Philosophy Of School Curriculum From Various Perspectives Education

Essay
According to Orstein Hunkins, philosophy is an important foundation of
curriculum because the philosophy advocated or reflected by a particular
school and its officials influences its goals or aims and content, as well as
the organization of its curriculum. In our drive to study philosophy, it helps
us to deal with our personal beliefs and values. It more or less helps us to
understand who we are, why we are, and to some extent where we are
going.
Philosophy according to Orstein & Hunkins (1988), requires looking beyond
the immediate to causes and relationships and to future developments. In
the words of William, (1965): cited by Orstein & Hunkins (1988), our
source of direction is found in our guiding philosophy. That is to say, our
philosophy of education influences and to some extent determines our
educational decisions, choices and alternatives.
However, philosophy provides educators, most especially curriculum
workers and practitioners, with a framework or base for organizing schools
and classrooms. The framework relates to the goals of education, content
and its organization, the process of teaching and learning, and in general
what experiences and activities they wish to stress in schools and
classrooms. The importance of philosophy in determining curriculum
decisions is articulated by Hopkins L. T (1945): cited by Orstein & Hunkins
(1988), when a state office suggests a pupil-teacher time schedule, this is
based upon philosophy, either hidden or consciously formulated. When a
course of study is prepared in advance in a school system by selected
group of teachers, this represents philosophy because a course of action
was selected from many choices involving different values. However, there
are several philosophical thoughts or perspectives that shape the education
system of various societies and this play a role in development of
curriculum.
PHILOSOPHY OF SCHOOL CURRICULUM FROM VARIOUS
PERSPECTIVES
As highlighted above, there are several perspectives in terms of philosophy
of school curriculum. Different perspectives influence the way and type of
manner education provided. It also influences peoples way of life and
thinking. Some of these perspectives are based on cultural differences,
views and so forth.
1.1.1 CULTURAL PERSPECTIVES ON WESTERN AND EASTERN
EDUCATION PHILOSOPHIES
In shaping the ideals of education, different philosophies have emerged in
various cultures and regions of the world. According to Aminuddin et. al.
(2011), Western philosophy of education is divided into two schools of
thought, traditional and modern. They have their roots in Athens, Rome and
Judeo-Christianity. In the other hand, the Eastern philosophy emanated
from religious background based on Islam, Taoism, Mahayana Buddhism
as well as Confucianism. This according to Aminuddin et. al., (2011), as a
result influenced their system of life, and in a great sense brings about their
education system. This reflects their ways of developing and shaping an
individual, in terms of skills and attitudes. Therefore each culture will have
different philosophies, which results in different ways of doing things
especially in educating the next generation.
The various philosophical thoughts highlighted include perspectives on
students participation in classroom, teaching methodology, and learning
approach to name a few (Aminuddin et. al., 2011). For this task only these
three perspectives will be discussed.

STUDENTS PARTICIPATION: In terms of students participation in
classroom, the Westerners stressed more on active learning among their
learners. According to Joyce Lin, 2008: cited by Aminuddin et. al., (2011), it
encourages students to be more active in giving and sharing the ideas,
which as a result maximize their individual roles as students than the
teacher in creating effective learning and teaching activity. Students are
given the opportunity to voice out their views especially when involved in
group discussion and present it to the class. Furthermore, students are also
given the opportunity to express their ability and solve problems on their
own. Problem solving process according to Thornton (1995) becomes one
of the aspects of children with regards to their critical mental development.
In the other hand, Easterners prefer passive learning since they normally
obtained the knowledge directly from their religious teachings such as
Confucianism, Taoism, Islam, Hinduism and Buddhism, (Chia Mun Onn,
2009: cited by Aminuddin et. al., 2011). The Eastern education philosophy
stressed on the major outcomes from the teachers in the teaching and
learning process. Generally, this means that teachers are in a sense totally
responsible on the class effectiveness, by developing and planning all
activities for the students. As compared to Westerners, students are not
encouraged to voice out their own views and perspectives (Aminuddin et.
al., 2011). According to Joyce Lin (2008): cited by Aminuddin et. al., 2011,
in certain cases, students are not allowed to respond to questions posed by
the teacher since they are meant for the teachers to answer.
TEACHING METHODOLOGY: With regards to the teaching process, it can
portray how philosophy influences its people through the education system.
Generally the teaching method or approach is expected to differ due to
differences in cultural beliefs. From the perspectives of the Western
education philosophy, students roles are recognized, by giving them the
rights and respects within the teaching and learning process (Aminuddin et.
al., 2011). However, they have the freewill and rights to take charge of their
own learning process. As a result they are given the opportunity and
freedom to manage their own learning process.
In Eastern education philosophy, it holds in the concept of teaching.
Students learn and receive knowledge in a rigid way from their teachers.
According to Gurney, 2007: cited by Aminuddin et., al. (2011), there is no
doubt that a good teacher need to be very hard working in delivering ideas,
teaching and maintaining good working relationship with their children.
LEARNING APPROACH: According to Aminuddin et. al., 2011, learning
approaches caused the development of various types of students.
Westerners believed that the best education is meant to form the society to
become a cultural nation in regard of this education and education aim,
where the children will be open-minded and tend to give ideas (Kruger, et.
al., 1990: cited by Aminuddin et. al., 2011). According to this approach
students learn by understanding the concepts and do not memorize. It
avails them the opportunity to discuss with their peers and can work
independently when assigned to do a research.

