1. NATIONAL PHILOSOPHY
OF EDUCATION &
PHILOSOPHY OF TEACHER
EDUSCub TAopicsTION
Formulation of National Philosophy of Education
Rukunegara
New Economic Policy
National Education Policy
Philosophy of Teacher Education
2. Introduction
This chapter gives an overall picture of the National
Philosophy of Education and the Philosophy of
Teacher Education
The discussion on the National Philosophy of
Education (FPK) encompasses several aspects such
as analysis and implications on our education
system.
In this respect, reference will be made to some of the
national ideologies, namely Rukunegara, New
Economic Policy and the National Education Policy
The same will also apply to the Philosophy of
Teacher Education (FPG)
3. Relationship between National Philosophy of
Education and Philosophy of Teacher Education
New Economic Policy
Rukunegara National Education Policy
NATIONAL PHILOSOPHY OF EDUCATION
(Combination of goals, policies and
educational practices)
Produce individuals who are
intellectually , spiritually,
emotionally and physically
balanced and harmonic
PHILOSOPHY OF
TEACHER EDUCATION
(Types of teachers we aspire)
4. National Philosophy of Education
In 1988, National
Philosophy of
Education (FPK) was
formulated based on
some of our policy
documents and
ideologies
The essence of FPK is as follows:
“Education in Malaysia is an on-going
effort towards further developing
the potential of an individuals in a
holistic and integrated manner, so as to
produce individuals who are
intellectually, spiritually, emotionally and
physically balanced and harmonic,
based on the firm believed 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 harmony and
betterment of the family, the society and
nation at large”
5. Formulation of NPE
Do you know that the idea to
formulate the FPK sparked off
in 1979 after the Cabinet
Committee Report on the
Review of Education Policies
Implementation?
This report contained important
issues related to education
such as principles, values and
so on. Besides, it also stressed
the importance of having a
philosophy of education which
concentrates on human
development as shown in the
excerpt as follows;
“ Economic development is very rapid in
today’s world. The same goes for social
development as well…as we are faced
with different types of elements both from
within and without…most of such
elements are good, but… they come from
outside, and we are not very comfortable
with them. Therefore, we face another
challenge, that is human development.”
(Cabinet Report, 1979:226)
* Cabinet Committee recommended that human development
be given due emphasis for the disciplined manpower that
Malaysia need, which are honest and dedicated to work, can
think and act wisely, guided by a respectful character.
6. Rukunegara
Rukunegara is also known as the de facto Malaysian
pledge of allegiance which was instituted by royal
proclamation on 31st August 1970.
It was a Government effort to promote racial unity,
balance and stability amongst citizens, in reaction to
a racial riot (known as May 13 incident in 1969)
The basic principles of Rukunegara are:
Believe in God
Loyalty to King and country
Upholding the Constitution
Rule of Law
Good behavior and morality
7. The Content of Rukunegara
To achieve a greater unity of all peoples
To maintain a democratic way of life
To create a society which the wealth of the
nation shall be equitably shared
To ensure a liberal approach to her rich and
diverse cultural traditions
To build a progressive society which shall be
oriented to modern science and technology
8. New Economic Policy
The New Economic Policy or (DEB) were
planned and carried out using two-pronged
approach, that is:
To eradicate poverty by creating more employment
opportunities for all, irrespective of ethnicity
To restructure the country’s economy thus
eliminating the identification of ethnicity with
economic function.
9. New Economic Policy
Therefore, implementation-wise, the
following strategies were recommended:
Improve productivity and quality of life for the poor
through modernization initiatives in the rural area
Increase Malaysia investment through ownership of
public company stock shares
Move the ratio of economic ownership of Malaysia
Bumiputera
Create incentives for the expansion of large-scale
manufacturing industries as well as energy-intensive
industries.
10. National Education Policy
Branch of
Philosophy
Characteristics of FPK Implications
Metaphysics Holistic and integrated
Meaning: the universal
body of knowledge which
must be taught by the
teacher and learnt by the
pupils.
