Novel Totto-Chan by Tetsuko Kuroyanagi: A Study of Philosophy of Progressivism and Humanism and Relevance to the Merdeka Curriculum in Indonesia

3.1 Progressive Education Philosophy in the Novel Totto-Chan by Tetsuko Kuroyanagi

The Progressive Education Philosophy provides independence that motivates children to develop and grow naturally through activities that can instill initiative, creativity, and self-expression can be seen from Tomo Gakuen School in facilitating learning. Totto-Chan meets her new principal for the first time. The headmaster was able to make Totto-chan feel more open and open because the headmaster allowed Totto-Chan to tell her whole story to make Totto-chan feel welcome at the school; the approach taken by the headmaster was a natural form of getting to know Totto-chan more deeply and succeeded in making Totto-Chan happy because what she did was appreciated. This aligns with Dewey’s thinking; emotions and cognition depend on each other. Pouring feelings in every communication between teachers and students is essential in every learning (Hohr, 2013). The communication that occurs is not only formal but also creates a dialog to collaborate in determining each learning objective.

The strangest thing about this school is the lessons. At the beginning of the first lesson, the teacher makes a list of all the problems and questions about the things that will be taught that day. Then the teacher says, “Now, start with one of these. Choose the one you like.” So, it doesn’t matter whether we start with learning Japanese or arithmetic or something else. The student who likes to compose immediately writes something, while behind him, the child who likes physics boils something in a test tube over a spirit-fueled fire. Small explosions could be heard in those classrooms at any time. (p. 37)

Teachers and principals believe that school is their home, so teachers and students have the independence to be creative at school by changing objects, classroom arrangements, and classroom decorations (Menguiano-Rodríguez & del Mar del Pozo-Andrés, 2021). Teachers and students together determine the learning objectives for each day. In addition to facilitating students’ interest in learning, Tomoe Gakuen School invites students to interact directly with the surrounding environment. Learning is presented in a concrete way to bring meaningful experiences to students. In their first experience, students at Tomoe Gakuen were asked to bring food from the mountain and the sea. This made students curious and guessing about the headmaster’s intentions. On that day, Totto-Chan got the opportunity to bring food from the sea. The headmaster invited the student to have interaction by asking about the debug food that Totto-Chan brought. Totto-Chan and her friends were impressed by the headmaster’s answer about what debut is. The interaction that the headmaster made with Totto-Chan and the other students made them curious to know firsthand the debut lunch that Totto-Chan brought. From this, Totto-Chan and her friends gained new knowledge about debugging food.

“Alright. I’ll explain,” said the headmaster. “Denbu comes from the sea.”

“Why?” asked a fat boy Standing in the center of the circle of tables, the headmaster explained, “Denbu is made from boiled fish meat that is de-boned, briefly grilled, finely ground, then seasoned and dried.”

“Oh!” the children exclaimed, very impressed. (p. 43)

Learning is also done by taking Tomoe Gakuen students for a walk in the surrounding environment. While walking around, the teacher explains some things that students need to learn while students observe the learning objects directly.

After walking for about ten minutes, the Master stopped. He pointed to some yellow flowers and said, “Look at those mustard flowers. Do you know why flowers bloom?” (p. 49)

Tomoe Gakuen students do not just walk around. However, if they encounter the material they want to learn, they will stop. Of course, the teacher asks questions to create curiosity. Various answers will emerge from the students’ imagination. Next, teachers at Tomoe Gakuen confirm.

She explained about pistils and stamens, while the children squatted by the roadside and observed the flowers. The teacher explained how butterflies help the flowers pollinate the stamens to the pistil. Indeed, all the butterflies seemed busy helping the flowers.

The children did not realize that while walking what seemed to them like a free and playful event, they were actually learning valuable lessons about science, history, and biology. (pp. 49–51)

For students, the activity is like a walk or play, but on the other hand, concrete learning has been presented to them. Students directly observe the object of learning. As the school’s principal, Mr. Kobayashi also involves practitioners to teach something to his students, which is shown when he invites students to learn about agriculture from a farmer.

“Oh, that’s not true. He’s a teacher. He’s your agriculture teacher,” said the headmaster standing next to the farmer. “He has happily agreed to teach you how to farm. It’s like getting a baker to teach you how to make bread. Well, listen,” he said to the farmer, “tell the children what they have to do, and then we’ll start right now.” (p. 178)

Teacher and student collaboration is needed to produce meaningful learning, students learn through direct practice and solve problems that are happening in front of them (Zulfikar, 2013). Educators are not only tasked with delivering learning materials, but also becoming facilitators and guides in the learning process. Because as facilitators and mentors, educators control the direction and goals of learning. So that in the learning process, students are not just released, but also still get direction to explore and elaborate.

