Analysis of Islamic & Western

Philosophies of Education

Prof.Dr.Rosnani bt Hashim
Chapter 9
 Analysis of Islamic & Western
Philosophies of Education:
Similarities of Both Systems
National School System – no longer secular-based
1. National school system is no longer secular-based
2. Importance is given to development of moral excellence
3. Freedom in the practice of creeds ( Education Act 1961)

Fundamental goals of “Abd (servantship) and Khalifah

(vicegerency
1. Both systems agreed that Muslims should shoulder their
fard “ain (individual) and fard’ kifayah (societal) obligations.
2. The role of submission & vicegerency – important for the
development of the individual & his society.

Balanced Development of Individual

1. Both systems aimed to develop all potentials of individuals in
a balanced & harmonious manner
2. Both aimed for the moral, intellectual, spiritual & physical
perfection of individual
Process of Education
 Both system advocate that education should be
integrated & holistic

 Moral values are integrated across curriculum (new

idea for national schools)

 Education deals with a) acquisition of knowledge, b)

inculcation of adab & akhlak, c) Teacher is to
impart knowledge & guides students in terms of
behavior & attitude.

 Imparting of knowledge – must be inter-connected

as opposed to being compartmentalized. Eg. Things
are created in pairs by God ( in science – we have
positive & negative charges; man-woman etc)

 Integration may include the integration of theory &

practice in learning.
Development of practical skills in
commerce, agriculture, industrail arts &
home economic
 Both systems acknowledged the
importance of living skills for student’s daily
life.
 Vocational education – found important –
provide students with skills & knowledge for
societal development.
 The importance of work is exemplified by
Prophet Mohamad saw – taught that whole
of man’s dignity is tied up with his work – a
disgrace & humiliation comes from
dependence upon others for one’s living
 Both systems plan to include careers in the
vocational education
Education is a Lifelong Process
 Access to formal education is provided for
everyone until the end of secondary school.
 The goal – is to inculcate the attitude that
education & the pursuit of knowledge must
continue after school

National Unity
 Both systems did not give sufficient attention
to the issue of national unity
 National unity is not explicitly expressed in
either educational philosophies – important
matter – as communal instability – a threat to
the nation
Differences between the Two
Systems
 In the Islamic school system – principles of
education – based on – the doctrine of
Tawhid.
The national school system – ambiguous –
on this matter.
 Formal education is absence of formal
primary education in the Islamic school
system – only available in ffew states,
namely, Selangor, Melaka & Johor – KAFA
– is only supplementary
 The lack of tertiary institutions offering
specialization in islamic studies I
inconsistency exist between theory &
practice of the National Educational
Philosophy
Synthesis of the two Systems

 NEP – need to be explicit in terms of

expressing “belief in & firm devotion
to God”
 Balanced & comprehensive
education that desires intellectual,
physical, spiritual, moral & emotional
development – necessary & highest
priority.
 Dualistic Education System – could
be achieved if the knowledge to be
studied recognizes revelation as an
important source of knowledge in
addition to experience & reason