slide 2 analysis of terms in education

ANALYSIS OF TERMS IN EDUCATIONANALYSIS OF TERMS IN EDUCATIONANALISIS ISTILAH-ISTILAH DALAM PENDIDIKANANALISIS ISTILAH-ISTILAH DALAM PENDIDIKAN

•Analytic philosophy in all of its forms claims Analytic philosophy in all of its forms claims to analyze and clarifyto analyze and clarify•Falsafah analitik - menganalisis dan Falsafah analitik - menganalisis dan menjelaskan istilah dan pernyataan, hujahmenjelaskan istilah dan pernyataan, hujah

-- focus on connection between focus on connection between language and realitylanguage and reality

-- fokus kepada perkaitan antara fokus kepada perkaitan antara bahasa dan realitibahasa dan realiti

-- syntactic analysis is an important syntactic analysis is an important part of this approachpart of this approach

-- analisis sintaksis – bahagian analisis sintaksis – bahagian penting pendekatan inipenting pendekatan ini

Copyright (C) 2012 Dr.Habsah IsmailCopyright (C) 2012 Dr.Habsah Ismail

-- sentence are broken up into segments; what sentence are broken up into segments; what role meaning?role meaning?

-- Ayat/pernyataan dibahagikan kepada Ayat/pernyataan dibahagikan kepada bahagian-bahagian dan dikaitkan dengan bahagian-bahagian dan dikaitkan dengan makna setiap satumakna setiap satu

-- attention given to various attention given to various linguistic contexts in which the linguistic contexts in which the concept concept appearsappears-- tumpuan kepada pelbagai konteks linguistik tumpuan kepada pelbagai konteks linguistik

yang mengemukakan konsep tersebutyang mengemukakan konsep tersebut


In ordinary language analysis, emphasis given on In ordinary language analysis, emphasis given on how language is used.how language is used.

Analisis menggunakan bahasa menumpukan Analisis menggunakan bahasa menumpukan kepada cara bahasa itu digunakankepada cara bahasa itu digunakan

Ordinary language analysis can be used to Ordinary language analysis can be used to analyze concepts and the terms analyze concepts and the terms conceptual conceptual analysis analysis and and ordinary language philosophy ordinary language philosophy are are often used synonymously.often used synonymously.

Analisis menggunakan bahasa boleh digunakan Analisis menggunakan bahasa boleh digunakan utk menganalisis konsep dan istilah; analisis utk menganalisis konsep dan istilah; analisis konsep dan falsafah analisis bahasa sering konsep dan falsafah analisis bahasa sering digunakan dlm konteks yang samadigunakan dlm konteks yang sama


””• ANALYSIS OF THE TERM ‘EDUCATION’ANALYSIS OF THE TERM ‘EDUCATION’ANALISIS ISTILAH ‘PENDIDIKANANALISIS ISTILAH ‘PENDIDIKAN

• Education – Education – broad meaning and encompasses the broad meaning and encompasses the following aspects:following aspects:

• Pendidikan- maksud yang luas dan merangkumi Pendidikan- maksud yang luas dan merangkumi aspek-aspek berikutaspek-aspek berikut::

•- - task and process task and process (proses dan tugas(proses dan tugas))•-- aim or end that can be a success or a aim or end that can be a success or a failure failure ((matlamat atau hasil yang boleh matlamat atau hasil yang boleh merupakan kejayaan atau kegagalan)merupakan kejayaan atau kegagalan)•-- transfer of knowledge and acquisition of transfer of knowledge and acquisition of skills skills ((penyampaian ilmu dan penguasaan penyampaian ilmu dan penguasaan

kemahiran)kemahiran)•-- inculcation of values inculcation of values (penerapan nilai )(penerapan nilai )


Sociological, psychological interpretations of the word Sociological, psychological interpretations of the word ”education’”education’

Tafsiran ‘pendidikan’ dari sudut sosiologi dan psikologiTafsiran ‘pendidikan’ dari sudut sosiologi dan psikologi

Sociological aspect- social system and institutions such Sociological aspect- social system and institutions such schools, agencies, family and societyschools, agencies, family and society

Aspek sosiologi- sistem sosial dan institusi seperti sekolah, Aspek sosiologi- sistem sosial dan institusi seperti sekolah, agensi, keluarga dan masyarakatagensi, keluarga dan masyarakat

Psychological aspect- physical and inner development of Psychological aspect- physical and inner development of individuals and the effects on the process of teaching and individuals and the effects on the process of teaching and learninglearning

Aspek psikologi- perkembangan dan pertumbuhan individu Aspek psikologi- perkembangan dan pertumbuhan individu dan kesannyay ke atas proses p &pdan kesannyay ke atas proses p &p


Philosophical interpretation- universal questions Philosophical interpretation- universal questions on ‘why must we educate?; what are the aims on ‘why must we educate?; what are the aims and ends of education” and ‘ what are the and ends of education” and ‘ what are the philosophical assumptions on the underlying the philosophical assumptions on the underlying the issues of one’s right to education?issues of one’s right to education?

Tafsiran falsafah – persoalan sejagat – ‘mengapa Tafsiran falsafah – persoalan sejagat – ‘mengapa mesti mendidik?; Apakah matlamat pendidikan’?; mesti mendidik?; Apakah matlamat pendidikan’?; apakah andaian falsafah yang mendasari isu hak apakah andaian falsafah yang mendasari isu hak seseorang utk mendapatkan pendidikan?seseorang utk mendapatkan pendidikan?


