Struggle and Noble Efforts of Educationists

Part ofSpeech

Definition Educationist is one who is versed in the theories of, or who advocates andpromotes, education; a specialist in the theory of education

Noun 1. A specialist in the theory of education.[Wordnet] 2. One who is versed in the theories of, or who advocates and promotes,education.[Websters].

Sources: WordNet 3.0 Copyright © 2006 by Princeton University. All rights reserved. Webster's RevisedUnabridged Dictionary (1913)

Western Educationists John Dewey (1859-1952). He was a philosopher, psychologist and educationist and therenowned founder of progressive education. Born in Burlington, Vermont in 1859. Interested inphilosophy since undergraduate years. He specialized in philosophy for his postgraduate at JohnHopkins University. Worked at University of Minnesota for 10 years before moving to Universityof Chicago in 1894 as the Head of Philosophy, Psychology and Pedagogy Department. Twoyears later set-up University Laboratory School better known as Dewey School. Resigned after misunderstanding and worked in Columbia Teachers College which thenbecomes center of dissemination of Dewey’s theories. Received invitations to Japan, China,Turkey, Mexico, South Africa and Russia for research and educational reports. Officially retiredin 1930 but still retained his post as Professor Emeritus until 1939. Died in New York, 1952. Dewey contributed his ideas on education through his book, Democracy and Education. Some ofwhat he wrote was:

i) “on the whole, education can be regarded as a process of creating conduciveconditions for the individual to adapt better to his physical and moral environment”;

ii) “In our present world which is continuously changing, education is no longerconstant and absolute. Conditions and needs differ from one country to another andfrom one location to another. For this reason, a certain system may be suitable andeffective in one place or for a certain target group at a particular point in time, butmost likely, not for another place, time or target group.

iii) “Every individual possesses unique potentials, irrespective of their physical orpsychological characteristics. Therefore the goal of education is to assist eachindividual to achieve his potentials for the good of the society”.

iv) “Educators bear the responsibility of helping the individual understand and

appreciate the norms and practices of each culture. This has implications on thenurturance of creative and critical thinking skills which are important in overcomingexisting shortcomings in the present society and to reconstruct a better society”.

v) “Teaching methods cannot be divorced from subject content as they are not mutuallyexclusive. An effective educator should strive to relate content with the pupil’sneeds, wants, interests and developmental levels according to their physical, socialand political contexts.”;

vi) “Education does not end when the individual leaves school; instead it should be anon-going effort throughout life for the continual development of the individualconcerned”.

Education is life itself.- John Dewey

John Dewey (1859-1952) believed that learning was active and schooling unnecessarily longand restrictive. His idea was that children came to school to do things and live in acommunity which gave them real, guided experiences which fostered their capacity tocontribute to society. For example, Dewey believed that students should be involved in real-life tasks and challenges:

· math could be learnt via learning proportions in cooking orfiguring out how long it would take to get from one place toanother by mule

· history could be learnt by experiencing how people lived,geography, what the climate was like, and how plants andanimals grew, were important subjects

Dewey had a gift for suggesting activities that captured the centerof what his classes were studying.

Dewey's education philosophy helped forward the "progressiveeducation" movement, and spawned the development of"experiential education" programs and experiments.

Dewey's philosophy sti l l l ies very much at the heart of many bold educational experiments, such as OutwardBound.

Maria Montessori (1870-1952)

Born in Chiaravalle, Italy (1870) completed her medical studies in 1896 and wasdeclared first woman Italian doctor. Whilst on her daily clinical tasks with childpatient she became interested with the way they learn. In 1901, she studiedpsychology and philosophy and three years later appointed Professor ofAnthropology at University of Rome. In 1906, resigned to work full-time with 60children in the district of San Lorenzo, Rome and died in Noordwijk, Holland in1952. Was three times nominated for Nobel Peace Prize in 1949, 1950 and 1951. Her

struggles continued through the Association Montessori International (AMI) in Amsterdam,Netherlands.

