"Philosophy can be divided into four main branches of

metaphysics, axiology, epistemology and logic." You are

required to write an essay to discuss in detail how the
four branches is applied to the Malaysian education
system. (1,500 words 2,000 words).
Overview

Philosophy means loves of wisdom as it is made up of

two Greek Words,philo and sophos which mean love
and wisdom. Philosophy can be defined as a critical
method of approaching experience and wisdom that
would influence the conduct of life (Dewey,1996). On
the other hand, according to Windelband(1962), the
definition of philosophy is ...the criticial science of
universal values... , This definition focuses more on
philosophy

as

comprehensive

synthetic

science

because it is concerned with everything including

universal science as a whole (Leighton,1930).
Philosophy acts an reflective tool to facilitate teachers
on pivotal issues and concepts in education usually
through questions such as : What is knowledge? and
What

is

the

learning

and

teaching?

(Cohen,1999).Philosophers will interpret the meaning of

these series of questions and set up raging debates
that can have major implications and lead to journey of
drawing conclusions or results.,
Philosophy and education
For a comprehensive understanding about how the four
branches is applied to the Malaysian education system,
the aspirant should know the various branches of
philosophy and their close correlation with education
system. The major branches of philosophy are
Metaphysics,

Epistemology,

Axiology

and

Logic

(Chandra,Sharma,2004). The relationship should be

sought in various fields of education such as the goals
and objective, the curriculum teaching method, the
school administration, discipline and evaluation or
assessment. These various fields are different upon
various philosophical foundation. Before we examine
closely about the collegiality between philosophy
branches within Malaysian education system, this
discussion will be confined to provide a summary
picture of these four main branches in general.

Metaphysics.
Metaphysics is the study of nature of reality. It involves
speculative way of thinking about realities in man, world
and hereafter and cannot be answered merely by
scientific investigation. It also can be defined as the
study of creation, existence, reality ,essence or nature
of the world. Ontology, a central branch of metaphysics
deals with the investigation the categorization of
elements in the world and their relations. In simpler
words, it is the study ultimate of reality. Metaphysics
tries to resolve issues like what is the ground basis of
human existence? Whether man has a soul and its
function?
The

metaphysical

studies

allows

educationist

to

develop appropriate perspective in conceiving aims and

ideals of education. (Chandra,Sharma,2004). This
study related to aim of education because selfactualization and development of human characteristics
interrelated with humans relationship with society and
nature. The other part of this study also can be linked to
scientific education in the world today.

Epistemology
Epistemology

is

the

branch

of

philosophy

that

discusses the nature of knowledge and its limitation for

example

validity

and

limits

of

the

knowledge

(Chandra,Sharma,2004). It also deals with the source

of knowledge and develops a theory of knowledge.
Philosophers within this field might ask various
questions like the truth or falsehood, the reliability of our
perceptions, certainty in truth and how do we find it?
(Dew, 2014).
In education, apart of analysing the nature of
knowledge, epistemological attitude tests on reliability
of method of knowing. For instance, in mathematics
teacher might want the learners to learn specific
concepts or theorem that have discovered by other
mathematician on assumption that is a true knowledge.
On the contrary, when teacher introduces problemsolving processes to students, he/she might imply there
is no ultimate truth as problem-solving process allows
students to fully utilize their relevant skills or prior
knowledge to solve the problem.
Concisely,

certainty

can

only

be

possible

in

mathematics and not in the

field of

sciences.

(Chandra,Sharma,2004)

Axiology
This branch of philosophy philosophically studies moral
values such and human development such as ethics,
aesthetics and religions. Main aspect of ethics covers
mainly on the criteria of right and good while aesthetics
studies the nature and elements pertaining to beauty.
(Chandra,Sharma,2004)
Logic
Logic might be summarized as the organisation of
knowledge or science that assess arguments to
differentiate between valid and fallacious thinking.
(Hurley,1982). It facilitates to evaluate the learners
reasoning, the validity of newly encountered information
and communicate more efficiently by encouraging
systematic thoughts. The knowledge of logic helps
students

in

avoiding

error

and

drawing

correct

generalisation in every field of knowledge. as sort out

doubts

and

point

out

misconception.

