1 10 4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sejarah Lembaga Subject The topic of the resource Arsip yang berkaitan dengan sejarah kelembagaan Fikom Unpad Description An account of the resource Arsip yang berkaitan dengan sejarah kelembagaan Fikom Unpad, termasuk di dalamnya arsip yang berkaitan dengan sejarah Unpad. Hyperlink A link, or reference, to another resource on the Internet. URL https://www.youtube.com/embed/i_OM_piBAAo?si=u4JGGJ9GQxo4XQHF Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Perjalanan Fikom Unpad dari Masa ke Masa Description An account of the resource <iframe width="560" height="315" src="https://www.youtube.com/embed/i_OM_piBAAo?si=u4JGGJ9GQxo4XQHF"></iframe> <p>Video Perjalanan Fikom Unpad dari Masa ke Masa ini dibuat dalam rangka perayaan Dies Natalis Fikom Unpad yang ke-60 yang berisi sejarah singkat berdirinya Fikom Unpad sejak tahun 1960 hingga tahun 2020.</p> Creator An entity primarily responsible for making the resource Wawat Setiawati dan Risna Source A related resource from which the described resource is derived Youtube Channel: Fikom Unpad Official Date A point or period of time associated with an event in the lifecycle of the resource 18 September 2020 Rights Information about rights held in and over the resource Fikom Unpad Contributor An entity responsible for making contributions to the resource Voice Over : Wawat Setiawati Sejarah Fikom Unpad https://heritage.fikom.unpad.ac.id/files/original/a97fc59f02d7c6a16bdc7988661616fb.pdf 408e6aa7eacfbe4bcdf444e6347ebb19 PDF Text Text LECTURE BY PRESIDENT SOEKARNO . BEFORE STUDENTS OF THE PADJADJARAN UNIVERSITY BANDUNG , NOVEMBER 17, 1958 M INISTRY OF INFOR M ATION REPUBLIC OF INDONESIA �.. ·.. "' ~' ' ' l i! l~l~ I~lrlil l l l~l l ·. . .. ~ .. . �Property of ~YJcM@VPSSUE PUBLIC AtlMINISTOATtJr;J)tVISfON, ICAjDJAKARTA LECTURE BY PRESIDENT SOEKARNO BEFORE STUDENTS OF THE PADJADJARAN UNIVERSITY BANDUNG, NOVEMBER 17, 1958 President's Lectures Series - 1959. MINISTRY OF INFORMATION REPUBLIC OF INDONE'SIA �INTRODUCTION President Soekarno outlined the role played by physics, mathematics and related sciences from the period when the pyramids were built in Egypt, and successively during the reign of King Hamurabbi of Ba_bbylon, among the seafaring Greeks, the reawakened Arab world since the eight century, in West European Countries giving rise to the Commercial Revolution, the Industrial Revolution and Capitalism, and finally in the two opposing world blocs of the Jeffersonian and Marxist states. In Indonesia where the government adheres to an independent and active foreign policy, science and knowledge are welcome from whatever side they come. However, only the good things are made use of while rejecting the bad. ., Science should bring happiness to society and be useful to the people. This is the essence of the message of President Soekarno in particular to the Indonesian students and intelligentsia in general. MINISTRY OF INFORMATION REPUBLIC OF INDONESIA Djakarta, February 1959. �LECTURE BY H.E. PRESIDENT SOEKARNO TO STUDENTS OF THE PADJADJARAN UNIVERSITY IN BANDUNG ON 17 NOVEMBER 1958. My friends, When I heard only this morning - I also read it in ·the local that I am expected today to give a lecture to the students of this university on the development of Physics at present, I was rather doubtful what to do. Indeed I am very wei~ aware of the vital importance of physics, and also of mat:b.ematics, ~nd I have advocated to study these subjects well. This is especially true in our period of development and reconstruction at the present time; we must have a profound knowledge of mathematics and physics, of technology in general. We all know that very well. But it is rather difficult for me to lecture on the 'development of Physics at present. It is of course true that I was educated in what I call "the Halls of science". I was born in a simple little house and was theu brought up in the "Halls of science", among others in Bandung. But after that I have practically never entered any "Halls of science", I was flung right into the middle of life. I was taken up by the strong current of life, I landed in the huts of the poor people, in the mar· kets, among the farmers, mass meetings, revolutionary underground movements, in short I was plunged into the turbulence ·and the struggle of society. For this very reason, however- because I have made this headlong plunge into life, - I do fully realise ·the vital importance of Mathematics and Physics, especially in our period of development at present, as was so rightly pointed out by the Prime Minister in his speech just now. newsp~pers - · Physics and Mathematics are both a "conditio sine qua non'', an absolute pre-requisite, for the development of the country. Without these we would not be able to work hard and to achieve much for 5 �the interest of the community. But as the Minister of Education so rightly said, science must he dedicated to and must he used for the interest of the people and society. ·• My friends, I have s~id in one of my speeches that our struggle has reached the stage of co}!qu~ri~g nature. Between 1908 and 1950 we were struggling in order t9 wipe out all the misconceptions and wrong ideas which nestled in the heada and hearts of the colonialists and imperialists. For 42 years we had been doing just that. However after 1950, after our independ'ence and our sovereignty have been recognised, our struggle h~s reached a higher level. It was not only to fight wrong