3 ways love will revitalize education in malaysia _ astro awani
Plato’s breakthrough work Symposium, characterized love as a series of elevations; love firstly takes form of the animalistic desire (eros), progresses to an intellectual experience (philia), and lastly to be overtaken by a theological vision of love (agape).
Religion too provides resources to help conceptualize love, more holistic than those offered by philosophy and science (psychology or chemistry) given that they are either revealed or had stood the historical test of time.
Christian teachings propagate love as emanation from god, manifested by the sacrifice of Christ to free his people of sins and reciprocated by Christians through acts of faith and devotion.
The Quran, Prophet Muhammad s.a.w., the call to da’wah and centuries of exemplary way of life that preceded Islamic revelation provide Muslims with guidance and clues of how wide-encompassing the scope of love may be; that love for god, oneself, and one another underpin Islamic teachings and way of life.
Thus, the premises for interpreting love cannot only be limited to the carnal connotations of the lower self that is often associated with it.
Since Friedrich Schiller’s Aesthetic Education of Man in 1794, Maria Montessori’s Il Metodo della Pedagogia Scientifica in 1909, Ivan Illich’s Deschooling Society in 1971 and a host of other defining works in the field of education, mankind and its civilizations have been in search of the best pedagogy applicable to the formal schooling system.
Empirical evidence has shown that the lack of a definitive national philosophy of education has been a disadvantage to a nation’s education and development.
Meanwhile, Japan sees very low dropout rates, because focus on morality and discipline as national education philosophy propagates that staying disciplined in education is the path to a good life.
Our National Philosophy of Education or the Falsafah Pendidikan Negara (FPN) aims to broaden the potential of the individual holistically to create a human being that is balanced and harmonized intellectually, spiritually, emotionally, and physically, so that Malaysians are knowledgeable, morally virtuous, responsible, presentable and skilled, able to attain self-harmony and contribute to the well-being of his family, community and the nation.
While its desired outcome for a holistic and useful human being is clear, the philosophy of broadening individual potential is vague, hardly permitting it to truncate through to the conduct and incentives within the national education system.
The philosophy of education will then found the framework and becomes the over-arching strong foundation that will provide Malaysians with the best education in the world.
With hindsight post NEP, we criticize the emphasis on exams, the politicization of educational policies, strict measures of success using revered-but-feared grading systems, and excessive focus on employability in the job market. Work from home data entry jobs in ga But, what exactly constitutes a “crisis” in education?
An education system is in crisis, when the society that is produced out of it, including those that are deemed successful by its measurable standards, is devoid of the true spirit of education.
Of course, the true spirit of education in itself is a problematic starting point because different societies have different ideas about what is the end of an education system.
Even successful straight-A students can be failures of the education system in their own definitions, this is a potent observation of the current education system.
There are three dimensions to education; while the education system has been successful in the first two, namely establishing institutions of educations and designing syllabi, it is at the pedagogical dimension that it has failed its true “clients”, which are the students.
This failure is in re-humanizing humans, from becoming robots that achieve academic and economic goals, but whose souls are empty, lack of empathy and virtues, and ability to appreciate humanity in general.
The design of the formal education system has arrived at the conclusion that a professional and emotionless distance between teacher and student is required.
We apply this template of distance between teachers and students that we experienced in school to the wider context of our lives, impeding our connections between one another in the larger society.
In the case of unfortunate less-performing students, this formal schooling will leave them totally deprived of the love factor in their pedagogy, because their families are unable to provide them the necessary love and care at home.
In school, teachers and peers continuously side-line them. Want to work from home data entry Unsurprisingly, they enter society as individuals completely devoid of every single aspect that the FPN aspired.
Students are the oppressed and the teaching system is the oppressor because the teacher-student relationship is dichotomous, instead of a single unit together in the search for the end of education.
Although this is applied to love and interpersonal relationships in general, it explains well the potential of love when applied in pedagogy in helping children develop their IQ:
1) Intimacy, through bonding and connection, forms a foundational preclusion to the process of imparting of knowledge from the teacher to the student.
It eases communication so students do not fear asking questions. What to work from home It provides psychological comfort, which produces sense of aspirations, such as “I want to be with my teacher discovering this answer”, or “I want to be like my teacher”.
Zeal for learning and doing well in school becomes a propelling force much stronger and longer-lasting to other incentives, such as rewards from parents, recognition by the school, or entry to top universities.
Once a student decides that he loves learning and he loves the teacher, he undertakes an intention to reach the end of education with a sense of loyalty.
They compete unhealthily through school and into their working professions; carrying the notion that winning is to always put oneself ahead of another.
Founded on love, TFTN teacher-ambassadors identify and help pupils within the national schooling system who lag behind peers, in academic performance and in motivation, as a result of inadequate tender loving care at home.
There is no point imposing ethical and moral policies in economic sectors and community living for adult Malaysians, when we have not been trained that we have the capacity to love beyond our family and our lovers since young.
At the end of the day, it is not love in and for itself that is our goal, but the values that we can extract out of it such as passion, sense of purpose, and commitment in the learning process as well as kindness, empathy, charity, devotion, and respect in the context of life.
I humbly call and urge for students and researchers in academia to further this in the aim of developing an educational framework philosophy and pedagogy based on love.
“Love intends not to weaken us, rather to ignite strength in us. Work from home positions Love does not teach us to self-depreciate but rather breathes strength, Love does not break our spirit but instead revive our spirit.”- HAMKA
* Anas Alam Faizli holds a doctorate in Business Administration. Work from home jobs for uneducated He is a construction and an oil and gas professional, a concerned Malaysian and is the author of Rich Malaysia, Poor Malaysians and tweets at @aafaizli