tertiary learning postgrad

1. Philosophical
Foundations
Philosophy of
& Education
Presented by:
RABIATUL ADAWIYYAH BINTI
RAMLEE @ HAJIMAN
G2216712
NURUL KHUSNA BINTI MOHAMAD
JOHDI G2217540

2. CONTENT
LAYOUT:
01
WHA
TIS
PHILOSOPHY?
-
DEFINITION
-ORIGIN
04
BRANCHESOF
PHILOSOPHY
-
METAPHYSICS
02
BRANCHESOF
PHILOSOPHY
-
EPISTEMOLOG
03
BRANCHESOF
PHILOSOPHY
-
AXIOLOGY
BRANCHESOF
PHILOSOPHY
-LOGIC
05
WHA
TIS PHILOSOPHY
OFEDUCA
TION?
06

3. The Definition:
● Merriam-Webster defines philosophy as “a set of ideas about knowledge, truth,
the nature and meaning of life.”
● Philosophy, according to the Oxford Advanced Learner's Dictionary means:
1.To reason logically, reality of something, principle, causes and investigation of
the nature, ways of thinking, theoretical study of a particular field, ideas.
2.Scientific beliefs, concepts, to argue rationally, reality, doctrine of an
individual.
3. A system of individual beliefs, methodology, values and viewpoints.
4. A rational study of the truth, Knowledge, conduct and branch of knowledge.
5. A road map or principles of guidance and attitude.

4. The
Origin:
● The word philosophy comes from 2 Greek words
● Philosophy “leaves everything as it is”. That is, philosophy does not change the world; it just make
the world clearer.
● Philosophy was assumed as discussions that as part of an “immortal conversatio n”
(PhilosophyofEducation;2ndEdition,byNelNoddings, 2007)
Sophia: wisdom
(correct
application of
knowledge)
Philia: love
(strong desire
for a particular
subject)
Meant: Love of Wisdom

5. Philosophy
● A dedicated inquiry into ideas, traditions, innovations, and ways of thinking.
● Philosophers of education study the problems of education from a philosophical
perspective. To do this, they need to know something about several of the standard
branches of philosophy - epistemology (the theory of knowledge), philosophy of language,
ethics, social or political philosophy, philosophy of science, and, perhaps, philosophy mind
and aesthetics.
● The study of philosophy does not guarantee that people will be better thinkers or educators,
but it does provide valuable perspectives to help people think more clearly.
● The cutting edge of philosophy is never just a system, but free and wide-ranging thought
grappling with human and social problems. (Howard A. Ozmon, 2012, Philosophical
Foundations of Education)

6. Philosophy from Islamic point of View
● The Quran considers the main Reference in the epistemological and ontological levels in Islam. The
Quranic Discourse consists from two types. The first treats with faith issues in detail, because the
natural of these issues is constant and not changeable. But the other type deals with life issues as,
social, politics, economy, education and others, these issues is treated in general. Because it’s
changeable nature, as well as to be valid and useful to the changes of the human life.
● The Quran present life issues as Values, but the Muslim human being is responsible for
implementation these Values in his life. It means that implementation is not uniform and constant for
every place and time; which means that each person is responsible for his choice.
● The Qur’anic interest in guaranteeing people's freedom is clear and frank as can be seen from its
emphasis on the principle of thought and religion, as we read in His words:
“THERE SHALL BE no coercion in matters of faith. Distinct has now become the right way
from [the way of] error: hence, he who rejects the powers of evil and believes in God
has indeed taken hold of a support most unfailing, which shall never give way: for God is
all-hearing, all-knowing”. (2: 256)
(Dr Sobhi Rayan,
2012)

7. Philosophy from Islamic point of View
● The basic philosophy of Islam revolves round a set of beliefs and concepts. The Unity of God,
Prophethood and the Hereafter are the irreducible fundamentals of this creed.
● These concepts are rooted in the basic awareness of man and the realities of human experience.
● The Quran dwells on the reality of human consciousness generated by an interaction of the inner self
of man and the outer world of nature.
Surah Zariyat stares:
“On Earth, and in yourselves, there are signs for firm believers. Can you not see? Heaven
holds
your sustenance and all that you are promised. I swear by the Lord of heaven and earth that this is
true, as true as you are speaking now” (51: 20-23)
● Human awareness springs from a sense of being which is inherent to man and his contemplation of
the physical universe.

