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Edu 3101

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philosophy of education.

philosophy of education.

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  • 1. WE ARE NUMBER FOUR EDU3101-Philosophy of education “Relationship of National Philosophy of Education and Western, Eastern and Islamic of Education’’
  • 2. CURRICULUM ASPECT • According to the Council of the Fourth Edition Dictionary (2010) curriculum means the intention to bring curriculum scope and content of any subjects in school, list all these subjects (teaching courses) at the school.
  • 3. ISLAMIC PHILOSOPHY OF EDUCATION ELEMENT OF NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. Emphasizing on the two aspects of science. Namely the world and the hereafter 1. spiritual element 2. intellectual element 3. Malaysians who are of good character 4. Malaysians who are responsible 5. Ability to achieve well- being 1. Introduction to the Religious subject 2. Introduction to the Religious class j-Qaf I. Introduced to the standard 1 and 2 also, lower secondary as well as upper secondary that stresses on divine knowledge especially for Muslims. II. The subjects taught are fiqh, fluently(tajwid), Arabic and the Qur'an
  • 4. EASTERN PHILOSOPHY OF EDUCATION- CONFUCIUS NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. Emphasizes on values in life. 1. Malaysians who are of good character 2. Malaysians who are competent 3. Ability to achieve well- being 1. The introduction of Civics and Citizenship Education subject in schools. 2. The introduction of Moral subjects in schools. I. Emphasize on the moral aspect of being a noble individuals in addition of being a proactive citizen and capable to serve the country. II. In line with the philosophy of Confucianism
  • 5. EASTERN PHILOSOPHY OF EDUCATION – RABINDRANATH TAGORE NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. interpret education as the process of creating a perfect minded man, was able to reach all areas of life such as physical, intellectual, moral and spiritual and meaningful. 1. intellectual element 2. Malaysians who are of good character 3. Malaysians who are competent 4. Ability to achieve well- being 5. Malaysians who are able to contribute to the harmony and prosperity of society and the nation. 1. Introduction of FPN (Philosophy of Education) 2. Introduction of subjects based on four core values ​​of intellectual, emotional, spiritual and physical. I. Emphasis on physical, intellectual, moral and spiritual as a whole II. Introduction of subjects like History, Morality, Music and others.
  • 6. TEACHER’S ROLE ASPECT According to the Kamus Dewan, the Fourth Edition (2010), the role means a role, play a role, or the showman held. According to the Kamus Dewan, the Fourth Edition (2010), mean teachers who teach, educators, teachers, babysitters.
  • 7. ISLAMIC PHILOSOPHY OF EDUCATION NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. Teaching process will not be fruitful unless the human mind after learning habits at different stages of development. 1. intellectual element 2. physical element 3. emotional element 4. spiritual element 5. Malaysians who are responsible 6. Malaysians who are able to contribute to the harmony and prosperity of society and the nation. 1. Teaching and Learning by Daily Lesson Plan with appropriate methods of implementation and variety. 2. Able to produce human capital to grow as a whole and balanced in terms of intellectual, emotional, spiritual and physical.
  • 8. EASTERN PHILOSOPHY OF EDUCATION- CONFUCIUS NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. effective teachers have the skills in the art of teaching in a variety of subjects, skills, support and encourage students independently 1. Malaysians are capable of achieving well-being 2. intellectual element 3. Malaysia as ethical moral citizen 4. Malaysians who are able to contribute to the society's and country's harmony. 1. Application of moral values ​​through:- • History Subject • Civic and Citizenship Education • Moral Education knowledge taught to students will then develop skills and acquisition of knowledge as well as build values ​​based norms.
  • 9. EASTRERN PHILOSOPHY OF EDUCATION – RABINDRANATH TAGORE NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM Teacher as a facilitator and catalyst for creative and thoughtful ideas among students. To produce Malaysian citizen who are knowledeagble and competent. The use of methods such as ask questions during the session activity for Teaching and Learning (T & L), which involves two-way communication.
