PENDIDIKAN DALAM TATA DUNIA BARU
PENDIDIKAN DALAM PERSPEKTIF TATANAN DUNIA BARU
Kajian Fasisme dalam dunia Pendidikan
Dalam bukunya Doc marquis The American Focus on Satanic Crime seri 13 “THE
(DECODED)1 ILLUMINATIS PROTOCOLS OF THE LEARNED ELDERS OF ZION”
disebutkan bahwa Pendidikan harus di Re-edukasi sebagaimana termaktub
dalam Protokol 9 bagian 1
PROTOCOL No. 9
1. In applying our principles let attention be paid to the character of the
people in whose country you live and act; a general, identical application
of them, until such time as the people shall have been re-educated to our
pattern, cannot have success. But by approaching their application
cautiously you will see that not a decade will pass before the most
stubborn character will change and we shall add a new people to the ranks
of those already subdued by us.
Hal ini berefek pada sistem pendidikan saat ini yang ternyata sesuai dengan
prinsip UNESCO dibawah label gerakan EFA “Education For All” serta MDG atau
“Millennium Development Goals”. Dari mana saya mendapatkan kesimpulan
bahwa “mereka” semua adalah satu gerakan yang sama mari kita lihat bagian
tulisan Protokol yang sudah dikodekan oleh Doc Marquis yakni Protokol 16 bagian
1-8
PROTOCOL No. 16
1. In order to effect the destruction of all collective forces except ours we
shall emasculate the first stage of collectivism - the UNIVERSITIES,
by re-educating them in a new direction. THEIR OFFICIALS AND
PROFESSORS WILL BE PREPARED FOR THEIR BUSINESS BY DETAILED
SECRET PROGRAMS OF ACTION FROM WHICH THEY WILL NOT WITH
IMMUNITY DIVERGE, NOT BY ONE IOTA. THEY WILL BE APPOINTED WITH
ESPECIAL PRECAUTION, AND WILL BE SO PLACED AS TO BE WHOLLY
DEPENDENT UPON THE GOVERNMENT.
2. We shall exclude from the course of instruction State Law as also all
that concerns the political question. These subjects will be taught to a few
dozen of persons chosen for their pre-eminent capacities from among the
number of the initiated. THE UNIVERSITIES MUST NO LONGER SEND OUT
FROM THEIR HALLS MILK SOPS CONCOCTING PLANS FOR A
CONSTITUTION, LIKE A COMEDY OR A TRAGEDY, BUSYING THEMSELVES
WITH QUESTIONS OF POLICY IN WHICH EVEN THEIR OWN FATHERS NEVER
HAD ANY POWER OF THOUGHT.
1 Lih. Doc Marquis THE (DECODED) ILLUMINATIS PROTOCOLS OF THE LEARNED ELDERS
OF ZION hal.73
Sebagai lanjutan dari bukunya SECRETS OF THE ILLUMINATI.
1
3. The ill-guided acquaintance of a large number of persons with questions
of polity creates utopian dreamers and bad subjects, as you can see for
yourselves from the example of the universal education in this direction of
the GOYIM. We must introduce into their education all those principles
which have so brilliantly broken up their order. But when we are in power
we shall remove every kind of disturbing subject from the course of
education and shall make out of the youth obedient children of authority,
loving him who rules as the support and hope of peace and quiet.
WE SHALL CHANGE HISTORY
4. Classicism as also any form of study of ancient history, in which there
are more bad than good examples, we shall replace with the study of the
program of the future. We shall erase from the memory of men all facts of
previous centuries which are undesirable to us, and leave only those
which depict all the errors of the government of the GOYIM. The study of
practical life, of the obligations of order, of the relations of people one to
another, of avoiding bad and selfish examples, which spread the infection
of evil, and similar questions of an educative nature, will stand in the
forefront of the teaching program, which will be drawn up on a separate
plan for each calling or state of life, in no wise generalizing the teaching.
This treatment of the question has special importance.
5. Each state of life must be trained within strict limits corresponding to its
destination and work in life. The OCCASIONAL GENIUS HAS ALWAYS
MANAGED AND ALWAYS WILL MANAGE TO SLIP THROUGH INTO OTHER
STATES OF LIFE, BUT IT IS THE MOST PERFECT FOLLY FOR THE SAKE OF
THIS RARE OCCASIONAL GENIUS TO LET THROUGH INTO RANKS FOREIGN
TO THEM THE UNTALENTED WHO THUS ROB OF THEIR PLACES THOSE
WHO BELONG TO THOSE RANKS BY BIRTH OR EMPLOYMENT. YOU KNOW
YOURSELVES IN WHAT ALL THIS HAS ENDED FOR THE "GOYIM" WHO
ALLOWED THIS CRYING ABSURDITY.
6. In order that he who rules may be seated firmly in the hearts and minds
of his subjects it is necessary for the time of his activity to instruct the
whole nation in the schools and on the market places about this meaning
and his acts and all his beneficent initiatives.
7. We shall abolish every kind of freedom of instruction. Learners of all
ages have the right to assemble together with their parents in the
educational establishments as it were in a club: during these assemblies,
on holidays, teachers will read what will pass as free lectures on questions
of human relations, of the laws of examples, of the philosophy of new
theories not yet declared to the world. These theories will be raised by us
to the stage of a dogma of faith as a traditional stage towards our faith.
On the completion of this exposition of our program of action in the
present and the future I will read you the principles of these theories.
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8. In a word, knowing by the experience of many centuries that people live
and are guided by ideas, that these ideas are imbibed by people only by
the aid of education provided with equal success for all ages of growth,
but of course by varying methods, we shall swallow up and confiscate to
our own use the last scintilla of independence of thought, which we have
for long past been directing towards subjects and ideas useful for us. The
system of bridling thought is already at work in the so-called system of
teaching by OBJECT LESSONS, the purpose of which is to turn the GOYIM
into unthinking submissive brutes waiting for things to be presented
before their eyes in order to form an idea of them .... In France, one of our
best agents, Bourgeois, has already made public a new program of
teaching by object lessons.
Setelah kita mengetahui isi dari protokol tersebut mari kita telaah visi dan misi
UNESCO (lembaga ‘pengatur’ pendidikan tingkat dunia) di sebuah negara atau
kawasan, disini penulis mengambil contoh di Afrika sebuah Negara dunia ke-3
(sebuah istilah satir bagi negara tidak maju baca: beradab)
VISION
Through the support of her Offices, Networks and
Centres, UNESCO in Africa seeks to contribute to the
achievement of the MDGs, EFA and other
internationally agreed development goals; and to
peace and the sustainable socio-economic
development of Africa in an era of globalization
through education, science, social and human
sciences, culture and communication and information
MISSION
UNESCO in Africa will contribute to the development and promotion of universal
principles and norms based on shared values. In close cooperation with the
African Union and Regional Economic Communities, UNESCO will promote quality
education as a fundamental right in accordance with the Universal Declaration of
Human Rights; science and technology as vehicles of development; the respect
of values and cultural diversity; the empowerment and participation in the
emerging knowledge society through equitable access, capacity-building for
knowledge generation, management and dissemination through the use of ICTs.