Philosophy of education in its analytical perspective Philosophy of education in its analytical perspective analysesanalyses the concepts or terms in education the concepts or terms in education

Analysis of the word “education” by R.S. PetersAnalysis of the word “education” by R.S. Peters

Analysis of concepts – conceptual analysis of Analysis of concepts – conceptual analysis of terms or words using ordinary language analysis terms or words using ordinary language analysis and not using techniques of formal reasoning and not using techniques of formal reasoning (use of symbolic logic).(use of symbolic logic).

R.S Peters analysis of ‘education’ is so far, the R.S Peters analysis of ‘education’ is so far, the most comprehensive compared to others.most comprehensive compared to others.


““Education’ to Peters to a considerable extent is Education’ to Peters to a considerable extent is an an achievement term.achievement term.

““Pendidikan ‘ bagi R.S Peters sebahagian luas Pendidikan ‘ bagi R.S Peters sebahagian luas maksudnya adalah istilah yang mebayakan maksudnya adalah istilah yang mebayakan pencapaian.pencapaian.

As an achievement term, ‘education’ is not As an achievement term, ‘education’ is not restricted to one particular process but restricted to one particular process but encompasses the holistic meaning of the process encompasses the holistic meaning of the process (differentiates ‘educating’ from’ ‘teaching’ and (differentiates ‘educating’ from’ ‘teaching’ and ‘training’.‘training’.

Sebagai satu istilah pencapaian, ‘pendidikan’ Sebagai satu istilah pencapaian, ‘pendidikan’ tidak terhad kepada satu kaedah khusus tetapi tidak terhad kepada satu kaedah khusus tetapi merangkumi maksud menyeluruh proses tersebut merangkumi maksud menyeluruh proses tersebut (membezakan ‘mendidik’ dari ‘mengajar’ dan (membezakan ‘mendidik’ dari ‘mengajar’ dan ‘melatih’‘melatih’


Having a comprehensive meaning, philosophical Having a comprehensive meaning, philosophical interpretation of education encompasses the interpretation of education encompasses the holistic perspective of the process and not holistic perspective of the process and not confined to that of family and social institution.confined to that of family and social institution.

Mempunyai maksud yang menyeluruh, intepretasi Mempunyai maksud yang menyeluruh, intepretasi

falsafah mengenai pendidikan mernagkumi falsafah mengenai pendidikan mernagkumi perspektif yang luas proses tersebut dan tidak perspektif yang luas proses tersebut dan tidak terhad kepada keluarga, institusi sosial dan faktor terhad kepada keluarga, institusi sosial dan faktor perkembangan fizikal individu.perkembangan fizikal individu.


The phrase, “I have educated him” implies that The phrase, “I have educated him” implies that some element of success or achievement had some element of success or achievement had taken place which encompasses a range of taken place which encompasses a range of activities directed in the accomplishment of the activities directed in the accomplishment of the goal (achievement).goal (achievement).

Ungkapan, “Saya telah mendidik dia’ mempunyai Ungkapan, “Saya telah mendidik dia’ mempunyai implikasi bahawa ada elemen kejayaan atau implikasi bahawa ada elemen kejayaan atau pencapaian yang berlaku yang merangkumi pencapaian yang berlaku yang merangkumi pelbagai aktiviti yang menghala kepada sesuatu pelbagai aktiviti yang menghala kepada sesuatu pencapaian matlamat.pencapaian matlamat.

In his book, In his book, Ethics and Education (1966)Ethics and Education (1966) , Peters , Peters set the following criteria in his analysis of the set the following criteria in his analysis of the concept ‘education’.concept ‘education’.

Dalam buku beliau, Ethics and Education (1966), Dalam buku beliau, Ethics and Education (1966), Peters mengemukakan kriteria berikut untuk Peters mengemukakan kriteria berikut untuk menganalisis konsep ‘pendidikan’menganalisis konsep ‘pendidikan’


1.1. Education is the transfer of something worthwhile Education is the transfer of something worthwhile (aim, process, content, ends to be achieved). This implies (aim, process, content, ends to be achieved). This implies that ‘education’ is not an ordinary process but an activity that ‘education’ is not an ordinary process but an activity that is value-laden and base on moral and ethical that is value-laden and base on moral and ethical principles. This differentiates education from training and principles. This differentiates education from training and drilling. drilling.

1.1. Pendidikan adalah penyampaian sesuatu yang Pendidikan adalah penyampaian sesuatu yang berfaedah/manfaat (matlamat, proses, kandungan, hasil berfaedah/manfaat (matlamat, proses, kandungan, hasil yang hendak dicapai). Implikasinya ialah ‘pendidikan’ yang hendak dicapai). Implikasinya ialah ‘pendidikan’ bukan sebarang proses tetapi satu aktiviti yang bukan sebarang proses tetapi satu aktiviti yang berteraskan nilai dan bersandarkan prinsip moral dan etika. berteraskan nilai dan bersandarkan prinsip moral dan etika. Ini membezakan pendidikan dari latihan dan latihtubi.Ini membezakan pendidikan dari latihan dan latihtubi.


