Definition and Meaning of Philosophy Definisi dan Pengertian

Definition and Meaning of ‘Philosophy’ Definisi dan Pengertian ‘Falsafah’ • “philosophy’ derived from Greek word ‘philo’ (love) and ‘sophia’ (wisdom’. Philosophy is defined as ‘love of wisdom’ • ‘falsafah’ berasal dari perkataan Yunani ‘philo’ (mencintai) dan ‘sophia’ (hikmah atau kebijaksanaan). Falsafah didefinisikan sebagai ‘mencintai hikmah’ • ‘Love of wisdom’ – what it means? • ‘mencintai hikmah’ – apa maksudnya? ‘Wisdom’ a range of meanings as seen from many perspectives • ‘Hikmah – dapat diertikan dari pelbagai perspektif Copyright (C) 2004 Dr. Habsah Ismail

• Wisdom as in the western tradition; wisdom from Islamic perspective and also Eastern perspective • Hikmah dari perspetif Barat. Islam dan Timur. • Wisdom as argued from: – Intellectual perspective – Metaphysical perspective mainly from religious point of view – Wisdom from value perspective Hikmah dari perspektif - intelek - metafizik kebanyakannya dari sudut agama - hikmah dari perspektif nilai Copyright (C) 2004 Dr. Habsah Ismail

• Surah Al-Baqarah: 269 “Whoever is given wisdom, he has given a lot of goodness“. ‘Barang siapa diberi hikmah, maka diberi kebaikan yang banyak” • Islamic wisdom – integrated in nature fusing elements of the intellectual, emotional, spirituality and physical elements • Hikmah dalam Islam- bersepadu, gabungkan intelek, emosi, rohani dan jasmani Copyright (C) 2004 Dr. Habsah Ismail

Nature of Philosophy as a discipline of Knowledge Ciri Falsafah Sebagai Satu Disiplin Ilmu 1. Synoptic – addresses universal and holistic issues Sinoptik –mengutarakan isu-isu yang bersifat sejagat dan menyeluruh 2. Analytical- Depend purely upon the analysis of the meanings of the terms involved, not upon anything that lies outside of language Analitik – semata-mata menganalisis maksud iistilah, perkataan, pernyataan, nukan sesuatu yang terpisah dari struktur bahasa Copyright (C) 2004 Dr. Habsah Ismail

3. Analysis and interpretation of arguments from the following perspectives: Menganalis and mentafsir hujah dari pespektif: Search for underlying concepts from facts or data presented. konsep dan pengertian di sebalik fakta atau data dikemukakan Search for implied meanings in statements presented (maksud tersirat dalam pernyataan) Copyright (C) 2004 Dr. Habsah Ismail

• identifying contradictions and fallacies in sentences or propositions using rules of valid inference (logic) Mengenal pasti maksud bercanggah dan kontradik melalui peraturan hukum logik 4. Focus on analytical reasoning rather than empirical verification or experimentation Tumpuan kepada penaakulan, bukannya pengesahan empirik atau kajian/ujikaji Copyright (C) 2004 Dr. Habsah Ismail

5. Setting forth more of the “WHY’ rather than the “WHAT “ question. Lebih banyak mengemukakan soalan bermula dengan “MENGAPA” bukannya “APA” 6. Reflective - a search for inner meaning and relating an issue addressed in terms of the metaphysical perspective with regards to questions of reality, knowledge and values Refleksi (Merenung secara mendalam – mencari pengertian dari sudut metafizik persoalan mengenai realiti, ilmu pengetahuan dan nilai) Copyright (C) 2004 Dr. Habsah Ismail

5. Speculative –systematic thinking of things generally observed; overview; perspective; meaningful whole Spekulatif- berfikir sistematik’ melihat secara menyeluruh; membuat jangkaan munasabah 6. Prescriptive/normative - prescription of standards on acts of conduct; moral and ethics and aesthetics; social and cultural norms Preskriptif /normatif - menetapkan garis panduan dan tatacara menyentuh perlakuan, moral ‘ etika dan estetika ; sosial dan norma budaya masyarakat Copyright (C) 2004 Dr. Habsah Ismail

7. Philosophy is not in the same category as the science discipline. Nevertheless, philosophy exists in every knowledge discipline (Philosophy of Education, Philosophy of Science, Philosophy of Religion etc) Ilmu falsafah bukan dalam kategori yang sama seperti ilmu sains. Namun, falsafah berada dalam semua disiplin ilmu (Falsafah Pendidikan, Falsafah Sains, Falsafah Agama dll). 8. Philosophy does not create new knowledge of science and technology BUT addresses perpetual universal issues and problems (wisdom, justice, humanity, morality, truth). Copyright (C) 2004 Dr. Habsah Ismail

