伊利诺Assignment代写:马来西亚教育

2018-05-12 16:37

在纸上，马来西亚教育哲学的理想并不完全符合四大哲学传统中的任何一种(以下简称“传统”)。相反，潜在的概念、方法和重点反映了传统的各种元素的融合。可以说，马来西亚的教育制度采用了中间道路。在进步主义的意义上，它既不教条也不实用;这两种做法都不太激进。另一方面，它采用符合国家议程需要的传统的要素。当然，总的来说，他们都认为教育应该是“改变”的主要手段。然而，它们的不同之处在于解释和改变的目标。然而，多年生主义和本质主义的教条，通过更大的智慧，对个人的道德和品格发展施加了很大的压力，进步主义强调知识，并结合技能，使学生为现实世界做好准备。与此同时，重建主义认为教育是实现社会变革的革命性手段。
伊利诺Assignment代写:马来西亚教育
On paper, the ideals in Malaysia's educational philosophy do not conform strictly to any one of the four philosophical traditions (hereinafter referred to as "traditions"). Rather, the underlying concept, approaches, and emphasis reflect an amalgam of various elements of the traditions. It can be said that the education system in Malaysia adopts a middle-of-the-road approach. It is neither too dogmatic nor pragmatic in the progressivist sense; neither is it too radical as in the reconstructionist approach. On the other hand, it adopts elements among the traditions that are consonant with the needs of the national agenda.In general, of course, they all share the view that education should be the principal means for "change". Where they differ, however, is in the interpretation and aims of change. Whereas the dogma of perennialism and essentialism puts great weight on the individual's moral and character development through greater intellect, progressivism emphasizes on knowledge coupled with skills to prepare students for the real world. Reconstructivism, meanwhile, sees education as a revolutionary means to bring about social change.

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