IIUM Research, Invention and Innovation Exhibition 2011‘Enhancing Quality Research and Innovation for Societal Development’

Rosnani Hashim, Moomala Othman, Wan Mazwati Wan Yusoff & Suhailah HusseinCentre for Philosophical Inquiry in Education, Institute of Education,

International Islamic University Malaysia, PO BOX 10, Kuala Lumpur, 50728, Malaysia

Phone: 03-6196-5327, Fax: 03-6196-4851, E-mail: cpie@iiu.edu.my BackgroundThinking is commanded by Allah as evident in the Qur’an and also from the tradition of the Prophet. The Malaysian Integrated Curriculum for Secondary School (KBSM) emphasizes creative and critical thinking skills (KBKK) and Teacher Education Programmes even offered courses for pre- and in -service teachers. However, we lack a programme that is appropriate for Muslim youth. This was the impetus for the researcher’s interest in this field and this research is an effort to contribute to the development of Muslim youth from within their Islamic tradition. There are many thinking programmes already in existence. However, this research project is based on the notion of philosophy for rational thinking. Lipman’s Philosophy for Children Programme was used as a model. Using his framework, I have attempted to develop a philosophical inquiry programme for Muslim youth that incorporates common, central and contestable concepts in Muslim society and also Islamic ethical values, and thus the name HIKMAH. The objective of the programme is to make Muslim youth of various levels (primary, secondary and tertiary) become more critical, creative and ethical in their thoughts and also more articulate in their presentation of arguments. This programme also improves students’ communicative and language skills. Two important elements that are essential for the success of the programme are the specialized instructional materials and specially trained teachers because of its unique methodology. In this regards, I have worked to produce the materials and have also tested them with the students. I have also trained teachers using modules that I have worked on. The teachers need to help students make sense of their world, and to open up new worlds of knowledge and experience. The outcomes from this research project are teacher training modules, instructional materials – narratives and concept games, theses, papers, and a continuous Hikmah School Holiday Programme and partnership with schools.

Research1. Rosnani Hashim conducted an experimental study in 2003 to find out the effect of doing philosophy on

critical thinking skills among primary school students. Students, who were from the average ability group, were subjected to doing philosophy in Malay language for one hour per week for 12 weeks. The effect on critical thinking skills was measured using The New Jersey Test of Reasoning Skills. Pre and post test showed a significant difference in critical thinking skills.

2. Rosnani, in 2004, replicated the same study but on high and average ability groups in Tampin, Negeri Sembilan. Both groups (12 years old students) were doing philosophy using English language for one hour everyday for three weeks. Similar improvement was reported for high ability group.

3. In 2005, Moomala Othman conducted a comparative study between Reader Response and Philosophy for Children (P4C) approaches among Form Four students from a fully residential science school in Ulu Yam, Selangor. The study reported a significant mean different in thinking and reading abilities for P4C group.

4. A two-hour weekly programme was conducted for Form Three students of (Sekolah Berasrama Penuh Integrasi) SBPI Gombak from Feb. to May 2005. Students found that the programme helped them to improve their speaking, communication and critical thinking skills, and enhance their self-confidence.

5. Similar views were reported by IIUM students who attended the programme at SLEU. Even though this programme produced good outcomes, but it was only held for 3 semesters because of lack of fund.

6. In 2009, Norillah Abdullah did an experimental study to examine the effectiveness of the pedagogy of philosophical Inquiry (PI) in enhancing critical thinking and self-confidence among undergraduate students of the Kulliyah of Islamic Revealed Knowledge, IIUM. The result showed that critical thinking skills and self-confidence among the treatment group (using PI) improved significantly.

Paper Presented at Conference1. Rosnani Hashim. (2005b). The effect of P4C on reading and reasoning skills of average and high

achievers in a Malaysian primary school. Paper presented at 12 th Learning Conference at Universidad de Granada, Spain on July 10-13.

2. Rosnani Hashim. (2006). Philosophy enriched English lessons for critical thinking. Paper presented at Malaysia International Centre for English Language Teaching Conference at Hotel Equatorial Melaka. May 8 – 10.

3. Rosnani Hashim. (2008a). Reviving the pedagogy of philosophical inquiry among Muslim teachers and students. Paper presented at International Conference on Teacher Education in the Muslim World at Crown Princess Hotel, Kuala Lumpur. July 16-18.