Falsafah tidak mencipta ilmu baru seperti sains dan teknologi TETAPI mengutarkan isu-isu dan masalah sejagat (hikmah, keadilan, kemanusiaan, kemoralamndan kebenaran). 9. Philosophy analyses concepts and arguments and ultimately set forth thinking or philosophical thoughts and NOT scientific inventions. Falsafah menganalisis konsep dan hujah dan akhirnya mengemukana pemikiran BUKANNYA kajian saintifik. Copyright (C) 2004 Dr. Habsah Ismail

10. To philosophize is to critically examine an issue, problem and statement using mainly reasoning and the deductive method plays important an role in philosophy. Berfalsafah bererti meneliti secara kritis sesautu isu, masalah dan pernyataan menggunakan penaakulan dan kaedha deduksi memainkan peranan penting dalam ilmu falsafah. Philosophy as an activity (to philosophize) Falsafah sebagai satu aktiviti (berfalsafah) Copyright (C) 2004 Dr. Habsah Ismail

a. Engaged in philosophical question and answer which is not solely based on factual matters. Melibatkan penyoalan dan jawapan falsafah yang bukan semata-mata bersandarkan fakta b. Setting forth rational and sound argument. Mengemukakan hujah rasional dan munasabah c. Guideline to an aim, goal or mission. Panduan dalam menentukan matlamat, atau misi/visi d. Provides theoretical framework for the implementation of a certain policy or act. Mengemukakan kerangka teoritis untuk melaksanakan sesuatu dasar atau tindakan Copyright (C) 2004 Dr. Habsah Ismail

e. Emphasis on use of reasoning not experimentation. Penekanan kepada taakulan bukan ujikaji Branches or Sub-Divisions of Philosophy 1. metaphysics 2. epistemology 3. axiology 4. logic Cabang-cabang Falsafah 1. Metafizik 2. Epistemologi 3. Aksiologi 4. logik Copyright (C) 2004 Dr. Habsah Ismail

Metaphysics • Derived from the Greek meta ta physika ("after the things of nature"); referring to an idea, doctrine, or posited reality outside of human sense perception. • Berasal dari istilah Yunani meta ta physika (“selepas benda-benda dalam semulajadi “, merujuk kepada idea, doktrin dan realiti di luar persepsi dan pengalaman biasa manusia. • In modern philosophical terminology, metaphysics refers to the studies of what cannot be reached through objective studies of material reality. Areas of metaphysical studies include ontology, cosmology, and often, epistemology. • Dalam terminologi falsafah, metafizik merujuk kepada perkara kajian tentang perkara yang tidak dapat diselesai melalui kajian objektif realiti kebendaan. Bidang metafizik merangkumi ontologi, kosmologi dan juga Copyright (C) 2004 Dr. Habsah epistemologi Ismail

• Metaphysics or things beyond the physical realm – beyond ordinary sense experience ; matters of spiritual existence, god and the soul; time and space and mindbody dualism • Metafizik atau perkara-perkara melampaui dunia fizikal – membatasi deria dan pengalaman biasa manusia; perkara kewujudan kerohanian, ketuhanan dan roh, ruang-masa dan dualisme minda-jasad Copyright (C) 2004 Dr. Habsah Ismail

Epistemology (Defined as Theory of knowledge/ Teori Ilmu Pengetahuan) - process of knowing - source of knowledge - structure of knowledge - category of knowledge -proses mengetahui -sumber imu pengetahuan -struktur ilmu pengetahuan -kategori ilmu pengetahuan • Derived from the Greek word episteme or ‘knowledge’ • Addresses philosophical questions on knowledge such as: Copyright (C) 2004 Dr. Habsah Ismail

Mengemukakan persoalan falsafah tentang ilmu pengetahuan: - What are the sources of knowledge? - To what extent are these sources reliable or valid? - Apakah sumber 2 ilmu pengetahuan? Sejauhmanakah sumber 2 ini sahih? What is the analytical differences between ‘knowing’, ‘believing’ and ‘perceiving’? Apakah perbezaan secara analitikal antara ‘mengetahui’ , ‘mempercayai’ dan ‘ membina persepsi” Copyright (C) 2004 Dr. Habsah Ismail

- How do we claim that we know something and the extent of our knowledge claim? Bagaimana kita dapat mengatakan kita ketahui sesuatu dan sejauhmana benarnya ? Copyright (C) 2004 Dr. Habsah Ismail

• Focus of epistemology: Tumpuan epistemologi: - Analysis of concept of knowledge - Analisis konsep ilmu pengetahuan - Justification of any knowledge claim – source, structure and category - Justifikasi sesuatu diterima sebagai ilmu pengetahuansumber, struktur dan kategori - Truth and validity of knowledge - Kebenaran dan keesahan ilmu pengetahuan - Conditions /criteria of knowledge - Syarat /kiriteria ilmu pengetahuan - Process of ‘knowing’, ‘believing’ any claim one makes pertaining to knowledge - Proses ‘mengetahui’, ‘mempercayai’ sesuatu dakwaan berkaitan dengan ilmu pengetahuan Copyright (C) 2004 Dr. Habsah Ismail

