Local Culture-Based Education: An Analysis of Talcott Parsons' Philosophy

Abstract

This article analyses the formulation of local culture-based education using the AGIL paradigm by Talcott Parsons. Education as a cultural agent is considered a failure in the process of transmission, socialisation, and internalisation of national cultural values. The practice of local culture-based education in educational institutions is considered not optimal. Local cultural material is often considered as additional material, so it does not get the attention of educators. This condition is quite worrying because it can cause a decrease in students' appreciation of the local culture, which results in the loss of local identity of the students. For this reason, this article focussed on two things; first, AGIL Talcott Parsons' theory, and second, analysis of problems and formulations of local culture-based education with the AGIL approach. The results of this study were formulations of local culture-based education based on four functional requirements by Talcott Parsons, namely adaptation (A): schools must obey local culture, goal attainment; (G): schools must have educational goals that are in line with local wisdom; integration (I): schools have policies or rules that maintain their relationship with the environment; and latent pattern maintenance (L): schools must have innovations in maintaining culture and are always updated in accordance with cultural demands.