0 Environmental education

Environmental education (EE) refers to organized efforts to teach about how natural environments function and, particularly, how human beings can manage their behavior and ecosystems in order to live sustainably. The term is often used to imply education within the school system, from primary to post-secondary. However, it is sometimes used more broadly to include all efforts to educate the public and other audiences, including print materials, websites, media campaigns, etc. Related disciplines include outdoor education and experiental education.

Environmental education is a learning process that increases people's knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978).

Focus of EE

EE focuses on:

• Awareness and sensitivity about the environment and environmental challenges
• Knowledge and understanding about the environment and environmental challenges
• Attitude concern for the environment and help to maintain environmental quality
• Skills to mitigate the environmental problems
• Participation for exercising existing knowledge and environmental related programs

History

The roots of environmental education can be traced back as early as the 18th century when Jean-Jacques Rousseau stressed the importance of an education that focuses on the environment in Emile: or, On Education. Several decades later, Louis Agassiz, a Swiss-born naturalist, echoed Rousseau’s philosophy as he encouraged students to “Study nature, not books.” These two influential scholars helped lay the foundation for a concrete environmental education program, known as Nature study, which took place in the late 19th century and early 20th century.

The nature study movement used fables and moral lessons to help students develop an appreciation of nature and embrace the natural world.  Anna Botsford Comstock, the head of the Department of Nature Study at Cornell University, was a prominent figure in the nature study movement and wrote the Handbook for Nature Study in 1911, which used nature to educate children on cultural values. Comstock and the other leaders of the movement, such as Liberty Hyde Bailey, helped Nature Study garner tremendous amounts of support from community leaders, teachers, and scientists and change the science curriculum for children across the United States.

A new type of environmental education, Conservation Education, emerged as a result of the Great Depression and Dust Bowl during the 1920s and 1930s. Conservation Education dealt with the natural world in a drastically different way from Nature Study because it focused on rigorous scientific training rather than natural history. Conservation Education was a major scientific management and planning tool that helped solve social, economic, and environmental problems during this time period.

The modern environmental education movement, which gained significant momentum in the late 1960s and early 1970s, stems from Nature Study and Conservation Education. During this time period, many events – such as Civil Rights, the Vietnam War, and the Cold War – placed Americans at odds with one another and the U.S. government. However, as more people began to fear the fallout from radiation, the chemical pesticides mentioned in Rachel Carson’s Silent Spring, and the significant amounts of air pollution and waste, the public’s concern for their health and the health of their natural environment led to a unifying phenomenon known as environmentalism.

The first article about environmental education as a new movement appeared in Phi Delta Kappan in 1969, authored by James A. Swan. A definition of "Environmental Education" first appeared in Educational Digest in March 1970, authored by William Stapp. Stapp later went on to become the first Director of Environmental Education for UNESCO, and then the Global Rivers International Network.

Ultimately, the first Earth Day on April 22, 1970 – a national teach-in about environmental problems – paved the way for the modern environmental education movement. Later that same year, President Nixon passed the National Environmental Education Act, which was intended to incorporate environmental education into K-12 schools. Then, in 1971, the National Association for Environmental Education (now known as the North American Association for Environmental Education) was created to improve environmental literacy by providing resources to teachers and promoting environmental education programs.

Internationally, environmental education gained recognition when the UN Conference on the Human Environment held in Stockholm, Sweden, in 1972, declared environmental education must be used as a tool to address global environmental problems. The United Nations Education Scientific and Cultural Organization (UNESCO) and United Nations Environment Program (UNEP) created three major declarations that have guided the course of environmental education.

Stockholm Declaration

June 5–16, 1972 - The Declaration of the United Nations Conference on the Human Environment. The document was made up of 7 proclamations and 26 principles "to inspire and guide the peoples of the world in the preservation and enhancement of the human environment."

The Belgrade Charter

October 13–22, 1975 - The Belgrade Charter. was the outcome of the International Workshop on Environmental Education held in Belgrade, Serbia. The Belgrade Charter was built upon the Stockholm Declaration and adds goals, objectives, and guiding principles of environmental education programs. It defines an audience for environmental education, which includes the general public.

The Tbilisi Declaration

October 14–26, 1977 - The Tbilisi Declaration "noted the unanimous accord in the important role of environmental education in the preservation and improvement of the world's environment, as well as in the sound and balanced development of the world's communities." The Tbilisi Declaration updated and clarified The Stockholm Declaration and The Belgrade Charter by including new goals, objectives, characteristics, and guiding principles of environmental education.

