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1. ANALYSIS OF TERMS IN EDUCATION
ANALISIS ISTILAH-ISTILAH DALAM PENDIDIKAN
•Analytic philosophy in all of its forms claims
to analyze and clarify
•Falsafah analitik - menganalisis dan
menjelaskan istilah dan pernyataan, hujah
- focus on connection between
language and reality
- fokus kepada perkaitan antara
bahasa dan realiti
- syntactic analysis is an important
part of this approach
- analisis sintaksis – bahagian
penting pendekatan ini
Copyright (C) 2012 Dr.Habsah Ismail

2. - sentence are broken up into segments; what
role meaning?
- Ayat/pernyataan dibahagikan kepada
bahagian-bahagian dan dikaitkan dengan
makna setiap satu
- attention given to various
linguistic contexts in which the concept
appears
- tumpuan kepada pelbagai konteks linguistik
yang mengemukakan konsep tersebut
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3.  In ordinary language analysis, emphasis given on
how language is used.
 Analisis menggunakan bahasa menumpukan
kepada cara bahasa itu digunakan
 Ordinary language analysis can be used to
analyze concepts and the terms conceptual
analysis and ordinary language philosophy are
often used synonymously.
 Analisis menggunakan bahasa boleh digunakan
utk menganalisis konsep dan istilah; analisis
konsep dan falsafah analisis bahasa sering
digunakan dlm konteks yang sama
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4. • ”
ANALYSIS OF THE TERM ‘EDUCATION’
ANALISIS ISTILAH ‘PENDIDIKAN
• Education – broad meaning and encompasses the
following aspects:
• Pendidikan- maksud yang luas dan merangkumi
aspek-aspek berikut:
•- task and process (proses dan tugas)
•- aim or end that can be a success or a
failure (matlamat atau hasil yang boleh
merupakan kejayaan atau kegagalan)
•- transfer of knowledge and acquisition of
skills (penyampaian ilmu dan penguasaan
kemahiran)
•- inculcation of values (penerapan nilai )
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5.  Sociological, psychological interpretations of the word
”education’
 Tafsiran ‘pendidikan’ dari sudut sosiologi dan psikologi
 Sociological aspect- social system and institutions such
schools, agencies, family and society
 Aspek sosiologi- sistem sosial dan institusi seperti sekolah,
agensi, keluarga dan masyarakat
 Psychological aspect- physical and inner development of
individuals and the effects on the process of teaching and
learning
 Aspek psikologi- perkembangan dan pertumbuhan individu
dan kesannyay ke atas proses p &p
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6.  Philosophical interpretation- universal questions
on ‘why must we educate?; what are the aims
and ends of education” and ‘ what are the
philosophical assumptions on the underlying the
issues of one’s right to education?
 Tafsiran falsafah – persoalan sejagat – ‘mengapa
mesti mendidik?; Apakah matlamat pendidikan’?;
apakah andaian falsafah yang mendasari isu hak
seseorang utk mendapatkan pendidikan?
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7. Philosophy of education in its analytical perspective
analyses the concepts or terms in education
Analysis of the word “education” by R.S. Peters
 Analysis of concepts – conceptual analysis of
terms or words using ordinary language analysis
and not using techniques of formal reasoning
(use of symbolic logic).
 R.S Peters analysis of ‘education’ is so far, the
most comprehensive compared to others.
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8.  “Education’ to Peters to a considerable extent is
an achievement term.
 “Pendidikan ‘ bagi R.S Peters sebahagian luas
maksudnya adalah istilah yang mebayakan
pencapaian.
 As an achievement term, ‘education’ is not
restricted to one particular process but
encompasses the holistic meaning of the process
(differentiates ‘educating’ from’ ‘teaching’ and
‘training’.
 Sebagai satu istilah pencapaian, ‘pendidikan’
tidak terhad kepada satu kaedah khusus tetapi
merangkumi maksud menyeluruh proses tersebut
(membezakan ‘mendidik’ dari ‘mengajar’ dan
‘melatih’
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9.  Having a comprehensive meaning, philosophical
interpretation of education encompasses the
holistic perspective of the process and not
confined to that of family and social institution.