2.2. Education results in an individual whose mental Education results in an individual whose mental perspective is not inert. To quote Peters: perspective is not inert. To quote Peters:

3.3. Pendidikan menghasilkan individu yang Pendidikan menghasilkan individu yang perspektif mentalnya tidak kaku. Memetik kata-perspektif mentalnya tidak kaku. Memetik kata-kata Peters:kata Peters:

we do not call a person “educated” who has we do not call a person “educated” who has simply mastered a skill” (eg pottery). For a man simply mastered a skill” (eg pottery). For a man to be educated it is sufficient that he should to be educated it is sufficient that he should possess a mere-know how or knack. He must possess a mere-know how or knack. He must also have some body of knowledge and some also have some body of knowledge and some kind of conceptual scheme to raise above the kind of conceptual scheme to raise above the level of a collection of disjointed facts. This level of a collection of disjointed facts. This implies some understanding of principles for the implies some understanding of principles for the organization of factsorganization of facts


we do not call a person “educated” who has simply we do not call a person “educated” who has simply mastered a skill” (eg pottery). For a man to be educated it mastered a skill” (eg pottery). For a man to be educated it is sufficient that he should possess a mere-know how or is sufficient that he should possess a mere-know how or knack. He must also have some body of knowledge and knack. He must also have some body of knowledge and some kind of conceptual scheme to raise above the level of some kind of conceptual scheme to raise above the level of a collection of disjointed facts. This implies some a collection of disjointed facts. This implies some understanding of principles for the organization of factsunderstanding of principles for the organization of facts

Kita tidak memanggil sesorang itu sebagai ‘terdidik’ jika dia Kita tidak memanggil sesorang itu sebagai ‘terdidik’ jika dia hanya menguasai sesuatu kemahiran (membuat tembikar). hanya menguasai sesuatu kemahiran (membuat tembikar). Bagi seseorang untuk menjadi terdidik, hanya memadai Bagi seseorang untuk menjadi terdidik, hanya memadai jika ia menguasai sesuatu kemahiran. Namun, dia juga jika ia menguasai sesuatu kemahiran. Namun, dia juga perlu mempunyai ilmu pengetahuan dan kerangka perlu mempunyai ilmu pengetahuan dan kerangka pemikiran konsep (skema) untuk menaikkan tahap pemikiran konsep (skema) untuk menaikkan tahap pemikirannya daripada hanya melihat sesuatu secara pemikirannya daripada hanya melihat sesuatu secara terpisah. Implikasinya ialah ia seharusnya meningkatkan terpisah. Implikasinya ialah ia seharusnya meningkatkan pemahamannya yang memerlukan prinsip pemahamannya yang memerlukan prinsip mengintegrasikan dan menyepadukan fakta yang ada.mengintegrasikan dan menyepadukan fakta yang ada.


The second criteria in Peters’ analysis is the need for The second criteria in Peters’ analysis is the need for teachers to understand the epistemological principles teachers to understand the epistemological principles which have bearing on the pedagogy used. (knowledge which have bearing on the pedagogy used. (knowledge structure, concept of knowledge and knowledge structure, concept of knowledge and knowledge integration).integration).

Kriteria kedua dalam analisis Peters ialah perlunya para Kriteria kedua dalam analisis Peters ialah perlunya para guru memahami prinsip epistemologi yang mempunyai guru memahami prinsip epistemologi yang mempunyai mempengaruhi pedagoginya (struktur ilmu pengetahuan, mempengaruhi pedagoginya (struktur ilmu pengetahuan, konsep ilmu dan integrasi/penyepaduan ilmu). konsep ilmu dan integrasi/penyepaduan ilmu).

3.3. The third criteria is the procedure or method used in The third criteria is the procedure or method used in education:education:

3.3. Kriteria ketiga ialah prosedur atau kaedah yang digunkan Kriteria ketiga ialah prosedur atau kaedah yang digunkan ketika mendidik.ketika mendidik.

a.a. Procedure or method must aim at Procedure or method must aim at accomplishing the achievement or accomplishing the achievement or success in target.success in target.a.a. Prosedur atau kaedha mesti menghala kepada Prosedur atau kaedha mesti menghala kepada pencapaian atau kejayaan yang menjadi sasaran.pencapaian atau kejayaan yang menjadi sasaran.


c.c. The procedure or method used must The procedure or method used must meet the meet the students’ consent, hence, teacher must not students’ consent, hence, teacher must not resort to force, indoctrination and other forms of resort to force, indoctrination and other forms of immoral methods.immoral methods.

c.c. Prosedur atau kaedah yang digunakan mestilah Prosedur atau kaedah yang digunakan mestilah mendapat kerelaan pelajar, oleh itu, seorang mendapat kerelaan pelajar, oleh itu, seorang guru tidak boleh memaksa, mengindoktrinasi guru tidak boleh memaksa, mengindoktrinasi dan menggunakan kaedah yang tidak bermoral dan menggunakan kaedah yang tidak bermoral

d.d. Teacher must not brainwash and exercise Teacher must not brainwash and exercise physical and verbal abuses.physical and verbal abuses.

d.d. Guru tidak boleh meracunkan fikiran dan Guru tidak boleh meracunkan fikiran dan menggunakan kekerasan dan deraan dari segi menggunakan kekerasan dan deraan dari segi fizikal dan pengucapan.fizikal dan pengucapan.