Montessori contributed: i) The Montessori Method. i.e. Casa de Bambani or ‘Children’s House”. Upholds two

principles:

a) Children learn faster if they are given opportunity to interact with theirenvironment as well as with manipulative materials. They are encourage to do sowithout any adult assistance

b) Children are able to teach themselves These two principles inspired Montessori’s effort to reform various aspects related to children’seducation such as methodology, teaching and training. ii) Classroom exhibition known as Glass House at the International Panama-Pacific Exhibition

in San Francisco in 1915iii) Montessori Training Center in Laren, Netherlands in 1938iv) Series of teacher training courses in India in 1939v) Montessori Center in London in 1947 Interested to learn more on Montessori Method go tohttp://www.michaelolaf.net/1CW312MI.html John Piaget (1896-1980) A prominent figure in disciplines such as philosophy, natural science, psychology. Alsointerested in general epistemology (study of the development of knowledge) Born in Switzerland in 1896 and grew up in Lake Neutachatel, Switzerland. Very intelligent andextremely curious about nature as a child. At 10, known to master himself atmaking closed observations of the environment that the answers to most of hisquestions can be found in the library. His Doctorate was in zoology and died in1980. In the 70’s and the 80’s, his ideas emphasized the child-centered approachwhich inspired educational reforms in Europe and America. In reference toConversations with Jean Piaget, he remarked “for society in general, educationmeans guiding children to become adults according to respective society’smould ... but for me, education means producing creators and designers, not merelyconformists”. Do you agree? Piaget believed that children are not empty containers to be filled with knowledge as requiredby traditional pedagogical school. Children are active knowledge builders as well as youngscientists who are always creating and testing theories in their world. Obviously, Piagetproposed is, especially in this science and technology era where the computer and internet havegiven children the freedom to explore the extensive digital world. Carl Rogers (1902-1987) Famous for his individual-centered theory. An approach for understanding human personality

and relationships and is commonly used in psychotherapy, counseling (client-centered therapy)and education (pupil-centered learning). Also the founder of humanistic approach.

Born in 1902 in Oak Park, Illinois, Chicago. Read well even when he was a pre-schooler. Started formal education at Grade Two. Had informal education athome stressed on religion that influenced him to be independent anddisciplined. Involved in agriculture at University of Wisconsin-Madison, plusHistory and religion. Furthered his studies at Teachers College, ColumbiaUniversity. In 1928 obtained his Masters and Doctor of Philosophy in 1930.Involved in research dealing with children at the Association for the Preventionof Cruelty to Children, Rochester, New York. In 1930, appointed the Director ofAPCC, died in 1987.

Produced his book titled The Clinical Treatment of the Problem Child in 1939. This made him aProfessor at the Ohio State University in 1940. His second book Counseling and Psychotherapy:Newer Concepts in Practice stressed the importance of establishing rapport between thetherapist and client, where the therapist should be caring and open-minded in order to help theclient overcome whatever problems he was facing thus enabling him to gain insight torestructure his life. 1945, set-up a counseling center at University of Chicago. His third book Client-CenteredTheraphy was published in 1951. He traveled a lot to spread his individual-centered approach.With his daughter, Natalie Rogers they conducted workshops on cross-cultural communication,self growth, social change and etc from 1975 to 1980. His last visit to Russia at the age of 87was his last. Bestowed the Award for Distinguished Professional Contribution to Psychology bythe American Psychology Association (APA). Won the Humanist of the Year Award 1964. A

