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R. Herlambang Perdana Wiratraman

R. Herlambang Perdana Wiratraman Staf Pengajar Fakultas Hukum Universitas Airlangga , Pendiri EPISTEMA Jakarta (Learning Circle for Law and Society) dan Ketua AFHI (Asosiasi Filsafat Hukum Indonesia) Fakultas Hukum Unika Darma Cendika, 8 Oktober 2013.

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R. Herlambang Perdana Wiratraman

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  1. R. Herlambang Perdana Wiratraman Staf Pengajar Fakultas Hukum Universitas Airlangga , Pendiri EPISTEMA Jakarta (Learning Circle for Law and Society) dan Ketua AFHI (Asosiasi Filsafat Hukum Indonesia) Fakultas Hukum Unika Darma Cendika, 8 Oktober 2013 “Menentukan Pilihan di Tengah Persimpangan Jalan”: Catatan pemikiran masa depan pendidikan hukum Indonesia

  2. Referensi utama • Wignyosoebroto, Soetandyo (1995) Dari Hukum Kolonial ke Hukum Nasional, Bandung: Rajawali Press. • Juwana, Hikmahanto (2006). Legal education reform in Indonesia. Asian Journal of Comparative Law,1(1), 8. • Massier, Ab (2008). The Voice of the Law in Transition: Indonesian Jurists and Their Languages, 1915-2000(Vol. 235). Leiden: Koninklijk Instituut Voor Taal Land en Volkenkunde. • Bedner, Adriaan (2013) “The Future of Legal Education in Indonesia”, paper for International Conference on Legal Education in Southeast Asia, 1-2 October 2013, Faculty of Law Airlangga University and Unversity of Washington School of Law.

  3. Pendidikan Hukum: Konteksnya? Hukum dan Penguasa • Masa Hindia Belanda: Rechtsschool (1909) dan kemudianHogerechtsschool (1924) • Masa otoritarian: Soekarno-Soeharto “Hukum Revolusi”  “Hukum Pembangunan” • Masa pasca otoritarian: “Reformasi” Hukum dan Isu Politik Ekonomi • Mafia peradilan, independensi, birokratisasi peradilan • Pengaruh kuat neo-liberalisme dalam pembaruan hukum Indonesia

  4. Tuntutan mendasar pendidikan hukum: Keseimbangan? • [professional standard] Pendidikan hukum dan kebutuhan untuk meningkatkan kapasitas pengetahuan dan ketrampilan profesi hukum • [market] Kebutuhan untuk memasok pasar kerja profesi hukum • [social justice] Terbatasnya pendidikan hukum untuk upaya keadilan sosial • [political-economy context] Terbatasnya pendidikan hukum yang menjawab konteks begitu masifnya pelanggaran HAM, perusakan lingkungan/sumberdaya alam, dan penghancuran sistem sosial budaya

  5. Problem mendasarnya • Paradigma pendidikan hukum yang kuat berorientasi pasar, komersialisasi, dan mengabaikan kualitas • Keterbatasan akses sumber-sumber hukum • CLE sebatas praktik pendidikan dengan orientasi formal justice system • Beban SKS yang cukup tinggi, inflasi mata kuliah tiap tahun • Pendekatan dominan hukum doktrinal, mensterilkan peran ilmu non-hukum • Tidak cukup kuat menjawab kebutuhan profesi hukum

  6. Bedner (2013): Legal education in Indonesia is at crossroads.... • “.... the reasons are not limited to ‘conservatism’ on the part ofIndonesian law lecturers, but that they also lie in fundamental problems with the current substanceand nature of Indonesian law” • “the extreme limitations in the use of sources of law, theobjective to teach ‘pure’ law leads to sterile, theoretical approach, that is neither academicallychallenging, nor very useful for practitioners”

  7. Memaknai “Hukum” dalam Pendidikan Hukum • Ajaran hukum murni • Ajaran hukum progresif • Perspektif socio-legal • Kritik atas “Murni v. Progresif” • “They have not gained a broadunderstanding of the law, but are apparently trapped in its details; ‘it can reasonably be said that thelaw in Indonesia has been reduced to regulations” (Bedner 2013)

  8. Hikmahanto (2006): Solusi? • ‘Universalknowledge of the law’ • ‘Distinctseparation between academic (university) and professional legal education’ • ‘Competenecy Based Curriculum’, [able to ‘see an event or fact from a different perspective’, ‘have the skills to undertake investigations of available legal materials andresources’, it should not be ‘research as it is known in the social sciences’, but it‘corresponds with legal research books written and published in USA or UK’]

  9. Persimpangan jalan pendidikan hukum Indonesia • Apakah pendidikan hukum akan bisa memperkuat keahlian dan pengetahuan, yang bisa menyeimbangkan antara dimensi keadilan, kemanfaatan dan kepastian hukum? • Apakah makna pendekatan ‘hukum’ dalam pendidikan hukum akan tetap membatasi pada pendekatan doktrinal semata, atau pendekatan hukum progresif?

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