Critical Examination of Peters’ education:Critical Examination of Peters’ education:Analisis Kritis Konsep Pendidikan oleh Peters:Analisis Kritis Konsep Pendidikan oleh Peters:

a.a. Criteria 1- “transfer of something worthwhile’, the Criteria 1- “transfer of something worthwhile’, the question is , Who determines what is worthwhile in question is , Who determines what is worthwhile in education and from what aspect?education and from what aspect?

a.a. Kriteria 1 –’penyampaian sesuatu yang berfaedah’, Kriteria 1 –’penyampaian sesuatu yang berfaedah’, persoalannya ialah, “Siapa yang menentukan apa yang persoalannya ialah, “Siapa yang menentukan apa yang berfaedah dalam pendidikan, dan dari aspek apa?”berfaedah dalam pendidikan, dan dari aspek apa?”

b.b. Criteria 2 -Education results in an individual whose Criteria 2 -Education results in an individual whose mental perspective is not inert. This cannot be mental perspective is not inert. This cannot be

refuted.refuted.b.b. Kriteria 2 – Pendidikan menghasilkan individu yang Kriteria 2 – Pendidikan menghasilkan individu yang

mempunyai perspektif mental yang tidak kaku/sempit. mempunyai perspektif mental yang tidak kaku/sempit. Ini tidak boleh dinafikan. Ini tidak boleh dinafikan.


c.c. Criteria 3: The procedure or Criteria 3: The procedure or method used in method used in education:education:c.c. Kriteria 3: Prosedur atau kaedah yang Kriteria 3: Prosedur atau kaedah yang

digunakan dalam pendidikan.digunakan dalam pendidikan.– – are all methods used by teachers are all methods used by teachers that meet that meet

students’ consent must students’ consent must also meet also meet teachers’ consent and teachers’ consent and vice versa? To what vice versa? To what

extent are extent are methods and training methods and training anti thesis anti thesis to education?to education?

-- adakah semua kaedah digunakan adakah semua kaedah digunakan guru yang guru yang direlakan pelajar direlakan pelajar semestinya direlakan juga semestinya direlakan juga oleh oleh guru dan sebaliknya? guru dan sebaliknya? Sejauhmanakah Sejauhmanakah kaedah dan latihan serta latihtubi anti kaedah dan latihan serta latihtubi anti

thesis (bertentangan dengan nila murni thesis (bertentangan dengan nila murni pendidikan?)pendidikan?)


Conclusion of Peters’ analysis:Conclusion of Peters’ analysis: Kesimpulan Analisis Pendidikan oleh Peters:Kesimpulan Analisis Pendidikan oleh Peters:

1.1. Education must begin with an aim or goal Education must begin with an aim or goal normally based on the philosophy of education normally based on the philosophy of education of a country.of a country.

1.1. Pendidikan mesti bermula dengan matlamat Pendidikan mesti bermula dengan matlamat yang lazimnya berteraskan falsafah pendidikan yang lazimnya berteraskan falsafah pendidikan sesebuah negara.sesebuah negara.

2.2. Knowledge content (curriculum) to be up dated Knowledge content (curriculum) to be up dated in line with progress (technology etc).in line with progress (technology etc).

2.2. Kandungan ilmu (kurikulum) perlu sentiasa Kandungan ilmu (kurikulum) perlu sentiasa dikemaskini dan diberi tafsiran selaras dengan dikemaskini dan diberi tafsiran selaras dengan kemajuan sesebuah negara (teknologi dsb).kemajuan sesebuah negara (teknologi dsb).

3.3.Copyright (C) 2004 Dr.Habsah IsmailCopyright (C) 2004 Dr.Habsah Ismail

3.3. Differences between ‘educating’, ‘teaching’, Differences between ‘educating’, ‘teaching’, ‘training’ , ‘training’ , ‘drilling’, ‘drilling’, indoctrinating’ and indoctrinating’ and conditioning’ to be conditioning’ to be conceptually analysed.conceptually analysed.

3.3. Perbezaan antara ‘mendidik’, ‘mengajar’, Perbezaan antara ‘mendidik’, ‘mengajar’, ‘melatih’, melatihtubi’, ‘mengindoktrinasi’ dan ‘melatih’, melatihtubi’, ‘mengindoktrinasi’ dan ‘melazim’ perlu dianalisis konsepnya.‘melazim’ perlu dianalisis konsepnya.

4.4. The end product of education is either a success The end product of education is either a success or a failure.or a failure.

4.4. Hasil sesuatu pendidikan boleh menjadi Hasil sesuatu pendidikan boleh menjadi kejayaan atau kegagalan.kejayaan atau kegagalan.


5.5. Education- a process having distinct Education- a process having distinct characteristics:characteristics:

55.. Pendidikan – satu proses yang mempunyai ciri-Pendidikan – satu proses yang mempunyai ciri-ciri tertentu yang jelas:ciri tertentu yang jelas:

-- long term process (life-long education, long term process (life-long education, education from the cradle to the grave)education from the cradle to the grave)-- proses jangka panjang (pendidikan seumur proses jangka panjang (pendidikan seumur hidup, pendidikan dari buaian ke liang lahad)hidup, pendidikan dari buaian ke liang lahad)

- total and holistic development of the - total and holistic development of the individual educated in terms of intellect, individual educated in terms of intellect, emotion, spiritual, physical (JERI)emotion, spiritual, physical (JERI)--Pembentukan inidividu secara menyeluruh dari Pembentukan inidividu secara menyeluruh dari aspek JERI.aspek JERI.


