HIC: IMPLICATIONS FOR CONTEMPORARY EDUCATIONAL SYSTEM (2)
HOLISTIC INTEGRATED CURRICULUM (HIC) AND ITS THEORETICAL FRAMEWORK: IMPLICATIONS FOR CONTEMPORARY EDUCATIONAL SYSTEM
by R. Embong1, R. Hashim2, W.M. Wan Yusoff2*
Seven Essential Components of HIC
Inevitably, the manifestation of the HIC on the development of a holistic integrated personality in its educational objective gives direct implications on the knowledge content. There are seven essential components identified to be integrated into HIC which are spiritual education, moral training, intellectual disciplines, professional training, language literacy, social education and physical education. A brief description on each of these components is provided as below:
a.Spiritual education:
Spiritual education aims at liberating the learners’ soul from the worldly concerns in order to get realhappiness of life and achieve self-actualization. Spiritual education is closely related to the study ofphilosophy of life and religion. The teaching of philosophical and religious knowledge should aim atteaching about the Truth, practicing good life, instilling the aspiration of faith and piety, and nurturinglove, sense of accountability and belongingness to the humanity. Besides, ‘intuitive knowledge’ is alsoacknowledged as a part of spiritual education. The equivalent of intuitive knowledge with spirituality.
b. Moral Education:
Moral education is necessary to nurture good character among learners. Besides, the cultivation of intuition is necessary for the developments of both spiritual as well as moral aspects. Thus, HIC acknowledges the role of mysticism in the purification of soul. It should become an essence of moral education because it becomes pre-requisite for a total instillation of moral and ethical values. IIC also concerns on the importance of Ethics that is a study of moral philosophy (MacKinnon, 2007). Theoretically, it involves reasoning to understand the concepts of morality and justify moral principles. Practically, it guides man to live and behave properly. Sex education also is considered as necessary for it aims at recognizing Mother Nature and Super Nature through the study of types of relationships, sexuality, reproduction and family matters and this could be realized through the integration of physical and spiritual understandings.
c. Intellectual Disciplines
For the cultivation of intellect, all intellectual disciplines mainly philosophy and science should enjoin the study of man and universe. It is necessary to explicate about the miraculous scientific discoveries and the laws of universe. Philosophy is the result of the rational knowledge while science is based on empirical knowledge. The inclusion of philosophy aims at achieving wisdom. Learners should be taught doing philosophy not only theories about philosophy, as Nelson (1993) asserts that teaching philosophy is “not teaching about philosophers but of making philosophers of the students.”(Lipman, 1993: 437-443) IIC also proposes a value-based science education as which integrates both material and the spiritual worlds, then regard the findings for seeking the Truth.
d. Physical Education
The physical education is vital for attaining a well-balanced and good quality of life. It also covers health education. HIC does not ignore learners’ physical development including their wellness, health and fitness. Besides knowledge, physical fitness is a pre-requisite of becoming a leader in Islam.
Thus, HIC concerns with psychomotor domain, which is identified by Harrow (1972), comprises motor or physical skills such as the physical co-ordinations during in prayer. It is recommended to have physical trainings such as swimming, the use of bow and horsemanship. Various physical activities such as scientific self-defense or martial arts, sports, recreational activities and so on could be carried out.
e. Language literacy
Language has a major role as a religious, cultural and civilizational mechanism (Naquib al-Attas, 1980) and necessary for “communication, interpretation, analysis, synthesis, internalization and application of concepts, ideas and reflected realities” (W. M. Nor, 1989) HIC emphasizes proficiency of both receptive and expressive forms of language for developing a well-versed learner in various languages. The first is English because it is an international language and vital for learners to be more competent in the era of globalization and obtain the advantages of modernization but not being culturally transformed (Ratnawati, 1997: 2003). The second is the use of national language or mother tongue is required to preserve the national integrity. The third is the command in other languages is useful as a method of communication with other communities.