Totto-Chan’s class began to learn eurhythmics by training the body to understand rhythms. The headmaster played the piano on the small stage in the Hall, and then the students, who stood freely anywhere, began to walk to the rhythm of the music. They can walk in any style they like, as long as they don’t collide with other children. Because of this, the children tend to move in the same direction while forming a circle. If the music has two beats, the children will waive their arms up and down, like a conductor, while continuing to walk. (p. 102)

Teachers play a role in encouraging inquiry and building group dialogue so that students can take responsibility for their learning and engage in decision-making to improve their voting skills (Thorburn, 2017). However, students are free to choose their preferred subjects to study. As a facilitator, the teacher’s role is to create learning activities that interest students. In the learning process, the teacher controls the learning by directing the steps of the activity toward the students. Implicitly, the understanding of multiculturalism is included in the learning activities. Students who learn various uniqueness and differences with their friends will foster the nature and attitude of tolerance to appreciate these differences (Moreira-dos-Santos & El-Hani, 2017). This is also told in the novel Totto-Chan, when sports activities are carried out to provide equal portions for all students, including students with special needs.

As all things are done differently at Tomoe, so is their Sports Day unique. The only sports that are the same as those competed in other schools are Tug of War and Three-Legged Race. The other competitions were invented by the headmaster. Something amazing happened on Sports Day. Takahashi, who had the shortest arms and legs in the school and the smallest body, won all the sports. (p. 131)

As facilitators, educators must also be creative in developing learning designs to attract students’ interest. However, schools must work together in implementing learning, it takes cooperation between schools and families to organize exciting learning. This is reflected in the principal’s idea to teach the names of food in Japan, sports, music, and other skills.

She wanted to teach children that all bodies are beautiful. Among Tomoe’s students, there are children who have polio, like Yasuaki-chan, who is very small, or who is disabled. The headmaster thought that if they stripped naked and played together, their shyness would disappear and it would help them get rid of their inferiority complex. His opinion was proven. The handicapped children felt shy at first, but that feeling soon disappeared, and eventually they completely got rid of their shyness. (pp. 72–73)

The principal of Tomoe Gakuen teaches harmonious communication in cooperation to educate students. So that parents understand the intent and purpose of the school holding these activities.

The headmaster always asked parents to have their children wear the most worn-out clothes to school at Tomoe. He wants all the students to wear old clothes so that they don’t have to worry about their clothes getting muddy or torn. He thinks it’s a shame that children have to fear being scolded for getting their clothes dirty, or hesitate to join in a game for fear that their clothes will tear. (p. 111)

Student achievement is seen from the cognitive aspect but also affective and psychomotor. Therefore, looking at the moral and social aspects of students is needed so that the assessment of students is carried out comprehensively.

Somehow, daily life in Tomoe had taught them that they should not push people who were smaller or weaker than them, that to be impolite was to make a fool of themselves, that whenever they passed trash they should pick it up and throw it in the trash, and that they should never do anything that upset or annoyed others. (p. 95)

An educator not only conveys knowledge or provides essential information but also transmits an invisible contestation, namely a thoughtful way, so that students recognize themselves and others. These thinking skills make students understand that everyone needs each other (Kohan, 2018). Mr. Kobayashi teaches that learning is only sometimes in the classroom but can occur outside. They are creating comfort and closeness with students so that students are open and motivated to learn. Likewise, the learning presented is only sometimes cognitive. As a principal, Mr. Kobayashi trains students’ speaking skills so that they are brave and fluent in public speaking.

The headmaster said one day, “I think we should all learn to speak better. What do you think? From now on, while eating lunch, we will ask someone, in turn, to stand in the center of the circle and tell us something. What do you think?” (p. 121)

Totto-Chan gets to hone his morality directly by visiting a Japanese soldier in the hospital. Affective aspects are taught not only didactically or through exhortation ally but directly expose students to existing social realities.

