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Politics, coming back to its original meaning which might be defined as influencing other people and which is involves the making of a common decision for people, then, life is never politics-free. When we are thinking, we are contributing in the political life, how to influence or how to be influenced, how to make a decision in life or how to follow a decision. Politics contain of many dimensions, one might think politics in a negative or positive way depending on which dimensions he stick the politics with. Political party is one of the main institutions in the political life which used in practicing the democracy as the representative system needed by the community. It used as a media to transfer the political messages from the community to the government, as peoples' media to send their aspiration to the people 'above', which existence is influencing the development of the policies of the country depending on its effectiveness. As a Muslim-Largest country, Islam has a very important role in Indonesia's political zone. Though, not everything that has an "Islam" name is able to completely represent Islamic values and so some "non-Islam" might also represent Islamic ethical values. The point of this article is to focus more on how is the relationship between politics and Islam in Indonesia by observing the development of Islamic Political Parties and its phenomena. It will be well observed by the historic-phenomenology approach, which is describing and observing the history of Islamic Political Parties in Indonesia and the social facts that happened in the society

This article examines the history of the arrival of Islam into Indonesia. This research is library research using documentation method. The results of this study are: First, no one knows for sure when Islam began to appear in Indonesia. Several theorists and historians have different opinions and analyzes. However, there are at least four major theories regarding the entry of Islam into Indonesia, namely: Arabic theory, Gujarat theory (India), Bengali theory (Fatimi), and Persian theory. Second, the spread and process of Islamization in Indonesia itself was carried out peacefully. Indonesian people can accept the existence of Islam well. There are six channels of Islamization in Indonesia, namely: trade, marriage, Sufism, education, arts and culture, and politics. Third, the existence of Islamic kingdoms also had a big role in the spread and development of Islam in Indonesia. These Islamic kingdoms stretched from Sumatra to the Moluccas. Some of them are the Perlak Sultanate, Samudera Pasai Sultanate, Malacca Sultanate, Aceh Sultanate, Demak Sultanate, Pajang Sultanate, Mataram Sultanate, Cirebon Sultanate, Banten Sultanate, Sultanate of Ternate, Sultanate of Tidore, Sultanate of Gowa, Sultanate of Tallo, Sultanate of Pasir, Sultanate of Banjar, Kotawaringin Sultanate, Pagatan Sultanate, Sambas Sultanate, Kutai Kertanegara Sultanate, Berau Sultanate, Sambaliung Sultanate, Gunung Tabur Sultanate, Pontianak Sultanate, Tidung Sultanate, and Bulungan Sultanate. ; Artikel ini mengkaji tentang sejarah masuknya Islam ke Indonesia. Penelitian ini merupakan penelitian kepustakaan dengan menggunakan metode dokumentasi. Hasil penelitian ini adalah: Pertama, tidak ada yang tahu pasti kapan Islam mulai muncul di Indonesia. Beberapa ahli teori dan sejarawan memiliki pendapat dan analisis yang berbeda. Namun, setidaknya ada empat teori besar mengenai masuknya Islam ke Indonesia, yaitu: teori Arab, teori Gujarat (India), teori Bengali (Fatimi), dan teori Persia. Kedua, penyebaran dan proses Islamisasi di Indonesia sendiri ...

Muhammadiyah is one of the Islamic organizations in Indonesia. The existence of Elections in Indonesia's national history were carried out several times, namely during the Old Order era, namely 1955, the New Order period 1971, 1977, 1982, 1987, 1992 and 1997. Elections for a democratic country like Indonesia are very important because elections are a channel for people's aspirations. Elections that have been held in Indonesia have their own characteristics with differing democratic levels, so the truth of the argument needs to be proven in order to obtain an accurate answer. The results obtained from this study that the implementation of general elections in the Old Order period can already be categorized as democratic elections, with the many parties participating in the general election signifying the existence of freedom in political life, whereas during the New Order the democratic period faded along with the power of the Suharto regime which always curbed the political life of the Indonesian nation, the implementation of the general election during the Reformation especially the 2004 general election was more democratic because the implementation of the election could represent the aspirations of the people especially with the electoral system which was different from the previous election because with a combination of district and proportional systems then the people can know and know what people's representatives will like to channel their aspirations.

Emiliano J. Buis examines the sources of classical Greece to challenge both the state-centeredness of mainstream international legal history and the omnipresence of war and excessive violence in ancient times. Making ample use of epigraphic as well as literary, rhetorical, and historiographical sources, the book offers the first widespread account of the narrative foundations of the (il)legality of warfare in the classical Hellenic world. In a clear yet sophisticated manner, Buis convincingly proves that the traditionally neglected study of the performance of ancient Greek poleis can contribute to a better historical understanding of those principles of international law underlying the practices and applicable rules on the use of force and the conduct of hostilities

Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote. ; Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote.

History of 1948 military coup d'etat of Indonesian Communist Party in Madiun

Es handelt sich um die erste zusammenhängende Ausgabe mit Kommentar des Kalenderhandbuches, das mit seinen Texten eine wichtige Quelle zur Geschichte, Verwaltung und zu den religiösen Mentalitäten in der Stadt Rom im 4. Jahrhundert n.Chr. darstellt. ; The first coherent and handy edition with commentaries of one oft he most important sources for history, administration and religious mentalities of the city of Rome in the 4th century A.D. ; The collection of pictures, lists and short notes, known as the "Chronography of 354" or the "Calendar of Filocalus" is a calendar handbook for the year 354 C.E. Of the thirteen texts, four are Christian documents; the remaining are witnesses of Roman administration and provide no clue for Christianity, or at times even attestations to the Roman religiosity of the Republic and the Imperial Time. The handbook contents can be distinguished by whether it has pictures or just text. Given the complexity of the present form of its constituents, the calendar handbook is an important source for the politic administrative history of the late-Constantine time, for the history of the transformation of religious mentalities, and for the success of the story of Christianity in the city of Rome. The following texts are especially noteworthy: (1) The consular fasti from the beginning of the consulate up to the year 354 CE, for the Roman History and the families that dominated it; (2) the yearly calendar for those festivals celebrated in late-Constantine time with their political and religio-historical dimension, which influenced the history of everyday life of the city; (3) the Catalogus Liberianus, the oldest Roman book of the popes, which together with the lists of the Deposito episcoporum and the Deposito martyrum, the oldest feriale of any Christian Church, is important for the Church of Rome and its conception of history. Notwithstanding a century-long history of editions and commentaries of the calendar handbook, there is up to the present no connected edition and commentary of the pertinent texts, only critical editions of individual parts. This is related to the complex tradition process and the preserved late manuscripts of the 16th and the 17th Century. This poses a range of problems, which this edition and its commentaries tackle: (a) what all was part of the original calendar (b) when did the different texts and their redactions, which lead to the expansions, come into being (c) the perennial research problem of the relationship between the traditional Roman religion and Christianity, for which the texts of the chronographs provide crucial evidence (d) the position of the calendar handbook in the history of book illustration in Late Antiquity. Furthermore, since Mommsen's classical edition, a host of individual problems have been identified, which affect very different scientific endeavours, ranging from the studies of classical antiquities to theology and from cultural sciences to astronomy. Vol. I.: lntroduction with the history of research and the manuscript tradition, Frontispice, Dedicatio, Imagines imperatorum, Natales Caesarum, the week of the planets, the months.