  • 10. STUDENT ASPECT According to the Kamus Dewan Fourth Edition (2010), students' mean child or young person who is studying or studied, students, students.
  • 11. ISLAMIC PHILOSOPHY OF EDUCATION NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. Self-improvement in order to form the noble qualities in accordance with the requirements of religion in human expressed faith, knowledge, honorable and sincere work. 1. spiritual element 2. Belief in and devotion to God 3. Knowledgeable Malaysians 4. Malaysians who are competent 5. Malaysians who are honorable. 6. Malaysians who are able to contribute to the harmony and prosperity of society and the nation. 1. The existance of Learning and Learning of the system of bilateral. 2. Formation of values ​​in accordance with Islamic morals I. Student role is to understand what each taught and engaged in interacting with classmates and teachers. II. Emulate the good norms of teacher.
  • 12. EASTERN PHILOSOPHY OF EDUCATION - CONFUCIUS NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. Application of moral values in life. 1. Malaysians who are of good character 2. Malaysians who are responsible ;ability to achieve well-being 1. Students learn about the subject, good values ​​in the subject of Civics and Citizenship, Moral and Religious Value aspects such as respect for parents (xiao), respect to elders (ti), persistence (min), loyalty (zhong), tolerance (rang), wisdom (zhi) helps to build a strong moral values inside human capital.
  • 13. EASTERN PHILOSOPHY OF EDUCATION – RABINDRANATH TAGORE NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. Education also focused on students. 1. intellectual element 2. Ability to achieve well- being 3. Development of the individual as a whole 1. Teaching and Learning (T & L) based on the student and teacher. I. Students need to be proactive. • Proactive means that overall student participation in the classroom such as answering questions, throws critical ideas and so forth.
  • 14. VALUE, MORAL AND CHARACTER ASPECT
  • 15. ISLAMIC PHILOSOPHY OF EDUCATION NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. Humans acquire knowledge and ideas, manners and praiseworthy attributes through Education. 1. spiritual element 2. Individual development in a holistic and integrated manners 3. Stable and harmonious 4. Belief in and devotion to God 1. Introduction of Philosophy of Education 2. Introduction of Islamic subjects in primary and secondary schools. 3. The applicability of the concept of imitation by the student for follow principles of good manners 4. Application of noble moral principles: honorable through religious subjects and strengthen the self-ad- din human capital
  • 16. EASTERN PHILOSOPHY OF EDUCATION - CONFUCIUS NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. Confucius stressed that the tradition and glory of behavior is part of our lives and without it we can not be expected to be true in life. 1. Individual development in a holistic and integrated 2. Stable and harmonious 3. Belief in and devotion to God 4. Malaysians who are honorable. 1. Application of moral values ​​through:- • History subject • Civics and Citizenship subject • Moral subject 2. To create human capital with moral worth and ability to contribute to the prosperity of the country.
  • 17. EASTERN PHILOSOPHY OF EDUCATION – RABINDRANATH TAGORE NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. Enlighten ourselves through fully sympathetic of universal spiritual consciousness. 1. spiritual element 1. Introduction of Civics and Citizenship subject. 1. Fostering a sense of inferiority among the pupils in the school.
  • 18. PATRIOTISM ASPECT According to the Kamus Dewan, Fourth Edition (2010), patriotism means strong feelings of love for the motherland.
  • 19. ISLAMIC PHILOSOPHY OF EDUCATION NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. Ibn Khaldun placed education within the framework of civilization (al-'Umran). 1. Malaysians who are of good character 2. Malaysians who are able to contribute to the harmony and prosperity of society and the nation. 3. Contribution to the harmony and prosperity of the family, community and nation. 1. Education Malaysia = unity: • Bahasa Melayu as the national language. • Introduction of History subject in the Integrated Curriculum for Secondary Schools (ICSS) I. Bahasa Melayu as the medium which function as a tool for unity II. Patriotism values which id higlightd in the Historical subject. III. The values ​​of patriotism in the history syllabus emphasized.