For the first time in her life, Totto-Chan visited a hospital that treated wounded soldiers. She went with about thirty children from various elementary schools, children she didn’t know. It was part of a nationally designed and organized activity for elementary school students. Usually, each school would send two or three children, but a small school like Tomoe would only send one. The group would be led by a teacher from one of the schools. Totto-Chan represents Tomoe. (p. 201)

Personal and collective reflections born out of such experiences generate student knowledge. Then over time, principles and values that are mutually beneficial historically for peace and justice. Because experiences that provide meaningful learning make each student self-reflect and construct these experiences into integrated knowledge (Hooley, 2020). Not limited to training students’ morals through ethics and etiquette toward others at school, but also fostering a social spirit by visiting the hospital where Japanese soldiers were treated at that time. Tomoe Gakuen is a progressive school with social laboratories in the school curriculum. Students stay at school and go to the field to see social reality. Students can observe learning objects directly and even gain knowledge directly from practitioners. Experiments carried out at school are carried out joyfully. Educators are happy seeing their students experimenting despite failing several times. All objects around the students can be used for experimentation by Tomoe Gakuen School. This allows students to learn concretely through meaningful experiences. So, in the learning process, students do not feel distanced from their environment but instead learn directly from the environment around them.

3.2 Philosophy of Humanist Education in Tetsuko Kuroyanagi’s Novel Totto-Chan

Humanist education provides opportunities for students to learn things they like. Before interacting with learning, the principal and teachers at Tomoe Gakuen build psychological closeness with students. This makes students feel comfortable and accepted in their new environment. Likewise, the school facilitates students’ self-development according to their needs. This is evident in the learning that takes place at Tomoe Gakuen School. Not only do they ask students to tell them about everything they like, but they also ask students to choose and make their lesson schedules.

The headmaster pulled a chair close to Totto-Chan and sat down opposite the little girl. When they were comfortably seated, she said, “Now, tell me all about yourself. Tell me everything and anything you want to say.”

“Anything I like?” Totto-Chan thought the principal was going to ask her questions that she had to answer. When she said Totto-chan could tell anything she wanted to tell, Totto-Chan was very happy and started talking excitedly. Her stories were garbled and out of order, but she said everything as it was. (p. 25)

Then the teacher said, “Now, start with one of these. Choose the one you like.” So, it doesn’t matter whether we start with learning Japanese or arithmetic or something else. (p. 37)

This teaching method allows teachers to observe over time as the children move on to higher grades-what areas the children are interested in, including their way of thinking and character. It’s an ideal way for teachers to really get to know their students. For the students, starting the day by learning something they are most passionate about is very exciting. The fact that they have all day to study material they don’t like, shows that somehow they can endure the lessons. (p. 38)

At first, Totto-Chan felt strange about the school’s independence to start learning at Tomoe because students can learn according to their interests. Teachers also use this method to get to know students and their interests in learning deeply, and students and teachers can communicate with each other about learning in the classroom. The essential goal of education is to provide learning and an environment that facilitates the achievement of students’ potential and interests. The school’s responsibility is the student’s cognitive, affective, and psychomotor development. Therefore, education emphasizes two human dimensions: the cognitive or intellectual dimension and the affective or emotional dimension. For learning to be significant, feelings must be validated and utilized (Khatib et al., 2013).

Teachers can explain and give exercises appropriate to the lessons students learn at school in a free, real, and independent manner. There is always a dialectical process in every lesson at Tomoe Gakuen. Students and teacher dialog with each other to solve problems. As educators, we also answer all kinds of questions asked by students. This is to train students’ critical thinking because students who often ask questions are always curious about the new things they face.

“Let’s try to find something to tell you.”

“Find something to tell me?” The boy looked startled.

The principal told the boy to stand in the center of the circle, then sat on the boy’s stool.

“You don’t have to be good at being funny or making people laugh to be a good conversationalist. What’s important is that you said you didn’t have anything to tell, but you do have something to tell.” (pp. 124–125)

Schools have a role in guiding students to behave wisely if there are misunderstandings in social interactions. The misunderstanding can be resolved by presenting a new perspective that interests students. Principals and teachers are wise to all kinds of differences.

The headmaster smiled and continued, “I did say that she is not fluent in Japanese, but she is very good at English. Ask her to teach you English. She is not used to living in Japan, so I hope you will help her. Ask her about life in America. She can tell you many interesting things. Now, I’ll leave her with you.” Totto-chan and her friends learned a lot about America. Japan and America became friends in Tomoe. (p. 213)

Humanist education also aims for students to know themselves and their environment. The process of getting to know the principal presents oneself and the environment in a way that students bring food from the mountains and the sea, interact with residents, and have various fun school activities.