STRATEGY
UNESCO in Africa will:
• Provide models, standards, technical support and policy advice to
Member States;
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• Contribute to capacity building, data production and sector analysis at
country and other levels, in order to guide the development of strategies
and the implementation of national, sub-regional and regional plans;
• Strive to improve synergies within the Organisation for a better impact
and greater visibility of its actions and for greater effectiveness of its
leading role in education, science, culture, social and human sciences and
communication and information;
• Strive for building better synergies with its partners in line with the
Africa Union (AU) and NEPAD agreements; the One UN thrust and the Paris
Declaration;
• Foster and strongly support south-south cooperation as well as southsouth-north cooperation.
PRIORITIES
UNESCO priorities will include:
•
•
•
•
•
•
•
Developing a holistic approach to, while improving the quality of,
education at all levels including non formal education (NFE);
Implementing the three UNESCO Initiatives in Education namely
Literacy Initiative for Empowerment (LIFE), Teacher Training Initiative in
Sub-Saharan Africa (TTISSA), Education for HIV and AIDS Prevention
(EDUCAIDS) and the two UN Decades namely United Nations Literacy
Decade (UNLD) and Decade of Education for Sustainable Development
(DESD);
Assisting the Member States in formulating their Science and
Technology (S&T) policies, strategies and plans of action as well as in
the reform of their S&T systems;
Contributing to Africa’s Science and Technology Consolidated Plan of
Action as concerns improving policy conditions and building
mechanisms for innovation;
Strengthening the role of communication and information, including the
use of ICTs, in fostering mutual understanding, peace and reconciliation
and sustainable development, particularly in post-conflict areas,
through promoting the development of free, independent, pluralistic
and community media;
Supporting the development and implementation of policies which
recognise and promote linkages between culture and sustainable social
and economic development;
Demonstrating and strengthening the linkage between operational
action and the solid normative foundation provided by international
conventions, recommendations and declarations developed by UNESCO
in the field of culture, especially with respect to valuing cultural
heritage and diversity
4
Dan inilah visi UNESCO setelah 20152
UNESCO's vision of education after 2015
UNESCO/M. Hofer
The vision of education in the post-2015 development agenda must reflect
two fundamental principles, said UNESCO's Assistant Director-General,
Qian Tang.
He spoke at the Global Consultation on Education in the Post-2015
Development Agenda which opened on 18 March 2013, in Dakar, Senegal.
The first principle is that the right to quality education is a fundamental
human right enshrined in normative frameworks and built into the
legislation of most countries.
The second is that education is a public good. The state must be the
custodian of the principles of education as a public good, paying particular
attention to the promotion of equality.
Mr Tang also underlined that while governments must be in the driving
seat, we also need to recognize that the delivery of education is a
collective responsibility that involves families, communities, civil society
organizations and business."We need to do a better job of harnessing all of
these stakeholders to improve the delivery and financing of education," he
said.
Lessons learned
The Assistant Director-General also highlighted the need to consider what
the last decades have taught us and build on these lessons before moving
forward. He said that the first lesson is that Education for All is still very
much an “unfinished agenda”.
Too many children remain out of school, and youth and adult illiteracy,
school drop-out and inadequate learning outcomes persist at levels that
are simply unacceptable.
Another lesson is that insufficient attention has been given to the quality
of learning. "Teachers are central to quality learning at all levels and in all
settings of education. As the role of teachers evolves from ‘transmitters of
knowledge’ to ‘enablers of learning’, their preparation, status and
conditions must remain a central concern”, said Mr. Tang.
2 http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Dakar/pdf/UNESCO IN AFRICA vision & mission.pdf
5
He welcomed the fact that that Education Ministers committed to a last
‘Big Push’ to accelerate efforts to reach the goals by 2015, at the Global
Education for All Meeting held at UNESCO in November 2012.
The Global Education First Initiative recently launched by the UN
Secretary-General would also be successful in mobilizing heads of state
and other world leaders around this critical agenda, he said.
Four basic approaches
UNESCO envisages four basic approaches to the post-2015 agenda:
Concern for peace and sustainable development should be at the centre of
efforts to promote inclusive and equitable development beyond 2015.
Education for global citizenship is already included in many countries’
curricula – but it needs to become a measureable goal.
Any post-2015 development framework must be of universal relevance
and mobilize all countries, regardless of their -development status, around
a common framework of goals aimed at inclusive and sustainable
development.
The link between education and other development sectors must be
strengthened: Education is an enabler for reaching all the Millennium
Development Goals, but it is also dependent on progress in other policy
areas.
A framework for learning in the 21st century must be elaborated that
promotes the development of inclusive lifelong learning systems.
UNESCO's contribution
UNESCO is contributing to framing the post-2015 education agenda in
many ways. It has recently set up an international senior expert group to
revisit two landmark education reports – the 1996 Delors report and the
1972 Faure report – and consider their relevance today. The outcomes of
this review will be submitted to UNESCO’s General Conference in
September 2013.
Following requests from our Member States, particularly in Africa, UNESCO
is also supporting the development of national assessments of progress
towards EFA since 2000. Complementing EFA Global Monitoring Report,
these nationally-led assessments will steer countries’ debates on their
future education agendas. They will also provide input into regional
conferences, which in turn will feed the global education forum that the
Government of the Republic of Korea has kindly agreed to host in the
spring of 2015. This forum will summarize achievements since 2000 and
set out a new global education agenda.
6
Melirik kasus perang di Suriah dan Gejolak Diktator di Mesir sebenarnya semakin
membuka agenda busuk dari UNESCO untuk bangsa-bangsa di dunia. Apaya ng
tercantum dalam laporan UNESCO tentang penjarana situs kultural yang sangat
banyak itu hanya dengan kalimat “UNESCO, the U.N.'s cultural organization, is
applying lessons learned the hard way from the wars in Iraq and Afghanistan,
hoping to stem the havoc Syria's civil war has caused the country's cultural
heritage.” 3 Bahasa-bahasa dengan diksi eufimisme itu seakan menyatakan
kepedulian UNESCO terhadap pendidikan dan warisan kebudayaan suatau
bangsa namun di sisi lain dia membiarkan UN (United Nation) sebagai Ibu dari
UNESO menghancurkan suatu peradaban lihat lagi notes dari Protokol 16 bagian
4. Classicism as also any form of study of ancient history, in which there are
more bad than good examples, we shall replace with the study of the program of
the future. We shall erase from the memory of men all facts of previous centuries
which are undesirable to us, and leave only those which depict all the errors of
the government of the GOYIM. The study of practical life, of the obligations of
order, of the relations of people one to another, of avoiding bad and selfish
examples, which spread the infection of evil, and similar questions of an
educative nature, will stand in the forefront of the teaching program, which will
be drawn up on a separate plan for each calling or state of life, in no wise
generalizing the teaching. This treatment of the question has special importance.