prominent top 20th century psychologists. Albert Bandura (1925 – present) Born in Mundare, Canada in 1925. Masters in Arts in 1951 and PhD from University of Iowa. In1953, started teaching at Psychology Department , Stanford University till now. In 1974,appointed President of the American Psychology Association. Early years he studied role of social modeling in relation to motivation, ideas and actions. Hisfamous study is Bobo doll experiments. He also wrote i) Adolescent Aggresion (1959); ii) SocialLearning and Personality Development (1963) and iii) Aggression (1973). Bandura was named David Starr Jordan Professor of Social Science in Psychologyby Stanford University in 1974. Also wrote Social Learning Theory in 1977,which changed the direction of contemporary psychology as compared to the80’s. Never bored with writing, in 1986 he wrote Social Foundations of Thought andAction: A Social Cognitive Theory which explains the social cognitive theory inrelation to human functioning. Emphasis was given to the importance of thecognitive process, self-regulation and self-reflection in assisting individualadapt and respond to change. His sixth book entitled Self-Efficacy: The Exercise of Control waspublished in 1997. He puts his self-efficacy theory and its application in the field of education,health, psychopathology, athletics, business and international affairs. Eastern Educationist

Haji Abdul Malik Karim Amrullah (HAMKA) (1908-1981)

An Indonesian theologist and scholar born in Kampun Molek, Maninjau,West Sumatra in 1908. Named ‘Buya’ meaning ‘a respected person’ inMinangkabau dialect. Educated in Sekolah Dasar Maninjau until Class Two.At the age of 10, continued his studies in religion and Arabic studies inSumatra Thawalib, Padang Panjang. Involved in teaching as a religiousteacher in Perkebunan Tebing Tinggi, Medan in 1927 and in Padang Panjangin 1929. Assumed post of dosen in Universitas Islam, Jakarta and then inUniversitas Muhammadiyah, Padang Panjang from 1957 until 1958. Also aRector in Perguruan Tinggi Islam, Jakarta and made a Professor at

Universitas Mustopo, Jakarta. Made a Senior Religious Officer by the Indonesian Minister of Religion but was forced to resignwhen President Sukarno directed him to decide between holding a position or be active inpolitics in the Majlis Syura Muslimin Indonesia. Died in Jakarta in 1981. Active in Islamic movement and politics and interested in studying works of theologians andother prominent Middle Eastern scholars such as Zaki Mubarak, Jurji Zaidan, Abbas al-Aqqad.He also liked western scholars like WIlliam James, Sigmund Freud, Jean Paul Satre, Karl Marxand Pieere Loti. Closed eminent scholars of him include Raden Mas, Surjopratono and HajiFachrudin thus making him an admired orator.

He's also a journalist, writer, editor and publisher. In 1920s, he was a journalist in dailies likePelita Andalas, Seruan Islam, Bintang Islam and Seruan Muhammadiyah. Editor for magazineslike Kemajuan Masyarakat, al-Mahdi, Pedoman Masyarakat, Panji Masyarakat and Gema Islam. Some of his famous works include the following:

i) Tafsir al-Azhar consisting five volumes;ii) Tenggelamnya Kapal Van Der Wijck, Dibawah Lindungan Kaabah and Merantau Ke Deli arecreative works of novels and short stories which have become texts in Malaysia and Singapore.

HAMKA was bestowed two honorary awards that is Doktor Honoris Causa from Universiti Al-Azhar (1958) and Universiti Kebangsaan Malaysia (1974). Indonesian government gave himDatuk Indono and Pengeran Wiroguno. Lao Tze (604 - 521 B.C.)

Also known as Lao Tze; Lao Tzu , Lao Tse. A Chinese philosopher andfounder of Taoism. The word Lao Tze means "Great Teacher or Old Master".Born in Luoyang, the former capital of ancient China in 570 B.C. He was saidto be the Keeper o f the Imperial Archives by Emperor Zhou. With theavailability of numerous books at his disposal, he wasted no time in readingall the classics. In the end, he became such a widely-read andknowledgeable person. He decided to moved to the West as he situation inLuoyang became unsafe.

On the way to the west near Han Gu Pass, he was stopped by a security guards who knew thatLao Tze was fleeing, he asked to share his knowledge and wisdom. He got down from the bull

and started writing an essay of more than 5000 words. And thus, Tao TeChing was published. After his writing he continued his journey and wasnever seen again. Heard he died in 490 B.C.