(Chandra,Sharma,2004)

Two types of Logic are mainly deductive and inductive

logic.

Deductive

draws

conclusion

from

premises(statements) that linked by reasoning while

inductive logic is a logical process which multiple
premises that found most true all the time are combined
to obtain general conclusion.

Malaysia has progressed to knowledge-based economy

from production-based to complete in globalization
world gone through tremendous transformation since
British Colonization . Therefore, Ministry of Education
(MOE) has been entrusted to provide standard
education

to

citizen

of

Malaysia

(Grapragasem,Krishnan,Mansor,2014) In national level,

all educational process are envisaged by the National
Education Philosophy (NEP). The NEP was formed in
1988 and in line with Rukun Negara (National
Principles)

(Ministry

of

Education,2001).

This

philosophy is embedded in Malaysias vision 2020 in

order to reach a fully developed country status by the
year of 2020. (Grapragasem,Krishnan,Mansor,2014)
The National Education Philosophy (NEP) reads:
Education in Malaysia is an on-going effort towards
further developing the potential of individuals in a
holistic and integrated manner, so as to produce
individuals who are intellectually, spiritually, emotionally
and physically balanced and harmonious based on a
firm belief in and devotion to God. Such an effort is
designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high
moral standards and who are responsible and capable
of achieving a high level of personal well-being as well
as being able to contribute to the betterment of the
family, society and the nation at large (Ministry of
Education, 2008, p. ix).

This philosophy focuses on the holistic development of

individual and progressive society along intellectual,
emotional, spiritual and physical dimensions and was
tailored to cater the needs of individual citizens, family

and society as a whole. It also acts as an unity

instrument and betterment of Malaysian citizens.
The first element of NPE states education is a
continuous effort and it implies that knowledge is always
evolving as educational process involves acquiring and
disseminating of knowledge, relevant skills and noble values.
This element is closely related with epistemology where it
focuses on evolution and development of knowledge.
Education is a vital tool to create changes needed to achieve
sustainable development and sustainability in education is
categorized by critical thinking, personal empowerment through
active participation, consistent reflection , collaboration, and
systemic thinking.(Tilbury&Wortman,2004).Educationalso
preparelearnerstoadaptthemselvesamongvariouschanges
especiallyinKeconomyandICTdevelopment.
Theseaspirationsarereflectedthroughtwooftheeleven
transformationalshiftthathasbeenintroducedinPreliminary
reportofMalaysianEducationBlueprint20132025.
The1stShiftimpliesthatequalaccesstoqualityeducationin
comparisonofinternationalstandardwillbeprovidedtothe
learners.Thisshiftwillensureallschoolsnationwidewillmeeta
groupofinfrastructurerequirementstocreatesafeandconducive
learningenvironementbyupgradingallschoolsinfrastructureto
meettheminimunstandardincludingschoolsinSabahand
Sarawak.Accesstocleanandtreatedwater,electricityforatleast
12hoursperdayalongwithotherbasicinfrastructurewillprovide
greateraccessforlearnersinruralarea.

Thisshiftalsoembedofabalancedsetofknowledgeandskills
likecriticalandcreativethinking,problemsolvingandleaderships.
Theseskillsarecrucialandwillbenurturedtodrivestudents
towardsgreaterandprolongintrincsicmotivation,selfexpression
andfreedomintheirlearningpatternsandthusdeveloptheir
lifelonglearningprocess.Hence,MOEaspirestolaunchnew
Secondary School Standard Curriculum or Kurikulum Standard
Sekolah Menengah (KSSM) and revised Primary School Standard
Curriculum or Kurikulum Standard Sekolah Rendah (KSSR) in 2017.
These curricula will stress on student-centeredness and
differentiated teaching where it will cater different needs of its
learners. Moreover, it will focus more on project-based and
problem-based work to promote intellectual growth and develop
sets of skills mentioned above.