Later that decade, in 1977, the Intergovernmental Conference on Environmental Education in Tbilisi, Georgia emphasized the role of Environmental Education in preserving and improving the global environment and sought to provide the framework and guidelines for environmental education. The Conference laid out the role, objectives, and characteristics of environmental education, and provided several goals and principles for environmental education.

Modern environmental education in the United States

Following the 1970s, non-governmental organizations that focused on environmental education continued to form and grow, the number of teachers implementing environmental education in their classrooms increased, and the movement gained stronger political backing. A critical move forward came when the United States Congress passed the National Environmental Education Act of 1990, which placed the Office of Environmental Education in the U.S. Environmental Protection Agency and allowed the EPA to create environmental education initiatives at the federal level.

Antecedents in the United States

In the United States some of the antecedents of Environmental Education were Nature Studies, Conservation Education and School Camping. Nature studies integrated academic approach with outdoor exploration (Roth, 1978). Conservation Education brought awareness to the misuse of natural resources. George Perkins Marsh discoursed on humanity’s integral part of the natural world. The governmental agencies like the U.S. Forest Service and the EPA were also pushing a conservation agenda. Conservation ideals still guide environmental education today. School Camping was exposure to the environment and use of resources outside of the classroom for educational purposes. The legacies of these antecedents are still present in the evolving arena of environmental education.

About

Environmental education has been considered an additional or elective subject in much of traditional K-12 curriculum. At the elementary school level, environmental education can take the form of science enrichment curriculum, natural history field trips, community service projects, and participation in outdoor science schools. EE policies assist schools and organizations in developing and improving environmental education programs that provide citizens with an in-depth understanding of the environment. School related EE policies focus on three main components: curricula, green facilities, and training.

Schools can integrate environmental education into their curricula with sufficient funding from EE policies. This approach – known as using the “environment as an integrating context” for learning – uses the local environment as a framework for teaching state and district education standards. In addition to funding environmental curricula in the classroom, environmental education policies allot the financial resources for hands-on, outdoor learning. These activities and lessons help address and mitigate "nature deficit disorder", as well as encourage healthier lifestyles.

Green schools, or green facility promotion, are another main component of environmental education policies. Greening school facilities cost, on average, a little less than 2 percent more than creating a traditional school, but payback from these energy efficient buildings occur within only a few years. Environmental education policies help reduce the relatively small burden of the initial start-up costs for green schools. Green school policies also provide grants for modernization, renovation, or repair of older school facilities. Additionally, healthy food options are also a central aspect of green schools. These policies specifically focus on bringing freshly prepared food, made from high-quality, locally grown ingredients into schools.

In secondary school, environmental curriculum can be a focused subject within the sciences or is a part of student interest groups or clubs. At the undergraduate and graduate level, it can be considered its own field within education, environmental studies, environmental science and policy, ecology, or human/cultural ecology programs.

Environmental education is not restricted to in-class lesson plans. There are numerous ways children can learn about the environment in which they live. From experimential lessons in the school yard and field trips to national parks to after-school green clubs and school wide sustainability projects, the environment is a topic which is readily and easily accessible. Furthermore, celebration of Earth Day or participation in EE week (run through the National Environmental Education Foundation) is a great way to dedicate your lessons to environmental education. To be most effective, promote a holistic approach and lead by example, using sustainable practices in the classroom and school grounds and encouraging students and parents to bring environmental education into their home.

The final aspect of environmental education policies, but certainly not least important, is training individuals to thrive in a sustainable society. In addition to building a strong relationship with nature, American citizens must have the skills and knowledge to succeed in a 21st century workforce. Thus, environmental education policies fund both teacher training and worker training initiatives. Teachers must be trained to effectively teach and incorporate environmental studies in their curricula. On the other hand, the current workforce must be trained or re-trained so that they can adapt to the new green economy. Environmental education policies that fund training programs are critical in educating citizens to prosper in a sustainable society.

Related disciplines

Environmental education has crossover with the disciplines of outdoor education and experimential education. Both disciplines complement environmental education yet have unique philosophies.

• Outdoor education means learning "in" and "for" the outdoors. It is a means of curriculum extension and enrichment through outdoor experiences." (Hammerman, 1980, p. 33) Environmental education is often taught or enhanced through outdoor experiences. The out of doors experience, while not strictly environmental in nature, often contain elements of teaching about the environment.
• Experiential education is a process through which a learner constructs knowledge, skill, and value from direct experiences" (AEE, 2002, p. 5) Experiential education can be viewed as both a process and method to deliver the ideas and skills associated with environmental education.

