The Malaysian study circle movement and some implications for educational development

This is an ethnographic study that examines differences between the traditional Muslim approaches to learning and the approach reflected in the study circle. It also examines and explores the extent to which collaborative learning principles and methods are used and possible short and long-term effects of these approaches on educational development in Malaysia. Though research on the study circle movement in Malaysia is something new, this study provides a substantial background on the movement in the West. The findings in the Malaysian context should prove useful to educational planners and policy makers. The main sources of data were Malaysian educational officers, leaders, and participants in study circles representing youth, student organizations, and academicians. Thirty persons committed to the study circle movement were interviewed and nine study circles were observed in the course of their regular meetings. The investigator also drew on his experience in the movement. It was found that: (1) there are important differences in the mode of learning between traditional education and that of the study circle; (2) people join the study circles because of the nature of the learning processes, the content of the discussion, and the mutually beneficial relationships among the participants; (3) the collaborative process is the vital principle in achieving success in running a study circle; (4) a collaborative atmosphere not only bridges differences of religious interpretations but also helps to make personal and organizational objectives coherent: (5) study circles impact individual, organizational, and institutional objectives; (6) study circles impact the educational development of Malaysia by instilling in the members the importance of Islamic education; (7) study circle activities not only make the participants more knowledgeable but also more committed to uplifting objectives in life. Additional research is needed in order to: (1) to explore learning theories based on the Islamic tradition; (2) to discover commonalities in traditional and modern approaches of learning in order to bridge the dichotomy; (3) to evaluate curriculum contents, collaborative processes, and desired member competencies, in order to enhance the movement's contributions to the development of education in Malaysia. Collaboration, cooperation, integration, and partnership involvement in education should become the future approaches in teaching and learning so that the present and future generations learn to appreciate the meaning of life in more constructive ways.