8. Metapyhsics
● Metaphysics addresses philosophical questions about being and reality; it examines who we
are and our place in
existence.
● Metaphysics seeks to answer questions about a material world. For example, is there an
afterlife, and do we exist beyond our physical forms?
● A fundamental question of concern in metaphysics is the concept of the soul.
● Therefore, questions about the existence of God, or a higher being, and how that shapes
our
soul into a purposeful reality come under metaphysics.
● Special topics in metaphysics also include human nature, identity and the meaning of life.
● To reveal the true nature of reality, its contents and structure, to place man within the cosmos
in his relation to other kinds of things, and to his creator, to determine man’s duty to himself
and God, and the true route to happiness - those are common enough ambitions, exhibited in
the works of Plato, Descartes, Leibniz, Spinoza, Bradley and so on.

9. Metaphysics
● Metaphysics being used to describe really abstract ideas.
● Metaphysics looks more deeply into topics and focuses on determining what, if anything, can be
said to be real.
● The abstract idea of personal identity, for instance, can benefit from this kind of questioning, as can
concepts such as time and space.
● Metaphysics, in its minimal form, is the activity of categorial description.
● Its subject matter is the most fundamental aspects of the way we think about and talk about reality,
the most fundamental features of reality as it presents itself to us.
● We divide the world into horses and trains, people and mountains, battles and towns, and a whole
complex structure of different kinds of things; our language is the repository of th is enormousl y rich
furnishing of the world.

10. Epistemology
★ The great age of epistemology started with Descartes. From his time until
now, epistemology has been dominated by the notion of a universal “subject”
who variously recalls, receives, or creates
knowledge.
★ Theory of knowledge.
★ The large and important branch of philosophy that treats questions in the
theory of knowledge.
★ The move to emphasize knowing and knowers is associated with the
“naturalization” of epistemology. Some epistemologists join psychologists,
historians, sociologists, and anthropologists in studying the actual growth of
knowledge in individuals, disciplinary domains, and the human race generally.

11. Epistemology
● Is it true? Does it matter whether the knowledge is true? Knowledge need to be
evaluated.
● Epistemologically superior, that is better grounded in reliable knowledge.
● It is the study of and seeks to answer how we gain knowledge and establish concepts like
truth.
● Ology refers to the ‘study of’, while episteme refers to ‘knowledge’.
● Epistemology examines whether we are born knowing certain things or we are a blank slate,
a “tabula rasa”, according to the philosopher John Locke, and progressively gain knowledge.
● Another critical problem in epistemology is knowledge related to perception, specifically
optics. Can we trust what we see, take it as truth, and gain understanding from it?

12. Axiology
● Stems from two Greek words - axios or worth, and logos or reason, theory -
is a relatively new discipline.
● “In the twentieth century the term axiology was apparently first applied by
Paul Lapie and E. von Hartmann.” (The Dictionary of Philosophy, edited
by Dagobert D. T. Runes, Philosophical Library.)
● The problems and issues axiology investigates have been with us from the
moment man began to reflect upon conditions of his life, the structure of
reality, the order of nature and man’s place in it.
● A mere glance at the history of philosophy shows how deeply man has been
preoccupied with the nature of values.

13. Axiology
Aesthetics
● One component of Axiology; it addresses
philosophical questions about beauty and
art.
● Aesthetics investigates how we define
beauty or taste, appreciate art, and
recognize connections between forms
found in nature and mathematics to
artistic expressions across the arts.
● Examines valuations about what is good,
as exemplified by definitions of beauty .
● Other notable topics in aesthetics are
composition in the arts and cultural ideas
about physical attractiveness and fashion.
Ethics
● Second component of Axiology.
● Addresses philosophical questions about
right and wrong, morality, and valuations
of ethical standards by individuals or
cultures.
● Ethics examines moral justifications for
actions and inactions and how we come to
understand and advocate what is right and
wrong.
● In addition, ethics includes concepts
relating to justice, more specifically, how
we define justice and administer justice
fairly.

14. Logic
● Logic, as a theory of inference, is primarily concerned with the question of the
validity of the inferences in which we engage ourselves in everyday life,
as
well as in the various disciplines.
● Frege defined logic as ‘the science of truth’.
● Logic is concerned with validity, and validity is to be understood in terms of
how the truth of the conclusion is related to the truth of the premises, and
this, in its turn, can be explained only within a theory of truth.

