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Copyright (C) 2004 Dr.

Habsah
Ismail
Definition and Meaning of Philosophy

philosophy derived from Greek word philo (love) and
sophia (wisdom. Philosophy is defined as love of
wisdom

Love of wisdom what it means?

Wisdom a range of meanings as seen from many
perspectives

Wisdom as in the western tradition; wisdom from
Islamic perspective and also Eastern perspective
Copyright (C) 2004 Dr. Habsah
Ismail
Wisdom as argued from:
Intellectual perspective
Metaphysical perspective mainly from religious
point of view
Wisdom from value perspective

Surah Al-Baqarah: 269
Whoever is given wisdom, he has given a lot of
goodness.

Islamic wisdom integrated in nature fusing elements
of the intellectual, emotional, spirituality and physical
elements

Knowledge, wisdom and belief in god as being
integrated
Wisdom as in the Eastern belief- mystical and
embedded in family and traditional beliefs




Copyright (C) 2004 Dr. Habsah
Ismail

Nature of Philosophy as a discipline of Knowledge

1. Synoptic addresses universal and holistic issues

Analytical- Depend purely upon the analysis of the
meanings of the terms involved, not upon anything that
lies outside of language

3. Analysis and interpretation of arguments from the
following perspectives:

Search for underlying concepts from facts or data
presented.
Search for implied meanings in statements presented
identifying contradictions and fallacies in sentences or
propositions using rules of valid inference (logic)







Copyright (C) 2004 Dr. Habsah
Ismail
4. Focus on analytical reasoning rather than
empirical verification or experimentation

5. Setting forth more of the WHY rather than
the WHAT question.

6. Reflective - a search for inner meaning and
relating an issue addressed in terms of the
metaphysical perspective with regards to
questions of reality, knowledge and values


Copyright (C) 2004 Dr. Habsah
Ismail

5. Speculative systematic thinking of things generally
observed; overview; perspective; meaningful whole

6. Prescriptive/normative
- prescription of standards on acts of conduct; moral and
ethics and aesthetics; social and cultural norms

7. Argument in support of a central claim and supporting
claims

8. Philosophy is not in the same category as the science
discipline. Nevertheless, philosophy exists in every
knowledge discipline (Philosophy of Education, Philosophy
of Science, Philosophy of Religion etc)

Copyright (C) 2004 Dr. Habsah
Ismail
10. Philosophy does not create new knowledge of
science and technology BUT addresses perpetual
universal issues and problems (wisdom, justice,
humanity, morality, truth)

11. Philosophy analyses concepts and arguments and
ultimately set forth thinking or philosophical
thoughts and NOT scientific inventions.

12. To philosophize is to critically examine an issue,
problem and statement using mainly the deductive
plays important role in philosophy.

Copyright (C) 2004 Dr. Habsah
Ismail

Philosophy as an activity (to philosophize)

a. Engaged in philosophical question and answer which
is not solely based on factual matters.

b. Setting forth rational and sound argument.

c. Guideline to an aim, goal or mission.

d. Provides the theoretical framework for the
implementation of a certain policy or act.


Copyright (C) 2004 Dr. Habsah
Ismail

e. Speculation- logical assumption of sequence of
events leading to a clear aim or mission

f. Emphasis on use of reasoning not experimentation.

Branches or Sub-Divisions of Philosophy
1. metaphysics
2. epistemology
3. axiology
4. logic



Copyright (C) 2004 Dr. Habsah
Ismail

Metaphysics
Derived from the Greek meta ta physika ("after the
things of nature"); referring to an idea, doctrine, or
posited reality outside of human sense perception.

In modern philosophical terminology, metaphysics
refers to the studies of what cannot be reached through
objective studies of material reality. Areas of
metaphysical studies include ontology, cosmology, and
often, epistemology.

Metaphysics or things beyond the physical realm
beyond ordinary sense experience ; matters of spiritual
existence, god and the soul; time and space and mind-
body dualism

Copyright (C) 2004 Dr. Habsah
Ismail
Epistemologi
(Defined as Theory of knowledge)
- process of knowing
- source of knowledge
- structure of knowledge
- category of knowledge

Derived from the Greek word episteme or
knowledge
Addresses philosophical questions on knowledge such
as:
- What are the sources of knowledge?
- To what extent are these sources reliable or valid?
- What is the analytical differences between
knowing, believing and perceiving?
- How do we claim that we know something and the
extent of our knowledge claim?

