Philosophy, though abstract, is vital in life and education. Education reflects philosophy’s dynamic aspect, translating beliefs into practice. Educational philosophy guides teaching, learning, and school practices through principles, beliefs, and goals, linking theoretical foundations with practical educational applications.

1. HBEF 1103
SOCIOLOGY AND PHILOSOPHY OF EDUCATION
IN MALAYSIA
TOPIC 2
Philosophy and Educational
Philosophy

2. INTRODUCTION
• Philosophy is not merely a theoretical field that is considered abstract and difficult to
implement.
In reality, philosophy greatly contributes to and is beneficial in human life.
• There is a strong interrelationship between educational activities and philosophy.
Education can be regarded as a dynamic component of philosophy.
It represents the practical means of achieving and expressing life goals based on philosophical
beliefs.
• Education and philosophy are interdependent:
Philosophy serves as the theoretical foundation of education,
while education functions as the practical and active implementation of philosophical principles.
• Philosophy of education refers to practical matters that are closely related to educational issues
and encompasses:
systems of belief and conviction,
general principles and attitudes,
various aspects concerning education and learning that should be carried out in schools or
classrooms.

3. DEFINITION OF PHILOSOPHY AND EDUCATION PHILOSOPHY
Philosophy: Definitions and Concepts
Origin of the word (Greek):
A desire to know; a deep or profound love of wisdom.
Definition of Philosophy:
Wisdom attained through the use of reason in order to discover the actual truth.
In Arabic:
Philosophy is associated with hikmah (wisdom).
According to Dewan Bahasa dan Pustaka (DBP):
Philosophy refers to knowledge concerning definitions that is considered the highest form of knowledge or the
foundation of other types of knowledge.
Philosophers’ Perspectives:
• Heraclitus: Philosophy is a love of wisdom.
• Plato: Philosophy is knowledge of everything that exists.
• Aristotle: Philosophy is the effort to examine the causes and foundations of all things.
• Cicero: Philosophy is knowledge about what is beautiful and sublime, as well as the effort to attain it.
• John Dewey: Philosophy is the entire process of education.
Conceptual Understanding:
Philosophy is conceptually defined as an effort to seek truth or conviction concerning a particular matter through the
use of intellectual reasoning and mental strength.
Additionally, philosophy is defined as the consideration of specific matters based on truth, aimed at providing
explanations about something.

4. CHARACTERISTICS OF PHILOSOPHY
Human beings possess distinctive traits, including:
Consciousness or self-reflection – the capacity to evaluate oneself and one's circumstances.
A system of thought – the ability to structure and develop ideas logically.
Intelligence – the aptitude to comprehend, reason, and solve problems.
Moral awareness – the recognition of ethical values and the ability to distinguish right from wrong.
The Role of Philosophy
Philosophy is regarded as essential in helping human beings to:
Clarify matters that are not apparent through experience and empirical research.
Think critically and logically, providing foundational thinking across all human endeavours,
particularly in fields such as science, the arts, religion, and education.
Offer comprehensive explanations and viewpoints concerning human existence, life, and
humanity’s relationship with the natural world as a whole.
Analyse specific concepts, such as motivation and interest, in order to determine their true
meanings in accordance with particular contexts.

5. The Role of Philosophy in the Search for Truth
Philosophy involves activities such as:
Evaluating specific facts
Analysing meaning
Making interpretations
Prioritising values and considering facts that are relevant to the purpose of life
Defining and assessing the totality of human experience comprehensively
Identifying matters related to the concept of seeking truth
Philosophy aids human beings in examining abstract matters because it provides
an approach to explore issues associated with conceptual understanding in
determining truth.
Philosophy is thus understood as an endeavour to offer comprehensive
explanations and perspectives on human beings, their lives, and their relationship
with the universe.