15. Logic
● Philosophers and educators have occasionally recommended the teaching of logic as a
means to critical thinking.
● Logic is actually a description of the rules by which a competent mind works.
● A study of logic will contribute to critical thinking, that is, we may argue that students will
think better as a result of studying logic.
● Patrick Suppes wrote in the introduction to his logic: One of the main purposes of this book
is to introduce you to a way of thinking that encourages carefulness and precision.
● Suppes said next that he believes the study of formal logic has relevance for thinking in all
fields: “A correct piece of reasoning, whether in mathematics, physics or casual
conversations, is valid by virtue of its logical form”.

16. Logic
● Logic describes how the mind actually works. Formal study of logic will
improve ordinary logical thinking.
● In formal logic, as Suppes wrote, we are concerned with the form, not the
context, of expressions, and we deal with statements that can be judged true
or false.
● Robert Ennis certainly compatible with the view that logic and critical thinking
are, if not synonymous, at least closely related.

17. PHILOSOPHY OF EDUCATION
● WHAT IS PHILOSOPHY OF EDUCATION
● THE PHILOSOPHY OF EDUCATION AND EDUCATIONAL
THEORY
● THE PHILOSOPHY OF EDUCATION AND EDUCATIONAL
PRACTICE
● ISLAMIC PERSPECTIVE ON THE PHILOSOPHY OF EDUCATION

18. 01
WHAT ISPHILOSOPHY OFEDUCATION?
● PhilosophyofEducationisafieldwherephilosophicalinquiryispursuedthatfocusesupon
arisingwithinthedomainofeducation
● Thefieldofphilosophyofeducationisonaparincomplexitynotwithanyonebranchof
philosophy
,butwiththewholefieldofphilosophy
● Somephilosophers ofeducationasks meta-questionsandpursuemeta-issues, somedo
normativework,somepursueissuesthatareepistemological,someworkonissuesthatare
politicalphilosophy
,andyetotherphilosophersofeducationfocusonethicalissues.
(Bailey etal.,2010)

19. 01
● Philosophy of educationis thebranchof appliedorpracticalphilosophyconcernedwiththe
natureandaimsofeducationandthephilosophicalproblemsarisingfromeducationaltheory
andpractice.
● Itssubjectmatterincludesbothbasicphilosophicalissues-
(e.g.,thenatureoftheknowledgeworthteaching,thecharacterofeducationalequalityand
justice,etc.)
andproblemsconcerningspecificeducationalpoliciesandpractices
-(e.g.,thedesirabilityof standardized curriculaandtesting,thesocial,economic,legaland
moraldimensionsofspecificfundingarrangements,thejustificationofcurriculumdecisions,
etc.).
(Siegeletal.,2018)
WHAT ISPHILOSOPHY OFEDUCATION?

20. 01
● Aphilosophyofthissortis criticalindefininganddirectingthepurposes,objectivesand
focusof aschool.
● Itshouldalsoservetoinspireanddirecteducationalplanning,programsandprocessesin
anygivensetting.
● Aphilosophyofeducationmayinfluencewhatsubjectsortopicsaretaught,howtheyare
taught,andperhapsmoreimportantly
,thesupportingbeliefs andvaluesthataretaught,
bothimplicitlyandexplicitly
,withinandaroundthecorecurriculum.
(Entwistle,2020)
WHAT ISPHILOSOPHY OFEDUCATION?

21. WHAT IS PHILOSOPHYOFEDUCATION?
01 ● Philosophyofeducationisthephilosophicalstudyofeducationandits
problems.
● Itscentralsubjectmatteriseducation,anditsmethodsarethoseofphilosophy
.
(PhilosophyofEducation;2ndEdition,byNelNoddings,2007)

22. WHAT IS PHILOSOPHYOFEDUCATION?
01● Deweyinsisted thatphilosophyof educationis themostfundamentaland
importantbranchofphilosophybecauseall others,insomesense,depend
onit.
● Philosophyof education,forDewey
,wasphilosophyof life.Heconcerned
witheducationthatheplacedthephilosophyofeducationatthecenterof
allphilosophy
.

23. ThePhilosophyofEducation
and
EducationalTheory

24. ● Theories in education didn’t begin in earnest until the early 20th century, but
curiosity about how humans learn dates back to the ancient Greek
philosophers Socrates, Plato andAristotle.
● They explored whether knowledge and truth could be found within oneself
(rationalism) or through external observation (empiricism).
● By the 19th century, psychologists began to answer this question with
scientific studies. The goal was to understand objectively how people learn
and then develop teaching approaches accordingly.
● In the 20th century, the debate among educational theorists centered on
behaviorist theory versus cognitive psychology. Or, in other words, do people
learn by responding to external stimuli or by using their brains to construct
knowledge from external data?

