05 HPGD1103 T2.pdf

Philosophical Topic 2 Foundations of Curriculum By the end of this topic, you should be able to do the following: 1. Define philosophy. 2. Define educational philosophy. 3....

Philosophical Topic 2 Foundations of Curriculum By the end of this topic, you should be able to do the following: 1. Define philosophy. 2. Define educational philosophy. 3. Compare the philosophical beliefs of perennialism, essentialism, progressivism, and reconstructionism. 4. Explain the influence of the four educational philosophies on curriculum. 5. List the main features of the educational philosophies of Farabi, Confucius, and Tagore. 6. Discuss the implications of the philosophies of Farabi, Confucius, and Tagore on curriculum. Hak Cipta © Open University Malaysia (OUM) 26 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM A curriculum is developed based on certain beliefs and orientations, conceptions of learning, and the demands of society. In Topic 1, we discussed the different definitions of curriculum. We also briefly discussed the foundations of curriculum, the curriculum development process, and the relationship between curriculum and instruction. In this topic and the following two topics, we will examine the foundations of the curriculum in greater detail. In other words, how different traditional disciplines have influenced curriculum. This topic will focus on the philosophical beliefs that influence curriculum. In Topic 3, we will focus on the psychological perspectives that impact the curriculum. In Topic 4, we will discuss the role of society in determining what is to be included in a curriculum, as well as the legacy of significant historical events. ACTIVITY 2.1 Consult Private Sector on Curriculum Kuala Lumpur, Sat – The Prime Minister wants education officials to consult the private sector when drawing curriculum for secondary and tertiary level education to produce the right people for the job market. Datuk Seri Abdullah Ahmad Badawi said that private sectorÊs manpower needs and future trends would allow adjustments to be made to the current curriculum. The curriculum must see that those entering the work market after completing their secondary education, diploma or degree courses are equipped with knowledge that is useful to the nature of their jobs, he added. „Consultation to get views of the private sector should be for Sijil Pelajaran Malaysia-level and onwards (Year 11 onwards). This approach is important because of the rapid and dynamic industrial development taking shape. We cannot run away from supplying a workforce needed by industries for nation building‰. Abdullah said after opening the two-day second Malay Education Congress today. Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 27 Read the newspaper report on Consult Private Sector on Curriculum. (a) What do you understand by the phrase „equipped with knowledge that is useful to the nature of their jobs‰? Give specific examples. (b) „We cannot run away from supplying a workforce needed by industries for nation-building ‰. To what extent do you agree that this should be the role and function of schools and universities? Discuss these questions with your coursemates in the myINSPIRE online forum. 2.1 WHAT IS PHILOSOPHY? LetÊs begin with philosophy. The word philosophy is a combination of the Greek words „philos‰ (love) and „sophia‰ (wisdom), which translated means „love of wisdom.‰ Philosophers seek wisdom and are curious about the world, seeking to understand the nature of things. Philosophers study the works of other philosophers and state anew what others have put forward and propose new philosophies. The result of philosophy is often not so much putting forward new philosophies or propositions but making existing philosophies or propositions clearer. A philosopher can know philosophy even though they engage in little or no philosophising. Philosophy also refers to the collective works of other philosophers. It can mean the academic exploration of various questions raised by philosophers. Hak Cipta © Open University Malaysia (OUM) 28 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM For centuries philosophers have been interested in such concepts as morality, goodness, knowledge, truth, beauty, and our very existence. Among the questions philosophers ask are (refer to Figure 2.1): Figure 2.1: Common Questions from Philosophers Philosophers use certain methods of inquiry. They often frame their questions as problems or puzzles about interesting and confusing subjects. Popularly, the word philosophy may also refer to someoneÊs perspective on life (philosophy of life) or the underlying principles or methods of achieving something. Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 29 2.2 PHILOSOPHY OF EDUCATION Now, letÊs examine a branch of philosophy: the philosophy of education. What is the philosophy of education? Philosophy of education studies questions such as: What is education? What is the purpose of education? What does it mean to know something? What is the relationship between education and society? The philosophy of education recognises that the development of civil society depends on education. Hence, it will make them become responsible, thoughtful, and enterprising citizens. In addition, it develops them to be ethical and moral, with aesthetic values. Further, it makes them more mature in politics, and economics, can face challenges, and know who they are. Most of the prominent philosophers in the last 2,000 years were not philosophers of education but have, at some point, considered and written on the philosophy of education. Among them are Plato, Aristotle, Rousseau, Dewey, Adler, Confucius, Al-Farabi, and Tagore. These philosophers have been critical voices in the philosophy of education. They have contributed to our basic understanding of what education is and can be. They have also provided powerful critical perspectives revealing the problems in education. We will discuss their contributions to education later in the topic. Hak Cipta © Open University Malaysia (OUM) 30 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 2.3 PHILOSOPHY AND CURRICULUM What is the connection between philosophy and curriculum? For example, when you propose teaching a particular body of knowledge, course or subject, you will be asked, „What is your philosophy for introducing that content?