CONTENT

Page

Introduction 2

Islamic philosophy of education 3-4

Eastern philosophy of education 5-6

Western philosophy of education 7-8

Academic and non-academic activity 9-12

Conclusion 13

Reference 14

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Introduction Philosophy of education which serves as guidelines for all educational activities

in Malaysia was known as National Philosophy of Education. National Philosophy of

Education somehow helps our country to move ahead by developing our education

system for the better. National Philosophy of Education explains briefly about the

purpose and goals of education for individual and the nations. It is to produce a

knowledgeable, honorable and responsible person as well as being a good citizen.

“Education in Malaysia is an ongoing process towards further effort in

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 harmonious, 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 a high level of personal well being as well as being able to

contribute to the betterment of the society and the nation at large.” (Choong Lean

Keow, 2008)

According to the National Philosophy of Education concept, rather that solely

acquires education certification; a person must be a responsible, knowledgeable and

kind-hearted person towards their family, society as well as their nation.

Furthermore, one of the basic concepts which consisted in National Philosophy of

Education is the importance of knowledge in human life. Knowledge helps people to

live in a peaceful and prosperous life. Our past history proves that human civilization

began with the discovery of knowledge. People started to invent many things to

make their life easier. Until today, people trying to create new technologies.

National Philosophy of Education was created through various concepts of

philosophy education which are Islamic, Eastern and Western philosophy of

education. Each of these philosophies of education brought their own impacts

towards the formation of National Philosophy of Education.

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Islamic philosophy of education Islamic philosophers came out with many definitions about Islamic philosophy of

education. While comparing these definitions, we will find that most of the Islamic

philosophers believe that the Holy Quran was the main guidance towards the new

concept of education that brought with them. The Holy Quran promoted good values

which human are responsible to implement it in their life.

Islamic education somehow encourages the learners to perform good

morality and be an obedient Muslim before look on the other aspect. Muslims are

expected to always seek for forgiveness and obey to ALLAH S.W.T. This is because

the Muslims are responsible for all their deeds. The purpose of behaving good is to

live harmoniously and peacefully in the hereafter. After all, good morality is relevant

throughout the ages.

According to the Islamic philosopher’s view, they probably find that good

morality is the basis of education. The teacher should play an important role to teach

those good moralities to the students. The students should purify their heart and

always think positively so that they will be a healthy learner physically and

emotionally. When the students become a good and obedient person, then they

have to improve the other aspects of education in their life.

Mental, spiritual and physical aspects are quite essential in Islamic

education. These aspects are supposed to be taught along with the good morality.

Thus the generations that produced through the learning process will be a good

generations who obeyed the Almighty to the peaceful and harmonious life in the

hereafter as what had been said by Abdul Halim El-Muhammady, the Islamic

philosophers, “The purpose of education is to produce righteous individuals who are

willing to take on the responsibility of the Caliphs entrusted by Allah to lead us to

happiness in this world and in the next.” (Choong Lean Keow, 2008) There is no

separation between education and Islamic teaching. The Islamic philosophers

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believe that education helps the Muslim to be faithful and obedient towards Islamic

religion.

Islamic philosophy was related to the revelations which sent to Prophet

Muhammad SAW through an angel. According to the Islamic history, education

becomes compulsory when Allah ordered Prophet Muhammad to read. Nowadays,

the holy Quran and Sunnah are the priority in Islamic education. Islamic philosophy

is a teaching which discovers the human essence and universal. Muslims believe

that man was created by Allah, and live in this world as a servant and a ruler. Then

they will be questioned about responsibility and trust given by God in the hereafter.

Islamic philosophy of education does not limit the people to the religious

teaching solely but it encourages people to learn many fields of education in this

world. The Islamic philosophers had discovered many fields of education for instance

Ibn Rushd who specializing in the fields of Islamic laws and medicine, Ibn Khaldun

who studied grammar, rhetoric and poetry, Al-Farabi who was well known in the

science’s field and many others. They learned and mastered this field in order to

execute their duties and of a Muslim. Islamic philosophy of education somehow

guides the present learners to emulate them who dominate those fields and

contribute towards the society as well as to seek Allah’s pleasure.