Inilah Protokol Zionisme yang berasal dari Gerakan Zionis atau Zionist
Movement, sebuah gerakan dan ideologi rasis yang dipopulerkan oleh seorang
wartawan Yahudi asal Austria, Theodor Herzl (1860-1909). Gerakan ini muncul
dilator belakangi oleh keinginan kuat kaum Yahudi untuk mendapatkan hak
sosial, ekonomi, politik dan budaya, serta agama yang dirampas selama beratus
tahun hidup diaspora di berbagai negara di dunia. Mereka bercita-cita untuk
mengakhiri penderitaan yang mereka alami dengan cara kembali ke negeri
leluhur mereka Palestina dengan semboyan :” Sebuah Tanah Tanpa Manusia
Untuk Manusia Tanpa Tanah “. 4
Zionisme menilai bahwa ” Keyahudian ” itu sebagai sebuah nama ras yang
terpisah dari bangsa lain, yang bagi mereka dinilai mustahil untuk bisa hidup
bersama. Dalam Protokol Zionisme yang ditetapkan dalam Kongres Zionis di
Switzerland tahun 1897 dan sangat dirahasiakan, namun diantaranya dibocorkan
oleh seorang wanita berkebangsaan Prancis beragama Kristen tahun 1901.
Dalam pertemuannya dengan seorang petinggi Zionis di markas Masonik di
Paris, ia sempat melihat sebagian dari isi protocol itu. Ia sangat terperanjat
membaca isinya, kemudian ia berhasil mencuri sebagian dari dokumen rahasia
itu dan membocorkannya kepada Alex Nikola Nivieh, kepala Dinas Rahasia
Kekaisaran Rusia Timur.
Diantara isi Protokol Zionis itu menyatakan bahwa manusia itu terbagi atas dua
bagian, yaitu Yahudi dan Non Yahudi yang disebut Joyeem atau Umami. Jiwa-jiwa
3 "UN: Syria's ancient history faces new threats." Phys.org. 29 Aug 2013.
4 http://blackfiles.mywapblog.com/zionis-sang-rasis.xhtml
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Yahudi diciptakan dari Jiwa Tuhan, hanya merekalah anak-anak Tuhan yang suci
murni. Sedangkan kaum Umami berasal dari syetan, dan penciptaan Umami itu
untuk berkhidmat kepada kaum Yahudi.
Jadi kaum Yahudi merupakan pokok dari anasir kemanusiaan, sedangkan kaum
Umami adalah merupakan budak Yahudi. Kaum Yahudi boleh mencuri bahkan
merampas harta benda kaum Umami, boleh menipu mereka, berbohong kepada
mereka, boleh menganiaya, membunuh dan memperkosa mereka.
Doktrin dan azas yang sangat rasialis itu juga dungkapkan oleh para tokoh Zionis
generasi baru, dan diimplementasikan dalam wujud angkara murka, kekejian,
kebrutalan regim Zionis dengan dukungan moral, material dan mesin-mesin
perang moderen dari AS dan negara sekutunya, dalam parade kekejian yang
mereka pertontonkan kepada masyarakat dunia. Menachem Begin misalnya,
sewaktu jadi Perdana Menteri Israel bernah berucap : ”Ras kami adalah ras
pilihan, kami adalah yang dipilih Tuhan di planet bumi ini. Kami berbeda dengan
Ras lainnya, karena mereka adalah serangga. Sebenarnya jika dibandingkan
dengan Ras kami, Ras lain adalah binatang buas, paling tinggi cuma binatang
ternak. Ras lain kami anggap kotoran manusia. Kami memang ditakdirkan untuk
memerintah Ras lain yang lebih rendah. Kerajaan kami akan diperintah oleh para
pemimpin kami dengan tangan besi. Ras lain akan menjilati kaki kami dan akan
menghamba kepada kami seperti budak.” Seorang Rabi Yaacov Perrin berucap :
“Satu juta orang Arab tidak lebih berarti dibanding seujung kuku orang Yahudi ” (
swaramuslim 04/08/06).
Dalam perkembangan awal mereka menginginkan berdirinya Negara Yahudi di
Argentina, atau Ethiopia atau Uganda. Namun dalam kongres Zionis ke-7 tahun
1904 usulan tersebut ditolak. Mereka tetap menginginkan sebuah negara : The
Jewish State, Eretz Israel. Negara Yahudi Israel Raya, yang terbentang dari sungai
Nil di Mesir hingga sungai Eufrat di Irak.
Zionisme memiliki asas yang disebut “Khams Qanun”, Lima Sila : Monotheisme,
Nasionalisme, Humanisme, Demokrasi, dan Sosialisme. Agak mirip memang
dengan Panca sila –red dan penjelasan tentang lima sila yang terdapat dalam
doktrin Yahudi tersebut adalah sebagai berikut :
1) Monotheisme: : Kesatuan Tuhan. Hendaklah bangsa Yahudi bertuhan
dengan Tuhannya masing-masing dan merupakan kesatuan gerak. Maka
hai orang-orang atheis dan bebas agama di kalangan bangsa Yahudi
hendaklah engkau pun bertuhan dengan tuhanmu sendiri. Bukankah
alampun tuhanmu dan bukankah kudrat alampun tuhanmu juga? Kalian
berlainan agama, kalian berlainan keper-cayaan, kalian berlainan
keyakinan, tetapi kalian harus bersatu dan gunung zionisme telah
menantimu. Hendaklah kalian tenggang menenggang, hormat
menghormati hai Yahudi seluruh dunia.
2) Nasionalisme - Kebangsaan : Berbangsa satu bangsa Yahudi, berbahasa
satu bahasa Yahudi dan bertanah air satu tanah air Yahudi (Israel Raya).
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3.) Humanisme : Kemanusiaan yang adil dan beradab berlakulah,
janganlah kalian menjadi peniru bangsa Babilon yang telah membuangmu,
tetapi bagi luar bangsamu dan yang hendak mem-binasakanmu, kalian
adalah bangsa besar dan engkaupun jika keperluanmu mendesak berlakulah Syer Talmud baginya, seperti nyanyian Qaballa berbunyi :
“Taklukanlah mereka, binasakanlah mereka yang akan mengambil hakmu,
engkau adalah setinggi-tinggi bangsa seumpama menara yang tinggi.
Gunakanlah hatimu ketika menghadapi saudaramu, karena mereka itu
keturunan Yaqub, ketu-runan Israel. Buanglah hatimu ketika menghadapi
lawanmu karena mereka itu bukan sekali-kali saudaramu, mereka adalah
kambing-kambing perahan dan harta mereka adalah hartamu, rumah
mereka adalah rumahmu, tanah mereka adalah tanahmu.”(Syer Talmud
Qaballa XI :45).