 Mempunyai maksud yang menyeluruh, intepretasi
falsafah mengenai pendidikan mernagkumi
perspektif yang luas proses tersebut dan tidak
terhad kepada keluarga, institusi sosial dan faktor
perkembangan fizikal individu.
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10.  The phrase, “I have educated him” implies that
some element of success or achievement had
taken place which encompasses a range of
activities directed in the accomplishment of the
goal (achievement).
 Ungkapan, “Saya telah mendidik dia’ mempunyai
implikasi bahawa ada elemen kejayaan atau
pencapaian yang berlaku yang merangkumi
pelbagai aktiviti yang menghala kepada sesuatu
pencapaian matlamat.
 In his book, Ethics and Education (1966) , Peters
set the following criteria in his analysis of the
concept ‘education’.
 Dalam buku beliau, Ethics and Education (1966),
Peters mengemukakan kriteria berikut untuk
menganalisis konsep ‘pendidikan’
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11.  1. Education is the transfer of something worthwhile
(aim, process, content, ends to be achieved). This implies
that ‘education’ is not an ordinary process but an activity
that is value-laden and base on moral and ethical
principles. This differentiates education from training and
drilling.
 1. Pendidikan adalah penyampaian sesuatu yang
berfaedah/manfaat (matlamat, proses, kandungan, hasil
yang hendak dicapai). Implikasinya ialah ‘pendidikan’
bukan sebarang proses tetapi satu aktiviti yang
berteraskan nilai dan bersandarkan prinsip moral dan etika.
Ini membezakan pendidikan dari latihan dan latihtubi.
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12. 2. Education results in an individual whose mental
perspective is not inert. To quote Peters:
3. Pendidikan menghasilkan individu yang
perspektif mentalnya tidak kaku. Memetik kata-
kata Peters:
we do not call a person “educated” who has
simply mastered a skill” (eg pottery). For a man
to be educated it is sufficient that he should
possess a mere-know how or knack. He must
also have some body of knowledge and some
kind of conceptual scheme to raise above the
level of a collection of disjointed facts. This
implies some understanding of principles for the
organization of facts
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13.  we do not call a person “educated” who has simply
mastered a skill” (eg pottery). For a man to be educated it
is sufficient that he should possess a mere-know how or
knack. He must also have some body of knowledge and
some kind of conceptual scheme to raise above the level of
a collection of disjointed facts. This implies some
understanding of principles for the organization of facts
 Kita tidak memanggil sesorang itu sebagai ‘terdidik’ jika dia
hanya menguasai sesuatu kemahiran (membuat tembikar).
Bagi seseorang untuk menjadi terdidik, hanya memadai
jika ia menguasai sesuatu kemahiran. Namun, dia juga
perlu mempunyai ilmu pengetahuan dan kerangka
pemikiran konsep (skema) untuk menaikkan tahap
pemikirannya daripada hanya melihat sesuatu secara
terpisah. Implikasinya ialah ia seharusnya meningkatkan
pemahamannya yang memerlukan prinsip
mengintegrasikan dan menyepadukan fakta yang ada.
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14.  The second criteria in Peters’ analysis is the need for
teachers to understand the epistemological principles
which have bearing on the pedagogy used. (knowledge
structure, concept of knowledge and knowledge
integration).
 Kriteria kedua dalam analisis Peters ialah perlunya para
guru memahami prinsip epistemologi yang mempunyai
mempengaruhi pedagoginya (struktur ilmu pengetahuan,
konsep ilmu dan integrasi/penyepaduan ilmu).
3. The third criteria is the procedure or method used in
education:
3. Kriteria ketiga ialah prosedur atau kaedah yang digunkan
ketika mendidik.
a. Procedure or method must aim at
accomplishing the achievement or
success in target.
a. Prosedur atau kaedha mesti menghala kepada
pencapaian atau kejayaan yang menjadi sasaran.
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15. c. The procedure or method used must meet the
students’ consent, hence, teacher must not
resort to force, indoctrination and other forms of
immoral methods.
c. Prosedur atau kaedah yang digunakan mestilah
mendapat kerelaan pelajar, oleh itu, seorang
guru tidak boleh memaksa, mengindoktrinasi
dan menggunakan kaedah yang tidak bermoral
d. Teacher must not brainwash and exercise
physical and verbal abuses.
d. Guru tidak boleh meracunkan fikiran dan
menggunakan kekerasan dan deraan dari segi
fizikal dan pengucapan.
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16. Critical Examination of Peters’ education:
Analisis Kritis Konsep Pendidikan oleh Peters:
a. Criteria 1- “transfer of something worthwhile’, the
question is , Who determines what is worthwhile in
education and from what aspect?
a. Kriteria 1 –’penyampaian sesuatu yang berfaedah’,
persoalannya ialah, “Siapa yang menentukan apa yang
berfaedah dalam pendidikan, dan dari aspek apa?”
b. Criteria 2 -Education results in an individual whose
mental perspective is not inert. This cannot be
refuted.
b. Kriteria 2 – Pendidikan menghasilkan individu yang
mempunyai perspektif mental yang tidak kaku/sempit.
Ini tidak boleh dinafikan.
Copyright (C) 2004 Dr.Habsah Ismail

