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Chapter 01 - Introduction (1).pptx
- 2. COURSE OUTCOMES 3 2 1 4 . . Explain definitions, meanings, concepts, goals and history development of Philosophy Analyze the relationship between National Philosophy of Education and National Pillars in the Philosophy of Well- Being using the Philosophical Approach Explaining the role of the National Philosophy of Education as a vehicle for preparing students to face the 21st century global challenges Describe the position and role of the National Pillars as the Pillars or the Pillars of the "Macro" level established under the principles or policies of the National Education Philosophy as "Micro"
- 3. INTRODUCTION INTRODUCTION TO PHYSICAL SUBJECTS AND ANOTHER ISSUE NATIONAL EDUCATION PHILOSOPHY NATIONAL PHILOSOPHY HISTORY OF PHILOSOPHY LIST AND CASE STUDY
- 4. PENDEKATAN KULIAH Lecture Blended Learning Student Centralized Learning (SCL)
- 5. INTRODUCTION PLEASE KNOW THERE IN THE CLASS. SONG TITLE: “LOVED” youtube.com/watch?v=1iLuUL07eVk For the sake of your beloved country In rich loyalty To the leaders of the people The service is given in full cooperation In the pursuit of Faith serving all Whatever sacrifices the trust of the nation preserves We pledge our allegiance To religion, nation and nation
- 6. OBJECTIVE 1. Explain the importance of the subject of 'Current Philosophy and Issues' in the formation of Malaysia (plural, other than other countries) 2. Explaining the role of the National Philosophy of Education as a vehicle for preparing Students to face the 21st century global challenges 3. Analyze the relationship between the National Philosophy of Education and the National Pillars
- 7. Introduce students to a stream of classical and modern philosophical thinking Associate current thinking with classical philosophy. Establish the right way of thinking in the formation of Malaysia. The importance of the subject of Philosophy and Current Issues (UHIS)
- 8. PHILOSOPHYOFSTATEEDUCATION /NATIONALEDUCATION PHILOSOPHY PILLARSOFTHECOUNTRY IMPLEMENTATION OF PHILOSOPHY IN MALAYSIA
- 9. to organize, coordinate and facilitate the educational process SUPPORTEDVALUES THEENDGOALOFEDUCATION THEPATHTOTHATGOAL EXPLAININGTHEPHILOSOPHYOFEDUCATION
- 12. 01 02 03 04 05 06 INSPIRATION RATIONALDISCUSSION EMPIRICALEVIDENCE INTRODUCTION,VALUESAND TRADITIONOFTHESOCIETY RESEARCH • Study similar Nations • STUDY ABOUT TEACHING AND LEARNING AUTHORITY SOURCEOFTHEPHILOSOPHYOFEDUCATION
- 13. HISTORY OF FPN DEVELOPMENT • BARNES REPORT ON ENGLISH EDUCATION (1951) • FENN-WU REPORT ON THE EDUCATION OF CHINA MALAYA (1951) 1951 • STUDENT ORDINANCE 1952 • RAZAK STATEMENT (1956) 1952 &1956 • STUDENT ORDINANCE (1957) • RAHMAN TALIB STATEMENT (1960) 1957 &1960 • STUDENT ACT 1961 • CABINET COMMITTEE REPORT 1974 1961 &1974 National Education Philosophy was APPROVED IN 1987 AND IS PROVIDED IN 1988 WHEN KBSM APPLIED. 1987 &1988 NATIONAL PHILOSOPHY OF EDUCATION 1996
- 17. QUESTIONS • Is FPN / FPK still relevant in the 21st century? • Is the FPN / FPK equal to the international and global agenda direction? • How do FPN / FPK and Malaysia contribute to world education? • How relevant is FPN / FPK to IR4.0?
- 18. Function of FPN/FPK FOR EACH COUNTRY • Each country has its own education system / different from other countries. • The main function of a national education is to build the human capital mold that the country needs. • Example: Malaysia in the next 15 years, what type of state / country wants to develop • Therefore, the education system needs to start from now on to form the future state / type
- 19. CONTINUE…. • Another example: An industrial country that requires 1000 engineers, architects over the next 5 years, it will be organized and broken down into the appropriate institutions. • Developing countries, developed countries. • It can also change based on current needs and future targets. • Countries that do not have / lack of social problems, so aspects of social problems are not emphasized in the country's educational philosophy (Example: Norway / Sweden)
- 20. THINK IDEA LEARN ACTIVITY: GROUP DISCUSSION 2 • Find another country's FPN / FPK. • Compare the FPN / FPK of the country with Malaysia
- 21. EXAMPLE: Singapore Curriculum Philosophy
- 22. Wisdom1 - National Education philosophy Education in Malaysia is an ongoing (lifelong) effort towards furthering the holistic potential of individuals (holistic) and integrated ... 1> Quality The whole is greater than the sums of its part = “complete person.” DEMAND FOR SCIENCE (eg. Martial arts) [ ] Appreciate This term of wisdom has been used by Tan Sri Prof. Dr. Dzulkifli Abdul Razak in his dissemination of the National Philosophy of Education on December 10, 2019 in Putrajaya.