4. Demokrasi : Dengan cahaya Talmud dan Masna dan segala ucapan
imam-imam agung bahwa telah diundangkan “Bermusyawarahlah dan
berapatlah dan berlakulah pilihan kehendak suara banyak itu karena suara
banyak adalah suara Tuhan!
5. Sosialisme : Keadilan sosial yang merata pada masyarakat Yahudi,
sehingga setiap orang Yahudi menjadi seorang kaya raya dan menjadi
pimpinan dimana pun ia berada, dan menjadi protokol pembuat program.
Dalam Nyanyian Qaballa Talmud dikatakan : “Dengan uang kamu dapat
kembali ke Yudea, ke Israel karena agama itu tegak dengan uang dan
agama itu uang, sesungguhnya wajah Yahwe sendiri yang tampak olehmu
itu adalah uang! Cintailah Zion, cintailah Hebran, cintailah akan Yudea dan
cintailah seluruh tanah pemukiman Israel, karena engkaulah bangsa
pemegang wasiat Hebran tertua yang berbunyi :”Cinta pada tanah air itu
sebagian dari iman!” .
Kemudian Pendiri Partai Syas di Israel, Ofadya Yosef juga pernah berucap : “…
Karenanya semua Ras Yahudi dilarang memberi rasa kasih sayang kepada warga
Arab, dan wajib bagi setiap Yahud iuntuk menembakkan rudal dan senjatanya ke
arah dada dan kepala setiap warga Arab untuk menghabisinya, karena mereka
itu makhluk yang jahat dan terkutuk .” ( mailarchive.com 15/08/06)
Parade kekejaman yang dilakukan Zionis sejak tahun 1946 sampai agresi selama
22 hari terhitung 27/12- 2008 hingga 18/1-2009 terhadap bangsa Palestina yang
telah merenggut lebih dari 1300 jiwa dan mencederai lebih dari 5000 orang yang
sepertiganya adalah wanita dan anak-anak, serta meluluhlantakkan infrastruktur
di Gaza, semua tindakan itu jelas-jelas dilatar belakangi oleh keyakinan rasis di
atas.
Sekedar contoh bagaimana kebiadaban mereka, Tragedi di Deir Yassin, 1948
misalnya, yang dilakukan kelompok Irgun dan Stern di bawah komandan
Menechim Begin telah merenggut 254 jiwa dengan cara yang sangat biadab.
Seorang dokter, Jacques de Reyner, Wakil Ketua Komite Internasional Palang
Merah di Yarusalem, menyampaikan laporan tentang tindakan genocida oleh
tentara Zionis. Pembunuhan massal ini dilakukan dengan senjata mesin dan
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granat, Serta diakhiri dengan menyayat-nyayat tubuh korban dengan pisau.
Bangsa Yahudi itu memenggal sebagian kepala korban. Dan dengan sangat keji
mereka memotong-motong tubuh 52 bayi dan anak-anak di hadapan ibu-ibu
mereka. Mereka juga merobek rahim-rahim 25 wanita Palestina yang sedang
hamil. David Duke, Presiden Nasionl European-Amerika Unity and Rights
Organization (EURO) memaparkan tragedy Deir Yassin : “Pernahkan anda melihat
film dokumenter televisi dan film-film Hollywood tentang terror Israel di Deir
Yassin atau ribuan tindakan terror Israel lainnya terhadap rakyat Palestina ? Anda
mungkin telah mendengar banyak cerita tentang korban warga Yahudi oleh
Hitler, tapi pernahkah anda mendengar suara para wanita di Deir Yassin, dimana
bayi-bayi mereka dipotong dari rahim-rahim ibunya oleh aggressor Israel? Untuk
Kasus Suriah dan Mesir anda bisa menilainya sebagai hasil dari keberhasilan
program EFA dan MDG....dari UNESCO. Lalu terbersitkah di fikiran anda adab
perang dalam Islam? Adakah kebudayaan mereka yang dulu dihancurkan? Kita
lihat betapa Islam menjaga lebih dari sekedar UNESCO bicara di media.
Wallahu ‘alam Bisshawwab
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ADHIA NUGRAHA, S.Pd.
Data Pribadi
Tempat, tanggal lahir
: Jakarta, 20 Oktober 1980
Jenis Kelamin
: Laki-laki
Alamat
: Jl.Permai 1 Blok A8 Asri Cipadung Permai
RT/RW 03/07 Bandung 40164
Agama
: Islam
Telepon
: 083822510838
Email
: abughatsa@gmail.com
Blog
: www.defia.multiply.com
Riwayat Pendidikan
Formal
: 1995-1998
1998-2005
SMU Negeri 1 Serpong
Jurusan Pendidikan Bahasa Inggris
UPI
2012- sekarang
Non-Formal
Bandung.
: 1998-1999
2005-2006
Program Pasca Sarjana Uninus (Magister)
Program Santri Mukim Daarut Tauhiid
TEFL International Certification
Course@EF
2008 – 2013
Universe University SSQ Bandung
Pengalaman Organisasi
Internal Kampus
:
11
2005-sekarang Pembina dan Instruktur di LSM FITRAH Institute (Interfaith
Dialogue for peace)
2002-2003 Kepala Dept. Dalam Kampus BEM KM UPI
2001-2002 Ketua Bidang Kaderisasi BEM FPBS UPI
2000-2002 Sekretaris Umum UKDM (Unit Kegiatan Da’wah mahasiswa) UPI
Eksternal Kampus :
2001-2003
2004-2005
Pemurtadan)
Bidang Diklat Beladiri Syufu Tae-syukhan Lanah UPI
Initiator dan Tim penggerak JAMAAT (Jaringan Mahasiswa Anti
Pengalaman Bekerja
1. Sebagai English Instruktur (Healthcare Language Program) di Kebidanan
UNPAD tahun 2006-sekarang.
2. Sebagai dosen bahasa Inggris di Stikes Bhakti Kencana tahun 2006 - 2012
3. Sebagai content developer and instruktur pelatihan internet Sistem Informasi
Masyarakat Mandiri (www.simmandiri.com) untuk RT/RW se-kota Bandung
tahun 2007.