17. c. Criteria 3: The procedure or method used in
education:
c. Kriteria 3: Prosedur atau kaedah yang
digunakan dalam pendidikan.
– are all methods used by teachers that meet
students’ consent must also meet
teachers’ consent and vice versa? To what
extent are methods and training anti thesis
to education?
- adakah semua kaedah digunakan guru yang
direlakan pelajar semestinya direlakan juga
oleh guru dan sebaliknya? Sejauhmanakah
kaedah dan latihan serta latihtubi anti
thesis (bertentangan dengan nila murni
pendidikan?)
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18.  Conclusion of Peters’ analysis:
 Kesimpulan Analisis Pendidikan oleh Peters:
1. Education must begin with an aim or goal
normally based on the philosophy of education
of a country.
1. Pendidikan mesti bermula dengan matlamat
yang lazimnya berteraskan falsafah pendidikan
sesebuah negara.
2. Knowledge content (curriculum) to be up dated
in line with progress (technology etc).
2. Kandungan ilmu (kurikulum) perlu sentiasa
dikemaskini dan diberi tafsiran selaras dengan
kemajuan sesebuah negara (teknologi dsb).
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3.

19. 3. Differences between ‘educating’, ‘teaching’, ‘training’ ,
‘drilling’, indoctrinating’ and conditioning’ to be
conceptually analysed.
3. Perbezaan antara ‘mendidik’, ‘mengajar’,
‘melatih’, melatihtubi’, ‘mengindoktrinasi’ dan
‘melazim’ perlu dianalisis konsepnya.
4. The end product of education is either a success
or a failure.
4. Hasil sesuatu pendidikan boleh menjadi
kejayaan atau kegagalan.
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20. 5. Education- a process having distinct
characteristics:
5. Pendidikan – satu proses yang mempunyai ciri-
ciri tertentu yang jelas:
- long term process (life-long education,
education from the cradle to the grave)
- proses jangka panjang (pendidikan seumur
hidup, pendidikan dari buaian ke liang lahad)
- total and holistic development of the
individual educated in terms of intellect,
emotion, spiritual, physical (JERI)
-Pembentukan inidividu secara menyeluruh dari
aspek JERI.
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21. Conceptual Analysis of Teaching and
Learning
 Delivery of knowledge – main task of teaching
besides inculcation of values towards character
formation, attitude change which influence the
mind and deeds of students
 “Delivery of something worthwhile” as seen in
Peters’ criteria of education – emphasis on
knowledge acquisition through teaching and
learning process
 Logically, assuming if the process of teaching and
learning is rightly and effectively implemented
(ethical etc), the following will be the outcome of
this process:
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22. 1. ‘knowing’ and ‘believing’ (Cognitive terms)
2. ‘teaching’ and ‘learning’ (educational terms)
 1 and 2 – causal relation since a teacher must
know or have knowledge of the content taught.
Not only the teacher must know, but, must also
believe that the content taught is true in the
knowledge sense.
 Students must know or acquire the truth and
belief of knowledge taught by the teacher.
 Hence, the teaching and learning process must
be based on the 3 conditions of knowledge (1)
truth, (2) belief and (3) evidence/proof
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23.  The claim of knowledge truth depends on
the knowledge category whose truth is is
proven differently.
 If a discipline of knowledge is proven
mainly by reasoning (mathematics and