6. BRANCHES OF PHILOSOPHY
In this section, we will examine four
major branches of philosophy:
Metaphysics
Epistemology
Axiology
Logic

7. METAPHYSICS
Metaphysics is a branch of philosophy that explores matters such as the nature of reality, what
exists in the world, and how these entities are structured.
According to dictionary definitions, metaphysics refers to “that which goes beyond the physical or
material realm.”
Metaphysics is speculative in nature and places emphasis on the relationship between cause and
effect. It centres on mental exploration in the quest to understand the true nature of existence,
which in turn leads to the essence and greatness of God and the existence of the universe.
According to Western scholars, the development of metaphysics occurred gradually, eventually
evolving into a branch of philosophy grounded in evidence that can be logically and systematically
explained—emphasising logic, systematic reasoning, and scientific approaches.
In the Context of Education
Metaphysics plays an important role in training students to:
Think rationally and independently, as human intelligence functions to solve problems.
Receive guidance on ethical behaviour, helping individuals fulfil their needs and aspirations.
Curriculum planners in education must select subjects that can develop the mind through activities
such as reading, writing, and arithmetic. The curriculum should also include elements of
humanism, the arts, science, and mathematics.

8. EPISTEMOLOGY
Epistemology is known as the theory of knowledge and is fundamentally concerned with truth.
The central issue in epistemology is the justification of the process through which something is
known and accepted as knowledge.
It focuses on the analysis, production, and claims of knowledge.
The main areas of epistemological inquiry include:
Human knowledge,
The distinction between certainty and the possibility of knowledge, and
The difference between knowing and believing.
Epistemology is closely related to disciplines such as metaphysics, psychology, reasoning and logic,
ethics, sociology, and the philosophy of religion.
It discusses the origin and sources of knowledge, cultural knowledge, the limitations of human
knowledge, and other related aspects.
In the context of education, two critical components are the acquisition and transmission of
knowledge.
We must also consider the extent to which knowledge can be acquired by humans and how
effectively it can be communicated to others.

9. AXIOLOGY
Axiology is a branch of philosophy that focuses on questions of values and value systems.
It is commonly divided into two main areas: ethics and aesthetics.
Ethics refers to characteristics, roles, habits, or normative behaviors.
It addresses issues and questions concerning moral values, human conduct, and the principles of
appropriate behavior.
The theory of values is crucial in educational practice, just as epistemological theories are essential for
effective classroom instruction.
Axiology plays a significant role in education.
Many scholars believe that effective education, particularly in the development of moral character, is
more important for students than purely cognitive education.
Every individual is educated in such a way that they can make sound value judgments throughout life.
For example, value assessments may arise in the relationships between:
Parents and children,
Teachers and students,
Communities and schools,
Teachers and society.

10. LOGIC
Logic is the theory of deductive reasoning and a branch of philosophy concerned with the
process of reasoning about truth.
Reasoning refers to the process of problem-solving, involving an individual's cognitive ability to
think systematically and abstractly.
It involves the evaluation of what constitutes valid reasoning, and the ability to distinguish it
from flawed or irrational reasoning.
It also entails providing justifiable explanations for particular events—explanations that are
universally acceptable and unbiased.
The knowledge of logic is fundamental in education.
In teaching and learning processes, a strong foundation in reasoning is essential.
Learning can only occur effectively when individuals think critically, rationally, independently,
and are capable of solving problems wisely and effectively.
In the pursuit of knowledge, individuals are exposed to various explanations and events.
It is our responsibility to discern and extract useful insights from potentially harmful or
misleading information.
This discernment is only achievable when we effectively apply logical knowledge.