4. Pendiri lembaga kursus .e.l.t.c. Tangerang tahun 2007
5. Sebagai Kepala Dept. Akdemik di NEC Bandung tahun 2006-2007.
6. Sebagai guru Bahasa Inggris di Simple English Banjar Baru tahun 2006
7. Sebagai Instruktur pada English First Nusantara Banjarmasin Kal-Sel tahun
2005-2006
Keterampilan
Komputer di Linux & Windows
: Open Office, Graphic Design, Jaringan Internet
Bahasa
: Bahasa Inggris (Orally and literary active)
Bahasa Arab (pasif)
Bahasa Ibrani (pasif)
CERTIFICATION
TEFLIN @ EF International certificate, 2006
TOEIC Test at IEDUC (international Education Centre) Score 565, 2003
12
Educational Seminar and Competitive Standard on teaching Professionalism, UPI, 2002
13
Kajian Fasisme dalam dunia Pendidikan
Dalam bukunya Doc marquis The American Focus on Satanic Crime seri 13 “THE
(DECODED)1 ILLUMINATIS PROTOCOLS OF THE LEARNED ELDERS OF ZION”
disebutkan bahwa Pendidikan harus di Re-edukasi sebagaimana termaktub
dalam Protokol 9 bagian 1
PROTOCOL No. 9
1. In applying our principles let attention be paid to the character of the
people in whose country you live and act; a general, identical application
of them, until such time as the people shall have been re-educated to our
pattern, cannot have success. But by approaching their application
cautiously you will see that not a decade will pass before the most
stubborn character will change and we shall add a new people to the ranks
of those already subdued by us.
Hal ini berefek pada sistem pendidikan saat ini yang ternyata sesuai dengan
prinsip UNESCO dibawah label gerakan EFA “Education For All” serta MDG atau
“Millennium Development Goals”. Dari mana saya mendapatkan kesimpulan
bahwa “mereka” semua adalah satu gerakan yang sama mari kita lihat bagian
tulisan Protokol yang sudah dikodekan oleh Doc Marquis yakni Protokol 16 bagian
1-8
PROTOCOL No. 16
1. In order to effect the destruction of all collective forces except ours we
shall emasculate the first stage of collectivism - the UNIVERSITIES,
by re-educating them in a new direction. THEIR OFFICIALS AND
PROFESSORS WILL BE PREPARED FOR THEIR BUSINESS BY DETAILED
SECRET PROGRAMS OF ACTION FROM WHICH THEY WILL NOT WITH
IMMUNITY DIVERGE, NOT BY ONE IOTA. THEY WILL BE APPOINTED WITH
ESPECIAL PRECAUTION, AND WILL BE SO PLACED AS TO BE WHOLLY
DEPENDENT UPON THE GOVERNMENT.
2. We shall exclude from the course of instruction State Law as also all
that concerns the political question. These subjects will be taught to a few
dozen of persons chosen for their pre-eminent capacities from among the
number of the initiated. THE UNIVERSITIES MUST NO LONGER SEND OUT
FROM THEIR HALLS MILK SOPS CONCOCTING PLANS FOR A
CONSTITUTION, LIKE A COMEDY OR A TRAGEDY, BUSYING THEMSELVES
WITH QUESTIONS OF POLICY IN WHICH EVEN THEIR OWN FATHERS NEVER
HAD ANY POWER OF THOUGHT.
1 Lih. Doc Marquis THE (DECODED) ILLUMINATIS PROTOCOLS OF THE LEARNED ELDERS
OF ZION hal.73
Sebagai lanjutan dari bukunya SECRETS OF THE ILLUMINATI.
1
3. The ill-guided acquaintance of a large number of persons with questions
of polity creates utopian dreamers and bad subjects, as you can see for
yourselves from the example of the universal education in this direction of
the GOYIM. We must introduce into their education all those principles
which have so brilliantly broken up their order. But when we are in power
we shall remove every kind of disturbing subject from the course of
education and shall make out of the youth obedient children of authority,
loving him who rules as the support and hope of peace and quiet.
WE SHALL CHANGE HISTORY
4. Classicism as also any form of study of ancient history, in which there
are more bad than good examples, we shall replace with the study of the
program of the future. We shall erase from the memory of men all facts of
previous centuries which are undesirable to us, and leave only those
which depict all the errors of the government of the GOYIM. The study of
practical life, of the obligations of order, of the relations of people one to
another, of avoiding bad and selfish examples, which spread the infection
of evil, and similar questions of an educative nature, will stand in the
forefront of the teaching program, which will be drawn up on a separate
plan for each calling or state of life, in no wise generalizing the teaching.
This treatment of the question has special importance.
5. Each state of life must be trained within strict limits corresponding to its
destination and work in life. The OCCASIONAL GENIUS HAS ALWAYS
MANAGED AND ALWAYS WILL MANAGE TO SLIP THROUGH INTO OTHER
STATES OF LIFE, BUT IT IS THE MOST PERFECT FOLLY FOR THE SAKE OF
THIS RARE OCCASIONAL GENIUS TO LET THROUGH INTO RANKS FOREIGN
TO THEM THE UNTALENTED WHO THUS ROB OF THEIR PLACES THOSE
WHO BELONG TO THOSE RANKS BY BIRTH OR EMPLOYMENT. YOU KNOW
YOURSELVES IN WHAT ALL THIS HAS ENDED FOR THE "GOYIM" WHO
ALLOWED THIS CRYING ABSURDITY.
6. In order that he who rules may be seated firmly in the hearts and minds
of his subjects it is necessary for the time of his activity to instruct the
whole nation in the schools and on the market places about this meaning
and his acts and all his beneficent initiatives.
7. We shall abolish every kind of freedom of instruction. Learners of all
ages have the right to assemble together with their parents in the
educational establishments as it were in a club: during these assemblies,
on holidays, teachers will read what will pass as free lectures on questions
of human relations, of the laws of examples, of the philosophy of new
theories not yet declared to the world. These theories will be raised by us
to the stage of a dogma of faith as a traditional stage towards our faith.
On the completion of this exposition of our program of action in the
present and the future I will read you the principles of these theories.
2
8. In a word, knowing by the experience of many centuries that people live
and are guided by ideas, that these ideas are imbibed by people only by
the aid of education provided with equal success for all ages of growth,
but of course by varying methods, we shall swallow up and confiscate to
our own use the last scintilla of independence of thought, which we have
for long past been directing towards subjects and ideas useful for us. The
system of bridling thought is already at work in the so-called system of
teaching by OBJECT LESSONS, the purpose of which is to turn the GOYIM
into unthinking submissive brutes waiting for things to be presented
before their eyes in order to form an idea of them .... In France, one of our
best agents, Bourgeois, has already made public a new program of
teaching by object lessons.
Setelah kita mengetahui isi dari protokol tersebut mari kita telaah visi dan misi
UNESCO (lembaga ‘pengatur’ pendidikan tingkat dunia) di sebuah negara atau
kawasan, disini penulis mengambil contoh di Afrika sebuah Negara dunia ke-3
(sebuah istilah satir bagi negara tidak maju baca: beradab)
VISION
Through the support of her Offices, Networks and
Centres, UNESCO in Africa seeks to contribute to the
achievement of the MDGs, EFA and other
internationally agreed development goals; and to
peace and the sustainable socio-economic
development of Africa in an era of globalization
through education, science, social and human
sciences, culture and communication and information
MISSION
UNESCO in Africa will contribute to the development and promotion of universal
principles and norms based on shared values. In close cooperation with the
African Union and Regional Economic Communities, UNESCO will promote quality
education as a fundamental right in accordance with the Universal Declaration of
Human Rights; science and technology as vehicles of development; the respect
of values and cultural diversity; the empowerment and participation in the
emerging knowledge society through equitable access, capacity-building for
knowledge generation, management and dissemination through the use of ICTs.
