Yogyakarta, 06/13/2025 — The Department of Cultural Anthropology presented Mike McGovern from the University of Michigan as a resource person in a seminar entitled “Resentment Three Ways: Is Resentment Politically Destructive, or Can it be Constructive?” Cultural Anthropology students attended this event to explore the complex nature of resentment and its impact on society.

In his presentation, Mike McGovern highlighted that most European thinking on resentment follows the views of Friedrich Nietzsche, who belittled this sentiment as part of a “slave rebellion in morality,” which he said characterized Judeo-Christian culture. According to Nietzsche, resentment is considered an emotion that is past-oriented, childish, and ultimately detrimental to the individual who experiences it.

This seminar aims to explore the multifaceted nature of resentment, especially in the context of education and conflict resolution. Mike McGovern emphasized that understanding resentment is essential to fostering dialogue and promoting peace in societies that end conflict. He argues that hurt can lead to destructive political outcomes or serve as a catalyst for constructive change, depending on how it is managed.

Mike McGovern brings together three case studies from Myanmar, Guinea, and the United States to illustrate how hurt operates in different social and economic contexts, each producing different trajectories and outcomes. In Myanmar, for example, hurt has fueled protracted ethnic conflict, divisions, and hampered progress toward reconciliation. Meanwhile, the situation in Guinea shows how collective hurt over colonial legacies has fueled movements toward social justice and political reform.

Throughout the seminar, McGovern encouraged participants to reflect on their own experiences with hurt and consider how these feelings can be transformed into positive action. He emphasized the importance of education in this process, as it provides individuals with the tools to engage in constructive dialogue and resolve conflict.

As the seminar concluded, participants left with a new understanding of the dual nature of hurt. While it can be a source of discord and conflict, it also has the potential to inspire change and foster unity when approached thoughtfully. The event emphasized the importance of addressing emotions such as hurt in efforts to achieve sustainable development goals, especially in the areas of education and conflict resolution.

[Humas FIB UGM, Candra Solihin]

Yogyakarta, 31/05/2025 – At INCULS (Indonesian Language and Culture Learning Service), learning Bahasa Indonesia goes beyond the classroom. One of the approaches used is contextual learning—bringing students closer to the culture behind the language. A perfect example of this was the recent field trip to Borobudur and Prambanan Temples on May 31, 2025, with the 2024/2025 KNB (Kemitraan Negara Berkembang) scholarship students. Both temples are UNESCO World Heritage Sites that hold rich historical and cultural significance, making them ideal learning destinations.

The journey began early in the morning at the Faculty of Cultural Sciences, with participants traveling by bus. After a two-hour ride, the group arrived at Borobudur Temple in Magelang. There, students climbed the temple while listening to explanations from a local guide about the history, architectural structure, and philosophical meanings behind the stone reliefs carved into the temple walls. The interaction between the students and the guide was active and lively, with many students asking questions, recording the explanation, and taking photos to document the experience.

After exploring Borobudur, the group headed to Kampung Ulam Restaurant for lunch.The menu featured traditional dishes such as Javanese style fried chicken, empal bacem, sautéed vegetables, tempe, sambal, and crackers. Beyond being a break from the trip, the lunch provided an opportunity to experience local food culture in a friendly and relaxed setting.

The journey continued to Prambanan Temple in Sleman, Yogyakarta, where the group arrived around 4 p.m. Despite the cloudy weather, the visit went smoothly. At the site, students listened to further explanations from the guide about the history of Prambanan, the values reflected in its reliefs, and the legend of Roro Jonggrang, which is closely linked to the temple’s origin story.

This field trip was more than just a sightseeing tour. It was part of INCULS commitment to making language learning more meaningful. By visiting cultural and historical sites, students not only improve their language skills, but also develop a deeper understanding of Indonesian identity and traditions. Experiences like this help students connect more personally with the language and culture, and also a great way to build friendships and memories during their time in Indonesia.

Yogyakarta, 10/06/ 2025 – Amid the growing tide of global mobility and cultural exchange, the role of a tutor goes beyond simply teaching a language, it has evolved into that of an intercultural mediator, helping to strengthen mutual understanding across nations. Yohan Akbariantoro is one such tutor who embraces this role with dedication. A student from the 2022 cohort of the French Language and Literature Program at Universitas Gadjah Mada, Yohan joined the Indonesian Culture and Language Learning Service (INCULS) in 2023 and has since been actively involved in various Bahasa Indonesia for Speakers of Other Languages (BIPA) teaching programs, including Kokushikan University (2023 and 2024), Monash Global Immersion 2024, Development Studies Immersion Program (DSIP) 2024, and the Developing Countries Partnership Scholarship (KNB) 2023–2024.