ideas and mis~onceptions, hut it has become a fight to conquer nature;· to copquer nature in order to make it our friend and ally. Nature as such is not as a rule a friend, on the contrary, it is usually hostile to man: the rivers with their floods are against us; the seas with their high waves are no friends of man, they divide one island from the other; the volcanoes with their eruptions bring havoc and disaster; the clouds with their thunders and storms and rains are hostile towards us. Therefore, we must conquer nature, in order to make it our friend and ally. We must check the rivers to make them useful for agriculture, communications, recreation and many other things. The seas must become our friends, they should not separate us from each other, on the contrary, they should become a means of communication for us. The seas must assist us in our efforts for building a nation, they must help us to weld us together into a strong nation. At the same time the seas must yield to us all the riches which are contained in her depths. We must do the same with the volcanoes. We must prevent; thelll from causing havoc and disaster with their eruptions. We must conquer them and stop them from doing us any harm. We have done this with the Kelud volcano in East Java. Formerly it was a dange:t;'OlJ.S volcano, hut with the help of mathematics, phyeics and technology• we have conquered the Kelud. We have built a tunnel which carries off the water of the crater lake and thus stops the danger of eruptions, hut at the same time we still benefit from' the ashes which emanate from the crater, whi~:<h {iorm natural £~rti~zer11 fQr our ricefields. 6 �That, my friends, is the stage which we have reached in our struggle. Indeed if we look hack into the history of man, we will find that mankind has repeatedly gone through similar struggles and efforts. Take for instance the history of Bahylon, tt!he period of King Hamurahhi. When you visit Bagdad, you wil} find in the museum_ a document chiseled on a heavy stone, containing a decree by King Hamurahhi, the King of Kings, ordering that water must bring happiness to man. It meant that King Hamurahhi, during his time, with the assistance of mathematics and physics, had succeeded in establishing irrigation and in bridling the waters of the Euphrates and the Tigris, thus making them useful, instead of disastrous, for the people in his Kingdom. Let us now look hack in our own history. Now I am giving a lecture to the students of the Padjadjaran University in Bandung. There is another university we have in Surahaya, called Airlangga University. What does Airlangga mean? It means "the W ater-gulper", "the One who gulps or swallows water". King Airlangga, son of Udayana of Bali- you may remember that I talked about Udayana when I inaugurated the Udayana School of Literature in Den Pasar recentlywas given the name Airlangga because he succeeded in bridling the Brantas river; he conquered the wild Brantas river, which was noto. rious for its disastrous floods. Even now we read once in a while in the newspaper that the Brantas river causes floods in Tulungagung~ Kediri, Purwosari, Papar and in Minggiran. King Airlangga: conquered this big river, established irrigation systems and thus made the river useful and brought happiness to the people. As a consequence the latter gave him the name of Airlangga The W ater-gulper. = My friends, our people at that time were already engaged in the struggle for the conquest of nature, the same sort of struggle waged by King Hamurabhi of Babylon during his time. We have now reached a stage in our struggle ·where we have to conquer nature too, apart of course from continuing the fight against wrong ideas and misconceptions which are still prevailing occasionally in the· hearts of some people. In our efforts to conquer nature, physics and 7 �. . mathematics are ·a:n absolute necessity. ]i: is, therefore, so very true what Education Minister Dr.. Prijono said. earlier in his speech, :ii.~ely that knowledge and science must have very close connec'lions with society and the struggles waged by society. Have we not 'observed this close connection between science and society in the 'course o£ world history? . . Not only have we observed in world history that there have always been a close connection between science and religion, or science and philosophy, but there are many instances of a close· tie between science and the struggle of society, especially ihe struggle of society to provide for the daily necessities of people. I said :the other day that these necessities are what I call the five P's, Perut ---: stomach, food; Pakaian = clothing; Perumahan. = housing; Pe:ngetahuan = knowledge, and Pergaulan = social intercourse. The realisation of those five basic requirements is actually the aim of any struggle of any society. As I said earlier, in the history of man we often o~serve very clearly ·the link which exists between this struggle and science; ' 'Let us again dig deep into history and go back to the old history of Egypt, to the time of the Pharaohs. I have visited Egypt several times, not only on the ground, but I have seen Egypt also from the air; To see Egypt from the air means to see the green, cultivated valley of the Nile river sharply separated from the vast expanses ~r-the dese~t. That is the picture of Egypt, my friends. When you fiy over Indonesia by plane you will see green, nothing else but green. The famous Dutch writer Multatuli was very right in comparing