STRATEGY
UNESCO in Africa will:
• Provide models, standards, technical support and policy advice to
Member States;
3
• Contribute to capacity building, data production and sector analysis at
country and other levels, in order to guide the development of strategies
and the implementation of national, sub-regional and regional plans;
• Strive to improve synergies within the Organisation for a better impact
and greater visibility of its actions and for greater effectiveness of its
leading role in education, science, culture, social and human sciences and
communication and information;
• Strive for building better synergies with its partners in line with the
Africa Union (AU) and NEPAD agreements; the One UN thrust and the Paris
Declaration;
• Foster and strongly support south-south cooperation as well as southsouth-north cooperation.
PRIORITIES
UNESCO priorities will include:
•
•
•
•
•
•
•
Developing a holistic approach to, while improving the quality of,
education at all levels including non formal education (NFE);
Implementing the three UNESCO Initiatives in Education namely
Literacy Initiative for Empowerment (LIFE), Teacher Training Initiative in
Sub-Saharan Africa (TTISSA), Education for HIV and AIDS Prevention
(EDUCAIDS) and the two UN Decades namely United Nations Literacy
Decade (UNLD) and Decade of Education for Sustainable Development
(DESD);
Assisting the Member States in formulating their Science and
Technology (S&T) policies, strategies and plans of action as well as in
the reform of their S&T systems;
Contributing to Africa’s Science and Technology Consolidated Plan of
Action as concerns improving policy conditions and building
mechanisms for innovation;
Strengthening the role of communication and information, including the
use of ICTs, in fostering mutual understanding, peace and reconciliation
and sustainable development, particularly in post-conflict areas,
through promoting the development of free, independent, pluralistic
and community media;
Supporting the development and implementation of policies which
recognise and promote linkages between culture and sustainable social
and economic development;
Demonstrating and strengthening the linkage between operational
action and the solid normative foundation provided by international
conventions, recommendations and declarations developed by UNESCO
in the field of culture, especially with respect to valuing cultural
heritage and diversity
4
Dan inilah visi UNESCO setelah 20152
UNESCO's vision of education after 2015
UNESCO/M. Hofer
The vision of education in the post-2015 development agenda must reflect
two fundamental principles, said UNESCO's Assistant Director-General,
Qian Tang.
He spoke at the Global Consultation on Education in the Post-2015
Development Agenda which opened on 18 March 2013, in Dakar, Senegal.
The first principle is that the right to quality education is a fundamental
human right enshrined in normative frameworks and built into the
legislation of most countries.
The second is that education is a public good. The state must be the
custodian of the principles of education as a public good, paying particular
attention to the promotion of equality.
Mr Tang also underlined that while governments must be in the driving
seat, we also need to recognize that the delivery of education is a
collective responsibility that involves families, communities, civil society
organizations and business."We need to do a better job of harnessing all of
these stakeholders to improve the delivery and financing of education," he
said.
Lessons learned
The Assistant Director-General also highlighted the need to consider what
the last decades have taught us and build on these lessons before moving
forward. He said that the first lesson is that Education for All is still very
much an “unfinished agenda”.
Too many children remain out of school, and youth and adult illiteracy,
school drop-out and inadequate learning outcomes persist at levels that
are simply unacceptable.
Another lesson is that insufficient attention has been given to the quality
of learning. "Teachers are central to quality learning at all levels and in all
settings of education. As the role of teachers evolves from ‘transmitters of
knowledge’ to ‘enablers of learning’, their preparation, status and
conditions must remain a central concern”, said Mr. Tang.
2 http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Dakar/pdf/UNESCO IN AFRICA vision & mission.pdf
5
He welcomed the fact that that Education Ministers committed to a last
‘Big Push’ to accelerate efforts to reach the goals by 2015, at the Global
Education for All Meeting held at UNESCO in November 2012.
The Global Education First Initiative recently launched by the UN
Secretary-General would also be successful in mobilizing heads of state
and other world leaders around this critical agenda, he said.
Four basic approaches
UNESCO envisages four basic approaches to the post-2015 agenda:
Concern for peace and sustainable development should be at the centre of
efforts to promote inclusive and equitable development beyond 2015.
Education for global citizenship is already included in many countries’
curricula – but it needs to become a measureable goal.
Any post-2015 development framework must be of universal relevance
and mobilize all countries, regardless of their -development status, around
a common framework of goals aimed at inclusive and sustainable
development.
The link between education and other development sectors must be
strengthened: Education is an enabler for reaching all the Millennium
Development Goals, but it is also dependent on progress in other policy
areas.
A framework for learning in the 21st century must be elaborated that
promotes the development of inclusive lifelong learning systems.
UNESCO's contribution
UNESCO is contributing to framing the post-2015 education agenda in
many ways. It has recently set up an international senior expert group to
revisit two landmark education reports – the 1996 Delors report and the
1972 Faure report – and consider their relevance today. The outcomes of
this review will be submitted to UNESCO’s General Conference in
September 2013.
Following requests from our Member States, particularly in Africa, UNESCO
is also supporting the development of national assessments of progress
towards EFA since 2000. Complementing EFA Global Monitoring Report,
these nationally-led assessments will steer countries’ debates on their
future education agendas. They will also provide input into regional
conferences, which in turn will feed the global education forum that the
Government of the Republic of Korea has kindly agreed to host in the
spring of 2015. This forum will summarize achievements since 2000 and
set out a new global education agenda.
6
Melirik kasus perang di Suriah dan Gejolak Diktator di Mesir sebenarnya semakin
membuka agenda busuk dari UNESCO untuk bangsa-bangsa di dunia. Apaya ng
tercantum dalam laporan UNESCO tentang penjarana situs kultural yang sangat
banyak itu hanya dengan kalimat “UNESCO, the U.N.'s cultural organization, is
applying lessons learned the hard way from the wars in Iraq and Afghanistan,
hoping to stem the havoc Syria's civil war has caused the country's cultural
heritage.” 3 Bahasa-bahasa dengan diksi eufimisme itu seakan menyatakan
kepedulian UNESCO terhadap pendidikan dan warisan kebudayaan suatau
bangsa namun di sisi lain dia membiarkan UN (United Nation) sebagai Ibu dari
UNESO menghancurkan suatu peradaban lihat lagi notes dari Protokol 16 bagian
4. Classicism as also any form of study of ancient history, in which there are
more bad than good examples, we shall replace with the study of the program of
the future. We shall erase from the memory of men all facts of previous centuries
which are undesirable to us, and leave only those which depict all the errors of
the government of the GOYIM. The study of practical life, of the obligations of
order, of the relations of people one to another, of avoiding bad and selfish
examples, which spread the infection of evil, and similar questions of an
educative nature, will stand in the forefront of the teaching program, which will
be drawn up on a separate plan for each calling or state of life, in no wise
generalizing the teaching. This treatment of the question has special importance.
