Views of Islamic, Western, Eastern and Contemporary Philosophers PDF

(2a) Views of Islamic Philosophers KamLK/2024 6  A) Views of Islamic Philosophers  The philosophy of Islamic education is based on the Quran.  Islamic education also integrates worldly and afterlife knowledge.  The Islamic education process plays a role...

(2a) Views of Islamic Philosophers KamLK/2024 6  A) Views of Islamic Philosophers  The philosophy of Islamic education is based on the Quran.  Islamic education also integrates worldly and afterlife knowledge.  The Islamic education process plays a role in creating balance between the physical, intellectual, and spiritual potentials of a person. KamLK/2024 7  A) Views of Islamic Philosophers Foundation of Islamic Education according to Hassan Langgulung (1979)  The Oneness of God (Tawhid)  Belief in His messengers  Belief in God's revelation to the prophets  Humans have the potential for moral and spiritual development  Every individual is responsible for their own actions  Worldly and afterlife matters  Universal equality and brotherhood among all Muslims KamLK/2024 8  A) Views of Islamic Philosophers – a) Al-Farabi (870-950AD) Life History Contributions  Abu Nasr Mohammad Ibn al-Farakh al-  Major contributions in philosophy, logic and Farabi – born in Turkistan in 870AD sociology  Completed early education in Farab &  As a philosopher, he combined the ideas of Bukara, then furthered in Baghdad until Plato and Aristotle with theology 942 AD  Became known as the first Great Teacher  Philosopher, scientist and linguist  Important contribution was dividing study of  Was involved in the judiciary as a judge logic into two categories : Takhayyul (idea) but later became a teacher and Thubur (evidence)  Published 117 books KamLK/2024 9  A) Views of Islamic Philosophers – b) Al-Ghazali (1058-1111) Life History Contributions  Born in Tus, Khorasan,, Iran in 1058  Produced more than 400 literary works in  Enrolled in a religious school various discipline such as theology(study of (madrasah) in Gurgan to study religion), philosophy, science, Sufism (a jurisprudence (ilmu fiqh) mystic tradition within Islam that  Furthered his studies in religion, encompasses a diverse range of beliefs and philosophy, logic and other disciplines practices dedicated to Divine love and the under tutelage of famous Muslim cultivation of the elements of the Divine Scholar, Imam al-Haramayn within the individual human being) KamLK/2024 10  A) Views of Islamic Philosophers – c) Ibn Khaldun (1332 -1406) Life History Contributions  Eminent Islamic philosopher, historian,  Views were the same as al-Ghazali, which sociologist focused on mysticism (communion with  Abdurahman bin Muhammad bin ultimate reality) and theology Muhhamad bin Muhammad bin Al-  Major contribution was in history of Hassan bin Jabir bin Muhammad bin philosophy, sociology (Umraniyat) Ibrahim bin Abdurahrahman bin Ibu  Has written about history events and Khaldun happenings  Born in Tunis, Tunisia  Early traditional education – studied subjects like Qu’ran, Hadith, grammar, rhetoric, poetry KamLK/2024 11  A) Views of Islamic Philosophers Teachings of Quran as the Arabic as the medium of main subject instruction Islamic Education Curriculum The Field of Humanities: - Psychology The Field of Natural - Sociology Sciences or Natural Science - History - Economy KamLK/2024 12  A) Views of Islamic Philosophers Primary Disciplines of Islamic Knowledge According to Syed Muhammad Al-Naquib Quranic Teachings Religious Theology Metaphysics Discipline Arabic Language Literature Humanities Cognitive Environment Discipline Applied Sciences Technology KamLK/2024 13  Views of Islamic Scholars in the Educational Process Mohammad Qotb Develops a well-rounded and balanced human being. The main goal of education is to develop the intellectual, physical, emotional, and spiritual potential of a person to achieve perfection. Dr. Mohd Athiyat al-Abrasyi The development of human behavior with high and noble morals under the principles of Islamic teachings. Amal al-Shaibani Education is used to train humans to prepare for both worldly life and the