Papers by Amir Mohd Nason
International journal of academic research in business & social sciences, Apr 6, 2022
Majority of the orientalists adhere to the philosophy of logical empirical positivism, which is a... more Majority of the orientalists adhere to the philosophy of logical empirical positivism, which is an understanding that emphasizes on the full use of the intellect as the main approach to obtain an accurate scientific fact based on systematic and thorough research methods. This philosophy rejects the source of revelation as proof to facts because it is considered as irrelevant in providing historical facts. However, the philosophy can be considered bias and dubious in viewing the life of the Malay community. This article focuses on the analysis of the orientalists' misconceptions about the characters of the Malays and their approach in assessing the Malays in Malaya. The authors have used methods of historiography, comparisons and content analysis to analyse the views. Regarding to the overall view of the orientalist on the negative characters of the Malays, the study found that the orientalists had invented up a number of claims based on the needs and interests of the Western colonials. It was aimed to distort the truth and enabled the group to associate the behaviour of the Malays with negative characters. The orientalists had failed to understand the Malay society due to the thinking centralised on Euro-centrism, which propagated the Europeans as a great and civilised people compared to other people in Asia and so on.
Jurnal 'Ulwan, Oct 31, 2021
‘Abqari Journal, Oct 18, 2019
International Journal of Academic Research in Business and Social Sciences
International Journal of Academic Research in Progressive Education and Development
Jurnal al-Abqari, 2019
Abstrak Kertas kerja ini bertujuan membincangkan cabaran dan harapan terhadap usaha penerapan pen... more Abstrak Kertas kerja ini bertujuan membincangkan cabaran dan harapan terhadap usaha penerapan pendekatan pendidikan berasaskan qalbu dalam pembelajaran abad ke-21 (PAK21). PAK21 ialah suatu konsep yang menjadi elemen penting Pelan Pembangunan Pendidikan Malaysia (PPPM) yang menekankan lima daripada enam aspirasi murid yang menyentuh pengetahuan, kemahiran berfikir, kemahiran memimpin, etika dan kerohanian dan identiti nasional. Pendidikan berasaskan qalbu pula menekankan keperluan untuk menyerap kelima-lima elemen iaitu kasih sayang, menyelami kehendak murid, pengamalan sunnah, kesucian jiwa dan keberkatan ilmu dalam proses pengajaran dan pembelajaran. Penerapan ini boleh berlaku sama ada secara langsung mahupun tidak langsung. Pengurusan etika dan kerohanian perlu beragenda agar dapat memberi impak bermakna terhadap kejayaan akademik. Penglibatan guru diperlukan dalam mengaplikasikan elemen pendidikan berasaskan qalbu agar kejayaan tidak hanya diukur pada pencapaian akademik, tetapi turut mengutamakan etika dan kerohanian yang membentuk diri pelajar yang lebih kompeten dan berdaya tahan. Berdasarkan gambaran ini timbul dua persoalan. Pertama, apakah cabaran dalam menerapkan pendekatan pendidikan berasaskan qalbu dalam proses pembelajaran abad ke-21? Kedua, apakah harapan agar pendekatan pendidikan berasaskan qalbu dalam diterapkan dalam pembelajaran abad ke-21? Makalah ini berhasrat menjawab kedua-dua persoalan tersebut menerusi kajian kualitatif menggunakan kaedah analisis kandungan. Hasil kajian menemukan empat cabaran utama yang dihadapi iaitu, tujuan dan matlamat pendidikan, kelompangan dalam penerapan elemen utama Falsafah Pendidikan Kebangsaan, kebergantungan terhadap teori dan psikologi Barat dan usaha penerapan pendidikan berteraskan Islam. Harapan untuk melihat sistem pendidikan di Malaysia ini bersifat holistik dan mengutamakan pencapaian secara menyeluruh merupakan satu harapan yang perlu disusuli dengan usaha yang kuat. Salah satu usahanya ialah melalui proses penerapan pendidikan berasaskan qalbu dalam pembelajaran abab ke-21. Kata Kunci: Pendidikan berasaskan qalbu, pembelajaran abad ke-21, cabaran, harapan. Abstract This working paper intended to discuss the challenges and hopes of applying the Qalbu-based education approach in 21 st century learning. 21 st century learning (PAK-21) is a concept that has become the main element in Malaysia's Education Development Plan (PPPM). It emphasises on knowledge, which is one out of the six aspirations held by students that touches on knowledge, thinking skills, leadership skills, ethics and spirituality as well as national identity. Qalbu-based education stresses on the need to assimilate or apply five elements, namely love, understanding students' needs, practicing the Sunnah, a pure soul and the blessings of knowledge in the teaching and learning process. This application can occur, either directly or indirectly. Ethical and spiritual management must have an agenda in order to have a meaningful impact on academic success. The involvement of teachers is vital in the application of Qalbu-based education elements so that its success is not only measured according to academic achievements but also prioritises ethics and spirituality that forms a more competent and resilient student identity. Hence, two questions arise. First, what are the challenges faced when applying the Qalbu-based education approach in the 21 st century learning process? Second, what is the hope that the Qalbu-based education approach would be assimilated or applied in 21 st century learning? This working paper intended to answer these two questions via a qualitative study using the content analysis method. The findings indicated four main challenges, namely the aim and objective of education, the gap in applying the main element in the Philosophy of National Education, depending on Western theories and psychology as well as efforts to apply Islamic-based education. The hope to see an education system in Malaysia that is truly holistic and prioritises overall achievement is one hope that should be pursued with strong intent and determination. One of these efforts is through a Qalbu-based education empowerment process embedded in 21 st century learning.
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Papers by Amir Mohd Nason