While each of these disciplines have their own objectives, there are points where both disciplines overlap with the intentions and philosophy of environmental education.

Trends

One of the current trends within environmental education seeks to move from an approach of ideology and activism to one that allows students to make informed decisions and take action based on experience as well as data. Within this process, environmental curricula have progressively been integrated into governmental education standards. Some environmental educators find this movement distressing and a move away from the original political and activist approach to environmental education while others find this approach more valid and accessible.

Movement

There is a movement that has progressed since the relatively recent founding (1960s) of the idea of environmental education in industrial societies, which has transported the participant from nature appreciation and awareness to education for an ecologically sustainable future. This trend may be viewed as a microcosm of how many environmental education programs seek to first engage with participants through developing a sense of nature appreciation which is then translated into actions that affect conservation and sustainability.

Programs range from New York to California, including Life Lab at University of California, Santa Cruz, as well as Cornell University in Ithaca.

0 Another New Year.......

"Happy New Year!" That greeting will be said and heard for at least the first couple of weeks as a new year gets under way. But the day celebrated as New Year's Day in modern America was not always January 1. 

ANCIENT NEW YEARS
The celebration of the new year is the oldest of all holidays. It was first observed in ancient Babylon about 4000 years ago. In the years around 2000 BC, the Babylonian New Year began with the first New Moon (actually the first visible cresent) after the Vernal Equinox (first day of spring). 

The beginning of spring is a logical time to start a new year. After all, it is the season of rebirth, of planting new crops, and of blossoming. January 1, on the other hand, has no astronomical nor agricultural significance. It is purely arbitrary. 

The Babylonian new year celebration lasted for eleven days. Each day had its own particular mode of celebration, but it is safe to say that modern New Year's Eve festivities pale in comparison. 

The Romans continued to observe the new year in late March, but their calendar was continually tampered with by various emperors so that the calendar soon became out of synchronization with the sun. 

In order to set the calendar right, the Roman senate, in 153 BC, declared January 1 to be the beginning of the new year. But tampering continued until Julius Caesar, in 46 BC, established what has come to be known as the Julian Calendar. It again established January 1 as the new year. But in order to synchronize the calendar with the sun, Caesar had to let the previous year drag on for 445 days. 

THE CHURCH'S VIEW OF NEW YEAR CELEBRATIONS
Although in the first centuries AD the Romans continued celebrating the new year, the early Catholic Church condemned the festivities as paganism. But as Christianity became more widespread, the early church began having its own religious observances concurrently with many of the pagan celebrations, and New Year's Day was no different. New Years is still observed as the Feast of Christ's Circumcision by some denominations. 

During the Middle Ages, the Church remained opposed to celebrating New Years. January 1 has been celebrated as a holiday by Western nations for only about the past 400 years. 

NEW YEAR TRADITIONS

Other traditions of the season include the making of New Year's resolutions. That tradition also dates back to the early Babylonians. Popular modern resolutions might include the promise to lose weight or quit smoking. The early Babylonian's most popular resolution was to return borrowed farm equipment. 

The Tournament of Roses Parade dates back to 1886. In that year, members of the Valley Hunt Club decorated their carriages with flowers. It celebrated the ripening of the orange crop in California. 

Although the Rose Bowl football game was first played as a part of the Tournament of Roses in 1902, it was replaced by Roman chariot races the following year. In 1916, the football game returned as the sports centerpiece of the festival. 

The tradition of using a baby to signify the new year was begun in Greece around 600 BC. It was their tradition at that time to celebrate their god of wine, Dionysus, by parading a baby in a basket, representing the annual rebirth of that god as the spirit of fertility. Early Egyptians also used a baby as a symbol of rebirth. 

Although the early Christians denounced the practice as pagan, the popularity of the baby as a symbol of rebirth forced the Church to reevaluate its position. The Church finally allowed its members to celebrate the new year with a baby, which was to symbolize the birth of the baby Jesus. 

The use of an image of a baby with a New Years banner as a symbolic representation of the new year was brought to early America by the Germans. They had used the effigy since the fourteenth century. 

