Educations for Empowering

The family as a unit of education, is the smallest unit of an informal institution that has the social values ​​and culture as a cornerstone in shaping attitudes, behaviors, and provide knowledge of the basics of life to children by parents.
Values ​​that grow naturally in family education, namely: "... a) the value of a vital, b) aesthetic value, c) the value of truth, and d) moral values ​​...". Diyarkara SY., (2001:8). These values ​​are reflected in family life through social and cultural phenomenon that takes place naturally in activities of daily life in the family.
The phenomenon of life that occurs in family environments is an educational process, these phenomena are based on the socio-cultural aspects that exist within families and neighborhoods. Culture is the foundation that can affect the activity of education in the family, because culture is a symbolic element of either physical or non physical influence can be felt by each individual in everyday life.
HAR Tilaar, (2002:418) explains that: "... there are interactive relations between individuals, social institutions (family environment) and culture influenced the surrounding natural environment ... ", Which all three are affected by the natural environment of the natural environment the material, spiritual natural environment, and cultural patterns, cultural values ​​influenced their natural environments, while also influenced by external environment.
Individuals and families in her life influenced by the surrounding natural environment that shape the culture and cultural values ​​that arise due to the surrounding natural environment. An example of the natural environment is barren, less profitable, many people or community members to leave his residence (migration), migration behavior of bringing external experience may influence patterns of family life and culture in educating children and membelajarkan the particular purpose desired family education by parents .
Family life education aims to prepare children to adjust to the socio-cultural environment, to master the knowledge and ability to live and work in various environments. Educational goals are practical that is to equip children to be able to apply social values ​​and cultural patterns of family life.
Apply social values ​​and cultural patterns in everyday life, namely to establish and develop the knowledge, skills and attitudes fundamental value given by the father's mother, to be implemented concretely in solving the problems faced especially with regard to subsistence and development individually to design the future life better ..
 Living needs and interests of a better future is the goal of family education in the form of soft skills that produce values ​​that grow and develop in the mental and personality of each individual in the family, soft skills possessed by the child or individual setap produce two broad outcomes namely: a) social capital, b) financial capital, which in the development and progress of a person can live independently.
Independence man in family life can be measured by the behavior of everyday life that can decide and take steps to resolve the problem, and no longer dependent on the environment, however the ability of individuals to shape their environment. Abilities to form a good environment when they are at home environment where he was born or when they are in new surroundings, although they had to deal with the culture, customs are different than before.
Family education desired goal, achieved by creating a learning environment in the household that supported the process of educational interaction between children and parents, created in an authentic learning process and experience in socio-cultural context, namely the child presented in real situations that children are ddalam environment households and the environment. The learning process in the family performed continuously without stopping, not only in the form of internalization and acculturation, however transmission is emphasized in an effort to learn by interacting with the surrounding social and natural environment.
The social environment has a very strong influence on patterns of community life, because the dynamics of community life is going well and thought out or planned and which will always be guided by the existing social environment such as geographical conditions, the potential of nature, culture and local wisdom that grows and develops , the basis and determine how a person thinks or groups of people who are in that environment, social environment shape the thought processes that are part of the development of the individual.
Socio-cultural aspect is a factor that can provide reinforcement learning process in family life, children with parents make the process of interaction with the background and the social culture that flourished in the community. For society as a macro-environment system comes from a small unit of family life, in family life is going efforts to make the transmission and maintenance of a growing culture of the community in the form of education and learning is done by parents to children.
The process of learning that takes place in the family, that the position of children in the process ie they are a living person and react and react to stimuli that appear in an interactive role in the phenomenon in the household environment can not be separated from social and cultural environment around it.
Culture as a source of fundraising conformism of individual behavior on a group of community supporters that culture, because every human child born in a specific natural environment (nature) and in one particular cultural environment (culture) which are both environment a priori determine his custody process (nurture) in its development as a human child, in the learning process, so in reality, cultures tend to repeat certain behavior through parenting and learning process which raises the average personality, or a stereotype that is the hallmark behavior trtentu community that reflects the personality of capital in the environment is, from this understanding then appear on a group of stereotypical behavior insividu. (Poerwati E., nd: 3).
Kids have a mindset in accordance with the socio-cultural environment is experienced, when they are in a society characterized by migrants living, then they will react and behave towards the migration behavior and culture is like asking the people in the household members about the work father, maternal employment and other family members in the new place.
Life experiences and daily work in the migrant is a socio-cultural aspect that is always remembered by the children as the knowledge of informal learning in family life, either directly is never invited to follow the activity of migrating to new places or indirectly concerned life experiences of other family members. This is knowledge that can influence the attitudes and behavior of children's lives.
 Mardliyah S., (2009:15) states: "... a strategy to involve all family members to work mostly done by poor households to maintain their survival (survival strategy) ... the involvement of children in the world of work is very prominent, their occupations entered are the jobs available in the village with working hours that are not bound search for used goods that can be sold directly to collectors at the village .. "
Socio-cultural aspects can affect the mental process of emotional, mental emotional process for every child growing into manhood as they confront and resolve many of the events of life in accordance with the existing socio-cultural realities. The involvement of children in mental development can be viewed emotionally when they have the attitude and behavior adapatif living with the household environment and surroundings.
Social life and cultural conditions experienced by these children, bringing them: "... direct the child to learn about aspects of the economy, despite the economic life of the community group lasted only from hand to mouth, all of them out to eat and not get involved in a market economy ..." (Suparlan P, 1995:90) However, later when towards the village and social communication in family life and community environment children will learn the economic domains in detail regarding: "... a) scarcity, b) Productive Resources, c) Economic System, d) Exchange, e) Economic Intencive, f) Market, and g) Economic Management ... ". (Kotte D & R. Witt, tt: 160-164)
Bibliography
Mardliyah F., (2009). Women seeking Alternative School Dropout in Community Service still relies on Participatory Action Researh, New Delhi: Ministry of Religious Affairs Directorate of Islamic Higher Education.
Kotte D., & Witt, R., (tt). Chance and Challenge: Assesing Economic Literacy, Paper on Discussion of the International Association for the Evaluation of Educational Achievement (IEA), Technical University Dresden School of Economics.

Poerwati E., (tt), "Understanding sikologi Indonesia Community Efforts For Bridging Cross-Cultural Issues". Cultural institutions - University of Malang. Malang.
HAR Tilaar, (1999), Education, Culture and Civil Society Indonesia, Bandung: Youth Work Rosda.
HAR Tilaar, (2002), Social Change and Education (Pedagogic Transformative Introduction to Indonesia), Jakarta, Grasindo.