afterlife. Al-Ghazali Encompasses intellectual aspects, physical training, as well as the development of noble morals, bravery, and respect. Haji Abdul Malik Karim Amrullah (HAMKA) Shapes good behavior, courageous attitudes, and noble character, such as humility, patience, respect for parents, and so on. KamLK/2024 14  A) Views of Islamic Philosophers Al-Ghazali "Education is a process that encompasses aspects such as intellect, physical training, and the development of noble character, courage, and mutual respect." KamLK/2024 15  (2b) Views of Western Philosophers KamLK/2024 16  B) Views of Western Philosophers Friedrich Froebel "Education aims to achieve a righteous, pure, and noble life." KamLK/2024 17  B) Views of Western Philosophers It has functions such as  process of socialization - interacting with one another  cultural formation - fostering cultural values  social integration - becoming more united  social placement - school achievements are assessed based on academic performance KamLK/2024 20 B) Views of Western Philosophers : Definition of Philosophy Socrates “……..knowledge that encompasses truth. It includes areas such as metaphysics, logic, rhetoric, ethics, economics, politics, and aesthetics." KamLK/2024 21  B) Views of Western Philosophers  It has functions such as  process of socialization - interacting with one another  cultural formation - fostering cultural values  social integration - becoming more united  social placement - school achievements are assessed based on academic performance KamLK/2024 22  Aspect/ Goals of Concept Focus School of Thought Education Traditional a) Essentialism Emphasis is placed on Teach knowledge Curriculum: Basic skills (reading, writing, arithmetic). fundamental matters, and basic culture Teacher: Skilled disseminator of knowledge. teaching only basic Teaching Method: Didactic approach. knowledge and Students: Passive recipients of knowledge. culture. Modern a) Progressivism Human beings are Produce Curriculum: Choice of subjects according to capable of adapting individuals who are individual interest to changes, resulting ready to face Teacher: Facilitator and manager. in individuals who are changes in their Teaching Method: Inductive. ready to face changes daily lives Students: Active Seekers knowledge in daily life. c) Reconstructivism Schools as a platform Lays the Curriculum: Social science subjects for building a new foundation for a Teacher: Agent of change. society and new cultural Teaching Method: Pupil-centered approach. establishing new pattern Students: Have the courage try and be active. cultural pattterns KamLK/2024 23 d) Existentialism Human beings are Not outlined Curriculum: Aesthetics and philosophy.  (2c) Views of Eastern Philosophers KamLK/2024 24 B) Views of Eastern Philosophers - Tagore KamLK/2024 25  B) Views of Eastern Philosophers Educational Philosophy in India  Focused on religious teachings, namely Hinduism and Buddhism.  Hinduism ‒ began 4000 years ago ‒ believes in the practice of Yoga ‒ mental and physical discipline to achieve the level of moksha.  Buddhism ‒ Founded by Siddhartha Gautama (563-483 BC) ‒ suffering can be released through the elimination of desire. ‒ Karma - The principle of human actions determining their consequences.  Oldest writings - Vedas - scientific knowledge.  Moksha/Nirvana - liberation from suffering. KamLK/2024 26  B) Views of Eastern Philosophers The Eightfold Path Practised by Buddhists Right View Right Lifelihood Right Resolve Right Effort Right Speech Right Mindfulness Right Action Right Concentration KamLK/2024 27  B) Views of Eastern Philosophers Nationalism and Internationalism Rabindranath Tagore (1861-1941)  philosopher and poet  Education is a process of producing humans who think perfectly, capable of achieving physical, intellectual, moral, and spiritual aspects  Not limited to books alone  Efficiency in serving the community  Strongly influenced by the philosophies of Pragmatism and Progressivism KamLK/2024 28  B) Views of Eastern Philosophers Sharifah Alwiah Alsagoff - Listed important ideas contained in Rabindranath Tagore's philosophy to shape human perfection