SUBJECT NAME: PHILOSOPHY IDEAS IN EDUCATION

SUBJECT CODE: ELC 611

STUDENT NAME: SITI NOORKHAIRINA BINTI SOWTALI

ID NUMBER: E 60109080002

Part A:

Write a paper describing your philosophy of education.

a) Issues discussed
b) Discussion of the issues

Part B:

Select any TWO Western philosophers (e.g. Plato and Locke) and any TWO Eastern
philosophers (e,g. Confucius and al-Farabi).

a) Compare and Contrast their views or opinions on the Goals or Aims of Education
b) Their opinions and views on what should be taught in schools
c) Your conclusions about their views on education

PART A
1
 The philosophy of education is the study of the purpose, process, nature and ideals of
education. This can be within the context of education as a societal institution or more broadly
as the process of human existential growth, for example on how our understanding of the world
is continually transformed via physical, emotional, cognitive and transcendental experiences. It
can naturally be considered a branch of both philosophy and education. Philosophy is defined
as love and pursuit of wisdom by intellectual means and moral self-discipline. Education is
defined as the knowledge or skill obtained or developed by a learning process.

As we know before this, a change of behavior will be acquired only when learning
process take place. By understanding philosophy and education in combination, I see that both
genres stressed upon moral values. For example, Aristotle, Confucius and Mencius regarded
that education should cultivate good people while Socrates values education as a mechanism to
teach children to distinguish from right and wrong. Therefore in my opinion philosophy and
education will always be interrelated. Without interest or lacking of seeking for knowledge
behavior, learning process will not take place.

There are 4 main focus of my assignment regarding philosophy of education: 1.The

realistic of Malaysia today’s educational goals, 2. Is Malaysia education curriculum relevant
enough? 3. Have Malaysia government really cultivate education as main focus of its citizen?
and 4. Do nowadays teachers able to mold Malaysian young generation into ‘somebody’ alone?
My questions will always focusing on the ‘why’ question in order to stimulate myself to think
rationally and reasonably.

Malaysia today’s educational goals are not much different from any other country around
the world. We stage the formal education into primary, secondary and tertiary. In primary
education, the students were taught on how to write, writing and reading (3M) while in
secondary education, students learned to apply theory knowledge into practice. Those excellent
will proceed to university in tertiary phase. During these 3 phases all students will face 3 major
examinations that are UPSR, PMR and SPM. It is necessary to have examination in order to
distinguish who is good and who is the weak so that more academic attention will be given by
the teachers to those needed.

But, students need schools that are more than test training grounds. They need schools
that stir their imaginations and give them a chance to discover their deepest and most enduring
interests. During their crucial formative years, students need schools that help them decide what
2
kind of person they wish to become. Ultimately, they need schools that provide knowledge,
mentoring and encouragement that will help them identify their own moral, a compelling purpose
to guide them through their journey in life.

My next argument will be ‘Is Malaysia education curriculum relevant enough?’ I will dare
to say that majority of the successful students who scored 10A’s 12 A’s or 17A’s for their SPM
because they can ‘trigger’ what will come out for the SPM by consistently doing past years
collection exercises. They struggle because they wanted to be the best in terms of academic but
not beyond that. Sadly to say, even though the brilliant students managed to reach university
level yet there is still graduates who remain jobless. They have good result but why they remain
jobless? This is because our education system are to exam-oriented training until we forgot to
acquire the communication skills, persuasive skills, self-knowledge and problem-solving skills.

Academic learning should possess a desire to learn more, an understanding of why

academic learning is important, a spirit of resourcefulness that enables a student to determine
what is known and to go beyond it, and a commitment to use whatever is learned to make a
positive difference in the world. All have been left unaddressed by the Ministry of Education
because we are too busy counting the number of students who managed to get through
Cambridge or Oxford and left behind more than 100 000 jobless graduates.

