CRITICAL BOOK REPORT

PHILOSOPHY OF EDUCATION

LECTURER : Prof. Dr. Parlin Pangaribuan., M.A.

Name : Siti Rahma Dani Harahap

NIM : 4183131034

DEPARTEMENT BILINGUAL CHEMISTRY

EDUCATION

FACULTY MATHEMATIC AND NATURAL

SCIENCE

STATE UNIVERSITY OF MEDAN

2018

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 PREFACE

Praice and gratitude to the presence of Allah SWT. Because with his guidance and
instructions this task can be completed entitled “ Critical Book Report”. Which aims as
one of Philosophy’s lecture assignment.

The author is well aware that there are still many shortcomings in this task both in
terms of content and writing, these shortcomings are mainly due the weaknesses and
limitations of the author’s own knowledge and abilities. Only with wisdom and assistance
from various parties to give a reprimend, constructive advise and criticism these
deficiencies can be minimized in such a way that this task can provide maximum benefits
for the reader.

With this opportunity the author would like to express his gratitude to Philosophy’s
supervisor. Thus hopefully this task will benefit us and be accepted by God. Aamiin.

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 CONTENT

PREFACE 1

CONTENT 2

CHAPTER I 3

A. BACKGROUND 3
B. PROBLEM 3
C. PURPOSE 3

CHAPTER II

A. IDENTITY OF BOOK 4
B. SUMMARY OF BOOK 4

CHAPTER III

A. ADVANTAGES 13
B. DISADVANTAGES 13

CHAPTER IV

A. CONCLUSION 14
B. SUGGESTION 14

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 CHAPTER I

PRELIMINARY

A. BACKGROUND

Philosophy cannot be separated from human life, because the history of philosophy is
closely related to human history in the past. Philosophy that is used as a view of life, closely
related to the values of humans that are considered true as a view of life by a society or nation
to realize it contained in that philosophy. Therefore a philosophy that is believed by a society
or nation will be closely related to the education system that is based on the community and
the nation.

This philosophy of education is an attempt to introduce philosophy of education and

other matters related to it. The philosophy of education is a dicipline that studies and seeks to
uncover philosophical problems of eduaction. So that education has a clear meaning, because
eduction is very important role in developing the progress of a nation in accordance with the
philosophy that is believed.

B. PROBLEMS

 What is the defenition of philosophy of education ?

 What is the flow of philosophy of eduaction ?
 How is the application of philosophy in everyday life?

C. PURPOSES

 Knowing the defenition of philosophy in language andterminology

 To fulfill college assignments
 To understand the flow of philosophy that exists.

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 CHAPTER II

CONTENT OF BOOK

A. IDENTITY OF BOOK

Authors’s Name : Prof. Dr. H. Jalaluddin and Prof. Dr. H. Abdullah Idi, M.Ed

Book Title : Filsafat Pendidikan : manusia, filsafat dan pendidikan

Publisher : Raja Grafindo Persada

Number of pages : 260 pages

ISBN : 978-979-769-372-5

A. CHAPTER 1

PHILOSOPHY

Philosophy comes from Greek which consists of Philos which means love, joy and
sorrow and Sophia means knowledge, wisdom, and wisdom (Ali, 1986: 7). Hasan Shadily
(1984: 9) says that philosophy according to its origin is said to be love of truth. Thus, it can
be drawn the notion that philosophy is love of science or truth, likes wisdom and wisdom.

PHILOSOPHY OF EDUCATION

According to Al-Syabany (1979: 36), Philosophy Education is a regular mind activity,

which makes philosophy as a way to regulate, harmonize and integrate the educational
process.

According to John Dewey, the philosophy of education is a fundamental formation,

both concerning the power of thought (intellectual) and the power of feeling (emotional),
towards human nature.

RELATIONSHIP OF EDUCATION PHILOSOPHY WITH FACULTY OF TARBIYAH

Because the function of the philosophy of education is very important, the tarbiyah
faculties, as faculties that print or produce prospective educators, make the educational
philosophy course as MKDK (Special Basic Courses) that must be followed by students. As
educators, they are expected to help solve problems- problems that exist in Islamic education.