f. Social education
The social education is necessary to prepare learners for being a good citizen through the cultivation of the sense of social responsibility to transform society. l. It covers social and global issues as well as cultural and media literacy which should guard learners from the impacts of globalization as well as information technology and communication. HIC also concerns on providing the correct and contextual views of realities so that the learners will be able teach society effectively. They should have deep understanding about the concepts of universality, unity of humankind, need of rising-together and being a part of the humanity.
g. Professionalism Training
HIC also concerns with the development of professionalism for it is a prerequisite to prepare learners for real life and career in the future. Thus, the knowledge contents and information should be practical and relevant for their living as well as career planning. This is to ensure that the learners are exposed to the real world and not becoming robotic. Rather it is necessary to develop human capital for nation building as well as to empower learners to be professionals in various disciplines of jobs. Therefore, the development of their professionalism should begin through the introduction of professional fields such as engineering, medicine, agriculture, technology, entrepreneurship, economics and so on.
These sciences become social obligatory because of dealing with the management of social system which are required to be specialized by every learners according to their abilities and interests.
Seven Integral Elements
The seven essential components of HIC generates another seven integral elements viz. beliefs, values, thinking skills, soft skills, concepts, public spiritedness and practical skills which are described below:
a. Beliefs
Belief system is the most important element that should be integrated into the curricular content of IIC. This system is allied to faith in spiritual realm and establishes relationship between man and his innate self, his fellow being and environment. Iqbal in ‘the Secrets of the Self’ (Asrār-e-Khūdī), heartens the personality development through instillation of faith and imitation of Divine attributes or sacred values (Muslehuddin, 1983).
HIC, therefore, emphasizes the understanding of the Truth and its significances on individual and society. HIC identifies spiritual principle namely Unity of Truth (Theology) unifies all other essences of disciplines such as humanity (ontology), creation (Metaphysics), knowledge (Epistemology), self (Psychology), life (Eschatology) and community (Sociology). (al-Faruqi, 1992; al-Zeera, 2001) (see figure 2). Those elements should substitute the secular surmises in regulating truths and realities.
b. Values
HIC concerns with the instillation of values into its curricular content and activities and this involves certain elements. The first is moral character and deep understanding about praiseworthy characters or virtues and blameworthy characters or vices. The second is manners and etiquette in talking, greeting others, eating, mixing between different sexes, purity and cleanliness and manners of disagreement. The third is rights and duties as an individual, a citizen and a human. The fourth is attitude towards current world and issues of humanity, morality, globalization and environment.
Solving these problems requires wisdom and values oriented thinking. All these elements are significant in the process of purifying learners’ souls and conscience and, refining their conducts for the development of true moral character.
c. Thinking Skills
Thinking skills as defined by Ornstein and Hunkins, (1993), are abilities of analyzing problems, collecting facts and data, organizing and interpreting data, presenting results and having independent thinking. HIC concerns with the cultivation of good thinking by integrating both rational and spiritual thinking. HIC adopts multi-dimensional thinking which are critical, creative and caring (Lipman, 1991).
Berghout (2005) claims that critical thinking enables learners to achieve the Truth. It involves philosophical inquiry and critical analytical methods. Meanwhile creative thinking enables them to be creative in solving problems (Berghout, 2005) and requires reflective thinking (Lipman,1991) which needs to be integrated to the rational and spiritual thinking (Iqbal, 1982). The intuitive thinking is necessary for leaners to get intuitive grasp that is integral to the knowledge discovery process (Ornstein and Hunkins, 1993). Other necessary thinking skills are inductive thinking and logical (Tyler, 1949). Thus, these multi-thinking skills are mandatory for the transformation of learners’ thought and character.