25. TheFiveEducationalLearningTheories

26. BEHAVIORISM
EXPLANATION APPLICATION
As Simply Psychology
puts it: “Behaviorism is
only concerned with
observable
stimulus-response
behaviors, as they can
be studied in a
systematic and
observable manner.”
● Learning is based on a system of routines that
“drill” information into a student’s memory
bank, as well as positive feedback from teachers
and an educational institution itself.
● If students do an excellent job, they receive
positive reinforcement and are signaled out for
recognition.

27. COGNITIVISM
EXPLANATION APPLICATION
Learning relies on
both external factors
(like information or
data) and the
internal thought
process.
● Developed in the 1950s, this theory moves away
from behaviorism to focus on the mind’s role in
learning.
● According to the International Bureau of Education:
“In cognitive psychology, learning is understood as
the acquisition of knowledge: the learner is an
information-processor who absorbs information,
undertakes cognitive operations on it and stocks it in
memory.”

28. CONSTRUCTIVISM
EXPLANATION APPLICATION
The learner builds
upon his or her
previous experience
and understanding to
“construct” a new
understanding.
● “The passive view of teaching views the learner as ‘an
empty vessel’ to be filled with knowledge,” explains
Simply Psychology, “whereas constructivism states
that learners construct meaning only through active
engagement with the world (such as experiments or
real-world problem solving).”

29. HUMANISM
EXPLANATION APPLICATION
A “learner-centric
approach” in which the
potential is the focus
rather than the method or
materials.
● With the understanding that people are
inherently good, humanism focuses on creating
an environment conducive to self-actualization.
● In doing so, learners’ needs are met andthey
are then free to determine their own goals
while the teacher assists in meeting those
learning goals.

30. CONNECTIVISM
EXPLANATION APPLICATION
Informed by the
digital age,
connectivism
departs from
constructivism by
identifying and
remediating gaps in
knowledge.
● Strongly influenced by technology, connectivism
focuses on a learner’s ability to frequently
source and update accurate information.
● Knowing how and where to find the best
information is as important as the information
itself.

31. OTHERTHEORIESINEDUCATION:
● Transformativelearningtheory
● Social learningtheory
● Experientiallearningtheory

32. Transformative learning theory:
● This theory is particularly relevant to adult learners.
● I t posits that newinformation canessentially changeour
worldviews whenour life experienceandknowledge are
paired with critical reflection.

33. Social learning theory:
● This theory incorporates someof the tacit tenets of peer
pressure.
● Specifically, students observeother students andmodel their
own behavior accordingly.
● Sometimes it’s to emulate peers; other times it’s to distinguish
themselves from peers.

34. Experiential learning theory:
● This approach emphasizesboth learning about
something andexperiencing it sothat studentscan
apply knowledge in real-world situations.

35. ThePhilosophyofEducation
and
EducationalPractice

36. AN EDUCATED PERSON
INTELLECTUAL
DEVELOPMENT
PRACTICAL
CAPABILITY
COMMUNITY
PARTICIPATION
MORAL
SERIOUSNESS
PURSUIT OF
EXCELLENCE
SELF-AWARENESS
SOCIAL JUSTICE
(Pring, 2010)

37. INTELLECTUALDEVELOPMENT
● It is concerned with the capacity to understand , to think critically about the
physical, social, economic and moral worlds we inhabit
● Dewey refer to as the intelligent management of life- different forms of thinking
with their distinctive concepts and modes of enquiry, their different tests for the
truth of what has been said, and the interrelationships between the different
modes of thinking.
PRACTICALCAPABILITY
● The Royal Society of the Arts (RSA) pointed out the pursuit of ‘intellectual
excellence can create an imbalance between theoretical knowledged and practical
competence
“Educational should also include the exercise of creative skills, the competence to
undertake and complete tasks and the ability to cope with everyday life”

38. COMMUNITYPARTICIPATION
● Dewey argued that one could not separate the individual from the community
● Therefore, the development of that ‘intelligent management of life’ requires the
development of a sense of community
● This means that the acquisition of knowledge and skills whereby each individual
was able to contribute fruitfully to the community
MORALSERIOUSNESS
● Young learners can and should be helped to, reflect on how they should live their
lives, commit themselves to notions of justice, care about the environment and
other social and moral issues
● It is not enough to have knowledge, one needs also the disposition to apply that
knowledge in the creation of a better world.