In the other hand, in Eastern education the students practiced
memorization in the teaching and learning process (Joyce Lin, 2008: cited
by Aminuddin et. al., 2011). According to Aminuddin et. al., (2011), the
educational system is exam oriented and makes teachers to rush through
the textbooks to prepare students to sit for assessments. Due to time
constraints students are compelled to memorize rather than understanding
the facts presented.
THOUGHTS OF MAJOR PHILOSOPHERS
Looking at the influence of curriculum by philosophical thought, several
classification schemes are possible; no superiority is thus claimed for the
categories used. These often evolve during curriculum development.
IDEALISM: According to Orstein & Hunkins (1988), Plato is often identified
as giving classic formulation to idealist philosophy, one of the oldest that
exist. However, the leading contemporary proponent of idealism is J.
Donald Butler. According to the idealist, emphasis is placed on moral and
spiritual reality as the chief explanation of the world. Truth and values are
seen as absolute, timeless and universal. As a primarily intellectual process,
learning involves recalling and working with ideas; education is properly
concerned with conceptual matters. According to the idealist, at the top of
the hierarchy are the most general abstract subjects: Philosophy and
theology and lower in curricular ladder are the natural and physical
sciences.
REALISM: According to Orstein & Hunkins (1988), Aristotle is often linked
to the development of realism, another traditional school of thought.
According to the realists, the world is viewed in terms of objects and
matter. Through their senses and reasons people can come to know the
world. Everything is derived from nature and is subject to laws. The realists
stressed a curriculum consisting of well organized with a separate subject
matter, content and knowledge which classifies various objects. For
instance, human experiences can be related to history and animals studied
under zoology. To realists teachers are the source of authority. Modern
realists include Harry Broudy and John Wild.
PRAGMATISM: Pragmatism according Orstein & Hunkins (1988), is also
referred to experimentalism is based on a process of change and relativity.
It conceives knowledge as a process in which reality is always changing.
According to pragmatists learning occurs as a person engages in problem-
solving; problem-solving is, moreover transferable to a wide variety of
subjects and situations. In looking at the interaction between learner and
environment, there is constant change, as with the transactions or
experiences. Teaching is more exploratory than explanatory. The thing that
is required is a method for dealing with the aspects of change and scientific
inquiry in an intelligent manner. The great educational pragmatist is John
Dewey, who sees education as a process of improving human condition.
EXISTENTIALISM: in as much as pragmatism is mainly an American
philosophy that evolved before the turn of the 20th century, existentialism
was mainly a European philosophy that became popular after World War II.
Some of the proponents of existentialism in American Education include
Maxine Greene, George Kneller, and Van Cleve Morris who stressed that
individualism and personal self-fulfillment (Orstein & Hunkins, (1988).

According to existentialists, individuals have to make their choices and
decisions. Whatever we choose varies from other individuals. They favor to
free learners to choose according what to study and to decide what is the
truth. Furthermore, they stated that the most important kind of knowledge is
about the human condition and the choices each person has to make, and
that education is a process of developing consciousness about the freedom
to choose and the meaning of responsibility to ones choices.
MALAYSIA EDUCATION SYSTEM AND ITS PHILOSOPHY
The educational system in Malaysia as in many countries in Asia
comprised educational systems commencing from pre-school to university
level. The pre-tertiary education (pre-school to secondary) that is under the
mandate of the Ministry of Education (MOE) while tertiary or higher
education is under the purview of the Ministry of Higher Education (MOHE).
One of the goals of the Government is to make Malaysia a centre of
educational excellence. According to MOE, the administration and
management of education in Malaysia is central. However, the Ministry is
organized into four levels that is, federal, state, district and school.
Furthermore, the district education departments serve only educational
functions rather than administrative needs (MOE, 1990)
The education Act 1996 outlines all the levels of education under the
education system, which comprise pre-school, primary and secondary
education. With reference to section 18 of the Act, it stipulated that the
national curriculum be used in all school (Malaysia curriculum). The
system also provides a common central assessment and examinations at
the end of the respective schooling year and the national language, which
is Malay is the official language of instruction (Rahman & Ahmad, 1998).
NATIONAL PHILOSOPHY OF EDUCATION
According to the National Philosophy of Education (NPE), Education in
Malaysia is an on-going effort towards further 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 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 well-being, as well as
being able to contribute to the betterment of the society and the nation at
large (Rahman & Ahmad, 1998).
The fundamental aim of the NEP was to achieve the countrys vision in
order to prepare children or young generation to become knowledgeable,
highly trained and skilled individuals in order to meet the challenges of the
millennium. However, it hoped that in order for this to be achieved,
emphasis should be made on application and use of science and
technology and instilling good moral and work ethics that is relevant for the
Information Age (Rahman & Ahmad, 1998).
Educational activities and programmes are more specifically intended to
achieve the following objectives:
provide pupils with the essential intellectual, affective and psychomotor
skills in a holistic and integrated manner to produce individuals who are
intellectually, physically, emotionally and spiritually balanced and
functionally literate;
inculcate and nurture national consciousness through fostering common
ideas, values, aspirations and loyalties in order to mould national unity and
national identity in a multiethnic society;