Then the Headmaster spoke to all the students, “Where does denbu come from, from the sea or from the mountains?” (p. 44)

On the beach, the children met a man who was making a large wooden boat by himself. It already looked like a boat. Every morning, as soon as they woke up, the children ran to the beach to see how the boat was progressing. (p. 98)

Ask your mother to cook them for dinner tonight. Those are vegetables you earned with your own efforts. You’ve fed your family with your own labor. That’s great, right? I’m sure it will taste delicious! (p. 137)

Schools are the embryo of community life, while students are the future generation who will be active in community life. Therefore, schools do not distance themselves but rather bring students closer to their environment by learning directly through various phenomena around them (Chatelier, 2015). Bringing students closer to their environment is the most suitable and actual technique for providing an overview of everything being learned. The experience presented through one’s immediate environment is, for Dewey, a fully human way of providing understanding to individuals (Snaza, 2017). Learning is also open, meaning that there are always new possibilities that need to be discussed between educators and students. The learning process runs flexible; teachers and students bring emotions and feelings into every activity. Honing students’ emotions and feelings aims to foster students’ humanity.

After all, the headmaster makes her feel safe, warm, and happy. She wanted to be with the headmaster forever. That’s how Totto-chan felt about the Headmaster, Sosaku Kobayashi, on that first day of school. (p. 27)

Wisdom is needed as an educator in dealing with student characteristics. Students’ responses are undoubtedly different, sometimes enthusiastic and often uninterested. Principals and teachers need to be creative under any circumstances. As told in the novel Totto-Chan, when the students asked the principal to make a Tomoe Gakuen school song. It turned out that the students did not welcome the song.

Not a single student likes that song. It’s too simple. It’s better not to have a school song than to have such a simple song. The headmaster was a bit disappointed, but not angry. She wiped the blackboard. Totto-Chan felt she and her friends had been rather rude, but she had expected a more impressive song than that. Truly, there were not enough words to express the headmaster’s love for his students and his school, but the children were not old enough to realize it. (p. 55)

The philosophy of humanism education avoids the indoctrination process but emphasizes learning by doing. Students do not just obtain information but also practice the material being studied (Hartono, Haryanto, & Asrowi, 2018). Learning in the concept of humanism education philosophy tends to see the process and praxis of student character. Advice and rules are not limited to writing on classroom walls or school hallways. At Tomoe Gakuen school, advice containing moral values to uphold humanity must be practiced daily. Through this habituation process, students’ sense of humanity is formed.

Somehow, daily life in Tomoe had taught them that they should not push people who were smaller or weaker than them, that to be impolite was to make a fool of themselves, that whenever they passed trash, they should pick it up and throw it in the trash, and that they should never do anything that upset or annoyed others. (p. 95)

The headmaster said one day, “I think we should all learn to speak better. What do you think? From now on, during lunch, we’ll ask someone, in turn, to stand in the center of the circle and tell us something. What do you think?” (p. 121)

“I’m sorry I pulled your hair,” Oe said in a loud, flat voice. “I got scolded by the principal. He said boys should be polite to girls and look after them.” (p. 159)

“Unconsciously, children are accustomed to understanding other people’s problems and trying to help, no matter how old they are. It becomes a natural thing to do.” (p. 199)

The philosophy of humanist education states that all people are worthy of dignity and have an equal position in the social arena (Joshi, 2021). Humanist education rejects selfish or individualistic traits, social skills such as cooperation, mutual assistance, honesty, and creativity must be formed in students. So that each student has high social awareness, placing common interests above personal interests. This was seen when the headmaster found Totto-Chan, who was looking for his friend’s wallet that fell in the latrine. However, because of the trust given to Principal Totto-Chan, Totto-Chan remains satisfied with what she does and makes Totto-Chan trust her headmaster even more because the principal can give Totto-Chan complete confidence and trust in what she does. Dewey, in his investigation of character formation, attitudes, habits, beliefs etc., can be formed through experiences presented to students in the learning process.

She was satisfied that she had done everything in her power to find the purse. Totto-Chan’s satisfaction was clearly the result of the confidence the headmaster instilled in her by trusting her and not scolding her. But, of course, it was too complicated for Totto-Chan to understand at the time. Most adults, if they found Totto-Chan in such a situation, would react by shouting, “What the hell?” or “Stop it, it’s dangerous!” or even offer to help. Imagine the Principal simply saying, “You’ll put it all back when you’re done, right?” (p. 59)

Educators must trust the decisions made by students, while students must be responsible for their choices (Chen & Schmidtke, 2017). Integrity is upheld in the philosophy of humanism education. The habit of sharing is exemplified through small or simple things in the novel Totto-Chan. Especially in the scene when Totto-Chan invites his friend to climb the tree near the school that has become his base. Totto-Chan even brought a ladder to make climbing up the tree easier for his friend. The view from the top of the tree Totto-Chan wants to share with his friend.