the Indonesian islands to "a girdle of emerald winded around the equator". Java is green, Sumatra is green, Borneo is green, Sulawesi is green, the other islands are green, they are very beauiiful indeed. But Egypt is not like that, my friends. There are vast deserts there •and there is a sharp dividing line between green and desert. You 'see the valley o£ the Nile and beyond that there is only desert. And .it is in the Nile valley that people are waging a . struggle for the attainment of the five basic requirements of existence; the 'five P's, food, clothing, housing, knowledge and social intercourse. �As a result of this difficult struggle for existence the people in the Nile valley in olden times had dug deep into the mysteries . of science. From the old history books of Egypt we learn that the sciences, physics, mathematics, astronomy, reached a very .high level in Egypt at that time. Even now we still can admire the. magnificent structures of the pyramids, built in a period when bulldozers and other heavy construction equipment were still unknown. Still~ the old Egyptians succeeded in building those pyramids with mathematical exactness. In rthe pyramid of Cheops t4ere is for instance a room with a· hole in its -wall through which on~ can see a star, the Cheops star. To be able to perform such exact work, one must have a thorough knowledge of astronomy, mathematics and physics! The struggle for life of the Egyptian people makes it absolutely n!'icessary for them to know the behaviour of the Nile riv;er. You may have read from books that the floods of the Nile river come and go with the regularity of a clock. It is known exactly in which months and on approximately what dates the floods are coming. The mud deposited by these floods in the Nile valley makes this strip of land very fertile and keeps it green all year round, "as green as newly weds", the Javanese would say. The peasant in Egypt must know exactly when to work his land, when to · plant and when to harvest, because the floods will come to inundate the whole valley and deposit its fertile mud: he must be prepared for any eventuality. .TP.e stars in the skies are his guide and his main calendar as is the case with our own farmers who still consult· th~ stars before starting to work their fields. When the Plough (bintang Waluku) appears on the · firmament, our farmers start to. plough their land. That was how the Egyptians came . to make ·a thorough study of mathematics, physics and subsequently also. philosophy and other sciences. My friends, the knowledge of mathematics and physics which had reached such a high degree in Egypt later became known to people who were. also engaged in the struggle for the realisation of the five P's, namely the Greeks. The people of Greece are island people and their main concern was to cross the seas; for navigation .9 �they needed a thorough knowledge of the stars; astronomy. Next to that, as I said, physics and mathematics which reached a high degree in Egypt, started to expand in Greece. Students of physics and mathematics amongst you surely know such names like Archimedes and Pythagoras. Geometry became a special science. It was fair to say that the struggle for life of the Greeks had made it necessary for them to study physics, mathematics and the other sciences. From Greece the exact sciences became also known in the newly awakened Arab countries. You will find that in the 8th, 9th, lOth and lith century the knowledge of physics and mathematics in the Arab countries reached unprecedented heights; the study of algebra deepened considerably. The same could he said of the medic~l sciences and astronomy. The Arabs, inhabitants of vast deserts, turn their faces to the stars in the skies in the night, and as devout Moslems they need them as a: guide to determine the exact hours of the daily prayers required 'by Islam; the beginning of the fasting month of Ramadhan is also fixed by consulting the moon and the stars. A nation like the Arabs often turn their faces to the sky to consult the stars, and iiideed, my friends, the stars in the dark Arab nights sparkle like millions of diamonds in the cloudless sky, the more so because the air in the deserts is very dry. The Arabs made a study of the stars and the planets which they needed in their daily lives. From the Arab countries the exact sciences were also studied in Spain, from where they reached the west European countries. Thus the sciences originated from Egypt, were continued in Greece, enriched and deepened by the Arabs and finally reached ' Western Europe. It was also the struggle for life which formed an incentive :for the Europeans to study physics and mathematics. At that time the Europeans were leaving behind a closed door economy and were gradually opening their walled-in towns for overseas trade. At the end of the 15th century the European people, who until that time lived in their walled cities, showed an increasing desire to go beyond their closed walls and to establish trade relations everywhere. 