ELP

1.0 Appreciation
Assalamualaikum, thanks to god for giving me his blessings to complete this task with the
help of lectures, Madam Nurulhana binti Hussain and all of my fellow friends. Million of thanks to
those that helps me for giving me detail information about this topics. I hope my effort and
determination to complete this task can produce a fruitful task.
Finally the end of the talk, thanks again to those involved directly or undirectly in helping
and giving support during the completion of this task. Your help always be remembered. Thank
you.

2.0 Introduction
The word philosophy comes from the Greek words Philien and Sophia. The meaning of
Philien is love, admiration, or esteem and Sophia means wisdom or truth. According to Abdullah
Ishak (1995), the combination of two words, philien sophia is a love of truth or wisdom. In English,
philosophy means love of wisdom and truth (Sufean Hussin, 1996). The Dictionary of the Third
Edition (1997) defines philosophy as the knowledge of what is considered to be some of the
highest forms of knowledge that becomes the bases of other knowledges. The basic concept of
the National Philosophy of Education is closely linked to the value of knowledge and the role of
knowledge in developing people and society in general.
The Education Development Master Plan (PIPP) wants the development of skilled
individual that have a strong identity, skilled, dignified personality, insightful, knowledgeable and
highly skilled individual to realize 2020 through educational activities. Zulfahmi (2008) also pointed
out that the individual that national want to generate must be able to think critically, creatively,
solve problems and be able to create new opportunities suitable with ever-changing global
environment.

3.0 The Diversity of Potential
Each individual has different abilities and potentials from birth. According to Mok Soon
Sang (2009), the potential of human beings is markedly different because not all individuals have
the opportunity to enhance their potential in life. The potential that human shows have different
levels because not all human beings have a chance to improve potential in their life. The ability
and potential must be leveraged, nurtured, developed and enhanced in order to produce individual
that balance in every aspects such as physical, social, spiritual, emotion and intellectual.
3.1 Spiritual
According to the Dictionary of the Third Edition (1997), spiritual is the inner meaning of the
spiritual or soul. Spiritual also can be define as the opposite of physical, it means non-physical
things and cannot be seen with the naked eye. Sufean Hussin (2004) declare that the role of
society in the development of spiritual elements in students must be more consistent and
proactive in shaping the morals of an individual. For example, in the school there are programs
such as Islamic graduation programs for Islam students to instill religious values and virtues in
them. According to Noriati A. Rashid (2012), in order to produce a balanced and harmonious
person spiritually, one must have a spiritual element that is more into religious things, for example
he or she must be aware that God is exist, appreciate and grateful for His gift, aware of the
responsibility as a muslim, cultivate and build self-discipline and develop good manners.
Intelligence that is closely linked to the spiritual element is spiritual intelligence in which the
individual is more likely to inquire about human existence, the meaning of life, why humans
experience death and also the realities of human life. These individuals are able to explore values
that are at the heart of people's lives, whether they are traditional values or new values that has
been develop.

3.2 Physical
According to the Dictionary of the Language and Literature Council (2012), physicality is
related to the body or thing and it is the opposite of spirituality. Pettifor (1999) stated that Physical
Education provides a person to live an active and healthy life by providing the context of a fast
and sequential learning experience. Physical elements are where individuals should be aware of
the importance of physical health. They can develop talent and technical skills, manipulative and
social and use physical fitness skills to benefit society. Some of the physical elements are physical
fitness and personal health. Besides that, students with physical elements will also be able to use
their own body parts and physical energy to become self-reliant and socially able with the
communities around them. The various theories of intelligence that can be associated with the
physical are kinesthetic, which is the ability to use the body to express ideas, feelings and to solve
problems including physical skills such as coordination, flexibility, speed and balance. A person
with this intelligence is skilled in manipulating objects and activities involving fine and coarse
motor skills. They enjoy physical activities like dancing, sports and are efficiently good at using
motor skills. They have the ability to learn through activities like simulation, games, role playing
and model building.

