By: Pravin Periasamy, Networking and Partnership Director at Malaysia Philosophy Society
The study of philosophy has had a profound influence on academic institutions across the world for thousands of years—conceiving revolutionary thought leaders and innovative pioneers who contributed towards the advancement of civilization. Having been an established discipline for hundreds of years—underpinning both the sciences and the humanities—it has dedicated faculties, departments, and institutions in its honour; allowing it to continually flourish and inspire brights minds to further the development of important ideas, concept, theories, and social causes that challenge orthodoxies, revaluate norms, and establish avenues for growth and discovery. Philosophy has served to empower others and continues to be valued globally.
Philosophical education in Malaysia however is startingly unrepresented in academia and has very little influence over the social and political dialogues of the country. Malaysian educational institutions in their pursuit of bolstering the presence of intellectually vigorous disciplines particularly in the STEM fields have inadvertently rendered opportunities for the adoption of philosophical discipline obsolete. While the development of the sciences is crucial for the nation’s technological development, the implications of a vacuous philosophical space in academia could be disastrous for societal development and enrichment. Renowned Malaysian Muslim philosopher Prof Dr Syed Farid Alatas has been noted to have lamented the country’s lack of progress in this area; expressing his concerns about the issue he remarked that “a society without scholars and thinkers in fields is a dangerous society” as societal values and perspectives on morality “can only come from philosophies, ethical system, religion and literature is a means of conveying that ethical or moral standpoint” in a conversation with the New Straits Times Press.
The introduction of philosophy into the Malaysian education ecosystem has the potential to establish the groundwork necessary to promote methods of learning that effectively guide Malaysian students in deconstructing questionable propositions and ideas in order to effectuate social change. This has the advantage of strengthening both the intellectual and moral faculties of the Malaysian consciousness and demonstrates its necessity in the country’s institutions.
The absence of philosophy that so characterizes Malaysian academia across the board have perversely misshaped societal perceptions of the discipline as it is often regarded as valueless and unable to provide meaningful substance. Over the years of the nation’s educational development, an identifiable trend has caused great concern among local academics—Malaysian students have demonstrated alarming deficiencies in critical thinking and analytical skills. This subsequently prompted the Malaysian authorities to discover ways in which the education system could be revamped in order that it may be better conducive for the flourishing of these skills. Efforts to not only restructure the country’s school programmes but introduce modules tailored for critical thinking learning were subsequently adopted; resulting in the creation of a “Philosophy and Current Issues” course made available by the Malaysian Qualifications Agency for universities across the nation. Professor Dr John Arul Philips, dean of the school of education and cognitive science at Asia e University, praised the historic decision, stating that the popularization of philosophy in the country’s education institutions would serve the purpose of enhancing critical thinking as “philosophy does not necessarily conclude with one answer.” This provides opportunities for Malaysian students to intellectually depart from traditional trains of thought and explore alternatives; ensuring that unique and creative approaches to complex solutions are rewarded and incentivized.
The paradigm shift in Malaysia academia; one that acknowledges the intellectual utility of philosophy as an academic discipline is progressively allowing for interest to gain is significant traction. This trajectory, if effectuated comprehensively, has the capacity to elevate the quality of education in Malaysia to the greatest heights conceivable. The country’s leadership ought to explore ways in which educational institutions could incorporate philosophy into their local ecosystems; whether it be through the advocating of philosophy courses or the development of clubs, societies or scholarships dedicated to the advancement of the discipline.
A notable organization and registered national body—committed to the development of the learning of philosophy in the country—have undertaken efforts to bring philosophy into the limelight. The Malaysian Philosophy Society have been successful in amassing a prominent following and have organized events and activities designed to making philosophy more accessible and practicable for Malaysians. The NGO has ensured that these are indiscriminately provided to all Malaysians—regardless of educational experience—in order to support the importance and relevance of philosophy education in Malaysia. Co-founders of the Malaysian Philosophy Society Miss Zhun Yee and Dr. Giap have emphasized the role that philosophy plays in “driving success and progress of the society” as the discipline is the “foundation of inquisitive attitudes and thinking” and that “the vast ideas and essential skills of philosophy can all be translated into actionables that effectively tackles problems.” Philosophical literacy, as the Malaysian Philosophy Society emphasizes, could be key to revolutionary social reform.
Philosophical literacy in Malaysia ought to be enhanced in Malaysia so as to ensure that future generations are afforded the opportunity to benefit from a culture of inquiry, critical thought and intellectual contemplation. Having this as one of the country’s highest educational priorities will remain important for the country’s evolution towards holistic development.