‰ If you cannot answer the question, you may be unable to convince others to accept your proposal. Philosophy is the starting point in any curriculum decision-making and is the basis for all subsequent decisions regarding curriculum. Philosophy becomes the criteria for determining the aims, selection, organisation, and implementation of the curriculum in the classroom. It provides the answers for „What subjects are of value?‰ and „How should students learn the content?‰ It also helps us to answer more precise tasks. For example, when it comes to choosing textbooks, giving homework, deciding the number of tasks, assessment, and using the results. „In modern times, there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or to the best life; nor is it clear whether their education ought to be directed more towards the intellect than the character of the soul. And it is not certain whether training should be directed at things useful in life, those conducive to virtue, or non-essentials. And there is no agreement as to what does tend towards virtue. Men do not all prize the same virtue. So naturally, they differ also about the proper training for it.‰ Would you believe that the above statement was written more than 2,000 years ago by the Greek philosopher Aristotle and we are still debating the same issues today? Sometimes one wonders whether we know what we want! We lament studentsÊ poor basic skills and call for a return to the basics. At the same time, we want students to develop critical thinking skills and call for lesser emphasis on rote learning. Throughout the centuries, many philosophies of education have emerged, each with his or her own beliefs about education. This topic discusses four Western philosophies: perennialism, essentialism, progressivism, and reconstructionism. Also discussed are the viewpoints of three Eastern philosophers: al-Farabi, Tagore, and Confucius. These educational philosophies are examined to see the proposed curriculum and how teaching and learning should be conducted. Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 31 SELF-CHECK 2.1 What do philosophers do? ACTIVITY 2.2 1. List the concept of philosophers that interest you. 2. What is philosophy of education? How is it related to the curriculum of a school system? Share your answers with your coursemates in the myINSPIRE online forum. 2.4 PERENNIALISM In this subtopic, we will learn the definition of perennialism and the description of perennialist curriculum. 2.4.1 What is Perennialism? Perennial means „everlasting,‰ like a perennial flower that blooms year after year. Perennialism, the oldest and most conservative educational philosophy, is rooted in the philosophies of Plato and Aristotle. Two modern-day proponents of perennialism are Robert Hutchins and Mortimer Adler. The perennialists believed that humans are rational and that education aims „to improve man as man‰ Hutchins (1953, cited in Cole, 1976). The answers to all educational questions are derived from the answer to one question: What is human nature? According to them, human nature is constant, and humans can understand natureÊs universal truths. Thus, education aims to develop the rational person and uncover universal truths by training the intellect. Character education should be emphasised to develop oneÊs moral and spiritual being. Hak Cipta © Open University Malaysia (OUM) 32 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM Perennialism is based on the belief that some ideas had lasted over centuries and are as relevant today as when they were first conceived. These ideas should be studied in school. A list of the „Great Books‰ was proposed covering literature, art, psychology, philosophy, mathematics, science, economics, politics and so forth. Examples of such books are (refer to Figure 2.2): Figure 2.2: Examples of Great Books The book selected had to have contemporary significance; that is, it should be relevant to the problems and issues of present times. The book should espouse ideas and issues that have occupied the minds of thinking individuals in the last 2,000 years. The book should attract people to read it again and again, and benefit from it. The perennialists believed that these are historyÊs finest thinkers and writers. Their ideas are profound and meaningful even today, as when they were written. Students who study these profound and enduring ideas will appreciate learning for its own sake and develop their intellectual powers and moral qualities. Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 33 2.4.2 The Perennialist Curriculum Based on the beliefs of perennialism, the curriculum proposed had the following characteristics: The „Great Books‰ programme or more commonly called the liberal arts, will discipline the mind and cultivate the intellect. To read the book in its original language, students must learn Latin and Greek. Students also had to learn grammar, rhetoric, logic, advanced mathematics and philosophy (Hutchins, 1936 cited in Cole, 1976). The study of philosophy is a crucial part of the perennialist curriculum. This curriculum wanted students to discover the most insightful and timeless ideas for understanding the human condition. At a much later time, Mortimer Adler (1982), in his book the Paideia Proposal, recommended a single elementary and secondary curriculum for all students. The educationally disadvantaged had to spend some time in preschools. Perennialists were not keen on allowing students to take electives (except second languages) such as