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Psychology for teachers and students. A short introduction. Knowledge and education. Knowledge ( ‘ilm ) is the ability to conclude a meaning on certain thing (Syed Muhammad Naquib al-Attas). Refer the definition of useful knowledge and the division of knowledge (epistemology).
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Psychology for teachers and students A short introduction
Knowledge and education • Knowledge (‘ilm) is the ability to conclude a meaning on certain thing (Syed Muhammad Naquib al-Attas). Refer the definition of useful knowledge and the division of knowledge (epistemology). • Education is a process of moralising (ta’dib). It does not only deal with cognitive and mental process but must be followed by behaviour that compliance with shari’ah – the manifestation of soul.
Application of psychology • Psychology or the study of soul could be applied by teachers and students in: • Motivating to love the knowledge (‘ilm); to study, to teach and to develope the knowledge. • To understand the personality and the individual difference. • To explain the learning and thinking process, including the perception and memory.
Expectancy X Values Motivated behaviours Beliefs Motivations Belief and motivation in learning (1) • Dowson (2005) has drawn the model to visualize the role of belief in any religion towards the motivated behaviour influenced by the metaphysical motivation. He concluded that the religious beliefs are motivational because of highly valued outcome, assured expectancies, and positive religious efficacy.
Belief and motivation in learning (2) • Every Muslim is responsible to learn and to teach as well as to do research and to develope the knowledge – the manifestation of the soul or more specific, the belief. The belief system creates the metaphysics motivation, motivating the believers to follow the rules and guidance according to the revealed knowledge. Furthermore, the belief system nowadays is more significant for the organization to boost their achievement. • Csikszentmihalyi (1996) found that the high achievement by the creative people in any field is not because of the materialism – the material motivations. Metaphysics motivations that rooted by the belief could be understood as the non-material motivations. However, Muslim intellectuals should choose Islam as their belief system, the most correct and true than other belief system, and the God bless should be the ultimate goal in their career.
‘Aql as the consultant Nafs as the consultant The choice in knowledge habit Qalb as the decision maker Man has the power of choice in knowledge habit; teaching, learning etc. The decision that will be made by the heart (qalb) is consulted and advised by the inner mind or intellect (‘aql) and soul (nafs) as shown in the following Figure 2. Without any doubt, the true belief inside the heart (qalb) is not enough without the ‘useful knowledge’ (as defined above) inside the mind (‘aql) grounded by the revealed knowledge; al-Quran and as-Sunnah. The decision maker role by the heart is explained by the messenger of God p.b.u.h.: “Surely there is in the body a small piece of flesh; if it is good, the whole body is good, and if it is corrupted, the whole body is corrupted, and that is surely the heart.” (Recorded by al-Bukhari)
The important of mind and soul • Abdul-Lateef Abdullah (2006): “As the motivating factor was the Qur’an and the quest to know God through His revelation and His creation, Islamic scholarship in the classical age was not driven by the desire for wealth creation, nation building, or international respect. Individual perfection was the underlying goal, for the Muslims of that age knew that knowledge and action were the keys to true human development and progress. The purification of the individual soul through knowledge of God (including both revealed and rational knowledge), and subsequently acting in accordance with this knowledge, was the highest goal in life to scholars such as Al-Ghazali and others. A great society can only result from great individuals, and it is only from knowledge and right action that great individuals can arise.”
Salam vs. Ibn al-Haitham • Ziauddin Sardar (2007): The eras of Salam and al-Haitham could not be more different. Al-Haitham flourished in a civilisation which valued scientific enterprise, Salam the product of a society where science was conspicuously absent. What happened in the thousand years separating these two Muslim physicists is a subject of intense study, conjecture and controversy. My purpose tonight is to explore these issues and suggest why conventional explanations are both unsatisfactory and totally fail to indicate potential remedies, the kind that would restore the enterprise of science in Muslim societies. • (Continue): Two things can be stated with some certainty. One, science thrived during the classical period of Islam; two, science in Muslim society has suffered a drastic decline. The difficulties arise in trying to ascertain when the decline began and what the causes were. Historians of science offer different dates and varied reasons.
The inspiration of the Quran • Ziauddin Sardar (2007): The most common stance is simply to blame Islam itself. There is something in the teachings of Islam, the argument goes, which does not allow science to take root in Muslim societies. This suggestion not only belies history but also the basic teachings of Islam which proclaims itself as an intrinsically rational worldview. • (Continue): Both Salam and al-Haitham were inspired by the spirit of the Qur'an. Al-Haitham, wrote not only philosophical but also religious treatises. He made two Qur'anic verses, one stating believers should urge one another to truth' (103: 1) the other that truth claims should be tested (33: 8), the basis of his scientific work. He wrote: Truth is sought for its own sake& (But) finding the truth is difficult, and the road to it is rough'. Science, he suggested, should be based on severe criticism'; and the claims of scientists themselves should be put to critical tests.
Learning (1) • Learning as well as teaching are the utmost important activities in education. Related activities are reading, memorising, discussion, debating, researching etc. • Learning is to acquire knowledge (‘ilm). • Every Muslim is oblige to learn, in other word Muslim is oblige to read, to do research, to write, and also to respect books and scholars (as a kind of ibadah) towards the ultimate goal, God bless (mardhatillah).
Learning (2) • Adapted from Amir Awang (1986), learning involve: • Planned and unplanned; e.g. accident. • Formal, not formal, and informal. • Controlled and uncontrolled; e.g. loving somebody. • Overt and covert (anger, love, hate etc.) • Single and multi senses. • Not included all of the entire behaviour change.
Western learning theory • Behaviourism (highlighting skills and behaviour change) and cognitive (highlighting mental and thinking process including problem solving and creativity). • Behaviourism: Pavlov, Watson, Skinner, Gestalt etc. • Cognitive: Piaget, Kurt Lewin, Gagne, Bruner, Hull, Ausubel, Johler, Gutherie etc. • Le Farncois (1982): Hebb theory could be considered as the 3rd major theory.
Behaviourism however… • Focus on skills and behaviour change that can be measured and be experimented, meanwhile education involves psychomotor as well as cognitive and affective. • Does not favour on internal process. For instance creativity, which can be studied and be taught. • Behaviourism as other western theories do not accept the revealed knowledge as the foundation and absolute reference of the theory.
Memory • Allah says (interpretation of the meaning): “…And remember your Lord when you forget…”[Qur'an al-Kahf 18:24] • Narrated Abdullah ibn Mas'ud: ... (Muhammad said) I am only a human being and I forget just as you do; so when I forget, remind me, ... (Abu Dawud: book 3, number 1015, Hasan) • Al-Khateeb reported in al-Jaami‘ (2/387) that Yahya ibn Yahya said: “A man asked Maalik ibn Anas, ‘O Abu ‘Abd-Allah! Is there anything that will improve my memory?’ He said, ‘If anything will improve it, it is giving up sin.’” • Akil: Knowledge as if light.
