Professional Documents
Culture Documents
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1.2 The Limits of Education
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1.3 Towards Reflective Practitioners
• Would you have all of them in the same class, and give more
attention to the weak students? Or, would you divide them into
three groups according to their abilities and teach them
differently? Or, would you use the cooperative-learning strategy
such that the good students will teach the moderate students in
groups of five, while you teach the weak students? Can we
separate teaching objectives for these different group of
students?
• Or, would you separate your students into three classes, i.e.
Class A for good students, Class B for moderate students, and
Class C for weak students, and teach them different syllabus
using different approach? Can you reflect back, as a student, by
recalling what your teacher did to you when you were a student
in school? Let us share these experiences and do some
reflection on them, and suggest the better teaching approach
for these students.
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1.4 Tutorial Activity
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TOPIC 2: UNDERSTANDING EDUCATION: THE FOUNDATIONS PERSPECTIVE;
A MULTIDISCIPLINARY AND INTERDISCIPLINARY APPROACH (MID-SEM
TEST)
2.1 Introduction
This topic will discuss the understanding of education through foundations of
education perspective. The topics covered in the foundations of educations course
(see Study Guide) are the purpose of schooling, philosophy of education, sociology of
education, history of education, politics of education, curriculum and pedagogy,
transmission of knowledge, schools as organization, teacher professionalism, equality
of opportunity, educational outcomes, educational inequalities, educational reforms,
school improvements, current issues and trends in education, and the future of
education. Which of these topics do you think are multidisciplinary, and which of them
are interdisciplinary?
2.2 The Multidisciplinary Approach
“Multidisciplinary approach in understanding of education” means “understanding of
education through many separate disciplines of knowledge”. For example, the
sociological foundations of education, and teacher professionalism. These two
disciplines of knowledge are different, with little or no overlapping contents. The
theories and/or principles that made up the two disciplines come from two different
disciplines of knowledge (sociological foundations of education & teacher
professionalism).
(a) The Social Foundations of Education
• “Sociology” is defined as “the branch of knowledge that deals with the origin,
development, organization and functioning of human society”. Education develops
within, not a part from, social contexts. Schools influence the cultures of the people
that the schools serve. Likewise, the surrounding cultures shape the schools and
their curricula.
• Other than the dynamic nature of our local cultures, we have the technology (such
as internet and other electronic technologies) that exposes global cultures to our
community. Can we provide relevant education to cater for these dynamic cultures?
This is actually part of the social foundations of education. We have to study the
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present and perhaps future cultures to determine the direction of our present
education.
• In trying to understand education, we need to understand the sociology of a
particular country. We than try to relate the life and cultures of this country to its
education system, particularly to the philosophy, aims, goals and objectives of
education. Since we can study sociology of a country as a separate discipline, we
can study social foundations of education through a multidisciplinary approach.
(b) Teacher Professionalism
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from nature and is subjected to its laws. American education, up to the late nineteenth
century, was dominated by perennialist thinking.
• Hence, in order for us to understand the philosophy of education, we need to know the
general philosophies first, and then relate them to the aims of education of a country. That
is, we have to combine the knowledge about “philosophy” and the knowledge about the
“education” to form the knowledge about the “Philosophical Foundations of Education” of a
particular country, which can be regarded as an interdisciplinary approach.
(b) The Historical Foundations of Education
• “History” is defined as “the branch of knowledge that deals with past events”. History
involves searching for what had occurred within a particular time frame and context. All
human activities, including those in the field of education, occur within time and context.
The events that took place during a particular period of time in a country had influenced the
education of that country. In Malaysia, can you recall an event that had changed our
education?
• In the USA, the historical foundations of education started with the colonial Massachusetts,
which settled by Puritans (members of a sect of Protestant from England) who hold strictly
to religious discipline. The earlier schools were closely related to Puritan church. The major
purpose of school was to teach children to read the Scriptures (passages from Bible) and
notices of civil affairs. The purpose of schooling at that time was to make sure children can
read and understand the principles of religion and the laws of the Commonwealth.
• Hence, in order for us to understand the history of education of a country, we need to know
the events that had taken place at a particular time, and relate them to what had happened
in education of a country. That is, we have to combine the knowledge about “history” and
the knowledge about the “education” to form the knowledge about the “Historical
Foundations of Education” of a particular country, which can be regarded as an
interdisciplinary approach.
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PFB1004: FOUNDATIONS OF EDUCATION
Course Leader: Prof. Dr. Abdul Razak Habib
Lecture Notes
TOPIC 3: THE PURPOSE OF SCHOOLING (MIDSEM TEST)
3.1 Introduction
Why did we go to school? Why do children go to school? The answer to these
questions will probably help us to understand the purpose of schooling. What would
have happen to us if we did not go to school? What was the purpose of schooling
300 years ago? What is the purpose of schooling now? This lecture will relate the
philosophy, aims, goals and objectives of education to the purpose of schooling.
3.2 The Philosophy, Aims, Goals and Objectives of Education
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Philosophy Aims Goals Objectives
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• The purpose of self-realization is to encourage inquiry, mental capabilities, speech,
reading, writing, numbers, sight and hearing, health knowledge, health habits,
public health, recreation, intellectual interests, and character formation.
• The purpose of human relationships includes humanity, friendship, cooperation
with others, courtesy, appreciation of the home, conservation of the home,
homemaking, and democracy in the home.
• The purpose of economic efficiency includes work, occupational appreciation,
personal economic, consumer judgment, efficiency in buying, and consumer
protection.
• The purpose of civic responsibility includes social justice, social activity, social
understanding, critical judgement, tolerance, observance, conserving of resources,
social application of science, world citizenship, economic literacy, political
citizenship, and devotion to democracy.
• The Cardinal Principles of Secondary School Education listed seven major areas of
purposes of secondary schooling: (1) health, (2) command of fundamental
processes (living skills), (3) worthy home membership, (4) vocational education,
(5) civic education, (6) worthy used of leisure, and (7) ethical character.
3.3 Tutorial Activity
• Read Chapter 10 of the textbook about the Backward Design of Curriculum (p.
284). Explain “backward curriculum design”. Give one example of the design
based on an educational objective. Ralph Tyler (1949) described the design as
follows:
“Educational objectives become the criteria by which materials are selected, content is
outlined, instructional procedures are developed, and test and examination are prepared…
The purpose of a statement of objectives is to indicate the kinds of changes in the student
to be brought about so that the instructional activities can be planned and developed in a
way likely to attain these objectives”.
Sample Answer
• Backward curriculum design starts with the learning objectives (backward) to
derive/develop a curriculum (i.e. prepare lesson content, select materials, develop
teaching procedures, prepare exercises, and prepare test/examination). A simple
example is given below:
• Learning objective: At the end of the lesson, the students will be able to find the area
of a right-angle triangle.
• Lesson content: Find the area of a rectangle and the area of the right-angle
triangle by dividing the rectangle into two right-angle triangles. Derive the formula for
the area of a right-angle triangle.
• Materials: Use a manila card to make rectangles and use a ruler to measure
the sides.
• Teaching procedures:
(a) Review on how to find the area of a rectangle.
(b) Ask students to cut the manila card to make rectangles of various sizes.
(c) Ask students to measure the sides of the rectangles and compute the areas.
(d) Ask students to cut the rectangles into right-angle triangles and then compute the
areas of each rectangle
(e) Deduce the formula for the area of rectangle and triangle.
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• Exercises: Students are asked to draw right-angle triangles of various sizes and are
asked to compute the areas.
• Assessment: Students are given a few figures of right-angle triangles and are asked to
compute the areas.
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