Lao Tze concluded that the world is made of sky, earth, human beings andprinciples which he called dao. Everything in this world is regulated bynatural laws. Thus we have concepts like rich and poor; life and death;beautiful and ugly and so on. We may think that all these are opposites butthey are actually interdependent, This is to say that if there are no rich people then there willbe no poor people; if there no babies born then there will be nobody dying and if there is nopupils then there will be no 'teacher'. Lao Tze's teaching covers a wide area from individualspirituality and interpersonal dynamics to political techniques. It also stresses changes to howhuman beings do something and not what they do.

National Educationist

Zainal Abidin Bin Ahmad (Za'ba) (1895-1973)

Zainal Abidin bin Ahmad or Za'ba was born on September 16, 1895 in a small remote village ofKampung Bukit Kerdas, Batu Kikir, Jempol, Negeri Sembilan. Born into a very religious family, notsurprisingly, by the age of seven Za'ba had completed his reading of the Quran seven times,memorized the Surah Yassin and able to perform the berzanji.

Za'ba's school experience only began at the age of 12 when he and 82 otherkids registered at Sekolah Melayu Batu Kikir to start their school life. Notlong after that Za'ba was transferred to Sekolah Melayu Linggi so he couldfurther his study in Arabic and religious knowledge. In 1915, Za'basuccessfully completed his Senior Cambridge. As it was, he was the firstMalay student from Negeri Sembilan who completed standard one to SeniorCambridge in six years.

Za'ba started to write seriously while he was serving as a temporary teacher at Johor Bahru in1916. His first article entiled "Temasya Mandi Safar di Tanjung Kling" was published twice inUtusan Melayu. Za'ba's gift was his ability to bring all aspects from language, literature,religion, economy, education and politics into his writings. He was also very keen in writingabout the backwardness of the Malays, so much so that the British colonial government becamesuspicious. Although his writing activities were restrained, he remained active. While he wasworking at the Sultan Idris Training College, Za'ba focused his effort to adopt the Arabic andEnglish grammar into Bahasa Melayu and to use these grammatical rules in the publishing ofschool text books and public reading materials.

His first marriage in 1917 did not last but he had a daughter, whom he brought up. Za'ba themmarried again to Fatimah Umar. Za'ba continued his writing career by revising his publishedreligious articles to be compiled into a book. His first effort, Umbi Kemajuan was published in1932.

Za'ba was also very active in community services. These include being the General Advisor forthe Persaudaraan Sahabat Pena Malaya (Brotherhood of Pen Friends of Malaya) in 1937, and in1945 as the Yang Dipertua Persatuan Melayu Selangor (Selangor Malay Association). In 1946, atthe congress against the formation of Malayan Union, he was appointed as committee memberof the Jawatankuasa Penggubal Rang Piagam UMNO (Legislator Committee of UMNO Charter

Bill) and in the same year he ended his political activity after the UMNO Charter was acceptedand passed. In 1947, he started working as a lecturer of Malay Language at the University ofLondon. He retired from government service when he was 55 years old.

Za'ba's service was still needed. Therefore in 1953 he was appointed as senior lecturer at theMalay Study Department (JPM) in University Malaya, Singapore. Together with Ungku Aziz, heorganized the formation of students' language society and two years later the Federation ofMalay Language of University Malaya was established.

Za'ba sat for the final examination for the University of London external course and received hisMaster of Arts Second Class (Lower) when he was 59 years old. Za'ba received the title Pendeta(Scholar) officially, in the form of a Malay cap (songkok) in 1956 at the Third Malay Languageand Literature Congress in Johor Bahru. All the sweat and effort that Za'ba poured into his workwas because he wanted to put the Malay language on a pedestal. He never asked forrecognition. Thus, he purposely declined the medal of honor - Pingat Manku Negara - thatcarries the title Dato', and also the Bintang Kebesaran Brunei. However in 1962, he finallyagreed to accept the award of Pingat Manku Negara that carries the title Tan Sri.

Tan Sri Dr. Haji Zainal Abidin bin Ahmad or Za'ba passed away on October 23, 1973 at the ageof 78. The nation in general and Negeri Sembilan in particular lost a great statesman. No onecan replace or even compare to him.

