JOHN AMOS COMENIUS

Father of Modern Education Development of the whole man before he becomes professional Use of the vernacular.

Follow the order of natural law.

Train for character development. Both boys and girls should be included in education regardless of their socio-economic status. Use of visual aids in teaching

JOHN LOCKE

Tabular rasa or blank slate theory According to the disposition of the teacher. Formal discipline moral and physical education. Drill and exercise, memorization and reasoning.

JEAN-JACQUES ROUSSEAU

Man is by nature good and virtuos. Inherent endowments. Child is the most important component of the school system. Use of instinctive tendencies Everything is good as it comes from the hand of the author of nature.

JOHANN HEINRICH PESTALOZZI

Social process of organized growth and development. In accordance with the laws of natural growth and development of the child Direct experience with objects and places through observation, inquiry and reasoning.

 Emphasis

or method and technique

Reality is

objective
and abstraction

Sensation Values

are absolute and eternal

Humanistic.

FRIEDRICH FROEBEL

Father of kindergarten
Encouraged creative expression. Spirit of informality and joy. Self-activity Knowing is rethinking Values are eternal Play for self-realization Ideas of culture Social development

JOHANN FRIEDRICH HERBART

Principles of apperception and doctrine of interest Character formation Aim should be ethical and moral Gets meaning from previous experience to which it is related

Curriculum should hace wide range of subjects

Unity through reflection

 Preparation Comparison

Generalization
Application

HERBERT SPENCER

Knowledge is power Physical activity Science oriented curriculum Societal change Opposed free public education

JOHN DEWEY

Learning by doing

Education is life, not preparation for life

Social process Education is growth and experience

Center of education is the childs social activities

School as a primary social intitution

PHILOSOPHICAL THOUGHTS OF GREAT THINKERS IN EDUCATION

Education as a Necessity of Life - makespossible continuance/renewal ofsocial life - communication-making experience - shared possession - self-renewing instrument of a complex society Education as a Social Function - 3 social functions of schools: a. Simplifyng/ordering b. Cristalizing the existing social function c. Creating a wider perspective

 Education

as Direction - directs the natural impulses of the young through commands, prohibitions, approvals, and disapprovals as Growth - it is all one with LIFE as Preparation - progressively realizes present possibilities - makes the present rich and significant, thus, merging into the future.

Education

Education

Education as Unfolding - draws out from the learner

Education as Training of Faculties - development of initiative, inventiveness, and adaptability

Education as Formation - selection and coordination of native activities

Education as Recapitulation and Retrospection - utilizing it as a resource in developing the future

Education as Reconstruction - reorganization of experience - reconstruction - fundamental method of social reform

Education as a Democratic Social Function - emphasizes the cooperative nature of shared human experience which embraces three elements: a. Common b. Communication c. Community

NATURALISM

Accounted for by scientific explanation Oldest philosophy in the western world

Greek assumption: Through philosophical reflection, the nature of the world would be revealed to them. Ancient naturalists were Thales, Democritus, Epicurus, and Lucritus.

1. THOMAS HOBBES naturalist view

Believes the native condition of man as war of everyone against everyone. Mans chief joy is comparing himself with other men. Believes that it is best for man to be in an inferior position .

2. JEAN JACQUES ROUSSEAUs naturalist view

Everything is good as it comes from the hands of nature but everything degenerates in the hands of man. Believes that nture is good, dependable. Three principles: a. The Principle of Growth b. The Principle of Student Activity c. The Principle of Individualization

The Social Contract

- The heart of the idea of the social contract may be stated simply: Each of us places his person and authority under the supreme direction of the general will, and the group receives each individual as an indivisible part of the whole...

3. HERBERT SPENCERS naturalist view

Believed that there is an ABSOLUTE BEING and identified it as a force or energy.

REALISM

Based on what is real as they are ; something that exists independently According to Plato, reality is defined as the pure ideas of the mind; ideas and concepts are innate According to Aristotle, reality are the relationships found in nature and the physical environment.

1. ST. THOMAS AQUINAS realistic view

Believed that realism if the reality of matters MATTER defined as created by God and the primary substance to which the universe is made; it is dependent upon God for existence.

2. JOHN AMOS COMENIUS realistic view

3. RENE DESCARTES realistic view

Believed in God as the Perfect Being, and hence, perfectly good.

Reality of the world is guaranteed to him by the goodness of God

4. BARUCH SPINOZAs realistic view

Believed that there is only one substance and this is identical with God.

Some of Spinoza's philosophical positions are: a. The natural world is infinite. b. Good and evil are related to human pleasure and pain. c. Everything done by humans and other animals is excellent and divine. d. All rights are derived from the State.

e. Animals can be used in any way by people for the benefit of the human race, according to a rational consideration of the benefit as well as the animal's status in nature

5. JOHN LOCKEs realistic view

Beliend that there is no innate ideas in the mind.

Experience is the source of all knowledge; sensation and reason are the two avenues through which this knowledge comes to us.

6. IMMANUEL KANTs realistic view

Asserts that our sensory experiences and perspectives are representations of the external world and direct representations of it.

Realism as Philosophy:
1.

All beings, material or immaterial, can be understood clearly by the human mind as they appear to be what they are.

2.

The familiarity gained by experience and by human nature is unchanging and dependable and serve as norm for the decision and action of the individual and society.

IDEALISM

Asserts that reality is composed of thought related to mind and idea, and that matter is mere by-product of its workings. Mind is real and matter is just an appearance. According to Plato, ideas are eternal essences, forms, or types which serve as patterns, ideals or standards for things which are perceived by the senses.

1. GEORGE BERKELEYs idealistic view

Asserted that what really appears to be physical or material world is in reality, merely a collection of ideas. Claimed that mind and ideas provide completely adequate basis to account for all our knowledge about the world.

2. RENE DESCARTES idealisitc view

Three ideas concerning the significance of self: a. It is self-evident reality; that is, knowledge of oneself is a first and immediate experience. b. It is that must be the starting point in thought.

c. The existence of God is widened in our experience by the fact that we have an idea of the perfect being.

3. IMMANUEL KANTs idealistic view

His work, Critique of Pure Reason, made a thorough examination of reason.