vocational and life-adjustment subjects. They argued that these subjects denied students the opportunity to develop their rational powers fully. The perennialists criticised the vast amount of disjointed factual information educators have required students to absorb. They urge teachers to spend more time teaching concepts and explaining how they are meaningful to students. Since an enormous amount of scientific knowledge has been produced, teaching should focus on the processes by which scientific truths have been discovered. However, the perennialists advise that students should not be taught information that may soon be obsolete or found to be incorrect because of future scientific and technological findings. Hak Cipta © Open University Malaysia (OUM) 34 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM At the secondary and university level, perennialists were against relying on textbooks and lectures to communicate ideas. They can engage in dialogue and mutual inquiry sessions to enhance their understanding of ideas and concepts that have stood the test of time. Emphasis should be on teacher-guided seminars. A student should learn to learn and not be evaluated. Universities should not only prepare students for specific careers but to pursue knowledge for its own sake. „University students may learn a few trees, perennialists claim, but many will be quite ignorant about the forests: the timeless philosophical questions‰ (Hutchins, 1936). Teaching reasoning using the „Great Books‰ of Western writers is advocated using the Socratic method to discipline studentsÊ minds. Emphasis should be on scientific reasoning rather than mere acquisition of facts. Teach science but not technology, great ideas rather than vocational topics. Perennialists argue that the topics of the great books describe any society at any time. Thus, the books are appropriate for American society. Students must learn to recognise controversy and disagreement in these books because they reflect real personal disagreements. Students must think about the disagreements and reach a reasoned, defensible conclusion. Schools should teach religious values or ethics. The difference between right and wrong should be emphasised, so that students have definite rules they must follow. SELF-CHECK 2.2 1. Identify the main features of the perennialist curriculum. 2. According to perennialism, what should be emphasised in the classroom? Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 35 ACTIVITY 2.3 The Great Books The Great Books refer to a curriculum and a book list that came about as the result of a discussion among American academics and educators, starting in the 1920s and 1930s. It was initiated by John Erskine on how to improve higher education by returning to the western liberal arts tradition of broad cross-disciplinary learning. Notable among the academics and educators were Robert Hutchins and Mortimer Adler. They felt that the emphasis on narrow specialisation in American universities and colleges had harmed the quality of higher education by failing to expose students to the important products of Western civilisation and thought. The Great Books started out as a list of 100 essential texts which were selected based on the criteria that it had relevance to present problems and issues and it is relevant to a large number of the great ideas and great issues that have occupied the minds of thinking individuals. The Great Books covered fiction, history, poetry, natural science, mathematics, philosophy, drama, politics, religion, economics, and ethics. Examples of the books are: HomerÊs The Iliad and The Odyssey Works of Aristotle and Plato Archimedes Measurement of a Circle, On Spirals, Treating Mechanical Problems ChaucerÊs Canterbury Tales Hak Cipta © Open University Malaysia (OUM) 36 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM ShakespeareÊs complete works Descartes The Geometry Karl MarxÊs Das Kapital Leo TolstoyÊs War and Peace William JamesÊ The Principle of Psychology The Great Books was criticised as being elitist and giving importance to „dead white males,‰ while ignoring the contributions of females and minorities (such as Afro-Americans). Another destructive criticism was that the books were more to create the illusion of being cultured without any real substance behind them. Source: Great Books of the Western World. Available at http://www.answers.com (a) What other books from the list of The Great Books do you know? (b) What were the main arguments put forward by the perennialists for using The Great Books? (c) Do you agree with the criticisms of The Great Books? Justify. Discuss these questions with your coursemates in the myINSPIRE online forum. Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 37 2.5 ESSENTIALISM In this subtopic, we will learn the definition of essentialism and the description of essentialist curriculum. 2.5.1 What is Essentialism? Essentialism comes from the word „essential‰, which means the main things or the basics. Essentialism is an educational philosophy. It was originally popularised in the 1930s by William Bagley and later in the 1950s by Arthur Bestor and Admiral Rickover. As an educational philosophy, it advocates instilling in students the „essentials‰ or „basics‰ of academic knowledge and character development. When it was first introduced as an educational philosophy in American schools, it was criticised as too rigid. In 1957, the Russians launched Sputnik, which caused panic in educational circles as Americans felt they had fallen behind the Soviet Union technologically. A rethinking of education followed that led to an interest in essentialism. Essentialism was grounded in a conservative philosophy that argues that schools should not try to reshape society radically. Rather, they should transmit traditional moral values and intellectual knowledge that students need to become model citizens. Essentialists believe that teachers should instil