produce manpower with the requisite skills for economic and national
development;
inculcate in pupils desired moral values and to promote personality and
aesthetic development as well as the sense of responsible and disciplined,
and progressively enabling them to contribute effectively towards nation-
building (Rahman and Ahmad, 1998).
According to the National Education Act 1996, there is should not be
discrimination against any citizen in relation to the access to education and
financial support for the maintenance of pupils and students in any
educational institution. As enshrined in the Federal Constitution, equality
and equal rights are fundamental liberties (www.ibe.unesco.org)
1.3 MEANING OF SCHOOL CURRICULUM
The concept of curriculum is elusive and epistemologically ill defined,
because of the fact that education is everybodys business, from the lay
person to the educational scientists. This compounded with by the mere
fact that there is not much agreement on where curriculum matters finish
and where the rest of education begins. Curriculum in Latin means a racing
chariot; currere was to run (quoted by A. Van. Loggerenberg, 2000).
According to Tylers (1958) and Tabas (1962) definition, curriculum is
defined as a plan for teaching or instruction. Pratt (1945:5) expanded the
definition to a plan for a sustained process of teaching and learning.
According to shepherd and Ragan (Orstein and Hunkins, 1998: 9), stated
that a curriculum consists of the ongoing experiences of children under the
guidance of the school where children achieve self-realization through
active participation within the school. Therefore, the tendency to define
curriculum in terms of experience, and merely a plan, arose as a result of
the feeling that what was planned in a written document was not
necessarily put into practice by means of experiences (Lewy, 1991:27).
In further looking at other various definitions of curriculum, Van Rooy
1996:92: (cited by Van Rooy Loggerenberg, 2000) defined curriculum as
the interrelated totality of aims, learning content, evaluation procedures
and teaching-learning activities and opportunities and experiences which
guide and implement the didactic activities in a planned and justified
manner.
DEFINITION OF TERMS
PHILOSOPHY: it basically refers to love of wisdom and has traditionally
implied the pursuit of wisdom.
CURRICULUM: refers to the intended learning outcomes, content and
subject matter, activity and experiences, and assessment and evaluation,
the purpose of which is to enable the achievement of learning goals
(Curriculum Developers Group wiki, 2008)
.
LEARNING OUTCOME: is the measurable performance that student can
demonstrate as a result of learning (Curriculum Developers Group wiki,
2008)
.
EXAMINATION: is a formalized process of evaluation of a students
achievement of theoretical and/or practical learning outcomes. (Curriculum
Developers Group wiki, 2008)
CURRICULUM DEVELOPMENT: is the selection and organization of a set
of intended learning outcomes (J. Mckimm, 2007).
CURRICULUM ASSESSMENT: is a process of gathering and analyzing
information from multiple sources in order to improve student learning in
sustainable ways (Wolf, P. et. al., 2006).
CURRICULUM IMPLEMENTATION: entails putting into practice the
officially prescribed course of study, syllabuses and subjects (University of
Zimbabwe, 1995:8).
PHILOSOPHY OF LOOKING AT SCHOOL CURRICULUM STRUCTURE
Educational philosophy shaped to coordinate in detail how student
curriculum formation unite and form various methods in lesson system and
learning. Philosophy of school curriculum is objective to upgrade the
education systems for each level of school in Malaysia. Philosophy is also
known as references to government which helps them to improve the pupils
skills and knowledge. Besides, philosophy in education can be one of the
elements in teaching methods and how teacher can contribute excellent the
learning outcomes and also effective teaching to them. The curriculum of
school in Malaysian is one of the phases to upgrade the education system.
However, the global were occurred evolution with slowly process, the
peoples knowledge must be updated through recognizing and initiative to
has the education. According to Rahman and Ahmad (1998) says;

The school curriculum is anticipated to add to the holistic development of
the individual (emotional, spiritual, mental, and physical) through
transmitting general knowledge and skills, fostering healthy attitudes and
installing accepted moral values. The aim is produce Malaysian citizens
who are balanced, trained, skillful, and cherish the national aspiration for
unity.
Actually, curriculum at school in Malaysia is performing to improve quality
of education and pupils knowledge indirectly to obtain the aims of the
National Education Philosophy (NEP). The NEP has mechanism to
implementing the curriculum system towards achieving the nations vision
to enhance pupils skills and knowledge, other than to train the students to
know the situation and importance to society which they has different
religion understanding, ethnic and custom.
2.1 METAPHYSICS IN DEEPER MEANING
In Stanford Encyclopedia of Philosophy, metaphysics is defined as a
branch of philosophy concerned with explaining the fundamental nature of
being and the world. A person who studies metaphysics is called a
metaphysicist or a metaphysician. The metaphysician attempts to clarify
the fundamental notions by which people understand the world.
The word metaphysics comes to us from Ancient Greece meta, meaning
higher beyond earth physics or invisible physics. In other meaning,
metaphysics is referred to as a branch of philosophy that deals with first
cause (factors contribute the issue) and the nature of being.
Metaphysics has become a description of many field of interest such as
philosophy, religion, human science and etc. However, aspects absorption
metaphysics in curriculum in school implemented to coordinate learning
principle that not only just focus to language field, even student also learn
various different subject to achieve Malaysian educational of philosophy.
Metaphysics are one of part in principles of students learning and students
have options to learn it. For examples;
Science; Physics, Chemistry, Biology
Moral education/ Islamic studies
Geography
Mathematics/add mathematics
Information Technology
Technique and Vocational
For example, Moral education subject introduced to coordinate and
practiced a moral judgments and moral ethics in their learning. Moral
education taught at public and private school focuses on producing citizens
of noble character through the appreciation and development of good
values in daily life. Metaphysics learning process involved various activities
such as, practiced a good behavior, understanding of religion, multi-racial
cultural and etc. Moreover, the student can get other benefit such as how to
contribute moral and ethics as role-part in all community, other than to
improve the personal attitude to them.
2.1.1 BENEFITS TO IMPLEMENTING THE PRINCIPLES OF
METAPHYSICS IN STRUCTURING CURRICULUM PHILOSOPHY
The Ministry of Education starts on the Primary Schools New Curriculum
(KBSR) in 1983, whereas in 1989, the Secondary Schools Integrated
Curriculum (KBSM) was made public. The government was aimed at
forming a knowledge and educated community, as well as generating a
community that plays a vital part in the development of education country.
Their planning is restructuring education curriculum for those institutions
and school in Malaysia. Benefits to expose the metaphysic in curriculum
system are;
Introduce to produce professionals and skilled workers in the fields of
science and technology.
Develop individuals with morality, discipline and training.
Manipulate living skills like critical thinking, teamwork and problem solving.