Za'ba or Zainal Abidin bin Ahmad, a language figure has left us since early 70s. But, this son ofNegeri Sembilan, who was born in 1895, had left an impact on all of us through his contributionin language and literature. Za'ba was considered as the pioneer of Malay language grammaticalrules, which was very vague at that time. He contributed further when he was given theresponsibility to plan a curriculum for school children, as an interpreter, lecturer, and during theJapanese era he was given the duty to write books that could be used in Malaya and Sumatera.

Za'ba officially received the title Pendita (Scholar) in September 1956 at the Language andMalay Letters Congress in Johor Bharu; Doctor of Letters from University Malaya in 1959 andconferred the Panglima Mangku Negara which carries the Tan Sri by His Royal Highness TheYang Di Pertuan Agong in 1962. Tan Sri Datuk Dr. Haji Zainal Abidin or Za'ba passed away in1973 at the age of 78. It is not easy to follow the footsteps of a scholar but it is hoped thatZa'ba's effort and sacrifice to upgrade the Malay Language will be continued.

Za'ba was a linguist who contributed extensively to the development of the Malay language.Some of his works are: i) Pelita Melayu (used as school textbooks until Second World War)ii) Ilmu Mengarang Melayu (used as school textbooks until Second World War)iii) Daftar Ejaan Melayu Jawi/Rumi (opposition from Perak Religous Department; said to becontroversial with religious teaching)iv) Falsafah Takdir Penggal I (opposition from Perak Religious Department; said to becontroversial with religious teaching)v) Pendapat Perbahasan Ulama Berkenaan Dengan Kadha dan Kadar (opposition from PerakReligious Department; said to be controversial with religious teaching)

It was said that Za'ba was able to combine all aspects of language, literature, religion,economics, education and politics in his writings. His work concerning poverty and ways toenhance the economic status of the Malays had already borne fruit whilst economists werethinking of giving serious consideration on that issues. He was given the title 'Explorer of Malay

Grammar' and he was also a school curriculum planner as well as a schoolbook text writer forschools in Malaya and Sumatera during the Japanese era.

He was the General Advisor for the Malayan Writers Association in 1937, and Head of theSelangor Malays Association in 1937. In 1946, appointed a committee member responsible forformulating UMNO charter at a Congress to oppose the formation of Malayan Union.

Burhanuddin Muhammad Nor Al-Helmi Dr. (1911-1969)

Known as Dr Burhanuddin Al-Helmi or 'Pak Doktor', a theologian, mystic, orator, leterary figureand homeopathist. Born in Changkat Tualang, Perak in 29 August, 1911. An ever smiling manwho never showed anger and was given the tile "Abi Halim", was changed to "Al Hulaimi" andlater 'Al-Helmi' meaning one who does not show anger.

A man of principles and practices such as gentleness, honesty, patience, good manners andcalm whether in politics or personal affairs. Constantly reminding friends to "emulate Allah'sgentleness and accommodate to new plans besides formulating policies based onhumanitarians grounds" (Burhanuddin, 1953:86 & 87 - engraving on tombstone in the TaipingMasjid grounds).

Remembered not only for his political struggles but also a devout Muslim who loved readingand writing. He enjoyed analyzing the lives of people as well as status ofthe Malays in Malaya at that time. In 1924, attended Sekolah Agama SungaiJambu in West Sumatra to pursue Islamic Education, whilst there wasinspired by the nationalist spirit and Islamic political aspirations. In 1926,returned to Jitra, Kedah to continues studies at Pondok Pulau Pinang,thereafter transfering to Madrasah AL-Masyhur Al-Islamiyah in Penangwhere he completed his upper ssecondary schooling (Thanawi) in 1934.Offered a scholarship to visit and further his studies in India where hechose to specialize in homoepathy and become the first Malay to do so.

