8/6/2019 3. Analysis of Islamic & Western Philosophies of Education-Chapter 9- Week4 & 5

1/7

Analysis of Islamic & WesternAnalysis of Islamic & Western

Philosophies of EducationPhilosophies of Education

Prof.Dr.Rosnani bt HashimProf.Dr.Rosnani bt Hashim

Chapter 9Chapter 9

8/6/2019 3. Analysis of Islamic & Western Philosophies of Education-Chapter 9- Week4 & 5

2/7

Analysis of Islamic & WesternAnalysis of Islamic & Western

Philosophies of Education:Philosophies of Education:

Similarities of Both SystemsSimilarities of Both SystemsNational School System no longer secular-based

1. National school system is no longer secular-based

2. Importance is given to development of moral excellence

3. Freedom in the practice of creeds ( Education Act 1961)

Fundamental goals of Abd (servantship) and Khalifah

(vicegerency

1. Both systems agreed that Muslims should shoulder their

fard ain (individual) and fard kifayah (societal) obligations.

2. The role of submission & vicegerency important for the

development of the individual & his society.

Balanced Development of Individual

1. Both systems aimed to develop all potentials of individuals in

a balanced & harmonious manner

2. Both aimed for the moral, intellectual, spiritual & physical

perfection of individual

8/6/2019 3. Analysis of Islamic & Western Philosophies of Education-Chapter 9- Week4 & 5

3/7

Process of Education Both system advocate that education should be

integrated & holistic

Moral values are integrated across curriculum (newidea for national schools)

Education deals with a) acquisition of knowledge, b)

inculcation ofadab & akhlak, c) Teacher is toimpart knowledge & guides students in terms ofbehavior & attitude.

Imparting of knowledge must be inter-connectedas opposed to being compartmentalized. Eg. Things

are created in pairs by God ( in science we havepositive & negative charges; man-woman etc)

Integration may include the integration of theory &practice in learning.

8/6/2019 3. Analysis of Islamic & Western Philosophies of Education-Chapter 9- Week4 & 5

4/7

Development of practical skills in

commerce, agriculture, industrail arts &

home economic

Both systems acknowledged theimportance of living skills for students dailylife.

Vocational education found important

provide students with skills & knowledgefor societal development.

The importance ofwork is exemplified byProphet Mohamad saw taught that wholeof mans dignity is tied up with his work a

disgrace & humiliation comes fromdependence upon others for ones living

Both systems plan to include careers in thevocational education

8/6/2019 3. Analysis of Islamic & Western Philosophies of Education-Chapter 9- Week4 & 5

5/7

Education is a Lifelong Process

Access to formal education is provided foreveryone until the end of secondary

school.

The goal is to inculcate the attitude that

education & the pursuit of knowledge must

continue after school

National Unity

Both systems did not give sufficient

attention to the issue of national unity

National unity is not explicitly expressed in

either educational philosophies important

matter as communal instability a threat

to the nation

8/6/2019 3. Analysis of Islamic & Western Philosophies of Education-Chapter 9- Week4 & 5

6/7

Differences between the TwoDifferences between the Two

SystemsSystems

In the Islamic school system principles ofeducation based on the doctrine ofTawhid.

The national school system ambiguous on this matter.

Formal education is absence of formalprimary education in the Islamic schoolsystem only available in ffew states,namely, Selangor, Melaka & Johor KAFA

is only supplementary

The lack of tertiary institutions offeringspecialization in islamic studies Iinconsistencyexist between theory &practice of the National EducationalPhilosophy

8/6/2019 3. Analysis of Islamic & Western Philosophies of Education-Chapter 9- Week4 & 5

7/7