Even though I criticized exam oriented community, somehow I do agree that our Ministry
of Education had deed prioritize education for its citizen and they work hard on it. Those
students from poor background are subsidized to make sure they received equal education as
others. It shows that our education system had applied philosophical concept of Al-Farabi and
Mencius where it is government responsibility to produce intellectual society. However, we are
too concentrating on producing intellect but forget to look on morality. Nowadays students are
easily influenced by bad cultures for example vandalism, involved in free sex, misused drugs
and alcoholism even play prank on religion. Why all of these things happened after we had
become an intellectual society? The answer is laid on the role of society itself.

Young people always observe the adults in society for clues about what is worth
pursuing and how best to pursue it. If the adults that children observed tend to be cynical and
divisive in a self-serving manner, we can be sure that the children will take that as a cue for their
own aspirations. Public officials must act in honorable and trustworthy ways if young people are
to develop a sense of civic commitment. Public figures must understand and accept their
3
responsibility to set positive examples for the young in our society. They must answer with
clarity and candor the "why" question about the goals they are trying to accomplish. This will
enable us to remove the veils of cynicism and detachment that now obstruct many students'
views of what it means to be a citizen in a democratic society.

Now, come to my last arguments, do nowadays teachers able to mold Malaysia young
generation into ‘somebody’ alone? Definitely the answer will be no. Each of us who claimed
ourselves as Malaysian had the responsibility to mold our young into ‘somebody’. ‘Somebody’
here not merely being a lawyer, doctor, nurse, teacher but as long as the students could do
virtue for the country, we had did our job well. It is not fair to burden the teacher alone to
educate the child. Society always put the blame on the teacher whenever the students
misbehave and did not do well in their examination.

Parents in the first place should be responsible to produce quality upbringing

atmosphere for their child. Parents should work hard in order to support the education of their
child, teach to respect others in the community and stressed upon valuing the God as the
highest power on the universe. Community itself, must take care of each other by showing the
essence of caring. Today, it is not miracle not to notice who is our neighbor next door because
we left behind the aspect of benevolence. Therefore, in order to produce intellect society it
needs to begin from home.

As the conclusion, I would like to quote the famous verse from Aristotle in his book
Education “Those who educate children well are more to be honored than parents, for these
gave only life, those the art of living well. ... The educated differ from the uneducated as much
as the living from the dead”. It shows that education is important for nation. Each of us had to
play the responsibility to prioritize education to produce intellect and high morality society. The
government had major role to revise the education system whether it is relevant to be applied in
this era. Morality issue should also be stressed along with the academic aspect in order to
produce insan kamil generation.

Part B

a) Compare and Contrast their views or opinions on the Goals or Aims of Education

4
 Philosopher is defined as an expert of philosophy; who reduces the principles of
philosophy to practice in the conduct of life; who lives according to the rules of practical wisdom
or one who meets or regards all vicissitudes with calmness. There were too many names of
philosopher to be mentioned here but for the purpose of this assignment, I will only focus on
Aristotle, John Locke, Mencius and Al-Farabi. My scope would be a brief summary of their
background, their views on aims or goals of education and what were they emphasized during
their time upon education curriculum. In between of my research, I will try to make a comparison
between the philosophers’ views.

Aristotle was born in 322 B.C. and he was Plato’s student. Aristotle was known for his
work on science and logic but not much on education. Somehow he had plays his role as an
educator by building up the Lyceum, a university which pursue research and open to the public
for learning purpose. On the other hand, John Locke who was born in 1632 had a similar
interest as Aristotle that is science. Even though he started with language and arts but
throughout his life, he did learned astronomy, botany, chemistry and medicine. John Locke had
contribute towards education by developed the Theory of Knowledge in his book Essay
Concerning Human Understanding as well as his ideas on education and children in Some
Thoughts Concerning Education.