a) Physical education b) Intellectual education c) Spiritual education d) Realistic education e) Education must be dynamic and alive f) Education in natural matters g) Nationalism education h) Internationalism education i) Individual development education j) Social service and efficiency education KamLK/2024 29 B) Views of Eastern Philosophers- Confucius Confucius "Education is a process of nurturing the perfection of human behavior, which can be achieved through practices such as politeness, consideration, sincerity, respect for the elderly, love for the younger ones, obedience, and love for the government and the country." KamLK/2024 30 B) Views of Eastern Philosophers- Confucius Confucian Educational Philosophy:  Based on the thoughts of Confucius (551 - 479 BCE) and his followers such as Mengzi (372-289 BCE), Xunzi (313-238 BCE), and Han Yu (768-824 CE) from China.  According to the views of Confucian educational thinkers, the primary role of education is to cultivate human behavior to become morally virtuous individuals who adhere to rules and show loyalty and love for their government and country. KamLK/2024 31  B) Views of Eastern Philosophers Confucian Educational Philosophy: Confucius  An educator and philosopher  known as the wise grand teacher in China  proposed the practice of li (the principles of human relationships) and ren (human virtue).  He emphasized that education is a process for nurturing the perfection of human behavior and acknowledged that each individual has different potential. KamLK/2024 32  B) Views of Eastern Philosophers Confucian Educational Philosophy Curriculum :  Focuses on moral education subjects, with emphasized values including respect for parents  the Six Arts of Confucius: o Music o Poetry o Literature o History o code of conduct o good manners. KamLK/2024 33  B) Views of Eastern Philosophers Confucian Educational Philosophy Concept of Education Goal of Education For everyone, regardless To produce individuals who of socio-economic status are capable and of high or social position. moral standards. KamLK/2024 34  B) Views of Eastern Philosophers ii. Meng Zi  The second wise grand teacher  developed the practice of ren (human virtue)  proposed the practice of benevolence and behavior that is appropriate and just. KamLK/2024 35  B) Views of Eastern Philosophers ii. Xun Zi  A Confucian follower  believed that human nature is inherently evil and always pursuing self-interest  Therefore, he emphasized moral education and laws to establish a civil regulatory system for the creation of a peaceful and orderly society. KamLK/2024 36  B) Views of Eastern Philosophers ii. Lao Zi  Taoism - Laozi, a key figure in Taoism, authored the text titled Dao De Jing (The Classic of Virtue), which is a moral classic.  The moral classic contains 81 teachings in poetic form and is classified into two main components: the Right Way and the Principles of Virtue.  Dao, as the Right Way, guides the practice of De as a way to achieve well-being in life.  Therefore, according to Laozi, Taoism emphasizes living ethics based on a comprehensive understanding of natural reality. KamLK/2024 37  B) Views of Eastern Philosophers ii. Zhuang Zi  Expanded on the idea of Dao by encompassing freedom and harmonious living in accordance with the natural laws of heaven.  The principle of wu wei, which means "non-action" or "effortless action," advocates following natural principles without deliberate planning or action.  Zhuangzi believed that through the practice of wu wei, a ruler would gain De (virtue), which would guide the people to understand natural principles and lead a happy life without being constrained by laws and regulations. KamLK/2024 38  B) Views of Eastern Philosophers ii. Xiang Xiu and Guo Xiang  In their book Commentary on Zhuangzi, they elaborate on Wu Wei as "non- action" and You Wei as its opposite, "action."  According to the practice of Wu Wei, one should follow the natural order and allow it to guide their way of life.  