- Knowledge deliverance or pedagogy - Proses penyampaian ilmu pengetahuan atau pedagogi - JUSTIFICATION of any knowledge claim. - Justifikasi sesuatu yang diterima sebagai ilmu pengetahuan. SOURCES OF KNOWLEDGE: Kneller (1971) : 1. Revealed knowledge. (ilmu wahyu) 2. Intuitive knowledge -Knowing, or perceiving, by intuition; capable of knowing without deduction or reasoning. (Ilmu intuisi – mengetahui atau berpesepsi melalui intuisi; mengetahui tanpa deduksi atu menggunakan penaakulan). 3. Rational (logical) knowledge. (Ilmu pengetahuan rasional/logikal) Copyright (C) 2004 Dr. Habsah Ismail

Knowledge derived from an authority or expert Ilmu pengahuan dari pakar atau individu yang berautoriti. SOURCES OF KNOWLEDGE: Kneller (1971) : 1. Revealed knowledge. 2. Intuitive knowledge -Knowing, or perceiving, by intuition; capable of knowing without deduction or reasoning. 3. Rational (logical) knowledge. 4. Knowledge derived from an authority or expert Classification of Knowledge: • Scientific knowledge - physical/pure sciences (biology, chemistry, physics) Copyright (C) 2004 Dr. Habsah Ismail - social sciences ( sociology, economy, politic,

• Philip Phenix (1964) in his book “Realms of Meaning: A Philosophy of the Curriculum for General Education” 1. 2. 3. 4. 5. 6. Symbolic (mathemathic, language) Empiric (science) Aesthetics( fine arts) Ethics (moral) Synoptic ( history, religious study, pphilosophy) Synnoetics ( philosophy, psychology, literature, existential religion) Copyright (C) 2004 Dr. Habsah Ismail

Revealed knowledge - Knowledge derived from revelation and not human thinking; in Islam truth of knowledge is absolute (haqq); knowledge which contradicts the haqq is known as bathil. - Differences of opinion between knowledge of revelation and knowledge of human reason with regards to truth claim Non-Revealed knowledge - Derived from human thinking involving the following processes: - perception - interpretation - pure reasoning (rationalistic) - reflection and intuition (Interaction of the mind and observed phenomena) Copyright (C) 2004 Dr. Habsah Ismail

Non-revealed knowledge differs from revealed knowledge in terms of: - sources - interpretation - meaning of absoluteness and truth Difference in knowledge results in different views of knowledge in philosophy and philosophy of education: -Rationalist (Mathematicians, logicians, formal language and ordinary language analysis; skeptics) - Empiricist (scientists, naturalists, pragmatists) Copyright (C) 2004 Dr. Habsah Ismail

Rationalist - truth of knowledge derived from method pure reasoning - total reliance on the mind or cognitive element; total exclusion of the affective element (Bertrand Russell, Gilbert Ryle, Israel Scheffler ). (Eg. Plato belief in mathematics as knowledge of the highest truth due to its’ a priori nature- truth not dependent on empirical proof but purely deduction process). Copyright (C) 2004 Dr. Habsah Ismail

Empiricist • Knowledge of the pure and social sciences –empirical in nature; knowledge of the observed phenomena and verified through sense experience, experimentation and facts/data (history, science) • Facts of pure science accepted as laws and theories; arise from hypotheses; constant in nature • Facts of history is contingent in nature – truth is not • absolute as it depends on possible truth that may arise in future Truth of facts of science and history are a posteriori in nature as conclusions are derived AFTER an evidence is provided (contrast to mathematical truth). Copyright (C) 2004 Dr. Habsah Ismail

• Truths of empirical knowledge obtained via inductive process (truth concluded from observed sample or case studied and generalized to a larger population). Pragmatist • Basic principle of knowledge rooted in Empiricism; belief in knowledge of science as a functional knowledge ( to be used in everyday living eg Life Skills, technology) • Very little emphasis on knowledge of the metaphysics (moral, spiritual and religious). Copyright (C) 2004 Dr. Habsah Ismail

KNOWLEDGE AND THE CURRICULUM - Teachers to have understanding of nature and structure of knowledge to determine the pedagogy used. - Each knowledge discipline has its own structure and criterion of truth and proof. - In the KBSM (KSSM) – integrated knowledge has “inter’ and ‘intra’ perspectives - Teachers need to have understanding of the following elements in knowledge: - facts vs concepts - theory vs law - value vs principle - conclusion derived from observed phenomena (facts/data) or mathematical deduction or linguistic analysis OR a combination of both Copyright (C) 2004 Dr. Habsah Ismail