Concerned in creating a united nation, integrated in multiracial people in
Malaysia.
Interpret as uniting the schoolchildren of various races to provide a
workforce geared towards the needs of the economy.
To create a society that would be united, disciplined and well trained.
To emphasize on producing students with knowledge and good moral
values, nurturing balanced individuals who will be able to contribute to the
betterment of society and the nation.
2.1.2 THE REALITY OFSCHOOL CURRICULUM
The reality in restructuring education curriculum system is emphasis their
knowledgeable such as to faced science and technology era. However, the
implementation strategies is to make the national language the main
medium of instruction like Bahasa Melayu as first instruction in learning and
teaching at the primary and secondary school and second language such
as English, Mandarin and Tamil can be communicate in other matters. On
other than, the National Education Policy requires the development and
training of teachers who are eligible as trainers and also the establishment
of schools to sustain the increasing enrollment of school going children.
2.1.3 ULTIMATE AIM
The national curriculum encourages the integrated unity is ways to unite
the pupils through the use of a first method during Penyata Razak (1956)
put into practice the use of Malay Language as medium instruction. Then,
Malay Language become as provision of core subjects for all students
either different race and ethics and emphasize students to pass-
compulsory during examination such as UPSR (Ujian Penilain Sekolah
Rendah), PMR ( Peperiksaan Menengah Rendah) and SPM (Sijil
Peperiksaan Malaysia). Eventually, the cultural diversity of different ethnic
groups in Malaysia is conserved through the structuring the National Type
School, which are consent to use other major ethnic languages as the
medium of instruction like Chinese, Tamil and English languages.
Malaysias system of curriculum development is federal to implement the
mechanism education system to all school at every state. The Ministry of
Education through its central agency, specifically the Curriculum
Development Centre (CDC) has responsible to apply development of the
pre-school, primary school and secondary school curriculum. Other
authority which has responsible to improve and develop the system of
curriculum in various committees is the Ministry of Education, State
Education Departments, Division/ District Education Offices and Schools.
2.2 WHY SCHOOL CURRICULUM MATTER
The following policy guidelines provide the rationale why school curriculum
is essential in shaping the lives and aspiration of the Malaysian people.
Laws have been enacted and regulations put in place by government in
administering the educational provisions needed. Some of these include
the Education Act 1996, Education regulations, and other gazette
documents relevant to the education sector.
ENACTMENT AND PROVISION
According to The Education Act 1996, covers all level of education under
the national education system, which comprises preschool, primary and
secondary education, Section 18 of the ACT stipulates the of the national
curriculum to be used in all schools. Specially, section 18 stipulates the
following;
The Ministry shall prescribe a curriculum to be known as the National
Curriculum which, subject to subsection (3), shall be used by all schools in
the National Educational System.
The National Curriculum prescribed under subsection (1) shall specify the
knowledge, skills and values that are expected to be acquired by pupils at
the end of their respective periods of schooling and shall include are core
subjects as set out in the Schedule and such are the subjects as may be
prescribed.

In the case of private schools, subsection (1) shall be deemed to have
been complied with if the core subjects of the National Curriculum as set
out in the Schedule are taught in the schools.
The Minister may from time to time by order published in the Gazette
amend or alter the Schedule.
EDUCATION REGULATIONS
Sharifah Maimunah (1999) says that the Education Regulations is one of
the medium to emphasize the curriculum education design on all pupils
without seeing their age and knowledge. At the following The Education
Regulations present the list of subjects are categorized based on levels of
schooling;
Compulsory subjects that include all subjects other than the core subjects
that must be learned by all pupils in government and government aided
schools. If they were failure the subjects, they must be to take again and
pass- compulsory.
Core subjects are subjects that must be learned by all pupils in
government and assisted schools and private schools.
Elective subjects which are subjects other than the compulsory and the
core subjects chosen by pupils in government and government supported
schools according to their interests, talents, abilities and potential.
Additional subjects are subjects taught and strengthening knowledge in
accordance with the act in government and government aided schools.
Eventually, the types of subjects will be charging based on the beneficial to
all community and has been ability to contribute the good moral and values
education to future. Each of subjects has been functions in various
perspectives and the implementation has always been characterized by
Education Ministry to adapt education to national education policy.
Introduction core, elective and additional subjects are one of the part how
the government putting ability and mastered to students knowledge. Other
than that, three categorize including in implementation systems KBSM
(Kurikulum Bersepadu Sekolah Menengah) for Secondary School and
KBSR (Kurikulum Bersepadu Sekolah Rendah) for primary school. In
structuring KBSM and KBSR emphasize the teaching and learning (P&P)
and efforts the government to develop education systems or method fully -
recognizing in every level school.
For Example, Moral education and Islamic education are categorized as
core subjects in school. Moral education need to be learned by non-
Muslim students and Islamic education for Muslim students. The objective
implementing that subject is to understanding conceptual of knowledge via,
ethics, moral values and disciplinary matters. The students can also
expose to theories and values system that became priority to our society
and country.
2.3 EPISTEMOLOGY (THEORY OF KNOWLEDGE)
Under the context of theory of knowledge, epistemology is among the most
important areas of philosophy. Which analyses knowledge as justified true
belief? However, some justified true beliefs do not constitute knowledge.
There are rival analyses of knowledge have been proposed, but yet there is
no consensus on what knowledge is. This fundamental question of
epistemology remains unsolved. In other words, it is primarily concerned
with what we can know about the world and how we can know it.
Knowledge is fixed, certain, absolute, predetermined and pre-existing prior
to human experience.
Examples of concern in epistemology are:

What is knowledge?
How do we know we know?
Is knowledge given?
From where do we get our knowledge? This is second most important area
epistemology. The sources of our knowledge. Two traditions, first is
empiricism, which holds that our knowledge is primarily based in
experience, and the second is rationalism, which holds that our knowledge
is primarily based in reason. Even though the modern scientific world view
borrows from empiricism, there are also reasons for thinking that synthesis
of the two traditions is truer than either of them individually.
How are our beliefs justified? Another topic in the theory of knowledge, it is
important to decide evidence when deciding what to believe, for the reason
that by doing so we are more likely to form beliefs that are true. Exactly
how this should work, when we are justified in believing something and
when we are not. That is the feeling of being certain that something exists
or is true.
How do we perceive the world around us? Perception is a complex process,
a belief or opinion, often held by many people and based on how things
seem .The way we experience the world may be determined in part by the
world. It is also determined in part by us. Moreover, we do not passively
receive information through our senses. The quality of being aware of
things through the physical senses especially sight.
2.3.1 KNOWLEDGE CATEGORY
(i). Scientific Knowledge- Consider something of a fact or phenomenon
acquired through scientific method. It is knowledge through perception
which is inductive not deductive. Scientific knowledge is knowledge through
observation and does not arise from planned observation. It is a rapid
acquisition and short term prediction. It is about explanations bases on
hypothesis, theories, and laws. This scientific knowledge occurs in schools
to ensure the students are being prepared from the very start about the
scientific perception. In schools, subject like biology, chemistry and physics
are taught in formal manners which very closely to scientific methods to
expose students about the nature of scientific knowledge. Moreover,
students usually have given experiments to conduct in labs with more strict
procedures which apply all scientific knowledge to better understanding.
Most science subjects in schools deals with hypothesis, theories and laws,
this provides a vast understanding of scientific knowledge for students at
early age.
To elaborate more science is not only a body of knowledge, but also a way
of knowing. Most important for learning science is students understanding
of the nature and structure of scientific knowledge and the process which it
is developed. This ensures students grasp of scientific explanations of the
natural world and their ability to successfully engage in scientific
investigations.
(ii). Moral Knowledge- Moral principles are more generalized where it is
about actions, people, character traits, policies and practices. In moral
knowledge is important in terms of rationality and morality were when one
makes moral judgment about actions or people by providing reasons
supporting them. In schools moral education is being taught to instill good
values in students at early age. In todays modern world things change very
quickly be it for good or bad. It is important to focus on the trend of social
development and educational development, intensify moral education
scientific research. Continuously update moral education concept
according to reality of the schools and social development changes. In
Malaysian schools, government put unconditional effort to bring about
better moral education for students. Not only emphasizing on good values
but also individual as a person with good behaviors, courtesy and gestures.
These values shape students as successful and with good values in future
and to teach one to think intensively and to think critically. Moral knowledge
will enlighten the students in purifying their mind, speech and physical
action.

