scholarly journals An Enquiry into The Kenya’s Holistic Education: An Existential Philosophical Perspective

2021 ◽  
Vol 8 (4) ◽  
pp. 54-60
Author(s):  
William Kipkemboi ◽  
Mary Wahome ◽  
Cletus N. Chukwu
Keyword(s):  
Holistic Education ◽  
Philosophical Perspective

scholarly journals Pensamiento Complejo, Bases Para Una Teoria Holistica De La Educacion Superior En El Rediseño Curricular/Complex Thinking, Bases for a Holistic Theory of Higher Education in Curricular Redesign

2020 ◽  
Author(s):  
E Macías ◽  
G Uquillas ◽  
M Aquino ◽  
B Macias
Keyword(s):  
Higher Education ◽  
Holistic Approach ◽  
Holistic Education ◽  
Social Processes ◽  
Philosophical Perspective ◽  
Objective Reality ◽  
Complex Thinking ◽  
Complex Thought ◽  
Holistic Theory ◽  
Theoretical Reflection

El objetivo del presente artículo, consiste en realizar una reflexión sobre la perspectiva epistemológica de la complejidad desde las perspectivas de las ciencias. En este sentido, se defiende que un enfoque holístico puede servir de ayuda activa en la enseñanza de la complejidad desde un enfoque crítico y reflexivo amparados en nuevos paradigmas. Después de la relación del pensamiento complejo y la perspectiva holística en el aprendizaje con la dimensión mente que piensa, mente que siente, y mente intuitiva en la educación, trazamos la posibilidad de configurar diseños curriculares de aprendizaje relacionalmente desde la reflexión teórica donde se destaca los nuevos contenidos y asignaturas y la teoría fundamentada en la praxis que radica, en identificar procesos sociales mediante la construcción de teoría a partir de la realidad objetiva. Terminamos formulando desde la perspectiva filosófica y desde la concepción de la realidad se desprende, metódicamente, tres tipos de formaciones profesionales integradas y simultáneas, a partir de las cuales los profesionales en formación adquieren conocimientos, valores y prácticas demostrables transversalmente, durante toda su formación. The objective of the present article consists of the analysis of the new paradigms of the holistic education and its repercussions on higher education defined by the complexity and multidisciplinary. In this sense it is argued that a holistic approach can serve as an active help in the teaching of complexity from a critical and reflexive approach supported by new paradigms. After the relation complex thought and the holistic perspective in learning with the dimension thinking mind, feeling mind and intuitive mind in education, we design the possibility of figuring out learning curricular designs rationally from the theoretical reflection where the new contents and subject matters are outstanding as well as the theory based on the praxis which leads to identify social processes through the construction of theory from objective reality. We conclude by formulating from the philosophical perspective and the reality conception methodically three types of integrated and simultaneous professional formations from which professionals in formation acquire knowledge, cross demonstrable practices and values during all their formation. Palabras claves: Pensamiento complejo, educación holística, cerebro triuno afecto, rediseño curricular. Keywords: Complex thought, holistic education, triune brain, curricular redesign.

Kajian pelu dan tidaknya penambahan term Budi Pekerti dalam konten buku Pendidikan Agama Islam dan Budi Pekerti untuk siswa SMU

1969 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Salim Ashar
Keyword(s):  
Religious Education ◽  
Secondary Data ◽  
Holistic Education ◽  
Islamic Education ◽  
Ethical Values ◽  
Library Research ◽  
Split Personality ◽  
Objective View ◽  
The Right ◽  
Scientific Value