Among all the programs he has participated in, KNB left the most lasting impression on Yohan. His connection with student such as Mohammad Albohisi from the 2023–2024 KNB cohort extended beyond the classroom. Their communication continues to this day, demonstrating how language learning can foster meaningful and lasting interpersonal networks. This experience also illustrates the vital role language education plays in cultivating global understanding.

At first, Yohan lacked confidence due to his limited prior experience in BIPA instruction. He therefore chose a student-centered approach, sharing cultural trivia about Indonesia—such as interesting places, local customs, and culinary highlights. He often initiated conversations about students’ daily lives, classroom challenges, or plans during their stay in Indonesia. This approach opened up more relaxed and personal discussions, helping students feel at ease. When learners encountered difficulties—for instance, unfamiliar vocabulary—Yohan was quick to collaborate and explore solutions with them, such as using dictionaries together.

Through this teaching process, Yohan also learned how to navigate and challenge stereotypes. During his early interactions, he admitted to some initial uncertainty about the students’ cultural backgrounds. However, as relationships developed, these assumptions gradually faded. He worked to maintain open and respectful interactions. When confronted with differing social norms, such as views on alcohol consumption, he emphasized the importance of contextual awareness and appropriateness in time and place. He also actively avoided bias by treating each student with equal respect, regardless of origin.

Teaching students from diverse programs has enriched Yohan’s understanding of learner dynamics. Male students from Kokushikan University in 2023 tended to be highly academic, while those in the following year’s cohort were more exploratory and open. KNB students were generally very ambitious due to their academic degree pursuits. Meanwhile, female students from the DSIP program were more focused on classroom content, making off-topic interactions more limited. Each program brought its own unique rhythm, and Yohan adapted his teaching style to suit each one’s goals. He also favored the use of informal language in class to create a more relaxed learning atmosphere.

Beyond the classroom, Yohan often took students to cultural sites such as Sonobudoyo Museum, Malioboro, Wisdom Park, and Mirota Kampus. These excursions aimed to deepen their real-world understanding of Indonesian culture. He also regularly consulted with lecturers to gain further insight into guiding students effectively.

Nevertheless, the tutoring journey has not been without its challenges. Maintaining balanced and dynamic interactions was sometimes difficult, particularly when students viewed tutoring sessions as mere formalities. Teaching grammar also required precision; Yohan admitted that he initially struggled to explain affixes and chose instead to focus on one concept at a time to make the material easier to digest. Language barriers also emerged—especially when students were not fluent in English or still learning Indonesian. Additionally, Yohan learned to remain professional despite personal challenges. Interestingly, the tutor role sometimes extended to that of a confidant, as students often felt more comfortable sharing personal stories with a peer.

For Yohan, being a tutor is not about being the primary teacher but rather a companion in the learning process. There is no obligation to “complete” the students’ learning, but rather to assist them through challenges and relay those to the main instructors as part of ongoing evaluation. A close relationship between tutors and lecturers is essential, as students often feel more comfortable expressing concerns to tutors. Yohan also believes that additional training should be provided for both tutors and instructors, so both understand their integral roles within the overall educational program.

Being a tutor has had a profoundly positive impact on Yohan. He has gained a greater appreciation for a cosmopolitan environment filled with diverse perspectives and backgrounds. The experience helped him become more open-minded and reduced tendencies toward stereotyping. His role also enhanced his intercultural communication skills and broadened his knowledge of other countries. It became a valuable opportunity to actively refine his language proficiency.

Looking ahead, Yohan hopes INCULS will continue to improve its teaching environment both in terms of infrastructure and operational support. He recommends that stronger bonds be developed between instructors and tutors to foster more harmonious collaboration. Moreover, he suggests that the faculty should no longer rely heavily on part-time personnel for heavy administrative tasks, as these duties fall outside the tutor’s core responsibilities.

In closing his reflection, Yohan emphasized that despite all the challenges, INCULS remains a warm, vibrant, and inclusive institution for everyone involved. He likens instructors and tutors to the face of INCULS, coordinators as its head, and administrative staff as the hands, feet, and lifeblood that keep INCULS moving forward. Through the dedication of tutors like Yohan, INCULS continues to build intercultural bridges that enrich global understanding.

[INCULS, Thareeq Arkan Falakh]

Yogyakarta, 30/5/2025 — A night full of meaning and memory unfolded at the event Tujuh Puluh Dua Tahun Cak Nun dan Bicara Bicara, held on Friday Pahing, May 30, 2025, at Kawasan Cagar Kreatif Tanah Air, Ngaglik, Sleman. The event was attended by artists, close friends of Cak Nun, and invited guests.