  • 20. EASTERN PHILOSOPHY OF EDUCATION- CONFUCIUS NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. Figure ,Confucian view that the main role of education is to build human behavior to be the honorable, follow and obey the rules and love to the government and the country. 1. Malaysians who are of good character 2. Malaysians who are able to contribute to the harmony and prosperity of society and the nation. 3. Contribution to the harmony and prosperity of the family, community and nation 1. FPN introduction aimed at creating an individual who will love the nation 2. Introduction of History and Civics and Citizenship subject. 3. Education as a tool to inculcate a sense of patriotism
  • 21. EASTERN PHILOSOPHY OF EDUCATION– RABINDRANATH TAGORE NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATION SYSTEM 1. Patriotism can be achieved through education to achieve nationalism and internationalism. 1. Malaysians who are of good character 2. Malaysians who are able to contribute to the harmony and prosperity of society and the nation. 3. Contribution of harmony and prosperity of the family, community and nation 1. Introduction of subjects like history, geography, literature 2. To foster a sense of nationalism and drive to the country and hence capable of forming nation-state value in themselves.
  • 22. CURRICULAR ASPECT
  • 23. WESTERN PHILOSOPHY OF EDUCATION- PERENIALISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION OF EDUCATIONAL SYSTEM 1. Critical subjects that are given topmost attention are in literature and humanism. • Contains a concrete and holistic view on human characteristics; and not in vocational or technical that is related to machines. • Suggested subjects including language arts, math, art and science 1. Further developing the potential of individuals in a holistic and integrated manner. 1. Both philosophies stress on the development of knowledge in fields of humanity and literature that creates human qualities that are sensitive to the surroundings. 2. Develops human qualities that are critical thinking and innovative through the stress given to thinking skills based on humanity science. 3. Subjects such as language, arts, literature, mathematics and science are implemented in the secondary schools.
  • 24. WESTERN PHILOSOPHY OF EDUCATION – ESENSIALISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Implementation of 3R subjects that are reading, writing and arithmetic. 2. Compulsory subjects are science, history, arts and music. 3. Literature and humanity fields are considered as side subjects. • Intellectual elements. • Implementation of 3R aspects in the KSSR and the improvements made in KSSR with 4R aspects which are writing, reading, arithmetic and reasoning. • Creates human qualities that are able to thinks broader through 4R. • The introduction of new subjects in primary schools under PPSMI starting on 2003. • Creates human qualities that are firm in language and knowledge.
  • 25. WESTERN PHILOSOPHY OF EDUCATION - PROGRESIVISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Students are given the freedom to choose the subjects that they wish to learn. 2. Learning will be more effective and they are able to maximize their personal abilities and potentials. 1. The development of individual potential. 1. The implementation of multiple courses in the secondary school stages. 2. Examples of courses: Pure Science, Literature, Technical and Vocational. 3. Able to crate people that are competent in a field that will in turn crate skilled workforce and semi-skilled workforce in accordance to the respective fields. 4. Individuals are able to develop their self potential in expected fields.
  • 26. WESTERN PHILOSOPHY OF EDUCATION - REKONSTRUKTIVISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. The curriculum of this belief consisted of social science especially social studies that gives focus to the recent and future inclination as well as local and global issues. 1. To produce Malaysian citizen who possess high moral standards and capable of achieving high level of personal well-being. 1. The development of the educational system that is analyzing things such as historical events in History in the KBSM.
  • 27. WESTERN PHILOSOPHY OF EDUCATION - EKSISTIALISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Lets the students to be responsible of their own education. 2. Subjects that are characterized to be aesthetic and philosophical such as arts, literature and drama are relevant. 1. Intellectual element 2. Work hard to achieve self happiness. 1. Gives birth to aesthetical subjects to balance out other subjects. i. Arts ii. Music • The implication is developing individuals that are harmony and balance and have self control in their actions as well as in training their minds based on responsibility value.