(iii). Religious Knowledge - Religion is a collection of fact and non-fact
(faith). Facts, we can, and must teach students. In Malaysian schools,
although religious subjects are taught in national schools, the approach,
priority and depth are different. There are attempts to revitalize religious
studies in national schools by introducing Jawi, Quran and Arabic.
Religious knowledge is crucial for all levels of academic in order to
continuously educate students and guide then to the right path. Even, in
moral education, students are being taught about the religious views as
part of exposure for students with different religious background.
2.3.2 SOURCE OF KNOWLEDGE
(i) Illusion and Hallucination- Seeing something that seems to be there but
apparently it is not there at all. There is no power outside or beyond you,
because there is nothing beyond you and we are the power and the
presence of infinite love, wisdom, creativity, beauty and every other quality
you can imagine, plus many more that we cant imagine. There is no power
outside of us. Everything we see is an illusion that was created by us to
reflect our state of consciousness. In Truth we are the power and presence
of infinite consciousness. Teachers, leaders, heroes, guides, saviours and
masters are often seen as special beings that possess greater power and
knowledge than we do and all this are illusion.
(ii) Memory- The storage with respect to belief and knowledge. Memory is
the storage of knowledge that was learned in the past whether it be past
events or current information. To summarize human brain stores
knowledge. But at given point in time, it seems to be the source of the
majority of ones knowledge. For example, unless you are currently
discovering new facts about these things, anything you believe that you
know about the other side of the world, the solar system, your past or your
family is generally accessible only from your memory.
(iii) Reason- A mental capacity of understanding especially I conceptual
reflection or in inference. Reason can be considered a source of knowledge,
either by deducing truths from existing knowledge, or by learning things a
priori, discovering necessary truths (such as mathematical truths) through
pure reason. The view that reason is the primary source of knowledge is
called rationalism. Reason also is defined as the process of using known
facts to arrive at new facts. In this way reason can help us arrive at new
facts or new knowledge but only as long as the original facts we put into the
process are correct and the process itself is reliable as whole. Moreover, in
reasoning, different things play different roles.
(iv)Testimony Raises the question of importance of testimony from
knowledge and justification. Testimony relies on others to acquire
knowledge and communicate it to us. Some deny that testimony can be a
source of knowledge, and insist that beliefs gained through testimony must
be verified in order to be knowledge.
2.3.3 WHY IS THE STUDY OF EPISTEMOLOGICAL BELIEFS
IMPORTANT?
Epistemology states the difference between believing something and
knowing something. This is in fact one of the most useful explanations
upon which a lot of other things can be derived upon. You can believe
something by all means. It doesnt need to be right or wrong. Epistemology
may play a role in students knowledge, reasoning, study strategies, and
participation. It can also be a strong indicator for teachers to understand
students behavior and thinking (Hammer & Elby, 2002).

Teachers are able to apply their plans for instruction based on students
levels of epistemology The role of epistemological beliefs is likely to be
subtle, yet ubiquitous. These beliefs are likely to influence how students
learn, how teachers instruct, and subsequently, how teachers knowingly or
unknowingly modify students epistemological beliefs.(Schommer-Aikins,
2004) According to Schommer (Schommer-Aikins & Hutter, 2002), the
results coming from epistemological belief research suggest that individuals
beliefs about the nature of knowledge and learning are linked to their
comprehension, meta comprehension, interpretation of information, and
persistence n working on difficult academic tasks.
2.4 VALUES IN CURRICULUM DESIGN
The problem of values in education is complex, bringing in issues from
philosophy, morality, educational evaluation, the nature of school subjects,
etc. A review of relevant literature (e.g. Krathwohl et al. 1964, Raths et al.
1966, Fraenkel 1977, Straughan and Wrigley 1980, Bishop 1988, Beck
1990, Halstead 1996) shows that there is little agreement on the definition
of the term values as well as on its categorization.
Lim Chap Sam (1997) says the values education is emphasized in the
Malaysian curriculum where The 16 moral values are explicitly spelled out
in the Moral Education Syllabus. These values were identified from the four
main religion and ethnic groups of the country Malay (Islam), Chinese
(Buddhism and Taoism) Indian (Hinduism) and Christians. They are known
as Nilai nilai murni (the pure, ethical or noble values) and include:
compassion, self- reliance, humility, respect, love, justice, freedom,
courage, physical and mental cleanliness, honesty, diligence, co-operation,
moderation, gratitude, rationality and public spiritedness. The official
policy is that these values are to be taught or inculcated indirectly through
all school subjects, including mathematics and science.
According to Bishop 1988, Tan 1996 analyzing the data collected, they
were find tentatively group the values from these sources at following three
categories;
Epistemological values values involved with the acquisition, assessment
and characteristics of mathematical knowledge and in epistemological
aspects of the processes of teaching and learning mathematics such as
accuracy, systematic and rationality.
Social and cultural values values which favour or support the social group
or society and which concern the individuals duty to society as related to
mathematics education.
Personal values values affecting the individual as a learner and as a
person, such as patience, confident and creativity.
Issue of values is complex and flexibility in various aspects such as
philosophy, morality, educational evaluation, the nature of schools subjects
and etc.
INSTITIUTIONS
Institution is an established organization or foundation, especially one
dedicated to education, public service or culture. In our discussion,
institutions signify educational centers or schools where teaching and
learning take place. In Malaysia, the education system is divided in various
categories and these include preschool, primary school, secondary school
and higher education.
3.1 DEFINITION OF EDUCATIONAL INSTITUTIONS
Pre - School
It is common practice in most societies to make provision for early-
childhood or pre-school education programs of various sorts for children
below the official school-going age (usually six years) mainly to prepare
them for education in primary schools. Malaysian Pre-School is a school for
the education of very young children generally five years of age and
younger. These schools seek to prepare young children before enrolling to
schools with formal education and they only provide childcare with little
educational benefits. Pre-schools which focus on education generally teach
early social skills including interpersonal interaction, being a part of a group
of peers, and classroom skills such as following the instructions of a
teacher (Education Development Plan 2001-2010). Some formal education
also takes place, such as early reading or language skills. Some nursery
schools have adopted specialized methods of teaching and various other
pedagogies.

