University Learning Objectives
1. Literacy
PRT 2008 2. Numeracy
3. Sense of Historical Development
Agriculture and Man 4. Global Understanding
5 Moral Maturity
5. Moral Maturity
Facilitator: Wan Sulaiman Wan Harun (Dr)
c/o Dept of Land Management (Room C201)
6. Aesthetic Maturity
Tel: 012‐3297954 7. Understanding of Forms of Inquiry
E‐mail: wansul2000@yahoo.com
8. Depth and Breadth of Understanding
LU2supplement 9. Independence of Thought
10. Love of Learning
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Literacy Numeracy
• The base on which all else is predicated • Ability to use mathematics at a level & in a manner appropriate to
• The ability to READ & WRITE, &, in general, to COMMUNICATE good citizenship & to vocational fitness
properly is a FUNDAMENTAL INTELLECTUAL TOOL • Mathematics deals with quantity & form, with measurement,
• With literacy students can THINK CLEARLY and to SOME PURPOSE; structure, & relations, & encompasses a richer intellectual
without it, they cannot analyze properly nor develop an domain than just the utilitarian skills of numerical computation
independence of thought • A mode of thinking, no less than a collection of useful techniques
• Affords a means of access to raw material upon which the critical
Affords a means of access to raw material upon which the critical • Essential attribute of the informed & responsible citizen
E ti l tt ib t f th i f d& ibl iti
or creative intelligence is to be exercised • Correct understanding of the proper use of numbers is necessary
• Affords a means of communication, of shaping ideas and concepts, in a culture in which information routinely comes in numeric form
of selecting between different or competing formulations and significant decisions of social policy often have quantification
• A means of instructing others at their base; without the ability to comprehend the use of
Æ ability to devise a topic, to frame its bounds, analyze it & present it quantitative data, & to detect nuances of misuse, we may have to
clearly forego opportunities for independent judgement
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Sense of Historical Development Global Understanding
• All disciplines have a history, an understanding of which
contributes to an understanding of the place each has in • Comprehension of the variety of political, religious,
contemporary society cultural, geographical, biological, environmental, and
• No discipline is self‐sufficient, & no discipline is historical forces in the shaping of nature and the human
autonomous condition Æ understanding of the ways in which specific
cultural or geographical or other circumstances condition
• Efforts to connect developments in the discipline to wider
the differences between nations or peoples, &
the differences between nations or peoples, &
coexisting social conditions
understanding of the place of his or her discipline in the
• Students will be endowed with a sense of the international setting
fundamental relativity of knowledge and understanding at
• Associated with “sense of historical development”
any given time Æ sense of the continuity of change or
discontinuities, over time • Enhanced by a sense of historical perspective, by breadth
of understanding, & by independence of thought; in its
• Facilitates the acceptance of intellectual ambiguity or
turn it may contribute to these
uncertainty Æ a sign of depth of understanding
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Moral maturity Aesthetic Maturity
• Marked by depth & consistency of moral judgement, by • Quality of the critical response to some object, natural or
recognition that any moral judgement may be fallible, that artificial, external to the self attained through
moral judgement is complex, in that moral principles, if – Sufficient exposure to works of art (music, literature,
they are to be applied to a specific case, may need to be drama, etc)
interpreted – Aesthetic valuing of features of the natural
• Needed when applying a body of knowledge or a skill to
N d d h l i b d fk l d kill t environment
the solution of a problem, or to the understanding of a • OR
situation, if the knowledge is not to remain abstract and • A process of creation & development of the self attained
the skill potential unrealized by
– active involvement in the work of creation itself OR
– manipulation and recreation of the original object, i.e.,
CRITICISM as distinct from appreciation
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Understanding Forms of Inquiry Depth and Breadth of Understanding
• Inquiry = search for truth, information, knowledge &
understanding that follows a methodology based upon • Breadth of understanding is an expression of the ability to
systematic study, reflection, intuition, and innate creativity operate across disciplinary boundaries in a coherent &
• Involves resolving an identified problem, collecting information, productive way, with principles drawn from different disciplines
and observing relationships in order to reach a conclusion • Depth of understanding depends upon mastery of a body of
• Student an active inquirer & must be able to undertake the knowledge (but not to be confused with knowledge)
process independently
process independently • Depth & breadth of U depend upon, and themselves contribute
p p p
• Scientific method: form of inquiry concerned with hypotheses to, independence of thought and love of learning
development, data collection, analyses & interpretation – • Possession of a historical perspective may be essential to a
important for educated citizen functioning in the midst of broad & deep understanding of a subject
technologies of the contemporary world • Simplistic look Æ ability to see how sets of facts may be related
• Appreciation of other modes utilized, eg., by historians, to others both laterally and vertically (hierarchically); and ability
philosophers & scholars concerned with various fields of to create interrelations & abstractions (creative
creative expression imaginativeness)
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Independence of Thought Love of Learning
• Quality that activates all other qualities that are the focus
• To think independently, challenges orthodoxies & criticizes
of learning objectives, and its expression is not easily
received opinions
separable from demonstration of other virtues
• Receptivity to critical thinking and an openness to
• Thus, the true lover of learning, for example, will
reasoned skepticism about the authority of the expert
demonstrate both independence of thought and depth of
• A manifestation of the love of learning and may contribute
g y understanding
to a sense of self worth and of well‐being
• May be reflected or expressed in terms of intellectual
• Important accomplishment: Ability to ask the right kind of curiosity, ability to ask useful kinds questions, to see far
questions, rather than the ability always to have answers reaching implications, to make connections between
disparate topics, and of energy and passion in the pursuit
of knowledge & understanding, and of dissatisfaction with
simply accumulating facts or data, and critical ability
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Terima Kasih
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