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 Thus, the philosophy of education, in this case the philosophy of Islamic education,
has a very close relationship in its role as a source of idealism Tarbiyah Faculty education
program in preparing and producing Muslim scholars who are in accordance with the
objectives of Islamic education.

B. CHAPTER 2

DEVELOPMENT OF ANCIENT SPIRITUALISM PHILOSOPHY

If we pay attention to the development of Western thought that addresses philosophy,

we will find them completely free from what religion says.

Philosophy began to develop and change functions, from being the parent of science
to being a kind of approach and re-adapting various kinds of science that developed rapidly
and separated from one another. At the very least, the history of old philosophy brought
people to know one of the stories in the category of ancient philosophical spiritualism. About
1200-1000 BC there were stories finally of Zarathusthra, from the Sapitama family, who
were born by a river, which was helped by Ahura Mazds in the reign of the kings of
Akhmania (550-530 BC)

REACT ON SPIRITUALISM IN GREECE

The development of philosophy and the advancement of science developed well

throughout the world. In this period there also appeared philosophers who helped develop the
world of education.

1. Idealism

Is a school of philosophy that glorifies the soul. The main point is Plato (427-374 BC).

2. Materialism

Is a flow of philosophy that contains about material teachings. This flow is simple, that
everything in the mini-style can be seen or observed, both its form, movement, and events.
The characters are Leukipos and Democritus (460-370 BC )

3. Rationalism

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This flow holds that the source of knowledge lies in reason. Adherents of this school argue
that the source of knowledge lies in reason. The pioneer of this school was Rene Descartes
(1595-1650).

CENTRAL CENTRAL GREEK PHILOSOPHY THINKING

At this time, information about the universe and its inhabitants was still based on trust. And
because philosophers were not satisfied with this information, they finally tried to find
information through their culture. The famous natural philosophers of this period are:

1. Thales (624-548 BC), the essence of this nature is water.

2. Anaximandros, argues that the first basis of nature is a substance that is not certain in its
properties, which is called to apeiron.

3. Anaximenes, (590-528 BC), the essence of nature is air

4. Pitagoras, states that the basis of all things is numbers.

5. Heraklitos, says that everything in this world changes. According to him the essence of this
world is fire.

6. Parmenides, recognizes the existence of non-permanent and variable knowledge, as well as

knowledge of the fixed, mindfulness and sensory knowledge.

THINKING OF THE SOCRATES OF EDUCATION PHILOSOPHY (470-399 BC)

The basic principle of education, according to Socrates is a dialectical method,

namely, a method that is planned to encourage someone to learn to think carefully, to test
themselves and to improve their knowledge.

THINKING OF PLATO EDUCATION PHILOSOPHY (427-347 BC)

According to Plato, the aim of education is to discover the scientific abilities of each
individual and train him so that he becomes a good citizen, a harmonious society, which
carries out his duties efficiently as a member of the community. BC)

Education is not a matter of mere reason, but a matter of giving guidance to higher
feelings, namely reason, in order to regulate desires.

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C. CHAPTER 3

UNDERSTANDING OF TECHNOLOGY, EPISTOMOLOGY, AND ACTIONOLOGY

Ontology means the science of nature which investigates the real world and how the
true state, what is the nature behind this real world.

Epistomology is knowledge that seeks to answer questions such as knowledge, the

way humans acquire and capture knowledge and types of knowledge.

Axiology is an education that tests and integrates all these values (whether good or
good) into human life.

MODERN EDUCATION PHILOSOPHY FLOWS

1. Progressivism (William James, John Dewey and Hans Vaihinger)

The flow of progressivism recognizes and seeks to develop the principle of progressivism in
all realities of life, so that humans can survive against all the challenges of life.

• Ontology, the reality of the universe is a reality of human life. Experience is the key to
human understanding of everything.

• In epistomology, knowledge is information, facts, principles, processes, habits that

accumulate in the person as a result of the process of interaction and experience.