Totto-Chan took Yasuaki-chan to her tree, then, as she had thought last night, she ran to the gardener’s shed. From there she took out a ladder, dragged it to the tree, and then leaned it against the tree, so that the tip touched the branch. Totto-Chan climbed up quickly and then, holding the top of the ladder, called down, “Now, you try to climb up!” (p. 81)

Independent and justice are two values that are the main goals of the humanist educational philosophy (Hasan & Abdulkarim, 2022). This freedom can be seen when Totto-Chan shares his beautiful experiences with his friends. For Totto-Chan, even the most straightforward, beautiful experiences should be shared with his friends.

The harmonious relationship between family and school makes parents understand the humanist values taught by the school to their children. This can be seen when Mama Totto-Chan gives her son the understanding to be wise in facing diversity. It is precisely from diversity that new things can be learned. Mama Totto-Chan’s role is essential when advising because it instills human values in Totto-Chan, and eliminates the racist culture that is intimidating to existing differences.

Wiping away her tears, Mama said softly to Totto-Chan, “You’re Japanese. Masao-chan came from a country called Korea. But, he’s also a child, just like you. So, dear Totto-Chan, never discriminate against others. Don’t think, ‘He’s Japanese, or he’s Korean.’ Be nice to Masao-chan. It’s so sad when people think others are bad just because they’re Korean.” (pp. 154–155)

The happiness of learning lies in a shared life of kindness, and interaction in a shared life is one of the keys to achieving it (He, 2016). In addition to teaching equality in social interaction, the principal teaches how to share by working together to maintain and equip the library. When the principal says that the library belongs to all, it means instilling the spirit of social care in students.

“This is your library,” said the headmaster. All these books are for anyone to read. You don’t have to worry. There are no books that are only for certain classes or anything like that. You can come here anytime. You can also borrow books to take home. When you’ve finished reading the book, you have to return it here! And if anyone has any books at home that you think your friends should read, I’d be happy if you brought them here. In short, read as much as you can. (p. 163)

Humanist education requires creativity to design and organize learning practices. So that human values can be internalized in students implicitly but still interesting. Mr. Kobayashi, the principal, always creates unique learning activities while teaching other students to respect the shortcomings of their friends. The principal wants his students not to discriminate between students with normal physical forms and physical disabilities. Because regardless of their shortcomings, students with physical disabilities must be accepted in their environment.

Since there are no defects on her body, of course she wouldn’t mind being asked like that. But Takahashi has stopped growing and the boy knows it. That’s why the headmaster had specially designed all the Sports Day activities so that Takahashi could participate properly. She had the kids swim without swimsuits so that kids like Takahashi wouldn’t have to feel ashamed of their bodies. She did everything she could to help children with disabilities, like Takahashi and Yasuaki-chan, overcome feeling inferior in front of other children. It didn’t make sense to the headmaster that someone would thoughtlessly ask Takahashi such a question, just because the boy looked cute. (p. 169)

The key to humanist educational philosophy is equality and justice to eliminate social and economic classes in schools. Democratization of learning needs to be done to create a space for communicative dialogue so that every student has equal opportunities in education. Humanism is done to prevent the practices of neoliberalism and globalization that only think about industrial interests (Elfert, 2023). Humanism is the essence of education, where everyone learns to be human through humanity. Human values are needed when modernization only concerns pragmatic education or consumerism (UNESCO, 2020). The new paradigm of humanism is to counter egocentric individualism, consumer culture, and the industrialization of education-every human have responsibilities in the social arena (ethical, environmental, and aesthetic).

The philosophy of humanist education taught in Totto-Chan is born out of harmonious cooperation between the child, the family, and the school. Totto-Chan teaches that the purpose of education is humanity. By eliminating differences and considering diversity as a gift, no more racism or bullying practices occur. Tomoe Gakuen School considers all students to have their characteristics. Each child is unique, so teachers and principals must deeply understand the character of each student.

4.1 Students Have a Right to Choose What they Learn According to their Interest

The strangest thing about this school is the lessons. At the beginning of the first lesson, the teacher makes a list of all the problems and questions about the things that will be taught that day. Then the teacher says, “Now, start with one of these. Choose the one you like.” So, it doesn’t matter whether we start with learning Japanese or arithmetic or something else. The student who likes to compose immediately writes something, while behind him, the child who likes physics boils something in a test tube over a spirit-fueled fire. Small explosions could be heard in those classrooms at any time. (p. 37)

Teachers and principals believe that school is their home, so teachers and students have the independence to be creative at school by changing objects, classroom arrangements, and classroom decorations (Menguiano-Rodríguez & del Mar del Pozo-Andrés, 2021). Teachers and students together determine the learning objectives for each day. In addition to facilitating students’ interest in learning, Tomoe Gakuen School invites students to interact directly with the surrounding environment.