Primary School
The definition of primary school is an institution in which children receive
the first stage of compulsory education known as primary or elementary
education. In Malaysia, the first six years of compulsory formalized
education take place in primary schools, and starts at the age of seven and
will ends at the age of twelve. The primary school years are considered the
most crucial in a childs educational and social development. The
Integrated Curiculum for Primary School (ICPS) emphasizes the mastery,
reinforcement and application of the 3Rs, acquisition of complex skills and
knowledge, pre-vocational education as well as the development of
personality, attitudes and values (Sharifah, 1998).
Secondary School
In Malaysia, secondary education lasts for five years, and referred to as
Form (Tingkatan) 1 to 5. Form 1 to Form 3 are known as Lower Secondary
(Menengah Rendah) which at the end of Form 3 they need to take national
exam which called Penilaian Menengah Rendah (PMR), while Form 4 and
5 are known as Upper Secondary (Menengah Atas) and at the end of the
upper secondary school the pupils will take another national exam called
Sijil Pelajaran Malaysia (SPM). Most students who had completed primary
education are admitted to Form 1. As in primary schools, students are
promoted to the next year regardless of their academic performance. Public
secondary education in Malaysia is provided by National Secondary
Schools (Sekolah Menengah Kebangsaan, SMK). National Secondary
Schools use Malay as the main medium of instruction. English is a
compulsory subject in all schools. Since 2003, Science and Mathematics
had been taught in English; however in 2009 the government decided to
revert back to using Malay starting in 2012.
Higher Education
Higher education is an educational level that follows the completion of a
school providing a secondary education, such as a high school
or secondary school. This tertiary education is normally taken to
include undergraduate and postgraduate education, as well as vocational
education and training (Polytechnic). Universities, colleges and vocational
institute (Polytechnic) are the main institutions that provide tertiary
education in Malaysia. Higher education includes teaching, research,
exacting applied work for example medical schools and dental schools, and
social services activities of universities. Within the realm of teaching, it
includes both the undergraduate level, and beyond that, graduate-level
(or postgraduate level). The latter level of education is often referred to
as graduate school.
SCHOOL CURRICULUM STRUCTURE OF THE EDUCATIONAL
INSTITUTIONS
(i) Pre School
There are no fixed rules on when a child needs to start preschool education
but majority would start when the child turns 5 years old. Schooling can
begin earlier, from 3-6, in kindergarten. Preschool education usually lasts
for 2 years, before they proceed to primary school at age 7. There are
formal preschool curriculum which had been established by Kementerian
Pelajaran Malaysia but some of the agencies dont follow the structure and
they have their own orientations and methods except a formal mandatory
training and certification for principals and teachers before they may
operate a preschool (Education Development Plan 2001-2010). The
training covers lessons on child psychology, teaching methodologies, and
other related curricula on childcare and development. Some agencies
prefer to orientate to academic aspect and some prefer to orientate to
socialization.

(ii) Primary and Secondary School
There are not much difference between primary school and secondary
school, where it just have difference in terms of the level of teaching and
learning and the subjects the students need to accomplished. The primary
objective that the ministry had set is for the curriculum to contribute to the
holistic development of the individual (mental, emotional, physical, spiritual)
by imparting general knowledge and skills, fostering healthy attitudes and
instilling accepted moral values. The aim is to produce the students to be
Malaysian citizens who are balanced, trained, skillful and cherish the
national aspiration for unity.
(iii) Higher Education
For higher education in Malaysia, it can be simplify as the education that
been teach after the pupils end their secondary school. Unlike primary and
secondary school, higher education consists of community college,
polytechnic and universities; and these three generally different. Education
at community college is more to training for skills and unlikely education in
polytechnics are more to training for semi-professional level. But, in
university level the level is different because the education brings the
students to get diploma and degree a level higher than community college
and polytechnics. Tertiary education is the primary source in the
development of human resource, educated and skilful people to fulfil the
needs of the nation to achieve the vision.
3.3 DEVELOPMENT AND IMPLEMENTATION OF SCHOOL
CURRICULUM
Zamrus and Mokelas (1998) said the underlying theoretical principle of
national curriculum formulation is that of general education, using an
integrated approach in curriculum planning. The curriculum comprises
content and skills, with emphasis on the development of basic skills, the
acquisition of knowledge and thinking skills. Each subject must also
incorporate the inculcation of moral values and attitudes and the correct
use of Malay and other languages, such as English, Chinese and Tamil. In
designing the Integrated Curriculum for Primary School and Integrated
Curriculum for Secondary School, the main focus is the integrated
approach. Thats why the elements of knowledge, skills and values are
incorporated so as to bring the integrated development of the intellectual,
spiritual, emotional and physical aspects of the individual.
At the diagram, we can see the government is always updating the
curriculum of the school and the elements in it to make sure the students
have more knowledge and skills and benefits them in near future. In The
National Philosophy of Education stated that education in Malaysia is an
ongoing effort towards further 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 harmonic,
based on a firm belief in and devotion to God. Thus, careful planning is
necessary to insure the implementation of the curriculum itself.
3.3.1 ORGANIZATIONAL STRUCTURE AND MECHANISMS OF
CURRICULUM DEVELOPMENT
1. Educational Planning Committee. (Secretariat: Educational Planning and
Research Division, Ministry of Education.) Functions:
to approve and formulate the major policies in the Ministry of Education;
to consider all projects related to policy matters.
2. Central Curriculum Committee. (Secretariat: Central Curriculum
Committee, Ministry of Education.) Functions:
to formulate curriculum policies, as well as study their implications;

