Malay philosophies of education refer to the educational thoughts of Malay philosophers from the period of the Islamization of the Malay world in the 13th century up to the present. Malay refers to an ethnic group with the Malay language as the major language of communication. The Malay world refers to the region in Southeast Asia comprising Indonesia, Malaysia, Singapore, Brunei, southern Thailand, pockets of Indo-China (Vietnam, Laos, and Cambodia), and the southern Philippines. Prior to the introduction of Islam to the region in the 13th century, the Malay people were influenced by Hinduism, and some remnants of Hindu practices such as the conduct of the wedding ceremony and yellow being the color of royalty are still visible today. Islamization revolutionized the Malay worldview with a new ontology, cosmology, and monotheism. Moreover, the Malay language was elevated as a scientific and literary language and became a lingua franca that was widely used for communication, while Jawi script (Arabic) was used in writing, such that the region became known as the Malay world. Malay philosophies of education are very intricately related to Islamic philosophy or the Islamic worldview. Hamka, a 20th century Indonesian scholar, states that his Malayness is totally integrated with Islamic elements. Thus, the Malays’ understanding of Islam determines the goals of education. Historically, the goals of Malay education developed from the focus on the hereafter and sufism due to the nature of Islam received by the Malays at this particular time. Al-Ghazali, al-Shafie, and al-Ash’ari were among the scholars who exerted great influence on Malay scholarship. The philosophy of Malay education changed as a result of colonization by Western powers that established schools offering a liberal, secular education. However, contact with Muslim reformers in Egypt, specifically Muhammad Abduh, led to the reform of Islamic traditional schools. Hence, there was a shift in focus to reason, philosophy, and science with a closer reading of the Qur’an and Sunnah, and the goals of education emphasized the study of the acquired sciences and the use of reason. As a consequence, there were many efforts to change the existing educational institutions in terms of their curriculum. Finally, after independence, attempts were made to integrate the dualistic educational system—liberal, secular public school and traditional, religious schools—through an educational philosophy and curriculum that is holistic, integrated, and balanced, but that is also faith-based. It is not adequate to have both the acquired and revealed sciences merely coexisting but compartmentalized in the curriculum, for their values may still be conflicting. Thus, the concept of the Islamization of contemporary knowledge was deliberated and subsequently attempted. This is the climax of the unity of knowledge that is enshrined in the Islamic worldview. The educational landscape in the Malay world has been shaped by the thought patterns of Muslim scholars and the Islamic worldview.
Traditional Ambivalence and Heterosexual Marriage in Canada