The school also facilitates students’ self-development according to their needs. This is evident in the learning that takes place at Tomoe Gakuen School. Not only they ask students to tell them about everything they like, but they also ask students to choose and make their lesson schedules.

The headmaster pulled a chair close to Totto-Chan and sat down opposite the little girl. When they were comfortably seated, she said, “Now, tell me all about yourself. Tell me everything and anything you want to say.”

“Anything I like?” Totto-Chan thought the principal was going to ask her questions that she had to answer. When she said Totto-chan could tell anything she wanted to tell, Totto-Chan was very happy and started talking excitedly. Her stories were garbled and out of order, but she said everything as it was. (p. 25)

Then the teacher said, “Now, start with one of these. Choose the one you like.” So, it doesn’t matter whether we start with learning Japanese or arithmetic or something else. (p. 37)

This teaching method allows teachers to observe over time as the children move on to higher grades-what areas the children are interested in, including their way of thinking and character. It’s an ideal way for teachers to really get to know their students. For the students, starting the day by learning something they are most passionate about is very exciting. The fact that they have all day to study material they don’t like, shows that somehow they can endure the lessons. (p. 3).

At first, Totto-Chan felt strange about the school’s independence to start learning at Tomoe because students can learn according to their interests. Teachers also use this method to get to know students and their interests in learning deeply, and students and teachers can communicate with each other about learning in the classroom. The essential goal of education is to provide learning and an environment that facilitates the achievement of students’ potential and interests. The school’s responsibility is the student’s cognitive, affective, and psychomotor development. Therefore, education emphasizes two human dimensions: the cognitive or intellectual dimension and the affective or emotional dimension. For learning to be significant, feelings must be validated and utilized (Khatib et al., 2013).

4.2 Teacher Acts as a Guide or Facilitator of the Child Who Directs and Controls their Research or Need Activities Which Deepens Sensitivity and Empathy in the Social Environment

Learning is presented in a concrete way to bring meaningful experiences to students. In their first experience, students at Tomoe Gakuen were asked to bring food from the mountain and the sea. This made students curious and guessing about the headmaster’s intentions. On that day, Totto-Chan got the opportunity to bring food from the sea. The headmaster invited student interaction by asking about the debug food that Totto-Chan brought. Totto-Chan and her friends were impressed by the headmaster’s answer about what debut is. The interaction that the headmaster made with Totto-Chan and the other students made them curious to know firsthand the debut lunch that Totto-Chan brought. From this, Totto-Chan and her friends gained new knowledge about debugging food.

“Alright. I’ll explain,” said the headmaster. “Denbu comes from the sea.”

“Why?” asked a fat boy Standing in the center of the circle of tables, the headmaster

explained, “Denbu is made from boiled fish meat that is de-boned, briefly grilled, finely ground, then seasoned and dried.”

“Oh!” the children exclaimed, very impressed. (p. 43)

Learning is also done by taking Tomoe Gakuen students for a walk in the surrounding environment. While walking around, the teacher explains some things that students need to learn while students observe the learning objects directly.

After walking for about ten minutes, the Master stopped. He pointed to some yellow flowers and said, “Look at those mustard flowers. Do you know why flowers bloom?” (p. 49)

Tomoe Gakuen students do not just walk around. However, if they encounter the material they want to learn, they will stop. Of course, the teacher asks questions to create curiosity. Various answers will emerge from the students’ imagination. Next, teachers at Tomoe Gakuen confirm.

She explained about pistils and stamens, while the children squatted by the roadside and observed the flowers. The teacher explained how butterflies help the flowers pollinate the stamens to the pistil. Indeed, all the butterflies seemed busy helping the flowers.

The children did not realize that while walking what seemed to them like a free and playful event, they were actually learning valuable lessons about science, history, and biology. (pp. 49–51)

For students, the activity is like a walk or play, but on the other hand, concrete learning has been presented to them. Students directly observe the object of learning. As the school’s principal, Mr. Kobayashi also involves practitioners to teach something to his students, which is shown when he invites students to learn about agriculture from a farmer.

“Oh, that’s not true. He’s a teacher. He’s your agriculture teacher,” said the headmaster standing next to the farmer. “He has happily agreed to teach you how to farm. It’s like getting a baker to teach you how to make bread. Well, listen,” he said to the farmer, “tell the children what they have to do, and then we’ll start right now.” (p. 178)

Teacher and student collaboration is needed to produce meaningful learning, students learn through direct practice and solve problems that are happening in front of them (Zulfikar, 2013). Educators are not only tasked with delivering learning materials, but also becoming facilitators and guides in the learning process. Because as facilitators and mentors, educators control the direction and goals of learning. So that in the learning process, students are not just released, but also still get direction to explore and elaborate.

