Garuda - Garba Rujukan Digital

Sartre’s Existentialism for Grant and Jefferson’s Educational Commitment in Ernest J. Gaines’s Novel: A Lesson Before Dying Rina Wahyu Setyaningrum; Fabiola Dharmawanti Kurnia; Ali Mustofa
Vivid: Journal of Language and Literature Vol 9, No 1 (2020)
Publisher : English Department, Faculty of Humanities, Andalas University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/vj.9.1.26-32.2020

Racism and Injustice have put Jefferson, a poor young black man, into an electrocution for murder and burglary that he has never done. As a coloured, he cannot do anything than accept the defense attorney verdict – white American Supreme Court’s desegregation – who addresses him as a “hog.” It leaves an inferior feeling that he is nothing but a hog. Comparing him to a hog attracts Miss Emma’s protest that she would like him walking to the electric chair as a human. Therefore, to get Jefferson understands that he is worth a man, she asks Grant Wiggins – an educated black teacher to educate him so he could die a man. In fact, the biggest challenge Grant faces when he looks at Jefferson is his feeling of looking at himself as a man experiencing the same type of racism and discrimination at the oppressive white community. Whereas, educating Jefferson to be a man is difficult as he has to make himself confident with his existence before determining ways of assuring Jefferson as an existing man who will walk to the electric chair on two feet, not a hog. Educating is underpinning people to have great control over lives and surroundings. Its importance deals with functioning the knowledge significant to empower. This is convincing that Jefferson should be educated so that he will not degrade himself as coloured because of his inability to say even a word to defend himself. Using the existentialism philosophy, Grant and Jefferson’s educational commitment in A Lesson Before Dying is discussed based on five themes of Sartre’s existentialism. It reveals that Grant does not get any positive response once he starts teaching. Gradually, Jefferson speaks to him after being attracted by his personal feelings. Grant’s ultimate achievement is when he can make Jefferson writes a diary, to portray some individual matters. What Grant has accomplished is his ability to link the themes, relevant to the philosophy of education. Grant succeeds in transforming Jefferson as a man who has dignity.

Teaching Literature, Teaching Values, and Advancing SDG 4: A Case Study of UNESCO Core Values in an Indonesian Islamic University Masulah Masulah; Fabiola Dharmawanti Kurnia; Ali Mustofa
Journal of Current Studies in SDGs Vol. 3 No. 2 (2027): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.2.236

Objective: To investigate lecturers’ and students’ views of UNESCO core values in literature teaching and to examine how these values are manifested in literary learning at a Muhammadiyah University in East Java, Indonesia. Method: Employing a qualitative case study design involving three literature lecturers and thirty-one undergraduate students. Data were collected through questionnaires, semi-structured interviews, classroom observations, literary analysis activities, field notes, and document analysis. Results: The findings show that both lecturers and students strongly support the integration of UNESCO core values into literature teaching. Among the eight UNESCO core values, religiosity emerged as the most dominant value, reflecting the institutional philosophy of Muhammadiyah education. The values were integrated through literary analysis, classroom interaction, teaching materials, and lecturers’ role modeling. Literature classrooms also promoted empathy, tolerance, responsibility, compassion, and social awareness while maintaining literary appreciation and critical inquiry. Novelty: Offering a novel contribution by examining the integration of UNESCO Core Values into literature teaching within an Indonesian Islamic higher education context, demonstrating how literature can function as a vehicle for values-based education while advancing Sustainable Development Goal 4 (Quality Education), particularly Target 4.7, which emphasizes education for sustainable development, global citizenship, cultural diversity, and the promotion of peace and human values. The findings extend the discourse on holistic education by illustrating how literary learning fosters students’ literary competence, ethical awareness, character development, and social responsibility within a faith-based university setting.