logic), the methods of knowledge delivery
or its pedagogy must use aim ogical and
critical thinking which emphasises the
cognitive element. (propositional
knowledge)
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24.  If the truth of knowledge emphasises
psychomotor skill, the method of proving it
method of proving it is procedural in nature
 Theoretical knowledge must also be seen in its
pragmatic sense.
 Knowledge delivered in the teaching and learning
process must integrate facts, concepts and
values.
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25.  The learning process involves the following
aspects:
- Students’ readiness
- Context (Contextual learning)
- Inquiry-based knowledge, critical and creative
thinking and discovery learning.
- Analysis of teaching and learning concepts must
not be in isolation as the concepts are
interrelated in terms of achievement, task,
process and outcome.
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26. ANALYSIS CONCEPTS OF DISCIPLINE AND
PUNISHMENT
 Discipline thought related to punishment
does not bear the same meaning as the
latter in the exhaustive sense.
 The concept of discipline denotes
submission to a rule or regulation; self-
discipline, discplines as seen in knolwedge
and disciples which means followers of a
certain leader (cult, organization etc).
 Disiplin from the Latin word discipulus –
submission to a certain regulation or
leader of a certain organization.
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27.  But if the teacher feels he is at the losing end,
the punishment act will be aggravated by anger
and revenge resulting in more severe
consequences.
 lation since some acts of discipline do not involve
moral and ethics
 Fro example: Self-discipline is aimed at instilling
responsibility, managing oneself in terms of time
and activities which do not involve other
individuals.
 In education discipline is very much emphasised
as it aims at instilling self-autonomy and good
Copyright (C) 2004 Dr.Habsah Ismail
behaviour.

28. Punishment

Punishment is defined as:
Punishment is the authoritative imposition of something
negative or unpleasant on a person or animal in response
to behavior deemed wrong by an individual or group.
Implications of the above definition:
1) Any act of punishment is deliberate
2) Any act of punishment must inflict something negative
3) The act of punishing to be conducted only by an
individual with an authority doing so.
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29.  Act to be done only by authorised person:
- an individual who is bullied by others reacts to the
bullying act (Is his reaction classified as punishment or
revenge?)
 Any act of punishment must be inflicted on the wrong doer
and not others.
 Hence, by definition, the concept of punishment is ,”
infliction of acts on a wrong doer as a result of his wrong
doing”. (connotes an act based on retribution)
 However, in carrying out punishment, there individuals
who cannot be punished:
- students who sick
- with emotional and psychological problems
- students with special needs
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30. Justification for Punishment
 retribution
 deterrent
 reformative
Punishment based on Retribution:
 Punishment is retributive only in terms of definition and
not based on intention
 Even though meaning of retributive punishment is
restricted to definition, RS Peters being an utilitarian does
not support punishing based on revenge (retribution)
Copyright (C) 2004 Dr.Habsah Ismail

