Cultural diversity has not been explored much to serve as the ethical and moral foundation of our education. Our education has been experiencing a form of uniformity for decades, regardless of the nature of local values as the shapers of the governance and character of our students.

That is why lately culture-based education has become so important to be voiced again by experts and observers of education. Because it is felt that the basic direction of our education has far deviated from the foundation of cultural footing and local genius that has actually raised us in the dynamics of association with the culture of other nations in the world.

We adopt many foreign values for us to present to our students. So it is no wonder Western culture is welcomed with great fanfare and becomes the mass consumption of our students through the circulation of digital media that transcends fairness.

The culture of shaking hands or visiting each other, for example, has been replaced with a culture of Short Message Service (SMS) or WhatsApp (WA). Indeed, many of our cultural values in the country are used as an ethical and moral foundation of education. Therefore, value education as a conscious and planned effort in conducting spontaneously as a result of development since childhood, inherent and spontaneity. So value education is moral education or ethical education with a source in Indonesian culture.

The description of value-based education covers the entire educational dimension. The ideal purpose of value education is to shape the personality of the whole human being. This goal is directed to achieve a whole human being that has implications for education as an overall educational practice in the educational unit environment.

Therefore, value education means the overall dimension of education conducted through development activities, both curriculum activities, extracurricular, and all teaching and learning activities that are said to be an effort to cultivate value in education.

Value education can be a powerful means to counteract the negative influences that occur in the lives of today's global society. In line with the pace of development and the pace of development of science, technology and art, as well as the current flow of information, value education is increasingly considered important as one of the controlling tools for the achievement of national education goals as a whole.

Relation to ethical values or ethics (English) has many meanings. Etymologically the term ethics comes from the ancient Greek ethoswhich means ordinary place of residence, meadow, cage, habit, customs, morals, character, feelings, attitudes, ways of thinking. As for the plural form of ta etha which means customary customs. Ta etha became the background to the establishment of the term "ethics" which the great Greek philosopher Aristotle (384-322) had used to denoting moral philosophy. When viewed from the origin of the word ethics, then ethics can be defined as the science of what is commonly done or the science of customs (see, Magnis Suseno, 2009).

The value of educational ethos in Manggarai culture is reflected in ta Ehareflected in the phrase in Manggarai bantang cama reje leleng. This expression contains the meaning of democracy, mutual cooperation, and togetherness. This value, if applied in education, has implications for the democratic teaching and learning process. Dissent or in Manggarai language called Woleng Jaong, gives the meaning of ethical rules for our students as an educational democratic entity.

Ethos bantang cama reje lelengcarries the message of the teacher as a toing (teaching) to legitimize the teaching and learning process as a cultural message. In this cultural message ata arrive toing (students who hear, receive lessons) must understand and understand the message of democracy in education.

Similarly, in the teaching and learning process is emphasized elements of mutual respect, mutual acceptance of dissent (woleng curup). Because dissent in Manggarai culture refers to a raesunderstanding, a kind of deliberative democracy according to the concept of Habermas.

The magic words of Ki Hadjar Dewantara, Tut Wuri Handayani, Ing Madya Mangun Karsa, Ing Ngarsa Sung Tulada, mean that teachers should be role models.

Equivalent with a special education Ki Hadjar Dewantara, in the culture of the Manggarai people, know the philosophy of education is quite high, known as 5Tnamely Toing, Titong, Tiba, Tingeng and Tinu. Toing=educating/teaching, Titong=guiding, Tiba=receiving (lessons), Tingeng=remembering/storing in heart or mind (rational), Tinu=nurturing, caring and preserving.

In practice 5Tis inseparable from the value of Hiang Ata or Guru (respecting a person or teacher), Tabe Ata or Guru (respect for everyone/teacher), Senget Toing Data or Guru (listening to/respecting the advice of a person or teacher), as the meaning of Descriptive ethics (description or painting of ethics), Normative ethics, (certain norms about ethics so that one can be said to be moral) and philosophy ethics (ethics as philosophy, which investigates the truth.

Departing from the understanding of Hiang Ataor Guru, Tabe Ata or Guru, Senget Toing Data or Guru, developed into a habit of Manggarai people in educating children, which describes human disrepresentation in human life in general. In addition, it also evolved into a discourse of truth.

The foundation of the philosophy of 5T education, actually gives legitimacy to the profession of teacher as Tuang, meaning the exalted, respected, Tu(h)an. The phrase that is exalted or respected means "Tu(h)an".So the call of Tuang in Manggarai is only imposed on two important positions, namely teachers and pastors. For Teachers are called Tuang Guru and Pastors are called Tuang Pastor. These two positions carry out the same mission, namely teachers in charge of educating the nation, making people smart, while pastors baptizing people, teach people to pray, and obey God.

The form of 5T in Manggara education, is the Arengsystem. Areng system in its implementation is nurturing, guiding, and supervising. The more philosophy in the Areng system is that teachers should be role models, teachers should be encouraging, and teachers should be able to build motivation. This philosophy can be the basic philosophy of education in Manggarai.

The philosophy of 5T Education is actually equivalent to the philosophy of Learning by Doing education. Therefore the philosophy of 5T education emphasizes education more than teaching.

Thus education is a science as well as an art. Education as a Science, the pressure on the mastery of pedagogic material (educational science) by teachers, and education as art, the pressure on material presentation techniques. Even the most difficult material, if the teacher is able to present it more interestingly, it will be easier for students to understand.

Thus, it can be concluded that the governance of Manggarai education cannot not necessarily base itself on the cultural bases of Manggarai, so that in the end our students are not only smart, but have emotions and thirst for human values.

And all of that does not forget the character of Manggarai as the form of his mannerisms and personality, and to summarize all that I quote the Latin proverb Gloria Dei vivens homo irenius, Adversus Haereses(Man who lives humanly intact will radiate the light of the glory of God his creator). This adage is analogous to the classic adagium saying, "If you lose a treasure, nothing is lost. If you lose your health, something is missing. However, if we lose character, we lose everything".

This is the actual challenge of the nation; especially the development of character is the mandate of the constitution, being the fourth point of thought in the opening of the Constitution45. (Mancek Harsi, Komodo Dreamland [https://komododreamland.com], lives in Labuan Bajo)