other religions and faiths can be practised in peace and harmony and the act of discriminating a citizen in the name of a religion is forbidden.
2. Loyalty to the King and Country
• Malaysia is a Country which practises constitutional monarchy and His Majesty the Yang di-Pertuan Agong is the Head of a Sovereign Country.
• The monarchy system is in line with the status of the Yang di-Pertuan Agong as a Constitutional Ruler, whereby Their Royal Highnesses the Kings are the heads of their respective states. His Majesty the Yang di-Pertuan Agong, the Kings and Governors are symbols of unity therefore His Majesty is not involved in politics. Loyalty is demanded from the citizens through sincere devotion.
• In addition, the Kings' people must also be devoted to their respective Kings and not compromise their devotion towards the Yang di-Pertuan Agong and the Federal Government. Loyalty is the soul of the nation. Sincere loyalty towards the Rulers and the nation is that which unites various races into an integrated Nation.
• Loyalty towards other countries is contrary to the undivided loyalty towards our Nation.
3. Supremacy of the Constitution
• Citizenship endows one a sense of belonging to the country. The Constitution grants certain rights and privileges to a citizen; the Constitution also places certain responsibilities and obligations toward the Nation and Country. Every citizen is required to respect and appreciate the content, meaning and history of the Constitution.
• It is the history which has enshrined a number of clauses in the Constitution such as those pertaining to the status of the Yang di-Pertuan Agong and the Kings, Islam as the official religion, Bahasa Melayu as the national and official language, the privileges of the Malays and other native communities as well as the granting of citizenship.
• It is a noble and solemn responsibility for a citizen to preserve and uphold the Constitution.
4. Sovereignty of the Law
• Justice is based on the sovereignty of the law. All citizens are equal in the eyes of law. Freedom is guaranteed for all. This includes individual freedom, equal legal protection, freedom of religion, freedom to own assets and protection against banishment. The Constitution provides the right for a citizen to speak up, the right to assemble and the right to form associations.
• These rights can be exercised freely provided that it does not contravene the restrictions imposed by the law. The rights and freedom guaranteed by the Constitution exclude the right to topple the Government either forcibly or by unconstitutional means.
• Sovereignty of the law is guaranteed with the existence of an independent judiciary body and the power to decide whether the conduct of a ruler is legal or otherwise in accordance with the Constitution.
5. Courtesy and Morality
• Each person or group of people is required to handle their own affairs by ways which do not contravene morality.
• Morality condemns arrogance or conducts which offend others. A citizen is not supposed to question the loyalty of another citizen based on his/her ancestry. Being courteous also carries a high degree of morality in our individual and public lives.
National Education Policy
-
-
New Economic Policy
-
-
Department of National Unity and Integration
- provide policy guideline for various ministries in formulating policies re. Nation building
- Rukun negara club (accreditation of orgs in schools that ensures the awareness and applies rukun negara in their orgs)
Ikatan Muslimin Malaysia (Isma) criticizes the rukun negara as preamble because it does not explicitly stipulate the position of Islam and Malays in the Malaysian society. It contradicts the clarity given by the constitution re. Those two categories.
The economic insecurity of Malays is derived not against the Chinese but from the low income they receive in agricultural areas in which they are mostly concentrated. The new economic policy as inspired by the rukun negara, while it managed to increase the number of malay proletariat, it does not translate to the expansion (in number) of the malay bourgeoisie. Meaning, industrialization progresses but the capital accumulation is concentrated to few malay bourgeiosie.
Pancasila, the five interrelated principles at the core of Indonesia
You gotta remember that indonesia is HUGE. 700 languages, 18,000 islands, and the fact that the largest ethnic group takes up less than half of the population meant that post-independence indonesia had to create a new identity for “the indonesian” rather than draw from a source of identity that already existed. Since any regional / ethnic / ideological identity would be too limited.
Right off the bat you can see that it avoids making a divide between various religions (sila 1), as well as emphasize justice and fairness among ALL people (silas 2, 4 and 5) and the need to “stick together” despite their differences (sila 3)
Silas are represented by:
The star (compulsory monotheism? We’ll get back to this later)
Chain
Tree
Bull (bc indonesians saw the bull as a social animal)
Rice & cotton (sustenance & livelihood)
So yeah, pancasila arised from the need for unity in diversity at the very start of indonesia’s independence. It was proposed and revised by Sukarno and a committee called the Investigating Committee for Preparatory Work for Independence.
It went through three iterations. Most of the silas were reworded but otherwise stayed the same. They stayed popular even after the reformasi era, so you can tell the committee did a good job. The sila pertaining to religion, though, still remains controversial.
Here’s a look at how it changed. First it was very broad. “Divinity that is an ultimate unity” can include the beliefs of most religions. But then it was rephrased to “the one true god”, which limits this sila to monotheistic religions like Islam or Christianity and omits religions like Buddhism or animism. It also proposed Syariah law for the Muslim majority. This sila was relaxed by removing the Syariah law bit, but it still draws criticisms today, which we’ll touch on later.
This is what pancasila looked like in the final constitution. It’s still being used today. It was replaced in 1950 but brought back after the National Assembly failed to agree on whether they wanted to base the constitution on Islam or Pancasila.
Now we move on to how Suharto supported pancasila.Firstly, a 1983 parliamentary resolution required all organizations to have Pancasila as their base ideology. That included political parties and interest groups, and meant that all parties, regardless of what religious values or class or sector of society they catered to, were forced to become fundamentally the same. This weakened their party system, and still affects them today.Secondly, the Penataran P4 was a mandatory program for schoolchildren and civil servants. I couldn’t find any English description, but from what I gathered using google translate the P4 was a set of lectures teaching practical guidelines to implement the five silas. P4 stands for (“Pedoman Penghayatan dan Pengamalan Pancasila”)The New Order strongly supported Pancasila.Suharto’s regime was a time of great turbulence; he changed the economy’s direction by rekindling ties with Western nations, and changed the direction of politics by withdrawing support from the Communist party. I think his emphasis on unity and Pancasila was an attempt to quell unrest and dissent, especially after the Malari student riot.
Another thing Suharto did to Pancasila was use it as a tool of repression. Since pancasila was the core of Indonesian society, being against pancasila meant you were against the state and society. Suharto mostly used this to target what he deemed as political competition.