JOHN LOCKE’S PHILOSOPHY ON CHILD DEVELOPMENT

By

Spencer P. Reyes
spreyes.rock47@gmail.com

Abstract

John Locke is a British Empiricist. He is one of the empiricist who claims that only the

source of knowledge on about the external world is sense experience. Thus, it held on the

thought that nothing comes in the mind that isn’t first come through the senses. As Locke

continually raised that, the mind is a blank slate (a tabula rasa) which nothing inside it as long as

the senses have something to put there. Mostly, the child has it. The child’s mind is empty in the

first place. They don’t have knowledge of anything. Now, this is the purpose of the paper as it is

wanted to present. It studies the child development through education in the context of John

Locke’s Philosophy. I presume that John Locke is not precisely given a systematic theory on how

to raise a child but rather his strategy is to give just like a philosophical instruction manual which

is more effective than traditional education. This research paper pertains John Locke’s passion to

change the authoritarianism, theoretical studies and so on as part of educational tradition. This

paper discusses John Locke on Tabula rasa, Mind Temperament, Discipline, Child’s Healthcare

and of course in Education in relevance to the idea of child development. Locke would make

some changes in terms of discipline, nourishment and nurturing a child. In the last part of the

paper, the author understands the goal of Locke in preparing the child to be the future

educationalists also of the society.

Keywords: John Locke, Empiricist, Tabula Rasa, Sense Experience, John Locke’s Philosophy.
Introduction

John Locke philosophy of education was very influential philosophy throughout the

educational rules. He has a book entitled Essay Concerning Human Understanding (1689) which

discusses on the knowledge of God and of Human Understanding and Some Thoughts

Concerning Education (1693) arouses from correspondent when his friend Edward Clarke

requested an advice in raising his son. These two books talk about the way Locke’s own subject

matter. As John Locke made many pieces of advice regarding education, Locke was also an

influential guy in line with medical and became a doctor. He was not only a doctor but a teacher.

He is also a philosopher dealing with political, social, epistemological issues and a member of

other new ruling circle and a mover of policy who appealed beyond party lines. John Locke was

concerned on cultivating the minds of the child from his early age to adulthood. He wanted that

everyone should be educated with freedom on learning and knowing in order to understand life

and its struggles. John Locke believes that rational learning will guide in overcoming

meaningless attitude, undesirable customs and influences. Thus, the educator has a big role in

guiding naive people in learning and knowing the things they have to know. On one hand, John

Locke emphasizes the liberty of education as a ground of learning in all aspects of life and

experience. Furthermore, this reflection of Locke in education may have a big impact on how to

form the better society. Thus, an educated man will understand the government as a center in

reforming the city for everyone. Precisely, man’s behavioral manifestation would reflect the

depth of his learning and experience in the midst of the society. With all through that, it is of the

right to everyone to be educated as it is the stepping stone to reflect for the future. This is which

Locke wanted. Although the child is so young in his age will be given to learn in knowing and

improving things for himself. Now, what is John Locke’s philosophy on child development?
 As we all know, the proper development of a child is the foundation on building the

community. A child will be nourished and nurture not only physically but also mentally and

emotionally. But how do we nourish and nurture a child? That is the question of which the author

will study. John Locke himself will lend his glasses in order to see his passion to examine

carefully the notion in developing a child, in its early age up to adolescent.

John Locke’s Discussion On Education and of Child Development

John Lock on Tabula rasa

An empiricist, like Locke, claims that the source of knowledge on the world is what we

have experienced from the world (sense experience). As Locke says, “the mind of a child is

tabula rasa, no innate idea, simply a blank slate. The experience is the source of knowledge. In

experiencing things, we use our senses... All ideas are acquired on facts that can be verified,

experimented and tested. Experience is the basis of gaining knowledge.”1 This is Locke’s

primary goal in his Book entitled Essay Concerning Human Understanding is epistemological,

that is, it has something to do with knowledge. John Locke affirms when he says, “Let us then

suppose the mind to be, as we say, white paper, void of all characters, without any ideas. How

comes it to be furnished? Whence has it all the materials of reason and knowledge? To this, I

answer, in one word, from Experience: in that, all our knowledge is founded; and from that it

ultimately derives it self.”2 There’s only one solution for Locke to know and that is our day-to-

day experience. Locke would have a profound study on this experience as he said that experience

has two kinds. It is the primary qualities and secondary qualities. “Primary qualities speak on the

