Hikmah (Wisdom) Pedagogy Of Philosophical Inquiry: A Review

Hafizhah Zulkifli,  Mohd Reduan Mahmood, Rosnani Hashim, Khadijah Abdul Razak and Mohd Aderi Che Noh

Hafizhah Zulkifli, Mohd Reduan Mahmood, Rosnani Hashim, Khadijah Abdul Razak and Mohd Aderi Che Noh

Abstract

The purpose of the study is to explore the gap in research on Hikmah (wisdom) pedagogy and to develop conceptual framework using library research. Philosophical inquiry is an active activity in addressing problematic issues where the resolution depends more on arguments, give the reason and less on data gathering. Philosophy for children (P4C) and Hikmah (wisdom) pedagogy adopted the pedagogy of philosophical inquiry in education. P4C was implemented in several countries such as Denmark, Australia, Russia, Japan, Iran, Singapore, as well as Malaysia. Malaysia named P4C as Hikmah (wisdom) pedagogy. Hikmah pedagogy was implemented in varieties of subjects such as English, Malay Language, History, Science and Moral Education. From the literature perspective, research on Hikmah Pedagogy emphasises in improving cognitive skills such as critical thinking, moral reasoning and non-cognitive skills such as self-efficacy, reading and so forth. Hikmah pedagogy is imperative to be implemented as it is following the 21^st-century learning, and it offers students centred approach.