11. WESTERN PHILOSOPHICAL DOCTRINE
In general, Western philosophy is divided
into four major doctrines:
Idealism
Realism
Pragmatism
Existentialism

12. IDEALISM
The school of Idealism emphasizes mentality, emotion, and spirituality.
From an epistemological perspective, Idealism holds that truth exists as ideas within the
realm of the mind, independent of sensory experience.
The philosophical doctrine of Idealism asserts that knowledge is rational and systematic.
Humans acquire knowledge intuitively or intellectually, and it is not necessarily
dependent on new experiences to understand certain realities.
In the field of education, Idealism aims to develop morally upright individuals who can
play meaningful roles in society.
In the idealist view of the learning process, students ultimately receive and internalize
knowledge delivered by the teacher.
The teacher plays a crucial role and is responsible for guiding and nurturing the students.
Students learn through the teacher, even though their knowledge is often limited to what
the teacher delivers.
The goal of teaching is not merely to transmit information, but also to help students
assign meaning to it and structure that information meaningfully.

13. REALISM
The philosophy of Realism is closely associated with Materialism, as introduced by the
philosopher Aristotle.
This doctrine distances itself from purely mental or abstract understandings of the world, and
instead emphasizes the external world of objects and experiences through the senses, seeking to
uncover causal relationships between phenomena.
In Realism, the entirety of reality is physical in nature. Anything that exists outside the physical
realm, such as what exists solely in the mind, is not considered real.
According to this doctrine, truth is independent of mental constructs or interpretations.
Humans discover objects and phenomena through their sensory experiences.
From an epistemological standpoint, Realism holds that true knowledge corresponds directly to
the nature of the object itself, and not merely to theories, assumptions, or passive memory.
Lived experiences form the basis of knowledge that becomes embedded in the mind over time.
In the realm of education, the teacher plays a central role in determining what should be learned
by students.
The issue of whether students are interested or not is not a primary concern, as interest is
believed to arise through the methods and strategies employed by the teacher in delivering
content.

14. PRAGMATISM
The philosophy of Pragmatism is also referred to as Empiricism, Functionalism, and Experientialism.
This doctrine primarily focuses on experience and problem-solving.
It adheres to a method of addressing and evaluating problems through intellectual inquiry, grounded in the
belief that human experience reflects reality.
Pragmatism holds that the universe is dynamic and constantly evolving.
Human beings undergo growth and development; thus, they must continuously solve problems and gain
knowledge through those experiences.
According to this doctrine, reality cannot be fully comprehended through thought alone without
experience.
Knowledge is considered a continually evolving process, as it is shaped by an ever-changing environment.
Human knowledge originates from interactions and experiences between individuals and their
surroundings.
Learning occurs when individuals solve real-world problems and acquire knowledge through life
experiences.
In education, pragmatism emphasizes that students are more likely to acquire knowledge or skills
effectively when they are provided with direct experiences.
According to this doctrine, exposure to experimental methods and student involvement in discovery-
based research represents the most effective educational approach.

15. EXISTENTIALISM
The primary aim of philosophy, according to Existentialism, is to enable each individual to
fully develop their own potential.
From a metaphysical perspective, this doctrine holds that reality lies in individual
existence.
Such development is highly dependent on the environment, which is freely determined by
the individual.
Existentialism posits that individual knowledge is derived from one's own experience with
the surrounding environment.
As such, it is relative in nature and subject to change based on time and circumstances.
In the context of education, Existentialism recognizes that each individual has unique needs
and interests, which guide their efforts toward self-fulfillment.
As a result, education within this framework is non-prescriptive, and there is no fixed or
standardized curriculum.
Students utilize personal experiences and subject-related resources, as well as specific
intellectual skills, to achieve their goals—ultimately, the goal of inner harmony and self-
realization.

16. EASTERN PHILOSOPHICAL DOCTRINE
The Meaning of Islamic Education: Based on the Terminology of Ta’dib, Irsyad, and Tadris
Islamic education refers to the continuous and holistic development of an individual Muslim’s
potential as a servant of Allah and vicegerent (khalifah) on Earth.
This development aims to produce a well-balanced individual, spiritually, intellectually
(‘aqlīyah), emotionally, in faith (īmān), and physically, in accordance with the teachings of Islam.
(a) The Concept of Education in Islam
In Islam, education is obligatory for every individual and serves as a means to preserve the
continuity and sustainability of life.
If education fails to fulfill its function, it may lead to the destruction of humanity and the world
at large.
Education is viewed as a lifelong process, beginning at the earliest stages of life and continuing
until death.
It is not limited to the teacher, content, resources, or methods alone. Rather, the focus lies in
ensuring the balanced, harmonious, comprehensive, and integrated development of the
individual — encompassing the intellectual, spiritual, emotional, and physical dimensions of
human existence.