1
Amable G. Tuibeo, Philosophy of Education: A New Perspective (Grandbooks Publishing, Inc., 2012) p.
134-135.
2
John Locke, Essay Concerning Human Understanding, vol II, The Empiricist, Laurence Carlin (Continuum
International Publishing Group, 2009) p. 86.
kind of features that identified by our senses. It includes solidity, extension etc. On the other

hand, Secondary qualities produce idea on the thing that our senses identified. It determines the

color, shape and its dimension.”3 Through these encounters of Locke in his study on human

mind, here we can say that Locke goes beyond his idea on experience. We look things not by

things that appear but on how the things compose with.

Locke on Mind Temperament

In further study of John Locke, he distinguishes the mere fact that every mind is different.

“John Locke calls it as mind temperament.”4 A temperament is a natural inclination of the child

to some things. There is a kind of mind temperament that John Locke pointed out. That is, “a

cowardly temperament, for instance, is just an inclination to be easily frightened. A cruel

temperament is an inclination to disregard the feelings of others, or an inclination to gain

pleasure out of the pain of others.”5 John Locke may have confidence that the child temperament

should be taken into its education. This is why the parents, as the first teacher, may guard to what

the child’s weaknesses in his temperaments and inspire them with their strength. Furthermore,

“John Locke instructs that to analyze their children’s capabilities, in many cases, all we can do is

to make the best of what nature has given and to prevent the vices and faults to which such a

constitution is so inclined.” 6 In cultivating the mind of the child, “Locke conveys that in

education, it will go some way toward liberalizing ideas on suitable reading for children…Locke

recommended Aesop’s Fables which talk different stories that will delight and entertain a child.

Locke’s concern here is to “preserve” the child’s “tender mind” from irrational “impressions and
3
John Locke, A Guide to Locke Essay via Google (http://www.philosophypages.com/locke/g01.htm)
4
Some Thoughts Concerning Education, John Locke via Google
(http://www.sparknotes.com/philosophy/lockethoughts/summary.html)
5
Ibid (Some Thoughts, John Locke)
6
Jamie Gianoutsos, Locke and Rousseau: Early Childhood Education via Philosophy Page
(https://www.baylor.edu/content/services/document.php?id=37670)
notions.”7 Thus, this point is to discover how child’s mind work in absorbing to what he/she

hears and read from the story.

John Locke on Discipline

The fundamental attitude of a child rooted on the supervision as it is being taught by their

parents. But some parents nowadays as based on experience, they are misleading their children to

do evil things. They give importance to the wants of the body rather the necessities of

disciplining their child in preparation for the future. By describing the status of a child, he is very

zero in knowing things. We remember that the naïve child is a blank slate. “Locke said strictly

leading to the child’s growth is highly observed. It is because a variety of misgiving or

misleading can be linked to this trembling condition, the most notable being the danger that fears

will be imprinted on the minds of children by careless adults.”8 The parents have also an

authority on making their child be disciplined at home. “John Locke never agrees to the thought

of corporal punishment when the child commits mistakes, especially in training and learning.

Locke says, “Beating them and all other sorts of slavish and corporal punishments are not the

discipline fit to be handed upon in educating.” 9 For Locke, “the core of discipline is not

imposing; inventing any corporal punishment…rather it is a matter of a proper and effective

training.”10 The parents continue to nurture their children by training them to act correctly in

social situations. Child in themselves is short-handed in terms of observing rules. “John Locke

advises that instead of spouting rules, parents should gently show their children what to do…the
7
Anne Jamison, Children’s Susceptible Minds: Alicia Lefanu and the “Reasoned Imagination” in Georgian
Children’s Literature(Studies in Romanticism; Boston, 2013) p.590.
8
Robert Mankin, Locke’s Education of the Personality (Etudes Anglaises; Paris, 2005)p. 389.
9
Williams, A. N, “To observe well… and thence to make himself rules”: John Locke’s Principles and Practice
of Child Healthcare, vol. 33; Medical Humanities; London (BMJ Publishing Group LTD, London, 2007) p.26.
10
John S. Brubacher, Modern Philosophies of Education (Tata McGraw Hill Publishing Co. Pvt. LTD, 1969) p.
117-118
child can practice his new lesson in manners but should not be harassed if he makes a mistake…