  • 28. TEACHER’S ASPECT
  • 29. DEFINITION OF TEACHER • According to Quensland College of Teacher, a ‘teacher’ is a person who delivers an educational program, assesses student participation in an educational program, and/or administers or provides consistent and substantial leadership to an educational program.
  • 30. WESTERN PHILOSOPHY OF EDUCATION- PERENIALISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Teachers are considered as the wise and charismatic expert in knowledge and education. 1. The development of individual potential 2. The whole and balanced development of individuals 3. Intellectual element. 1. The increase of the standard requirement for the enrollment of teachers to schools that is all new teachers are to have degree in teaching under PISMP in Education Development Master Plan or, Pelan Induk pembangunan Pendidikan (PIPP): • Able to train competent teachers in pedagogy of teaching and able to create students that are charismatic.
  • 31. WESTERN PHILOSOPHY OF EDUCATION - ESENSIALISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Teachers are said to be charismatic in teaching and learning in the class. 2. They are also competent in class control and are to be the role model to their students. 1. Balanced and harmony people. 2. Intellectual elements. 1. Teachers with PISMP degree in the Teachers Training Institutes under PIPP given exposure to educational pedagogy in amplification in the classroom. 2. Teaching and Learning Process can be done directly and smoothly that can bring to knowledge acquisition wholly by a student.
  • 32. WESTERN PHILOSOPHY OF EDUCATION - PROGRESISVISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Teachers play the role as the guide and will help students solve problems in teir ever changing surroundings. 2. Teachers are alsothe manager to teachings and are responsible to create a conducive learning environment, enquire questions and lead their interests to productivity. 1. Intellectual element 2. Knowledgeable Malaysians. 3. Charismatic Malaysians 1. Student-centered teaching and learning. 2. Teachers use methods such as discussions, tutorials and q and a’s that involves 2-way communication. 3. Teachers create learning environment in the classroom such as doing fun and exciting activities that involve all the students.
  • 33. WESTERN PHILOSOPHY OF EDUCATION - REKONSTRUKTIVISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Teachers as the agent of change and amendment. 2. Teachers must be creative and innovative in teaching and learning. 1. Further developing the potential of individuals in a holistic and integrated manner. 1. Teachers’ Philosophy of Education are created to be the guideline in guiding teachers in their profesion. 2. The use of teaching and learning aids (alat bantu mengajar) are effective in stressing teaching and learning. 3. The use of ICT( sekolah bestari) 4. Teaching and learning aids such as flash card, scrap books and etc.
  • 34. WESTERN PHILOSOPHY OF EDUCATION - EKSISTENSIALISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Teachers play the role and the guidance that creates the opportunity to education for students to express their emotions and feelings. 1. Intellectual aspect 2. Emotional aspect 3. Harmonious and balanced people 4. The whole and holistic development of individuals. 1. Student-centered education. 2. Teachers play the role as facilitators which teachers are the catalysts to encourage students to think critically through participating actively in teaching and learning sessions 3. Quizzes and tutorial are some of the methods that can be used. 4. The implication is that firm human capitals can be created. These students learn to think and enquire critically.
  • 35. STUDENTS ROLES ASPECT
  • 36. WESTERN PHILOSOPHY OF EDUCATION - PERENIALISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Students are responsible of working very hard so that they can acquire as much knowledge as they could. 2. Finish all the tasks given by the teachers. 1. Intellectual elements 2. Knowledgeable Malaysians 1. Introduction of syllabus in accordance to students’ cognitive stages given by the Curriculum Development Centre(CDC). Pusat Perkembangan Kurikulum (PPK) 2. Students must work very hard while the teachers must teach them based on stages following the syllabus and their cognitive development. 3. Teaching and Learning methods are varied with students/ involvement. 4. Students are involved in- classroom and out of class activities such as field trip.