Teaching Values through Literature and Advancing SDG 4: A UNESCO-Based Analysis of Peace, Justice, and Equality in English Literary Works Masulah Masulah; Fabiola Dharmawanti Kurnia; Ali Mustofa
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.237

Objective: Investigating the representation of UNESCO core values in selected literary works taught in an English Literature program and explores their contribution to values-based education. Method: The research employed a qualitative case study approach. Data were collected through textual analysis of selected literary works, including Julius Caesar, Othello, King Lear, Oedipus, Goblin Market, and When I Was One-and-Twenty. The data were interpreted using UNESCO’s framework of core human values. Results: The findings reveal that the selected literary works prominently represent the values of peace, justice, and equality. These values are reflected through characters’ moral struggles, ethical decisions, social relationships, and responses to power, prejudice, and responsibility. The analysis shows that literary texts provide meaningful opportunities for students to engage critically with social and moral issues while developing empathy, ethical awareness, and respect for diversity. Novelty: Providing a novel contribution by examining how English literary works function as pedagogical resources for integrating UNESCO core values particularly peace, justice, and equality into literature teaching in higher education. It demonstrates that literary narratives not only enhance students’ literary competence but also foster character development, ethical awareness, and values-based learning. Furthermore, the study extends the discourse on literature education by highlighting its contribution to Sustainable Development Goal 4 (Quality Education), particularly Target 4.7, through promoting global citizenship, respect for human rights, cultural diversity, and a culture of peace.

Teaching Literature, Teaching Values, and Advancing SDG 4: A Case Study of UNESCO Core Values in an Indonesian Islamic University Masulah Masulah; Fabiola Dharmawanti Kurnia; Ali Mustofa
Journal of Current Studies in SDGs Vol. 3 No. 2 (2027): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.2.236

Objective: To investigate lecturers’ and students’ views of UNESCO core values in literature teaching and to examine how these values are manifested in literary learning at a Muhammadiyah University in East Java, Indonesia. Method: Employing a qualitative case study design involving three literature lecturers and thirty-one undergraduate students. Data were collected through questionnaires, semi-structured interviews, classroom observations, literary analysis activities, field notes, and document analysis. Results: The findings show that both lecturers and students strongly support the integration of UNESCO core values into literature teaching. Among the eight UNESCO core values, religiosity emerged as the most dominant value, reflecting the institutional philosophy of Muhammadiyah education. The values were integrated through literary analysis, classroom interaction, teaching materials, and lecturers’ role modeling. Literature classrooms also promoted empathy, tolerance, responsibility, compassion, and social awareness while maintaining literary appreciation and critical inquiry. Novelty: Offering a novel contribution by examining the integration of UNESCO Core Values into literature teaching within an Indonesian Islamic higher education context, demonstrating how literature can function as a vehicle for values-based education while advancing Sustainable Development Goal 4 (Quality Education), particularly Target 4.7, which emphasizes education for sustainable development, global citizenship, cultural diversity, and the promotion of peace and human values. The findings extend the discourse on holistic education by illustrating how literary learning fosters students’ literary competence, ethical awareness, character development, and social responsibility within a faith-based university setting.

Teaching Values through Literature and Advancing SDG 4: A UNESCO-Based Analysis of Peace, Justice, and Equality in English Literary Works Masulah Masulah; Fabiola Dharmawanti Kurnia; Ali Mustofa
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.237

Objective: Investigating the representation of UNESCO core values in selected literary works taught in an English Literature program and explores their contribution to values-based education. Method: The research employed a qualitative case study approach. Data were collected through textual analysis of selected literary works, including Julius Caesar, Othello, King Lear, Oedipus, Goblin Market, and When I Was One-and-Twenty. The data were interpreted using UNESCO’s framework of core human values. Results: The findings reveal that the selected literary works prominently represent the values of peace, justice, and equality. These values are reflected through characters’ moral struggles, ethical decisions, social relationships, and responses to power, prejudice, and responsibility. The analysis shows that literary texts provide meaningful opportunities for students to engage critically with social and moral issues while developing empathy, ethical awareness, and respect for diversity. Novelty: Providing a novel contribution by examining how English literary works function as pedagogical resources for integrating UNESCO core values particularly peace, justice, and equality into literature teaching in higher education. It demonstrates that literary narratives not only enhance students’ literary competence but also foster character development, ethical awareness, and values-based learning. Furthermore, the study extends the discourse on literature education by highlighting its contribution to Sustainable Development Goal 4 (Quality Education), particularly Target 4.7, through promoting global citizenship, respect for human rights, cultural diversity, and a culture of peace.

Title

Found 5 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 5 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 5 Documents
Search