Inilah Protokol Zionisme yang berasal dari Gerakan Zionis atau Zionist
Movement, sebuah gerakan dan ideologi rasis yang dipopulerkan oleh seorang
wartawan Yahudi asal Austria, Theodor Herzl (1860-1909). Gerakan ini muncul
dilator belakangi oleh keinginan kuat kaum Yahudi untuk mendapatkan hak
sosial, ekonomi, politik dan budaya, serta agama yang dirampas selama beratus
tahun hidup diaspora di berbagai negara di dunia. Mereka bercita-cita untuk
mengakhiri penderitaan yang mereka alami dengan cara kembali ke negeri
leluhur mereka Palestina dengan semboyan :” Sebuah Tanah Tanpa Manusia
Untuk Manusia Tanpa Tanah “. 4
Zionisme menilai bahwa ” Keyahudian ” itu sebagai sebuah nama ras yang
terpisah dari bangsa lain, yang bagi mereka dinilai mustahil untuk bisa hidup
bersama. Dalam Protokol Zionisme yang ditetapkan dalam Kongres Zionis di
Switzerland tahun 1897 dan sangat dirahasiakan, namun diantaranya dibocorkan
oleh seorang wanita berkebangsaan Prancis beragama Kristen tahun 1901.
Dalam pertemuannya dengan seorang petinggi Zionis di markas Masonik di
Paris, ia sempat melihat sebagian dari isi protocol itu. Ia sangat terperanjat
membaca isinya, kemudian ia berhasil mencuri sebagian dari dokumen rahasia
itu dan membocorkannya kepada Alex Nikola Nivieh, kepala Dinas Rahasia
Kekaisaran Rusia Timur.
Diantara isi Protokol Zionis itu menyatakan bahwa manusia itu terbagi atas dua
bagian, yaitu Yahudi dan Non Yahudi yang disebut Joyeem atau Umami. Jiwa-jiwa
3 "UN: Syria's ancient history faces new threats." Phys.org. 29 Aug 2013.
4 http://blackfiles.mywapblog.com/zionis-sang-rasis.xhtml
7
Yahudi diciptakan dari Jiwa Tuhan, hanya merekalah anak-anak Tuhan yang suci
murni. Sedangkan kaum Umami berasal dari syetan, dan penciptaan Umami itu
untuk berkhidmat kepada kaum Yahudi.
Jadi kaum Yahudi merupakan pokok dari anasir kemanusiaan, sedangkan kaum
Umami adalah merupakan budak Yahudi. Kaum Yahudi boleh mencuri bahkan
merampas harta benda kaum Umami, boleh menipu mereka, berbohong kepada
mereka, boleh menganiaya, membunuh dan memperkosa mereka.
Doktrin dan azas yang sangat rasialis itu juga dungkapkan oleh para tokoh Zionis
generasi baru, dan diimplementasikan dalam wujud angkara murka, kekejian,
kebrutalan regim Zionis dengan dukungan moral, material dan mesin-mesin
perang moderen dari AS dan negara sekutunya, dalam parade kekejian yang
mereka pertontonkan kepada masyarakat dunia. Menachem Begin misalnya,
sewaktu jadi Perdana Menteri Israel bernah berucap : ”Ras kami adalah ras
pilihan, kami adalah yang dipilih Tuhan di planet bumi ini. Kami berbeda dengan
Ras lainnya, karena mereka adalah serangga. Sebenarnya jika dibandingkan
dengan Ras kami, Ras lain adalah binatang buas, paling tinggi cuma binatang
ternak. Ras lain kami anggap kotoran manusia. Kami memang ditakdirkan untuk
memerintah Ras lain yang lebih rendah. Kerajaan kami akan diperintah oleh para
pemimpin kami dengan tangan besi. Ras lain akan menjilati kaki kami dan akan
menghamba kepada kami seperti budak.” Seorang Rabi Yaacov Perrin berucap :
“Satu juta orang Arab tidak lebih berarti dibanding seujung kuku orang Yahudi ” (
swaramuslim 04/08/06).
Dalam perkembangan awal mereka menginginkan berdirinya Negara Yahudi di
Argentina, atau Ethiopia atau Uganda. Namun dalam kongres Zionis ke-7 tahun
1904 usulan tersebut ditolak. Mereka tetap menginginkan sebuah negara : The
Jewish State, Eretz Israel. Negara Yahudi Israel Raya, yang terbentang dari sungai
Nil di Mesir hingga sungai Eufrat di Irak.
Zionisme memiliki asas yang disebut “Khams Qanun”, Lima Sila : Monotheisme,
Nasionalisme, Humanisme, Demokrasi, dan Sosialisme. Agak mirip memang
dengan Panca sila –red dan penjelasan tentang lima sila yang terdapat dalam
doktrin Yahudi tersebut adalah sebagai berikut :
1) Monotheisme: : Kesatuan Tuhan. Hendaklah bangsa Yahudi bertuhan
dengan Tuhannya masing-masing dan merupakan kesatuan gerak. Maka
hai orang-orang atheis dan bebas agama di kalangan bangsa Yahudi
hendaklah engkau pun bertuhan dengan tuhanmu sendiri. Bukankah
alampun tuhanmu dan bukankah kudrat alampun tuhanmu juga? Kalian
berlainan agama, kalian berlainan keper-cayaan, kalian berlainan
keyakinan, tetapi kalian harus bersatu dan gunung zionisme telah
menantimu. Hendaklah kalian tenggang menenggang, hormat
menghormati hai Yahudi seluruh dunia.
2) Nasionalisme - Kebangsaan : Berbangsa satu bangsa Yahudi, berbahasa
satu bahasa Yahudi dan bertanah air satu tanah air Yahudi (Israel Raya).
8
3.) Humanisme : Kemanusiaan yang adil dan beradab berlakulah,
janganlah kalian menjadi peniru bangsa Babilon yang telah membuangmu,
tetapi bagi luar bangsamu dan yang hendak mem-binasakanmu, kalian
adalah bangsa besar dan engkaupun jika keperluanmu mendesak berlakulah Syer Talmud baginya, seperti nyanyian Qaballa berbunyi :
“Taklukanlah mereka, binasakanlah mereka yang akan mengambil hakmu,
engkau adalah setinggi-tinggi bangsa seumpama menara yang tinggi.
Gunakanlah hatimu ketika menghadapi saudaramu, karena mereka itu
keturunan Yaqub, ketu-runan Israel. Buanglah hatimu ketika menghadapi
lawanmu karena mereka itu bukan sekali-kali saudaramu, mereka adalah
kambing-kambing perahan dan harta mereka adalah hartamu, rumah
mereka adalah rumahmu, tanah mereka adalah tanahmu.”(Syer Talmud
Qaballa XI :45).
