Education is not just about science
I REFER to Siti Kassim’s Thots, “The fundamental need in Malaysian education reform” ( Sunday Star, Aug 5) where the writer laments the disproportionate emphasis given to religious studies as opposed to science subjects.
Education is not just about science; it is also for developing thinking skills, norms, values and moral and ethical fortitude that would lead to development of good character.
No doubt science is very important but it is only a part of the compendium in the educative process. The other subjects are equally important in the spectrum of knowledge transfer and in inculcating understanding of natural and man-made phenomena.
Therefore, religious studies should not be condescendingly regarded as having low educational value compared to science.
Contrary to Siti Kassim’s suggestion that the Malay-centric education system is overwhelmingly religious, the primary school curriculum, which is important in the formative years, offers a wide spectrum of knowledge through subjects that include Science, Mathematics, languages, History, Information Technology, Design Technology and Art.
All of these subjects are pertinent in providing a holistic perspective of knowledge, its meanings and values. Each group of subjects develop a different thinking mode; from computational thinking in Science and Mathematics, visual thinking in Arts and Design, conceptual thinking in History, religion and litera- ture and verbal expressive thinking in languages.
Each subject has its own merit in contributing towards a holistic perception of life’s phenomena at different levels of cognition. For example, religious studies (Islam) encourages memory development through recitation and memorisation of the Quran. At the same time, it enables the students to read and write Jawi, which is the original script of the Malay language.
Thus, it is unfair to say that the incorporation of religious studies (Islam) in the school curriculum has an adverse effect on other subjects, as Siti Kassim suggests, or that the watered down content or substance of the school subjects is the result of the religious influence in our education system.
Also, it is a fallacy to assume that the Malay Muslim teachers have been religiously indoctrinated to the detriment of teaching and learning of other subjects.
The education system, besides its aim of creating a holistic and productive individual, is also a reflection of the societal expressions at large. It should educate as well as serve the needs of the society in which it exists.
Religious studies should not be made a scapegoat of the real and perceived malaise of our education system, which could be due to other factors rather than religion.
MOHAMED GHOUSE NASURUDDIN Centre for Policy Research and International Studies Universiti Sains Malaysia Penang