National Philosophy of Education

Topics: Education, School, Teacher Pages: 10 (3381 words) Published: April 5, 2013
As we know, Malaysia is a developing nation. Therefore, it is imperative for us to have our own philosophy of education. With this realization, in 1988, the National Philosophy of Education (FPK) was formulated based on some of our policy documents and ideologies. “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 wellbeing as well as being able to contribute to the betterment of the society and the nation at large.”

National Educational of Philosophy 1996
Because of its importance for the proper functioning of a society, philosophy of education has been bestowed the attention of some of the most prominent philosophers. Among the central figures of Ancient Greek Philosophy, Plato discusses the topic at some length in The Republic. In the seventh book, right after the famous allegory of the cave, we find one of the best passages illustrating Plato's view of education. This does not consist in imparting information into one's soul, but rather in turning the soul of a person in a new direction. Someone's education, in other words, shall not be measured in terms of the amount of data that a person has been provided with; rather with the attitude that the person takes on the subject.

Philosophy of education continues to be an important branch in philosophy to these days, to which contribute not only philosophers but also committed teachers and scholars in the field of education. Based on those thoughts the national philosophy of education was created. The chief question addressed by philosophers of education concerns the most proper tools by means of which a human being should be imparted a given piece of culture. Clearly, depending on the type of skill or ability to be taught, a different strategy may be devised. Most importantly, the educator's conception of human nature will be at the root of the specific strategy that is endorsed. For instance, if you hold that women are fundamentally different than men in their learning capacities, you will devise two separate educational paths for women and men. Analogous considerations apply to individuals with cognitive or motor skills disabilities: should they be kept in the same learning environment as those individuals that have no such disabilities?

National Philosophy of Education (FPK) combines the goals, policies and educational practices to form a consistent, clear and logical entity. FPK aims to rationally clarify the current educational practices as well as facilitate the actions and trends of education in the future. FPK consists of several elements to produce individuals who are intellectually, spiritually, emotionally, and physically balanced and harmonic. Before the matter is further discussed, we need to at least understand the concept of FPK.

Education is a process of acquiring and transferring of knowledge, skills and noble values. The acquisition and transfer processes are on-going starting from an early age till death. Early education is important to shape the personality of young children from the age of 1 to 6 years old. The personality thus formed will go on developing throughout the schooling years. Upon completion of schooling, the individual continues to enhance his knowledge, skills and character. For instance, after SPM examination, while waiting for the result, the candidates can seek knowledge by attend photography classes or computer classes based on their...
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