Imam Ibnu Aziz_SMA Al Azhar Mandiri Palu_video 2 — Transcript

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1. 0:20Starting in 3
2. 0:222
3. 0:231 The star score is not perfect, but it
4. 0:26does not justify you as an education
5. 0:27system to ultimately dismiss ultimately
6. 0:30expel these individuals. You're still an
7. 0:32education institution that still need to
8. 0:34teach them about morality and still need
9. 0:36to teach them about morals and still
10. 0:38need to like guide them at the end of
11. 0:39the day. That is why we oppose come up.
12. 0:41That is why we oppose and proposition is
13. 0:43something is very cool. Two points of
14. 0:45rebuttals before moving on to our cases
15. 0:47that. Firstly, what is Firstly, let's
16. 0:49argue about let's engage on the argument
17. 0:51about
18. 0:52there's no measurable threat towards
19. 0:53these individuals who have been bullied
20. 0:55or who are violent and etc. Two Two
21. 0:57responses panels. I feel like A, we feel
22. 0:59like A, the star score itself is very
23. 1:00much progressive. I feel like there's
24. 1:02already a measurable threat within the
25. 1:03star score that is able to prevent these
26. 1:05individuals from like doing the the
27. 1:07certain acts in the very first place,
28. 1:08but also give a deterrent effect within
29. 1:10individuals who have already done it.
30. 1:12For example, in the in Indonesia, we
31. 1:14have like peminaan or like detention for
32. 1:15example or like anti-bullying and etc.
33. 1:18And etc. And etc. Who are Who are then
34. 1:20is automatically going to be very
35. 1:21proportional within individuals. Realize
36. 1:23that something like peminaan and
37. 1:25detention is something that is very
38. 1:26tiring and exhausting within individuals
39. 1:28which creates a like deterrent effect
40. 1:30and also creates a kind of preventive
41. 1:32prevention method where it internalizes
42. 1:34within individuals that they do not want
43. 1:36to like sweep the floors for example.
44. 1:38They do not want to stay in the They do
45. 1:40not want to stay an hour after school
46. 1:41and etc. This kind of prevention method
47. 1:43is ultimately works. And I feel like
48. 1:45this And I feel like this also rebuts
49. 1:46their
50. 1:47comments about victims. I feel like the
51. 1:49star star score itself is already so
52. 1:50progressive where we also have like
53. 1:51recover We also have like programs to
54. 1:53recover the victims within society
55. 1:55within this like bully bullies or like
56. 1:57violent system. For example, for
57. 1:58example, anti-bullying commi- committees
58. 2:00or like counselors seeing their prog-
59. 2:02progress or like seeing their mental
60. 2:03well-being that is very progressive. But
61. 2:05then B, even if for example, they do not
62. 2:07have this kind of measur- measurable
63. 2:08threat, it is not it is very much unjust
64. 2:10for you to alienate these individuals
65. 2:12and ultimately expel them. It is your
66. 2:13duty as an individual It is your duty,
67. 2:15yes, to make up a safe environment for
68. 2:17other individuals, but it is also your
69. 2:19duty to have some indi- to have
70. 2:20individuals to also progress, to also
71. 2:22become a moral being, for example, to
72. 2:24also guide them and to not expel them to
73. 2:26no to no regulations and no supervision
74. 2:28whatsoever. But then secondary rebuttal
75. 2:30then. Under the idea about
76. 2:31accountability starts at home. It's
77. 2:33accountability starts at home. Two
78. 2:34responses. We said that A, we agree that
79. 2:36home is something that is very
80. 2:37important. Upbringing is something that
81. 2:38is very important, but it still does not
82. 2:40justify you the right of education the
83. 2:42to to like take away the right of
84. 2:43education with individuals. You still
85. 2:45are an institution. You have to give
86. 2:47them those kind of like guide them
87. 2:48guidance at the end of the day. But then
88. 2:49B, to some extent be
89. 2:52to some extent accountability that's
90. 2:53like start at home is also not going to
91. 2:55be that good under side proposition
92. 2:57where the environment that they grow up
93. 2:58in within this violent individuals would
94. 3:00ultimately not be that good, for
95. 3:02example, where the individuals where the
96. 3:04reason why they become violent in the
97. 3:05first place is because of the
98. 3:06environment. What are you supposed to do
99. 3:08with those individuals? That is very
100. 3:09something that is very harmful towards
101. 3:11these individuals at the end of the day.
