Preface

Indonesia is the world’s fourth most populous country, the largest Muslim-majority country, and the third-biggest democracy. By 2030, Indonesia is expected to be the world’s fifth-largest economy: it is already the largest economy in South-East Asia, and controls or is projected to control a host of important domains critical to global prosperity and the preservation of the planet.

And yet, there is a discrepancy between this growing economic power, and Indonesia’s involvement in the international arena. In the words of The Economist, “Indonesia punches below its weight in global affairs.”17 Aside from protecting the country’s sovereignty, national interests are defined in narrow economic terms, with a focus on infrastructure. 18 Indonesians “are used to near-anonymity on the world stage,” according to businessman and journalist John Riady.19 Indonesian analyst Kornelius Purba explains that, for President Joko Widodo, or Jokowi, diplomacy should serve the economy. Jokowi has repeatedly told Indonesian ambassadors to generate more foreign investment in the country – his approach to diplomacy is realistic.20

This attitude is clearly reflected in the curriculum we examined. Teachings combine selfconfidence with humility, and a commitment to peace. The road to prosperity traverses values of cooperation and harmony. Unity in diversity remains at the core of this curriculum, which strives for harmony among all Indonesians, who live across thousands of islands, and share a great many languages and ethnicities. Indonesian textbooks instill tolerance, diversity, peace, and democracy, within an overarching adherence to conservative religious values. Indonesia’s lingering problem with racism is addressed directly, and textbooks explore the theme of radicalism by incorporating religious education and character education, with great emphasis on teaching moderation.

That said, the curriculum appears to shy away from open debate on a host of issues. There is no room for agnosticism or atheism in Indonesia, and indigenous religions are largely ignored, even if adherence to local cultures and languages is encouraged. Islamic textbooks are committed to peace, but Indonesian educators still teach armed jihad – holy war to defend and expand Islam. The question of gender equality remains somewhat ambiguous. While the textbooks strive to maintain a balanced perspective, even of countries which have a sensitive relationship with Indonesia (due to colonialism, land disputes, Communism, etc.) the teaching of such relations is inconsistent, ostensibly dictated by political agendas and the desire to preserve a façade of

17 "Why Indonesia Punches Below its Weight in Global Affairs," The Economist, July 21, 2022, https://www.economist.com/asia/2022/07/21/why-indonesia-punches-below-its-weight-in-global-affairs. 18 "Jokowi Chasing $196b to Fund 5-year Infrastructure Plan," The Straits Time, January 27, 2018. https://www.straitstimes.com/asia/se-asia/jokowi-chasing-196b-to-fund-5-year-infrastructure-plan. 19 "Indonesia is Poised for a Boom—politics Permitting, The Economist, November 14, 2022, https://www.economist.com/briefing/2022/11/14/indonesia-is-poised-for-a-boom-politics-permitting. 20 Kornelius Purba, "Jokowi’s Foreign Policy Comes Late, but Internationally Impactful," The Jakarta Post, November 26, 2022, https://www.thejakartapost.com/opinion/2022/11/25/jokowis-foreign-policy-comes-late-butinternationally-impactful.html.

harmony. The curriculum aims to minimize criticism, avoiding deeper analysis of foreign affairs that would entail asking difficult questions and presenting contrasting opinions.

With great power comes great responsibility. 21 While Indonesia observers reflect on the price of neutrality and protectionism in a country that is committed to democracy,22 it is our role to question whether the curriculum allows for an open society. A curriculum in a democratic and developed country should make more effort to teach open debate, and encourage a thorough understanding of complicated domestic and international issues. Sweeping platitudes may be helpful for preserving harmony and unity, but they cannot replace a well-rounded education. This curriculum is undoubtedly highly successful in promoting peace and tolerance, especially in Indonesia itself. But this is not enough; this success should allow for more honesty, and acceptance of conflicting views.

Moving forward, Indonesian educators may discover that harmony and unity will not be compromised by adopting such a thoroughly investigative attitude to issues which arise. In fact, much benefit can be derived from openness, freedom, and understanding of the multi-faceted nature of problems. Unpleasant truths should be taught, horizons should be widened, and dissenting worldviews and lifestyles tolerated and respected.

Eldad J. Pardo, PhD Director of Research

Indri Retno Setyaningrahayu Report Co-Author

21"Indonesia’s Widodo Calls on G20 to Work to ‘End the War’" Aljazeera, https://www.aljazeera.com/news/2022/11/15/indonesias-widodo-calls-on-g20-to-work-to-end-the-war. 22 "G20 Opens in Indonesia," Economist Intelligence Unit, November 17, 2022, https://www.eiu.com/n/g20-opensin-indonesia/.