- 23. 2> HUMANS & HARMONY WISDOM 2 - National Education philosophy …to create people who are intellectually and spiritually, emotionally, and physically balanced …
- 24. Wisdom 3 - National Education philosophy based on trust and obedience to God. This effort is to produce Malaysians who are knowledgeable, skilled, virtuous, responsible… 3> HUMANS & HARMONY 360 degrees
- 25. Wisdom 4 - National Education philosophy … and the ability to achieve personal well-being, 4> MIND LINEAGE PROPERTY SOUL RELIGION
- 26. Huraian 5 - National Education philosophy …serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara. 5> MIND LINEAGE PROPERTY SOUL RELIGION SOCIETY COMMUNITY COUNTRY
- 27. National Education philosophy (5 hikmah) Education in Malaysia is an ongoing effort to further develop the potential of a holistic and integrated individual to create intellectually, spiritually, emotionally and physically balanced people based on trust and obedience to God. This effort is to produce Malaysians who are knowledgeable, skilled, virtuous, responsible and capable of achieving personal well- being, and contribute to the harmony and prosperity of their families, communities and country. (KPM, 1996) 1> 2> 3> 4> 5>
- 28. INSAN SEIMBANG & HARMONIS & 21st Century Education MIND PROPERTY SOUL TRUST …prosperous…
- 29. 01 BELIEF IN GOD LOYALTY TO KING AND COUNTRY 02 SUPREMACY OF THE CONSTITUTION 03 RULE OF LAW 04 COURTESY AND MORALITY 05 COUNTRY’S PILLARS
- 30. INTRODUCTION TO COUNTRY’S PILLARS • Malaysia is a multicultural country populated by people of all races, religions, cultures and customs. Religious differences, cultural diversity and ethnic customs are not separate points for the people to enjoy a harmonious and prosperous life. The success of the government in developing a progressive society for the sake of prosperity and political stability dashed against the wisdom of the leaders to instill a spirit of unity among the people.
- 31. WITHOUTUNITY,THECOUNTRY WOULDBEWEAKENEDAND COULDCAUSETHECOUNTRY'S SOVEREIGNTYTOBE COMPROMISED,GOVERNMENT ADMINISTRATIONWOULD COLLAPSE,CHAOS,RIOTS,CIVIL STRIFEANDSOON.THEGREAT PEOPLEOFMALAYSIAARETHE PEOPLEWHOHOLDTOTHE DOCTRINEOFTHECOUNTRY’S PILLARS Five principles of National Pillars if appreciated, practiced and held on a daily basis can make a person great and thus strengthen the country's sovereignty.
- 32. ARRIVALOFTHEBRITISH Policy of racial segregation by place (divide and rule) 1969 The rise of racial tension, the 1969 riots MAGERAN Established to address racial tension. STATECONSULTATION 1970 Declaration of National Security by the YDPA on August 31, 1970. HISTORY OF THE FORMATION OFA STATE OF HARMONY
- 33. HISTORY OF SOCIAL HARMONY • The arrival of the British colonialists changed the pattern of society in this country. The management approach the policies of divide and rule by the United Colonies of Britain is to maintain the peace of the manner and their glasses, the three ethnic groups of Malays, Chinese and Indians have been separated in terms of housing and work, this situation led to the relationship between the limited. This situation is more complex and has created dissatisfaction among every race.
- 34. • Most Malays lived in the countryside and work in agriculture. The Chinese lived in the city and engaged in business while the Indians lived and worked in the estates. Each race is also segregated in terms of education by having its own stream school without the same syllabus or curriculum. • Racial relations were getting worse as political parties provoke one another leading to quarrels. It became more serious that it triggered the May 13, 1969. Bloody Events. As a result, the government has come up with a formula to tackle racial strife so that it can be prevented and it will never happen again.