FOR LUCK IN THE NEW YEAR

Traditionally, it was thought that one could affect the luck they would have throughout the coming year by what they did or ate on the first day of the year. For that reason, it has become common for folks to celebrate the first few minutes of a brand new year in the company of family and friends. Parties often last into the middle of the night after the ringing in of a new year. It was once believed that the first visitor on New Year's Day would bring either good luck or bad luck the rest of the year. It was particularly lucky if that visitor happened to be a tall dark-haired man.

Traditional New Year foods are also thought to bring luck. Many cultures believe that anything in the shape of a ring is good luck, because it symbolizes "coming full circle," completing a year's cycle. For that reason, the Dutch believe that eating donuts on New Year's Day will bring good fortune. 

Many parts of the U.S. celebrate the new year by consuming black-eyed peas. These legumes are typically accompanied by either hog jowls or ham. Black-eyed peas and other legumes have been considered good luck in many cultures. The hog, and thus its meat, is considered lucky because it symbolizes prosperity. Cabbage is another "good luck" vegetable that is consumed on New Year's Day by many. Cabbage leaves are also considered a sign of prosperity, being representative of paper currency. In some regions, rice is a lucky food that is eaten on New Year's Day. 

TOASTING
One of the most venerable New Years traditions is the champaign toast at midnight to ring in the new year. Toasting can be traced back to the ancient Romans and Greeks who would pour wine, to be shared among those attending a religious function, from a common pitcher. The host would drink first, to assure his guests that the wine was not poisoned. Poisoning the wine was a fairly common practice in ancient times, designed to do away with one's enemies. In those days the wine was not as refined as it is today so a square of burned bread (toast) would be floated in the wine bowl and then eaten by the last person to drink. The bread was put there to absorb the extra acidity of the wine in order to make it more palatable. Eventually, the act of drinking in unison came to be called a toast, from the act of "toasting" or putting toast into the wine. 

AULD LANG SYNE
The song, "Auld Lang Syne," playing in the background, is sung at the stroke of midnight in almost every English-speaking country in the world to bring in the new year. At least partially written by Robert Burns in the 1700's, it was first published in 1796 after Burns' death. Early variations of the song were sung prior to 1700 and inspired Burns to produce the modern rendition. An old Scottish tune, "Auld Lang Syne" literally means "old long ago," or simply, "the good old days." The lyrics can be found here. 

Copyright © 1997-2010, Jerry Wilson; Get Permission to Reprint this article.

0 New Year Preface

Dear Blogger, dear Friends, dear reader

It has been 3 years for the blog, I am pleased to express the warm wishes I have for each and everyone of you, at the dawn of the new year. In this period characterised by signs of changing world issues and where environmental education concerns are now better understood, I would hope that we all recognize the need to adopt a lifestyle looking to the future.

Together, we demonstrate our confidence in the future and feeling a real solidarity, both with our loved ones in our own world (bloogers), and beyond our borders with the disadvantaged.

I wish our young people every success, and through effort, training and work, they will find the place they aspire to occupy at the heart of society. To our seniors, to whom we owe much, I express my gratitude, especially for their gift of giving us generations to come. I also express to them the hope of health and serenity.

To all those who read my blog, all over the world, through their business, their action or work, have developed projects which contribute to the blog and social life, I hope that their efforts thrive in this achievement.

To each and everyone of you who live in all over thye world or who have made an impact abroad, I repeat: Very Happy New Year 2012.

May succes with you

Blogger: agoesl@w

0 Ethnic and Cultural Diversity in Indonesia (Part2)

Cultural Diversity in Indonesia

Among living creatures, only humans who produce culture. With reason it has, people form culture. This fits with the term culture itself. The term culture derived from the Sanskrit word, which is buddayah or buddhi, which means of reason. Culture means everything produced by the mind of the human mind itself.There are three forms of culture, the culture in the form of ideas, customs, and cultural objects.

1. Culture in the form of ideas, including science, indigenous customs, and regulations.
2. Culture in the form of habits, including how to find food (Livelihoods), social procedures, procedures for marriage, arts, and a wide variety of traditional ceremonies.
3. Culture in the form of objects are all objects that are created by humans, such as tools everyday purposes, houses, jewelry, treasures (weapons), vehicles, and others.

Humans create the culture to survive and meet the their needs. In addition, the culture was created to cultivate beneficial to the natural order of human life. Due to environmental conditions different nature, then there is cultural diversity.

Recognize cultural diversity in IndonesiaIndonesia is very broad region. Neighborhood residents Indonesia also vary. There are people living in coastal areas; there who live in the mountains, there lived in the area lowlands, and others. So do not be surprised if there was a wide cultural diversity in Indonesia. 