  • 37. WESTERN PHILOSOPHY OF EDUCATION - ESENSIALISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONALSYSTEM 1. In order to achieve success in academic, students have to learn very hard and focus all their efforts to what is being taught in schools. 1. Malaysians are able to contribute to the harmony and peace in the country. 2. Intellectual elements. 3. Education is an ongoing process. 1. The hardworking concept is implemented in teaching and learning with the teachers encouraging students to give their all through homework, activities and etc. 2. In the KSSR, a lot of aspects are taken into account, so the students are to work hard to achieve the highest band. 3. Able to create hardworking citizens in their everyday life and can bring harmony to the society.
  • 38. WESTERN PHILOSOPHY OF EDUCATION - PROGRESISVISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. As a continuation from inductive-type teachings, students are to find their own explanation to explain the phenomena given by their teachers. 2. They have to learn how to inquire questions on their surroundings. 1. Intellectual elements. 2. Charismatic Malaysians. 3. Knowledgeable Malaysians 4. Able to achieve self happiness. 1. Methods like experiment, out-of-class activities etc. these activities are one way to explore the phenomena given by he teachers. 2. Methods that can be used are: • Experiment • Field Trip • Out-of-class activities such as watching the nature
  • 39. WESTERN PHILOSOPHY OF EDUCATION - REKONSTRUKTIVISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Students must take part actively to achieve target of education. 1. Malaysian citizens are able to contribute in the harmony and peace. 2. Individual potential development. 1. Independent students to gain knowledge 2. Student centered teaching and learning. 3. Create citizens that are firm in values yet very competitive in the society
  • 40. WESTERN PHILOSOPHY OF EDUCATION - EKSISTENSIALISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Students must take part actively to maximize the educational opportunity given. 1. Able to achieve self happiness. 2. The development of individual potential. 3. Education as an ongoing process. 1. The introduction to RIMUP. 2. Students’ compulsory participation in the programme 1 Pupil 1 Sport. 3. Co-curricular activity carries as high as 10% marks in order for higher education acceptance.
  • 41. EDUCATIONAL GOALS ASPECT
  • 42. WESTERN PHILOSOPHY OF EDUCATION - PERENIALISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Education is to teach knowledge and universal, immortal or boundless values 2. Schools are responsible to prepare youths to in facing challenges in life. 1. Intellectual elements 2. Physical Elements 3. Spiritual elements 4. Malaysians that are able to achieve self happiness. 5. Responsible Malaysians. 6. Charismatic Malaysians 1. Creates education system that are universal like Malay language as the national language. 2. Creates schools with good facilities in creating a conducive environment.
  • 43. WESTERN PHILOSOPHY OF EDUCATION - ESENSIALISME NATIONLA PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Facts-based information teachings that needs to be learnt, understood, and kept by the students as well as the understanding of culture. 1. Intellectual elements 2. Physical elements 3. Malaysian that are able to achieve self- happiness. 4. Responsible Malaysians 5. Charismatic Malaysians. 6. Good-mannered Malaysians. 1. Syllabuses done by Curricular Development Centre. Pusat Perkembangan Kurikulum (PPK) 2. Syllabuses are made based on students cognitive development as a whole and facts that are bring forward are suitable with students cognitive abilities.
  • 44. WESTERN PHILOSOPHY OF EDUCATION - PROGRESISVISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. Education aims to prepare students to accommodate any changes that happens in their everyday life. 1. Intellectual elements 2. Knowledgeable Malaysians 3. Malaysians that are able to achieve self – happiness 1. Creates various courses in the upper secondary stage: • Pure Science, Technical Science and vocational school • Produce many skilled force and semi-skilled forces in order to accommodate the needs of the nations’ economy and to develop the nation.