Conceptual Analysis of Teaching and Conceptual Analysis of Teaching and LearningLearning

Delivery of knowledge – main task of teaching Delivery of knowledge – main task of teaching besides inculcation of values towards character besides inculcation of values towards character formation, attitude change which influence the formation, attitude change which influence the mind and deeds of studentsmind and deeds of students

““Delivery of something worthwhile” as seen in Delivery of something worthwhile” as seen in Peters’ criteria of education – emphasis on Peters’ criteria of education – emphasis on knowledge acquisition through teaching and knowledge acquisition through teaching and learning processlearning process

Logically, assuming if the process of teaching and Logically, assuming if the process of teaching and learning is rightly and effectively implemented learning is rightly and effectively implemented (ethical etc), the following will be the outcome of (ethical etc), the following will be the outcome of this process:this process:


1.1. ‘‘knowing’ and ‘believing’ (Cognitive terms)knowing’ and ‘believing’ (Cognitive terms)2.2. ‘‘teaching’ and ‘learning’ (educational terms)teaching’ and ‘learning’ (educational terms)

1 and 2 – causal relation since a teacher must 1 and 2 – causal relation since a teacher must know or have knowledge of the content taught. know or have knowledge of the content taught. Not only the teacher must know, but, must also Not only the teacher must know, but, must also believe that the content taught is true in the believe that the content taught is true in the knowledge sense.knowledge sense.

Students must know or acquire the truth and Students must know or acquire the truth and belief of knowledge taught by the teacher.belief of knowledge taught by the teacher.

Hence, the teaching and learning process must Hence, the teaching and learning process must be based on the 3 conditions of knowledge (1) be based on the 3 conditions of knowledge (1) truth, (2) belief and (3) evidence/prooftruth, (2) belief and (3) evidence/proof


The claim of knowledge truth depends on The claim of knowledge truth depends on the knowledge category whose truth is is the knowledge category whose truth is is proven differently.proven differently.

If a discipline of knowledge is proven If a discipline of knowledge is proven mainly by reasoning (mathematics and mainly by reasoning (mathematics and logic), the methods of knowledge delivery logic), the methods of knowledge delivery or its pedagogy must use aim ogical and or its pedagogy must use aim ogical and critical thinking which emphasises the critical thinking which emphasises the cognitive element. (propositional cognitive element. (propositional knowledge) knowledge)


If the truth of knowledge emphasises If the truth of knowledge emphasises psychomotor skill, the method of proving it psychomotor skill, the method of proving it method of proving it is procedural in naturemethod of proving it is procedural in nature

Theoretical knowledge must also be seen in its Theoretical knowledge must also be seen in its pragmatic sense.pragmatic sense.

Knowledge delivered in the teaching and learning Knowledge delivered in the teaching and learning process must integrate facts, concepts and process must integrate facts, concepts and values.values.


The learning process involves the following The learning process involves the following aspects:aspects:

- Students’ readinessStudents’ readiness- ContextContext (Contextual learning) (Contextual learning)- Inquiry-based knowledge, critical and creative Inquiry-based knowledge, critical and creative

thinking and discovery learning.thinking and discovery learning.

- Analysis of teaching and learning concepts must - Analysis of teaching and learning concepts must not be in isolation as the concepts are not be in isolation as the concepts are interrelated in terms of achievement, task, interrelated in terms of achievement, task, process and outcome.process and outcome.


ANALYSIS CONCEPTS OF DISCIPLINE AND ANALYSIS CONCEPTS OF DISCIPLINE AND PUNISHMENTPUNISHMENT

Discipline thought related to punishment Discipline thought related to punishment does not bear the same meaning as the does not bear the same meaning as the latter in the exhaustive sense.latter in the exhaustive sense.

The concept of discipline denotes The concept of discipline denotes submission to a rule or regulation; self-submission to a rule or regulation; self-discipline, discplines as seen in knolwedge discipline, discplines as seen in knolwedge and and disciplesdisciples which means followers of a which means followers of a certain leader (cult, organization etc).certain leader (cult, organization etc).

Disiplin from the Latin word Disiplin from the Latin word discipulusdiscipulus – – submission to a certain regulation or submission to a certain regulation or leader of a certain organization.leader of a certain organization.


But if the teacher feels he is at the losing end, But if the teacher feels he is at the losing end, the punishment act will be aggravated by anger the punishment act will be aggravated by anger and revenge resulting in more severe and revenge resulting in more severe consequences.consequences.

lation since some acts of discipline do not involve lation since some acts of discipline do not involve moral and ethicsmoral and ethics

Fro example: Self-discipline is aimed at instilling Fro example: Self-discipline is aimed at instilling responsibility, managing oneself in terms of time responsibility, managing oneself in terms of time and activities which do not involve other and activities which do not involve other individuals.individuals.

In education discipline is very much emphasised In education discipline is very much emphasised as it aims at instilling self-autonomy and good as it aims at instilling self-autonomy and good behaviour.behaviour.