While in eastern, Mencius who was born in 372 B.C. had spread his educational
influenced which based on his Master Confucius ideology until today in many Asia countries for
example Japan, Korea, Vietnam and Singapore. He was famous for his writing in The Mencius
which related to goodness, being a gentlemen, religion, government, education, ritual and
music. On the other hand, Al-Farabi who was born in 872 A.D. had adopted the western
philosophy mostly the works of Plato and Aristotle and developed his own Islamic-Arabian
civilization based on Al-Quran and As-Sunnah as the main sources. One of Al-Farabi major
contributions was introducing logic in Islamic education which before was such a sensitive
issue. Besides philosophy, Al-Farabi also studied grammar, music, mathematics and sciences.

According to Aristotle, education should be directed towards the human ideal.

Education is essential for the complete self-realization of man, that is; to be a happy man. In
Book VII of the Politics, Aristotle argues that three things make men good and virtuous: Nature,
Habit and Rationality. A human being is born (nature) with certain qualities but habit can change
the person to be good or bad. But human has rationality to decide whether to be good or bad.
Therefore, nature, habit and rationality must be brought in harmony with one another. Humans
5
have a tendency to act against habit and nature when he or she is persuaded (rationality) to do
so. One is born with certain natural gifts such as a healthy body, intelligence and a natural
disposition towards virtue. But it is only through education that a person can be good or virtuous
which will lead to happiness.

Another goal of education emphasized by Aristotle is education for leisure. But, leisure
here it is not means not doing anything but it is the ability to know how to use one’s time
usefully. The ultimate goal of education is freedom, for happiness is impossible without
education. The freedom Aristotle was talking about is achieved through contemplation or the
philosophical life. I do agree with Aristotle view regarding education should emphasize for moral
development and carried out not in such a stressful way. If we compare with nowadays
homework load as a student, I think my time was much better. Today students has to carry lots
of book to school and it is a burden if they travelling to school by bus where they are not usually
have the chance to be seated. Students will feel tired by the time they reach school and cannot
concentrate much in the class.

Besides that, the best moment of my schooling year is when I was in primary school. My
teacher love to bring the students to the school’s garden in other to facilitate learning through
senses as well as to reduce the fatigue feeling being in a boring classroom. But today teacher
they are regulated to bound the students in computer lab and classes in other to finish the
syllabus (content focus). Therefore, if we keep on burden the students with homework and keep
them in ‘isolated’ computer lab alone, the students will not enjoy study much. We destroyed
student creativity as a child where one should work with peer to facilitate their knowledge and
not facing the computer monitor every day.

On the other hand, John Locke had developed Theory of knowledge which explains on
how knowledge is acquired by a human being which had rejected the doctrine of innate ideas,
associated with Plato (Aristotle’s teacher). According to John Locke, the term “idea” relates to
whatsoever a person understands when he or she thinks which includes sensation, memories,
imaginings and feeling. He rejected the notion of “innatism” which suggests that humans are
born with innate ideas and which are universally acknowledged and he argued if innatism were
true, humans would start as equals. Instead he suggested the concept of tabula rasa that a child
is like a clean sheet of paper on which nothing has yet been written. Environment will influence
the upbringing of the child therefore parents will be responsible to choose the best method to
mold its child for example provide personal tutor to monitor the child’s education.
6
 John Locke stressed that all impressions or ideas come from experience as he said
“Skills and knowledge are acquired by example and practice instead of charging of children's
memories with rules and principals”. He argued that the differences in personalities, mental and
physical capabilities of individuals were to some extent a product of nature rather than of nurture
(innateness). If human had innate ideas, one would be conscious of having them. But it is an
undeniable fact that children and the unlearnt are not conscious of having innate ideas; they
acquired knowledge during the course of a lifetime. It is impossible that anyone should have
knowledge of something of which he is not conscious.