Character is a complicated issue, even considered an abstract problem. It is said to be abstract because the concept of manners is not yet operational. While good and bad standards for morals are in the objective view of God the Creator of man. If the character is ethics, it is very dangerous, because some of its value will be contrary to the moral lessons that exist in religious subjects. When both are taught (ethics and morals) then the threat is the students will later experience what is called a split personality, that is split personality. Students become confused because there are conflicting values, such as good values ​​in the sense of morals and good value in manners (call: ethics). There is no honest terminology of Arabic versions, honest English versions, false witnesses of Arabic and French versions, as there is no terminology about Arab or Turkish morality. This applies to humans when there is a pattern of intersection between ethical values ​​and customs: ethical values ​​derive from the "right" way (revelation), whereas customs are derived from the habits The purpose of this study are: 1) Describing whether or not the addition manners in the lessons of Islamic Religious Education. 2) Describe the material (content) in the lesson of Islamic Education and the intersection of Budi Pekerti based on traditional perspectives. This study uses "Library Research". The research data used is secondary data. Data collection techniques used are documentation. Data processing is done by conducting the activity of review, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. From the results of the discussion concluded: 1) Based on the perspective of Islam, the lessons of Islamic Religious Education need not be added with the character, because in fact holistic education includes in the Islamic Religious Education. 2) The content of Islamic Religious Education should include aspects of Islam, ie Aqidah, Shari'ah and Akhlak which are taught in a balanced way, but the lesson of character can be combined as long as the adat is the custom of the Muslims.

Modernism, Empiricism, and Rationalism

2016 ◽  
Vol 46 (1) ◽  
pp. 38-47
Author(s):  
Geoffrey Squires
Keyword(s):  
Twentieth Century ◽  
The Other ◽  
Modern Poetry ◽  
Philosophical Perspective ◽  
Irish Poetry ◽  
Dimensional Spectrum ◽  
Culture History ◽  
The World ◽  
The Impact ◽  
Rule Out

Modernism is usually defined historically as the composite movement at the beginning of the twentieth century which led to a radical break with what had gone before in literature and the other arts. Given the problems of the continuing use of the concept to cover subsequent writing, this essay proposes an alternative, philosophical perspective which explores the impact of rationalism (what we bring to the world) on the prevailing empiricism (what we take from the world) of modern poetry, which leads to a concern with consciousness rather than experience. This in turn involves a re-conceptualisation of the lyric or narrative I, of language itself as a phenomenon, and of other poetic themes such as nature, culture, history, and art. Against the background of the dominant empiricism of modern Irish poetry as presented in Crotty's anthology, the essay explores these ideas in terms of a small number of poets who may be considered modernist in various ways. This does not rule out modernist elements in some other poets and the initial distinction between a poetics of experience and one of consciousness is better seen as a multi-dimensional spectrum that requires further, more detailed analysis than is possible here.

Effective instructional design for value dominant education in Malaysian public universities

2008 ◽  
Vol 5 (2) ◽  
pp. 61
Author(s):  
MOHD NOR MAMAT ◽  
Fattawi Mokhtar
Keyword(s):  
Instructional Design ◽  
Environmental Ethics ◽  
Holistic Education ◽  
Environmental Attitude ◽  
National Education ◽  
Instructional Activities ◽  
Attitude Test ◽  
Ethics Course ◽  
Education Today ◽  
Document Review

Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.

PENDIDIKAN AGAMA ISLAM DALAM PERSPEKTIF FILSAFAT: ANTARA CITA DAN FAKTA

EMPIRISMA ◽  
2015 ◽  
Vol 24 (2) ◽  
Author(s):  
Mohamad Arif Majid
Keyword(s):  
Islamic Education ◽  
Philosophical Perspective ◽  
Life Process ◽  
Long Life ◽  
Islamic Values

Islamic education is a long life process in digging and performing Islamic values of (raḥmatan li al-’alamīn). It is also long-life attempts to excavate raḥmatan values amid the challenges of modernity and thoughts. This article discusses Islamic education from a philosophical perspective. This study found that ontologically theessence of Islamic education is on the process, while epestemoligically it requires the interaction between ratio and revelation. Axiologically, Islamic education should bring dignity, prominence, and happiness both in the word and the hereafter. This is what the so-called a ‘two in one’ concept and the key is ‘lillāh.Keywords: Pendidikan Agama Islam, Filsafat, Raḥmatan li al-’Alamīn

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