3.3 Emotion
The word emotion comes from the Greek word "emovere" which means "to come out."
Emotions will be shown to meet one's needs. Emotions are a body reaction to a particular
situation. The nature and intensity of emotions are usually closely related to human cognitive
activity as a result of their perception of the situation. Atkinson (1983) differentiate emotions with
two types such as pleasant and unpleasant emotions. In Malaysia's Philosophy of education,
emotional intelligence is the goal of producing physically, spiritually, emotionally and intellectually
balanced people. These elements of emotional intelligence are directly inserted in a number of
subjects such as moral education, ethics education professionalism, citizenship and civilization.
These emotions can be linked to interpersonal intelligence, which enables one to understand the
feelings, motivations, habits and desires of others. In addition, they can also be sensitive and
understand the emotions, feelings, thoughts, behaviors and expectations of others. This
intelligence includes a child's ability to recognize and sensitive to the feelings of the adults
surrounding them. Students with this intelligence will learn effectively through learning,
collaborating with peers and easily engaging in social activities.
3.4 Intellectual
Council Dictionary (2012) defines intellect as thinking ability and understanding. The
intellectual element is to have 3M skills which are reading, writing and counting. In addition, each
individual must constantly strive to further the true knowledge. The intellectual element is also a
skill in thinking creatively, critically and reflectively. To continue to make progress in the family
and community, individuals need to concentrate on their knowledge of others and the
environment. Intellect is the intelligence that is able to establish a connection from the thinking
process. It is said that the smart person is the one who can solve the problem in a short time,
understand the problem faster and more carefully. In conclusion, intellect can be defined as
mental ability to explain something. In the above description, the intelligence that can be attributed
is verbal-linguistic intelligence. People with high verbal-linguistic intelligence show ease with
words and language. They tend to learn better by reading, taking notes, listening to lectures, and
by discussing and debating what they learn. Individuals with verbal-linguistic intelligence easily
learn a foreign language because they have high verbal and memory skills, and the ability to
understand and manipulate syntax and structural ability.

4.0 Conclusion
In a nutshell, every individual whether a teacher or student is more inclined toward
diversity of learning. Teachers will see the diversity of learning to the full range of students'
abilities. This is the reality of students' lives because the way they learn varies. These can guide
teachers in developing appropriate teaching and learning methods in accordance with good Daily
Teaching’s Plan.

5.0 References
Abdullah Ishak (1995), Pendidikan Islam dan Pengaruhnya di Malaysia. Kuala Lumpur : Dewan
Bahasa dan Pustaka.
Sufean Hussin (1996), Pendidikan di Malaysia, Sejarah, Sistem dan Falsafah, Edisi 3. Kuala
Lumpur : Dewan Bahasa dan Pustaka.
Kamus Dewan Edisi Ketiga (1997), Kuala Lumpur : Dewan Bahasa dan Pustaka.
Zulfahmi Md Hanafiah (2008). Faktor-Faktor Yang Mempengaruhi Keberkesanan Pengajaran
Guru Pelatih UTM Dalam Menghadapi Latihan Mengajar. Laporan Projek Ijazah Sarjana
Muda, Fakulti Pendidikan, UTM.
Mok Soon Sang. (2009). Perkembangan Kanak-Kanak. Selangor: Penerbitan Multimedia.
Kamus Dewan (2012), Kuala Lumpur: Dewan Bahasa dan Pustaka.
Sufean Hussin .(2004). Pendidikan di Malaysia Sejarah, Sistem dan Falsafah. Kuala Lumpur:
Dewan Bahasa dan Pustaka.
Noriati A. Rashid .(2012). Siri Pendidikan Guru: Guru dan Cabaran Semasa. Selangor: Oxford
Fajar Sdn. Bhd.
Atkinson, R. L. DKK. (1987). Pengantar Psikologi I. Jakarta. Penerbit Elangga.
Pettifor, B. (1999). Physical education methods for classroom teachers. Physical education for
children; Study and teaching (Elementary). (p.p. 343). United States Physical.