TITLE:

PRAGMATIC EDUCATION FOR THE

DEVELOPMENT OF THE MUSLIM
UMMAH

SYEIKHA FATIMAH AL-ZAHRA ZAHARI (G1814888)

V.NITTIYA A/P R.VEERASINGAM (G1817874)
SYAHIDA BINTI ABD SUKOR (G1817256)
AMIRUL BIN RAMLI (G1816947)
 INTRODUCTION

• Islamic education has not been able to produce

student who can think critically or generate original
and creative ideas.
 PRAGMATISM

• ‘work’
• emphasizes the importance of processes and doing
the things that will help achieve the desirable ends.
• Reconstruct our approach
• known as:
• Instrumentalism (science, law, education)
• Functionalism (perspective)
• Experimentalism (experiment)
 PRAGMATISM
• Butler (Pierce)
• ‘originator of the single root idea from which
pragmatism has grown)
• Epistemology- established that decision for
determining the meaning of ideas between justified
belief and opinion.
• James – introduced the concept of ‘free will’.
• Acceptance as one’s own freedom to imply their
own idea to work and discovering for oneself it’s
essence and meaning.
 PRAGMATISM

• Dewey – the conception of self as spiritual ego was

dropped the idea of individual will as the cause of changes
in the world.
• Abandoned the metaphysical notion of the universal and
the absolute mind and replaced with the conception of
cultural environment.
• Cultural environment have pervasive influences in the
formation of ideas, belief, intellectual attitudes of
individuals.
5 PREPOSITIONS DESCRIBES ATTITUDES
OF CONTEMPORARY PRAGMATISM
• (Dewey)
• All things flow, not remains the same
• Impossible to gain knowledge of ultimate reality
• Hypotheses tested by experience and constitute
new approach
• Science should become a pursuit by being applied
cooperatively.
• Determine the meaning of the idea.
 THE METAPHYSICS OF PRAGMATISM

• World- all foreground

• Characterized throughout by process and change
• Precarious (dependent on chance)
• Incomplete and indeterminate (not exactly known)
• Pluralistic ( relating to advocating system)
• Ends within process
• Does not include, a trans empirical reality (beyond
experience)
• Man is continuous with the world
• Man is not an active cause in the world
• The world does not guarantee progress
 6 PATTERN OF DEWEY LOGIC

• Indeterminate situation (not exactly known)

• Institution of a problem
• Determination of a problem solution
• Reasoning
• Operational character of facts- meaning
(posivitism)
• Scientific inquiry
4 PRINCIPAL THEMES OF PRAGMATISM
(KNELER)

• Reality of change
• Essentially social and biological of nature
• Relatively of values
• Use of critically intelligences
ELEMENTS OF THE PRAGMATIC WORLD
VIEW

Induction: A New
Way of Thinking

The Centrality of
Experience

Science and
Society
INDUCTION: A NEW WAY OF THINKING

method of induction
- foundation of the
“scientific method”

Modern
pragmatism science is
a social
pursuit
THE CENTRALITY OF EXPERIENCE

Individual’s mind
Locke (1632-1704)

tabula rasa
come from
blank
experience

sensation
Mind is passive and
reflection
 THE CENTRALITY OF EXPERIENCE

• Rousseau (1712-1778)
• Novel, Emile
• Individuals are basically good but are corrupted by
civilization
• Naturalism in education
• Education should be guided by the child’s interest
 SCIENCE AND SOCIETY

• West - scientific revolution – social structures

- social relations
• Science – regulative method
• Theology and metaphysics help explain things
• Comte (positivisme) – science helps alleviate
social problems
- laws and relations
 SCIENCE AND SOCIETY

• Similarities of positivisme and pragmatisme

- no substance
- common positive social interest
- ideas arise in a social context and have
social significance if have values
 DEWEY AND HIS INFLUENCE ON
AMERICAN PRAGMATISM
• “Hegelian tradition
• Centrality of experience
• Experience of nature
• Scientific method + experimental thinking
= desirable ends
• Thinking process + social processes
= social action and education
- CONT.

• Practical orientation – practical solutions to

practical problems
• Instrumentalisme – experiencing a difficulty
and ending with
experiment leading
• Concern of method rather than abstract answers
 THE PRAGMATIC PHILOSOPHY OF
EDUCATION
• Aims of Education
• Methods of Education
• Curriculum
• The Teacher
 AIMS OF EDUCATION
• Practical use of pragmatic ideas and techniques
• Necessity of life
• Need society
• Education = life
• Fundamental in education – the psychological
- the sociological
• Individuals should be educated as social beings
• Be tentative
- CONT.

• Be flexible
• Be always directed towards the end
• For growth
• Taught to aware of the consequences of their
actions
• Experimental enterprise
• Assist social renewal
• Promote a humanistic spirit and true individualism
- CONT.