Copyright (C) 2004 Dr. Habsah
Ismail

Focus of epistemology:

- Analysis of concept of knowledge

- Justification of any knowledge claim source, structure and
category

- Truth and validity of knowledge

- Conditions /criteria of knowledge

- Process of knowing, believing any claim one makes
pertaining to knowledge
- Knowledge deliverance or pedagogy
- JUSTIFICATION of any knowledge claim.

Copyright (C) 2004 Dr. Habsah
Ismail
SOURCES OF KNOWLEDGE:
Kneller (1971) :

1. Revealed knowledge.
2. Intuitive knowledge -Knowing, or perceiving, by
intuition; capable of knowing without deduction or
reasoning.
3. Rational (logical) knowledge.
4. Knowledge derived from an authority or expert

Classification of Knowledge:
Scientific knowledge
- physical/pure sciences (biology, chemistry,
physics)
- social sciences ( sociology, economy, politic,
history, anthropology)


Copyright (C) 2004 Dr. Habsah
Ismail
Philip Phenix (1964) in his book Realms of Meaning:
A Philosophy of the Curriculum for General
Education

1. Symbolic (mathemathic, language)
2. Empiric (science)
3. Aesthetics( fine arts)
4. Ethics (moral)
5. Synoptic ( history, religious study, pphilosophy)
6. Synnoetics ( philosophy, psychology, literature,
existential religion)
Copyright (C) 2004 Dr. Habsah
Ismail
Revealed knowledge
- Knowledge derived from revelation and not human
thinking; in Islam truth of knowledge is absolute (haqq);
knowledge which contradicts the haqq is known as
bathil.

- Differences of opinion between knowledge of revelation
and knowledge of human reason with regards to truth
claim
Non-Revealed knowledge
- Derived from human thinking involving the following
processes:
- perception
- interpretation
- pure reasoning (rationalistic)
- reflection and intuition
(Interaction of the mind and observed phenomena)
Copyright (C) 2004 Dr. Habsah
Ismail
Non-revealed knowledge differs from revealed
knowledge in terms of:
- sources
- interpretation
- meaning of absoluteness and truth

Difference in knowledge results in different views of
knowledge in philosophy and philosophy of education:

-Rationalist (Mathematicians, logicians, formal
language and ordinary language analysis; skeptics)

- Empiricist (scientists, naturalists, pragmatists)


Copyright (C) 2004 Dr. Habsah
Ismail

Rationalist

- truth of knowledge derived from method pure
reasoning

- total reliance on the mind or cognitive element; total
exclusion of the affective element (Bertrand Russell,
Gilbert Ryle, Israel Scheffler ).

(Eg. Plato belief in mathematics as knowledge of the
highest truth due to its a priori nature- truth not
dependent on empirical proof but purely deduction
process).


Copyright (C) 2004 Dr. Habsah
Ismail
Empiricist

Knowledge of the pure and social sciences empirical
in nature; knowledge of the observed phenomena and
verified through sense experience, experimentation
and facts/data (history, science)

Facts of pure science accepted as laws and theories;
arise from hypotheses; constant in nature

Facts of history is contingent in nature truth is not
absolute as it depends on possible truth that may arise
in future
Truth of facts of science and history are a posteriori
in nature as conclusions are derived AFTER an
evidence is provided (contrast to mathematical truth).

Copyright (C) 2004 Dr. Habsah
Ismail
Truths of empirical knowledge obtained via inductive
process (truth concluded from observed sample or case
studied and generalized to a larger population).

Pragmatist
Basic principle of knowledge rooted in Empiricism;
belief in knowledge of science as a functional
knowledge ( to be used in everyday living eg Life Skills,
technology)

Very little emphasis on knowledge of the metaphysics
(moral, spiritual and religious).
Copyright (C) 2004 Dr. Habsah
Ismail
KNOWLEDGE AND THE CURRICULUM


- Teachers to have understanding of nature and structure of
knowledge to determine the pedagogy used.

- Each knowledge discipline has its own structure and criterion of
truth and proof.

