Discovering the different philosophies of selected Philosophers in the context of education

1. ALVIN H. JIMENA

2. EDUCATIONAL PHILOSOPHERS
John Friedrich Herbart
(1776-1841)
John Heinrich Pestalozzi
(1746-1827)
Friedrich Wilhelm August Froebel
(1782-1852)
JEAN-JACQUES ROUSSEAU John Dewey
(1859-1952)
Herbert Spencer
(1820-1903)

3. John Heinrich Pestalozzi
(1746-1827)
- a Swiss pedagogue and educational reformer
- founded several educational institutions both
in German- and French-speaking regions of
Switzerland
- His motto was "Learning by head, hand and
heart“
• Education is a social process of organized
growth and development
• Education should be in accordance with laws
of natural growth and development of the
child
• Lessons were to be learned through direct
experience with objects and places through
observation, inquiry and reasoning.
THEEDUCATIONALPHILOSOPHIESOFTHEWORLD’SGREATESTPHILOSOPHER

4. • Emphasis or method and technique of imparting
knowledge and information
• Reality is objective and is composed of matter and
form; it is fixed, based on natural law.
• Knowing consists of sensation and abstraction
• Values are absolute and eternal based on nature’s
laws
• Subject matter curriculum should be humanistic
THEEDUCATIONALPHILOSOPHIESOFTHEWORLD’SGREATESTPHILOSOPHER

5. Friedrich Wilhelm August Froebel
(1782-1852)
• a German pedagogue
• a student of Pestalozzi who laid
the foundation for modern
education based on the
recognition that children have
unique needs and capabilities
• He created the concept of the
“kindergarten”
THEEDUCATIONALPHILOSOPHIESOFTHEWORLD’SGREATESTPHILOSOPHER

6. • “Father of Kindergarten”
• Creative expression should be
encouraged
• Education should be accompanied
with spirit of informality and joy
THEEDUCATIONALPHILOSOPHIESOFTHEWORLD’SGREATESTPHILOSOPHER

7. • Self-activity as a means of development
• Individual differences should be respected
• Knowing is the rethinking of latent ideas
THEEDUCATIONALPHILOSOPHIESOFTHEWORLD’SGREATESTPHILOSOPHER

8. THEEDUCATIONALPHILOSOPHIESOFTHEWORLD’SGREATESTPHILOSOPHER
• Values are eternal
• Play, spontaneous activity should be utilized to
promote self-realization
• A subject matter curriculum emphasizing
the great and enduring ideas of culture
• Social development

9. John Friedrich Herbart
(1776-1841)
THEEDUCATIONALPHILOSOPHIESOFTHEWORLD’SGREATESTPHILOSOPHER

10. THEEDUCATIONALPHILOSOPHIESOFTHEWORLD’SGREATESTPHILOSOPHER
• a German philosopher, psychologist, and
founder of pedagogy as an academic discipline
• Learning should lead to character formation
• Aim of education should be ethical and
moral
• The leader gets meaning from previous
experiences to which it is related
• The curriculum should include a wide range
of subjects

11. THEEDUCATIONALPHILOSOPHIESOFTHEWORLD’SGREATESTPHILOSOPHER
• Unity could be achieved through
reflection and could be greatly aided by
a correlation of subject matter

12. Five Formal Steps in Teaching
1. Preparation – recall of old ideas in the
learner’s experience to which the new
curriculum can be related.
2. Presentation – a story, demonstration,
experiment or a reading assignment that
include facts or new materials or ideas of
the new material
3. Comparison – connections and
associations between the old and the
new

13. 4. Generalization – general principle that
are formed from the lesson
5. Application – putting the new idea to
work

14. Herbert Spencer
(1820-1903)
THEEDUCATIONALPHILOSOPHIESOFTHEWORLD’SGREATESTPHILOSOPHER

15. • was an English philosopher, biologist,
anthropologist, sociologist,
and prominent classical liberal political
theorist of the Victorian era
• Knowledge acquired that is best for use in
life is also the best for the development
of power
• Emphasis on physical activity
• Science oriented curriculum

16. • Societies are bound to change
• Opposed to free public
education ; those who really
want an education should work
hard to acquire the means to attain
it.