10 �Europe· at that time traded mainly in spices which came from the east, for instance from Indonesia. The merchants, mostly Chinese brought these spices froni. countries of origin to China, from where they wete transported by caravans through Central Asia to the eastern coasts of the Mediterranean. They were brought by boats across the Mediterranean to Venice in Italy. Venice became a hustling and prosperous business town, the seat of many ri:ch mer· chants who bought up the spices which came from China, Central Asia and the east coast of the Mediterranean. You might he interested to read Shakespeare's "The Merchant of .Venice", or if you have enough money, go and Visit Venice, hire a gondola and see the marble buildings which are standing on the left and right of the waters in V «mice. Ask the gondolier what buildings these are and he will answer you that they date hack ftom hundreds of yeats when they were owned by the rich Venetian merchants. However, Venice of today is merely a tourist centrum and has long ago been finished as a trade centre. But the marble palaces from those golden days of the Venice merchants are still there. During those days the spices found their way all over Europe from Venice. The destrihution of these spices was the beginning of the struggle for life of the European people. The West Europeans were not at all happy to he just receivers of goods from Venice, receivers of cloves, nutmegs, silk from China, dyes and many other things, all t~rough Venice. They wanted to go to Venice themselves to get those goods. They emerged from behind the walls of their cities, they left behind their closed door economy. They went to Venice themselves, got the goods, brought them to their own countries and sold them to their own people. Later on they were not even satisfied with getting the goods from Venice, they wanted to get them from the East directly and they decided to fetch them there themselves. The West Europeans wished to cross the seas; they asked the Venetian merchants where they got the spices from? From the East, was the answer. Which east? This the Venetians did not want to say, they kept it a secret. The West Europeans could not accept that, they decided to cross the oceans themselves, hut to do this they needed a thorough knowledge of mathematics, physics and 11 �mivigation. They had to ·find out the shape of the earth, whether it was round or as fla:t as a cake. · At that time people believed -,and this belief was supported by the Church - that the earth was as"·flat as 11 pancake, until .it ·was proved with the assistance. ()f mathematics, · physics and astronomy, that the world is round. People also found out that the sun did not circle the earth, ·hut that the earth circled around the ·sun. They discovered the planets, ·the planet-system and the . sun-system. The names of Galileo Galilei, Christiaan Huygens, Descartes became well known throughout the world. · The Corimiercial Revolution took place in Europe. This revolution found its' basis in the development of mathematics, physics and astronomy. These three sciences were studied · more thoroughly because they were needed for . the struggle for life, the struggle for the realisation of the 5 P's, the five basic requirements of the people. In turn 'the knowledge of. those exact sciences had brought about the Commercial Revolution; People left their closed cities. They had one objective in mind: Let us go to the east, let us trade, let us look for the way leading ·to the east and let us not .just sit at ho:rp.e. Let us find the east! Columbus sailed to the west, came upon· the American Continent, and it was said· that is was Columbus who discovered America! It is glightly ridiculous to . say that one .discovers a country. No, my friends. It was not Columbus who discovered America; . America had been, there for a long time, but Columbus came upon· it later on! · Another theory said that before Columbus came to America, there was a man called Amerigo V espucci, who came there, and subse· quently the· continent was called America, a name derived from the name Amerigo V espucci. In this connection I ·have an amusing story to tell you. I ·visited Bone in South Sulawesi one day, my friends, and talked to Andi Mappanjuki; the Radja of Bone. Andi Mappanjuki told me· that the name America actually ·originated not from elsewhere, but from Bone. I expressed my surprise and urged him to tell the story. The Radja then said that ' since olden times the people of 12 �Bone had been crossing the seas as far as America. Maybe you have heard of another theory, the socalled Kontikitheory which said_ that there is a sea current from the America1;1 Continent going in western direction. If you go on a raft and let the raft be . carried west by this sea current, you will come to the Polynesian islands .. That is the Kontiki theory, my friends~ But the Radja of Bone disagreed with it. The people from Bone had been crossing the P!!-cific ocean for a long time, and whenever they wanted to sail they called the wind - just as children now wistle for the wind to come when they want to fly a kite - the word they used to call the wind was: ameriki!, ameriki!, ameriki! And thus the country from where the wind came was called America, the Radja of Bone concluded his story. You all know, my friends, what the Commercial Revolution has brought about. Many people from the west came to the east, you have heard of names like Vasco da Gama, Bartholomeus Diaz, Albuquerque, Cornelis de Houtman~ Jan Pieterszoon Coen and many others. I have explained before; that as a consequence of the Commercial Revolution we in the east have lost our political independence. This happened to our country too, ~ainly because our country is the origin of many of the spices. In this connection I would like to tell you an anecdme; I like to tell anecdotes. During the coronation ceremonies of :the present Queen of Great Britain, Queen Elizabeth, as President of the