traditional virtues such as respect for authority, fidelity to duty, consideration for others, and practicality. Essentialism places importance on science and understanding the world through scientific experimentation. To convey important knowledge about the world, essentialist educators emphasised instruction in natural science rather than non-scientific disciplines such as philosophy or comparative religion. Hak Cipta © Open University Malaysia (OUM) 38 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 2.5.2 The Essentialist Curriculum Based on the beliefs of essentialism, the curriculum proposed has the following characteristics: The „basics‰ of the essentialist curriculum are mathematics, natural science, history, foreign language, and literature. Essentialists disapprove of vocational, life-adjustment, or other courses with „watered down‰ academic content. Elementary students receive instruction in skills such as writing, reading, and measurement. They are gradually moving from less to more complex skills and detailed knowledge. While learning art and music (subjects most often associated with the development of creativity), students are also required to master information and basic techniques. Students are promoted to the next higher grade by mastering the required material for their grade level. Essentialist programmes are academically rigorous for slow and fast learners – common subjects for all students regardless of their abilities and interests. But, how much is to be learned is adjusted according to the studentÊs ability. It advocates a longer school day, a longer academic year and more challenging textbooks. Essentialists maintain that classrooms should be oriented around the teacher, who serves as the studentsÊ intellectual and moral role models. Teaching is teacher-centred, and teachers decide what is most important for students to learn with little emphasis on student interests. Essentialist teachers focus heavily on achievement test scores to evaluate progress. This method will divert the students time and attention from learning the academic subjects. In an essentialist classroom, students are taught to be „culturally literate,‰ to possess a working knowledge about the people, events, ideas, and institutions that have shaped society. Essentialists hope students will possess basic skills, extensive knowledge, discipline, and practical minds when they leave school. The students should then be capable of applying their knowledge in real-world settings. Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 39 Discipline is necessary for systematic learning in a school situation. Students learn to respect authority in both school and society. Teachers must be mature and well-educated, know their subjects well, and transmit their knowledge to students. SELF-CHECK 2.3 1. What are the THREE main features of the essentialist classroom? 2. Identify the strengths and weaknesses of an essentialist curriculum. 2.6 PROGRESSIVISM In this subtopic, we will learn the definition of progressivism and the description of progressive curriculum. 2.6.1 What is Progressivism? Progressivism is a philosophical belief that education must be based on the fact that humans are social beings and learn best in real-life activities with other people. John Dewey (1859–1952) was the most responsible for progressivism. Dewey wrote extensively on psychology, epistemology (the origin of knowledge), ethics and democracy. However, his philosophy of education laid the foundation for progressivism. In 1896, while a professor at the University of Chicago, Dewey founded the famous Laboratory School to test his educational ideas. His writings and work with the Laboratory School set the stage for the progressive education movement. The progressive movement stimulated American schools to broaden their curriculum, making education more relevant to the needs and interests of students. Hak Cipta © Open University Malaysia (OUM) 40 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM According to Dewey, the role of education is to transmit societyÊs identity by preparing young people for adult life. He was a keen advocate of democracy; for it to flourish, he felt that education should allow learners to realise their interests and potential. According to him, certain abilities and skills can only be learned in a group. Learners should learn to work with others because learning in isolation separates the mind from the action. Social and intellectual interaction dissolves the artificial barriers of race and class by encouraging communication between various social groups (Dewey, 1920). He described education as a process of growth and experimentation in which thought and reason are applied to solve problems. Children should learn as if they were scientists using the scientific method proposed by Dewey (1920, cited in Thorburn, 2020) (refer to Figure 2.3): Figure 2.3: Scientific Method Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 41 Students should constantly experiment and solve problems, reconstructing their experiences and creating new knowledge using the proposed five steps. Teachers should not only emphasise drills and practice. Still, they should expose learners to activities that relate to studentsÊ real-life situations, emphasising „learning by doing‰. 