102. 3:12But then before moving on to our case as
103. 3:13panels, what do we want under side
104. 3:15proposition? I just want to note that we
105. 3:16do not justify violence whatsoever, but
106. 3:18realize we don't But we don't we want to
107. 3:21see violent individuals who have those
108. 3:22kind of factors that who have those kind
109. 3:24of factors uh that becomes violent in
110. 3:26the very first place, which I'll explain
111. 3:27later in my argument. But then the
112. 3:29mechanism under side opposition is that
113. 3:31most likely these individuals who have
114. 3:32these violent violent upbringing would
115. 3:34ultimately would ultimately we were able
116. 3:36to prevent it like with counseling, for
117. 3:38example, where you know, counseling or
118. 3:40like socializations like being violent
119. 3:42or like being a bully is something that
120. 3:43is very bad. Regulations we are make
121. 3:45we're going to make it tighter or like
122. 3:46the commi- committee within status quo
123. 3:48or like the tension the tension and
124. 3:51the tension that that I have that I have
125. 3:53already talked about that I have already
126. 3:55talked about. Then moving on to two
127. 3:57arguments coming from side opposition.
128. 3:59First argument then, under the idea
129. 4:00about this would this is the
130. 4:01responsibility to not
131. 4:03abandon individuals. First layer then,
132. 4:05under justification. Let me
133. 4:06contextualize this argument then. What
134. 4:08is the exactly the responsibility of an
135. 4:09education system education institutions?
136. 4:12Schools and education institutions have
137. 4:13the sponsor have been given the trust by
138. 4:15society and the government itself to
139. 4:17guide individuals to make sure that
140. 4:19these individuals become
141. 4:21become a moral become a moral being that
142. 4:23knows the different that the moral being
143. 4:25that are able to teach these
144. 4:26individuals, for example, moral judgment
145. 4:28to actually differentiate what is like
146. 4:30morally harmful like morally good within
147. 4:32society or within themselves, for
148. 4:34example for example and etc. Or like
149. 4:36making sure that they are able to learn
150. 4:38that they are able to learn from their
151. 4:40mistakes, for example for example or
152. 4:42they are for example or
153. 4:44so that they are able to become a
154. 4:45productive member of society that they
155. 4:47are able to cooperate and they are able
156. 4:49to distinguish what is the
157. 4:50responsibilities as for me as an
158. 4:51individual students itself and like this
159. 4:54bullies at the end of the day and
160. 4:56at the end of the day realize that these
161. 4:57individuals do not have any moral grasp
162. 5:00whatsoever they where they still do not
163. 5:02have a moral compass to follow to to
164. 5:04follow where the factors of being a
165. 5:05bully is something that is very
166. 5:07structural and something that is very
167. 5:08very wide within within this debate. For
168. 5:11example, the reason as to why
169. 5:12individuals become bullies or violent in
170. 5:14the very first place is because I
171. 5:15already told you they have no moral
172. 5:16judgment whatsoever or like secondly the
173. 5:18factors of environment they grow up in
174. 5:20an environment that
175. 5:22with their peers, for example, that
176. 5:24think bullying is cool. Therefore, they
177. 5:26want to follow it, for example, because
178. 5:27they want to be in fit in with the cool
179. 5:29kids or like they want or like they grow
180. 5:31up in a very harmful environment and
181. 5:32etc. And they have no
182. 5:34regulations whatsoever at the end of the
183. 5:37at the end of the day. I feel like this
184. 5:38is very important for schools to like
185. 5:40guide these individuals because most
186. 5:41likely this is
187. 5:43most likely this is the place where this
188. 5:45is the place where individuals
189. 5:47would ultimately grow up would
190. 5:49ultimately like
191. 5:50would ultimately uh
192. 5:52uh grow up in, right? Most of the time
193. 5:54individuals are at schools at the end of
194. 5:55the day. They grow up within the
195. 5:57environment of schools where they see
196. 5:58every day-to-day norms, for example.