17. John Dewey
(1859-1952)
THEEDUCATIONALPHILOSOPHIESOFTHEWORLD’SGREATESTPHILOSOPHER

18. • was an American philosopher, psychologist,
and educational reformer whose ideas have
been influential in education and social
reform.
• Theories focused around practices of
practicality; pragmatism

19. 1. Education is life, not preparation for
life
2. Education is growth
3. Education is a social process
4. Education is a continuous
reconstruction of experiences

21. • Education is learning by doing
• The center of education is the child’s
own social activities
• The school is primarily a social
institution

22. Implications of Dewey’s Theory
1. The child is made the center oft the educative
process.
2. The aims of education are formulated in terms
of child growth and development rather than
mastery of subject.
3. The theory of self-activity is the basis of all
learning.
4. The school curriculum is organized in terms of
activities and projects.

23. Implications of Dewey’s Theory
5. School activities are correlated or integrated
with real life outside the school.
6. Informal control is exercised in the classroom.
7. Socialized teaching-and-learning or group
process or shared activity is utilized.
8. Thinking and reasoning, rather than
memorization, are emphasized in the
educative process.

24. Implications of Dewey’s Theory
9. Evaluation is made an integral part of the
educative process.
10. Guidance and counseling are essential parts
in education.
11. The school is used as an agency to develop
democracy.

25. Aims of Deweyan
Philosophy of Education
• Character Development
• Well-adjusted Personality
• Growth

26. THEEDUCATIONALPHILOSOPHIESOFTHEWORLD’SGREATESTPHILOSOPHER

27. As a brilliant, undisciplined, and unconventional thinker,
Jean-Jacques Rousseau spent most of his life being driven
by controversy back and forth between Paris and his
native Geneva. Orphaned at an early age, he left home at
sixteen, working as a tutor and musician before
undertaking a literary career while in his forties.
Rousseau sired but refused to support several illegitimate
children and frequently initiated bitter quarrels with even
the most supportive of his colleagues. His
autobiographical Les Confessions (Confessions) (1783)
offer a thorough (if somewhat self-serving) account of his
turbulent life.

28. Rousseau first attracted wide-spread attention with
his prize-winning essay Discours sur les Sciences et
les Arts (Discourse on the Sciences and the Arts)
(1750), Rousseau in which he decried the harmful
effects of modern civilization. Pursuit of the arts
and sciences, Rousseau argued, merely promotes
idleness, and the resulting political inequality
encourages alienation. He continued to explore
these themes throughout his career, proposing in
Émile, ou l'education (1762) a method of education
that would minimize the damage by noticing,
encouraging, and following the natural proclivities
of the student instead of striving to eliminate them.

29. Rousseau began to apply these principles to political
issues specifically in his Discours sur l'origine et les
fondements de l'inégalité parmi les hommes (Discourse
on the Origin of Inequality) (1755), which maintains that
every variety of injustice found in human society is an
artificial result of the control exercised by defective
political and intellectual influences over the healthy
natural impulses of otherwise noble savages. Rousseau
The alternative he proposed in Du contrat social (On the
Social Contract) (1762) is a civil society voluntarily formed
by its citizens and wholly governed by reference to the
general will [Fr. volonté générale] expressed in their
unanimous consent to authority.

30. Rousseau also wrote Discourse on Political
Economy (1755), Constitutional Program for
Corsica (1765), and Considerations on the
Government of Poland (1772). Although the
authorities made every effort to suppress
Rousseau's writings, the ideas they expressed,
along with those of Locke, were of great influence
during the French Revolution. The religious views
expressed in the "Faith of a Savoyard Vicar" section
of Émile made a more modest impact.

31. PHILOSOPHICALTHOUGHTSOFGREAT THINKERS INEDUCATION
• Education as a necessity of Life
- Educationmakes possible continuance/renewalof social life
- Educationis a communicationmakingexperience
- Educationis a sharedpossession
- Educationis a self-renewinginstrument of a complex society
• Education as Social Function
- Education providesthe social environmentthat leads to the
development of Attitudes necessary for continuous and progressive
life.
- As an educative environment, the school performs three social
function:
a. simplifying/ordering the factors attempts to develop;
b. crystalizing the existing social function
c. creating a wider perspective and better balance environment.

32. Education as Direction
- Education directs the natural impulses of the young to agree
with the life customs of the group through commands ,
prohibitions approval and disapprovals
Education as Growth
-Education as all onewith life; life is growth and, therefore,
education has no End beyondgrowth
Education as Preparation
-Education is preparation whenit :
a. progressivelyrealizes presentpossibilities, thus, making
The individual better fitted to cope with later requirements
b. makes the presentrich and significant , thus , merging
into future.

33. Education as Formation
-Educationis formation whenit consist of the selection andcoordin
of native activitiesso that the subject matter of the socialenvironm
utilized.