Curriculum and Anti-Radicalism -By Tomy Michael

A university curriculum is designed to align with the institution’s unique identity while remaining grounded in the ideology of Pancasila. A prime example is the curriculum at the Universitas 17 Agustus 1945 Surabaya, which incorporates patriotism as a defining characteristic. In this context, patriotism is defined as a commitment to upholding national unity through various attitudes and actions. Learning outcomes remain a key focus, as the university aims to make a tangible impact through its presence; for instance, a course should not merely impart an understanding of legal doctrines but also demonstrate how those doctrines benefit society. This approach requires students to become proficient in conducting legal research—a priority that must be firmly emphasized during new student orientation to help shape their character from the outset. The curriculum extends beyond the classroom; the university continues to monitor students even after graduation. For example, surveys regarding employment and income are conducted at the time of graduation. These state-standardized surveys assess the extent to which graduates are successfully integrated into society. Follow-up surveys are also conducted in subsequent years to track alumni progress, fostering connections that can lead to improved life outcomes. Furthermore, the university’s curriculum plays a role in addressing issues related to radicalism.

In the context of statehood, the term “radical” often carries a negative connotation. Radicalism is frequently interpreted as a societal movement that threatens national unity. However, radicalism can also manifest in smaller-scale interactions—such as when a friend expresses an opinion that is perceived as an act of rejection. Acts of persecution against specific groups also constitute radicalism. An anti-radical stance is crucial, particularly regarding the role of universities. Universities must determine how to respond when ethnic unrest erupts in a region; the response should not be limited to mere rejection or opposition but must also incorporate a perspective of justice. One must consider whether such incidents stem from state indifference or from the immediate social environment of those engaging in the rejection.

Radicalism can also undermine national unity by causing societal fragmentation. For instance, pro-movement groups may treat their chosen ideologies as inseparable from their way of life, while opposing groups may frame their grievances as a rejection of the state’s form of government or ideology. This is where the university plays a pivotal role as a mediator—not merely producing thinkers, but serving as an integral part of the societal fabric.

Radicalism is often treated as a mere joke or a simple act of rejection, yet it is actually rooted in conviction—specifically, a conviction that becomes problematic when it crosses the line into imposing one’s will upon those who disagree. Radical tendencies can be mitigated or eliminated by reinforcing ideological foundations and strengthening religious understanding. In the context of legal education, countering radicalism requires more than just adding material about its dangers to the curriculum. Students need space to understand differing opinions, academic freedom, human rights, and legal mechanisms for conflict resolution. This enables them not only to grasp how radicalism threatens unity but also to identify the root causes of extremist attitudes in society. Legal education must cultivate students who think critically about various issues while maintaining clear boundaries regarding freedom of thought and expression. A critical mindset should not be equated with radicalism; criticism is a vital component of democratic life, provided it is exercised responsibly and with respect for the rights of others.

Ultimately, the curriculum and anti-radicalization efforts are interconnected elements in shaping the character of university graduates. It is not enough for universities to simply produce graduates with academic and professional competence; they must also cultivate individuals capable of coexisting amidst diversity. Values ​​such as Pancasila, patriotism, tolerance, respect for the law, and the capacity for dialogue need to be embodied in both the learning process and campus life. Through this approach, universities can serve as spaces that prevent the rise of extremist attitudes while upholding academic freedom. Students are expected to become members of a society capable of using knowledge and the law to resolve differences peacefully, ensuring that higher education institutions make a truly positive impact on the life of the nation and the state.

Tomy Michael

Faculty of Law, Universitas 17 Agustus 1945 Surabaya