(Malaysian Education Blueprint 2013-2025,page E11).

On the other side,the7thshiftinsinuatesthegovermentinitiative

toleverageICTandscalingupqualitylearningacrossMalaysia
includingruralarea.ICTineducationareimperativeasitprovides
opportunitiestolearnerstoexplorewiderandinteractivecontent.
ICThastonnesofpotientaltoacceleratelearningandenhance
teachinglearningprocesswhereitassiststeachersandprincipalsto
improvetheirteachingpracticingbymakingaccesstoboth
nationalandinternationalonlineresourcesavailable.(Malaysian
Education Blueprint 2013-2025,page E-19).

Malaysiahasbeenamongthefirstcountriesintheworld
constructedandpioneeredastrategiceducationalICTplan.MOE
perceivesIctasasameananddevelopingtoolnourishcurricula,
enhancepedagogiesandpromoteseffectivenessinschool
organisationstructure.TofulfillMoesmissionstatementand

accomplishthegoalsofVision2020,theMinisterofMOE,YAB
TanSriDatoSeriMusaMohammad,reiteratestheimportance
knowledgebasedsocietybyimplyingthatliteracyshouldnotonly
beperceivedasinabilitytowritenorreadonly,butalsoincluding
computerliteracy.(Mohamad,2002).Hence,Malaysiais
determinedtosteertheeconomytowardsaknoledgebased
economytofacetheglobalizationandchallengingfuture.
InordertosupportprogressivetransformationofICTmasterplan
andalligningthisplanwithNPE,MinisterofEducationhascame
upwithvariousinitiaviteforinstace:Smartschoolproject,ICT
traininginschools,andInternetConnectionandUsageinnational
schools.

TheMalaysiansmartschoolprojectwaslaunchedbythePrime
MinisterinJuly1997tohelpthiscountryachievetheaimsofNPE
andnurturethedevelopmentofskilledworkforceandprepared
themtomeetthechallengesof21stcentury.MalaysianSmart
SchoolorlocallyknownasSekolahBestarihasbeensystemically
renownedinaspectofteachinglearningpracticesandschool
administration.Theintroductionofsmartschoolhelpsprimaryand
schoolschooltomovefrommemorybasedlearningtoanew
educationsystemthatpromotescriciticalthinking,creativityand
catersvariouslearningstylesanddifferences.(MoE, 1997).

Under this project, about 8,000 school are fully

equipped with computer facilities including internet
access and teachers are encouraged to make full use
of ICT in their learning by the end of 2005. In 2006,
RM2.1 billion is allocated to upgrade all the schools

nationwide under the ninth Malaysia Plan.( (Minister

of Education, Malaysia, 2006). However, Smart
School report implied integration of ICT in school was
minimal duet to less commitment from teacher and
school administration in integrating ICT into teaching
practice. In some school, ICT only has been
perceived as a tool in the administrative work. (Wan
Ali,Mohd Nor,Hamzah,Alwi, 2009)
Next, Moe implemented intensive and various
training ICT courses to in-service and pre-service
teachers. By 1994, ICT is embedded as core course
in all teacher training as MOE realize the immense
importance of equipping student with ICT literacy.
Furthermore, MOE conducted long and short term
courses for examples : trainer-of-trainer courses,
Smart School teacher training courses and basic ICt
Skills and workshops. (Ministry of Education, 2001) .
BY 2000, approximately, 60,000 in service teachers
were trained through these ICT courses and 15, 000
teachers were trained under ICT (Intel Teach to the
Future 2005) programme as a part of collaboration
with Intel. Moreover, to facilitate the process of
integrating ICT in teaching-learning practice,
educational websites such as MYSchoolNet,
EducationNet , KPMNet and EdUWEBTV has been
introduced and serves as the latest educational
online resources for teachers and students. (Mahmud
& Ismail, 2009). On the other hand, Institut
Aminuddin Baki conducts training for head of schools
and other administrators and these leaders are
expected to disseminate the necessary knowledge
and skills to their colleagues back in their workplace.

