MALAYSIA’S EDUCATION PHILOSOPHY FROM THE WESTERN PHILOSOPHICAL PERSPECTIVE: A LITERATURE REVIEW

ZAKARIA KAWI; ASMADY IDRIS; ABDUL SAID  AMBOTANG

doi:10.51200/jurnalkinabalu.v31i1.7125

Authors

ZAKARIA KAWI Faculty of Social Sciences and Humanities, Universiti Malaysia Sabah (UMS), Malaysia
ASMADY IDRIS Faculty of Social Sciences and Humanities, Universiti Malaysia Sabah (UMS), Malaysia
ABDUL SAID AMBOTANG Faculty of Psychology and Education, Universiti Malaysia Sabah, 88400 Kota Kinabalu, Sabah, Malaysia

DOI:

https://doi.org/10.51200/jurnalkinabalu.v31i1.7125

Keywords:

UN Child Rights Convention, , Malaysia, Article 29, Education Act 1996, Western Education Philosophy

Abstract

A state has the autonomy to implement educational practices appropriate to their economic, social, and political requirements. The paper reviews Malaysia’s education philosophy exclusively from the Western perspective (the other source being theological). Tracing the definition from the classical to modern thinkers, it uses the conceptual framework of international law as defined by Article 38(1) of the Statute of International Court of Justice (ICJ, 1945), one of the principal organs of the United Nations (UN), and the Vienna Convention on the Law of Treaties 1969. It assesses the education philosophy derived from the Child Rights Treaty (CRC 1989) which Malaysia adopted in 1995 and the provisions of which have been domestically legislated. In addition, empirical data from the travaux préparatoires (legislative history) of the CRC 1989, the UN system, various monographs and journal articles will form the backbone of the materials for the discussion. Among others, John Dewey’s concept of growth will form the basis of the analysis while discussing the concept of education as laid out by long-established thinkers. Critical thinking, an essential element of quality education and one of the key attributes Malaysian students need to possess, will also be highlighted. The paper will conclude, albeit, rather positively, that Malaysia’s education philosophy, like that of other developing countries takes into account the contemporary provisions of international law and the principles laid out by the UN system and its specialised agencies.

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