17. (b) The Function of Education in Islam
One of the primary functions of education in Islam is to prepare future generations
to play a positive and purposeful role — for themselves, for other human beings,
for the environment, and in their relationship with Allah.
Islamic education serves as a means of transmitting values to the next generation,
preparing them to assume their responsibilities as khalifah (vicegerents) on Earth.
The values promoted in Islamic education are derived from the Qur’an, Hadith,
and Qiyas (analogical reasoning).
These values must be continuously upheld and transferred from one generation to
the next to ensure the continuity of a righteous and responsible society.
Knowledge in Islam is categorised into two main types:
Revealed knowledge (‘ilm naqli) – knowledge that is divinely revealed, such as that
found in the Qur’an and Sunnah; and
Acquired knowledge (‘ilm ‘aqli) – knowledge obtained through human reasoning,
observation, and experience.

18. (c) Sources of Islamic Education
In Islamic education, there are six primary sources that serve as the foundation for teaching and learning:
The Qur’an
The Qur’an is the divine scripture of Allah revealed to the Prophet Muhammad (peace be upon him). It is
considered a miracle and a source of guidance that encompasses all aspects of human life, serving as the
ultimate reference for values, ethics, knowledge, and law.
The Sunnah
The Sunnah comprises everything that the Prophet Muhammad (PBUH) said, did, or approved of. It
functions as a practical interpretation and application of the Qur’anic message, providing model behaviour
and ethical guidance for Muslims to follow.
Maslahah (Public Interest)
Maslahah refers to that which brings benefit and prevents harm. It covers five essential components: the
protection of religion, life, intellect, lineage, and property. These principles are fundamental in guiding
decisions that aim to uphold the public good in education and society.
Values (Qiyām)
Islamic values are derived from divine revelation and are absolute and universal. These values govern
human behaviour, social norms, and ethical conduct, forming the moral foundation of Islamic education.
Norms (ʿĀdah)
Norms in Islamic education refer to social customs and practices that align with moral goodness. When
these human norms promote righteousness and societal well-being, they are considered consistent with
Islamic legal principles and may serve as sources for educational guidelines.

19. (d) Educational Content
Islamic education must focus on the human being as its central subject. All educational considerations are directed
towards the well-being and holistic development of the learner.
There are several foundational principles that guide Islamic educational content:
Human beings are the best of all creations, superior to all other living beings;
Every human is born pure and in a natural state of goodness (fitrah);
Humans are appointed as Allah’s vicegerents (khalifah) on Earth, bearing responsibility for stewardship;
Humans are endowed with intellect and reasoning, distinguishing them from other creatures.
The curriculum should therefore address not only intellectual growth but also spiritual, ethical, and emotional
development, in line with the divine purpose of human existence.
(e) Educational Objectives
The primary aim of Islamic education is to equip individuals with sound Islamic knowledge so that they may live
spiritually grounded lives, guided by high moral standards, a deep sense of faith, and a strong intellectual foundation.
Ultimately, Islamic education seeks to produce individuals who:
Embody taqwa (God-consciousness) in their actions;
Prioritise ethical conduct and spiritual refinement;
Fulfil their duties and responsibilities to Allah, society, and themselves.
This holistic goal reflects the Islamic view that true education shapes not only the mind but also the soul and character
of a person, preparing them to serve both worldly and eternal purposes.

