MAJOR REFERENCES Of Literature Review & Res Materiala (Sample the Major )

- Johali, E. A (2004) History of Health Professions Education in Saudi Arabia: An Episode Scientific Arabic Book. Al Marreekh Publishing 2004, Riyadh (Arabic).- Johali, E. A (1995) The Philosophies and Sciences of Teaching Learning and the Curriculum in the United Kingdom Project 2000 and in the Saudi Arabian Nursing Education Programmes: towards a Philosophy of Science-based Saudi Nursing Education. MA (Ed) dissertation, Faculty of

Educational studies, University of Southampton, UK. - Johali, E. A ( 1999) Mobile Educational System for Nursing and Allied Health Professions Education: Step by Step Education to the 2nd WHO Meeting of Regional Allied Health Professions Focal Points. Masscut 1999- A Mobile Educational System for Nursing and Allied Health Professions Education: Step by Step Education the 2nd Meeting of the Arab Gulf States Committee for Health Education, Bahrain 1996- Johali, E. A (1991) A Validation and Accreditation System for the Saudi Allied Health Professions Education. A fellowship report, CED  & College of Medicine. University of Illinois at Chicago, USA 1991. - Nijhuis H. G and Van der Maesen L. J. G. (1994) The philosophical foundations of public health: an invitation to debate. J. Epidemiol. Community Health 1994;48:1-3. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1059882.- http://www.docstoc.com/docs/26826724/Curriculum-Planning-and-Development

2.

1

METHODS

Eisa Johali Its My Vision that "There Is No Quality of Education Without Philosophy and Science" - Do You Support it ? 

• Disagree• Totally Agree• your vote• Agree, to some extent• Other please clarify

Eisa Johali Is it possible to have Perfect Education without "Philosophy" ?Posted 7 months ago 

• No it is not • Yes absolutely• Yes to some extent• I am not sure• Other, please clarify...........

WE HAVE PROBLEMS NOT JUST A PROBLEM

Beside luck of qualitative researches regarding quality of CAMS graduates, education and curriculum, there are wide criticisms and long historical debating regarding quantity and quality of applied medical professions. The imbalance and gap between theory and practice is more critical problem that will never solved without clear philosophy and appropriate applied scientific theories.

There Is No Quality of NAMEP Without Philosophy and Sciences of Education Do You Support ?

Poster Presentation IJAS Rome October 2013

AUTHOR/S: Johali Eisa Ali - RESEARCH ID: R3ME377

CONCLUSION & RECOMMENDATION

In the Name of God the Most Graceful the Most Merciful

PROBLEMS

RESULTS LITERATIURE – DOCOMONTARY NALYSIS NAME + SAMPLE MODELS Proceeding to Johali (1995, 2012) Studies, this is the second follow up study to investigate the relationship between "Philosophy; Science and Quality of Education in general, and in focus to Health Science Education. Johali (1995 and 2012) was starting deliberating on the problems of the Saudi Arabian Nursing and Applied Medical Education and Practice (SANAMEP) mainly the debate between the Saudi nursing education and nursing service regarding the quality of the graduate nurse students and the dilemma of the gap between theory and practice.. Reflection on experience throughout studying the MA (Ed) courses and theses (Johali1995) suggested that "the Western philosophy and science of curriculum, teaching and learning may guide SANAMEP towards a factual way to overcome these considerable problems and to assure quality as well. In addition to examining, analyze and compare place of philosophies and sciences in the curriculum of SA Nursing and Applied Medical Education and Practice (SANAMEP), the researcher addressed many recommended research questions in the most common internet research sites. The master polling question is: Eisa Johali Its My Vision that "There Is No Quality of Education Without Philosophy and Science" - Do You Support it ?:

• Totally Disagree• Disagree• Totally Agree• Agree, to some extent• Other please clarifyThe Result shows high interest about 70% are totally agree where is there no place for philosophy in SANAMEP.