197. 6:00They see every day every day-to-day
198. 6:02interactions and they're able to
199. 6:03internalize it and they're able to also
200. 6:05like and they're able to also like
201. 6:06follow it at the end of the day. But at
202. 6:08the end of the day but I feel this is
203. 6:09also important for schools to actually
204. 6:10do this, not only parents, because it is
205. 6:12the most accessible form of regulations
206. 6:14happening include them. For example,
207. 6:16formal supervision that is coming from
208. 6:17teachers and
209. 6:19uh teachers and etc. or like formal
210. 6:20counseling that is free and is very much
211. 6:22accessible towards these individuals or
212. 6:24like a support system that tells these
213. 6:25individuals that no matter how hard life
214. 6:27is that no matter how like what if if
215. 6:30you're advised something that is someone
216. 6:31that is violent, you're this education
217. 6:33institutions still wants you to go on
218. 6:35and move on to go on with your life,
219. 6:37right? But then second layer that, why
220. 6:38is why is expelling these individuals
221. 6:40harmful? We say this harmful because it
222. 6:42takes away the basic rights of
223. 6:43education. I've already told you. And
224. 6:45side proposition is one to argue that
225. 6:46these are people the minorities and we
226. 6:48want to create they want to create a
227. 6:49safe space, which we say is something
228. 6:51that is very cool panels because I would
229. 6:52argue these individuals are still
230. 6:53vulnerable people that still need
231. 6:55guidance at the end of the day that do
232. 6:56not need expo that do not need
233. 6:58expulsions. Yes, we want to create a
234. 7:00safe space, but it does not but it but
235. 7:02it does not cost of the but it does but
236. 7:05it should not cost something that is
237. 7:06very important like education within
238. 7:08individuals. That is something that you
239. 7:09cannot that is something that you cannot
240. 7:11back away. But then second argument
241. 7:13coming from side opposition that how
242. 7:15this counterproductive in solving the
243. 7:17bullying bullying problem. First layer
244. 7:19that, how does this actually happen
245. 7:20panels? I feel like this argument would
246. 7:22ultimately talk about how like how these
247. 7:24education institutions are not able to
248. 7:26solve the root problem within the reason
249. 7:28as to why individuals are are
250. 7:30are like being violent at the end of the
251. 7:32day. It's but ultimately it will
252. 7:34ultimately shift the responsibilities
253. 7:35and giving it to another school and
254. 7:37giving giving it to another school in
255. 7:39hopes that they're able that they're are
256. 7:40to regulate it at the end of the day.
257. 7:42Realize that this is very much
258. 7:43counterproductive because the likelihood
259. 7:45of them being the
260. 7:46because the likelihood of them like
261. 7:48having those kind of deterrence effect
262. 7:49is very very unlikely panels because
263. 7:52they don't see it as an opportunity to
264. 7:53repent to repent towards their like
265. 7:55mistakes for example, but they for
266. 7:57example because they have no education
267. 7:59and guidance whatsoever because they do
268. 8:01not realize because they do not realize
269. 8:03that this is something that is morally
270. 8:05harmful towards other people not only
271. 8:06towards themselves towards themselves.
272. 8:09They only see that their actions have
273. 8:10consequences which does not inherently
274. 8:12mean that they are able to
275. 8:14that they are able to repent. But then
276. 8:16second layer then, why is this very much
277. 8:18why is this very much harmful towards
278. 8:19these individuals? I feel like it harms
279. 8:21well because it's unfair towards these
280. 8:22individuals, right? Where they have to
281. 8:24face a lot of hurdle a lot of hurdles.
282. 8:26For example,
283. 8:28for example, being denied the
284. 8:30the rest of education. I have already
285. 8:31talked about this. Or like but for
286. 8:33example again, like education
287. 8:35disruption. It is likely for them to
288. 8:36like moving towards a different school.
289. 8:38It is likely for them to move to a
290. 8:39different environment for example or
291. 8:40like adapting within that within that
292. 8:42environment like social stigma coming
293. 8:44from their peer coming from their peers
294. 8:46for example and and etc. and etc. We say
295. 8:48that this is something that is very much
296. 8:49unfair and very much unproportionate
297. 8:51with individuals under all those
298. 8:53reasons. So proud to propose.