2.6.2 The Progressive Curriculum Based on the beliefs of progressivism, the curriculum proposed had the following characteristics: Progressivists emphasise the study of natural and social sciences. A teacher should introduce students to new scientific, technological, and social developments. Learning should be related to present community life to expand learnersÊ personal experience. Believing that people learn best from what they consider most relevant to their lives, the curriculum should centre on the studentsÊ experiences, interests, and abilities. Teachers should plan lessons that arouse curiosity and push students towards higher-order thinking and knowledge construction. For example, in addition to reading textbooks, students must learn by making field trips to interact with nature and society. Students are encouraged to interact with one another and develop social virtues such as cooperation and tolerance for different points of view. Teachers should not be confined to focusing on one discrete discipline at a time. In fact, they should introduce lessons that combine several different subjects. Students are to be exposed to a more democratic curriculum that recognises the accomplishments of all citizens regardless of race, cultural background, and gender. By including instruction in industrial arts and home economics, progressivists strive to make schooling both interesting and useful. Ideally, the home, workplace, and schoolhouse should blend to generate a continuous, fulfilling learning experience. It is the progressivist dream that the dreary, seemingly irrelevant classroom exercises that so many adults recall from childhood will someday become a thing of the past. Students solve problems in the classroom similar to those they will encounter outside school. Hak Cipta © Open University Malaysia (OUM) 42 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM SELF-CHECK 2.4 1. What are the main arguments of the progressive movement? 2. List some of the main features of the progressive curriculum. 3. What are the main differences between progressive curriculum and essentialist curriculum? 2.7 RECONSTRUCTIONISM In this subtopic, we will learn the definition of reconstructionism and the description of reconstructionist curriculum. 2.7.1 What is Reconstructionism? Reconstructionism was a philosophy uniquely popular in the US during the 1930s through the 1960s. It was largely the brainchild of Theodore Brameld from Columbia Teachers College. He began as a communist but shifted to reconstructionism. Reconstructionism is a philosophy that believes in the rebuilding of social and cultural infrastructures. Reconstructionists favour reform and argue that students must be taught how to bring about change. Students are to study social problems and think of ways to improve society. Another proponent of reconstructionism was George Counts (1932). A speech titled Dare the School Build a New Social Order suggested that schools become the agents of social change and reform. Students cannot afford to be neutral but must take a position. Most advocates of reconstructionism are sensitive to race, gender, ethnicity, and differences in socioeconomic status. Related to reconstructionism is another belief called critical pedagogy. It is primarily a teaching and curriculum theory designed by Henry Giroux and McLaren (1986), focusing on using revolutionary literature in classrooms aimed at „liberation.‰ Radical in its conception, critical pedagogy was based on a Marxist ideology which advocates equality in the distribution of wealth and is strongly against capitalism. Freire (2020) advocated a revolutionary pedagogy for poor students in his book Pedagogy of the Oppressed. He argued that people must become active participants in changing their status through social action to bring about social justice. He believes people can move through different stages to take action and overcome oppression. Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 43 2.7.2 The Reconstructionist Curriculum Based on the beliefs of reconstructionism, the curriculum proposed had the following characteristics: In the reconstructionist curriculum, it was not enough for students to analyse, interpret, and evaluate social problems. They had to be committed to the issues discussed and encouraged to take action to bring about constructive change. The curriculum is to be based on social and economic issues as well as social service. The curriculum should engage students in critically analysing the local, national, and international community. Examples of issues are poverty, environmental degradation, unemployment, crime, war, political oppression, hunger, etc. There are many societal injustices and inequalities regarding race, gender, and socioeconomic status. Schools are obliged to educate children towards the resolution of these injustices, and students should not be afraid to examine controversial issues. Students should learn to reach a consensus on certain issues, so group work was encouraged. The curriculum should constantly be changing to meet the changes in society. Enhancing mutual understanding and global cooperation should be the focus of the curriculum. Students are aware of global issues and the interdependence between nations. Teachers are considered the prime agents of social change, cultural renewal, and internationalism. They are encouraged to challenge outdated structures and entrusted with bringing about a new social order that may be ideal. The curriculum generally emphasised the social sciences (such as history, political science, economics, sociology, religion, ethics, poetry, and philosophy) rather than the sciences. SELF-CHECK 2.5 1. What is the main argument of proponents of reconstructionism? 2. What are the recommendations of the reconstructionists about curriculum? Hak Cipta © Open University Malaysia (OUM) 44 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM ACTIVITY 2.4 Identify the Educational Philosophies Which of the following statements reflects the four philosophical traditions that have been discussed? Mark: E for essentialism P for progressivism PN for perennialism R for reconstructionism Educational Statement Philosophy 1. A school curriculum should include a common body of knowledge that all students should know. 2. The curriculum should focus on the great ideas that have survived through time and are related to present-day challenges. 3. Schools should prepare students to analyse and solve the social problems they will face as adults. 