d. Practical Skills
Hard skills or practical skills are also important and are meant specifically for carrying out a certain task or activity. An eminent psychologist, Sternberg (2005) introduces a triarchic theory of human intelligence which comprises three essential kinds of intelligences namely analytical/critical, creative and practical as prerequisites of a successful person. The practical intelligence predicts career performance better than what IQ does. It involves employing components of intelligence to new experiences in order to make judgment for adaption, shaping or selection of environments. HIC
encourages any vocational skills such as trade, mechanical workshops, farming, and commerce. The learners should know certain basic skills of living such as cooking, sewing, planting trees, first aid training, nursing the sick, housekeeping and so on to be practiced in their daily lives. Computer skills and using technology of internet are also important. Gatto (2000) asserts that the practical skills necessarily make individual economically self-sufficient, contributing to the economy market and enable him with purchasing power and expertise in giving social contribution. Moreover, these practical skills could cultivate the spirit of making physical environment beautiful and manageable.
e. Concepts
The content of the HIC should be free from any elements such as dualism, materialism, naturalism, secularism and so on as developed in the fragmented systems at philosophical, theological, sociological and scientific spheres. All these should be formulated in the light of Divine revelations.
Divine way has the distinction of connecting all disciplines of the mind with the higher principles of the creed, morals, social and economic policy as well as with legal practice (Naquib al-Attas, 1980) This provides general principles for every aspects of human life and promotes further investigation in any beneficial disciplines. HIC emphasize such as the concepts of man, the unity of mankind, faith, knowledge, citizenship, humanity and other basic themes of life.
The concept of “Life” has a central importance for HIC. R. Miller (1991b) proposed the notion “life-centered” to describe a spiritually rooted (holistic) education which integrates both a transcendental and immanent principle of the cosmic world. The philosophy of life answers purpose, direction, meaning, and a goal that transcends our personal egos and particular physical and cultural conditioning.
f. Public Spiritedness
Public spiritedness is a moral aptitude that should be instilled into every learner. It is related to the moral principle of caring for others’ well-being. A public-spirited learner believes in a public interest, not self-interest and thus serves others. He strives to establish social justice and social welfare. The learners are encouraged to actively involve in social services or public welfare for the sake of the humanity. Charity is an evidence of faith) and becomes obligation for every man.
The learners should be able to express their altruistic interest in the public welfare and give priority to others’ needs and general welfare. HIC cultivates the qualities of leadership and the sense of volunteerism through the social services, social welfare and charitable work.
g. Soft Skills
Soft skills involve both emotional and social intelligences. Goleman (1995) posits that developing emotional intelligence will accentuate the affective domain and helps to achieve success at work and in life. Meanwhile Sternberg (2001) defines that social intelligence as an ability to understand and interact with others that requires a balance between the intrapersonal, interpersonal, and extrapersonal skills.
This corresponds to the horizontal-vertical relationships of man with super nature, other being and universe. Thus, HIC equips learners with soft skills such as competencies of good leadership, effective communication, problem solving, decision-making, working in a team, selfawareness, self-regulation, self-motivation, empathy and so on. These skills help them to improve their abilities to strive for overall excellence in their personal and social life, especially for professional development.
IMPLICATIONS
The educational matters of HIC are deduced coherently from the essential principles based on the Divine Unity and Truth. This significantly implies on the concept of HIC and its theoretical framework. IIC upholds the integration of theoretical and philosophical concepts with practical realities based on the contemporary context and global changes. Consequently, the proper and precise concept of HIC give some implications on the Islamic education system and its institutions in terms of educational philosophy, the selection of curricular contents as well as the methods of pedagogy and evaluation.
Educational Philosophy
HIC implies mainly on conceptualizing the educational philosophy of contemporary education system and its institution. The formulation of a lucid educational philosophy is essential to aspiring towards the development of a holistic integrated personality. Therefore, institution should firstly, review its philosophy, vision, mission, goal and objectives thoroughly and then, clearly state those matters to be consistent with the true concept of education.
It should envision a well-balanced and comprehensive development of learners in aspects of spirituality, morality, intellectuality, physique, professionalism, individuality and social life. Hence, the institution should have a clear rationale of adopting the integrated curriculum, that its educational matters and activities should be planned to stimulate all those aspects. It is worth to mention that the motif of pursuing knowledge for vocational preparation and economic gains should become secondary, not the ultimate goal of the system.
