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R i H hi M l Oth W M ti W Y ff & S h il h H iRosnani Hashim, Moomala Othman, Wan Mazwati Wan Yusoff & Suhailah HusseinCentre for Philosophical Inquiry in Education Institute of EducationCentre for Philosophical Inquiry in Education, Institute of Education,

International Islamic University MalaysiaInternational Islamic University Malaysia, PO BOX 10 K l L 50728 M l iPO BOX 10, Kuala Lumpur, 50728, Malaysia

Ph 03 6196 5327 F 03 6196 4851 E il i @ii dPhone: 03-6196-5327, Fax: 03-6196-4851, E-mail: cpie@iiu.edu.myBackground ResearchThinking is commanded by Allah as evident in the Qur’an and also from the tradition of the Prophet. TheMalaysian Integrated Curriculum for Secondary School (KBSM) emphasizes creative and critical thinking

1. Rosnani Hashim conducted an experimental study in 2003 to find out the effect of doing philosophy oncritical thinking skills among primary school students. Students, who were from the average ability

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

critical thinking skills among primary school students. Students, who were from the average abilitygroup, were subjected to doing philosophy in Malay language for one hour per week for 12 weeks. Theeffect on critical thinking skills was measured using The New Jersey Test of Reasoning Skills Pre andp g pp p y p

researcher’s interest in this field and this research is an effort to contribute to the development of Muslimyouth from within their Islamic tradition.

effect on critical thinking skills was measured using The New Jersey Test of Reasoning Skills. Pre andpost 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 NegeriyThere 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

2. Rosnani, in 2004, replicated the same study but on high and average ability groups in Tampin, NegeriSembilan. Both groups (12 years old students) were doing philosophy using English language for onehour everyday for three weeks Similar improvement was reported for high ability groupthe 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 Muslimyouth that incorporates common central and contestable concepts in Muslim society and also Islamic

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 Fo r st dents from a f ll residential science school in Ulyouth that incorporates common, central and contestable concepts in Muslim society and also Islamicethical values, and thus the name HIKMAH. The objective of the programme is to make Muslim youth ofvarious levels (primary secondary and tertiary) become more critical creative and ethical in their thoughts

for Children (P4C) approaches among Form Four students from a fully residential science school in UluYam, Selangor. The study reported a significant mean different in thinking and reading abilities for P4C

various levels (primary, secondary and tertiary) become more critical, creative and ethical in their thoughtsand 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

group.4. A two-hour weekly programme was conducted for Form Three students of (Sekolah Berasrama Penuh

communicative and language skills. Two important elements that are essential for the success of theprogramme are the specialized instructional materials and specially trained teachers because of its uniquemethodology In this regards I have worked to produce the materials and have also tested them with the

Integrasi) SBPI Gombak from Feb. to May 2005. Students found that the programme helped them toimprove their speaking, communication and critical thinking skills, and enhance their self-confidence.

methodology. In this regards, I have worked to produce the materials and have also tested them with thestudents. I have also trained teachers using modules that I have worked on. The teachers need to helpt d t k f th i ld d t ld f k l d d i

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

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 –

i d h d i Hik h S h l H lid P d

6. In 2009, Norillah Abdullah did an experimental study to examine the effectiveness of the pedagogy ofphilosophical Inquiry (PI) in enhancing critical thinking and self-confidence among undergraduate

narratives and concept games, theses, papers, and a continuous Hikmah School Holiday Programme andpartnership with schools.

p p q y ( ) g g g gstudents of the Kulliyah of Islamic Revealed Knowledge, IIUM. The result showed that critical thinkingskills and self-confidence among the treatment group (using PI) improved significantly.s s a d se co de ce a o g t e t eat e t g oup (us g ) p o ed s g ca t y

Products

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

Published Research paper1 Rosnani Hashim (2005a) Kemahiran berfikir hikmah dan keperluan program pengajaran falsafah di 1. 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 12th Learning Conference at Universidadde Granada Spain on July 10 13

1. Rosnani Hashim. (2005a). Kemahiran berfikir, hikmah dan keperluan program pengajaran falsafah disekolah. [Thinking skills, wisdom and the necessity for teaching philosophy program in school] JurnalPendidikan Islam 11(2) 46 68 de Granada, Spain on July 10-13.

2. Rosnani Hashim. (2006). Philosophy enriched English lessons for critical thinking. Paper presentedat Malaysia International Centre for English Language Teaching Conference at Hotel Equatorial

Pendidikan Islam. 11(2), 46-682. 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 at Malaysia International Centre for English Language Teaching Conference at Hotel EquatorialMelaka. May 8 – 10.

3 R i H hi (2008 ) R i i th d f hil hi l i i M li t h

century. American Journal of Islamic Social Sciences. 22(4), 133-147.3. Rosnani Hashim. (2006). Philosophy in schools in the Malaysian context. Singapore: Singapore

T h ’ U i 3. Rosnani Hashim. (2008a). Reviving the pedagogy of philosophical inquiry among Muslim teachersand students. Paper presented at International Conference on Teacher Education in the Muslim World

C P i H l K l L J l 16 18

Teachers’ Union.4. Moomala Othman & Rosnani Hashim. (2007). Critical thinking and reading skills: A comparative study

f h R d R d Phil h f Child h Thi ki 18(2) 26 34 at Crown Princess Hotel, Kuala Lumpur. July 16-18.4. Rosnani Hashim. (2008b). Developing capacities for critical thinking and philosophical reasoning in

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

schools. Paper presented at the Seminar Commemorating World Philosophy Day: The RoleUniversities in Promoting Dialogue Through Philosophy on 17th November 2008, Centre for

Children Program (P4C). In E. Marsal, T. Dobashi and B. Weber (eds.), Children philosophizeworldwide: Theoretical and practical concepts. Germany: Peter Lang.

Civilizational Dialogue, University Malaya.

ThesesTheses1. Critical thinking and reading skills: A comparative study of the Reader Response and Philosophy for MaterialsChildren program approaches. Unpublished Ph. D dissertation in English Language Studies,

International Islamic University Malaysia, Gombak by Moomala Othman (2005).

Materials1. Narratives – Thinking stories in the form of novels and short stories2 Concept game Philosophical card game mind mapping classification game2. 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

2. Concept game – Philosophical card game, mind mapping, classification game3. Teacher resources – discussion plans, exercises, teacher evaluation rubric, student assessment rubricy g p

curriculum and instruction, International Islamic University Malaysia, Gombak by Norillah Abdullah(2009). Training Manuals( )

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,Unpublished Ph. D dissertation in English Language Studies, International Islamic University Malaysia,Gombak by Wan Mazwati Wan Yusoff (2010).

Participants’ views of the programme1 “It i d t f l ki t thi ” 13 ld t d t (29/11/07)1. “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 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, p g p

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)(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)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 morep g g pp y p g

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

Primary school students’ views of the programme1 It i i t ti I bl t h i t f i ith th It h l t d t d thi1. It is interesting. I am able to share my point of view with others. It helps me to understand things

better.2 It i i t ti j i d h l t i E li h F th it h l t thi k2. 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 teachme 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 withour friends. Besides that, it makes me think more and improve my English. Another thing I like thisclass is because sometimes we sill also have argument with some questions.g

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

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

IIUM Research, Invention and Innovation Exhibition 2011,‘E h i Q li R h d I i f S i l D l ’‘Enhancing Quality Research and Innovation for Societal Development’