  • 45. WESTERN PHILOSOPHY OF EDUCATION - REKONSTRUKTIVISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS THE EDYCATIONAL SYSTEM 1. Education aims to father the new culture pattern and eliminate social illnesses. 1. Intellectual elements 2. Emotional elements 3. Good-mannered Malaysians 4. Individual developments as a whole and holistic 5. Responsible Malaysians 1. History subject in KBSM 1989.
  • 46. WESTERN PHILOSOPHY OF EDUCATION - EKSISTENSIALISME NATIONAL PHILOSOPHY OF EDUCATION IMPLICATION TOWARDS EDUCATIONAL SYSTEM 1. School system and teachers have no rights to imprint the educational aim onto the students. 2. The aim of education is not really stated 1. Spiritual elements 2. Intellectual elements 3. Knowledgeable Malaysians 1. Creates various courses in the upper secondary stage • Pure Science • Technical and vocational • Produces many skilled force and semi-skilled forces in order to accommodate the needs of the nations’ economy and to develop the nation.
  • 47. ANALYSIS OF THE RELATIONSHIP BETWEEN NATIONAL PHILOSOPHY OF MALAYSIA AND ISLAMIC, WESTEREN AND EASTERN PHILOSOPHY OF EDUCATION
  • 48. EDUCATION IS AN ON-GOING PROCESS • Meaning: knowledge is ever changing. • Important to be able to adapt to changing times and new developments(eg: ICT and k-economy) • Changes to knowledge encourages knowledge and skills development. • Emphasis on life-long learning.
  • 49. ANALYSIS ISLAMIC PHILOSOPHY OF EDUCATION WESTERN PHILOSOPHY OF EDUCATION EASTERN PHILOSOPHY OF EDUCATION • a continuous process in delivering knowledge, develop the skills, personality and outlook on life as a slave who has the responsibility to develop themselves, society, the environment and the nation towards the betterment of the world and well-being in the afterlife. •One of the concept is a lifelong education( Mohd Kamal Hassan, 1989) • Education is intended to teach the knowledge and values ​​are universal, timeless or do not have a time limit(parennialism) •A process that prepare every individuals to earn for future lifehood.(R.Tagore)
  • 50. DEVELOPMENT OF INDIVIDUALS POTENTIALS • since birth, every individual has various ability, talent and potential that can be developed through interaction with the environment and quality education. • therefore, efforts should be done to unearth, nurture, develop and enhance the talent and capability. • Education plays a pivotal roles in order to achieve those. • Thus, an efforts to develop the potential of individuals should be planned and implemented properly and vigorously
  • 51. ANALYSIS ISLAMIC PHILOSOPHY OF EDUCATION WESTERN PHILOSOPHY OF EDUCATION EASTERN PHILOSOPHY OF EDUCATION •Self-improvement in order to form the noble qualities in accordance with the requirements of religion in human expressed faith, knowledge, honorable and sincere work. •Awareness and exploration of the reality of nature and ourselves.(Turki Rabih,1982) •The purpose of seeking knowledge in Islam is to inculcate goodness in man as a man and individual.(Syed Naquib Al-Attas) •Education are considered as a tool to create human according to their environment and the society. •Pupils are given the freedom to choose the subjects they want to learn. •Learning will be more effective and they can maximize their abilities and their potential. •Education is a process to prepare every individuals to sustain their life in future. (R.Tagore) •Teacher will be the facilitator in order to assist and develop the students idea and thoughts.
  • 52. HOLISTIC AND INTEGRATED DEVELOPMENT OF THE INDIVIDUALS • Meaning: universal body of knowledge which must be taught by teacher and learnt by pupils. • It is important that individual potentials and abilities develop in a holistic manner. • Holistic: considering a whole thing or being to be more than a collection of parts • Integrated manner: in which many different parts are closely connected and work successfully together
  • 53. ANALYSIS ISLAMIC PHILOSOPHY OF EDUCATION WESTERN PHILOSOPHY OF EDUCATION EASTERN PHILOSOPHY OF EDUCATION •Humans acquire knowledge and ideas, manners and praiseworthy attributes through Education. • This curriculum sects consists of mainly social science subjects of social studies, which focused on the current trend and the future, in addition to issues of local and international. •Confucius stressed that the tradition and glory of behavior is part of our lives and without it we can not be expected to be true in life.
