FEM 3001 – 3 (3+0) INTRODUCTION TO HUMAN DEVELOPMENT SEMESTER 1, 2017/2018

1. FEM 3001 – 3 (3+0)INTRODUCTION TO HUMAN DEVELOPMENTSEMESTER 1, 2017/2018 • Instructor : Dr. Siti Nor BintiYaacob • Office : First Floor, Blok A FEM (A1-05) • : Jabatan Pembangunan Manusia & • PengajianKeluarga (JPMPK) • E-mail : sitinor8888@gmail.com

2. Course Synopsis: This course covers the life-span development of an individual as God-created being which includes moral values, nature, potential and individual resiliency. The ecological contexts of individuals, family, and community in handling current and future issues and challenges are also discussed. • Learning Outcome: • Describe the origin, developmental processes, tasks and responsibilities of self as God-created being. (C4) • Explain values, potentials, characteristics of human development and resiliency. (A3, EM) • Analyze the dynamics of interactions and transactions between individuals, family, community and environment as a group. (LL) • FEM 3001 is a basic course in your entire studies

3. Course Content: • Human Origin • Human Life Cycle • Developmental Tasks and Challenges • Values and Culture • Fitrah and Potential • Human Development & Human Resource Development • Individual Ecosystem & Development of Resilience • Interaction and Transaction Between Man & Environment: Family • Interaction and Transaction Between Man & Environment: Community • Interaction and Transaction Between Man & Environment: Global Environment • Course Evaluation: • Assignment (40%) • Assignment 1 (Individual) - 5% • Assignment 2 (Individual) - 15% • Assignment 2 (Group) - 20% • Mid- semester Exam - 20% •  Final Exam - 40%

4. TOPIC 1: HUMAN ORIGIN • Philosophy, Concepts, and Human Creation • Human Development; Perspective Science & Religion • Human Development in Ecological Context.

5. What is Human Development? Definition: • Scientific study of processes of change and stability of human beings (from conception till death) • Systematic changes and continuities in the individual that occur between conception and death, or from “womb to tomb.” (from book Sigelman & Rider, 2009)

6. The systematic changes and continuities is fall into three broad domains: Physical development: growth of body Cognitive development: changes in perception, language, memory, and so on. Psychosocial development: motives, personality traits, interpersonal skill and relationship, and so on.

7. Perspektif perkembangan - pembangunan manusia sebagai kajian saintifik proses perubahan dan kestabilan perkembangan manusia, bermula daripada kehamilan hingga akhir hayat (Arnett, 2015). • Sigelman dan Rider (2015) - pembangunan manusia sebagai perubahan sistematik dan kesinambungan dalam perkembangan individu yang berlaku di antara kehamilan dan kematian. • Perubahan sistematik dan kesinambungan ini berlaku dalam tiga domain yang luas, iaitu, perkembangan fizikal, kognitif dan psikososial.

8. Konseppembangunanmanusia: aspeksepertikemajuanekonomi, pendidikan, kesihatan, kesejahteraanhidup, perlakuandanprinsip moral. • ↠matlamatutamapembangunanmanusia. • Pembangunan manusia boleh ditakrifkan sebagai proses memperluas kebebasan dan peluang rakyat dan meningkatkan kesejahteraan hidup mereka (Measure of America, a project of the Social Science Research Council, 2016).

9. THE CONCEPT OF INSAN & HUMAN BEINGS • Human beings =INSAN • In this course, insan is referred to as universal understandings of human-beings • Insan in the context of their environments; where interactions & transactions take place; which will in turn influence & will be influencing quality of life & quality of the environment

10. HUMAN DEVELOPMENT • Focus on human beings across life cycle • Ecological perspective – broad “tool” to understand human beings as person- in-environment • Base: Faith in God; Goals: Quality of life, quality of environment • Through scientific processes of describing, explaining, predicting & modifying of behaviour

11. The creation of human beings-historical perspective • Using developmental approach, studies on human development normally have been focussing on child development • During the 6th – 15th century , children were assumed as mini adults, preformationism;children are known as persons who need protection

12. 16th century : The religious perspective (Protestan) demanded parents to be strict in nurturing their children in order for them to be able to tell right from wrong • 17th century: John Locke pointed the importance of human dignity; respects; > behavioural • Children, known as tabula rasa (blank slate); originally “pure”; strated form nothing; need to be guided through experiences

13. Children were viewed as passive mechanistic, development occurred continuously; and parents mould their children’s behaviour through warmth nurturing • Jean Jacques Rousseau (1712 – 1778) – a French philosopher; claimed that children are noble savages(have natural tendency/sense of differentiating right from wrong; can grow to become healthy adults

14. Children have internal senses; cognitive ability & unique emotions that are prone to be abused / corrupted by adults who trained them • Rousseau introduced the stages of development and maturity concepts

15. Children are organismic (active designer of their own destiny); development does not occur continuously, but in stages; nature’s role in determining changes in life • Aristotle indicated: Human beings are the thinking, social, political animal who run various functions in order to live

16. THE SCIENTIFIC APPROACH… • The first scientific investigations of development were undertaken on late 19th century. • Scholars observe the growth and development of their own children, and publish in the form of baby biographies. • The most influential baby biographer was Charles Darwin.