In India, he befriended famous nationalists like Ghandi, Nehru and Mohamed Ali Jinnah.Managed to visit the University in Santinikatan founded by Rabindranath Tagore. Here he wasexposed to Indian philosophy, culture and arts. he wfirst wrote during his days in kampungprimary school. Amongst his writings were:

i) Mutu Kerajinan dan Asuhan Kesihatan (1930's). Teaches diligent and health;ii) Mencari Allah (1930's). Touches on religion and philosophy;iii) Perjuangan Kita (1946);iv) Agama dan Politik (1954). Speeches given during the various political courses sponsored bythe Pontian UMNO Youth;v) Ideologi Politik Islam (1957). Contained arranged talks sponsored by Islamic GraduatesAssociation, University Malaya in Singapore;vi) Falsafah Kebangsaan Melayu (1954). Contained texts and speeches published in MingguanMelayu between 1953 and 1954;vii) Simposium Tasauf dan Tariqat (1960). 26 topics discussed related to the practice inmysticism;viii) Arah Perjalanan Politik Tanah Melayu Sekarang (1963)

On his 36th birthday, he started a project to translate the Holy Quran into Malay language. Thiswas dedicated to his parents but stopped during Japanese occupation and later continuedduring his detention (between 1956-1966) until his death in 1969. He also started a Jawi-Malay-

English-Arabic-Dictionary until the final moments of his death, he had only reached the fifthJawi letter, that is the letter 'jim'.

Aminuddin Baki (1926-1956)

Known as as "Malaysia's Father of Education". Born in Chemor, Perak in 1926. Had earlyeducation in Sekolah Melayu Chemor, and in 1936 after passing his Standard Five Examinationhe continued his secondary schooling in Sekolah Anderson, Ipoh, the best English school in Ipoh

at that time.

In 1946, he formed the Persatuan Pelajar-Pelajar Melayu Insaf (PERMI) inPerak. Though interested in student unions, his involvement was short-livedwhen he was offered a place in Raflles College in 1947. A year later, he andfriends formed the Gabungan Pelajar-Pelajar Melayu Semenanjung (GPMS).In 1949, he was again offered a place in University Malaya, Singapore andhe entered teaching profession. Became a temporary teacher at the ANglo-Malay Night School from 1949-1951. He was made the Head of GPMS in

1951.

Received his Bachelor of Arts with Honours in 1951, he returned to teach at Sekolah YusoffEnglish School, Batu Gajah, Perak and in 1952 transferred to his alma-mater until July 1952before leaving for his Masters at the Education Institute, University of London. With a MastersDegree in 1953, he returned to Malaya and offered the lecturer post at Sultan Idris TrainingCollege in Tanjung Malim. In 1936 he was appointed the Selangor Chief Education Officer andthen Malaysian Chief Education Advisor (presently known as Education Director-General). Hewas also a member of the Senate in University Malaya, Dewan Bahasa dan Pustaka, MalayanHistorical Society and many more. Died of heart attack in 1965.

His contributions include:

i) Introduction of Islamic History to teacher trainees of the Sultan Idris Teacher Training College(but excluded from the syllabus);ii) Preparation of the Razak Report in 1955;iii) Completion of Rahman Talib Report in 1960;iv) Proposal for Sijil Rendah Pelajaran (SRP), Sijil Pelajaran Malaysia (SPM) and the Sijil TinggiPelajaran Malaysia (STPM);v) Setting-up of the Malaysian Examination Board

Awang Had Salleh (1934 till present)

Tan Sri Professor Dato Dr. Awang Had Salleh, was born on 24 June 1934 in Kampung Bagan

Pulau Bentong, Pulau Pinang. He received his early education at the Pulau Betung, Balik Pulau

Malay School, Sekolah Melayu Kuala Ketil, Semiling and Gurun where he passed his Standard

Three and his secondary education at Seberang Perak Malay School, Kedah. He was the Kedah

best student for Standard Six. In 1951, he enrolled himself at the Sultan Idris Teachers Training

College, Tanjung Malim, Perak and later at the Language Institute, Bukit Senyum, Johor Bharu in

1958. Then, in 1961 he studied at the University of Malaya,

where he graduated with Bachelor of Arts (Honours) degree in

1964 and with a Masters degree in Education from the same

university in 1967. Subsequently, he continued his studies

further at the Stanford University California, USA where he

obtained his doctorate in 1969, specialising in Education and

Sociology. He also studied at the University of Lancaster, United

Kingdom to enhance his skill and knowledge in the field of Academic Studies and Management.