When we compare the ideology of Aristotle and John Locke, we could see both of them
had different view of human being. Aristotle argued that human are naturally born to be good
and nature could influenced them either to be good or bad. But, human is such a special
creature on earth as to compare with the animal as they have rationality to choose either to be
bad or virtuous. Somehow, John Locke argued that human being is born like a piece of white
clothe whereby the environment (nature) will be responsible to determine the human
personalities. Human had no innatism to control themselves. John Locke’s statement remind me
of Malay’s phrase “Anak ibarat kain putih, ibu bapa yang bertanggungjawab mencorakkannya”,
which he might meant it as, if the child were educated in right way, he will grown up as virtuous
and vice versa. But, I am not totally agrees with Locke’s opinion. Human for example a baby,
when he or she first born, it has the knowledge of survival. They will cry if they feel hungry or
they are not comfortable in order to attract his or her mother attention. Thus, it shows that
human does have innatism. On the other hand, I do agree with Locke when he said we learned
most from the environment. But, again within our conscious level as we are created with
precious mind, human can determined which path to be chosen.

Now, I will continue on the research of eastern philosopher that is Mencius and Al-Farabi
view on education. Mencius demonstrated that education plays a fundamental role in the
development of society and of individuals alike. He is most famous for his theory of human
nature, according to which all human beings share an innate goodness that either can be
cultivated through education and self-discipline or squandered through neglect and negative
influences, but never lost altogether. By raising individual moral standards, it renders society in
its entirety more virtuous: the kingdom is well administered, orderly and law-abiding, to the
extent that all within it follow the path of righteousness.
7
 Mencius emphasized on human malleability necessitated that the proper environment be
created by benevolent leadership, so too did it emphasize the necessity of proper education. He
argues that “It is the way of people that if they are full of food, have warm clothes, and live in
comfort, but are without instruction, then they come close to being animals”. From this
statement it shows that any ruler should share this concern, and should do everything in his/her
power to make such an education available for their citizen. This emphasis is also preserved in
the idiomatic Chinese phrase 孟 母 三 遷 (mèng mǔ sān qiān), which literally translated reads:
‘Mencius' mother, three moves.’ It refers to the legend that Mencius' mother moved their house
three times—from beside a cemetery, to beside a marketplace, and finally beside a school—
before finding a location that she felt was suitable for his up-bringing. As an expression, the
idiom refers to the importance of a proper environment in raising children.

On the eastern community specifically the Persia education had played important social
phenomena in Al-Farabi’s philosophical system. The whole activity of education, in al-Farabi’s
view, can be summed up as the acquisition of values, knowledge and practical skills by the
individual, within a particular period and a particular culture. The goal of education is to lead the
individual to perfection since the human being was created for this purpose, and the goal of
humanity’s existence in this world is to attain happiness, which is the highest perfection: the
absolute good. So, this perfection which he expects from education combines knowledge and
virtuous behavior; it is happiness and goodness at one and the same time. Theoretical and
practical perfection can only be obtained within society, for it is society that nurtures the
individual and prepares him to be free. If he were to live outside society, he might only learn to
be a wild animal.

One of the aims of education is the formation of political leaders, because “ignorance is
more harmful in monarchs than it is in the common people”. The soundness of the city is a
reflection of “the good balance of morals among its people”, and achieving this balance is one of
the most important aims of education. When moral behavior declines and there is doubt over
behavior and opinions, the absence of these common values governing people’s conduct
disturbs the city. Morality, then, is a fundamental objective of education according to Al-Farabi.
Therefore, government and political leader must play their role in establishing an education
curriculum which balanced both learning and moral conducts. Besides that, as a Minister of
Education, he/she must always show high morality attitude for example not involved in
corruption.

8
 Education according to Al-Farabi should combine learning with practical action, for the
purpose of knowledge is that it should be applied, and perfection lies in its being transformed
into action: ‘Whatever by its nature should be known and practiced, its perfection lies in it
actually being practiced’. The sciences have no meaning unless they can be applied in reality
otherwise they are void and useless. The real practical sciences are those which are linked to
readiness for action and absolute perfection is “what the human being achieves through
knowledge and action applied together”. Moreover, if the speculative sciences are learned
without having the opportunity to apply them, this wisdom is marred.

