The Educational

Philosophies of
the World’s
Greatest Rhodora G. Mina
CTP - 1
• Every Individual should devote his
life to what is best fitted for him to
do.
•The important function of
education is to determine what
every individual is by nature
capable and fitted of doing things.
• Poor leadership will lead to wrong
decisions.
• The physical objects are not
permanent representations of
unchanging ideas, and that the
ideas alone give true knowledge as
they are known by the mind.
• Social justice is giving of what is
due to whom it is due.
PLATO
• The end of education is not
knowledge alone. It is the union of
the innate intellect of the individual
and his will. It is knowledge
expressed in action.
• Virtue which is moral excellence
goodness and righteousness is not
possession of knowledge. It is the
state of the will.
• The process of correct thinking
can be reduced to ruled like physics
and geometry, and taught to any
normal mind.
• Advocates the practice of
moderation. ARISTOTLE
• Vices are irrational habits or
• Knowledge is wisdom which,
in effect, means virtue.

•The problem of evil is the

results of ignorance.

•Knowledge is virtue and

ignorance is vice.

•Knowledge is the basis of all

right actions including the art
of living.
SOCRATES
• Development of moral and ethical
principles to promote peace and
order and to preserve human dignity.
• The family should serve as model
for correct relations among them.
• Postulated the golden rule for all
men to follow “Treat others as you
wish them to treat you.”
• Reason and natural law constantly
enjoy man to live righteously to
offend no one and to give one this
due.
• Order and harmony should begin in
the inner nature of man.
CONFUCIUS
• Man can enjoy inner peace and
harmony and happiness by observing
• He emphasized
the virtue of
passivity, humility
and frugality.

• To achieve
happiness is: “Be
yourself, be
LAO-TZElive
natural; / LAO-TZU
in
•Effective learning is
done through the
use of the
vernacular.
• Both boys and girls
should be included
in education
regardless of their
socio-economic
JOHN AMOS COMENIUS
status.
•“Tabular rasa” or “blank
slate” theory – A child is
born with a blank minds
neither good or bad.
• Education can help shape
the pupil according to the
disposition of the teacher.
• Emphasized formal
discipline moral and
physical education.

should
JOHN LOCKE
• Methods of instruction
consider habit
• Development of the
child according to his
inherent
endowments.
• The child is the most
important component
of the school system.
• Use of instinctive
JEAN-JACQUES
tendencies as ROUSSEAU
the
 •Education is a social process
of organized growth and
development.
• Education should be in
accordance with the laws of
natural growth and
development of the child.
• Lessons were to be learned
through direct experience
with objects and places
through observation, inquiry
JOHANN HEINRICH PESTALOZZI
and reasoning.
• Knowing consists of
• Father of Kindergarten
• Creative expression
should be encouraged.
• Education should be
accompanied with spirit of
informality and joy.
• Self-activity as a means
of development.
• Individual differences
should be respected.
• Knowing is the rethinking
FRIEDRICH FROEBEL
of latent ideas.
• Learning should lead to character
formation.
• Aim of education should be
ethical and moral.
• Preparation – recall of old ideas in
the learner’s experience to which
the new instruction can be related.
• Preparation – a story,
demonstration, experiment or a
reading assignment that included
facts or new materials or ideas of
the new material.
• Comparison – connections and
associations between the old and
the new. JOHANN HERBART
• 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
• Opposed to free public
HERBERT
education; those whoSPENCER
• Learning is doing
• Education is life, not
preparation for life.
• Education is a social
process
• Education is growth
and a continuous
reconstruction of
experience.
• The school is primarily
JOHN
a social institution.
DEWEY
Philosophical Thoughts of Great Thinkers in
Education
1.Education as a 7. Education as
Necessity of Life Training of Faculties
2.Education as a 8. Education as
Social Function Formation
3.Education as 9. Education as
Growth Recapitulation and
4.Education as Retrospection
Direction 10. Education as
5.Education as Reconstruction
Preparation 11. Education as
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