Republic of Indonesia I sent a delegation to represent Indonesia during those ceremonies. The members of the delegation were Prince Pakualam of J ogjakarta; the late Hadji Agus Salim and our Ambassador to Great Britain at that time. Hadji Agus Salim, who had always been rather indifferent about his surroundings, smoked his usual kretek cigarette during the ceremony. He walked around, smoking his kretek, until he came face to face with the Duke of Edinburgh, the hu~band of the Queen. The Duke of Edinburgh smelled the kretek cigarette and obviously did not like it too much. He asked some people where the smell came from. Then Hadji Agus Salim answered: "Your Highness, it is the smell of my kretek cigarette, 13 �made of tobacco and cloves. You may not like the smell now, Your Highness, hut it was this same smell which attracted the European people to go to my country!" Indeed the European people came to Indonesia to look for doves. That, my frie~ds, was one of the consequences of the Commercial Revolution. You all know that it brought disaster to us, we lost our political independence, you are all familiar with the history of the East Indies Company, the story of the notorious Hongi expeditions when the Company exterminated the population of the Banda Islands and completely destroyed all the cloves and nutmeg trees. The same happened to the islands of Ceram and Saparua. I leave it to our historians to find a suitable term in Indonesian for the Dutch expression "Hongi tochten". I have just come hack from a trip to the Maluku islands. When we were sailing from Ambon to Saumlaki, I gave the Captain of the ship instructions to call for a while on Banda. What did I see on Banda, my friends? The sight of that beautiful island was marred by the sight of an old Dutch fortress, which was already visible from a great distance. A similar fortress one can find also Qn the island of Saparua. Those fortresses were used by the Dutch colonialists at that time to dominate the islands. The one in Saparua was called Duurstede; at one time it was attacked and taken over by our hero Pattimura (Thomas lVIatulessy). Thus, my friends, the Commercial Revolution had deprived the greater part of our country of our independence, we became a subjugated people. I suppose you know the foul practices during the Commercial Revolution of the East Indies Company in Java, Sumatra and the other islands? Thus we have seen that as a result of the Commercial Revolution, which was also based on the knowledge of physics and mathematics, fabulous fortunes were brought to Europe, and these riches which flowed to Europe became in turn the seeds for what we call the Industrial Revolution. Mathematics and physics, astronomy and navigation became more and more known to the people at that time, and they went even i4 �further with the study of the behaviour of matter; this led to the discovery for instance of the capacity of steam to produce energy. Newton, during a cold winter evening in Europ'e was sitting in front of a fire watching a kettle with boiling water. He noticed that ·the lid of the kettle went up and down, up and down. This made him think and this simple phenomenon led to the construction of the :steam engine. Later on James Watt perfected the system and invented the piston. The discovery of steam power led to many ·inventions including weaving machines. All this has paved the way to the Industrial Revolution. The fortunes brought to Europe after the Commercial Revolution, ·the sciences and the Industrial Revolution had all led to one direc1:ion, the coming into being of Capitalism. Factories were establish·ed making use of the steam power, textile and many other kinds of factories. They all produced; at a certain point these products ·could not all be sold within their own countries and this made the industrialists look for markets. They looked for markets in the east, the manufactured goods were sold there; with the money they bought raw material from the east, which was transported to Europe and sold there, the products had to be sent again to the east etc. 'This selling, buying and manufacture of goods, as you all know, resulted in what we call "modern imperialism". The fortunes earned 'by the Europeans in the east could not all be invested in Europe, thus creating surplus capital. This -capital was "exported" to the east, it was invested there and was used for the exploitation of the east. have often said before that the result of the Industrial Revolution ·was not only the loss of our political independence, but more important still we also lost our economic independence. I pointed out the other day that !in the 18th century Indonesia ·was still self supporting in textiles; rthis was contained in <the book 'by G. P. Rouffaer. We srtiH planted our own cotton, wove our own ·cotton in:to fabrics which were 'Sufficient to cover t!he needs of the ·whole of Indonesia. As a consequence of rl'he Industrial Revolution, 'however, which brought textile to Indonesia ready-ma·de in Europe :and sold in Indonesia for low prizes - the quality was also much ibetter >than the Indonesian woven cotton, because it was made with ·r 15 �superio1· machines - the domestic t~xtile industry did not have a. chance to sur.vive~ we thus lost our econonuc independence, not only in· ~he field. of textiles, hut also in ot!ter ~gs, we see now tJhat we have even lost our ~conomic inde{>endence in 'llhe matter of rice. · Too much land, for intance in Central Java, .is being used for