PunishmentPunishment

Punishment is defined as:Punishment is defined as:

PunishmentPunishment is the is the authoritativeauthoritative imposition of something imposition of something negative or negative or unpleasantunpleasant on a person or animal in response on a person or animal in response to to behaviorbehavior deemed wrong by an individual or group deemed wrong by an individual or group..

Implications of the above definition:Implications of the above definition:

1)1) Any act of punishment is deliberateAny act of punishment is deliberate2)2) Any act of punishment must inflict something negative Any act of punishment must inflict something negative 3)3) The act of punishing to be conducted only by an The act of punishing to be conducted only by an

individual with an authority doing so.individual with an authority doing so.


http://en.wikipedia.org/wiki/Authority

http://en.wikipedia.org/wiki/Unpleasant

http://en.wikipedia.org/wiki/Behavior

Act to be done only by authorised person: Act to be done only by authorised person: - an individual who is bullied by others reacts to the - an individual who is bullied by others reacts to the bullying act (Is his reaction classified as punishment or bullying act (Is his reaction classified as punishment or revenge?)revenge?)

Any act of punishment must be inflicted on the wrong doer Any act of punishment must be inflicted on the wrong doer and not others. and not others.

Hence, by definition, the concept of punishment is ,” Hence, by definition, the concept of punishment is ,” infliction of acts on a wrong doer as a result of his wrong infliction of acts on a wrong doer as a result of his wrong doing”. (connotes an act based on retribution)doing”. (connotes an act based on retribution)

However, in carrying out punishment, there individuals However, in carrying out punishment, there individuals who cannot be punished:who cannot be punished:

-- students who sick students who sick -- with emotional and psychological problemswith emotional and psychological problems-- students with special needsstudents with special needs


Justification for PunishmentJustification for Punishment

retributionretribution deterrentdeterrent reformativereformative

Punishment based on Retribution:Punishment based on Retribution: Punishment is retributive only in terms of Punishment is retributive only in terms of definitiondefinition and and

not based on not based on intentionintention

Even though meaning of retributive punishment is Even though meaning of retributive punishment is restricted to definition, RS Peters being an utilitarian does restricted to definition, RS Peters being an utilitarian does not support punishing based on revenge (retribution)not support punishing based on revenge (retribution)


In his book , In his book , Ethics and Education,Ethics and Education, Peters states Peters states the following stance:the following stance: punishment is one type of punishment is one type of retributive transaction….. (it) must be retributive retributive transaction….. (it) must be retributive by definitionby definition

The meaning of punishment by Peters: The meaning of punishment by Peters: - if an act of punishment cannot be avoided, any - if an act of punishment cannot be avoided, any action taken on the wrong doer must not be action taken on the wrong doer must not be based on bad intention – avenge or revenge as based on bad intention – avenge or revenge as these will usually end in serious physical these will usually end in serious physical consequences (physical injury and loss of pride consequences (physical injury and loss of pride etc).etc).

For instance, a teacher is said to act on justice For instance, a teacher is said to act on justice and fairness if the student who was found and fairness if the student who was found vandalizing the teacher’s car if he intends to vandalizing the teacher’s car if he intends to instill a sense of responsibility and accountability instill a sense of responsibility and accountability in the studentin the student


But if the teacher feels he is losing out as But if the teacher feels he is losing out as a result of the vandalizing act, his a result of the vandalizing act, his punishment acts will be aggravated by punishment acts will be aggravated by anger and revenge resulting in more anger and revenge resulting in more serious physical consequences; hence his serious physical consequences; hence his punishment is no longer rational.punishment is no longer rational.

Therefore, besides instilling accountability Therefore, besides instilling accountability and responsibility into the wrong doer, the and responsibility into the wrong doer, the criteria of punishment must also include criteria of punishment must also include intention or the motive for punishing (This intention or the motive for punishing (This is not suggested by Peters in his book).is not suggested by Peters in his book).


Punishment based on the concept of DeterrentPunishment based on the concept of Deterrent

As an utilitarian, (belief in the greatest good for As an utilitarian, (belief in the greatest good for the greatest number), Peters believes that any the greatest number), Peters believes that any act of punishment must aimed at deterring or act of punishment must aimed at deterring or preventing rather avenging (retribution).preventing rather avenging (retribution).

• However, the concept of punishment based on However, the concept of punishment based on deterrent is good in terms of its principles though deterrent is good in terms of its principles though in theory rather difficult to implement:in theory rather difficult to implement:

The teacher faces the delima of resolving the The teacher faces the delima of resolving the principle of justice in carrying out the principle of justice in carrying out the punishment and determining the kind of act punishment and determining the kind of act aimed at justice and fairness.aimed at justice and fairness.


For eg. A teacher punishes every student upon For eg. A teacher punishes every student upon failing to identify the wrong doer.failing to identify the wrong doer.

The question is: How to determine the right kind The question is: How to determine the right kind of punishment so as not to be too strict or too of punishment so as not to be too strict or too lenient?lenient?

Even though the teacher’s aim is to deter or Even though the teacher’s aim is to deter or prevent, the issue is, the teacher cannot be sure prevent, the issue is, the teacher cannot be sure of the effects of the punishment on the students of the effects of the punishment on the students since students react differently to the since students react differently to the punishment.punishment.


Punishment based on Reformative PrinciplePunishment based on Reformative Principle

Reformative punishment aimed at a complete Reformative punishment aimed at a complete recovery of the disciplinary problem faced by an recovery of the disciplinary problem faced by an individual.individual.