Important that individual
potentials and abilities develop in a
holistic and integrated manner
Epistemology On-going effort
Meaning: Knowledge is
ever-changing;
No absolute knowledge
• Important to be able to adapt and
new developments e.g. ICT
•Changes to knowledge
encourages knowledge and
personal skills development
•Emphasis on life-long learning
11. Branch of
Philosophy
Characteristics of FPK Implications
Axiology i) Firm believe and
devotion to God
Meaning: element of
existence and role of
religion
ii) High moral standards
and responsibility
Meaning: role of moral
values, ethics and
personality
• role of vertical relationship
(i.e. individual with God)
• role of horizontal relationship
(i.e. individual with others and
the environment)
• Acceptance of God as Creator and
Almighty
• Importance of religious and moral
teaching
• Focus on human development
• Emphasis on personality
development
Logic Competent
Meaning: importance of
valid and non-valid
reasoning
• Need for good and systematic
work procedures
• Fostering self-competence
(e.g. academic qualifications,
professional qualifications, wide
experience)
12. Analysis of National Philosophy of Education with Reference to Its Elements
Elements of FPK Implications
Education is an
on-going effort
• Education is a process of acquiring and transferring of
knowledge, skills and noble values
• The acquisition and transfer processes are on-going
starting from early age till death
• Early education is important in order to shape the
personality of young children from the are of 1 to 6 years
• Upon completion of schooling years, the individual
continues to enhance his knowledge, skills, character
• Continuous education will assist the individual to adapt to
various types of changes
Development of
individual
potentials
• Every individual has been blessed by God with hidden
talents, potentials and abilities
•Talents, potentials and ability should be tapped, nurtured,
developed and enhanced through social interaction with
others and the environment
• Education should offer individual opportunities to develop
their talents/potentials/abilities
13. Elements of FPK Implications
Holistic and
integrated
development of
the individual
•Enhancements and development should preferably
encompass four aspects, namely intellectual, spiritual,
emotional and physical
Balanced and
harmonic being
•Importance of knowledge(intellectual)
•Good personality (emotional)
•Belief in God and good character (spiritual)
•Good health (physical)
•Balance of the four aspects will produce an individual who
can live in harmony with others
•Resilience to face all of life’s challenges and problems
Intellectual
element
•Possesses three basic skills (3R) Reading, Writing and
Arithmetic
•Always strives to acquire and develop true knowledge
•Possess creative, critical and reflective thinking skills
•Willing to share knowledge with others and the
environment
14. Elements of FPK Implications
Spiritual element •Thankful for God’s gifts
•Possess good character and upholds moral values
Emotional
element
•Matured and stable emotions
•Possess and nurtures love
•A feeling of togetherness/unity
Physical element •Be aware of the importance of good health
•Develop technical, manipulative and social talents and skills
•Uses physical fitness skills for the benefit of society
Belief in and
obedience to God
•Admit the existence of God and accept Him as the Creator
of mankind and the universe.
•Be aware that God determines nature’s laws and
phenomena
•Be aware that every individual is fully responsible for his
deeds and actions
•Practice all the teachings of the faith professef
15. Philosophy of Teacher Education
FPG outlines the type of teachers aspired by
the nation;
“Teachers who have a good personal well-being,
progressive and scientifically-oriented,
ready to uphold the nation’s aspirations and
preserve her cultural heritage, promises
individual development and maintains a
united, democratic, progressive and
disciplined society.”
16. Analysis of FPG
Branch of Philosophy Characteristics of FPG Analysis
Metaphysics Promises individual
development
Maintain a united
democratic, progressive
and disciplined society
Role of teacher as agent of change
in the dynamic world of education
– a reality yield in the field of
education
Epistemology Progressive and
scientifically oriented
Knowledge is always developing as
a result of new inventions and
innovation
Teacher’s responsibility to acquire
new knowledge so as not to be
out-dated
Axiology Good personal well-being:
uphold nation’s
aspirations
Preserve nation’s cultural
heritage
Teacher as role model
-Morally good, ethical and
professional
Logic Progressive and scientific
oriented
Professional development to
maintain standard quality of
teacher and teaching profession
17. Analysis of National Philosophy of Teacher Education
with Reference to Its Elements
Elements of FPG Analysis
Personal well-being
•Good personality, well-mannered, disciplined, morally
good
Progressive and
scientifically
oriented
•Develop according to the present times with due emphasis
on science and technology
Ready to uphold
the nation’s
aspirations
•Comprehends fully the nation’s unique culture
•Foster sense of pride with respect to our diversified culture
•Nurture patriotism and love for the country
Promise
individual
development
•Teachers role in self-development and pupils holistic
development
Maintain a united
democratic,
progressive and
disciplined society
•Teachers responsibility as a member of the society to
contribute towards nation-building
•Endeavour so that society can fulfill the nation’s aspirations