planting sugar and . tobacco - a consequence again of the· Industrial Revolution - thus decreasing our capacity for the· production of rice; that is why we ha·d a shortage of rice for years~ But as. was said by Prime Minister Djuanda, we are now catching"· up and we have hopes that we will he able to overcome this rice· shortage within five years. We ·are now indeed £.aced witth .a ihuge •task 'Of development of hnilding up our country. Please re.ad the· preamble 9f ·our Provi-· siona•l Constitution carefully. You will fi~d there that we did not. estaihlish a state just for i·ts own sake. No, my friends. We have· created a state to use it as a 'tool for estahliS'hing a just 'a nd prospe-rous society, to realise the five P's I mentioned he~ore, to realise the people's need for food, clothlng, housing, knowledge :and soc~aJJ intercourse. I said that we cannot perform this task properly, if we do not have a thorough knowledge of physics and mathematics. That is why I .advised the students of the H~sanuddin Universityin Makassar the other day to keep an open ~ind when learning: sciences. Do not he prejudiced. Do not study the science f:or their own sake, but · study them . to dedicate them· to society; we study the sciences to apply them, so as to . make them useful for mankind:. What is the use of stu~ying just to fill }'lour hea•d wi'th knowledge?' It may be useful for yourself alone, you may then become a very learned scientist with rr head or.ammed with knowledge. But · as' a· member. of society you would not he of much use. That is why! .advise •the . universities and their students first of all to study sciences which can bring happiness to society and which are ).lseful to people. Let us .a ppiy science ~o :this ·p urpose. And in ·studying: science, le~ us not he prej»;diced, my friends. Pak Prijono (Education' Minister) just now has quoted. what I said in Ma!kassar in m lecture to the students of the Hasanuddin University. Indeed we 16 �are still often prejudiced and allow ourselves to be influenced too easily by what other people think, we sometimes are not independent enough in our judgement. People who only like the Soviet. Union say that one should not go to the United States of America to st,udy science ·in America. On the O't'her hand those who like the U;S.A. tell you :ilot to go to the Soviet Union arid not to study sciences there. This sort of attitude is entirely wrong, my friends. As a nation which is engaged in building up the country we· should not be prejudiced and we must welcome knowledge and science f.i·om wherever they come and take from them whatever is useful to us. That is the attitude we must adopt. I hav~ ·s'aid so often that in this world where ·we ~are facing two c~nl1lioting blocs, we must not only stand in the middle, but we inust also pick out what is good for us. I am going to quote Bertrand Russell on this subject. I have quOted ·him very often this year; because his opinion on this matter is ·so very correct. Bertrand Russell said that the ·world at. present is divided into two groups, the one is the group of people who follow the philosophy of Thomas Jefferson of America, and the other group follow the philosophy of Karl Marx. These two groups, each having hundreds of millions of followers, are facing each other like enemies and are trying to settle their quarrels ~and justify their standpoints on the battle~ field. Bertrand Russell said that this attitude was wrong. He 'told them not to settle their difference by means of warfare mi the battlefields, but to do this by friendly competition. Those who follow Thomas Jefferson's ideas, please show the world that these ideas are the best means to bring pros·p erity ·a nd happiness to mankind. Those who believe in Karl Marx~s Communist Manifest, please do the same. Please, S'how t'he world that to bring prosperity to mankind the Communist Manifest is much better than the theories of 1efferson. I would like to ask the students a question: Knowing that Thomas Jefferson and the Communist Manifest have split the world into two camps ~ indeed in my last 17th of August speech I pointed out the exi&tence of a third group in the 'world, hoi those two camps are a reality - knowing of their existence I would like to ask the students: Have you ever read tthe Communist Manifest or Thomas 17 �Jefferson's Declaration of Independence and. rthe commentaries on those rtwo .document<J? Look here, my friends, you are studying in universities, the Padjadjaran University, the Gadjah Mada University, the University of Indonesia, the Airlangga University, the Hasanuddin Universityt hut often I find to my great disappointment that the srtudenrts have not even hothered to try •to understand J effersoniBm and Marxism. After all, you know that rthese ltwo ideals have split the world into two worlds of thought. That is why I advise you to read, and read, 'and read, and do not he prejudiced. Read Thomas Jeferson's Declaration of Independence, study the philosophy of American Democracy, read it till the finest details. Burt ·also rea·d rthe Communist Mauifest, read Marxism, read Bernstein, rea·d Stalin, Wilhelm Liehkneeht, Rosa Luxemburg. Do not be prejudiced, my fr.iends, ·do not let yourself he imluenced by prejudice. We are sons and daughters of a country which is going through a period of development, we must plunge deep into the sources of knowledge and drink from it, whether it is American or Soviet. My friends, ·do not fill your hearts with prejudice, especi·ally