• Formation of right mental and moral attitudes to

solve problems
• Reconstruct the educational program when
changes and challenges occur
• For growth
• Taught to aware of the consequences of their
actions
• Experimental enterprise
• Assist social renewal
• Promote a humanistic spirit and true individualism
METHODS OF EDUCATION

• Existing experiences
EXPERIMENTAL
• Testing hypotheses

DIRECT • Dynamic
EXPOSURE • Changing

BROAD • General education

KNOWLEDGE • Maintaining perspective
 CURRICULUM

EXPERIENCE PROCESS DIVERSIFIED

 THE TEACHER
• Planning for activities with
higher use of intelligence
• Leader of group activity
• Based on student experience
 EVALUATION OF PRAGMATISM AND
PRAGMATIC EDUCATION FROM
ISLAMIC PERSPECTIVE

Thinking & Critical Intelligence

-10 thinking styles found in Quran

Empirical research & observation

-The Quran argues that Allah has
endowed with physical senses
 EVALUATION OF PRAGMATISM AND
PRAGMATIC EDUCATION FROM ISLAMIC
PERSPECTIVE

CRITICISM
Al Quran
Deeper
Excessive closed
purpose
freedom bounded
is hidden
system
BACKGROUND OF ISLAMIC
EDUCATION
EDUCATIONAL DEVELOPMENT OF THE UMMAH
 Umayyad •Religious
period sciences

Historically
creative
during late
• Natural
Abbasid
Period •Mathematical
sciences
 EDUCATION WAS A PRIVATE ENTERPRISE
UNTIL
PUBLIC EDUCATION INTRODUCED BY
NIZAM AL-MALIK ( 11 CENTURY)

Public Education focused Jami Masjid focused

• Religious sciences • Legal sciences
EFFORTS AT EDUCATIONAL
REFORMS
IBN TAYMIYAH
• PROTEST AGAINST BIDAH
(RELIGIOUS INNOVATIONS)
 Sufism

Believed Philosophy

pantheism
that Islam &
was Superstitious
corrupted belief

Theology
(Kalam)
 19 & 20 CENTURY

• Afghani – politically inclined, was calling for

Muslim liberation from the yoke of
colonialism through their unity.
 Jamaluddin al-Afghani (19 & 20 Century)

Muslim liberation from the yoke of

colonialism through their unity.

Introducing philosophy to rejuvenate their minds

 Muhammad
Abduh

Introduce Introduction of
modern science and its
education methods
 Sayyid Ahmad

Introduce Establishing
modern new schools &
education institutions
 Madrasa
(Malacca)
Madrasa
Iqpal Madrasa
(Singapore (Penang)
1905)

Shaikh
Ahmad
al-Hadi
 WORLD CONFERENCE OF
MUSLIM EDUCATION
(1977)
• DESECULARIZE THE NATIONAL SCHOOL SYSTEM.

• REVISE ITS PHILOSOPHY TO BE IN LINE WITH THE

ISLAMIC PHILOSOPHY OF EDUCATION AND TO
END EDUCATIONAL DUALISM.
 MALAYSIA

• Madrasa played significant role in mass education.

• Graduates found difficult to enroll in higher
education because:
Lack of foundation subjects
Lack of spaces for specialization in the
religious sciences.
 Produce professionals &
scholars of Islamic
sciences

Government

revised school Established modern

curriculum to cater for educational
the religious need institution
PRAGMATIC EDUCATION AND
THE DEVELOPMENT OF
MUSLIM MINDS
ISLAMIC SCHOOLS STILL EMPLOY
TEACHING METHODS TOWARDS

- MORAL PRESCRIPTION OR
- BLIND INDOCTRINATION
(INDIVIDUALS NEED ABILITY TO
REASON MORALLY )
• Students not been thought

 Think using religious principles

 Consider the circumstances
 To think critically
 Using effective methods of teaching
( innovative and creative )
 Give importance to natural Sciences and
Mathematics
 ENCOURAGE STUDENTS TO

• Questioning attitude (regards culture, religion &

society)

• Question & discussion (guide students learning

beside traditional role they are familiar)
 TEACHER

• Avoid as much lecture

• Adopt the judicial and legislative thinking styles (will
result in critical thinking) rather than executive style.
• Should model thinking process
• Underscore importance of process of reaching the
solution.
• Adopt reflective paradigm ( Produce thoughtful &
reflective students)
 ISSUES

• As we know that, we move further in our learning

system.
• It becomes clear that 21st century classroom are
different from 20th century classroom needs.
• Many changes in the classroom, teacher behaviour
and student itself.
Change From Description
Teacher-centered Teachers spend time
disseminating information to
students through direct
instruction
Content Coverage Teachers cover content through
direct instruction and move at a
pace to ensure that all material
is
presented, whether it is learned
or
not.
Memorizing information Teachers spend most time
involved in direct instruction, with
assessment occurring as a test at
the end where recall of
information is tested
Lecturer Teachers spend most of their
time
involved in “stand and deliver”.
Knowledge comes from the
teacher.
Whole Group Configuration All students receive the same
instruction. One size fits all.
Single Instructional and Learning
modality
Memorization and Recall Tests are the primary means of
assessment and focus on recall
and lower level thinking.
Change To Description
Student-centered Teachers act as facilitators,
coaching students as they work
on authentic projects
Learning and Doing Teachers design projects to
address essential academic
standards. Student performance
on projects demonstrates
proficiency or deficiency with
respect to standards. Intervention
is done for students not meeting
standards.
Using information Teachers have students use
information to develop authentic
projects where mastery of
information is demonstrated in the
way information is used in the
project
Facilitator The teacher provides projects that
involve students doing research
and assimilating the knowledge
themselves. Teachers act as
coaches and provide support as
needed by students. They take on
the role of project manager.
Flexible Grouping Configuration Teachers group students based
Based on Individual Student on needs. Instruction seldom is to
needs the whole group. Rather,
instruction occurs with individuals,
pairs, or small groups as needed.
Multiple Instructional and
Learning Modalities to Include All
students
Higher Order Thinking Skills Teachers assign projects to the
class that requires higher order
thinking (synthesis, analysis,
application, and evaluation).