ABSTRAC

Embracing Comments

Dr. Muhammad Usman Bashir, Assistant Professor of PhysiologyEisa Johali has started a very useful discussion and I totally agree with this especially keeping in view the Medical Education where I find that Most of the teachers as well as students have forgotten this.

Alexander Cook, CTO at Vanner Inc.

I think it should be encouraged as a deeper level of understanding as to why something is a "good idea", but I've watched my kids grow up educated here in the states where there is a lot of emphasis on a "balanced" education. So much so that by the time they are into college they are behind the rest of the world in capabilities in technical fields. In that regard I have to question the benefit versus cost, optimum may be less than we have now and a pure technical education may be better than one overly burdened with the big picture. Especially for those who dont give a damn and aren't really listening anyway

M

ichael James , Lecturer på Sigtunaskolan Humanistiska Läroverket

I agreed with your statement because of the tempering presence of "Philosophy" and one might think, as was suggested above, that the inclusion of Philosophy in a curriculum would necessarily mean broadening it but perhaps I should point out two examples where that is not the case. In the Swedish National Curriculum , in the social science program one of the alternatives on can choose contains philosophy as part of the curriculum. Also in the IB program where I teach one can as an Option in the social sciences take Philosophy but everyone has to take at least one science and they also have to study a Philosophy based course called Theory of Knowledge. One studies only 6 subjects in the IB program so it is not unmanageably broad. To return to my opening remark I can imagine studying science and Philosophy where the emphasis is on mathematical logic and the result being too narrow for the purposes of my Philosophy of Education.

E

ika Marie Pace, Researcher in Health Promotion & Health Education, Home Economist, EFL TeacherPhilosophy says: we need to have a common understanding of what education means... is it just filling empty receptacles with knowledge or is it helping students to be independent lifelong learners? This question finds its answers in philosophy, sociology and psychology of education.Science says: we need to have a common standard to define what quality means when evaluating education... is it just having high grades in standardized exams or IQ tests which are culture specific and far from reaching the aim of objectivity, or do we have to use other forms of evaluation to measure the quality?. This is why pedagogy, as a discipline, gives value and encapsulates both paradigms when trying to find an answer to how to educate in a complex technological society we live in today.

SRVEY

THERE IS NO QUALITY OF NAMEP WITHOUT PHILOSOPHY & SCIENCE

1. Probe the historical roots of 'philosophy and quality' andtheir relationship

2. Investigate and survey the place of 'philosophy andscience of education' in a selected worldwide NAMEPprograms

3. Survey how experts think about the study hypothecs'‘No Quality With Philosophy and science of education

VISION & OBJ ECTIVES

Totally Disagree Disagree Totally Agree Agree to some extent Others0%

10%

20%

30%

40%

50%

60%

70%

80%

8% 8%

68%

12%

4%

Saudi Johali Experiential Learning

There Is No Quality of Education Without Philosophy and Science" - Do You Support it ?

76%

12%

12%

No It Is Not Yes absolutely

Yes, to some extent I am not sure

Others

62%12%

25%

Yes No Not sure

Is it possible to have Perfect Education without "Philosophy ?

Philosophy Major Meanings PrinciplesWisdom\LogicAttitude ApproachWay of thinking to…. Way of life, work, education, teaching, learning

Structured View Points Systematic way … Way of behaving, doing

Quality Major Meanings

Excellence

Superiority

Class

Eminence

Worth

Feature

State

Perform \ Achievement

Nicholas C. Burbules (2000) State university *

Creating a Discipline: The Formation of Philosophy of Education

The Prescriptive Impulse

Disciplining the Discipline: The Methods of Philosophy of Education

The Analytical Impulse

Challenging the Discipline: New Perspectives in Philosophy of Education

The Critical Impulse

Rethinking the Discipline: The Futures of Philosophy of Education

Implications of PE Impulses

Does Philosophy of Education Exist ? ?

