Throughout my academic career, I have had the opportunity to closely observe and participate in the activities of many diverse communities. From Singapore to Los Angeles, I have followed political parties, civic organizations, cultural movements, and international corporations. Both in my master’s and doctoral studies, I have explored the significance of community from various perspectives.
Among all these communities, each with its own unique organizational strategies, Al Umanaa holds a particularly special place for me. Although I was only able to observe this school for three days—due to a severe illness from which I have just recovered—I encountered numerous insights and details worth sharing.
In just those three days, I developed a strong sense of connection to the powerful vision that drives this school. I am certain I will return, and in the future, I plan to encourage one of my graduate students to write a scientific thesis on Al Umanaa.
The story of Al Umanaa is truly inspiring. In just a decade, it has grown from nothing into one of the leading boarding schools in West Java, thanks to remarkable perseverance and determination. Its journey is filled with lessons that can inspire not only Indonesia, but communities and schools everywhere.
Al Umanaa is not a school in the traditional sense; it is a vibrant, dynamic environment that fosters growth in every field and prepares its students for all aspects of life through a multidisciplinary approach. The school’s mission extends far beyond academics. Graduates leave with a philosophical outlook, a strong sense of purpose, and the willpower to stand firm throughout their lives.
I had the privilege of speaking with many Al Umanaa students. What struck me most was the school’s exceptional approach to foreign language education. In addition to English, students learn Arabic, Chinese, and several other languages with impressive proficiency.
During my conversations, I often found it difficult to guess the students’ ages—their responses to questions about technology, cultural studies, philosophy, and sociology were on par with those of university students.
As I explored the campus, I witnessed firsthand the foundation of this education. Al Umanaa is alive with activity: libraries and communal spaces are bustling from before sunrise and throughout the day.
I have no doubt that, in the medium term, this school will evolve into an Institute of Technology. Students will come not only from West Java, but from across Southeast Asia and, eventually, from countries as far as Europe and beyond. When that happens, we will repeatedly ask ourselves in academic circles: What is the source of the spirit and strong sense of community that make Al Umanaa so unique?
To further illustrate this process, I must mention a few names, though I regret I could not record all of them. Mr. Alhaq, who coordinated my visit from the outset, is a visionary leader. He also leads the scouting activities, which play a crucial role in helping students identify with Al Umanaa. Walking around the campus and hearing the scouts’ enthusiastic singing, one can immediately sense the strength of the school’s identity.
At Al Umanaa, it is clear every day that individuals cannot thrive alone. In challenging times, we best serve humanity by supporting one another and being part of a community with great ideals.
Within Mr. Alhaq’s team, Syauqy, Indah, and Aqil have taken on teaching roles at a remarkably young age. These educators, whose intellectual and academic abilities rival those of university students, are living examples of the Al Umanaa miracle. The school fosters a sense of responsibility early on, empowering students to take initiative. With its grassroots, organically democratic approach, every member of the community has a voice in the school’s operations.
Thanks to this effective organizational structure, Al Umanaa is able to mobilize its resources and people across many domains. From daily operations to long-term educational projects, the school’s spirit is evident everywhere.
I would also like to mention Deborah and Shuye, who are part of the international volunteer program. Deborah, who teaches English as part of the school’s commitment to mother-tongue education, possesses deep knowledge of American culture. Through my conversations with her, I gained new insights into the United States—a country I have visited twice before. Her students benefit from an enriching journey into the roots of American culture through her classes.
In addition to English, Al Umanaa is committed to teaching Chinese effectively. In this regard, Shuye, who teaches in the program, stands out as a talented educator who skillfully blends Eastern philosophy with linguistics. It is also worth noting that he is a polyglot, adept at unraveling the grammatical structures and systematics of various languages.
Beyond these individuals, special recognition must be given to the school’s founders, its director general, and other leaders who have taken initiative on the School Board. The school’s director, Mindjali Abdul Ghani Syarif, is a visionary leader who has guided Al Umanaa into the future with a spirit of tolerance and inclusivity. He is deeply respected by both students and teachers. His experience and foresight have been essential in fostering a strong sense of community and hope for the future among everyone at Al Umanaa.
The stories I heard from the administrators about the school’s history gave me insight into its remarkable transformation—from nothing to a vibrant, visionary boarding school in just ten years. This decade-long journey was the most challenging part. Now, Al Umanaa’s true journey is just beginning.
Students who are nurtured in the Al Umanaa culture will carry this spirit to the farthest islands of Indonesia. Yet, this vision is not confined to Indonesia alone. Over time, the spirit of Al Umanaa will reach other countries, and the sense of community among its thousands of graduates will pave the way for the school to host international seminars, scientific projects, and workshops.
With new classrooms, dormitories, and workshops being added each year, the campus in Sukabumi is becoming one of the most vibrant examples of community-oriented education and science.
I am certain I will return to witness the school’s continued progress, and I will share my experiences at Al Umanaa in seminars at various universities. I will also encourage my academic colleagues who study on ‘community’ to visit Indonesia and see Al Umanaa for themselves.
Someone needs to document the remarkable achievements happening there, so that the world can recognize the potential of an academic environment that places community at its core—especially at a time when Western universities are often characterized by isolation and static education.
During my time in Indonesia, I encountered an extraordinary level of kindness and sincerity. Indonesians seem to understand from an early age that life is meaningless without being part of a community, and they embody this spirit of cooperation and solidarity in every aspect of daily life.
All these observations suggest that the individualistic approach of Western education should be reconsidered. We must move toward a community-based model of education. Al Umanaa continues to shine as a living example of what this approach can achieve in a remarkably short time.
Devin, (Jakarta-17.05.2025)
