The document discusses the purpose of schooling, encompassing the philosophy, aims, goals, and objectives of education. It highlights how these elements are interconnected and reflect societal values, shaping the curriculum and student outcomes. Additionally, it addresses various roles of schooling, including socialization, screening, human capital investment, class reproduction, and personal development.

1. Foundation of Education
ESEM5113
Dr Siti Farhah A.Aziz

2. TOPIC 3: THE PURPOSE OF SCHOOLING
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3. 3
INTRODUCTION
This lecture will relate the philosophy, aims, goals and objectives of education to
the purpose of schooling.
Why did we go to
school?
Why do children go
to school?
What was the
purpose of schooling
300 years ago?
What would have
happen to us if we
did not go to
school?
What is the
purpose of
schooling now?

4. The Philosophy, Aims, Goals and Objectives of
Education
• To understand the process of education, we need to understand
curriculum development, content development, content
delivery, and assessment of content learning.
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Understanding
Education
Curriculum Development
Content Development
Content Delivery
Assessment of Content

5. 5
1
Curriculum
Development
2
Content Development
3
Content
Delivery
4
Assessment of
Content Learning
TO UNDERSTAND THE
EDUCATION PROCESS

6. The Philosophy, Aims, Goals and Objectives of
Education
Includes determining the
philosophy, the aims,
the goals and the
objectives of education,
as shown the figure
below.
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7. 7
Objectives
Philosophy Aims Goals
The curriculum (syllabus) development includes determining the
philosophy, the aims, the goals and the objectives of education, as
shown the figure below.
The Philosophy, Aims, Goals and Objectives of
Education

8. The Philosophy, Aims, Goals and Objectives of
Education
Philosophy of education, as we know, focuses on the values, beliefs and
attitudes in relation to the growth process of individuals and society.
These values, beliefs and attitudes determine the direction of our education,
particularly the aims, goals, objectives, contents, delivery and assessment of
education.
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Objectives
Philosophy Aims Goals

9. The Philosophy, Aims, Goals and Objectives of
Education
For example :
Pragmatism defines the truth and meaning of ideas (knowledge) according to
their physical consequences and practical values. It views the world as not
fixed, but constantly changing; and views knowledge as process. It suggests
education should focus on experiencing the process, for example, learning
occurs as pupil engages in problem solving. Knowing is considered an
interaction between the learner and environment, of which both are undergoing
constant changes.
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Objectives
Philosophy Aims Goals

10. National Philosophy of Malaysian Education (NPME)
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“Education In Malaysia Is An On-going Effort Towards Further Developing The
Potential Of Individuals In A Holistic And Integrated Manner So As To Produce
Individuals Who Are Intellectually, Spiritually, Emotionally And Physically
Balanced And Harmonic, Based On A Firm Belief In And Devotion To God.”
“Such An Effort Is Designed To Produce Malaysian Citizens Who Are
Knowledgeable And Competent, Who Possess High Moral Standards And Who
Are Responsible And Capable Of Achieving High Level Of Personal Well-being
As Well As Being Able To Contribute To The Harmony And Betterment Of The
Family, Society And Nation At Large”

11. The Philosophy, Aims, Goals and Objectives of
Education
• Aim of education (What education expects students will achieve) can be
defined as “general statement of the functions to be transferred to learners
through education, or simply the purpose of education”.
• The earlier aims of American education were to “ascertain the continuation
and enforcement of democratic ideals, and to save the souls”. These aims had
been associated with the philosophy of pragmatism, which many people
claimed to be the unofficial American philosophy.
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Objectives
Philosophy Aims Goals

12. The aims of Malaysian Education
The aims of Malaysian education are :
“to produce individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonic, based on a firm belief in and devotion to
God; so that they become Malaysian citizens who are knowledgeable and
competent, possess high moral standards and are responsible and capable of
achieving high level of personal well-being as well as being able to contribute
to the harmony and betterment of the family, society and nation”.
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13. The Philosophy, Aims, Goals and Objectives of
Education
 Goal of education (What students can do after completing education) can be defined
as “statement of specific purpose with some outcomes in mind”. The aim gives the
purpose of education, such as “Making individual literate”; while the goal gives
more specific outcomes of education, such as “All Year-1 pupils should be able to
read and write simple sentences in English”. Hence, the goal of education is the
statement about what pupils should be able to do to achieve the aim/purpose of
education.
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Objectives
Philosophy Aims Goals

14. • Statements of purpose with some outcome in mind
• Address certain characteristics of the learner who attains the goals
• Desired outcomes for students as a result of experiencing the curriculum
• Derived from various aims
• Aims become goals when they become more specific and refer to a
particular school or school system and to a specific subject area of the
curriculum
• Address the needs of society, of students, or the particular community.
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15. The Philosophy, Aims, Goals and Objectives of
Education
 Objective of education can be defined as “statement of specific learning outcomes at
various levels of learning”; e.g. at program level, course level, topic level, or lesson
level. An example of course level educational objective is: “At the end of this
course, students should be able to write short stories in English”.
 The objectives are usually written in behavioural terms, such as “write, read, explain,
compare, compute, or draw” and so on. The curriculum is then developed based on
the various objectives of a particular school subject.
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Objectives
Philosophy Aims Goals