We take a sample form of the house. Neighborhood affects form of the house each tribe. Custom homes in Java and in Bali is usually built directly on the ground. While the houses Indigenous outside Java and Bali are built on pilings or called home the stage. Why built houses on stilts? The reason people make Other homes for meghindari panggungantara flooding and avoid animal predatory. Below the house is usually used to maintain livestock and storing goods.

Cultural diversity can be seen from a variety of forms custom home. Here are some examples of custom homes.1. Houses Bolon (North Sumatra).2. Tower House (Minangkabau, West Sumatra).3. Houses Joglo (Central Java, Yogyakarta and East Java).4. Houses Lamin (East Kalimantan).5. Home landscape (Central Kalimantan).6. Houses Tongkonan (South Sulawesi).7. Honai house (House of Dani tribe in Papua).Each tribe has customs. Customs that regulate life together. Customs reflected in traditional clothes, various ceremonies, such as funerals, marriages, births, and in association governance. Traditional clothing worn in traditional ceremonies. However, there are also traditional clothes are worn in everyday life. Here are examples of traditional dress in Indonesia.

Every tribe has traditional ceremonies in the events important life. Eg birth ceremonies, reception becomes members of the tribe, marriage, death, and others. Names and forms ceremonies marking life events were different in each the tribe. Some examples of rituals performed tribes in Indonesia, among others, as follows.1. Mitoni, tedhak siti, ruwatan, festivity, grebegan (Javanese).2. Seren epidemic (Sunda).3. Kasodo (Tengger).4. Nelubulanin, Ngaben (Bali).5. Signs gift (Toraja).Indonesia's cultural diversity is also apparent in the arts the area. There are a variety of local art forms. Here are some local art forms.1. Music and folk songs.2. Traditional regional dances.3. Traditional performing arts.4. Painting, carving, sculpture, and traditional wicker.Respect the culture in IndonesiaMany foreigners are so impressed by the results of culture of the tribes nation in Indonesia. The results of the amazing culture of the nation, between Other buildings such as the Borobudur temple art, art like gamelan music Java and Bali, the Kecak dance arts such as dance, sculpture like statues made the Asmat. Cultural diversity is the wealth of our nation. Culture regional culture is the main capital to develop national culture. The national culture is the tops regional cultures that exist in parts of Indonesia. Regional culture which can become a national culture must meet the requirements, such as:

1. showed characteristic or identity of the nation;
2. high quality so that it can be accepted by the entire nation of Indonesia; and
3. appropriate and proper appointed as national culture.

National culture should have the cultural elements that have recognition of all our nation, so it belongs to the nation. The national culture implemented at the national level activities, such as independence anniversary celebration August 17, commemoration days national, and activities of government or private offices.As citizens we should be proud of Indonesia in the presence cultural diversity. The various forms of cultural It is a priceless legacy. We must respect the cultural diversity. We also have to preserve and develop various forms of cultural heritage that exist today.

How to respect the cultural diversity that exist in Indonesia? Attitude of respect for cultural diversity can we show with these attitudes. 
1. Respect for other group that runs the habits and customs
2. No insulting other ethnic culture results. 
3. Want to watch the traditional performing arts. 
4. Willing to learn and develop various kinds of traditional arts such as dance, music, and performing arts. 
5. Proud of the results of culture in the country.

0 Ethnic and Cultural Diversity in Indonesia (Part1)

Indonesia is a pluralistic nation as composed of various tribes, customs, language regions, as well as different religious groups. Diversity found in different areas of Sabang to Merauke. Every ethnic group in Indonesia has a habit of life that is different. Living habits and culture that became characteristic of certain ethnic groups. For the sake of unity, we should realize and appreciate the diversity of the nation so it can be a tough one

A. Etnic Diversity In Indonesia 

Distribution of ethnic groups in IndonesiaEthnic groups are part of a nation. Ethnic groups have certain fundamental characteristics. The characteristics that are usually associated with origins and culture. There are several characteristics that can be used to recognize a tribe, namely: physical characteristics, language, customs, and The same art. Examples of physical characteristics, such as skin color, hair, face, and physique. The characteristics which distinguishes a tribe with other tribes.

Ethnic group is a collection of relatives (family) wide. They believe that they originated from the same ancestry. They also feel as a group. In everyday life they have own language and customs are derived from ancestors them. From which the ancestors of bang-sa Indonesia come from? There is a theory that states of Indonesia's population came from mainland South China, Province Yunnan now. There is also a theory of "Archipelago." Let's discuss the second this theory.

