By Ahmad Faizuddin
Todays curriculums emphasise more on producing œclass A students. It sounds great in a way that we can compete with others internationally. However, as the 1989 Malaysian National Education Philosophy took into account the notion of PEPSI (Potentials Emotionally, Physically, Spiritually and Intellectually) the consideration of being world-class must clearly carry those attributes in shaping the characters of students to face society.
As a matter of fact, the purpose of education is not only for academic adequacy, but also to produce caring people. Do we need to make all students first in the world in mathematic and science or students who are honest and respecting others? Most of us are indeed very happy if students could score straight As for all subjects. However, we should take note that the result is not to prove that we are better than others. But it is to improve students weaknesses and prepare them to be able to overcome challenges.
Nel Noddings in A Morally Defensible Mission for School in the 21st Century (1995) argues that education should be organised around œthemes of care rather than the traditional disciplines. All children must learn the centre of care: care for self, for intimate others, for associates and acquaintances, for distant others, for animals, for plants and the physical environment, for object and instruments, and for ideas.
In this case, schools have responsibility in responding to social changes and problems within community. If the focus is to produce straight As students, meaning that our curriculum is still organised around the last centre, ideas. It would be great if we can have students who are excellent in academic performance and at the same time first class in caring for family, peers, and surrounding community.
From the Islamic perspective, Muslims are taught that knowledge brings a great reward. A person who points the way to something good is considered as the one who does it. Allah SWT also promises that knowledge is among the three deeds that will continue to increase even after a person dies.
Prophet Muhammad SAW said, œWhen a man dies, all his deeds come to an end except for three: an ongoing charity, beneficial knowledge or a righteous child who will pray for him (H.R. Muslim). Hence, our intention to seek knowledge should be for the purpose of caring others and bringing us closer to our Creator.
It is clear then, schools as educational institutions should strive to provide students with a holistic education which focuses on both academic and non-academic areas. According to Ron Miller, the founder of the journal Holistic Education Review, holistic education is based on the notion that students should connect to surrounding worlds and humanitarian values to find their identities, meanings and purposes in life. It aims to build a passionate love of learning.
Ultimately, schools should provide more opportunities for character development and encourage students to study beyond the school walls.
Additionally, teachers should encourage students to learn more actively and independently that goes beyond formal curriculum. Getting straight As in all subjects is great, however, it does not necessarily guarantee smoothness of their future lives. It does not guarantee students to enter a university programme or getting jobs.
As John Dewey said, œEducation is not the preparation for life, education is life itself. So it is a long journey from the cradle to the grave. Do not waste students time for academic load only, but teach them to nurture good characters for their better future.***
(Â A Ph.D. candidate, Educational Management and Leadership, Kulliyyah of Education, International Islamic University Malaysia | Email: akhi.faizuddin@gmail.com| Mobile Phone: +60178813515)