16. 16
Taxonomic Levels
Cognitive Domain
Affective Domain
Psychomotor Domain
Taxonomic
Levels

17. 17
Cognitive
Domain
Affective
Domain
Psychomotor
Domain
Taxonomic Levels
Bloom’s Taxonomy
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
Krathwohl’s Taxonomy
• Receiving
• Responding
• Valuing
• Organization
• Characterization
Harrow’s Taxonomy
• Reflex Movements
• Fundamental Movements
• Perceptual Abilities
• Physical Abilities
• Skilled Movements
• Nondiscursive
Communication

18. The Purpose Of Schooling
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• Socialization
• Screening
• Human capital investment
• Class reproduction
• Transmission – knowledge and skills
• Personal Development

19. Socialization
• Functionalism ( Durkheim, 1922; Parsons, 1959)
• Schooling, a systematic socialization of young generation
• Schooling as ‘functional’ to the larger society’s integration or
survival
• Schooling as the socialization (integration) of young members
into society
• Schooling as conformation to society’s values and goals
• School to produce “ideal adults” of society
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20. Socialization (cont’d)
• School attempts to introduce student to be most noble,
meaningful of human creation
• Usually high culture
• Socialization:
• respect culture
• to become functioning members of society due to functioning of civic,
emotion, cognitive, vocational and social.
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21. Screening
• Schooling as credentials (proof of possessing knowledge)
(Spence, 1973)
• Schooling to identify students with particular attributes, but not to
produce or improve attributes
• School credentials as a hiring screen (“statistical discrimination”)
• Knowledge (credentials) as a major mechanism for the struggles
between groups in society (Weber, 1958, 1968); as a major
exclusion to non-members
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22. Human capital investment
• Founder : Schultz (1961), Becker (1964)
• Human capital
• Abilities acquired by & embedded in individuals
• increases one’s earnings over life time
• contributes to society’s economic growth
• Schooling, education & training are important investments on
human capital
• Knowledge & skills
• Schooling is not a ‘commodity’ nor ‘commodification’;
• Though education can be ‘commercialized’ or ‘commercialization’
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23. Class Reproduction
Apple (1988)
• Schools operate to produce the ideological hegemony of the dominant
class
• Schools are the major sites in which ideological conflicts/struggles are
often fought
Bowles and Gintis (1976)
• Capitalist schools are mini-factories, promoting same values in the
capitalist labor market
• The social relations of schools reproduce the social division of labour
under capitalism
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24. Class Reproduction
Carnoy & Levin (1985)
• Conflict in schools is ultimately between the dominant and the dominated
sectors of society
• The dominant class seeks to impose its values, norms, purposes, and
goals on schools and to socialize the young into its ideology
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25. Transmission of Knowledge
• Fact
• Concept
• Processes and procedures
• Principles and laws
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26. Personal Development
• Civic development
• Emotional development
• Cognitive development
• Vocational development
• Social development
ESEM 2014 Dr. Norizan Ahmad

27. Civic Development
• Civic development has played a major role in the purpose of
school in the past and present.
• Creating effective citizenship education accountability systems
continues to be a priority that a wide range of experts and state
coalitions nationwide now agree must be addressed by
policymakers. identifying and/or developing high-quality civic
assessments of all kinds would enhance accountability for civic
teaching and learning, and motivate states to refine and strengthen
their civic standards.
•  Good citizen
ESEM 2014 Dr. Norizan Ahmad

28. Emotional Development
Emotional development is an important and frequently cited purpose
of school, particularly for schools serving younger students
includes the child’s experience, expression, and management of
emotions and the ability to establish positive and rewarding
relationships with others (Cohen and others 2005).
It encompasses both intra- and interpersonal processes
ESEM 2014 Dr. Norizan Ahmad

29. Cognitive Development
• to prepare middle school students to meet the challenges of the
new millennium by providing an academically enriched program
which includes the ability to read, write, listen, calculate, create,
and critically think.
• that students learn by active participation in the classroom and
through lessons that stimulate critical thinking.
• provide continual individual development through a variety of
academic experiences, student-centered environments, and
community opportunities.
• provide technological skills, fine arts and health exploration and
multi-cultural awareness.
ESEM 2014 Dr. Norizan Ahmad

30. Vocational Development
The vocational development of students is frequently cited and
promoted as one of the most important roles that schools serve.
ESEM 2014 Dr. Norizan Ahmad

31. Social Development
• To foster positive student behaviors, reduce negative behaviors,
and ultimately, improve academic performance
• the development of social competencies during middle childhood
has been linked to adjustment to schooling and academic success
while the failure to develop them can lead to problem behavior that
interferes with success in school.
ESEM 2014 Dr. Norizan Ahmad

32. THANK YOU
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