The present content of the history textbook contains politically aligned, incomprehensive and narrow views, hence the request for a review.
For example, the book touched on the issue of “Malay supremacy” (Ketuanan Melayu). It also implies that pendatang asing (foreign immigrants) are now still eyeing the wealth of the country, and uses the term kongsi gelap (secret society) to name the Chinese clan association in the 19th century, demeaning other communities or races. The teaching of history can influence and shape the attitude and mentality of students towards nation-building in the future. Thus the contents of the textbook can have a negative effect on their development, contributing to a more narrow outlook.
Secondly, the textbook also mentions that the independence of our country was achieved through the joint effort and cooperation of all races. However, a quote subsequently says that this state belongs to the Malays and should be returned to them. This contradicts the spirit of unity and will have an adverse effect on efforts to foster unity among the races.
The textbook also states that only national primary schools can unite all the races. This is to say that Chinese and Tamil primary schools cannot promote unity. This is not true as vernacular schools are recognised by the government as being part of the education system which is open to all – the curriculum and textbooks used having the same syllabus as the national primary school, and emphasising loyalty to king and nation. There are also more non-Chinese studying in Chinese primary schools.
In the Form 4 history text-book, there are 10 chapters. Five touch on Islamic civilisation. The old textbook used only one chapter with 35 pages on Islamic civilisation. The new textbook uses 97 pages to talk about Islamic civilisation. It uses 100 words/phrases to talk about Confucianism and 153 for Taoism. The old textbook had 330 words on Confucianism and 220 words on Taoism. It mentions Buddhism and Hinduism but has little on Christianity – just 208 words.
Parts of the book that carry a narrow view and demean other races should be removed. Only by doing this will the teaching of history achieve its purpose of helping the students to understand the past and evolution of history in our nation and effective in bringing unity and nation building.
Therefore, the contents of a history textbook must be objective, and the review and correction of its syllabus should not be delayed further.
Malaysia's history is written by those who are paid by the feudal lords or the sultans and the bourgeoisie class who have become an appendage to the modern neo-feudalistic Malay state.
Malaysian history, a basis of the violently disseminated idea of Ketuanan Melayu, as an apology to the idea of economic dominance of the Malay-dominated National Front, favours the powerful and the wealthy as heroes of history.
Much of what is happening in Malaysian schools is the teaching of history devoid of critical historicizing let alone the reading of history written from the point of view of 'the people's history of Malaya'.
Missing from the textbooks, are chronicles of the natives enslaved by the feudal lords, narratives of the indentured serfs from China and India, stories of the robbery of land in Sabah and Sarawak, the chronicle of the struggle between the workers and the capitalist class, the real story behind the Communist insurgency, and in recent times the voices of liberation and freedom against the excesses of the modern Malaysian authoritarian state.
In the end, history textbooks not only become a literary graveyard for the losers in the historical march of Capital, but as postmodern blinders - for the closing of the Malaysian mind.
In Tingkatan 4 (Form 4 )at a National School. The contents of Sejarah textbox are as follows:
BAB1 Kemunculan Tamadun Awal Manusia (Pgs 1 - 36)
BAB2 Peningkatan Tamadun (Pgs 37 - 70)
BAB3 Tamadun Awal Asia Tenggara (Pgs 71 - 97)
BAB4 Kenunchlan Tamadun Islam Dan Perkembangannya Di Makkah (Pgs 98 - 116)
BAB5 Keragaan Islam Di Madinah (Pgs 117 - 140)
BAB6 Pembentukan Kerajaan Islam Dan Sumbangannya (Pgs 141 - 172)
BAB7 Islam Di Asia Tenggara (Pgs 173 - 195)
BAB8 Pembaharuan Dan Pengaruh Islam Di Malaysia Se Belum Kedatangan Barat (Pgs 198 - 213)
BAB9 Perkembangan Di Eropah (Pgs 214 - 242)
BAB10 Dasar British Dan Kesannya Terhadap Ekonomi Negara (Pgs 243 - 270)
Almost half the book is devoted to the study of the rise and influence of Islam.
And it's supposed to be a history textbook ... that is what Malaysians call UMNO's bullshit and you want to make it compulsory subject. It's time Malaysian aim for International school and BOYCOTT national school.