39. PURSUIT OFEXCELLENCE
● The sense of achievement is open to all
● Schools have seen part of their educational mission to be that of inspiring young
people with ideals which enable them to aim high, pursue excellence in its
different forms and to reach beyond the present situation inspired by the ideals of
what might beachieved in academic work, sport, the arts and even in a task or job.
SELFAWARENESS
● ‘Know thyself’ instructed Socrates
● Knowledge of oneself, of one’s strengths and weaknesses, of what one might
aspire to, of the contribution and might make to the wider community
● Through arts, drama and literature, group activities, individual pursuits
● However, the practice of so much education finds little room for the practical
intelligence or the moral seriousness

40. SOCIALJUSTICE
● There are deep-seated philosophical arguments about the relation of the
individual to the wider society
● How far should education be geared to individual autonomy and
advancement?
● How far to the realization of the common humanity through which the
individual is able to find his or her fulfillment?
● For Dewey, one realises one’s potential only within a community and a
common educational experience is therefor crucial

41. ISLAMIC PERSPECTIVE ON
THE PHILOSOPHY OF EDUCATION
FORMULATION OF
PHILOSOPHY OF EDUCATION IN ISLAM
THEORIES FROM MUSLIM
INTELLECTUALS

42. ISLAMIC PERSPECTIVE ON
THE PHILOSOPHY OF EDUCATION
● In Islam, the philosophy of knowledge or education is created by Allah and He is the
source of authentic knowledge. It is compulsory to acquire knowledge and
practice what has been taught. Whatever knowledge students acquire must be
meaningful and purposeful, e.g. to help mankind solve problems.
● The Islamic concept of teaching and learning is not limited to the memorization of Al-
Quran and religious studies by Muslim scholars. Islamic education is often
erroneously perceived as education on religious matters, whereas in fact, Islamic
education (based on the Quran and Sunnah) provides a rich reservoir of knowledge in
the modern sciences such as medicine, genetics, and biology. Naqli(revealed
knowledge) is not all about recitation scriptures from Al-Quran; rather it emphasizes
a physical and spiritual balance between everything.
(Dr. Qais Faryadi, 2015)

43. ● The Islamic philosophy of education stresses that both the teacher and student are
equally responsible for the teaching-learning process. Essentially, the Islamic
philosophy of education is neither student-centered nor teacher-centered.
● It is a complete code of conduct and a collective system of learning and teaching, and
also based on the system of justice and brotherhood. No one in the class is allowed to
take advantage of another. As evident from the above discussion, the philosophy of
education which Islam presents is aimed at developing human beings spiritually,
emotionally, morally, ethically, socially as well as economically.
● Hence, Islam gives guidance to Muslims on how to lead their lives according to
the teaching of the Holy Quran and Sunnahand to achieve success in Dunia and
Akhirah.
(Dr. Qais Faryadi, 2015)

44. FORMULATION OF
PHILOSOPHY OF EDUCATION IN ISLAM
● Islam affirms that three important elements that are necessary ingredients in the formulation of a philosophy
of Islamic education - namely, learner, knowledge, and means of instruction.
● The learner, being human, is made up of a dual nature of spirit and body. The spiritual faculty is known as: the
ruh (soul), ‘aql (mind or intellect), qalb (emotion), or nafs (self) according to the function that is ascribed to it
● Islam believes in the possibility of obtaining knowledge of Truth and Reality. In Islam there has not been much
debate on this matter. Unlike in the Western philosophical tradition where there has been constant debate
since Greek philosophy, as demonstrated by Plato’s Theatetus.
● Weknow that man is equipped with a soul and physical senses and prepared by Allah to acquire
knowledge.
● In the Islamic worldview, there exists a hierarchical structure to knowledge, and, just as there exists a dual
nature in mankind, there exists two categories of knowledge, the ‘ilm alnaqliyah (revealed)—some of which
is fard ‘ayn, individual duty—and the ‘ilm alnaqliyah—which is fard kifayah, which is a communal duty.