The Islamic philosophy of education is parallel with the national philosophy of

education which both promote good morality and integrated manner to produce a

well balanced person based on a firm belief in and devotion to God. Other than that,

Islamic philosophy of education can also be seen as an effort to deliver the

knowledge of Islam which guided by the Holy Quran as well as the Sunnah to

shaped people to be a better person and as a servant of the Almighty in this world.

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Eastern philosophy of education Eastern philosophy of education was taken from China and India perspective.

It is quite similar with the Islamic philosophy of education which demands the

students to instill good moralities. They believe that the purpose of human’s life is to

achieve Nirvana. Education is also a process developing a person to be more wiser.

When a person is wise, they will avoid doing bad things. In order to achieve Nirvana,

people must educate themselves by learning things. They believe that the purpose of

human’s life is to achieve Nirvana.

Otherwise, many of the eastern philosophers think that the main purpose of

education is to build a person with good moralities, obedience, and patriotic. They

believe that education is a medium to maintain moral values in society as well as to

preserve cultural trait in order to achieve prosperity and harmonious life. They also

believe that good moralities are part of human nature and it can be develop through

the process of education.

Other than that, Confucianism also said that the purpose of education is to

change human behavior so that they will become citizens with an honorable

behavior, law-abiding, as well as loyal towards their country. In other words,

education is a process of perfecting human ethical behavior. This teaching is similar

to the National philosophy of education stated that education is one of the ways to

possess high moral standard of learners. The values and morals an individual finds

appropriate are called ethics. An effective educational environment entails the need

of individuals maintaining integrity and high morals. Students should understand the

importance of upholding ethical values. In Malaysia, ethics are compulsory. The

teachers are responsible in instilling ethics to students. In fact, a student with a good

moral value will be respected by other people and vice versa.

Generally, Confucianism said that education is for all, regardless of socio-

economic status or social position as recommended by the education in Malaysia.

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Education in Malaysia does not limit to certain class only, on the contrary, if possible,

the Minister of education tried to provide education for all Malaysian. They even

provide education for those who are incapable or handicap. This is because the

ministry of education for the Malaysian to gain an equal education as well as to

prevent them from left far behind.

Furthermore, Confucianism believes that each person born with their own

potential. The purpose of education is to help them to recognize and develop their

potential so that they can contribute something towards the nation. Teachers should

play their role to recognize and develop the student’s potential. They can simply

conduct activities which will show the student’s talent as well as their potential. The

teacher must also strive to help students reach their potential to be socially and

responsible citizens.

On the other hand, Rabindranath Tagore, one of the eastern philosophers

from India interpret education as the process of creating perfect minded man who

able to maintain many areas of life such as physical, intellectual, moral and spiritual

meaningfully. National philosophy of education somehow clearly discussed about

Rabindranath Tagore’s interpretation; “Education in Malaysia is an ongoing process

towards further effort in developing the potential of individuals in a holistic and

integrated manner; so as to produce individuals who are intellectually, spiritually,

emotionally and physically balanced”. Students should be in a healthy condition in

terms of intellectual, spiritual, emotional and physical. If the students are well

balanced in those aspects, then the education process is considered as successful.

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Western philosophy of education Western philosophies of education were divided into two types which are

traditional and modern. Essentialism education is flexible where it is open for

changes, tolerant and is not attached by certain doctrine. According to this theory,

the teachers have the absolute authority in teaching. It also stressed on the personal

development while emphasizing the importance of reading, writing and counting. The

western philosophers believe that in Essentialism theory, all of the initiatives in the

teaching and learning process are under the responsibility of the teachers

themselves. The teachers also have to show good moralities to the society.

As for the Parennialisme theory, it is one of the traditional theories which

influenced by an idealism. In this theory, it said that the good moralities and

rationalisation in human life become deteriorating. So education is one of the ways in

reconstructing those values. Education should prioritize the potential of individuals as

well as to help a person to find the absolute principle of life. The main process of

education is to discipline the students and develop their potential.