4. Students should determine their curriculum, and teachers should guide and help them. 5. Students must be taught about change and how to bring about change. 6. Teachers and schools should emphasise academic rigour, discipline, hard work and respect for authority. 7. Students must be questioned and probed until they discover the truth in the texts selected. 8. Schools should develop studentsÊ ability to think deeply and rather than focus on temporary issues such as social skills and current trends. Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 45 9. For a country to be competitive in the global marketplace, schools should seek to produce more competent workers. 10. Since students learn effectively through social interaction, schools should plan for increased social interaction in the curriculum. 11. Students are too immature to decide what they need to learn, so the school should decide for them. 12. Teaching should emphasise relating what is learnt to the real world through field trips and internships. 13. Education is not primarily concerned with producing future workers but should emphasise learning for its own sake. Students should enjoy reading, learning, and discussing interesting ideas. 14. Education should enable students to recognise societal injustices, and schools should promote projects to redress social inequalities. 15. Students should be active participants in the learning process, involved in democratic class decision-making and reflective thinking. 16. Students should be taught to be more sensitive to race, gender, ethnicity, and differences in general. Check your answers for your score. Since the statements are subjective, you may disagree with the classification. Support your argument in the myINSPIRE online forum. Hak Cipta © Open University Malaysia (OUM) 46 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 2.8 ABU NASR AL-FARABI Al-Farabi (872–950AD) was born in Wasij, in the province of Farab in Turkestan, into a noble family. He undertook the meticulous study of ancient philosophy (particularly Plato and Aristotle), which he integrated into his Islamic-Arabic civilisation, whose chief source was the QurÊan. He tried to understand the universe and humankind. Al-Farabi used several terms to describe education (refer to Figure 2.4): Figure 2.4: Education According to al-Farabi Source: Al-Talbi (1993) He believed that the first aim of knowledge was knowledge of God and His attributes. He further emphasised the need for the unity of society and the state to be achieved through the unity of thought, wisdom, and religion. Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 47 2.8.1 Al-Farabi on Education The following describes Al-Farabi on education in detailed manner: According to him, the whole activity of education is the acquisition of values, knowledge, and practical skills leading to perfection and the attainment of happiness. The perfect human being (al-insan al-kamil) has acquired: – theoretical virtue (intellectual knowledge) – practical moral virtues (moral behaviour) Al-Farabi stated that virtue is the state of mind. Human being carries out good and kind deeds such as wisdom, common sense, inventiveness, cleverness, temperance, courage, generosity, and justice. He stated that, for education to be successful, everyone must work together to attain happiness, theoretical and practical virtue can only be obtained within society. Society nurtures individuals and prepares them to be free. Thus, the educational goal is to create the ideal community. Another aim of education is to educate political leaders because ignorance among them is more harmful than it is to the common person. He considered the method of dialogue or debate as important in instruction – the method of argument and the method of discourse which can be used orally or in writing. For the common people, the methods used must be closely related to what they can grasp and understand. He also emphasised the need for scientific discourse. Knowledge is obtained by asking questions about the thing, from the replies obtained, or by resolving a scientific problem. Al-Farabi argues that there are two types of learning: learning through speech and learning by imitation (observing other peopleÊs actions to imitate or apply them). The method of instruction must be appropriate to the level of learners. For example, the method of imagination is encouraged for teaching common people the hard to grasp concepts. The educator resorts to metaphors and illustrations in teaching, especially for people reluctant to learn. Hak Cipta © Open University Malaysia (OUM) 48 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM According to al-Farabi, understanding is better than memorisation because the former deals mainly with details which could go on forever and are hardly useful. However, the action of understanding concerns meanings, universals, and laws which are valid for all. 2.8.2 Al-Farabi on Curriculum Al-Farabi on curriculum is described in a more detailed manner as follows: Al-Farabi classified the sciences and learning not just for listing them but with an educational objective. Content to be taught as suggested by al-Farabi (refer to Figure 2.5): Figure 2.5: Suggested Content by al-Farabi Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 49 Mathematics, called „the teachings‰ (taÊalim), was given importance because it trains students towards precision and clarity. The student is, to begin with, studying arithmetic (numbers) followed by geometry, optics, astronomy, music, dynamics, and mechanics. The student moves in stages from the immaterial and the immeasurable to what needs some matter (Al-Farabi, cited in Ammar al-Talbi, 1993). On evaluation, Al-Farabi emphasised that an examination determines a learnerÊs level in the studied field. He believed that the questions students ask could have either an educational or an experimental character. Educational is when students demonstrate that they have mastered something. Experimental is when students test themselves using instruments (such as a compass, abacus, ruler, or tables) to determine whether they know the rules. Al-Farabi drew attention to the purpose of educational games and the role of play in human activity. He recommended games that stimulate creativity. Play should be used appropriately to restore the learnerÊs strength to undertake the more serious activity. SELF-CHECK 2.6 1. What are some of al-FarabiÊs views on teaching? How relevant are they today? 