about development and reconstruction, let us heed Bertrand Russell's advice in this matter. Compete, and show the people which philosophy can achieve most in bringing prosperity to mankind. Which ideology yields the best results in practice, the American or the Soviet ideology? We develop, we huild up, we take good ideas from here and fl'IOm there. That is why I do not hesitate to say ·that I have seen very 'good things in America, we will take what is good for us; but I do not hesitate either to say that I have found good things also in the Soviet Union and in the Chinese People's Republic, which we must use for our own benefit. Let us take 'all rthat is good for us. We want to develop as quickly as possible, the people ·are demanding the realisation of the five P's: food, clothing, housing, knowledge and social intercourse. They demand it from Bung Karno, from Pak Djuanda. If they demanded it from you, student<J, would you know what answer rto give? My friends, you students study at a university. Do you know what a university is for? The answer 18 �from the people would have been: the university is established so that the students ·afterwal"ds can bring happiness illo the Indonesian people. Now, I ask all of you: have you tried to acquire knowledge from everywhere? Have you read this hook !md that hook? My words '· are not only meant for t'he students, hut they .a re also meant for the , , professors and le~,:turers. I myself must a·pologize for something. As I told you before, I was educated in the halls of science, t'he West European halls of science, I am a qualified engineer. The hooks I used for my etudies were from western Europe. I read for myself hooks on laws, administration, sociology etc. Most of the hooks were from West Europe. Actually our inheritance is mainly from West Europe. The same can he said of the honourable professors and lecturers of our univel"Sities. I have once 'talked frankly to one of our Indonesian professors. I asked him: Now you have to teach the students. Have you ever read the Communist Manifest? ''No." Have you read about Marxism? "No." Have you rea·d the comments on ·the Communist Manif~st by Stalin? "No." Have you heard of Rosa Luxem~ burg? "No." Wilhelm Liehkneoht? ''No." But I have read Kranenburg, the professor said! Yes, of course, I know that you have studied Kranenburg. But •again I call on you: do not he prejudiced·, read everything, look around you, take what is good for you, we are building up our country. When I stand in front of students, espedally when I see girl s·tudents around, I am reminded of what a woman writer, Henriette Roland Hc,>lst van der Schalk, once said. That the present generation, especially the generation which has as an ideal a just and prosperous society, is the fertilizer of the future. No~ we are not merely t'he fertilizer of the future, for within us the seed •also germinates. ("Wij zijn het mest der tqekomst". Neen, we zijn niet enkel mest, ook in ons ontkie:rnt het zaad!). My friends,. do not, therefore, just consider yourself as fertilizers of the future, but yon are also the seeds of the future! Yon are the seeds. for a prosperous future and just society. 19 �'I said earlier that in this •period of reconstruc~ion and •develop· irient we are faced with many problems and difficulties which have to he ove"rcome. People have called me communist, •only because I never hestitate to .. say that there are not only 'good things in America, burt also in the Chinese People's Republic and in the Soviet Union, good things. which ,we can use in our own country. I have •advised the Indonesi"an ·people rto us~ what is good from both sides, .and because of this I have often been called communist! I am not a communist, hut · I am open minded, I •am not prejudiced. I use what is good for ·us, and that is why I openly advocated ~emocracy with leadership, or guided ·democracy! . . . I have urged the people in Indonesia· to leave behind all the inheritance .from former times, including liheml •democracy. W t< must get rid of liberal de~ocracy, because it does not; suit. the meJ:!.tality of the Indonesian people. I have said repeatedly that our . Proclamation of Independence was not merely the procla~ation of a new state called the Republic of Indonesia, with a territory ~tretching from Sahang till Mer~uke. No! The 17th of August Proclamation was also the proclamation of :our own identiiy. 'we must rediscover our own identity, we must have our own democracy, not a democracy a la Montesquieu, Voltiaire, Tho~as Jeff~rson, or Marx as it is applied in the Soviet Union. No, our ·democracy is an Indonesian democracy, and Indonesian demo~racy is democracy with leadership or gu~ded democracy. · When I was in . Makassar speaking to the students of the Hasan· uddin University, I saw several students originating from Minangka'bau. I said there that democracy in Minangkahau is cleary guided democracy. If a decision has to he made, the people and the leaders are called together. Then they discuss the problem together under guidance of a leader. After long discussions, which are calltid "musjawarah", an agreement =mufakat is reached. Musjawarah = ·discussion and mufakat = agreement •are the pill;.us of ou.r democracy. Musjawara'li a·nd mufakat we can find very clearly in Minangkahau. Discussion brings with it agreement, ·and the democracy which i•s based on musjawarah and mufakat is democracy with 20 �leadership or guided ·democracy. It is, therefore, nonsense ·to say