17. Charles Darwin (1809 – 1882), British “naturalist” • Darwin studied variations in plants and animal species • No 2 items/individuals/specimens that are 100% the same • The founder of the evolution theory • Darwin’s evolutionary perspective and studies of the development of embryos strongly influenced early theories of human development, which emphasized universal, biological based maturational changes.

18. 2 basic principles of the evolution theory: natural selection & survival of the fittest • Natural selection: some species are naturally selected to survive in certain environment because they have the fit with characteristic = ability to adapt • Others … died / perished • Those who survived will continue to live for a long time, • reproduce & continue to generate quality characteristics for their next generations • Focus: Physical & behavioural adaptations

19. Darwin claimed that at the early stage (prenatal) some species are similar • He concluded that all species including human beings have the same ancestors • This has created debates and finally proven to be false

20. Limitation … Different baby biographers emphasized on different aspects of children’s behaviour hard to compare Bias on observation? Small sample size: observe single child

21. Normative Era • G. Stanley Hall (1846 – 1924), American psychologist, fore father of research on child development, first president of the American Psychological Association. • He collects more objective data on large samples of individuals  questionnaire • Influential book: adolescence (1904) • Adolescence was a time of emotional ups and downs and rapid changes. • Substantial changes in brain and in cognitive and social functioning do take place during adolescence.

22. With Arnold Gesell (1880 – 1961) – they claimed human development as “genetically determined, develop automatically.. Just like flowers” The normative method refers to research on human behaviour based on responses from MANY respondents; often linked with certain age group

23. Mental/Cognitive Testing Era • Alfred Binet (1857 – 1911), French Psychologist, applied normative method to test human intelligence • Stanford-Binet Intelligence Test • It initiated heated debates over the issue of nature versus nurture

24. THE RELIGIOUS PERSPECTIVE • Human beings are not machines (there are mind & spirit); not animals nor angels, and not GOD who creates himself • In Islam, human beings are created by Allah in the best form of creation, to become khalifah

25. Surah Al-Hijr (26) yang bermaksud: • “Dan sesungguhnya kami (Allah) telah menciptakan manusia (Adam) dari tanah liat kering, (yang berasal) dari tanah lumpur hitam yang diberi bentuk • Surah At-Tin: (4) yang bermaksud: • “Sesungguhnya telah kami (Allah) ciptakan manusia itu di dalam sebaik-baik cara, kami menjadikan sesuatu kelengkapan sesuai dengan keadaannya”

26. Surah Al-Mu’minun (12 – 14) yang bermaksud: • “Dan sesungguhnya Kami telah menciptakan manusia dari (saripati) tanah. Kemudian Kami jadikan (saritanah) itu airmani yang tersimpan dalam tempat yang kukuh (rahim). Lalu kami jadikan air mani itu segumpal darah, lalu gumpalan darah itu Kami jadikan segumpal daging, dan Kami jadikan gumpalan daging itu tulang belulang, lalu kami lapisi tulang belulang itu dengan daging. Kemudian Kami bentuk ia menjadi makhluk yang lain. Maha Suci Allah, sebaik-baik pencipta”

27. Men were created with certain purpose (amanah) – to function as khalifah who obeys his Creator • The coordination of both mind and spirit forms INSAN

28. PERSPEKTIF AGAMA • Manusia: makhlukciptaanTuhan yang termulia - mempunyaifikirandanjiwa. • INSAN - hasilkoordinasiakal/fikirandanjiwa. • Sebagaikhalifah - diberiamanahuntukmemajukanduniadanmelahirkanmasyarakat yang berintegriti, bermoraldanadil; danberlandaskanperintah Allah SWT. • Duasifat yang bertentangan: 1) mempunyaidiri yang luhur (bersifat ‘aqli). 2) diri yang rendah (bersifatkehaiwanan) (Yusoff, 1989). • Manusiamempunyaiakaldannafsu yang membolehkanmerekamemenuhituntutankehidupanseharian. SNY/FEM3001/SEM1/2016-2017 28

29. PERSPEKTIF AGAMA • Nafsuadalahasaskepadarealitikehidupanmanusia. • Nafsu yang mendorongdanmendesaktingkahlakumanusiamempunyaiperingkat-peringkatnya: • ammarah, • lawwamah, • mulhamah, dan • mutma’innah SNY/FEM3001/SEM1/2016-2017 29

30. Men have tendencies for good and bad deeds • Originally pure and clean, given mind to think, able to strive, given the urgency to need & want; and bestowed with energy • The QALB plays a big role in determining personality & behaviour where a person has to be responsible for