KNOWLEDGE AND THE CURRICULUM • The importance of integrating knowledge of the revealed and non-revealed in the curriculum (KBSM/KSSM) • Categories of knowledge and the delivery processes: - ‘knowing that’ (propositional knowledge) ‘knowing how’ (procedural knowledge) ‘knowing’ and ‘believing’ – are the meanings the same? Copyright (C) 2004 Dr. Habsah Ismail

Concept • Its importance in the teaching and learning process – conceptualization leads to understanding of mental schemes, principles and logically-derived conclusion. • Concept classifies things having similar attributes into a category of its own • Concept- derived from mental experience, process of abstraction; focus on the cognition. Copyright (C) 2004 Dr. Habsah Ismail

FACTS - Statements of truth value (TRUE or NOT TRUE) based on observation using the sense experience on - Facts of pure or physical sciences known as sense datum – used in scientific investigation to prove a certain theory or principle in science. Value - dominant in the social science disciplines (literature, history, moral, aesthetics) - emphasis on the affective element; subjective in nature Laws - having explanatory power – based on principle, hypothesis, concrete facts (Ohm’s Law and law of Gravity). Copyright (C) 2004 Dr. Habsah Ismail

AXIOLOGY (VALUE THEORY) • Realm of values • Ethical/moral • Aesthetics - right and wrong of conduct theories of ethics/morality virtuous vs vices rules governing human conduct moral vs immoral values with regards to things of beauty as in arts and literature non-moral values (appreciation of objects of artistic in nature) Copyright (C) 2004 Dr. Habsah Ismail

AXIOLOGY AND EDUCATION • To ‘educate’ and ‘to train’ or ‘to indoctrinate’ differ from the value perspective. • To ’educate’ or ‘education’ is different from training as the former is value-laden • Ethics –an important aspect of education (Teacher’s Code of Ethics, inculcation of values across the curriculum in the KBSM; change in the use of ‘training’ to ‘education’ • The importance of values to be transmitted in all subjects taught in schools and higher institutions • National Philosophy of Education, Moral Education and Philosophy of Teacher Education- spells the importance of values Copyright (C) 2004 Dr. Habsah Ismail

• Aim of teaching not only to impart knowledge but towards formation of character (well-balanced in line with aim of the National Philosophy of Education (NPE). • School environment – conducive and aesthetically pleasant Copyright (C) 2004 Dr. Habsah Ismail

Metaphysics and Education • Education as a discipline that examines and discusses the concept of individuals to be educated from the following aspects: - meaning of aim or goal in education the ultimate destiny of man’s life to be reached through process of education connecting educational principles with the universe and the creator (God) to evoke a feeling of brotherhood and solidarity as creations of god as highlighted in the National Philosophy of Education Copyright (C) 2004 Dr. Habsah Ismail

LOGICAL ANALYSIS OF EDUCATIONAL TERMS • Analysis of terms used in education such as ‘discipline’, ‘punishment’, ‘training’, ‘educating’, ‘indoctrinating’ • Inductive logic used in researches on education using quantitative methods • Deducitve logic- reasoning and seeking underlying rationale and philosophical assumption for every educational practice and its justification Logic as a method of detecting a flawed or fallacious (with fallacies) argument in education Copyright (C) 2004 Dr. Habsah Ismail

Philosophy of education • Conceptual discipline • Main function is to analyse terms used in • • education to justify views, policies and aims and goals of education Critically various philosophical ideas on on education Provides the guideline to accomplish aim and vision in education based on the principles of metaphysics, epistemology and axiology. Copyright (C) 2004 Dr. Habsah Ismail

Philosophical Issues in Education • Philosophy is first and foremost the underlying principle for any educational policies to be implemented. Issues: What is the goal/aim of any system of education? What is my belief as a teacher? Is my belief system congruent to with practice? What is my philosophical assumption of the individual I am teaching? (Issues to be addressed in a holistic or synoptic manner and grounded on universal values). Copyright (C) 2004 Dr. Habsah Ismail

afizik & Pendidikan FALSAFAH PENDIDIKAN Matlamat pendidkan Mengapa seseorang perlu dididik? Kandungan pendidikan Apakah menjadi bahan/kandungan Ilmu dalam pendidikan? Proses Pendidikan Bagaimanakah guru mendidik? Persekitaran (milieu) pendidikan persekitaran, suasana pendidikan (autokratik, laissez faire, demokratik) Guru-Murid/Pelajar Siapa yang terlibat dalam pendidikan? Epistemologi & Pendidkikan Aksiologi & Pendidikan Copyright (C) 2004 Dr. Habsah Ismail Logik & Pendidikan