Career.

Trainee teacher at the Gunung Malay School, Kedah (1950)

Teacher at Derga Malay School, Kedah

National Language Teacher at Sultan Abdul Hamid College, Alor Setar, Kedah (1957)

Assistant Lecturer at the Day Training Centre (DTC), Alor Setar, Kedah (1959-1961)

Lecturer, Language Institute, Lembah Pantai, Kuala Lumpur (1964-1965)

Assistant Lecturer / Lecturer at the Education Faculty, University of Malaya (1974-1975)

Deputy Vice Chancellor (Studentsʹ Affairs), University of Malaya (1975-1978)

Director, Mara Institute of Technology, now known as Mara Institute of Technology

University (UiTM) (1978-1980)

Vice Chancellor, National University of Malaysia (UKM) and the first Vice Chancellor of the

Northern University of Malaysia (UUM) (1980-1984)

Special Advisor, Ministry of Education

Chief Executive / Consultant, Malaysia Film Academy (1990-1992)

Chairman, National Book Council

Member, Executive Board of UNESCO

Chairman, Administrative Council of Limkokwing Institute of Creative Technology

Honorary Advisor, National Motivators of Aspiration Council

Chairman of the Board, Sultan Idris Education University

Chairman, Informatics Academic Advisory Board, Malaysia

Chairman, Entertainment Village (M) Sdn. Bhd.

Pro–Chancellor, Sultan Idris Education University (1999-until now)

Apart from being a well-known and active figure in the academic world, Tan Sri Prof. also

produced some creative works. 1966 happen to be his most important year in his writing career

of which two of his works, 'Merah, Kuning Biru' (anthology of short stories) and ‘Biru Warna’

(novel) were published a book form. His works on drama ‘Buat Menyapu Si Air Mata’ was

published in 1975. In the field of writing and publishing, he has produced a number of books,

articles and working papers which focused more on education, language and culture.

He also worked on:

i) Perbendaharaan Kata Itali-Melayu. Translated work of Antonio Piagafetta;

ii) Mengikut Novel (an essay);iii) Selindung Bulan Kedah Tua (a short story);iv) Merah Kuning Biru (a collection of short stories);v) Biru Warna (a novel naratting interpersonal relationship)

In appreciation of his services and contributions, he was bestowed several awards which,

among others, include the Johan Mangku Negara (J.M.N.) in 1975, the Dato' Setia DiRaja Kedah

(D.S.D.K) in 1978 which carries the title Datoʹ and the Panglima Setia Mahkota (P.S.M.) in 1982,

which carries the title of Tan Sri, from DYMM Seri Paduka Baginda Yang di-Pertuan Agong. In

appreciation of his contributions in the field of education, he was awarded the 'Honorary fellow'

A.B.E, United Kingdom in 1983, the ‘Honorary Doctor of Law’ by University of Brock, the

‘Honorary Doctor of Letters’ by the National University of Malaysia (UKM) and ‘Professor

Emeritus’ by the Northern University of Malaysia (UUM). He was also conferred the

‘Distinguished Follow of ISIS’ Malaysia.

The hearts of educationist were enshrined in the world of education. They were personally

involved in the field of education either as a teacher or related task. They were directly involved

with the educational developments that were taken place during their era. They were committed

to the implementation of the education system and this commitment is evidenced from their

contribution in the form of writings, research, readings, publishing

They were ever willing to disseminate their ideas concerning new things and findings in

education or other related fields. This academic sharing is very valuable for the improvement of

the education system currently being enforced. It leads to making recommendations to

consolidate the existing education policies.

Created on Nov 12, 2010 and edited last 21 January, 2011 by Pengendali@2006