Previous two decade, MOE had made capitalinvestment in education field and spent almost RM6
billion towards additional computer labs and building
computer lab in every school. In spite of bulk of these
funds go for betterment ICT facilities in school; the
ICT usage was still limited. Only 20% of teachers
spend more than one hour a week using ICT and only
a third of students recognised their teachers had
integrated ICT in their lesson. The usage of ICT only
limited to the Power Point usage as an instructional
and teaching tool and ICT is not being used to
nourish students creativity, problem solving, critical
thinking and communication skills. (Malaysian
Education Blueprint 2013-2025,page 6-20).
This problem arises due to insufficient training and
services like technicians to maintain ICT equipment.
Even in cases where services and supports are
available, it is not always sustainable. Another
problem is the lack of long-term strategy in
continuing and elevating key implementation
elements policy like ICT infrastructure and teacher
capabilities. Therefore, these investments have not
been rigorously and closely monitored to determine
impact. . (Malaysian Education Blueprint 20132025,page 6-21).
Therefore with the new education wave, MOE aspires
for all school to meet minimum standard of ICT
availability, utilization, and application. Hence, MOE
adopts several guidelines for ICT strategy

development like strengthening the established

foundation and investing in ICT solution for targeted
groups.
Moe will ensure students and teachers have enough
access to ICT devices and establish learning platform
with sufficient network bandwidth to use ICT devices.
For example, 1BestariNet becomes the catalyst for
ICT innovation in Malaysia. 1BestariNet is a
government initiative project to equip 10,000
national schools in Malaysia with Virtual learning
environment (VLE) and 4G internet network and all
teachers are trained and expected to be competent
in VLE Usage by 2015. (Malaysian Education
Blueprint 2013-2025,page 6-22).

In order to minimise cost, Ministry will emphasis on

providing more ICT devices and they are not
necessarily computers such as smartphone, tablets,
phablets, etc.) The usage of thin-client computers
has been introduced and Chrome Notebook has
made available for schools nationwide as an
alternative to mobilised and cost effective ICT
devices.
MOE will also shift existing contents from educational
website like EduWeb Tv to the VLE as a integrated
platform to support student learning. (Malaysian
Education Blueprint 2013-2025,page 6-22).

The second element of NPE is development of

individual potentials in holistic and integrated
manner. In this element, educational programme and

activities are intended to provide learners with

necessary skills like intellectual, psychological and
psychomotor to produce individuals who are wellbalanced in aspects of physical, emotional, cognitively
and functionally literate. (International Bureau of
Education,2011)

Every individual has been blessed by God with hidden

talents, potentials and abilities. Therefore, talents,
potentials and abilities should be tapped, nurtured,
developed and enhanced through social interaction
with others and the environment.
The third element of NPE is belief in and obedience to
God. One must admit the existence of God and accept
Him as the Creator of mankind and the universe. We
must be aware that God determines nature's laws and
phenomena. We should also be aware that every
individual is fully responsible for his deeds and actions
Other important aspect is to foster the capability of
Malaysian in contribution to the nation. Through
proper education and training, people can use their
productivity and innovation skill to upgrade their
productivities to bring a higher level of economic
development. Here it does not limited to industrial
sector but other as well such as service sector that

involves professionals such as doctors, lawyers and so

on.

InadditiontoSmartSchoolprojectTheMOEhasspentbilliionsof
RinggitMalaysiatoovercomeeducatinaldisparitywithinruraland
urbanareabyprovidingcomputerlaboratoriestothousandsos
chools.

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