to determine the direction of curriculum development and co-ordinate
efforts to achieve this goal;
to consider and make recommendations concerning education planning
and implementation, as well as to present these findings to the Educational
Planning Committee;
to study the implications of curriculum programmes and to make decisions
accordingly;
to determine aspects which require research and study.
3. Curriculum Implementation Committee. (Secretariat: Central Curriculum
Committee, Ministry of Education.) Functions:
responsible for co-ordinating all levels of preparation in implementing any
curriculum programmes approved by the Central Curriculum Committee;
to ensure co-ordination between the divisions of the Ministry and the State
Education Departments in the implementation of the curriculum;
to gather feedback on curriculum implementation at the State,
division/district and school levels;
to organize forums to discuss successful innovative programmes
implemented at the State level.
4. State Curriculum Committee. Functions:
to monitor, assess and guide principals, headmasters and teachers in the
implementation of the curriculum;
to gather and analyze information and take the necessary follow-up action;
to co-ordinate the implementation of activities between policy makers and
implementers at the Ministry, division/district and school levels;
to co-ordinate the use of resources for curriculum implementation;
to plan, manage and co-ordinate courses organized for teachers by the
State Education Department;
to plan, manage and implement innovative projects;
to improve professionalism among teachers.
5. Division/District Curriculum Committee. Functions:
to plan activities and curriculum implementation strategies at
division/district levels;
to arrange and organize courses and seminars to disseminate the latest
information to teachers and all personnel concerned;
to advise and guide teachers in curriculum implementation;
to monitor, supervise and evaluate the implementation of the curriculum;
to provide feedback to the higher authorities on the implementation of the
curriculum;
to plan, manage and implement innovative projects at the division/district
levels.
6. School Curriculum Committee. Functions:
to plan, organize and evaluate teaching/learning activities in schools;
to work towards increasing the knowledge and competence of teachers and
students;
to study the suitability of the subject content and inform parties concerned;
to study, evaluate and determine the suitability of textbooks or other
materials;
to assess the scheme of work;
to assess pupil performance and to identify follow-up action;
to plan and conduct in-house training programmes for all teachers;
to disseminate information to all teachers on the latest progress and
development in education;
to produce more educational resource materials in schools;
to identify suitability of educational electronic media programmes in
teaching-learning activities;
IMPORTANCE OF SCHOOL CURRICULUM IN MALAYSIA
The importance of curriculum development and its implementation in any
given country most especially in Malaysia cannot be overemphasized.
Concerted effort by both the government and stakeholders in the educator
sector invest huge resources and time to ensure the realization countrys
goals. In every process though there are bound to be successes and
constraints. This calls for mapping out strategies that show the strengths
and weaknesses of the process and design mechanisms to address the
shortcomings.
4.1 Strength of curriculum development in Malaysia
Curriculum plays a main role in education of Malaysia. As we know, the
strength of curriculum development in Malaysia is collective and
encourages students in participation of decision making in classroom. The
curriculum design and development are plays a main role in planning,
developing, and evaluating of the latest curriculum which is implementing in
all schools Malaysia. They have to co-operation and contribute the planning
and designing curriculum. The participation is ensured the current
curriculum plan would be coordinated and developed.

In 2010, Ministry of Education issued a circular on the implementation of
new Standard Curriculum for Primary School (KSSR) in stage/phase (grade
1-3). KSSR are started on 2011, this curriculum builds on and improved the
Integrated Curriculum for Primary School (KBSR). (UNESCO, 2010/11)
KSSR are contain content and learning standards that describe the
knowledge, skills and understandings that pupils need to demonstrate as
they progress through the different stages of schooling. The standards
specify the knowledge and skills that pupils need to demonstrate as they
talk, listen, read and write in English and Malay.
When pupils engage the learning experiences as described in this
curriculum, they will develop the ability to speak, listen, read and write in
meaningfully, purposefully and with confidence. The approach taken in this
syllabus stresses the need for pupils to develop all four language skill:
listening and speaking, reading, writing. Pupils will for example learn how
interact with peers, listen attentively, express themselves orally or in writing
with confidence, read with comprehension and write with minimal
grammatical errors in the language arts module, pupils are trained to show
appreciation of and demonstrate understanding of texts read, sing song,
recite rhymes and poems as well as produce creative works for enjoyment.
English is second language of all Malaysian except their own mother
tongue in primary and secondary schools. All pupils are essential and
compulsory to gain access the information and knowledge by written in
English. Ministry of Education are planned a policy on strengthening
English, the curriculum has been designed to produce pupils who will be
proficient in the language. The curriculum goal is want to ensure the
students would exposure and acquire the language in order to help them
use it in their daily lives and future.
According with Ministry of Education, The Standard-Based English
Language Curriculum for Malaysian Primary Schools is designed to provide
primary school students with a strong foundation in the English language.
To build a strong foundation for students, qualifications of teachers are very
important to improve students English level. So, teacher should use
Standard British English as a reference and model in their teaching. It
should be used as a reference in terms of spelling and grammar as well as
pronunciation for standardization.
From this current curriculum, it is show that pupils should be able in their 6
years primary school life, which are communicate with peers and adults
confidently and appropriately in formal and informal situations; read and
comprehend a range of English texts for information and enjoyment; write a
range of texts using appropriate language, style and form through a variety
of media; appreciate and demonstrate understanding of English language
literary or creative works for enjoyment; and use correct and appropriate
rules of grammar in speech and writing.(KPM, 2010, page 4)
There are some approach adapted in the Standard-based curriculum is
underpinned by the following principles: First of the approach, it is also the
important reason which is let the students back to basics. It is important for
teachers in their teaching which to build a strong foundation of language
skills. Teachers have to introduce and exposure the basic language and
grammar to pupils and increase their interested in English language.
Second is time of learning is fun, meaningful and purposeful. English
lesson should be more fun and creative teaching to pupils. It would allow
pupils to learn the English language, meaning and language skill. Teachers
have to do some creative and funny activities to provide the language skill
to them. The creative activity will lead pupils fully attention on the teaching.