For example, the book touched on the issue of “Malay supremacy” (Ketuanan Melayu). It also implies that pendatang asing (foreign immigrants) are now still eyeing the wealth of the country, and uses the term kongsi gelap (secret society) to name the Chinese clan association in the 19th century, demeaning other communities or races. The teaching of history can influence and shape the attitude and mentality of students towards nation-building in the future. Thus the contents of the textbook can have a negative effect on their development, contributing to a more narrow outlook.
Secondly, the textbook also mentions that the independence of our country was achieved through the joint effort and cooperation of all races. However, a quote subsequently says that this state belongs to the Malays and should be returned to them. This contradicts the spirit of unity and will have an adverse effect on efforts to foster unity among the races.
The textbook also states that only national primary schools can unite all the races. This is to say that Chinese and Tamil primary schools cannot promote unity. This is not true as vernacular schools are recognised by the government as being part of the education system which is open to all – the curriculum and textbooks used having the same syllabus as the national primary school, and emphasising loyalty to king and nation. There are also more non-Chinese studying in Chinese primary schools.
In the Form 4 history text-book, there are 10 chapters. Five touch on Islamic civilisation. The old textbook used only one chapter with 35 pages on Islamic civilisation. The new textbook uses 97 pages to talk about Islamic civilisation. It uses 100 words/phrases to talk about Confucianism and 153 for Taoism. The old textbook had 330 words on Confucianism and 220 words on Taoism. It mentions Buddhism and Hinduism but has little on Christianity – just 208 words.
Parts of the book that carry a narrow view and demean other races should be removed. Only by doing this will the teaching of history achieve its purpose of helping the students to understand the past and evolution of history in our nation and effective in bringing unity and nation building.
Therefore, the contents of a history textbook must be objective, and the review and correction of its syllabus should not be delayed further.
Malaysia's history is written by those who are paid by the feudal lords or the sultans and the bourgeoisie class who have become an appendage to the modern neo-feudalistic Malay state.
Malaysian history, a basis of the violently disseminated idea of Ketuanan Melayu, as an apology to the idea of economic dominance of the Malay-dominated National Front, favours the powerful and the wealthy as heroes of history.
Much of what is happening in Malaysian schools is the teaching of history devoid of critical historicizing let alone the reading of history written from the point of view of 'the people's history of Malaya'.
Missing from the textbooks, are chronicles of the natives enslaved by the feudal lords, narratives of the indentured serfs from China and India, stories of the robbery of land in Sabah and Sarawak, the chronicle of the struggle between the workers and the capitalist class, the real story behind the Communist insurgency, and in recent times the voices of liberation and freedom against the excesses of the modern Malaysian authoritarian state.
In the end, history textbooks not only become a literary graveyard for the losers in the historical march of Capital, but as postmodern blinders - for the closing of the Malaysian mind.
In Tingkatan 4 (Form 4 )at a National School. The contents of Sejarah textbox are as follows:
BAB1 Kemunculan Tamadun Awal Manusia (Pgs 1 - 36)
BAB2 Peningkatan Tamadun (Pgs 37 - 70)
BAB3 Tamadun Awal Asia Tenggara (Pgs 71 - 97)
BAB4 Kenunchlan Tamadun Islam Dan Perkembangannya Di Makkah (Pgs 98 - 116)
BAB5 Keragaan Islam Di Madinah (Pgs 117 - 140)
BAB6 Pembentukan Kerajaan Islam Dan Sumbangannya (Pgs 141 - 172)
BAB7 Islam Di Asia Tenggara (Pgs 173 - 195)
BAB8 Pembaharuan Dan Pengaruh Islam Di Malaysia Se Belum Kedatangan Barat (Pgs 198 - 213)
BAB9 Perkembangan Di Eropah (Pgs 214 - 242)
BAB10 Dasar British Dan Kesannya Terhadap Ekonomi Negara (Pgs 243 - 270)
Almost half the book is devoted to the study of the rise and influence of Islam.
And it's supposed to be a history textbook ... that is what Malaysians call UMNO's bullshit and you want to make it compulsory subject. It's time Malaysian aim for International school and BOYCOTT national school.
Posts
1 comments:
This revised History lessons for schools is nothing more than the BTN version for children. Now they are going to brainwash them from young when their minds are still impressionable. Like you, no way am I going to send my kids to these type of schools to be poisoned by our so-called educators.
Post a Comment