The Selection of Curricular Contents
The reformulation of philosophy determines the selection and scope of curriculum in order to develop the subject matters. The institution should attempt to integrate all essential components of HIC namely spiritual education, ethics and moral education, intellectual disciplines, physical and health education, language literacy, social education and professional or vocational education. Their integral elements viz faith and beliefs, universal noble values, multi-dimensional thinking skills, soft or people aptitudes, practical skills, understanding of basic themes of life and cultivation of public spiritedness should be infused into its curricular content.
This integration could be done in two ways; the first is by using stand-alone approach where the component is regarded as a formal subject or as co-curricular (CCA) or extra co-curricular activities (ECA). The second is by adopting infusion approach across curriculum formally or informally. For instance, thinking skills are infused into every subject matter. CCA and ECA should be a part of formal curriculum.
Method of Pedagogy and Teaching
This leads to the empowerment of educators as their roles are vital in the process of curriculum integration. They should be encouraged to use effective pedagogical methodologies and approaches such as student-centered, philosophical inquiry, high cognitive level, integrative method, various pedagogical techniques and technologies.
They must be equipped with the skills and arts of integration in order to ensure a meaningful integration of curriculum. They should be actively engaged with Islamization of knowledge which is significant to regulate the integrated curriculum holistically.
Curriculum integration manifests the application of universal elements in all educational theories and practices including curriculum as well as relationship among educators and learners. In addition, the environment should be conducive in nature.
Mode of Evaluation
Since HIC is designed to deal with the whole education system, thus its curricular content, process and product should be evaluated including both learners and educators. The method of evaluation is an effective tool of enhancing the quality of teaching and learning as well as measuring the effectiveness of the curriculum implementation quantitatively and qualitatively.
The institution should adopt theoretical and practical assessment methods in measuring its ‘educability’ at prior, during and end of the educational processes in both formative and summative evaluation. This educability should cover both forms i.e ‘manifest educability’ related to subject-based education and, ‘latent educability’ linked to integrative education (Ingram, 1979).
The institution should adopt a value-laden method of evaluation to foster individual’s growth and progress; exercise self-evaluation technique for moral refinement and peer-assessment for individual self-improvement.
CONCLUSION
The lack of literature to clarify the concept of integrated curriculum and on how to integrate it into Islamic education system has hampered the efforts to design and develop an integrated curriculum. In this regard, this research has made an explicit contribution to conceptualizing and theorizing what “the Holistic Integrated Curriculum” (HIC) ought to be, for which it depends upon the perennial values drawn from holistic weltanschauung (ideology).
HIC is expected to be a precursor in the transformation of the Islamic education system by reviving tradition of philosophical and scientific inquiry, intellectualism and religiosity as well the integration of theory and practice, ideal and real, physical and spiritual.
HIC is not a new concept; but it is expected to renew educational system in the modern context through an integrated approach. It should be reiterated that HIC emphasizes wholeness of all aspects of education that covers philosophical orientations, curricular aspects and pedagogical practices .
It balances-up between materialistic and spiritual worldview. It also proposes that educational experience promote a more balanced and comprehensive development of individual in all aspects of spiritual, emotional, intellectual, physical, individual, social and professionalism.
It establishes relationships between the individual with other fellow being, other being, natural environment, the inner-self and outside world. It concerns with life experience, skills; hard and soft for selfdevelopment, and right worldview, intention and action.
Thus, HIC and its theoretical framework are expected to provide general guidelines for the policy makers and curriculum developer to designing and developing an integrated curriculum for contemporary education system in the context of new millennium, so that, it will capable of facing the impact of globalization and its challenges. (T/RE/RH/WMWY/E01)
Mi’raj Islamic News Agency (MINA)
*1 University of Sultan Zainal Abidin (MALAYSIA)
2 International Islamic University (MALAYSIA)