  • 54. TO PRODUCE INDIVIDUALS WHO ARE INTELLECTUALLY, SPIRITUALLY, EMOTIONALLY AND PHYSICALLY BALANCED AND HARMONIOUS BASED ON FIRM BELIEF IN GOD. • Intellectual: possesses the 3Rs’ skills, always strives to acquire and develop true knowledge, possesses creative, critical and reflective thinking skills, willing to share knowledge with others and the environment. • Emotional: matured and stable emotions, possesses and nurture love, and a feeling of togetherness and unity. • Physical balanced: be aware of importance of good health, develop technical, manipulative and social talent skills, use physical fitness skills for the benefit of society. • Harmonious: importance of intellectual knowledge, good personality(emotional), belief in God and good character(spiritual) and good health(physical) • Firm belief in God: the belief that there is always a higher power that guides us and we must not do things out of the ordinary.
  • 55. ANALYSIS ISLAMIC PHILOSOPHY OF EDUCATION WESTERN PHILOSOPHY OF EDUCATION EASTERN PHILOSOPHY OF EDUCATION •Enlighten ourselves through fully sympathetic of universal spiritual consciousness. •Self-improvement in order to form the noble qualities in accordance with the requirements of religion in human expressed faith, knowledge, honorable and sincere work. •Teachers play the role and the guidance that creates the opportunity to education for students to express their emotions and feelings(existentialism) •R. Tagore interpret education as the process of creating a perfect minded man, was able to reach all areas of life such as physical, intellectual, moral and spiritual and meaningful.
  • 56. CREATING MALAYSIAN CITIZEN WHO ARE KNOWLEDGABLE AND COMPETENT • Knowledgeable : love for knowledge, strive to foster knowledge and reading culture, broad and open minded. • Competent: possess expertise and competencies, able to execute tasks effectively and efficiently, far-sighted and has initiative, foster good dispositions.
  • 57. ANALYSIS ISLAMIC PHILOSOPHY OF EDUCATION WESTERN PHILOSOPHY OF EDUCATION EASTERN PHILOSOPHY OF EDUCATION •Self-improvement in order to form the noble qualities in accordance with the requirements of religion in human expressed faith, knowledge, honorable and sincere work. •Education aims to prepare students to accommodate any changes that happens in their everyday life. •interpret education as the process of creating a perfect minded man, was able to reach all areas of life such as physical, intellectual, moral and spiritual and meaningful.
  • 58. WHO POSSESS HIGH MORAL STANDARDS • Meaning: be of good character, uphold good moral and noble values as principles of life
  • 59. ANALYSIS ISLAMIC PHILOSOPHY OF EDUCATION WESTERN PHILOSOPHY OF EDUCATION EASTERN PHILOSOPHY OF EDUCATION •Emphasizing on the two aspects of science, Namely the world and the hereafter •Education aims to prepare students to accommodate any changes that happens in their everyday life. •Enlighten ourselves through fully sympathetic of universal spiritual consciousness.
  • 60. WHO ARE RESPONSIBLE AND CAPABLE ACHIEVING A HIGH LEVEL OF PERSONAL WELL-BEING • Responsible: aware that every tasks and responsibilities is a trust that has to be well executed. • Capable: possess strong resilience to face life’s challenge • Personal well- being: level-headed and calm.
  • 61. ANALYSIS ISLAMIC PHILOSOPHY OF EDUCATION WESTERN PHILOSOPHY OF EDUCATION EASTERN PHILOSOPHY OF EDUCATION •Emphasizing on the two aspects of science, Namely the world and the hereafter •Education aims to father the new culture pattern and eliminate social illnesses •Emphasizes on values in life.
