Kuliah Politik Etis

Summary

This video explores the political and social developments in Indonesia during the early 20th century, particularly focusing on the implementation of the Ethical Policy (Politik Etis) by the Dutch government in 1901. The policy aimed to improve the welfare of Indonesians through education, irrigation, and emigration. It also discusses the challenges faced in the educational sector, with an emphasis on the differences between elite and general education. The video highlights the impact of this policy on Indonesian society and its eventual decline in the late 1920s due to economic recession and political shifts.

Takeaways

• 😀 The period from 1870 to 1890 in Indonesia is known as the liberal era, where businesspeople in the Dutch parliament began to see Indonesia as a marketplace and opportunity for economic growth.
• 😀 The poor living conditions of the native population in Indonesia posed a challenge to businesspeople who wanted to expand their operations in the region.
• 😀 The concept of 'politics etis' (ethical policy) was introduced in 1901 by Queen Wilhelmina to improve the welfare of native Indonesians.
• 😀 Politics etis focused on three key areas: education, irrigation, and emigration, with the aim of improving the standard of living for the Indonesian population.
• 😀 Education was the most successful area of politics etis, with the establishment of schools for both the elite and the general population, such as the Opleidingsschool (OSVIA) and STOVIA for training doctors.
• 😀 The education system under politics etis created a divide between the elite and the common people, with higher education institutions requiring proficiency in the Dutch language, making it harder for many native Indonesians to access education.
• 😀 Despite efforts in irrigation, the policy was not highly successful in improving food production or living standards for the majority of Indonesians.
• 😀 Emigration, a part of politics etis, was intended to relieve population pressure on Java, but the policy did not achieve its intended outcomes and was largely ineffective.
• 😀 The implementation of politics etis faced challenges due to underfunding and limited resources, which resulted in the policy's outcomes not meeting expectations.
• 😀 The end of politics etis occurred by the late 1920s due to factors like economic depression, political unrest (such as the PKI rebellion), and a shift in focus toward economic concerns, reducing the emphasis on welfare.

Q & A

What was the primary goal of *politiek etisch* (ethical politics) in Indonesia?

The primary goal of *politiek etisch* was to improve the living conditions of Indonesians under Dutch colonial rule by focusing on education, irrigation, and emigration.

How did the liberal period in Indonesia influence the development of ethical politics?

During the liberal period (1870-1890), Dutch liberals, mainly from the business sector, saw Indonesia as a market for European goods. Their interest in improving the local economy, coupled with ethical considerations about the welfare of the native population, contributed to the formation of *politiek etisch*.

What was the significance of the book *Max Havelaar* by Multatuli in shaping ethical politics?

*Max Havelaar* by Multatuli, published in the 1860s, depicted the harsh conditions of the native population in Indonesia, particularly under both colonial and local rulers. The book raised awareness in Europe, especially in the Netherlands, about the need for policies to improve the welfare of Indonesians.

What were the three main areas of focus in *politiek etisch*?

The three main areas of focus in *politiek etisch* were education, irrigation, and emigration.

What educational reforms were introduced under *politiek etisch*?

Under *politiek etisch*, two major educational reforms were introduced: one aimed at providing European-style education for the elites (e.g., *OSVIA* and *STOVIA*) and another aimed at offering basic education for the common people (e.g., *HIS* and *MULO* schools).

How were schools like *OSVIA* and *STOVIA* different from other educational institutions in Indonesia at the time?

*OSVIA* and *STOVIA* were institutions that primarily catered to the native elite, offering specialized training in administration and medicine. These schools required students to have completed European-style primary education, which was not easily accessible to most Indonesians.

What was the primary challenge faced by the majority of the native population in accessing education during the colonial period?

The primary challenge was that most native Indonesians could not afford or meet the educational requirements for European-style schooling, which was necessary for admission to advanced schools like *OSVIA* and *STOVIA*.

Why did the Dutch colonial government implement irrigation projects in Indonesia, and were they successful?

The Dutch colonial government implemented irrigation projects to increase food production and address agricultural challenges. However, these efforts were largely unsuccessful, and the expected improvements in food security and agricultural productivity did not materialize.

What was the purpose of the emigration policy under *politiek etisch*, and how effective was it?

The emigration policy aimed to alleviate overpopulation in Java by encouraging people to move to less populated areas. However, the policy had limited success due to logistical and economic challenges, and it did not significantly reduce population pressure or improve conditions.

When and why is *politiek etisch* considered to have ended?

*Politiek etisch* is considered to have ended around the late 1920s to early 1930s. Several factors contributed to its decline, including the economic crisis (Great Depression), which shifted the focus of the Dutch government from welfare policies to economic concerns, and increasing repression of political movements like the PKI.