When we look back at Mencius and Al-Farabi aims on education, it seems that both of
them had similar interest. They both stressed that education at first sake should focus to
develop morality of individual thus the society. A civilized society will only be achieved when
they are intellectually and behaviorally educate. According to Al-Farabi, learner should do
virtuous in order to achieve perfection and virtuous here should firstly to the God than to the
society while Mencius stressed that a child should respect their parents and younger ones
towards their elders. The concept of benevolence is widely applied in Al-Farabi education
system where as a human being we earn to show our love and respect.

Another interesting fact is that both Mencius and Al-Farabi are actually related to
Aristotle’s ideology. Both of them believed in innatism as they said that human naturally born to
be good. But nature could influence them either to choose the right or wrong pathway. As Al-
Farabi mentioned “It is society that nurtures the individual and prepares him to be free. If he
were to live outside society, he might only learn to be a wild animal.” Conducive environment
will facilitate one’s learning and I really agree with Mencius’s mother who had intended 3 moving
of their home in other to get ideal scenery for Mencius upbringing. On the other hand, al-Farabi
had once isolated himself in order to seek for the truth in life and further his knowledge on God
and the world. Thus, it shows that as a human being we always seek for the best place in other
to gain insight and knowledge.

b) Their opinions and views on what should be taught in schools

c) Your conclusions about their views on education

Now, I will continue my assignment on curriculum suggested by all 4 philosophers. I will

start with Aristotle. Aristotle indicated that young people should be taught “such useful
acquirements as are really necessary” (Politics, VIII, 2, 1337 b 5) such as grammar,
9
mathematics (especially geometry), drawing, science, moral education, music and physical
training. Also, young people should be taught to fill their leisure time nobly. In Book VIII of the
Politics, Aristotle emphasized that music education should be introduced only if it is for the sake
of improving oneself. It is a means of influencing moral character. He objected to the learning of
music in which the student entertains an audience which should be left to hired musicians. He
stated that “neither the flute nor any other instrument requiring abnormal skill should be made
part of the curriculum” (Politics, VIII, 6, 1341 a 17). However, emphasis should be on good
music because certain melodies and rhythms are harmful to character. Aristotle expressed his
preference for music that was solemn. He also stated that music education was of great value
because it taught students listening skills as well brings them pleasure.

I think it is very significant to learn music while in school as a mechanism to release

stress. But I do not agree, if the subject is taken too serious as other major subject like English
or Mathematics. Music could help student develop their hinder ability which before this is not
noticeable. Perhaps, one day if the students have no interest in pursuing their study to higher
level, they could make full use of their ability to teach other people and earn some salary. May
be, if they are lucky enough they could be one of the music professional on the eyes of the
world like the pianist Marxis or Kenny G.

Physical education or physical training had been stressed by Aristotle to keep the body
healthy. But the training should not be too rigorous or brutal. According to Aristotle, physical
training is not simply a matter for the body; it must also help to form character. The purpose of
physical training is not to produce champions but rather to bring pleasure. I will say that physical
education should be taken serious because nowadays children are prone to poor lifestyle. They
prefer to be hooked up in front of the computer playing games rather than making their body
sweat. Besides taking physical education as mechanism to be healthy, it also helps to built the
sense of responsibility indirectly as it teach the young to be a leader. For example, in football
game, there will always be a captain, goalkeeper and players. Each of the members will play
their role in game strategy and cooperate in order to win a game.

Aristotle further suggested that teaching and learning should emphasized ‘habit’.
Habit does not mean that students merely repeat what is learned but rather to actively involve.
He stated that “for things we have to learn before we can do them, we learn by doing them, e.g.
men become builders by building and lyre-players by playing the lyre” (Nichomachean Ethics,

10
II, 1, 1103 b 1-2). In moral education “we become just by doing just acts, temperate by doing
temperate acts, brave by doing brave acts” Nichomachean Ethics, II, 1, 1103 b 1-2).

