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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 philosophers 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
sciences 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 Allahs 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 humans 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
humans 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 students potential. They can simply
conduct activities which will show the students 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 Tagores 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 students 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 humans 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 Sharons 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 Allahs servant. The aims of this session are to purify ones
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 colleges 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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References
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pendidikan (p. 79). Bentong: Kampus PTS.
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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.