John Locke reminds parents that it would be years to teach with a child…so be patient with

younger children…the more years the child is being in good company, much he can learn until

good manners becomes virtually natural.”11Thus, disciplining is not harassing but part of

preparing a child to the future generation.

John Locke on Health of a Child

To be a parent, the goal is to have proper guidelines on how to develop a child. This is to

attain that the development of a child will be flourished in their daily life. To ensure the health

of a child is the priority. On one hand, John Locke was not only concern on how the child being

developed but also on the health of a child. As a physician, John Locke may be teaching also on

how to maintain the healthy lifestyle of the child and its prevention on having sickness. “For

John Locke, obedience to the body’s needs for food, sleep and exercise. The stage on freeing the

child from sickness is that, the child could have a “bellyful of bread daily” and thus little amount

of meat or fruit on which this is the prescription for the healthy bones and healthy body. And,

bathing their feet in cold water so as to expose themselves and of letting themselves be

accustomed to wet shoes or boots and exposing themselves to a cold weather if it is needful.” 12

The explicit point of this child healthcare is that mothers, in particular, should have controlled

their child from spoiling. In this point, Locke emphasizes the importance of the parental duty in

the midst of children’s life, “The authority that parents have their over their children arise from

that duty which is compulsory to them, that is, to take care of their offspring during the imperfect

state of childhood. To enlighten the mind and govern the actions of their yet ignorance nonage,
11
Jamie Gianoutsos, Locke and Rousseau: Early Childhood Education via Philosophy Page
(https://www.baylor.edu/content/services/document.php?id=37670)
12
Williams, A. N, “To observe well… and thence to make himself rules”: John Locke’s Principles and
Practice of Child Healthcare, vol. 33; Medical Humanities; London (BMJ Publishing Group LTD, London, 2007) p.26.
till reason shall take its place and comfort them of that troubles and struggles, is what the

children want, and the parents are bound to.” 13 It is of careful guarding not just the transition of

the attitude of the child but also the health in each self. Thus, Locke’s advice would be the rules

to observe well in developing a child. In this way, they would acquire a physical strength akin to

the mental capacity to oppose pains and pleasures.

John Locke on Education

In educating a child, John Locke gave reminders. He warns parents to wake their children

gently from their sleep, for example. He reminds them that “fear is inconsistent with learning;

instructing a trembling mind is like writing on shaking paper. Locke always remembers to

“consider them as children.”14 And that is to “bear carefully the mind of a child as it is

assimilating experience in his day to day life.”15In Some Thoughts Concerning Education, this

book of John Locke gives a philosophical instruction on how to raise a child. It is a good option

for an efficient educator to choose the education steps provided by Locke in molding a child in

the midst of emptiness. Precisely, this book compiled with letters written to a friend, Edward

Clarke. It is shown in a way of practical education. “The thought of Locke’s philosophy of

education is an aim of developing character. What matters is not what the child learns, but who

he becomes.”16 Education in Some Thoughts is “conceived as a matter of privately forming

“gracefulness” of a public character which is the harmonious translation of the mind into actions