2. What are the main features of the curriculum proposed by al-Farabi? 2.9 CONFUCIUS Confucius (551–479 BC), born in Quyi in the principality of Lu, is one of ChinaÊs most famous philosophers. He spent a lifetime learning as well as teaching. He stated that education plays a fundamental role in society and individualsÊ development. Education should seek to produce virtuous individuals who will alter human nature. By raising individual moral standards, society will become more virtuous, the country will be well-governed, and its citizens will be law-abiding. He rejected feudalism, in which the status of an individual was passed from one generation to the next based on birth which was prevalent during his time. His recommendations are in the Analects (Lun Yu), a record of Hak Cipta © Open University Malaysia (OUM) 50 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM his speeches, his disciples, and their discussions. It means „discussions over words.‰ Confucian thought was not confined to China. It spread to Japan, Vietnam, North and South Korea, and Southeast Asia. 2.9.1 Confucius on Education The following describes Confucius on education in detailed manner: According to Confucius, education is to produce capable individuals (ziancai), whom he called shi (gentlemen) or junzi (men of quality), who possess a combination of competence and virtue. They would serve the government and bring about an ideal managed by men of virtue. The cultivation of virtue was through observation, study, and reflective thought. ConfuciusÊs teaching includes filial piety (xiao), respect for the elderly (ti ), loyalty (zhong), respectfulness (gong), magnanimity (kuan), fidelity (xin), diligence (min), altruism (hui), kindness (liang), frugality (jian), tolerance (rang), wisdom (zhi), and courage (yong). Education was to be made available to all, regardless of socioeconomic status or social standing. He denounced favouritism and the passing of office from one generation of nobles to the next. According to Confucius, Study without thought is labour lost; thought without study is dangerous. He saw learning as a process of observation of some subject matter, whether books, objects or people, followed by reflection. He saw learning as a highly personal and individual activity. Still, when awakened by real learning, it would be repeated by the student. Teachers should be committed to their work and have a good mastery of the knowledge to be imparted. A good teacher must love his students, know them well, understand their psychological uniqueness, and think about ways and means of facilitating their access to knowledge. A mistake is acting on premature knowledge based on insufficient observation and insufficient processing. A lie is having full knowledge and deliberately misrepresenting that knowledge. Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 51 2.9.2 Confucius on Curriculum Confucius on curriculum is described in a more detailed manner as follows: Confucius stipulated that the main emphasis of the curriculum should be moral instruction and the imparting of knowledge. Moral education was, thus, for Confucius, the means whereby his ideas concerning virtue might be realised. Content to be taught as proposed by Confucius can be seen in the following Figure 2.6. Figure 2.6: Suggested Content by Confucius Hak Cipta © Open University Malaysia (OUM) 52 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM His emphasis on political and moral principles led to his ignoring the natural sciences, trade, and agriculture. His curriculum served as the curriculum for 2000 years in feudal China, and the following pedagogical strategies were proposed: – Match learning with studentsÊ aptitudes (consider the age of learners). – Inspire and guide learners by stages. – Instruct oneself while teaching others. – Explain the present in the light of the past. – Combine theory with practice. – Encourage independent thought. – Set a good example. – Correct oneÊs errors and improve oneself. – Welcome criticism. – Curb evil and exalt the good. SELF-CHECK 2.7 1. What are the main features of the Confucian system of education? 2. How relevant are the ideas of Confucius in todayÊs schools? Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 53 2.10 RABINDRANATH TAGORE Rabindranath Tagore (1861–1941), born in Calcutta, India, was known for his socio-religious and cultural innovations. In 1901, he founded a school at Santiniketan (that developed into a university) based on the ancient forest schools. He emphasised three basic elements of Indian culture, namely Advaita (non-duality) in the field of knowledge, friendship for all in the field of feeling and fulfilment of oneÊs duties without concern for the outcomes in the field of action (Jha, 1994). 