However, it is difficult in practice to implement However, it is difficult in practice to implement due to:due to:

Any form of punishment must be followed by Any form of punishment must be followed by some follow-up study (tracer study) normally some follow-up study (tracer study) normally carried out by the counselors.carried out by the counselors.


Difficult to implement if there are too Difficult to implement if there are too many students with disciplinary many students with disciplinary problem; not enough councilors.problem; not enough councilors.

Reformative punishment can only be Reformative punishment can only be carried out if there are disciplinary carried out if there are disciplinary cases; not a direct form of intervention cases; not a direct form of intervention as in retributive and reformative as in retributive and reformative punishment.punishment.


THE CONCEPT OF TEACHER AUTHORITYTHE CONCEPT OF TEACHER AUTHORITY One of the aims of education- enhancing One of the aims of education- enhancing

students’ intellectual skills besides critical and students’ intellectual skills besides critical and creative thinking, autonomy in a academic creative thinking, autonomy in a academic mattersmatters

To achieve this, the teacher plays an important To achieve this, the teacher plays an important role.role.

This aim cannot be achieved if teachers are This aim cannot be achieved if teachers are dogmatic, autocratic and also too flexible in their dogmatic, autocratic and also too flexible in their teaching.teaching.

In line with Teachers’ Profesional Ethics, the In line with Teachers’ Profesional Ethics, the concept of teacher authority is important to be concept of teacher authority is important to be understood.understood.


* R.S Peters in his book , * R.S Peters in his book , Authority, Responsilility Authority, Responsilility and Education (1973)and Education (1973) – the word “authority” – the word “authority” originating from “auctor” and “auctoritas” – originating from “auctor” and “auctoritas” – ‘authority’- one who gives order and instruction ‘authority’- one who gives order and instruction or viewor view

Peters defined authority as “aura” – not in the Peters defined authority as “aura” – not in the same perspective as ‘power’same perspective as ‘power’

Souper (1976) in Souper (1976) in About to Teach: An Introduction About to Teach: An Introduction to Method in Teaching – to Method in Teaching – discussed authority from discussed authority from power perspective. One is said to have an power perspective. One is said to have an authority on a certain knowledge if he/she is able authority on a certain knowledge if he/she is able to determine the necessary requirements of the to determine the necessary requirements of the discipline.discipline.


Max Weber (a sociologist) defines authority Max Weber (a sociologist) defines authority from the following categories:from the following categories:

1. Traditional authority – inherited authority1. Traditional authority – inherited authority Authority decided by law and constitution; Authority decided by law and constitution; antithesis to absolute authority antithesis to absolute authority

3. Charismatic Authority- born with authority; 3. Charismatic Authority- born with authority; naturally endowed naturally endowed


Authority of a teacher can be seen from the the Authority of a teacher can be seen from the the following categories of authority:following categories of authority:

An autocratic teacher:An autocratic teacher:-- does not allow room for two way interaction - does not allow room for two way interaction - - tend to instruct without providing basis or - tend to instruct without providing basis or

justification of instructionjustification of instruction- believes in complete control over students in - believes in complete control over students in

classclass-- instruct students to undertake task not instruct students to undertake task not related to teaching and learningrelated to teaching and learning

-- an autocratic teacher – not prepared for an autocratic teacher – not prepared for teaching; lacking in depth knowledgeteaching; lacking in depth knowledge

-- not opened to discussion or challengesnot opened to discussion or challenges


To Peters, an autocratic teacher is one that is To Peters, an autocratic teacher is one that is being in authority being in authority but but not not an authority an authority

Progressive Schools of thought in education like Progressive Schools of thought in education like child-centered education do not support child-centered education do not support autocracy in teaching.autocracy in teaching.

An autocratic teacher – tend to use methods An autocratic teacher – tend to use methods antithesis to education like indoctrination, rote-antithesis to education like indoctrination, rote-learning, drill and brain-washinglearning, drill and brain-washing

An autocratic teacher –is much feared but not An autocratic teacher –is much feared but not respected.respected.


A A laissez- faire laissez- faire teacherteacher• Too flexible in approach and methods usedToo flexible in approach and methods used

• Unstructured and students given much freedom in Unstructured and students given much freedom in teaching and learningteaching and learning

• Flexible approach favoured by students who are not Flexible approach favoured by students who are not serious in learningserious in learning

• Too much flexibility can have negative consequences on Too much flexibility can have negative consequences on teaching and learning processteaching and learning process

• Not systematicNot systematic

A democratic teacher:A democratic teacher:

- Encourage interactive teaching and learning Guru Encourage interactive teaching and learning Guru demokratik; democratic teaching and learning demokratik; democratic teaching and learning environment but under control and supervisionenvironment but under control and supervisionCopyright (C) 2004 Dr.Habsah IsmailCopyright (C) 2004 Dr.Habsah Ismail

- - A democratic teacher is an authorityA democratic teacher is an authority

-- guide and facilitate learning guide and facilitate learning processprocess-- in depth knowledge of subject in depth knowledge of subject taughttaught-- respected (without being respected (without being autocratic) and not fearedautocratic) and not feared


CONCEPT OF INDOCTRINATIONCONCEPT OF INDOCTRINATION• Indoctrination - teaching or impressing upon Indoctrination - teaching or impressing upon

the mind by frequent instruction or repetitionthe mind by frequent instruction or repetition

-- to instruct in a dto instruct in a doctrineoctrine, principle, , principle, ideology, etc., especially to imbue with ideology, etc., especially to imbue with a biased belief or point of view. a biased belief or point of view.

