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All Journal Simpati: Jurnal Penelitian Pendidikan dan Bahasa Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, Dan Sosial Humaniora
Esantus Hasman
Institut Filsafat dan Teknologi Kreatif Ledalero
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Other

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Humanisasi Teknologi Digital dalam Perspektif Filsafat Pendidikan Immanuel Kant Felix Riondi Sugar; Marselinus S.D.M. Cola; Esantus Hasman; Vemilianus Salfa Medi; Simplisius Seke Kawa; Romoaldus Opong; Dasilva Aman; Epi Pianus G.G. Wora; Alfonsius Liqori Tius; Adrianus Romi
Simpati Vol. 4 No. 2 (2026): April : Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i2.2444

Abstract

The rapid development of digital technology has significantly transformed human life, particularly in communication, social interaction, and the ways knowledge is accessed and developed. On the one hand, technology provides convenience, efficiency, and broader access to information. On the other hand, it also generates various challenges, including individualism, alienation, declining quality of interpersonal relationships, and weakening moral awareness in the use of digital technology. This article aims to examine the humanization of digital technology through the perspective of Immanuel Kant's philosophy of education as a normative foundation for promoting technology that remains oriented toward human values. This study employs a qualitative research method using a library research approach. The data were collected from Immanuel Kant's philosophical works, books on philosophy, and scholarly articles concerning philosophy of technology, education, and digital society. Data were analyzed descriptively and analytically through processes of data reduction, interpretation, and synthesis of relevant literature. The findings indicate that technology is fundamentally a product of human rationality and an inseparable part of modern civilization. Nevertheless, the dominance of efficiency and instrumental rationality tends to transform humans from subjects into objects of technology, giving rise to individualism and social alienation. In response to these challenges, Immanuel Kant's philosophy of education provides a framework for the humanization of technology by cultivating rational, moral, and responsible individuals. This humanization is realized through four educational principles proposed by Kant: discipline, moral education, skill development, and socialization. These principles constitute a conceptual framework that enables technology to remain a means of human development while preserving human dignity, freedom, and moral responsibility in the digital age.  
Martabat, Otonomi, dan Kesejahteraan Guru: Analisis Filosofis terhadap Persoalan Upah Guru Honorer di Flores-NTT Perspektif Immanuel Kant Emanuel Boli Manuk; Yoseph Taus; Esantus Hasman; Franjelin Fierer Woda Lukas; Yeremias Remigius Bria; Lukas Tabora; Martinus Suni; Fidelis Alfiano Dasar; Marianus Sato; Ignatius Juan Pasqual
Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora Vol. 4 No. 1 (2026): Februari: Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial
Publisher : Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/atmosfer.v4i1.2066

Abstract

This study aims to analyze the issue of low wages and the welfare of honorary teachers in Flores, East Nusa Tenggara, from the perspective of Immanuel Kant's philosophy of education. Teacher welfare has generally been understood as an economic and educational management issue, although teachers' working conditions are also related to human dignity, freedom, autonomy, and moral responsibility. This study employs a qualitative method using a literature review and philosophical analysis approach. Data were obtained from books, scholarly articles, policy documents, legislation, and relevant reports concerning the welfare of honorary teachers. The analysis shows that low wages, employment uncertainty, limited facilities, and geographical challenges in Flores are not merely material problems but also involve moral and institutional justice. From Kant's perspective, teachers should be treated as ends in themselves rather than merely as means to achieve educational quality. Therefore, educational policies need to ensure working conditions that respect teachers' dignity, autonomy, and professional responsibility.
Co-Authors Adrianus Romi Alfonsius Liqori Tius Dasilva Aman Emanuel Boli Manuk Epi Pianus G.G. Wora Felix Riondi Sugar Fidelis Alfiano Dasar Franjelin Fierer Woda Lukas Ignatius Juan Pasqual Lukas Tabora Marianus Sato Marselinus S.D.M. Cola Martinus Suni Romoaldus Opong Simplisius Seke Kawa Vemilianus Salfa Medi Yeremias Remigius Bria Yoseph Taus