- In the KBSM (KSSM) integrated knowledge has inter and
intra perspectives
- Teachers need to have understanding of the following elements
in knowledge:
- facts vs concepts
- theory vs law
- value vs principle
- conclusion derived from observed phenomena (facts/data) or
mathematical deduction or linguistic analysis OR a
combination of both







Copyright (C) 2004 Dr. Habsah
Ismail
KNOWLEDGE AND THE CURRICULUM
The importance of integrating knowledge of the
revealed and non-revealed in the curriculum
(KBSM/KSSM)

Categories of knowledge and the delivery processes:
- knowing that (propositional knowledge)
- knowing how (procedural knowledge)
- knowing and believing are the meanings the
same?


Copyright (C) 2004 Dr. Habsah
Ismail
Concept
Its importance in the teaching and learning process
conceptualization leads to understanding of mental
schemes, principles and logically-derived conclusion.

Concept classifies things having similar attributes into a
category of its own

Concept- derived from mental experience, process of
abstraction; focus on the cognition.
Copyright (C) 2004 Dr. Habsah
Ismail


FACTS

- Statements of truth value (TRUE or NOT TRUE) based on
observation using the sense experience on

- Facts of pure or physical sciences known as sense datum used in
scientific investigation to prove a certain theory or principle in
science.

Value
- dominant in the social science disciplines (literature,
history, moral, aesthetics)
- emphasis on the affective element; subjective in nature


Laws

- having explanatory power based on principle, hypothesis,
concrete facts (Ohms Law and law of Gravity).
AXIOLOGY (VALUE THEORY)
Realm of values
Ethical/moral
- right and wrong of conduct
- theories of ethics/morality
- virtuous vs vices
- rules governing human conduct
- moral vs immoral
Aesthetics
- values with regards to things of beauty as in
arts and literature
- non-moral values (appreciation of objects of
artistic in nature)
AXIOLOGY AND EDUCATION
To educate and to train or to indoctrinate differ from the value
perspective.

To educate or education is different from training as the former is
value-laden

Ethics an important aspect of education (Teachers Code of Ethics,
inculcation of values across the curriculum in the KBSM; change in
the use of training to education

The importance of values to be transmitted in all subjects taught in
schools and higher institutions

National Philosophy of Education, Moral Education and Philosophy of
Teacher Education- spells the importaqnce of values
Aim of teaching not only to impart
knowledge but towards formation of
character (well-balanced in line with aim
of the National Philosophy of Education
(NPE).

School environment conducive and
aesthetically pleasant
Copyright (C) 2004 Dr. Habsah
Ismail
Metaphysics and Education
Education as a discipline that examines and discusses
the concept of individuals to be educated from the
following aspects:

- meaning of aim or goal in education
- the ultimate destiny of mans life to be
reached through process of education
- connecting educational principles with the
universe and the creator (God) to evoke
a feeling of brotherhood and solidarity
- as creations of god as highlighted in the
National Philosophy of Education

LOGICAL ANALYSIS OF EDUCATIONAL TERMS
Analysis of terms used in education such as discipline,
punishment, training, educating, indoctrinating

Inductive logic used in researches on education using
quantitative methods

Deducitve logic- reasoning and seeking underlying
rationale and philosophical assumption for every
educational practice and its justification

Logic as a method of detecting a flawed or fallacious
(with fallacies) argument in education


Philosophy of education
Conceptual discipline
Main function is to analyse terms used in
education to justify views, policies and aims and
goals of education
Critically various philosophical ideas on on
education
Provides the guideline to accomplish aim and
vision in education based on the principles of
metaphysics, epistemology and axiology.

Philosophical Issues in Education
Philosophy is first and foremost the underlying principle
for any educational policies to be implemented.

Issues:
- What is the goal/aim of any system of education?
- What is my belief as a teacher?
- Is my belief system congruent to with practice?
- What is my philosophical assumption of the
individual I am teaching?
(Issues to be addressed in a holistic or synoptic
manner and grounded on universal values).

Copyright (C) 2004 Dr. Habsah
Ismail
FALSAFAH PENDIDIKAN

Matlamat pendidkan Mengapa
seseorang perlu dididik?

Kandungan pendidikan Apakah menjadi bahan/kandungan
Ilmu dalam pendidikan?

Proses Pendidikan Bagaimanakah guru mendidik?

Persekitaran (milieu) pendidikan persekitaran, suasana pendidikan
(autokratik, laissez faire, demokratik)

Guru-Murid/Pelajar Siapa yang terlibat dalam pendidikan?

Metafizik & Pendidikan Epistemologi & Pendidkikan Aksiologi & Pendidikan Logik & Pendidikan

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