Moral Reasoning Stages through Hikmah (Wisdom) Pedagogy in Moral Education

Zulkifli, Hafizhah; Hashim, Rosnani

doi:10.6007/ijarped/v8-i4/6779

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…Open-ended means that the questions are not easily answered based on facts, instead it is subjective, and logical answers. This will not allow anyone to simply answer 'yes' or 'no' based on the answers given, but it may have different kinds of answers, with different perspectives, and reasoning, depending on one's perspective (Zulkifli et al 2020). 10 On the other hand, genuine questions are a question that someone needs to know about and that person does not have the answers.…”

Section: Philosophical Inquiry (Pi)mentioning

confidence: 99%

Empowering Thinking and Moral Formation in Muslim Women Through the Philosophical Inquiry (PI) Approach

Abdullah,

Mohamed Abdelmagid

2023

al-Burhan JQSS

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Philosophical inquiry (PI) is one of the approaches educators employ to help develop thinking skills and moral education among students so that they can understand their goals and the purpose of life in this world. Meanwhile, much has been said about the social problems involving Muslim women in Malaysia which are due to the lack of thinking skills and religious understanding. For this reason, this study attempts to highlight the PI method which integrates the Socratic questioning approach to help address the issue and lead to moral formation. This would allow women to explore their thoughts and generate rational ideas and choices to achieve understanding and sound judgments (hikmah) and finally empower them in executing their roles and tasks as Muslimah who hold the responsibility as daughters and sisters who will be future wives and mothers in the society, and carry out their Amanah as the Khalifah of Allah in this world.

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Section: Philosophical Inquiry (Pi)mentioning

confidence: 99%

Empowering Thinking and Moral Formation in Muslim Women Through the Philosophical Inquiry (PI) Approach

Abdullah,

Mohamed Abdelmagid

2023

al-Burhan JQSS

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“…al, 2014;Hussien, Hashim and Mohd. Mokhtar, 2017;Preece & Juhasni, 2015;Zulkifli, 2018Zulkifli, , 2019. Therefore, this paper aims to present how a pedagogy of philosophical inquiry has helped to develop a community of philosophical inquiry in a CCE classroom for student empowerment and meaningful learning experience.…”

Section: Introductionmentioning

confidence: 99%

Promoting a Community of Inquiry in a Civics and Citizenship Education Class through the Pedagogy of Philosophical Inquiry

Hussien

Mokhtar

Hashim

2020

IJES

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In realising the development of ethics and values among Malaysian school-going students, depicted in Shift 3 Aspirations of the Malaysian Educational Blueprint 2013-3025, the study examined how the pedagogy of philosophical inquiry helped in the development of a community of inquiry (CI) in the Civics and Citizenship Education classroom. The study employed a qualitative action research design, where the researcher used the observational method, which is based on the Lipman’s CI checklist, to identify seven elements of CI in the classroom; namely, participation, quest for meaning, shared cognition, challenging as a procedure, deliberation, impartiality and thinking for oneself. Findings of the study showed that the philosophical inquiry pedagogy and the community of inquiry assisted in the effective teaching of CCE as students discovered a more meaningful learning experience, became more empowered in their thinking and views, and more sensitive to the current issues, paving the way to become good citizens of the nation.

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The Hikmah Model as a Means for Interconvictional Dialogue and Citizenship Education in Francophone (Belgian) Secondary Education

Lafrarchi¹

2022

Religious Education

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Much attention has been given to interreligious dialogue in recent decades. However, less attention has been devoted to models that support citizenship through Islamic religious education in secondary education. Based on Lipman's Philosophy for Children, Hashim developed the Hikmah model. This model contributes to cognitive, social, and affective skills of Muslim pupils. A theoretical framework regarding interreligious education and the Hikmah model exploring the didactic opportunities is given. The explorative qualitative research aims to explore the potential of the Hikmah model for Islamic religious education (IRE) in Francophone secondary education.

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Moral Reasoning Stages through Hikmah (Wisdom) Pedagogy in Moral Education

Cited by 3 publications

References 6 publications

Empowering Thinking and Moral Formation in Muslim Women Through the Philosophical Inquiry (PI) Approach

Empowering Thinking and Moral Formation in Muslim Women Through the Philosophical Inquiry (PI) Approach

Promoting a Community of Inquiry in a Civics and Citizenship Education Class through the Pedagogy of Philosophical Inquiry

The Hikmah Model as a Means for Interconvictional Dialogue and Citizenship Education in Francophone (Belgian) Secondary Education

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