-- often carried out in teaching of often carried out in teaching of subjective disciplines (moral, history, subjective disciplines (moral, history, religious study,religious study,

-- not applicable to science subjects not applicable to science subjects (physics, biology and chemistry; also (physics, biology and chemistry; also mathematics)mathematics)

-- Copyright (C) 2004 Dr.Habsah IsmailCopyright (C) 2004 Dr.Habsah Ismail

http://dictionary.reference.com/browse/doctrine

- indoctrination – in the form of drill and indoctrination – in the form of drill and repetition; not providing reasons to repetition; not providing reasons to answers given; not engaging minds in answers given; not engaging minds in critical and creative thinkingcritical and creative thinking

- Disregard of one’s cognitive ability Disregard of one’s cognitive ability

- Student being indoctrinated not given Student being indoctrinated not given opportunity to judge issues fairly since only opportunity to judge issues fairly since only one sided perspective of an issue is presented one sided perspective of an issue is presented by teacher, hence teacher is biased and by teacher, hence teacher is biased and prejudicedprejudiced

- Students do not sense being indoctrinated as it Students do not sense being indoctrinated as it is subtleis subtle


-- Teacher only present positive aspect of an issue Teacher only present positive aspect of an issue discussed (from the teacher’s point of view) and discussed (from the teacher’s point of view) and discussing the pros and cons to allow students’ discussing the pros and cons to allow students’ freedom of judgmentfreedom of judgment

-- Indoctrination – giving right or wrong answer Indoctrination – giving right or wrong answer but not necessarily backed up by justification but not necessarily backed up by justification and reasons as to the right and wrong answers and reasons as to the right and wrong answers givengiven


Indoctrination can be discussed from the following criteria:Indoctrination can be discussed from the following criteria:

11 methodmethod2.2. contentcontent3.3. intentintent

MethodMethod

-- Method implies the transmission of content of a Method implies the transmission of content of a subject matter where a teacher can manipulate facts subject matter where a teacher can manipulate facts

-- Teacher can resort to drill and rote learning; present Teacher can resort to drill and rote learning; present one-sided perspective , rigid and narrow one-sided perspective , rigid and narrow

interpretationinterpretation


Common in subjective subject matter (history, moral, Common in subjective subject matter (history, moral, ethics); not common in objective disciplines (science-ethics); not common in objective disciplines (science-chemistry, physics and biologychemistry, physics and biology

Snook (1972) in his book, Snook (1972) in his book, Indoctrination and Education – Indoctrination and Education – all forms all forms of of indoctrination is deliberate . Even if a indoctrination is deliberate . Even if a teacher claims that he/she has no intenion to indoctrinate, teacher claims that he/she has no intenion to indoctrinate, indoctrination can be reflected from the teaching method.indoctrination can be reflected from the teaching method.

intentintent

- subtle and hidden ; difficult to identify except through - subtle and hidden ; difficult to identify except through methods usedmethods used

- teaching of abstract content (Islamic religious principles) - teaching of abstract content (Islamic religious principles) is not indoctrination from the perspective of is not indoctrination from the perspective of intention,intention, but but can be accepted as indoctrination from can be accepted as indoctrination from methodmethod


Effects of IndoctrinationEffects of Indoctrination1.1. Limited mastery and understanding of Limited mastery and understanding of

knowledge as only one-sided perspective is knowledge as only one-sided perspective is presentedpresented

2.2. Stereotype Stereotype thinking; cannot provide strong thinking; cannot provide strong justification and interpretation on subjects justification and interpretation on subjects taughttaught

3.3. Not enhancing critical and creative thinking Not enhancing critical and creative thinking skills and abilities.skills and abilities.

4.4. Low motivation, thinking, reasoning and Low motivation, thinking, reasoning and autonomy restrictedautonomy restricted

5.5. In the extreme form, indoctrination leads to – In the extreme form, indoctrination leads to – ideological and racial conflicts and concept of ideological and racial conflicts and concept of superiority among race.superiority among race.


Indoctrination is anti thesis to the liberal and democratic Indoctrination is anti thesis to the liberal and democratic concept of education.concept of education.

Individualism disregard and unacceptable form the moral Individualism disregard and unacceptable form the moral and ethical perspectives.and ethical perspectives.

Indoctrination and Education:Indoctrination and Education:

Sometimes cannot be avoided – instill patriotism and Sometimes cannot be avoided – instill patriotism and political stability (Rukunegara for national stabilty and political stability (Rukunegara for national stabilty and patriotism)patriotism)

Difference of opinions between the traditional and Difference of opinions between the traditional and progressive schools of thought on indoctrination.Perbezaan progressive schools of thought on indoctrination.Perbezaan pendapat antara golongan mazhab progresif pendidikan pendapat antara golongan mazhab progresif pendidikan dengan mazhab tradisional pendidikan yang menekankan dengan mazhab tradisional pendidikan yang menekankan konsep konsep student centred student centred atau atau content-centered content-centered dalam dalam pendidikanpendidikan