13
A.N Williams, Physician, Philosopher, and Paediatrician: John Locke’s Practice of Child Health Care
(Archives of Disease in Childhood, London 2006) p. 88.
14
, John Locke on Education via Google(www.google.com.ph/webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-8#q=locke+on+education)
15
Amable G. Tuibeo, Philosophy of Education: A New Perspective (Grandbooks Publishing, Inc., 2012) p.
134.
16
Ibid. (www.google.com.ph/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-
8#q=locke+on+education)
of the body in space and social life.”17 Basically the thought of education is not just to store

learning but also to be virtuous and useful men and women, whatever their status in life. Virtuous

is not being taught upon but freely known by individual. John Locke emphasizes “the mean of

freedom to learn and of knowing, this refers to the thought of liberty.”18 The inclination for

liberty is important to Locke in terms of education. For Locke, “Liberty itself does not mean a

complete absence of restraint, but it does entail a sense of independence in action. Children want

to show that their actions come from themselves and that they are free.” 19 On the other hand,

some may argue that, in a statement, children love play-games because they excite their

imagination or desire for amusement, but Locke argues that it is “liberty alone which gives the

true relish and delight to their ordinary play-games”20It has much to appreciate if everyone has its

own freedom to learn and to develop everyone’s way of reasoning. We have to imagine if we try

to force a child to learn and to know things they don’t like to. Perhaps they may come to the

point of tiring and weary. Thus, Liberty may be an beneficial asset to a reasonable man. Parents

may not be as a forcing educator but rather “a guidance to their children towards reasoning

abstractly and practicing sensible actions in life that are appropriate to the dignity and excellency

of a rational creature.”21 The teacher/educator has to make things develop with these character

traits as a central to the concept of childhood development. “These are consciousness of object

and events and in particular the capacity to feel pain. The capacity of reasoning as to develop

capacity to solve new and relatively complex problems. The self-motivated activity in which the

17
Robert Mankin, Locke’s Education of the Personality(Etudes Anglaises: 2005) p. 395.
18
Jamie Gianoutsos, Locke and Rousseau: Early Childhood Education via Philosophy Page
(https://www.baylor.edu/content/services/document.php?id=37670)
19
Ibid, p.3.
20
Ibid, p.4.
21
Ibid, (https://www.baylor.edu/content/services/document.php?id=37670)
inclination of the child matters. The capacity to communicate and ask question in all means with

variety of types of topics if possible. And, the presence of self-awareness on individual, race

etc.”22 The call of duty in raising a child is somewhat not easy as it is the concept of study of

John Locke in his Book on Some Thoughts Concerning Education.

Conclusion

The philosophy of education is refining the traditional education. The traditional

education of which the authoritarian formula is the practice of teaching. That is, a type of

teaching in which the teacher is giving rules on how to carry out lessons and the students are just

listeners and a puppet on the method of teaching. The courage of Locke states to his book on

education which is Some Thoughts Concerning Education. The aim of this book is not to

discourage the educators but to remind them the different kind of mind of every individual

students they have. To be an educator is to know not only the potentials of the students but also

their weakness. In treating a child, the parents may always consider the emptiness of a child.

Moreover, the education itself means to teach. Locke did not stop to the point of teaching but

rather he encouraged oneself to acquire freedom in themselves. It is to discover things especially

in experience. It is not that type of an education of which the teacher is the midpoint of student’s

learning. It is not that type of spoon feeding way of leaning. Rather, it is of going back to what is

education really means. That is to go in practical learning, self-analysis and liberty. The freedom

to learn and of knowing is the key to widen our perspective in education. The consciousness of

practical learning is practicing to which the mind is the tool of making ideas on what is simple

and easy. Although there are times to mishandle things as part of our limitations but the thought

is to grow, to go beyond limitations of our mind. That is to think profoundly as part also of self-
22
Theodore Schick Jr., &Lewis Vaughn, Doing Philosophy. 3 rd ed. An Introduction Through Thought
Experiment(McGraw Hill Publishing Company, Inc. 2006) p. 46.
analyzes. In acquiring the concept of liberty, it is not of freeing oneself up to the point of doing

whatever we like to do. Rather, the thought of liberty is exercising independency. In looking

forward, it is only the “I” who makes decisions in life. When in terms of problem and struggles,

the “I” only knows the solutions to be done. Thus, this is why, John Locke never stops to remind

the parents and fellow educators, that in developing a child, the main purpose of it is to give

guidance to a child to think, act and to behave freely in the society. Independency is exercising

oneselfs’ attitude to stand firm. It is not just to stand firm as alone but to stand firm freely in

learning, doing decisions and making solutions. If the mind of the child matured enough, then he

understands life as it is.

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