31.  In his book , Ethics and Education, Peters states
the following stance: punishment is one type of
retributive transaction….. (it) must be retributive
by definition
 The meaning of punishment by Peters:
- if an act of punishment cannot be avoided, any
action taken on the wrong doer must not be
based on bad intention – avenge or revenge as
these will usually end in serious physical
consequences (physical injury and loss of pride
etc).
 For instance, a teacher is said to act on justice
and fairness if the student who was found
vandalizing the teacher’s car if he intends to
instill a sense of responsibility and accountability
in the student Copyright (C) 2004 Dr.Habsah Ismail

32.  But if the teacher feels he is losing out as
a result of the vandalizing act, his
punishment acts will be aggravated by
anger and revenge resulting in more
serious physical consequences; hence his
punishment is no longer rational.
 Therefore, besides instilling accountability
and responsibility into the wrong doer, the
criteria of punishment must also include
intention or the motive for punishing (This
is not suggested by Peters in his book).
Copyright (C) 2004 Dr.Habsah Ismail

33. Punishment based on the concept of Deterrent
 As an utilitarian, (belief in the greatest good for
the greatest number), Peters believes that any
act of punishment must aimed at deterring or
preventing rather avenging (retribution).
• However, the concept of punishment based on
deterrent is good in terms of its principles though
in theory rather difficult to implement:
The teacher faces the delima of resolving the
principle of justice in carrying out the
punishment and determining the kind of act
aimed at justice and fairness.
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34.  For eg. A teacher punishes every student upon
failing to identify the wrong doer.
 The question is: How to determine the right kind
of punishment so as not to be too strict or too
lenient?
 Even though the teacher’s aim is to deter or
prevent, the issue is, the teacher cannot be sure
of the effects of the punishment on the students
since students react differently to the
punishment.
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35. Punishment based on Reformative Principle
 Reformative punishment aimed at a complete
recovery of the disciplinary problem faced by an
individual.
 However, it is difficult in practice to implement
due to:
Any form of punishment must be followed by
some follow-up study (tracer study) normally
carried out by the counselors.
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36. Difficult to implement if there are too
many students with disciplinary
problem; not enough councilors.
Reformative punishment can only be
carried out if there are disciplinary
cases; not a direct form of intervention
as in retributive and reformative
punishment.
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37. THE CONCEPT OF TEACHER AUTHORITY
 One of the aims of education- enhancing
students’ intellectual skills besides critical and
creative thinking, autonomy in a academic
matters
 To achieve this, the teacher plays an important
role.
 This aim cannot be achieved if teachers are
dogmatic, autocratic and also too flexible in their
teaching.
 In line with Teachers’ Profesional Ethics, the
concept of teacher authority is important to be
understood.
Copyright (C) 2004 Dr.Habsah Ismail

38. * R.S Peters in his book , Authority, Responsilility
and Education (1973) – the word “authority”
originating from “auctor” and “auctoritas” –
‘authority’- one who gives order and instruction
or view
 Peters defined authority as “aura” – not in the
same perspective as ‘power’
 Souper (1976) in About to Teach: An Introduction
to Method in Teaching – discussed authority from
power perspective. One is said to have an
authority on a certain knowledge if he/she is able
to determine the necessary requirements of the
discipline.
Copyright (C) 2004 Dr.Habsah Ismail

39.  Max Weber (a sociologist) defines authority
from the following categories:
1. Traditional authority – inherited authority
Authority decided by law and constitution;
antithesis to absolute authority
3. Charismatic Authority- born with authority;
naturally endowed
Copyright (C) 2004 Dr.Habsah Ismail

40.  Authority of a teacher can be seen from the the
following categories of authority:
 An autocratic teacher:
- does not allow room for two way interaction -
- tend to instruct without providing basis or
justification of instruction
- believes in complete control over students in
class
- instruct students to undertake task not
related to teaching and learning
 - an autocratic teacher – not prepared for
teaching; lacking in depth knowledge
 - not opened to discussion or challenges
Copyright (C) 2004 Dr.Habsah Ismail

