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"Salah satu faktor penunjang pembangunan yang tak dapat diabaikan adalah pendidikan.Pendidikan sebagai sarana pembinaan generasi muda sebagai generasi penerus bangsa, perlu mendapat perhatian khusus. Pendidikan harus selalu mengikuti perkembangan masyarakat yang dinamis, agar dapat menciptakan suatu generasi penerus yang up to date tidak terkebelakang.Untuk memperbaiki mutu pendidikan agar up to date, tidak hanya perlu mane mukan/menciptakan hal-hal yang Baru, tetapi juga perlu meninjau masa lampau untuk memetik pengalaman-pengalaman yang berguna/berharga sebagai cermin melangkah ke masa depan. Mempelajari hal-hal yang lampau, tidak usah berpatok pada diri sendiri atau pada negara sendiri, tetapi juga dapat mempelajari masa lampau orang lain atau masa lampau negaralain.Melalui penelitian terhadap buku-buku perpustakaan mengenai pendidikan di Cina,tersusun suatu tulisan yang menguraikan perkembangan pendidikan di Cina dari tahun 1905 sampai tahun 1966, dengan maksud untuk menarik segi-segi positifnya bagi kapentingan pembangunan negara kita, khususnya dalam bidang pendidikan.

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One of the factors supporting development that cannot be ignored is education. Education as a means of developing the young generation as the nation's next generation, needs special attention. Education must always follow the dynamic development of society, in order to create a future generation that is up to date and not left behind. To improve the quality of education so that it is up to date, it is not only necessary to discover/create new things, but also to review the past. to gain useful/valuable experiences as a mirror for moving into the future. Studying things in the past, you don't need to be based on yourself or your own country, but you can also study the past of other people or the past of other countries. Through research into library books regarding education in China, an article was compiled that describes the development of education in China from 1905 to 1966, with the aim of drawing out its positive aspects for the interests of our country's development, especially in the field of education"

"Indonesia is a plural society that consists of several hundred ethnic and sub-ethnic groups. One of its generic characteristics is heterogeneity. In the last ten years after the implementation of regional autonomy, we have witnessed the emergence of strong ethnic and religiously flavoured local identity politics in various places in Indonesia that created open and vicious conflicts. This periodical violence exploded especially during the election of district and provincial heads. The intimate relation multiculturalism, with the actual political praxis of everyday life as an alternative to the existing paradigm of the ?homogenization? of nationhood, has not been discussed. I believe it is time to discuss the strategic junctures between heterogeneity, politics of ethnicity (and religion) and multiculturalism as well as their possible realization at the local and national levels in order to find a viable framework for a future Indonesia."

"Conflict studies are a social science field that identifies and analyses violent and nonviolent behaviors as well as the structural mechanisms attending social conflicts. This article seeks to analyze the methodology and conceptual problems in studying conflicts in Indonesia which is greatly influenced by Western social sciences tradition. The development of social sciences in Indonesia in describing conflict is supposed to be part of the root of Indonesian realities. However, Indonesian scholars lack of their own theoretical discourses which should have been developed by Indonesians to analyze conflict problems in the same level of understanding as if they were analyzed by Western perspective. As scientific discourses are socio-historical related, they go beyond than just ethic and emic principle in representing local perspective. The author also discusses conceptual misapprehension within Indonesian scholar regarding Modernist and Post-Modernist approach and research management"

"The May riot of 1998 has brought the so-called Chinese problem to the forefront. Various comments on the problem are mostly based on memories of the past, of the Dutch colonial segregation policy, and the common perception of the present conflict. The latter refers to the social economic gap between the Indonesian Chinese and the indigenous Indonesians. However, none of these comments address to the core of the problem related to the ethnicity and nationalism. The problem emerged when ethnicity and nationalism were in conflict. This conflict began with the establishment of the modern (Indonesian) nation-state. Since the beginning, the basis for discrimination between the indigenous and non indigenous has legally been set up by the 1945 constitution (article no.26). This discrimination was strengthened by the new order's policy that assimilation in the sole route to solving the so-called Chinese problem. This policy has produced wider social cultural, economic, and political gaps between the Indonesian Chinese and the indigenous Indonesian. The situation has developed in such a way that to solve the problem a careful examination using a multidisciplinary approach that pays attention to spatial and temporal variation in necessary."

"China's soft power is a difficult concept to measure if the Confucius Institute is the only source relied on. Joseph Nye s concept of soft power puts a strong emphasis on the power of attraction as a tool to persuade or to shape the preferences of others in the worlds of business and politics. To understand how this soft power or the Confucius Institute works, we have to determine the observable power of the intangible attraction embedded in it. This observable but intangible attraction is assumed to be embedded in the language and culture offered by the Institute, namely so called shared values. However, without having attended its classes, it is difficult to see which values are being shared with the local students. Despite this handicap, it is very apparent that the image of China itself has acted as an attraction. An attraction to China was visible already, even before the Confucius Institute was established. For Indonesians, China is a big country which has exerted its power there for a long time through its diaspora and or exports. Therefore, the Confucius Institute is just one of the many forms of Chineseness within their purview. Certainly, the Confucius Institute might have assisted in adjusting negative impressions and expelling some of the reservations the Indonesians have about China. Nevertheless, its influence extends to only a limited number of people who are closely engaged with the Institute."