Totto-Chan’s class began to learn eurhythmics by training the body to understand rhythms. The headmaster played the piano on the small stage in the Hall, and then the students, who stood freely anywhere, began to walk to the rhythm of the music. They can walk in any style they like, as long as they don’t collide with other children. Because of this, the children tend to move in the same direction while forming a circle. If the music has two beats, the children will waive their arms up and down, like a conductor, while continuing to walk. (p. 102)

Teachers play a role in encouraging inquiry and building group dialogue so that students can take responsibility for their learning and engage in decision-making to improve their voting skills (Thorburn, 2017). However, students are free to choose their preferred subjects to study. As a facilitator, the teacher’s role is to create learning activities that interest students. In the learning process, the teacher controls the learning by directing the steps of the activity toward the students. Implicitly, the understanding of multiculturalism is included in the learning activities. Students who learn various uniqueness and differences with their friends will foster the nature and attitude of tolerance to appreciate these differences (Moreira-dos-Santos & El-Hani, 2017). This is also told in the novel Totto-Chan, when sports activities are carried out to provide equal portions for all students, including students with special needs.

As all things are done differently at Tomoe, so is their Sports Day unique. The only sports that are the same as those competed in other schools are Tug of War and Three-Legged Race. The other competitions were invented by the headmaster. Something amazing happened on Sports Day. Takahashi, who had the shortest arms and legs in the school and the smallest body, won all the sports. (p. 131)

As facilitators, educators must also be creative in developing learning designs to attract students’ interest. However, schools must work together in implementing learning, it takes cooperation between schools and families to organize exciting learning. This is reflected in the principal’s idea to teach the names of food in Japan, sports, music, and other skills.

She wanted to teach children that all bodies are beautiful. Among Tomoe’s students, there are children who have polio, like Yasuaki-chan, who is very small, or who is disabled. The headmaster thought that if they stripped naked and played together, their shyness would disappear and it would help them get rid of their inferiority complex. His opinion was proven. The handicapped children felt shy at first, but that feeling soon disappeared, and eventually they completely got rid of their shyness. (pp. 72–73)

An educator not only conveys knowledge or provides essential information but also transmits an invisible contestation, namely a thoughtful way, so that students recognize themselves and others. These thinking skills make students understand that everyone needs each other (Kohan, 2018). Mr. Kobayashi teaches that learning is only sometimes in the classroom but can occur outside. They are creating comfort and closeness with students so that students are open and motivated to learn. Likewise, the learning presented is only sometimes cognitive. As a principal, Mr. Kobayashi trains students’ speaking skills so that they are brave and fluent in public speaking.

The headmaster said one day, “I think we should all learn to speak better. What do you think? From now on, while eating lunch, we will ask someone, in turn, to stand in the center of the circle and tell us something. What do you think?” (p. 121)

4.3 There is Always a Dialog Process Between Teachers, Students' Family, and Social Environment

There is always a dialectical process in every lesson at Tomoe Gakuen. Students and teacher dialog with each other to solve problems. As educators, we also answer all kinds of questions asked by students. This is to train students’ critical thinking because students who often ask questions are always curious about the new things they face.

“Let’s try to find something to tell you.”

“Find something to tell me?” The boy looked startled.

The principal told the boy to stand in the center of the circle, then sat on the boy’s stool.

“You don’t have to be good at being funny or making people laugh to be a good conversationalist. What’s important is that you said you didn’t have anything to tell, but you do have something to tell.” (pp. 124–125)

The principal of Tomoe Gakuen teaches harmonious communication in cooperation to educate students. So that parents understand the intent and purpose of the school holding these activities.

The headmaster always asked parents to have their children wear the most worn-out clothes to school at Tomoe. He wants all the students to wear old clothes so that they don’t have to worry about their clothes getting muddy or torn. He thinks it’s a shame that children have to fear being scolded for getting their clothes dirty, or hesitate to join in a game for fear that their clothes will tear. (p. 111).

Ask your mother to cook them for dinner tonight. Those are vegetables you earned with your own efforts. You’ve fed your family with your own labor. That’s great, right? I’m sure it will taste delicious! (p. 137)

The harmonious relationship between family and school makes parents understand the values taught by the school to their children. This can be seen when Mama Totto-Chan gives her son the understanding to be wise in facing diversity. It is precisely from diversity that new things can be learned. Mama Totto-Chan’s role is essential when advising because it instills human values in Totto-Chan and eliminates the racist culture that is intimidating to existing differences.

