Abstract

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.

Highlights

  • In September 2013, The Ministry of Education launched the new Malaysia Education Blueprint (MEB) 2013 – 2025, which entails the transformation of the Malaysian school curriculum from the Malaysian Integrated Curriculum (KBSR and KBSM) to the Malaysian Standard Curriculum (KSSR and KSSM)

  • Quality and Unity are considered most important as both aspirations outline the focus on “improving access to education, raising standards, closing achievement gaps, and fostering unity amongst students, and an education system that promotes shared values and experiences by encouraging students to embrace diversity” (PADU)

  • The paper discusses a small part of the larger scale study and only focused on the development of the community of inquiry in the Civics and Citizenship Education (CCE) class through the use of philosophical inquiry pedagogy

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Summary

Introduction

In September 2013, The Ministry of Education launched the new Malaysia Education Blueprint (MEB) 2013 – 2025, which entails the transformation of the Malaysian school curriculum from the Malaysian Integrated Curriculum (KBSR and KBSM) to the Malaysian Standard Curriculum (KSSR and KSSM). It put forth 11 strategies and operational shifts that would be required to equip our students holistically to meet the challenges of the 21st Century. Students will later contribute to the betterment of the community and nation when they become adults

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