that guided democracy is communistic. It is ·absolutely not true; guided democracy is Indonesian ·democracy. We return to our own identity. Also in •the field of development and reconstruction, we must return to our own personality; we must ·develop without prejudices. We take the sciences, whether physics or mathematics, from any country, ·a s long ,as it is useful to us. It. is now almost one o'clock, my friends, I ·think I have spoken long enough now. I said that we are living in a period where we have to try to make nature our friend and .ally. Let us march forward, let us not spare any effort to realize what is written in our Constitution, and by ·doing so we also realize the ·aims of our struggle! Thank you. 21 �CO \ "EIIN MIINT I'RI NTI NG OFnCI:: 4H/8 - '59 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sejarah Lembaga Subject The topic of the resource Arsip yang berkaitan dengan sejarah kelembagaan Fikom Unpad Description An account of the resource Arsip yang berkaitan dengan sejarah kelembagaan Fikom Unpad, termasuk di dalamnya arsip yang berkaitan dengan sejarah Unpad. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lecture by President Soekarno: Before Students of the Padjadjaran University. Bandung, November 17, 1958. Subject The topic of the resource Historical Event of Universitas Padjadjaran Description An account of the resource President Soekarno outlined the role played by physics, mathematics, and related sciences from the period when the pyramids were built in Egypt, and successively during the reign of King Hammurabi of Babylon, among the seafaring Greeks, the re-awakened Arab world since the eighth century, in West European Countries giving rise to the Commercial Revolution, the Industrial Revolution, and Capitalism, and finally in the two opposing world blocs of the Jeffersonian and Marxist states. <br /><br />In Indonesia where the government adheres to an independent and active foreign policy, science and knowledge are welcome from whatever side they come. However, only the good things are made use of while rejecting the bad.<br /><br />Science should bring happiness to society and be useful to the people. This is the essence of the message of President Soekarno in particular to the Indonesian students and intelligentsia in general.<br /><br /> <p>Ministry of Information, Republic of Indonesia<br /><br />Djakarta,February 1959<br /><br /></p> Creator An entity primarily responsible for making the resource Ministry of Information, Republic of Indonesia Publisher An entity responsible for making the resource available Ministry of Information, Republic of Indonesia Date A point or period of time associated with an event in the lifecycle of the resource February 1959 Language A language of the resource English Sejarah Unpad https://heritage.fikom.unpad.ac.id/files/original/4fa055fbdbd57959053108a02882a404.pdf 82221a2f1fdd5d6ccbf008fc72b354fc PDF Text Text ���� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sejarah Lembaga Subject The topic of the resource Arsip yang berkaitan dengan sejarah kelembagaan Fikom Unpad Description An account of the resource Arsip yang berkaitan dengan sejarah kelembagaan Fikom Unpad, termasuk di dalamnya arsip yang berkaitan dengan sejarah Unpad. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Keputusan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 0547/O/1983 tentang Jenis dan Jumlah Jurusan pada Fakultas di Lingkungan Universitas Padjadjaran Subject The topic of the resource Jumlah Jurusan pada Fakultas di Unpad Description An account of the resource Keputusan ini ditetapkan oleh Menteri Pendidikan dan Kebudayaan, Prof. Dr. Nugroho Notosusanto, di Jakarta, pada tanggal 8 Desember 1983 yang berlaku sejak tanggal ditetapkan. Dalam keputusan ini, pada pasal 6, tertera bahwa saat itu, Fakultas Ilmu Komunikasi, Universitas Padjadjaran memiliki empat jurusan yaitu: <br /> <ol> <li>Jurusan Ilmu Jurnalistik</li> <li>Jurusan Ilmu Hubungan Masyarakat</li> <li>Jurusan Ilmu Perpustakaan</li> <li>Jurusan Ilmu Penerangan</li> </ol> Creator An entity primarily responsible for making the resource Menteri Pendidikan dan Kebudayaan Republik Indonesia Date A point or period of time associated with an event in the lifecycle of the resource 8 Desember 1983 Sejarah Fikom Unpad Sejarah Unpad https://heritage.fikom.unpad.ac.id/files/original/b6b955e0b05ab4321047daec719bbcf0.pdf db66ed671f380399a5e9c0e7f9901a35 PDF Text Text ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sejarah Lembaga Subject The topic of the resource Arsip yang berkaitan dengan sejarah kelembagaan Fikom Unpad Description An account of the resource Arsip yang berkaitan dengan sejarah kelembagaan Fikom Unpad, termasuk di dalamnya arsip yang berkaitan dengan sejarah Unpad. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Peraturan Pemerintah No. 37 Tahun 1957 tentang Pendirian Universitas Padjadjaran di Bandung Subject The topic of the resource Peraturan Pemerintah tentang Pendirian Unpad Description An account of the resource Peraturan Pemerintah ini ditandatangani oleh Presiden Republik Indonesia, Soekarno dan Menteri Pendidikan, Pengadjaran dan Kebudajaan, Prijono. Peraturan ini mulai berlaku pada tanggal 11 September 1957, ditetapkan di Jakarta, pada tanggal 18 September 1957. Creator An entity primarily responsible for making the resource Presiden Republik Indonesia Date A point or period of time associated with an event in the lifecycle of the resource 18 September 1957 Sejarah Unpad