• In axiology, according to this flow, value arises because humans have language, and this is
where there is associati 2. Essentialism flow

Essentialism considers that education must be based on values that have clarity and
durability, which provide stability and selected values that have clear values.

• In Ontology, that the world is dominated by a flawless set of values, which also governs the
impeccable nature. In other words, how human form, nature, will, and ideals must be adapted
to the existing natural order.

• Epistomologically, if humans are able to realize that reality is as a microscope and

macrosmos, then humans must know the level or quality of what the ratio is to thinking about
its necessity.

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• In axiology, values originate and depend on the views of idealism and realism.

3. Flow of Perennialism

• In Ontology, perennialism distinguishes a reality in aspects of its realization.

• Epistomologically, humans must have knowledge of the understanding of truth that is in

accordance with ultimate reality, which is proven by the truth that exists in oneself by using
force on logic through the method of deduction.

• In axiology, humans as subjects have the potential of goodness according to their nature, in
addition to tendencies and impulses in a direction that is not good.

4. Reconstructionism flow

It is a school that tries to overhaul the old order by building a modern pattern of living
culture.

• On Ontology, seeing that reality is universal.

• Epistomologically, to understand reality requires a principle of knowledge. That is, we

cannot understand this reality without going through the process of experience and
relationships with reality first through scientific discovery.

• In axiology, in the process of interaction with fellow humans, values are needed. Likewise
the relationship between humans and the universe, the process is impossible to do with a
neutral attitude. In this case, humans consciously or unconsciously have carried out the
assessment process, which is a human tendency. However, in general the scope of the
definition of "value" is unlimited.

D. CHAPTER 4

THE THEORY OF TRUTH ACCORDING TO PHILOSOPHY VIEWS IN THE FIELD OF

TECHNOLOGY, EPISTOMOLOGY, AND ACTIONOLOGY.

1. Ontology

Often identified with metaphysics, which is also referred to as proto-philosophy or

philosophy first, or divine philosophy whose language is the essence of something, oneness,

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fellowship, cause and effect reality, prime or God with all its characteristics, angels, relations
or everything that exists on earth with energies in heaven, revelation, afterlife, sin, hell, merit,
and heaven.

2. Epistomology

The study of knowledge, how we know things.

3. Axiology

According to Brameld, there are three distinct parts in axiology:

• Conduct morals, moral actions such as ethics.

• Esthetic Expresion, the expression of beauty that gives birth to aesthetics.

• Socio-political life, gave birth to socio-political science.

PHILOSOPHY VIEWS ABOUT HUMAN RIGHTS

There are four streams to be discussed:

1. Flow of all substances, Nature is a substance or matter and humans are elements of nature.

2. The flow of all spirits, all the things in this world are spirits. Human nature is also spirit.
While substances are manifestations of the spirit.

3. The flow of Dualism, man is essentially composed of two substances, namely physical and
spiritual.

4. Existential

E. CHAPTER 5

PANCASILA AS THE PHILOSOPHY OF LIFE OF THE NATION

Besides being the goal of the Indonesian nation's life, Pancasila is also a culture that
teaches that human life will reach the peak of happiness if harmony and balance can be
developed, both in human life as individuals, as social beings in pursuing relationships with
society, nature, God and in pursuit of progress outward and spiritual happiness.

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 The values contained in the Pancasila have been rooted in the life of the Indonesian
people for centuries, because of that Pancasila was used as the philosophy of life of the
nation.

PANCASILA AS A NATIONAL EDUCATION PHILOSOPHY

By paying attention to the function of education in developing the potential of the

country and nation, especially in preserving the nation's culture and personality which
ultimately determines the existence and dignity of the state and nation, the national education
system and philosophy of Pancasila education should be established steadily for the sake of
the nation's dignity Pancasila is based on the 1945 Constitution. In other words, it can be said
that the philosophy of Pancasila education is a spiritual aspect or a national spiritual system
of education. Strictly speaking, there is no national education system without the philosophy
of education.

