Introduction

In NUS, especially the Faculty of Arts and Social Sciences, there are many modes of learning, with lectures and discussion groups being the dominant joint approach. Adopting experiential learning as a mode of learning was novel, especially in the Department of Political Science. Unlike the traditional, didactic-oriented education aimed at providing information to the ‘student consumer’, the raison d’etre of the experiential educator is different as he facilitates experiences that will result in meaningful and hopefully long-lasting learning among students.

In this connection, the Department of Political Science, with the support of the Southeast Asian Programme and the University, inaugurated a field trip module (PS3256 “Contemporary Issues in Indonesian Politics”) to Indonesia in Special Term, AY 2004/2005.

Why experiential learning?

In a nutshell, experiential learning can be viewed as an education strategy that integrates classroom teaching with real world experiences. Through this process, a theory on how the integration of classroom information with knowledge garnered through various experiences can be developed. Higher level learning takes place as students are directly involved in their learning. However, experiential learning should not be seen as a substitute but rather, a complement to traditional education.

While experiential learning has been adopted through internship, service learning and outdoor learning elsewhere, it is still at a nascent stage in the Department of Political Science. Just as one learns more about a zoo by visiting it rather than reading about it in books, in the same way, contemporary issues in Indonesian politics are better understood by visiting the country rather than simply reading about it from books and the mass media.

The Indonesian field trip was expected to achieve the following goals:

• Support NUS’s overseas academic programmes;
  
  
• Understand Indonesia’s political system;
  
  
• Gain insight into the key contemporary political issues;
  
  
• Discern the differences between issues portrayed in the academic and mass media and the ground realities;
  
  
• Network with like-minded individuals and institutions.

What did the field trip involve?

The various phases of the field trip are outlined in the following paragraphs.

Preparatory phase: this involved thinking how to go about achieving the specific goals, identifying the ‘targets’ (both people and sites) to visit and most difficult of all, contacting the people involved to arrange for meetings or visits to take place during the field trip. Rigorous preparation is the key to successful experiential learning.

Pre-field trip phase: once the numbers had been finalised, students were briefed on what to expect in Indonesia. They must be armed with basic knowledge of the country as well as key issues and discourses they could expect to hear when they meet their ‘targets’.

Field trip phase: this was the most challenging phase as this was where the actual experiential journey took place. One should be prepared to expect the unexpected as there were only so much that could be planned and anticipated. Due to Indonesia’s vastness, traffic conditions and various uncertainties (e.g. being confronted by a sudden demonstration) as well as the strong likelihood that a key resource person would fail to turn up for one reason or another, a lot of contingency planning was required. Students were also prepared to expect the worst but this expectation was only one aspect of the experiential learning journey.

Members of the study trip at the Keraton, the Sultan’s Palace at Jogjakarta.

The field trip involved meeting current and former high-ranking civilian and military officials, academics, key decision makers, businessmen and student leaders. Students also visited important historical, political and cultural sites in Jakarta (Indonesia’s political and economic capital) and Jogjakarta (Indonesia’s cultural and educational capital). Additionally, students were required to attend lectures and discussions, write short papers, prepare drafts for their essays as well as prepare for the final examinations. After each meeting or site visit, students were also asked to review and reflect on their encounters.

Post-field trip phase: upon completing the journey, students were asked to evaluate what they had learnt and experienced throughout the journey. Following the submission of essays, a revision of the module was held before the final examinations.

Achievements and lessons learnt

As the module was the first of its kind in the department, students benefitted from the field trip in many ways:

• Exposure to a multiplicity of standpoints on key issues;

Meeting with the Chairman of People’s Consultative Assembly,
Dr Nurhidayat Wahid, at the MPR Building, Indonesia.

• Appreciation of Indonesia’s political, economic and social complexities;
  
  
• Interaction with key personnel and institutions;
  
  
• Forged friendships and networks with staff and students;
  
  
• Insights into Indonesian culture, especially the dominance of Javanese worldview;
  
  
• Heightened awareness of Indonesia’s geopolitical significance and its pivotal role in ASEAN, and what this means for Singapore;
  
  
• Opportunity to showcase NUS and its students.

While much had been achieved from the trip, there were still constraints to fulfillment of the goals:

• Language barriers prevented students from getting closer and understanding Indonesia in greater depth;
  
  
• Security and health concerns prevented the group from exploring other areas of Indonesia;
  
  
• Time constraints—one month was too short to understand a vast and complex country like Indonesia;
  
  
• Logistics was a perennial problem as distance and traffic situation limited the learning journey;
  
  
• Budgetary considerations also greatly hampered a deeper exploration of Indonesia as internal transport and accommodation costs were not cheap.

Future plans

Despite the various challenges, the field trip to Indonesia was a tremendous success. Students developed a particular interest in the country as their ‘third eye’ was opened. Many have indicated a desire to undertake further studies on Indonesia. The friends, networks and linkages established have been expanded and consolidated. The module should be sustained and developed further.

If possible, more of such modules should be introduced, especially with reference to Malaysia and other geopolitically important neighbours as field trips are an extremely invaluable mode of experiential learning.