According to the first theory of Yunnan Ethnic groups came to Indonesia in wavy. There are two important waves.The first wave occurred about 3000 years ago. They who moved in pe periods of this came to be known as the clump Proto Malay nation. Proto Malay Malay also called Polynesia. Proto Malay nation scattered clumps of Madagascar to the Pacific The east. They live in coastal areas. Included in the nation Parents are ethnic Malays in Sumatra Batak, Dayak inBorneo, and Toraja in Sulawesi.

The second wave occurred about 2000 years ago, called Deutero Malay. They are called the Young Malay population. They urged Old Malay Archipelago inland. Including the Young Malay are ethnic Javanese, Minang-Kabau, Bali, Makassar, Buginese, and Sunda. According to the theory of the "archipelago" of Indonesia's population does not come from outside. This theory is supported by many experts, such as J. Crawfurd, K. Himly, Sutan Fate Alisjahbana, and Gorys Keraf. According to experts this population of Indonesia (The Malays) already has a high civilization on the bada-19 BCE. This stage can only be achieved only after the development of cultural the old. This shows the population of Indonesia is not derived from everywhere, but it originated and evolved in the archipelago. Although there is a theory which states that Indonesia has common ancestor, in fact there are diverse ethnicities peoples who inhabited the region known for certain Indonesia.Tidak how many ethnic groups in Indonesia. It is estimated there are 300 to 500 tribes who lived in Indonesia. The difference is because the number of different experts in ethnic grouping. So what causes the diversity of ethnicities in Indonesia? The diversity of ethnic groups in Indonesia, among others, caused by:

1. racial origin,
2. differences in the geographical environment,
3. differences in historical background,
4. regional development,
5. differences of religion or belief, and
6. adaptability or adjust.

From the above factors, geographical and environmental factors ability adaptation or adjust very influential. Environmental factors cause geographic diversity among other tribes as follows.

1.Our country-shaped islands.  

Residents who live on an island separately with the residents who live in other islands. Residents of each develop the habits and customs of the island itself. Within the long enough to develop into different cultures.

2.The difference form of the earth, such as coastal areas, lowlands, and mountains.  

Population to adapt to the geographical conditions its natural. Adaptation that can be realized in the form of changes in changes in behavior or physical characteristics. Residents who live in the area mountains for example, will communicate with a loud voice so that neighbors can be heard. Residents who live in the area beach or in the water area will develop the skills to catch fish, and so on. Changes in natural conditions and processes adaptation is what causes the diversity of spare nation in Indonesia.

The size of the existing tribes in Indonesia is uneven. Tribe the nation's large enough number of members, among other ethnic groups Javanese, Sundanese, Madurese, Malay, Bugis, Makassar, Minangkabau, Bali, and Batak. Usually a tribe living in a particular area within a provinces in our country. But not always. Javanese, Batak, Bugis, and people Minang for example, many of which wanderto other areas.

Respecting the diversity of ethnic groupsOur nation made up of various tribes. This ethnic diversity is the wealth of our nation. We must develop an attitude of respect for other ethnic groups and different culture with our culture. How can we be honoring the diversity of ethnic groups that exist in the ground water? We can develop these attitudes.1. Receiving other tribes in daily life. In relationships in society, we not only meet people one tribe the nation. Especially if you live in the city. People from other tribes we must accept. They are our brothers of the nation.

2. Adds to our knowledge of other tribes. Studying the tribal Other nations do not have to come to the area where they live. We can learn about the customs, arts, and their language. By knowing more in other tribes, we will understand custom. Thus we will not easily suspect.

3. No bad-mouthing, insulting, and degrading tribes other. We, human beings created by God with dignity the same. Therefore, we should not insult the tribe other nations. Why do we have to respect the diversity of ethnic groups? Diversity ethnicity is a reality of our nation. This is the wealth of nations we. If we do not respect their own ethnic group, we will not be become a strong nation. We must not only boast of interest our own people and degrading other tribes. If we do not respect for ethnic diversity, peace will not be created in life together. The absence of mutual respect for tribal peoples will lead to conflict. Examples are many. Among others, the conflict in Poso, conflict in Sambas, and the conflict in Maluku. With the existence of conflicts that national unity be tarnished. In the event of a dispute tribal nation, our nation will be weak. Therefore, it is We should develop mutual respect between the tribes the nation.