THE RELATIONSHIP OF THE PANCASILA PHILOSOPHY WITH THE

EDUCATIONAL SYSTEM REVIEWED FROM THE PHILOSOPHY OF EDUCATION

Philosophy is to think deeply and earnestly to seek the truth of something. While the
philosophy of education is deep thinking about education based on philosophy. When we
connect the function of Pancasila with the education system in terms of the philosophy of
education, we can explain that Pancasila is a nation's view of life. animating his principles in
daily life. And to implement the principles of the Pnacasila, serious thought is needed about
how the values of Pancasila can be implemented.

PANCASILA EDUCATION PHILOSOPHY IN ONTOLOGICAL REVIEW,

EPISTEMOLOGY, AND ACTIONOLOGY

1. Ontology

Pancasila as philosophy, it has general and universal abstract contents. What is meant
by abstract content here is not Pancasila as a philosophy which is operationally manifested in
daily life, but as the main understanding used to formulate each principle.

2. Epistomology

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 Field of philosophy that investigates the sources, conditions, processes of the
occurrence of science, the limits of validity and the nature of science. With philosophy, we
can determine the goals that will be achieved for the sake of increasing peace and well-being,
association and citizenship.

3. Axiology

Axiology is a field of philosophy that investigates values. Pancasila as a view of life

and the foundation of the state has values: Godhead, Humanity, Unity, Population and
Justice.

F. CHAPTER 6

PHILOSOPHY OF EDUCATION AND PERSONALITY

The view of life which is this identity contains values that are considered as
something that is ideally true. And the truth value itself is different between people or nations
that are with each other. These idealistic values of truth are referred to as the philosophy of
life as the basis in preparing the education system.

PHILOSOPHY OF EDUCATION AND HUMAN RESOURCES

The philosophy of education, as suggested by Imam Barnadib, is composed of two

approaches. The first approach is that the philosophy of education is defined as the flow
based on philosophical views of certain figures. While the second approach is to find answers
to education along with existing problems requiring philosophical reviews. From the first
approach, related to the quality of human potential, there are three schools of philosophy:

1. Flow of Naturalism, which states that humans have innate potential that can develop
naturally, without the need for external guidance.

2. The flow of Empiricism, states that humans develop and grow for help or because of
environmental interventions.

3. The Convergence Flow, states that humans naturally have been given the potential called
talent.ism flow, human nature is the existence of humans.on.

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G. CHAPTER 7

URGENCY OF CHARACTER EDUCATION

Some young people often engage in negative activities and behaviors, such as
fighting, drugs, promiscuity, crime, speeding, rah-rah, and hedonism.

Understanding the "rules of the game" or "social rules" in life and internalizing them
well with students must be a concern for parents (family), educators (schools), and society.
The habit of throwing garbage in its place, marching, obeying traffic rules, being
independent, honest, tolerant, disciplined, promising, and the like, is a good understanding of
students towards "social rules" as a result of developing moral and mental qualities of a
student called character.

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 CHAPTER III

ASSESSMENT OF BOOK

A. ADVANTAGES

In this book, there are many advantages including namely :

 The expalantion in the book is explained in easy to understand language.

 The material described in this bok is accurate and in accordancewith other books.
 This book is published in the year . And still classified as a book with the latest
themes.

B. DISADVANTAGES

 The material reviewed in this book is not in depth.

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 CHAPTER IV

CLOSING

A. CONCLUSION

In this book explained about the purpose and the role of philosophy. The purpose of
philosophizing is as an effort to answer questions that arise in various fields of human life.
Philosophy, in principle, places philosophy, in principle, places philosophical truth depending
on the ability of human reasoning.

The role of philosophy in the world of educaton is to provide a frame of reference in

the field of philosophy of education in order to realize the ideals of education expected by a
society or nation. Therefore, it is not surprising that the philosophy of education conatined in
a country is influenced by the philosophy of life that becomes the role of the nation in a
country.

B. SUGGESTION

This book suitable to be used as a guidebook for students in studying philosophy.

Because it has more advantages than its weaknesses.

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