45. THEORIES F R O M M U S L I M
INTELLECTUALS
IBN KHALDUN
IBN SINA
IBN MISKAWAIH
AL-ATTAS
CONTEMPORARY MUSLIM SCHOLARS

46. IBN KHALDUN
● The aim of education by Ibn Khaldun is to make Muslims firm believers in God through the
study of the Quran and religious sciences.
● Knowledge of God and faith in Islamic laws will make Muslims know the reality which in
turn will lead to good action and possession of good character.
● Thus the knowledge of Islamic sciences and leading his life according to the tenets of
Islam will help him to be a good Muslim and a good member of society.
IBN SINA
● Ibn Sina does not devote his attention to the moral aspect alone, but aims at the formation
of a personality complete n body, mind and character.
● He does not restrict the task of education to creating the complete citizen, but rather
sees that education must also prepare him for a profession whereby he can contribute
to the social structure, because society in Ibn Sina’s view is built entirely on
‘cooperation’ on the specialization of each individual in a craft or profession and on the
mutual exchange of services between its individuals.

47. ● Ibn Miskawaih Ibn Miskawaih’s theory and objectives of education was based on
Aristotelian theory of education which stipulated intellectual, physical, and moral
education aiming at producing good human beings from the social point of view and
achieving eternal happiness and self realization.
● Like Plato and Aristotle, he believed that education is related to state craft. He
therefore, visualized and education system which could fit the people to perform the
duties entrusted to them by the state
● Like Aristotle, he presented the view that physical education must precede the spiritual
and intellectual education. ToIbn Miskawaih, the goal of life was to combine the human
will with the Divine Will.
IBN MISKAWAIH

48. ● According to Al-Attas, he believed that the primary goal of education is to lead
man to recognize and acknowledge his Creator. This acknowledgment is
manifested in obedience and adherence to His commandments.
● In other words, the primary goal of Islamic education is to produce the good
being, who, by developing all his/her potentials accordingly, ensures him or her
to be the servant (`abd) and the vicegerent (khalifah) of Allah who has
undertaken the amanah (trust) of maintaining prosperity on earth.
AL-ATTAS

49. ● Professors Ismail Faruqi, Abu A’la AlMaududi, Mohd Kamal Hassan, Hassan
Langgulung, and, Sidek Baba state that the Islamic curriculum should aim at the
following objectives:
○ to develop goodness piety and fear of God in individuals so that social
justice prevails;
○ to develop tolerance, brotherhood, love, mercy, goodness and righteousness
in the individuals so that a truly Islamic society may come into existence;
○ to develop the habit of consulting each other in the individuals so that maximum
benefit could be achieved from intellectual capacities;
○ to develop the ability of self–expression and shouldering responsibility so
that a representative and responsible society is built up;
○ to provide opportunities to the individuals to live in an ideal, pure and happy
life so they can come closer to Allah.
CONTEMPORARY MUSLIM SCHOLARS

50. ● Mohamad Johdi (2009) synchronizes that Islamic education aims at the balanced
growth of the total balanced-personality of human, acronym JERISAH – Jasmani,
Emosi, Rohani, Intelek, Sosialisasi, Alam, and Hamba Allah.
● These entire components need proper education and training in such a way that faith is
infused into the whole of one’s personality and creates an emotional ‘nafs al-
mutmainnah’ attach to Islam and enables one to follow the Qur’an and Sunnah
appropriately.
● This means that education has a great task in achieving this goal that is moulding a
person to become Khalifatullah to whom Allah has promised the authority of the
universe.
CONTEMPORARY MUSLIM SCHOLARS

51. Reference
s
Bailey, R., Barrow, R., Carr, D., & McCarthy, C. (2010). What is Philiosophy of Education. In The Sage
Handbook of Philosophy of Education (pp. 17–18). essay, sage publications.
Entwistle, B. (2020, November 25). Educational philosophy: What is it all about? The Scots College. Retrieved
October 15, 2022, from https://scots.college/educational-philosophy-what-is-it-all-about/
International Journal of Humanities and Social Science. (n.d.). Retrieved October 15, 2022, from http://ijhssnet.com/
Proceding - Philosophy and objective of edu in Islam. (n.d.). Retrieved October 16, 2022, from
http://irep.iium.edu.my/11677/1/Proceding_-_Philosophy_and_Objective_of_Edu_in_Islam.pdf
=
Siegel, Harvey, D.C. Phillips, and Eamonn Callan, "Philosophy of Education", The Stanford Encyclopedia of
Philosophy (Winter 2018 Edition), Edward N. Zalta (ed.), URL
<https://plato.stanford.edu/archives/win2018/entries/education-philosophy/>.