1.

0 Introduction
The Eastern Philosophy of education aims at achieving wisdom, maintaining the family
structure, drafting the law and fulfilling social and economic needs. Subjects that focused on
moral education, politics, economy, culture, music, literature and history can be found in the
Malaysian education similar to the one in China, which states that teachers are skilful facilitators
and disseminator of knowledge. This paper discusses how specific aspects of the education
system is impacted by the eastern philosophy of education based on Confucianism, Taoism,
and Tagore.

2.0 Eastern Philosophy of Education

Eastern philosophers said that education is an element that is of utmost importance to
an individual in the world and the hereafter. This is because education enables one to achieve
intelligence, maintain the family structure, draft law while fulfilling the social and economic
needs. Teachers play an important role as disseminator of knowledge to people and teaching
the right and wrong ways of living.

2.1 Views of Eastern Philosophers

2.1.1 Confucius’s Philosophy of Education
According to Confucius, education is for all, regardless of socio economic status or
social ranks. The aim of education is to produce skilful (ziancai) individuals with a high
moral. Moral Education emphasizes on values such as respect for parents (x/'ao), for
elders (£/'), perseverence (min), loyalty (zhong), thrifty (y'/'an), compromy (rang),
intelligence (zhi) and courage (yong).

2.1.2 R. Tagore’s Philosophy of Education

The description of Rabindranath Tagore’s philosophy of education covers the following
aspects:
1. Concept of education is a process that prepares each individual to earn their living
2. Aim of education is to produce holistic individuals through interaction and integration
with the environment
3. Curriculum emphasises the knowledge and musical components. Among the
suggested subjects were music, arts, literature, drama and dance, history and
environmental education.

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 4. Role of the teacher is as a facilitator and catalyst for students’ discussion and
generation of ideas.

In conclusion, Tagore’s philosophy perceives an educated person in its truest sense, not
only as one with a sharp, scientific, pure, courageous and free mind, but also has an
ideal attitude of nationalism, a competency to serve the society and country and has a
positive view on internationalism. Tagore’s education philosophy is influenced by the
educational philosophies of Pragmatism and Progressivism.

2.1.3 Lao Tzu’s Philosophy of Education

Lao Tzu stated that simplicity and humility are important in education. Children have to
be taught kindness in order to prevent self-centredness. This could prevent war, harsh
laws and heavy taxes. Taoists also believe that the mind is not known and is free-
spirited. Political theorists influenced by Lao Tzu have advocated humility in leadership
and a restrained approach to statecraft in order to prevent obstacles in a country’s
administration.

3.0 Application to Malaysian Education System

3.1 Application in Curriculum
Eastern philosophy of education, specifically according to Confucius, emphasizes
on values in life. This is reflected in our National Philosophy of Education (NEP). In the
NEP, we emphasize values by raising Malaysians who are of honourable character,
competent, and have the ability to achieve well-being. This is done by introducing Civics
and Citizenship Education subject in schools. Also, the introduction of Moral subjects in
schools works towards the same goals. These steps emphasize on the moral aspect of
being a noble individual in addition of being a proactive citizen and capable to serve the
country. These steps are all in line with the philosophy of Confucianism. For example,
learning moral and religious values such as respect for parents (xiao), respect to elders
(ti), persistence (min), loyalty (zhong), tolerance (rang), wisdom (zhi) helps to build
strong moral values inside human capital.

According to Tagore, education is the process of creating a perfect minded man,

was able to reach all areas of life such as physical, intellectual, moral, spiritual and
meaningful. The NEP reflects this belief because it has an intellectual and holistic

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element. This has given way to implementation of subjects based on four core values of
intellectual, emotional, spiritual, and physical growth. For example, subjects like Physical
and Health Education, Moral, Music, and Arts are taught in schools.

Taoism also has an impact on the education system similar to that of

Confucianism and Tagore. The emphasis is on character, specifically humility, kindness
and simplicity. These characteristics are taught in subjects like Moral, Civics and
Citizenship Education, and Religious Studies. These subjects are specifically catered to
mould students into good human beings.

3.2 Application in Hidden Curriculum

Patriotism is a very big part of the hidden curriculum in schools. Norms set by the
school like singing the national and state anthem, reciting the national pledge and the
raising of the national flag are clear examples of how patriotism is a crucial part of the
hidden curriculum. Confucius, Tagore, and Lao Tzu all included patriotism in their
philosophies of education.
Confucius believes the main role of education is to build human behaviour to be
honourable, follow and obey the rules and love to the government and the country.
Tagore believes that patriotism can be achieved through education for nationalism and
internationalism. Lao Tzu believes in teaching children humility to prevent war, harsh
laws, and heavy taxes. All these believes lead to development of patriotic values.
Values are also part of the hidden curriculum. Respect for elders are taught
through norms like giving salutations to teachers at the beginning and ending of classes.
Greeting teachers with well wishes when crossing paths is also encouraged. This is a
direct consequence of Confucianism that teaches respect for elders.

3.3 Application with Co-curricular activities

Co-curricular activities in Malaysian schools also project the objectives of Eastern
Philosophies of Education. Through the three core activities of Uniform bodies, Clubs
and Organisations, and Sports, students are given the opportunity to grow as a holistic
individual. They learn leadership, physical education, strategy, and values. This is
related to Tagore’s view on education as a platform for holistic development.
Co-curricular also gives the opportunity for clubs to impart values through real life
experiences. For example, through volunteer activities by clubs and organizations,

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 students learn how to become functional members of society that plan and execute
activities for the betterment of their societies. Also, we see the development of humility
and compassion when student work amongst people of different ages. Older students
guiding younger students is often seen from Uniform Body activities like marching. All
these are in compliance to the education philosophies of Confucius, Lao Tzu and
Tagore.

4.0 Conclusion
To sum up, there is a clear influence of Eastern Philosophy of Education within
the Malaysian Education system. This paper has discussed the influence in the form of
application within three main areas of the system, the curriculum, the hidden curriculum,
and the co-curricular activities. These applications are further explained on how they
relate to the three main philosophy of eastern education based on Confucius, Lao Tzu
and Tagore.

5.0 References

Abdullah, M. (2013, July 27). EDU3101-Philosophy of education, Relationship of National Philosophy of

Education and Western, Eastern and Islamic of Education. Retrieved from Slideshare.net:
https://www.slideshare.net/murniaxes/edu-3101-24684328?from_action=save

Malaysia, I. P. (2015(Revised 2017)). Learning Module EDUP2013 Philisophy and Education in Malaysia.
Cyberjaya: Kementerian Pendidikan Malaysia .