The other theory of western philosophy o education is Progressivism. In this

theory, they believe that teachers act as an advisor and guidance in solving

problems. The rest are depends on the students themselves. The students are given

an absolute freedom to make decision which they think will benefit them. The

students are also free to show their hidden talents without being put off by anybody.

Therefore, this philosophy does not agree with the theory of Essentialism and

Perennialism which is too authoritarian. Authority will avert the development of and

the creativity of a student. They also believed that the curriculum must be more

flexible and open. Teachers must encourage the students to take their own practical

initiative in to learn.

On the other hand, the Existentialism theory prioritizes to self-study rather than

seeks for knowledge. In the theory, it also stated that the students have the freedom

to learn the subject that they are interested off. The teachers should help the

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students to be aware of their potential and interest rather than teach them. The

students are the decision-maker and they have to be responsible by their own

decision. The teachers must respect the student’s choice without any intention of

influencing the students. The most important thing in eksistensialisme, the students

must also learn on how to make a good decision so that they would not make a

hasty decision which will affect their entire life.

The implication of these western philosophies of education towards the national

philosophy of education can be seen through the role of teachers who are

responsible in implementing good values in teaching. This is parallel to the

Essentialism theory which also believes that teachers are the role models of the

students and teachers should guide the students in their life. Perennialism theory

also contributes in the national philosophy of education which emphasizes the

importance of good moralities in human’s daily life. While on the other hand the idea

of Progressivism and Existentialism theories are not suitable for the Malaysian

education system.

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II)

The academic programs

The main purpose of the activities that carry out by the teacher training college

is to produce teacher of high quality. High quality teacher can be defined as a

teacher who comprises all the aspects of the National philosophy of education. In

order to produce good quality teachers, teacher training collage play their role in

building the trainee teachers by conducting many beneficial activities for them. There

are many types of activities. It can be divided into academic and non-academic

program.

One of the academic programs that had been conducted in Ilmu Khas teacher

training institute is a talk by Sharon Baker, the expert in the teaching field in Malaysia

and overseas. She shared some of her experience as a teacher with the trainee

teachers. This activity somehow exposes the trainee teachers to the challenges that

faced by teachers. It also helps the trainee to prepare themselves for the challenges

in teaching that awaits them. The trainee teachers could also learn about how to

handle some difficult situations from the Sharon’s experience.

Through this activity, we can see that teacher training college plays their role in

realizing the national philosophy in education by producing a knowledgeable, high

moral standard as well as a citizen who is able to contribute to a betterment of a

society. The trainee teachers are encouraged to seek knowledge which will surely

help them in future. If a teacher has a skill in teaching effectively, they can contribute

in producing a good generation in the country. Students behaviors depend on the

ways a teacher behaves. If the teachers manage to instill good moral values to their

students, then they will be succeeded in producing excellent generations.

Other than that, Ilmu Khas teacher training institute often conducted a spiritual

and religious talk. This activity usually carried out during the tutorial session. The

students are separated according to their religion and go to the particular places. As

for Muslims, an Ustaz will conduct this session by delivering talk which reminds us of

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our responsibilities as Allah’s servant. The aims of this session are to purify one’s

heart as well as to implement good moralities in the trainee teachers.

The purpose of this activity is parallel to the national philosophy of education;

firm belief in and devotion to God. Every religion promotes good moralities and

values. The adherents are asked to obey the Almighty and become a good person. If

the adherents are obeyed, then they will surely become a better person. The trainee

teachers are expected to be an obedience adherent so that they will become good

teachers who implement good moralities in their daily life. They will be able to

produce good students in future. It is clear evidence that this activity is one of the

teacher training college’s roles in realizing the national philosophy of education.

Furthermore, one of the academic programs that carried out by the Ilmu Khas

teacher training institute is a school based experience program. This is a program for

which require the students to attend a particular school for a week. The students are

given a task to be completed by them as well. The trainee teachers are frequently

asked to teach the students and carry out some activities for them. This is one of the

ways for the trainee teachers to gain experiences and knowledge.

Trainee teachers have been trained as to prepare them to become a teacher. It

also helps the trainee teachers to aware of their responsibilities as a teacher in the

future. The aims of this program somehow coincide the national philosophy of

education; produce individuals who are intellectually, spiritually, emotionally and

physically balanced. The teacher trainee is assumed to be mentally and physically

prepared in order to become a teacher who responsible in teaching the next

generation.

