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All Journal JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala
Benediktus Sipandi Ginggar
SMA St Thomas 1 Medan
Arts Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Analisis Epistemologis Jacques Rancière atas Marxisme Struktural Louis Althusser dan Implikasinya terhadap Pendidikan Karakter di  SMA St. Thomas 1 Medan Benediktus Sipandi Ginggar; Petra Putri Sarinah Pandiangan
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10 No 3 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Juli)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/6b4pr880

Abstract

This paper critically examines Jacques Rancière's rejection of Althusser's concept of interpretation in epistemological rupture, and explores its implications for character education at SMA St. Thomas 1 Medan. Rancière's critique stems from his rejection of hierarchical epistemological structures in the dichotomy between science and ideology. For Rancière, this approach constrains the division of social aesthetics of class outside of power as an ideological object, rather than as an autonomous political subject. By connecting this epistemological critique to the practice of character education, this paper argues that Rancière's principle of epistemic equality provides a theoretical foundation for building more inclusive and emancipatory learning environments. At SMA St. Thomas 1 Medan, character education that is grounded in critical reflection, autonomous thinking, and the equal recognition of all students as active moral agents aligns with Rancière's post-structural vision. The author uses a qualitative hermeneutic method to analyze primary works of Rancière and Althusser and relate them to current educational practice. Results affirm that the interpretation of Marxism must be grounded within social aesthetics, and that this framework offers a progressive, emancipatory model for character formation in secondary schools.
Jacques Rancière's Epistemological Analysis of Louis Althusser's Structural Marxism and Its Implications for Character Education at St. Thomas 1 High School, Medan Benediktus Sipandi Ginggar; Petra Putri Sarinah Pandiangan
JUPE : Jurnal Pendidikan Mandala Vol 11 No 2 (2026): JUPE : Jurnal Pendidikan Mandala (Juni)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/96f6f673

Abstract

This paper critically examines Jacques Rancière's rejection of Althusser's concept of interpretation in epistemological rupture, and explores its implications for character education at SMA St. Thomas 1 Medan. Rancière's critique stems from his rejection of hierarchical epistemological structures in the dichotomy between science and ideology. For Rancière, this approach constrains the division of social aesthetics of class outside of power as an ideological object, rather than as an autonomous political subject. By connecting this epistemological critique to the practice of character education, this paper argues that Rancière's principle of epistemic equality provides a theoretical foundation for building more inclusive and emancipatory learning environments. At SMA St. Thomas 1 Medan, character education that is grounded in critical reflection, autonomous thinking, and the equal recognition of all students as active moral agents aligns with Rancière's post-structural vision. The author uses a qualitative hermeneutic method to analyze primary works of Rancière and Althusser and relate them to current educational practice. Results affirm that the interpretation of Marxism must be grounded within social aesthetics, and that this framework offers a progressive, emancipatory model for character formation in secondary schools.
Co-Authors Petra Putri Sarinah Pandiangan