In other words, students are not passive but are actively involved in the teaching and
learning process. Complementing education by habit is education through reason. Education
through reason is when students understand the causes of things. “Men of experience know
that a thing is, but they do not know why it is, whereas men of learning know the reason and the
cause”. Therefore, I think as long as we are shouldering the role of teacher, we should stimulate
the students to think. It is bad to spoon fed the students with our opinion and view because it
kills student creativity and definitely they will not think out of the cave. As an educator, we
should always ask the ‘why’ question in order to stimulate the students to generate their ideas
and reasons. Do respect their answer even how funny it may seem. Correct their student if we
think it is necessary to do so.

On the other hand, John Locke had suggested in his curriculum that learning should
be superintended by a tutor assisted by genuinely interested parents. For working classes, poor
children of both sexes between the ages of 3-14 should be compelled to attend school with
"teachers". Locke said the best way to get men to do what is wanted is not to terrify or force
them but to motivate them, to arouse and then rely on desires, while letting them think, not
without justice, that they are acting for their own sakes and of their own free will. Methods for
poor - learn by practice; for gentlemen - bring pupil to practice the activities of the gentlemanly
ideal until they become habitual. Learning that gentlemen should possess is general; detailed
learning is only for those who would become scholars which one should know in detail what is
directly useful in managing personal affairs.

I will say that Locke was such an unfair educator because he streams education on the
role of the society. Education by right should be received equally by all citizens. In my opinion,
as long as one interested to learn further, they deserved to be given encouragement and
opportunity to pursue their education. The idea of having a private tutor is good but not all
people could afford to get one. Even, if the parents could afford to hire the best tutor in the world
yet their child is not motivated to learn, then it will be a waste.

Locke believed that when teaching one should begin with plain, simple and build on
children’s existing knowledge. Teachers should emphasize the interconnections between topics
and between subjects. Locke idea on teaching methodology is excellent as he emphasized on
11
student understanding. In order to make students understand better, we should relate to what
the student had already learnt. For example, in Nursing, in order to know how does heart attack
happens, usually we will relate back to the anatomy and physiology of the heart. This is
because, the student had the pre-existing knowledge on the structure of heart and they will
understand better the formation of heart attack by explaining using the picture of heart.

Children should be taught to read in English at the earliest possible age as soon as they
can talk. But the learning should not be exasperating. It is better to lose a whole year rather than
have children hate learning at an early stage. Learning should be fun and suggested the use of
play to learn the alphabets. “Books should contain pictures, especially animals” (Thoughts, s.
156). Again, I think he had a good approach in order to deliver interesting learning environment.
From my own experience as a student, usually we will easily will get bored if the lecturer
delivered his/her presentation with full of words, monotonous sound and dull power point
presentation. Students will only fully awake during the lecture if the lecturer able to grab the
student attention by delivering the lecture with colorful pictures on the power point slides, has
various tones of voice and actively involved student in two way communication. At the same
time he/she do jokes not necessarily excessive to reduce the tension during learning session.

However, there is a difference of view between Locke and Aristotle. Locke views on
playing instrument and music was contrasted with Aristotle. He said that playing music is such a
waste of time. But he encourage dancing, fencing, trade and gardening during h. It shows that,
Locke was only concentrate on task that brings benefit. He also emphasized that not to put
much stress on child to learn something as it may lead to lack of interest. I will say that I agree
with his view because in Singapore, many primary students develop stress easily and some of
them even had attempted suicide because they were burden to learn tough subject at irrelevant
age. Many of them was forced by the parents to compete with each other to get the best result
thus not have a chance to value their experience as a children. As emphasized by Lock student
should enjoy in acquiring learning process instead of suffering.