41.  To Peters, an autocratic teacher is one that is
being in authority but not an authority
 Progressive Schools of thought in education like
child-centered education do not support
autocracy in teaching.
 An autocratic teacher – tend to use methods
antithesis to education like indoctrination, rote-
learning, drill and brain-washing
 An autocratic teacher –is much feared but not
respected.
Copyright (C) 2004 Dr.Habsah Ismail

42. A laissez- faire teacher
• Too flexible in approach and methods used
• Unstructured and students given much freedom in
teaching and learning
• Flexible approach favoured by students who are not
serious in learning
• Too much flexibility can have negative consequences on
teaching and learning process
• Not systematic
A democratic teacher:
- Encourage interactive teaching and learning Guru
demokratik; democratic teaching and learning
environment butCopyright (C) 2004 Dr.Habsahand supervision
under control Ismail

43.  - A democratic teacher is an authority
- guide and facilitate learning process
- in depth knowledge of subject
taught
- respected (without being
autocratic) and not feared
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44. CONCEPT OF INDOCTRINATION
• Indoctrination - teaching or impressing upon
the mind by frequent instruction or repetition
- to instruct in a doctrine, principle,
ideology, etc., especially to imbue with
a biased belief or point of view.
- often carried out in teaching of
subjective disciplines (moral, history,
religious study,
- not applicable to science subjects
(physics, biology and chemistry; also
mathematics)
- Copyright (C) 2004 Dr.Habsah Ismail

45. - indoctrination – in the form of drill and
repetition; not providing reasons to
answers given; not engaging minds in
critical and creative thinking
- Disregard of one’s cognitive ability
- Student being indoctrinated not given
opportunity to judge issues fairly since only
one sided perspective of an issue is presented
by teacher, hence teacher is biased and
prejudiced
- Students do not sense being indoctrinated as it
is subtle
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46. - Teacher only present positive aspect of an issue
discussed (from the teacher’s point of view) and
discussing the pros and cons to allow students’
freedom of judgment
- Indoctrination – giving right or wrong answer
but not necessarily backed up by justification
and reasons as to the right and wrong answers
given
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47. 
 Indoctrination can be discussed from the following criteria:
1 method
2. content
3. intent
Method
- Method implies the transmission of content of a
subject matter where a teacher can manipulate facts
- Teacher can resort to drill and rote learning; present
one-sided perspective , rigid and narrow
interpretation
Copyright (C) 2004 Dr.Habsah Ismail

48.  Common in subjective subject matter (history, moral,
ethics); not common in objective disciplines (science-
chemistry, physics and biology
 Snook (1972) in his book, Indoctrination and Education –
all forms of indoctrination is deliberate . Even if a
teacher claims that he/she has no intenion to indoctrinate,
indoctrination can be reflected from the teaching method.
 intent
- subtle and hidden ; difficult to identify except through
methods used
- teaching of abstract content (Islamic religious principles)
is not indoctrination from the perspective of intention, but
can be accepted as indoctrination from method
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49. Effects of Indoctrination
1. Limited mastery and understanding of
knowledge as only one-sided perspective is
presented
2. Stereotype thinking; cannot provide strong
justification and interpretation on subjects
taught
3. Not enhancing critical and creative thinking
skills and abilities.
4. Low motivation, thinking, reasoning and
autonomy restricted
5. In the extreme form, indoctrination leads to –
ideological and racial conflicts and concept of
superiority among race.
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50.  Indoctrination is anti thesis to the liberal and democratic
concept of education.
 Individualism disregard and unacceptable form the moral
and ethical perspectives.
Indoctrination and Education:
 Sometimes cannot be avoided – instill patriotism and
political stability (Rukunegara for national stabilty and
patriotism)
 Difference of opinions between the traditional and
progressive schools of thought on indoctrination.Perbezaan
pendapat antara golongan mazhab progresif pendidikan
dengan mazhab tradisional pendidikan yang menekankan
konsep student centred atau content-centered dalam
pendidikan
Copyright (C) 2004 Dr.Habsah Ismail