4. Rosnani Hashim. (2008b). Developing capacities for critical thinking and philosophical reasoning in schools. Paper presented at the Seminar Commemorating World Philosophy Day: The Role Universities in Promoting Dialogue Through Philosophy on 17 th November 2008, Centre for Civilizational Dialogue, University Malaya.

Products

Published Research paper1. Rosnani Hashim. (2005a). Kemahiran berfikir, hikmah dan keperluan program pengajaran falsafah di

sekolah. [Thinking skills, wisdom and the necessity for teaching philosophy program in school] Jurnal Pendidikan Islam. 11(2), 46-68

2. Rosnani Hashim. (2005c). Rethinking Islamic education in facing the challenges of the twenty-first century. American Journal of Islamic Social Sciences. 22(4), 133-147.

3. Rosnani Hashim. (2006). Philosophy in schools in the Malaysian context. Singapore: Singapore Teachers’ Union.

4. Moomala Othman & Rosnani Hashim. (2007). Critical thinking and reading skills: A comparative study of the Reader Response and Philosophy for Children program approaches. Thinking, 18(2), 26-34.

5. Rosnani Hashim. (2009). Philosophy in the Islamic tradition: Implications for the Philosophy for Children Program (P4C). In E. Marsal, T. Dobashi and B. Weber (eds.), Children philosophize worldwide: Theoretical and practical concepts. Germany: Peter Lang.

Theses1. Critical thinking and reading skills: A comparative study of the Reader Response and Philosophy for

Children program approaches. Unpublished Ph. D dissertation in English Language Studies, International Islamic University Malaysia, Gombak by Moomala Othman (2005).

2. The pedagogy of philosophical inquiry (PI) as an approach to develop critical thinking and self-confidence: A case study of undergraduate students in IIUM. Unpublished Ph.D dissertation in curriculum and instruction, International Islamic University Malaysia, Gombak by Norillah Abdullah (2009).

3. Reviving the Muslim minds through doing philosophy: Implications for curriculum of Muslim education. Unpublished Ph. D dissertation in English Language Studies, International Islamic University Malaysia, Gombak by Wan Mazwati Wan Yusoff (2010).

Materials1. Narratives – Thinking stories in the form of novels and short stories2. Concept game – Philosophical card game, mind mapping, classification game3. Teacher resources – discussion plans, exercises, teacher evaluation rubric, student assessment rubric

Training Manuals

Participants’ views of the programme1. “It opens my mind to new ways of looking at things,” 13 year old student (29/11/07)2. “It gives me confidence to express my view and defend it,” 14 year old student3. “I am able to think more logically now,” 13 year old student4. “It improves my English,” 10 year old student5. “… there are a lot of debates with hot issues, the programme also improves the confidence level and

helps make friend with others,” Master student AIKOL (18/9/07). 6. “Communication skills, Argumentation, Overcome the feeling of shy,” first year student KIRKHS

(18/9/07)..7. “Before I join this programme I feel afraid to ask questions if I don’t understand I prefer to keep quiet.

Now I am able to ask questions,” First year student KIRKHS (18/9/07). 8. “it helps me think more seriously and make reason for something to make a conclusion “, 15 year old9. “I like this programme because it gives me opportunity to speak in english and became more

confident. It also helps in my critical and creative thinking ‘, 15 year old students.10. “this programme teaches me how to raise questionns and improve my vocabulary and grammar. It

also teach me how to make moral judgement “, 15 year old student

Primary school students’ views of the programme1. It is interesting. I am able to share my point of view with others. It helps me to understand things

better.2. It is interesting, enjoying and helps me to improve my English, Furthermore, it helps me to think

creatively. I learned how to read with a proper intonation. my thinking skill in a critically way and teach me how to discuss so I can be open minded boy.

3. I gives me more new ideas and this class is very interesting. We can also change our own ideas with our friends. Besides that, it makes me think more and improve my English. Another thing I like this class is because sometimes we sill also have argument with some questions.

4. It is enjoyfull and I began to think of consequences of my action before acting on it. It is useful to writing the questions on the board. I think this class can be useful for all participated.

5. I like this class because it is interesting, enjoyable and we can get closer between friends and teacher. It improves my English. It makes me think in a creative and innovative way. By following this class. I became an open minded person.

ID: 209The Hikmah Pedagogy of

Philosophical Inquiry for Thinking and Communication Skills