While on the eastern view, Mencius emphasized that each educator should know to
whom they are talking to and to adapt teaching to each individual’s aptitudes, adopting a lively
and flexible approach that can be varied, according to the pupil. Lay down strict criteria and
encourage personal initiative, setting the aims and then leaving pupils to practice and learn their
lessons by themselves. It seems that, Locke and Mencius were in the same boat with the use of
simple language in improving student knowledge. Their approach is necessary to be applied in
12
Nursing because as an educator, I cannot use too many medical jargons during my first lecture
as the students had no pre-existing knowledge yet. For example, instead of using Hypertension
phrase I could substitute with increase blood pressure.

Mencius also stressed on saying profound things simply, speak knowledgeably and in
great detail, teaching pupils what they do not know on the basis of what they do know. Use
simple words to explain complex ideas and make sure that your own knowledge is extensive, so
that you are able to give detailed explanations. Base arguments on analogy and use
comparisons to explain things; illustrate the most complex concepts with common examples
taken from everyday life. Therefore, a good lecturer should come equipped during the lecture,
able to answer to students question until they reach understanding and do a lot of research on
teaching materials to enhance teaching delivery. Mencius himself often used analogy to support
his arguments and simple images to clarify obscure points. Likewise, he often used easily
understandable comparisons to reply to questions or to solve problems.

For Al-Farabi, the sequence of learning must begin with the language and its structure,
for example its grammar, so that the student can express himself as do the people who speak
that language. Without this ability, he will not be able to understand others nor they him, and he
will not develop properly. Mastery of the common language, the foundation for all other kinds of
knowledge, is therefore indispensable. Al-Farabi was keenly aware of the value of language
since he spoke several languages himself that allowed him to compare cultures and tongues. I
can deny that I admired al-Farabi because he had changed my perception on the use of
language. Last time, I thought learning English was useless because our national language is
Bahasa Melayu. But, when I come to university level, I cannot deny the importance of mastery
English as a second language because all source of information mostly found in English. At the
same time in order to make myself confidence in communication, I will have to make sure my
English is fluent by practicing to speak broken English first. Other language that now seems to
be important too is Mandarin. It is an added value if you can speak Mandarin as the third
language because when we go abroad especially to China for business purpose, it will be a
pleasure if you can speak their language.

After languages comes logic, the instrument of the sciences and their methodology, and
leads to sound reflection; it is also closely connected with language. Furthermore, the Arabic
word for ‘logic’ (mantiq) includes both verbal expression and intellectual procedures, and this is
why, in his opinion, language comes before rules about forming the mind, and prepares the way
13
for it. Then comes mathematics, which the Muslim philosophers call ‘the teachings’ (ta’alim). Al-
Farabi considers that arithmetic comes first, since it is an important stage in the hierarchy of the
theoretical sciences: “Whosoever desires to learn the theoretical art begins with numbers, then
ascends to magnitudes (measures), then to the other things to which numbers and Magnitudes
essentially belong, like perspectives (optics)”.

The study of optics, astronomy and the natural sciences in general requires
mathematics, and arithmetic is one of the basic tools. Al-Farabi divides mathematics into seven
parts: numbers (arithmetic), geometry, the science of perspectives, scientific astronomy
(contrasted with astrology), music, dynamics and science of machines. Al-Farabi’s explanation
for beginning instruction with mathematics numbers and magnitudes do not allow for any
confusion, and perfect order reigns. They are an example of precision and clarity, and train the
student’s intellect in that path.

The student must proceed in stages to different levels of mathematics, from the
immaterial and the immeasurable, then to what needs some matter, and so on. Geometry
comes after arithmetic, for it depends on demonstrations “giving us certain knowledge and
banishing all uncertainty”. Geometry has two methods: that of analysis and that of structure.
Then there is perspectives, astronomy, music, dynamics and last of all mechanics, then the
natural sciences whose subject is matter (animal, vegetable, mineral, etc.). From Al-Farabi
approached, I think he is a very systematic person which he focused on the easiest first than to
the toughest task. By using this way, a student can use what they know or had already learned
(schema) and relate to something that are new to them for better understanding.