2.10.1 Tagore on Education The following describes Tagore on education in detailed manner: Education should aim for the all-round development of the individual personality through interaction and union with the environment. Education should provide a good livelihood, fulfilment and completeness of life. Schools should be made fun, attractive, and productive. The ideal school should be established away from the turmoil of human habitation under an open sky and surrounded by fields, trees, and plants. Classes were held outdoors (whenever the weather permitted), so students gained from being in a natural setting while learning (Tagore, cite in Jha, 1994). He was against academic learning because it deprives one of learning from the real world. Students should gather knowledge and materials from different sources of nature through their efforts. On university education, he suggested that it should be based on knowledge of economics, agriculture, health, medicine, and other subjects that reflect life in the surrounding villages. Universities should attempt to push for the growth of rural areas (Jha, 1994). Emphasis should be more on self-motivation than discipline and fostering intellectual curiosity rather than competitive excellence. He insisted on an open debate on every issue. He distrusted conclusions based on a mechanical formula, no matter how attractive that formula might seem in isolation. Hak Cipta © Open University Malaysia (OUM) 54 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 2.10.2 Tagore on Curriculum Tagore on curriculum is described in a more detailed manner as follows: He emphasised the use of the national language as the instruction medium at all education stages. The younger generation should be aware of their cultural heritage. Still, at the same time, they should be exposed to the cultures of other countries and learn from them. He wanted women and men to be offered similar theoretical courses with separate practical courses for women since their roles in life differed from those of men. In his view, education was not intellectual development alone. It should also develop a studentÊs aesthetic nature and creativity. The quest for knowledge and physical activity in an agreeable environment were integral parts of the process. Nature walks and excursions were part of the curriculum, and students were encouraged to follow the life cycle of insects, birds, and plants. Aesthetic development was important as intellectual development, if not more so. The school curriculum should promote music, art, literature, drama, and dance, which should be prominent in the schoolÊs daily life (OÊConnell, 2003). He advocated a teaching system that analysed history and culture for progress in breaking down social and religious barriers. Such an approach will integrate individuals of diverse backgrounds and narrow the gap between rich and poor (Jha, 1994). The curriculum should be flexible. Class discussion would move from Indian traditional literature to contemporary as well as classical Western thought and then to the culture of China, Japan, or elsewhere. SELF-CHECK 2.8 1. What are the main aims of education, according to Tagore? 2. What are the main features of the curriculum proposed by Tagore? Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 55 ACTIVITY 2.5 1. What is your philosophy of education? 2. What is the current „status‰ of the essentialist orientation to curriculum? How widespread is this approach in curriculum planning at the elementary, middle, secondary, and higher education levels? 3. What is the current „status‰ of the progressive orientation to curriculum in primary and secondary schools? 4. To what extent do you agree with the reconstructionist perspective on curriculum? 5. Which ideas of al-Farabi, Confucius, and Tagore are practised in the school curriculum in your country? Share your answers with your coursemates in the myINSPIRE online forum. Philosophers seek wisdom, are curious about the world, and seek to understand the nature of things. Philosophy is the starting point in any curriculum decision, and it becomes the criteria for determining the aims, selection, organisation, and implementation of the curriculum in the classroom. The perennialists believe that education aims to develop the rational person and uncover universal truths by training the intellect. The essentialists argue that schools should transmit the traditional moral values and intellectual knowledge students need to become model citizens. The progressivists believe that education must be based on the fact that humans are naturally social and learn best in real-life activities with other people. Hak Cipta © Open University Malaysia (OUM) 56 TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM The reconstructivists favour reform, and students must be taught how to bring change. According to Al-Farabi, the whole activity of education is the acquisition of values, knowledge and practical skills leading to perfection and the attainment of happiness. According to Confucius, education is to produce capable individuals whom he called gentlemen or men of quality who possess a combination of competence and virtue. According to Tagore, education should aim for the all-round development of the individual personality through interaction and union with the environment. Al-Farabi on education Philosophy Confucius on education Progressivism Educational Philosophy Reconstructionism Essentialism Tagore on education Perennialism Adler, M. (1982). The Paideia proposal: Rediscovering the essence of education. American School Board Journal, 169(7), 17–20. Al-Talbi, A. (1993). Al-Farabi. Prospects, 23(1), 353–372. Cole, B. A. (1976). Hutchins and his critics, 1936– 953. University of Maryland, College Park. Counts, G. S. (1932). Dare the School Build a New Social Order. Education (11). Freire, P. (2020). Pedagogy of the oppressed. In Toward a Sociology of Education (pp. 374–386). Routledge. Hak Cipta © Open University Malaysia (OUM)  TOPIC 2 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM 57 Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3), 213–239. Hutchins, R. M. (1936). What is a general education? Bulletin of the Department of Secondary-School Principals of the National Education Association, 20(63), 64–66. Jha, N. (1994). Rabindranath Tagore. Prospects, 24(3), 603–619. OÊConnell, K. (2003). Siksar Herfer: Education out of whack. Rabindranath Tagore: Universality and tradition, 65–84. Thorburn, M. (2020). Embodied experiences: Critical insights from Dewey for contemporary education. Educational Research, 62(1), 35–45. Hak Cipta © Open University Malaysia (OUM)