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The non-academic programs

There are many non-academic programs that had been carried out by the Ilmu

Khas teacher training institute. One of the activities is a sports day activity. The

sports day activity is carried out every year. The trainee teachers of particular groups

are given the opportunity to handle this activity. Through this activity, trainee

teachers can easily recognize their hidden talents in particular sports. This activity

has fostered the sportsmanship of the trainee teachers.

The teacher training institute managed to achieve the aims of national philosophy

of education throughout this activity. This activity helps the trainee teachers to

become a healthy teacher as well as physically fit. People who are in a good health

condition will also become emotionally healthy. They will view things positively at

once developing their intellectuality. This activity also helps the trainee teachers to

aware of their potential. This potential will help them to be more practical as a

teacher to be.

Furthermore, other activity that been carried out in our teacher training institute

is the lestari day program. This aim of this program is to minimize the usage of

plastic and many other things which bring harm to the earth. Plastic takes a long time

to decay. People cannot easily burn it because harmful gas such as carbon

monoxide will be released during the combustion. The cafeteria of our teacher

training college does not provide plastic instead they replace it with durable food

containers. In addition, the staffs of IPG Ilmu Khas are encouraged to save electricity

by minimizing the usage of it.

The intention of this activity is to produce trainee teachers who love and cherish

the environment. One of the aims that consist in national philosophy is education is

to produce Malaysian citizens who possess high moral standard. The activity

somehow trained the trainee teachers to be aware of the cleanliness of the earth as

well as to take care of it. Trainee teacher who managed to implement those practices

are considered as a good teacher. They will then teach the practice to their students

in the future so that a generation who love and value environment will be produced.

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Other than that, one of the non-academic activities that had been carried out by

Ilmu Khas teacher training institute is the ‘Character Builidng for teachers’ camp.

This is a 4 day 3 night camp for PISMP semester 1 students. This camp was

conducted at particular places. Many activities consist in these programs which are

kayaking, hiking, water confident, performance of cultural night and many others.

The camp was handled by the students themselves. The students are usually

divided into certain committees which responsible in certain areas. Lecturers only

play the role as an observer and advisor. The responsibility of handling this camp

was fully given to the students who were participating in the camp.

Through this program, we can see that teacher training institute play the most

important role in producing teachers who are intellectually, spiritually, emotionally

and physically balanced. The program provides certain skill of sports such as

kayaking and hiking for the trainee teachers. The trainee teachers are asked to

master these skills so that they can apply it in future. Other than that, the program

challenged the physical and mental endurance of the trainee teachers. The program

is good enough for the trainee teachers and it is parallel with the aims of national

philosophy of education.

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Conclusion As a conclusion, the national philosophy of education is important for educators

in Malaysia as it is the guidance for them in teaching fields. The philosophies of

education which came from many part of the world are somehow helpful in

strengthen the fundamentals, aims and goals of national philosophy of education.

The national philosophy of education also acts as guidelines for the teacher training

institute which produce future teachers.

Teacher training institute somehow become aware of those guidelines and start

to play their role effectively in producing high quality teachers. As for trainee teacher,

the national philosophy of education becomes a benchmark for them to measure

how good they are as a teacher to be. In order to become a good teacher as well as

high quality teacher, trainee teachers must obey and follow the guidelines. High

quality teachers are able to produce high quality future generations.

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Keow, C. L. (2008). Philosophy and education in Malaysia. In C. L. Keow, Philosophy and education in Malaysia. Subang Jaya: Kumpulan Budiman sdn. Bhd.

Sang M.S (2010). Falsafah dan Pendidikan Di Malaysia. Selangor: Multimedia Marketing Sdn Bhd.

Rayan, D. S. (2012). Islamic Philosophy of Education . International Journal of Humanities and Social Science , 19.

Yong, H. n. (2009). The Intergration between th east and the west in education. In H. N. Yong, East Meets West in Education (p. 49). Petaling jaya: Pearson Malaysia.

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