20. NATIONAL EDUCATION PHILOSOPHY
In addition to political, economic, cultural stability and societal value systems,
the development of a nation is also highly dependent on its education system.
A sound and effective education system must be grounded in a clear and
coherent philosophy.
The policies formulated within a particular educational system are fundamentally
guided by educational philosophy. Philosophy serves as the core foundation of
an education system, encompassing:
The goals and objectives that the system aims to achieve;
The implementation methods of education that are practical and acceptable;
The characteristics and values to be instilled in learners;
The scope and structure of the education system as a whole.
This philosophical foundation ensures that education is purpose-driven,
systematic, and aligned with the broader aspirations of national development.

21. (a) The Formation of the National Philosophy of Education
The philosophy of education is an ongoing process that aligns with the nation’s broader development
efforts.
Following Malaysia’s independence, a special committee—the Rahman Talib Committee—was
established with the aim of reviewing the Razak Report and the 1957 Education Ordinance, which
governed the post-independence education system.
The Ministry of Education was subsequently guided by the Razak Report (1956) and the Rahman
Talib Report (1960) in its mission to provide education to the people of Malaya.
One of the core concerns addressed through educational activities was the issue of racial unity,
which became a principal agenda in policy implementation.
The Education Act 1961 was drafted based on the recommendations of both the Razak Report (1956)
and the Rahman Talib Report (1960).
The educational policy objectives outlined in the Education Act 1961 reflect the following dimensions:
Social Dimension: Education is viewed as a vehicle for nurturing a Malaysian society capable of
contributing to peace and harmony within families, communities, and the nation.
The National Philosophy of Education (NPE) should serve as a central framework for cultivating
individuals of high personal integrity and dignity.
Human development must be carried out in a balanced, integrated, and harmonious manner—
encompassing intellectual, physical, and spiritual growth throughout the individual’s life.

22. (b) Philosophy of Education and National Education
The philosophy of education plays a crucial role in the educational system of our country. It serves as the
foundation, directive, and guideline for all efforts aimed at enhancing the quality of national education.
The implications of the philosophy of education on the national education system can be observed through
the formulation of the national curriculum, such as the Integrated Primary School Curriculum (KBSR) and the
Integrated Secondary School Curriculum (KBSM). The development of these curricula results from changes
and adaptations based on the philosophy of education and the national philosophy of education. A clear
change is the emphasis on the aspects of unity, foundational education, and general education.
Additionally, improvements have been made in school facilities and the restructuring of the student-to-
teacher ratio in each class to ensure more effective teaching and learning processes.
The implications of the philosophy of education on academics and teachers are as follows:
Teachers must demonstrate strong commitment in educating students as the new generation who will lead
the country in the future.
Teachers bear significant responsibilities in shaping the character and intellect of students.
Teachers need to continuously enhance their knowledge and professional skills.
Teachers should also develop positive qualities within themselves, including universal values such as honesty,
responsibility, and moderation.
In other words, the philosophy of education not only guides the formation of the national education system
but also has a direct impact on the professional development of teachers and the formation of a quality and
visionary student generation.

23. (c) Excellent Education Policy
Education serves as a crucial mechanism for the development and unity of a nation. It is one of
the most important means by which a country can achieve the status of a developed nation,
requiring skilled and knowledgeable human resources at various levels.
Various strategies are implemented to achieve the goals of the education policy, such as
establishing the national language as the main medium of instruction, maintaining a
standardized curriculum, and ensuring that physical and mental development is balanced with
spiritual growth.
The National Philosophy of Education and the National Education Policy serve as the foundation
for nurturing Malaysians who possess dignity, excellence, and aspirations aligned with the
nation’s vision and ambitions. This excellence acts as motivation and a catalyst for all Malaysians
to strive towards enhancing the prestige of the Malaysian nation.
Comprehensive and well-structured plans must be introduced to ensure that education plays an
active role in achieving these objectives.
All parties must demonstrate strong commitment and enthusiasm to:
Cultivate a tradition of excellence in knowledge based on the latest technology;
Instill noble values as a strong foundational base;
Produce generations capable of competing at the global level.

24. THE END