This celebration marked a tribute to the long intellectual and spiritual journey of Cak Nun as a cultural figure and scholar who has shaped the landscape of Indonesian thought since the 1970s. Hosted by MC Seno Classical, the evening featured various performances and speeches from close companions who shared their personal testimonies about Cak Nun.

In his address, Prof. Dr. Aprinus Salam shared personal stories with the maestro. “I met Cak Nun for the first time when I was still in junior high school, around 1979. Since then, I have followed his works, especially his poetry. In fact, both my undergraduate thesis and master’s thesis were about his poetry,” he began. One of the most memorable aspects for Prof. Aprinus was Cak Nun’s autodidactic way of learning. “I was always curious about how he learned. I once observed that he would disassemble a computer, study all the components one by one, and then reassemble it. He could even fix broken cars. That was remarkable,” he explained.

As a closing note, he shared a lasting memory. “One story I always tell that shows how extraordinary he is, is that he eats and sleeps the least among us. His level of asceticism was profound. During Ramadan, at 3 AM, he would routinely send out his writings, showing how deeply he valued time,” he said.

The second testimony came from Budi Sarjono, a long-time friend of Cak Nun since 1974. “I met him in 1974 when I was working at Basis Magazine. He would often ask, ‘Bud, do you have paper? Envelopes? Stamps?’ Then he would sit down and rapidly type two to three articles to be sent to various newspapers. I was deeply impressed,” he recalled.

Budi also shared a poignant experience. “One of the most meaningful memories was when I invited him to deliver a sermon and read poetry at a Catholic Mass in 1975. Although there was some tension with church officials at the time, what I emphasize is how Cak Nun expressed his heart to God with sincerity. That moment shook me.” He also described Cak Nun as a humble friend. “With his already well-known name back then, he still enjoyed gathering with us, talking until late at night. Sometimes, he would call me just to ask to be scolded,” he added with a smile.

That night was more than a birthday celebration, it was a tribute to a thinker who never tires of seeking meaning, nurturing culture, and voicing the conscience of the people. Tujuh Puluh Dua Tahun Cak Nun dan Bicara Bicara stands as a testament to how his intellectual and spiritual journey continues to inspire many to this day.

[Master’s Program Literature, Marsya Kamila]

Jakarta, 23/5/2025 – Two students from the Korean Language and Culture Study Program, Universitas Gadjah Mada (UGM), successfully secured 2nd Place at the National Korean Debate Competition for Indonesian University Students. The competition was held at Auditorium 1, CGV FX Sudirman, Jakarta, on Friday, May 23, 2025. This semifinal-final round was participated by selected students from various universities, including two representatives from UGM’s Korean Language and Culture Study Program.

Unlike typical debate formats, participants in this competition were not informed of the motion or their teammates until the day of the event, as all team assignments and debate positions were determined randomly on-site. In the semifinal round, teams were divided into 3 vs 3 format with the motion, “학생의 편리를 위해 대학교 도서관이 24시간 운영을 해야 된다” (“For the convenience of students, university libraries should operate 24 hours a day”). The two UGM representatives, Adzini and Melinda, were randomly placed on the same team and successfully advanced to the final round. Once again, in the final round, they found themselves on the same team. The final round continued with the motion, “소셜미디어 상에서의 익명성은 긍정적인 영향보다는 부정적인 영향을 더 많이 초래한다” (“Anonymity on social media brings more negative impacts than positive ones”).

The competition concluded with comments from the judges, a dance cover performance, and an awarding session. In this event, Adzini Nurul Fatima Juliani and Ferdinanda Melinda Suryaningrum from the Korean Language and Culture Study Program successfully won 2nd Place in the team category.

In a separate interview, Melinda shared her experience, “Before the competition started, so many thoughts ran through my mind, especially because we were carrying the name of UGM and our study program, which had supported our journey to Jakarta. However, by the grace of God, we managed to deliver a result by winning 2nd place. Although it was not the best result, it was achieved through our utmost efforts. This competition has become an unforgettable part of my life.”

Meanwhile, Adzini also shared her story and the challenges she faced during the competition. “I used to be someone who was afraid to speak up, even just to express my opinion. But now, being able to participate in a debate competition and win 2nd place is a proud achievement for me. I believe that the biggest challenge in a competition doesn’t come from your opponents, but from within yourself. During this competition, I doubted myself many times — could I really do this? Especially when carrying the name of my university and study program. But amidst the doubt, I remembered words from a sunbae: ‘Winning is a bonus. What matters is that we finish what we’ve started.’ Whatever the result, I’m grateful because this is the outcome of my best efforts. Eventually, through this experience, I’ve been able to grow again. And finally, I would like to thank everyone who has helped me to stand here. All of this is thanks to everyone’s support~!!”

(Sherina Azmi)