Third is teaching should be learner-centered. Different needs and level of
pupils are requiring different types of teaching in learning. Teachers need
to suit the different teaching skill to pupils which can approach pupils to
learn. So teachers are needed to do some preparation and material before
going to English class. The teaching strategy will make sure the pupils to
approve their English skill and knowledge. The last is assessment for
learning. Continuous assessment is an integral part of learning which
enables teachers to assess whether pupils have acquired the learning
standards taught. The formative and summative assessments will be used
to gain the pupils performance in learning English.
The current curriculum structure and will be implementation on coming
years which is School-based Assessment (SBA). According to SBA
purpose, this is a process of monitoring, evaluating and implementing plans
to finding the strength, weakness, opportunities and treats of the school.
Minister and educator are looking for SBA as an education transformation
and reformation. It is because this curriculum would be replacing the public
examination of UPSR and PMR in coming year. So, this new curriculum
structure will be implementation at all primary and secondary schools in
Malaysia. SBA curriculum is implementing based on academic component
and non-academic component.
This new curriculum SBA is starting to approach in all secondary schools in
Malaysia. We know that SBA has adopted coursework and paper work for
a few subjects in secondary schools such as History, Geography, Living
Skills and Islamic Education for the lower secondary classes and Biology,
Chemistry and Physics for the upper secondary classes. Start from 2003,
school-based oral assessment for Bahasa Malaysia and English Language
are still as compulsory subjects for SPM candidates. It gives all educators,
parents, students and the community to improve the school teaching and
learning practices. By transferring SBA decisions to schools, Educators will
empower in helping students perform better in SBA and observation the
learning level of all students.
According to SBA, teachers have to observe all the students and marking
based on students attitude, learning level and interesting on certain
subjects. First, teachers will choose the standard curriculum and subjects
that will teach in class. Teachers have to plan and do preparation on every
classes and materials to effective the SBA marking. Teachers will do
observation on each student and record their performance in every class.
The report should be preparing based on the evidence. So teachers could
observe all the students and try to increase students interesting of every
subject. So teacher could be more high effective and high quality in their
teaching. Students would also become more interesting and concentrate in
their learning and make the high quality in their learning and acquiring.
Weakness of Curriculum development in Malaysia
Ministry of Education is restructure the primary school curriculum from
Integrated Curriculum for Primary School (KBSR) to Curriculum for Primary
School (KSSR) and started on 2011. Besides, secondary schools also
restructure the curriculum from KBSM to KSSM. This restructure program
in curriculum are improved the education system in Malaysia. But, there are
bring up the weakness of the curriculum in Malaysia. We will talk about the
weakness of curriculum. There are three factors that will be the weakness
of curriculum in Malaysia.

According KPPK, the statement of standards comprise of content
standards and learning standards which need to be achieved by a student
in a specific period and level of schooling. The Content and Learning
standards are defined as Contents Standards are specific statements on
what the students must know and can do, within a specific period of
schooling, covering the areas of knowledge, skills and values. Second,
Learning Standards are set criteria or indicators of education quality and
achievements which can be measured for each content standard.
The restructure and changing curriculum in short period are brings that
teachers cannot to be adapt with new curriculum. That is because of they
cant handle all the curriculum and syllabus in a short period. Teachers are
trying to handle and understanding the curriculum, but they are not much
time for doing preparation in their teaching. So, teachers would not able to
achieve the goals and aims from curriculum. When the new curriculum is
planned and develop, teachers are felt stressful because they would not
able to handle and get further information from Ministry of Education.
Second, teachers are facing a main problem which is lack of training and
courses about the current curriculum. Ministry are not able to arrange the
briefing and additional information to all teachers. Furthermore, there are
lacks of information for teachers to search and find out the answer of the
problem. Teachers need to carry out all the curriculum and transfer the
knowledge to pupils without any further information and knowledge with the
curriculum.
Beside of teachers factor, the pupils factors also bring up the weakness of
curriculum of Malaysia. Pupils are lack of interest in such subjects, for
example of the Standard-Based English Language Curriculum. Pupils are
not willing to learn more about the other language from their mother tongue.
From this curriculum, teachers will provide another teaching skill likes
creative teaching skill and provide more English communication in class. It
may be a reason that pupils cannot accept and adapt the teaching skill and
new syllabus.
Last is school factor. We can be finding out the problem from school culture.
For example the school culture does not encourage pupils in reading. So
pupils cannot reach on the goals of KSSR which is improving the pupils
reading skill. School culture are important in ensure the curriculum can be
apply in the certain school. Besides that, principal of school is play a main
role in encourage the curriculum move forward and apply to pupils and
teachers. We can imagine that if principal does not fully support and apply
the latest curriculum, the curriculum would not be fully utilized and benefits
to all pupils in Malaysia.
In fact, we have to know about the truth that if teachers possess low levels
of knowledge in SBA assessment, it would nor able to help students to
improve their learning and acquiring knowledge from the teaching. So, it
will lead the teachers feel frustrated and consequently might not present a
good and efficiency teaching and assessment in SBA. If efforts are not
made to investigate and to improve the best practices of teachers in SBA,
the noble aspirations that the Education Ministry hopes to achieve with the
implementation of the SBAs may not be fulfilled. According to Rohizani
Yaakub & Norlida Ahmad (2003), improving best practices of teachers in
testing and assessment should be an important objective in order to
improve the levels of their teachers knowledge in SBA.


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