2. Methodology:

To achieve its vision and objectives, thestudyused two selfinnovatedapproaches :

1) Johali HiDEDA (1995) to review and analyze place of‘philosophy, science, quality’ and their most closed synonyms intheculture and literature of NAMEP:

2)e-Surveythrough

Past Present Future

History Documentary\ Survey Development

3. Timeline of History of World Philosophies and Philosophers of Education

· Philosophers of education 3.1 Socrates (c. 469 BC – 399 BC)3.2 Plato (424/423 BCE - 348/347 BCE)3.3 Aristotle (384 BCE - 322 BCE)3.4 Avicenna (980 - 1037)3.5 Ibn Tufail (c. 1105 - 1185)3 5a Averroes-Ibn Rushd 1126-11983 5b Ibn Khaldūn 1332-14063.6 John Locke (1632-1704)3.7 Jean-Jacques Rousseau (1712-1778)3.8 Étienne Bonnot de Condillac (1715 – 1780)3.9 Johann Friedrich Herbart (1776 – 1841)3.10 Charlotte Mason (1842-1923)3.11 John Dewey (1859-1952)3.12 Rudolf Steiner (1861-1925)3.13 Maria Montessori(1870-1952)3.14 William Heard Kilpatrick (1871-1965)3.15 A. S. Neill (1883-1973)3.16 Martin Heidegger (1889-1976)3.17 Jean Piaget (1896-1980)3.18 Jerome Bruner (1915- )3.19 Paulo Freire (1921-1997)3.20 Nel Noddings (1929– )3.21 John Holt (1923-1985)

The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be multidisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline.http://education.stateuniversity.com/pages/2321/Philosophy-Education.html

Key Concepts

Johali (1995) The Most Common Philosophies & Theories of Education

Humanism Technocrat Progressivism

Reconstruction

Transfer Shape Travel Grow

Education Process

Preserve& Transmit Knowledge

Adaptation/ Training

Training/Skills/Objectives

Personal Growth & Development

Society-Centered

Create better society

Knowledge/

Theory

worthwhile relative- essential for safe practice

Life experience- Tentative- Student interest

Life experience

Tentative Society interest

Skills/ Practice

Relative to safe practice

Vital Vital Vital

Teacher/HP Centre / Transferor

Instructor & Guide Facilitator Indoctrinator/ Orientator

Examination/

Evaluation

Vital-theory Vital- practical Self interest & evaluation

Vital theory-practice for better society

Student/Patient

Passive- container

Fully-controlled

Passive- holder practically fully supervised

Active/ Free-interest

Active

Semi-control

Curriculum/ Map of key Subject

Schedule of Basic Skills/

Portfolio of Experiences

Agenda of Cultural Issues

  Quality   —  This  pillar  demonstrates  how  Sharp HealthCare  performs  in  improving  and/or  exceeding  the quality of care and services provided

Service  —  This  pillar  demonstrates  Sharp  HealthCare’s commitment  in  providing  an  excellent  experience  and excellent service to its customers.

People  —  This  pillar  demonstrates  Sharp  HealthCare’s commitment  to  providing  a  supportive,  encouraging environment  in  which  to  work,  increasing  employee satisfaction  and  loyalty  and  being  the  best  employer  in the universe.

  Financial —  This  pillar  demonstrates  Sharp  HealthCare’s fiscal responsibility and accountability.

  Growth  —  This  pillar  demonstrates  Sharp  HealthCare’s commitment  to  continued  development  and organizational  enhancement  to  be  the  best  health  care system in the universe.

  Community  —  This  pillar  demonstrates  Sharp HealthCare’s  commitment  to  continuously  meet  the needs of our community by actively partnering with local, regional and national organizations.

http://en.wikipedia.org/wiki/Philosophy_of_education http://en.wikipedia.org/wiki/Islamic_Golden_Age

http://education610.wikispaces.com/Philosophy+of+Education+Timeline

These Efforts Have Been Classifies in Four Major Groups (Johali 1995)

The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be multidisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline.http://education.stateuniversity.com/pages/2321/Philosophy-Education.ht

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