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Philosophy of teacher education
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Islamic Philosophy of Education
Further Reading
Armstrong,D.G., Henson, K.T. Savage,T.V. 1995. Education : An Introduction. New York: Macmillan Publishing Company.
Ozmon,H.A. Craver, S.M. 1995. Philosophical Foundations of Education. Englewood Cliffs: Prentice Hall.
Teacher Education Division. 1982. The Philosophy of Education Report of the National Workshop and Survey, Ministry of Education.
http:www.moe.gov.my http:cw.prenhall.combookbindpubbooksarmstrong3chapter3chapter12deluxe.html
http:www.siu.edueyctrcdromsup.html http:www.soe.purdue.edufacgeorgeoffphil am edessentialism.html
http:www.morehead-st.edupeoplew.willisfourtheories.html
Suggested Input
1. Philosophy
Philosophy literally means ‘ love for wisdom and has traditionally implied the pursuit of wisdom.”
It is a comprehensive, holistic and logical investigation on human thoughts in the field of religion, arts, science and education.
2. Metaphysics
Metaphysics is concerned with the nature of reality. It is defined as beyond the physical or the material. It deals with questions that go beyond what can be
answered by reference to scientific investigation. It is speculative and focus on issues as the nature of cause-effect relationships. It relates to teaching in terms of
thoughts about educational goals, the selection of appropriate content and educational goals, and attitudes towards the general nature of learners. Metaphysics
asks such questions as the following: Is there a body of universal knowledge to be learned? Who should decide what is to be learned? Are learners basically good and
trustworthy?
3. Epistemology
3.1 Epistemology is concerned with the nature of knowledge. Answers to epistemological questions provide a rationale for selecting material that is worth
teaching and learning and suggest how information should be taught. Two basic epistemological questions are:
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What constitutes knowledge? Is knowledge fixed or changing?
3.2 Another basic epistemological question centers on what might be described as ways of knowing and the reliability of methods of knowing. Basically the issue is
one of whether knowledge comes from revelation, from authority, from intuition, from the senses or from reason or experimentation.
3.3 Teachers’ approaches to teaching content to learners says a good deal about their own answers to basic epistemological questions. For example, a teacher
who insists that learners master specific facts and principles that others have discovered operates on the assumption that there is such a thing as true
knowledge. Other teachers who are more interested in teaching the processes of problem-solving, imply that there is no ultimate “truth” and that it makes
better sense for youngsters to learn some skills that will be useful to them in arriving at answers that are situational –specific.
4. Axiology