On the other hand, You Wei represents actions that go against nature, and a wise person would not engage in You Wei. KamLK/2024 39  B) Views of Eastern Philosophers ii. Neo-Confucianism  Neo-Confucianism School - founded by the brothers Cheng Hao (1032-1055 CE) and Cheng Yi (1133-1108 CE)  it became the main school of thought during the Song Dynasty.  Li School (The School of Principle)  Developed and refined by Zhu Xi (1130-1200 CE)  also known as the Cheng-Chu School or Li Xuan, which means the Study of Principles/Laws.  Cheng Yi and Zhu Xi expanded the concept of Li, based on appendices from the Yi Jing (Book of Changes)  Zhu Xi's theory of enlightenment. KamLK/2024 40  B) Views of Eastern Philosophers ii. Han Yu  An educator and Confucian follower  lecturer at the Royal University  Produced many essays and treatises on Confucian philosophy. Modern educational texts used include The Origins of Dao, The Origins of Destruction, among others. KamLK/2024 41  B) Views of Eastern Philosophers ii. School of Universal Mind (Cheng Hao)  Pioneered by Cheng Hao  this school emphasizes that students should understand ren (human virtue), which contains moral values.  It was further developed and refined by Lu Qiu-Yuan (1139-1193 CE) and during the Ming Dynasty (1368-1644 CE)  known as the Lu-Wang School of Though  It includes concepts such as the Universe (the whole and integrated reality we experience) and intuitive knowledge (the illumination of the inner mind and its development).  In summary, Neo-Confucianism is a new Confucian philosophy developed through the synthesis of the essence of Confucianism, Taoism, and Buddhism. KamLK/2024 42  B) Views of Eastern Philosophers ii. School of Universal Mind (Cheng Hao)  Pioneered by Cheng Hao  this school emphasizes that students should understand ren (human virtue), which contains moral values.  It was further developed and refined by Lu Qiu-Yuan (1139-1193 CE) and during the Ming Dynasty (1368-1644 CE)  known as the Lu-Wang School of Though  It includes concepts such as the Universe (the whole and integrated reality we experience) and intuitive knowledge (the illumination of the inner mind and its development).  In summary, Neo-Confucianism is a new Confucian philosophy developed through the synthesis of the essence of Confucianism, Taoism, and Buddhism. KamLK/2024 43  (2d) Views of Contemporary Philosophers KamLK/2024 44  2d) Views of Contemporary Philosophers – a) Syed Naquib Al-Attas Life History Contributions  Born in Bogor, West Java in 1931  Author of authoritative works on various  Studied in Johor Bahru. aspects of Islamic thought and civilization of  During the Japanese occupation, particularly on Sufism, cosmology, returned to West Java and settled in metaphysics, philosophy, Malay language and Sukabumi, West Java – studied religion literature and Arabic  Formulated the general theory of  Studied at the University of Malaya in Islamization in the Malay-Indonesia 1957-1959, then at McGill University, Archipelago Montreal, Canada, and furthered studies at the University of London in 1963- 1964  Became Head of Division of Literature in the Department of Malay Studies at MU KamLK/2024 45  2d) Views of Contemporary Philosophers – b) Hamka (1908-1981) Life History Contributions  Haji Abdul Malik Karim Amrullah  Great contribution is his Tafsir al-Azhar, an  Born in the village of Molek, Maninjau, exegetical work of the Qu’ran – offers interpration West Sumatra, Indonesia. on the meaning of the Qu’ranic verses by addressing the Nusantara context  Conducted research in various fields of  Believes that there is a need for national knowledge such as philosophy, education before the people of Indonesia have literature, history, sociology, and their own national government. politics, both in the Islamic and Western  Many wise words about education - "One of the contexts. cruelest injustices in life is to let a brilliant mind  With his high proficiency in the Arabic become a slave to a lazy body, which prioritizes language, he was able to explore the rest before fatigue works of scholars and great poets in the  Philosophy is an explanation of life, literature is a Middle East. song of life, art is an ornament of life, Sufism is the essence of life, and worship is a guide to life. KamLK/2024 46