With regards to the sciences Al-Farabi argued teaching the subject have no meaning
unless they can be applied in practical reality otherwise they are void and useless. The real
practical sciences “are those which are linked to readiness for action” and absolute perfection is
“what the human being achieves through knowledge and action applied together”. Moreover, if
the speculative sciences are learned without having the opportunity to apply them, this wisdom
is marred. It just like an English phrase “Practice makes perfect”. In Nursing field, we teach
student what is injection, where to inject, what type of drugs necessary for injection and how to
administer injection at the patient. For a beginner, we teach the student apply the concept of
injection at the dummies. As they developed the skills, we will let the student to administer
injection to real patient but under close supervision. With this, the student will gain confidence

14
and experienced on understanding the differences in administering the injection to real human
and dummies.

Following the exact sciences comes theology, then the human sciences (political
science in particular), then jurisprudence (fiqh), law (qanun) and academic theology (kalam). In
short, Al-Farabi’s curriculum is confined to a group of sciences, graded as follows: science of
language, logic, the ‘teachings’ (mathematics), natural science, theology, civics (political
science), jurisprudence and academic theology. The link between the natural sciences and
theology is, in his opinion, the human soul, which he considers to be among the natural
sciences, even though it has a metaphysical aspect.

Concerning the realization of these aims and the supervision of education and teaching,
al-Farabi agrees with Plato and the ‘Twelver Shica’ that it is the priest, ruler or philosopher who
should be responsible. And since the lawgiver is also the ruler, al-Farabi concludes that the law
has an educational function: “The meaning of imam, in Arabic, indicates one whose example is
followed, one who is well-regarded”. Issuing laws for society does not simply mean “that citizens
should be obedient and diligent, but also that they should have praiseworthy morals and
acceptable behavior”. Therefore al-Farabi considers that the one who prescribes the laws must
be bound by them himself before expecting others to conform to them: “The one who sets the
laws must first follow them, and only then make them compulsory”. For he would not be
acceptable to those under his command nor would they respect him, if they did not see him
observing his own laws. In short, the law has an educational function since it leads to the
inculcation of virtues when the leaders conform to it themselves and are seen as role models for
the general public.

Al-Farabi believed that the human has certain inborn aptitudes, which he calls ‘nature’.
He describes the senses as “the paths whence the human soul gains knowledge”. Knowledge
thus begins with the senses, then becomes an intellectual conception by way of imagination,
since whatever the soul understands contains an element of imagination. Knowledge originates
with the senses. “in other words the power which the human being possesses at the moment of
birth, and which he could not have acquired”. No normal human being lacks it, just as the whole
is greater than the part. Al-Farabi also speaks about ‘primary science’ and ‘primary principals’.
He differs from Plato in that he gives a fundamental place to sensory perception. Al-Farabi drew
attention to Aristotle’s opinion in The Book of Demonstrations when he said: “Whosoever loses
a sensory perception loses knowledge”. One function of the imagination is to preserve the
15
sensory images which, in the end, become intellectual possessions. Some of his views, dealing
with what today we would call general psychology and educational psychology should be the
subject of an interesting study. Therefore, I believe that we become a wiser person when we get
older as our knowledge had increased. This is because throughout our life, we learn from
observation on human behavior and sometimes role-modelling them.

As the conclusion philosophy and education cannot stand alone. It works hand in hand
with lots of field for example psychology, sociology and anthropology in order to built
intellectuality. Human can only come to the stage of self-actualization if they practice
philosophy. In order to live in philosophical value, we gain it through education and practice
morality in life. As mention by all the four philosophers, education should focus on developing
morality of the society. Besides that, to acquire knowledge, we as an educator should teach our
students in simple method, simple language and emphasized on practice but do not attempt to
force student. Students who learned by force will lost their interest towards education. At the
same time society also play an important function to keep an eye on each other. We should
always encourage practicing good behavior in our young generation and treat them equally.
Harassment and unfairness could lead to demoralization.

16