- 35. • Following this, the parliamentary system of government was suspended and the National Movement Council (MAGERAN) was set up to restore peace, uphold the laws of the country and foster a sense of harmony and trust among the multiracial community in the country • The members of the National Consultative Council consist of a Chairman (the late Tun Abdul Razak bin Dato 'Hussein and the Director of the Cabinet), three ministers (the late Tun Dr. Ismail bin Dato' Abdul Rahman, the late Tun Tan Siew Sin and the late Tun VT Sambanthan) , representatives of the State Government and representatives of religious leaders, professional bodies, civil service, trade unions, journalists, teachers' associations and representatives of small groups.
- 36. • After deliberating and studying it for several months, the National Consultative Council has concluded that an ideology that can overcome the racial divide must be established in this country. Based on this decision, the birth of the National Assembly declared by His Majesty the late His Majesty Ismail Nasiruddin Shah Ibni the late Sultan Zainal Abidin Yang Di-Pertuan Agong IV on August 31, 1970, coincided with the 13th anniversary of the country's independence.
- 37. THEFEDERALCONSTITUTIONPROVIDESTHATISLAMISTHE OFFICIALRELIGIONOFTHEFEDERATION DISCRIMINATION AGAINST A CITIZEN FOR RELIGIOUS REASONS IS STRICTLY PROHIBITED. OTHERRELIGIONSANDBELIEFSCANBEPRACTICEDSECURELY ANDPEACEFULLYINANYPARTOFTHEFEDERATION. THISNATIONANDCOUNTRYISFOUNDEDONASTRONG BELIEFINGOD. ABSENCEOFRELIGIONCANUNDERMINEONE'S PERSONALITYASWELLASTHATOFANATIONAND COUNTRY. PILLAR 1: TRUST IN GOD
- 38. EVERYCITIZENSHOULDDEVOTEHIS ENTIREALLEGIANCE,LOYALTYAND SINCERITYTOHISMAJESTYTHEKING. ATTHESTATELEVEL,THEPEOPLEARE REQUIRED TOFOCUSTHEIRLOYALTYON THEKINGWHO GOVERNSTHESTATEIN WHICHTHEYRESIDEWITHOUTREDUCING LOYALTYTOHISMAJESTYTHEKING. PILLAR 2: LOYALTY TO THE KINGAND THE COUNTRY
- 42. RACIALUNITYISASOLID FOUNDATIONANDAN IMPORTANTGOALTHATALL COUNTRIES,INCLUDING MALAYSIA,WANTTOACHIEVE.IT ISIMPORTANTBECAUSE WITHOUTUNITY,ACOUNTRY CANBECOMEWEAK,DIFFICULT TODEVELOPANDVULNERABLE TOBOTHFOREIGNAND DOMESTICPOWER. The Pillars of the Nation were created in the wake of the events of May 13, 1969. The tragedy opened our eyes and alerted all of us to the importance of being united and living in peace and peace and avoiding suspicious suspicions of one another.
- 43. United goodwill regardless of race treat each other with respect PRACTICINGTHEPILLARSOFTHECOUNTRYWILLGIVEBIRTHTOASOCIETY
- 44. 01 02 03 Enhanceandintensifythe competitivenessofeconomicgrowth Maintainingpoliticalstability based on the mold set out in the Pillars of the Country. maintainingademocraticsystemof government THROUGHSUSTAINABLEUNITY WILLHELPTHECOUNTRY
- 45. RELATIONSHIP BETWEEN: I. PHILOSOPHY OF NATIONAL EDUCATION II. STATE ORDER III.APHILOSOPHY OF PROSPERITY
- 48. FPN RN FS PHILOSOPHY OF HISTORY AS A NATIONAL INTERPRETATION
- 50. CONCLUSION • The main goals of the FPN / FPN and the pillars of the country are for the well-being of individuals, families, communities, countries and the world.
- 51. REFERENCE • Wan Abdul Halim Yaakub (ed). Rukun Negara. Jabatan Perpaduan Negara dan Jabatan Penerangan Malaysia. • Wan Mohd Zahid Mohd Noordin. 2019. Falsafah Pendidikan Kebangsaan: Sejarah dan Matlamat, dalam Dzulkifli Abdul Razak dan Rosnani Hashim, Pentafsiran Baharu Falsafah Pendidikan Kebangsaan dan Pelaksanaannya Pasca 2020. Kuala Lumpur: IIUM Press, 3-20.
- 52. TERIMA KASIH