  • 62. ABLE TO CONTRIBUTE TO THE HARMONY AND PROSPERITY OF THE FAMILY, THE SOCIETY AND THE NATION • Meaning: foster family understanding, conform to societal norm always maintain nation’s political stability and peace, strive for economic progress based on the country’s predetermined policies.
  • 63. ANALYSIS ISLAMIC PHILOSOPHY OF EDUCATION WESTERN PHILOSOPHY OF EDUCATION EASTERN PHILOSOPHY OF EDUCUATION •Teaching process will not be fruitful unless the human mind after learning habits at different stages of development. •Lets the students to be responsible of their own education. •Subjects that are characterized to be aesthetic and philosophical such as arts, literature and drama are relevant. •interpret education as the process of creating a perfect minded man, was able to reach all areas of life such as physical, intellectual, moral and spiritual and meaningful.
  • 64. National Educational Plan National Educational Plan High Performance Schools / Sekolah Berprestasi Tinggi (SBT) j-Qaf Integrity Schools / Sekolah Integriti1Pupil 1Sport / Dasar 1 Murid 1 Sukan Special Education
  • 65. 1. Intellectual Aspect – High Performance Schools ( Sekolah Berprestasi Tinggi ) High Performance Schools are introduced as an effort in rebranding selected excellent schools. The students in each schools are selected excellent students in many aspects. These schools are envisioned and estimated to become model schools for nearby schools and to become a mark for schools to achieve. These schools will also be rebranded into becoming international level schools.
  • 66. TEACHER’S ROLE Teachers are to encourage students into working harder to achieve such standard. Teachers must learn how to inspire students so that they will be passionate every time. Teachers must be able to use the fundings provided to good and beneficial use.
  • 67. 2. Physical Aspect – 1Pupil 1Sport ( Dasar 1Murid 1Sukan )
  • 68. TEACHER’S ROLE Teachers must keep track of students’ co-curricular as well as curricular performance. Teachers implement on how physical development and health attributes are important in life.
  • 69. 3. Spiritual Aspect – j-Qaf • To uphold Islamic Education through specific attention in the teachings of Jawi education, Arabic language and fardhu ain. • spiritual aspect is also emphasized and implemented in each and every our pupils/students and not only practical and vocational. • This is vital to ensure that the education are able to create worthwhile pupils/students with balanced qualities will go smoothly as they are the catalyst to the development of the country.
  • 70. TEACHER’S ROLE Teachers are to become good moral idol so that students can follow their examples. Teachers should be understanding and not put too much pressure on the students.
  • 71. 4. Responsible Aspect – Integrity Schools (sekolah integriti) Created especially for underage pupils/students that have been placed in juvenile schools after committing crimes. Although they have been arrested because of the crimes that they have done, education is still an important part in their lives especially in order to rebuild their responsibility and discipline. (Pendemokrasian Pendidikan) They are also give comprehensive training in integrity schools, so that when they graduate they are able to continue on with their lives.
  • 72. TEACHER’S ROLE Teachers are to encourage students into working hard to get the students out of the stereotypes of the society. Teachers must not be judgmental and be able to change students for the better.
  • 73. 5. Capability Aspect – Special Education Schools The same chance is given to special education pupils/students to compete and excel in the same stream. This is in accordance to the principles of EDUCATION FOR ALL. Individual Teaching Plans are fortified and trained teacher are increased in this area to cater to the needs. Support service and augmentative and assistive tools are provided to help special education pupils/students. The students are taught on life skills and are trained to heightened their capabilities to survive and care for themselves. Introduced as an effort to cater the needs of students that require special attention (learning disabilities, blindness, deaf, etc) in education levels of primary, secondary (academic/vocational) and post-secondary (after schools age).
  • 74. TEACHER’S ROLE Teachers should care for the students and really get into the teaching. (these students are very challenging) Teachers are to teach students like their own children with such care and love.
  • 75. THANK YOU FOR LISTENING

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