4. Demokrasi : Dengan cahaya Talmud dan Masna dan segala ucapan
imam-imam agung bahwa telah diundangkan “Bermusyawarahlah dan
berapatlah dan berlakulah pilihan kehendak suara banyak itu karena suara
banyak adalah suara Tuhan!
5. Sosialisme : Keadilan sosial yang merata pada masyarakat Yahudi,
sehingga setiap orang Yahudi menjadi seorang kaya raya dan menjadi
pimpinan dimana pun ia berada, dan menjadi protokol pembuat program.
Dalam Nyanyian Qaballa Talmud dikatakan : “Dengan uang kamu dapat
kembali ke Yudea, ke Israel karena agama itu tegak dengan uang dan
agama itu uang, sesungguhnya wajah Yahwe sendiri yang tampak olehmu
itu adalah uang! Cintailah Zion, cintailah Hebran, cintailah akan Yudea dan
cintailah seluruh tanah pemukiman Israel, karena engkaulah bangsa
pemegang wasiat Hebran tertua yang berbunyi :”Cinta pada tanah air itu
sebagian dari iman!” .
Kemudian Pendiri Partai Syas di Israel, Ofadya Yosef juga pernah berucap : “…
Karenanya semua Ras Yahudi dilarang memberi rasa kasih sayang kepada warga
Arab, dan wajib bagi setiap Yahud iuntuk menembakkan rudal dan senjatanya ke
arah dada dan kepala setiap warga Arab untuk menghabisinya, karena mereka
itu makhluk yang jahat dan terkutuk .” ( mailarchive.com 15/08/06)
Parade kekejaman yang dilakukan Zionis sejak tahun 1946 sampai agresi selama
22 hari terhitung 27/12- 2008 hingga 18/1-2009 terhadap bangsa Palestina yang
telah merenggut lebih dari 1300 jiwa dan mencederai lebih dari 5000 orang yang
sepertiganya adalah wanita dan anak-anak, serta meluluhlantakkan infrastruktur
di Gaza, semua tindakan itu jelas-jelas dilatar belakangi oleh keyakinan rasis di
atas.
Sekedar contoh bagaimana kebiadaban mereka, Tragedi di Deir Yassin, 1948
misalnya, yang dilakukan kelompok Irgun dan Stern di bawah komandan
Menechim Begin telah merenggut 254 jiwa dengan cara yang sangat biadab.
Seorang dokter, Jacques de Reyner, Wakil Ketua Komite Internasional Palang
Merah di Yarusalem, menyampaikan laporan tentang tindakan genocida oleh
tentara Zionis. Pembunuhan massal ini dilakukan dengan senjata mesin dan
9
granat, Serta diakhiri dengan menyayat-nyayat tubuh korban dengan pisau.
Bangsa Yahudi itu memenggal sebagian kepala korban. Dan dengan sangat keji
mereka memotong-motong tubuh 52 bayi dan anak-anak di hadapan ibu-ibu
mereka. Mereka juga merobek rahim-rahim 25 wanita Palestina yang sedang
hamil. David Duke, Presiden Nasionl European-Amerika Unity and Rights
Organization (EURO) memaparkan tragedy Deir Yassin : “Pernahkan anda melihat
film dokumenter televisi dan film-film Hollywood tentang terror Israel di Deir
Yassin atau ribuan tindakan terror Israel lainnya terhadap rakyat Palestina ? Anda
mungkin telah mendengar banyak cerita tentang korban warga Yahudi oleh
Hitler, tapi pernahkah anda mendengar suara para wanita di Deir Yassin, dimana
bayi-bayi mereka dipotong dari rahim-rahim ibunya oleh aggressor Israel? Untuk
Kasus Suriah dan Mesir anda bisa menilainya sebagai hasil dari keberhasilan
program EFA dan MDG....dari UNESCO. Lalu terbersitkah di fikiran anda adab
perang dalam Islam? Adakah kebudayaan mereka yang dulu dihancurkan? Kita
lihat betapa Islam menjaga lebih dari sekedar UNESCO bicara di media.
Wallahu ‘alam Bisshawwab
10
ADHIA NUGRAHA, S.Pd.
Data Pribadi
Tempat, tanggal lahir
: Jakarta, 20 Oktober 1980
Jenis Kelamin
: Laki-laki
Alamat
: Jl.Permai 1 Blok A8 Asri Cipadung Permai
RT/RW 03/07 Bandung 40164
Agama
: Islam
Telepon
: 083822510838
: abughatsa@gmail.com
Blog
: www.defia.multiply.com
Riwayat Pendidikan
Formal
: 1995-1998
1998-2005
SMU Negeri 1 Serpong
Jurusan Pendidikan Bahasa Inggris
UPI
2012- sekarang
Non-Formal
Bandung.
: 1998-1999
2005-2006
Program Pasca Sarjana Uninus (Magister)
Program Santri Mukim Daarut Tauhiid
TEFL International Certification
Course@EF
2008 – 2013
Universe University SSQ Bandung
Pengalaman Organisasi
Internal Kampus
:
11
2005-sekarang Pembina dan Instruktur di LSM FITRAH Institute (Interfaith
Dialogue for peace)
2002-2003 Kepala Dept. Dalam Kampus BEM KM UPI
2001-2002 Ketua Bidang Kaderisasi BEM FPBS UPI
2000-2002 Sekretaris Umum UKDM (Unit Kegiatan Da’wah mahasiswa) UPI
Eksternal Kampus :
2001-2003
2004-2005
Pemurtadan)
Bidang Diklat Beladiri Syufu Tae-syukhan Lanah UPI
Initiator dan Tim penggerak JAMAAT (Jaringan Mahasiswa Anti
Pengalaman Bekerja
1. Sebagai English Instruktur (Healthcare Language Program) di Kebidanan
UNPAD tahun 2006-sekarang.
2. Sebagai dosen bahasa Inggris di Stikes Bhakti Kencana tahun 2006 - 2012
3. Sebagai content developer and instruktur pelatihan internet Sistem Informasi
Masyarakat Mandiri (www.simmandiri.com) untuk RT/RW se-kota Bandung
tahun 2007.
4. Pendiri lembaga kursus .e.l.t.c. Tangerang tahun 2007
5. Sebagai Kepala Dept. Akdemik di NEC Bandung tahun 2006-2007.
6. Sebagai guru Bahasa Inggris di Simple English Banjar Baru tahun 2006
7. Sebagai Instruktur pada English First Nusantara Banjarmasin Kal-Sel tahun
2005-2006
Keterampilan
Komputer di Linux & Windows
: Open Office, Graphic Design, Jaringan Internet
Bahasa
: Bahasa Inggris (Orally and literary active)
Bahasa Arab (pasif)
Bahasa Ibrani (pasif)
CERTIFICATION
TEFLIN @ EF International certificate, 2006
TOEIC Test at IEDUC (international Education Centre) Score 565, 2003
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Educational Seminar and Competitive Standard on teaching Professionalism, UPI, 2002
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