Wiping away her tears, Mama said softly to Totto-Chan, “You’re Japanese. Masao-chan came from a country called Korea. But, he’s also a child, just like you. So, dear Totto-Chan, never discriminate against others. Don’t think, “He’s Japanese, or he’s Korean. Be nice to Masao-chan. It’s so sad when people think others are bad just because they’re Korean.” (pp. 154–155)

The happiness of learning lies in a shared life of kindness, and interaction in a shared life is one of the keys to achieving it (He, 2016). In addition to teaching equality in social interaction, the principal teaches how to share by working together to maintain and equip the library. When the principal says that the library belongs to all, it means instilling the spirit of social care in students.

“This is your library,” said the headmaster. All these books are for anyone to read. You don’t have to worry. There are no books that are only for certain classes or anything like that. You can come here anytime. You can also borrow books to take home. When you’ve finished reading the book, you have to return it here! And if anyone has any books at home that you think your friends should read, I’d be happy if you brought them here. In short, read as much as you can. (p. 163)

Schools are the embryo of community life, while students are the future generation who will be active in community life. Therefore, schools do not distance themselves but rather bring students closer to their environment by learning directly through various phenomena around them (Chatelier, 2015). Bringing students closer to their environment is the most suitable and actual technique for providing an overview of everything being learned. The experience presented through one’s immediate environment is, for Dewey, a fully human way of providing understanding to individuals (Snaza, 2017). Learning is also open, it means that there are always new possibilities that need to be discussed between educators, family, social environment, and students. The learning process runs flexible; educators, family, and social environment bring emotions and feelings into every activity. Honing students’ emotions and feelings aims to foster students’ independence.

4.4 Relevance of Progressive and Humanist Education Philosophies in the Merdeka Curriculum in Indonesia

The Merdeka Curriculum is the national curriculum implemented in Indonesia (Peraturan Menteri Pendidikan et al., 2022). Based on an academic paper that has been prepared to explain in depth and detail the objectives and praxis of the Merdeka curriculum (Purba, Purnamasari, Soetantyo, Suwarma, & Susanti, 2021), it is explained that the Merdeka curriculum philosophically consists of three philosophical foundations, namely progressivism, humanism, and constructivism. The education system with the concept of Merdeka Belajar takes progressivism thinking from John Dewey, especially on the relevance of education to the times and freedom for students in learning – freedom in the sense of independence – determining the direction and purpose of learning according to student interests and competencies (Faiz & Kurniawaty, 2020; Mustaghfiroh, 2020; Triyatno, Fauiziati, & Maryadi, 2022). The independent curriculum embodied in the independent learning program supports a democratic system, which contains the principles of no repression and nondiscrimination, as well as educational authority held by the social arena consisting of family, school, community, and social media (Hadinata, 2021). The Merdeka curriculum is in line with the educational goals initiated by the father of Indonesian education “Ki Hadjar Dewantara,” who said that education aims to encourage students to be useful to the surrounding environment, and have confidence in their various competencies (Ainia, 2020).

The curriculum is developed and implemented not only to answer the relevance of the times but also to take into account the position of students as human beings. Therefore, John Dewey’s philosophy of progressive and humanist education pays attention to the respect, ego, psychological, learning independence, and needs of students. In addition, learning activities are structured in a playful way and active participation of students (Ornstein & Hunkins, 2018). This curriculum is structured with meaningful learning designs: life experiences, group games, group projects, artistic endeavors, dramatization, field trips, social enterprises, learning and interest centers, and learning places.

Based on explanations sourced from the regulations of the Indonesian minister of education, academic papers from the Merdeka curriculum. The article explains the objectives of the Merdeka Curriculum in Indonesia, it can be synthesized that the stories present in the Totto-Chan Novel and the Merdeka Curriculum, which is the national curriculum in Indonesia, have the same goal that are facilitating students’ independence in learning through the concept of Merdeka Belajar in the learning process at the school, with the implementation of the values contained in John Dewey’s philosophy of progressivism and humanism education. Apart from providing freedom in learning, it also upholds humanity by paying attention to students’ interests and competencies according to their characteristics. The limitation of this research is the concept of progressive and humanist education contained in the Totto-chan Novel and its relevance to the Merdeka Curriculum. With this research, it makes it easier for teachers and schools to realize the Merdeka curriculum according to the concept of progressive and humanist education contained in the novel Totto-Chan in the learning process effectively at the Indonesian school.