HISTORY AND PHILOSOPHY OF EDUCATION

NOR AINI BT. YUSOFF 2010598189 NUR SYAKILA HANIM BT SHAMSUDIN 2010994711

Locke : Empiricist Educator

John locke
an English physician and philosopher. Supported the important political changes that gave England a more representative government. Attacked Platos idealist epistemology of innate ideas Emphasizing that ideas arose from sensation. Opposed King James 2 Argued that political state was founded on a contract between people and government. Asserted that all person possessed inalienable rights of life, liberty, and property.

Education for self-governance

Lockes theory : citizens should establish their own government and elect their own leaders. To do this intelligently and responsibly, they had to be educated This idea of civic education, became significant principle of 19th century American common-school movement.

The mind as a blank state

Lockes An Essay Concerning Human Understanding, 1960, examined how we acquire ideas At birth, the human mind is a blank state, a tabula rasa, empty of ideas We gradually acquire knowledge about the world from information our senses bring to us. Simple ideas compound ideas as we combine them. In turn, become more complex through comparison, reflection, and generalization.

Empiricism and the scientific method

His philosophy of empiricism : asserted that all human ideas were based on sensation. Its emphasis on sensation links empiricism to induction, the logic of arriving at explanations/hypotheses by observing phenomena. Lockes empiricism was a forerunner of pragmatism.

Necessity of a good environtment

His books Some Thoughts Concerning Education proper education began in early childhood. Emphasizing a sound mind in a strong and healthy body, he called attention to the importance of a childs physical and social environment, diet,activity. Example : -children should breath fresh air -plenty of sleep -Bath frequently

Slow and cumulative learning

Learning should be a gradual process Instruction in reading, writing, and arithmetic should be slow and cumulative. Lockes curriculum => conversational foreign-language learning, eg: French => higher mathematics => history Physical education, games, and athletics were encouraged. He believed that this foundation would achieve the educational goal of cultivating ethical individuals and competent managers of social, business, and political affairs.

Impact on modern pragmatic approaches

Lockes advocacy of representative political institutions help shape American democracy and public schools role in citizenship education.

Citizenship education
His empiricist epistemology, emphasized sensation. Process by which we construct our ideas, encouraged experiential process learning and use of the scientific method in instruction.

* The End *

Rousseau : Educating the Natural Person

 a Swiss-born French theorist

Lived during an era of intellectual ferment

that anticipated the American and French Revolutions. He belonged to a group of Paris intellectuals who questioned the status quo of the established church and absolute monarchy. His works On the Origin of the Inequality of Mankind and the Social Contract condemn distinctions of wealth, property, and prestige that cause social inequalities.

Nobel savages in the state of nature

according to Rousseau, in the original state of

nature, people were noble savages. noble savages => innocent, free, and uncorrupted by socioeconomic artificialities. is often criticized for his personal inconsistency regarding children. in his writing, emphasized respecting childrens freedom but he himself placed his own children in orphanages instead of rearing and educating them.

Emile : A novel of Education

Rousseau's famous novel : Emile
Emile: tells the story of a boys education from infancy

until adulthood. Attacks the child depravity theory and an exclusively verbal and literacy education He believed that the child must be freed from societys imprisoning institutions, which school was one of the most coercive.

 same with Locke, he reject idealisms epistemology of

innate ideas realism his ideas: i) children need freedom to explore their environment ii) his emphasis on learning from direct experience with environment would find reaffirmation among progressive educators.

Stages of Development
infancy childhood boyhood adolescence

youth To preserve the childs nature goodness, early stages should be free from societys corruption. So, Emile was be educated by tutor on a country estate away from ruinous society. Believed that schools often stressed the wrong lesson and miseducated children.

First stage infancy (birth 5)

the child make his first contact with object in

environment. Learn directly from his sense.

Childhood (5 12)
Rousseau called eyes, ears, hands and feet the first

teacher. Senses better and more efficient than the schoolmaster, who teach by words that the learner dont understand Emile construct his personality Aware that his actions cause painful or pleasure effect Being curious, actively explore his environment Learning more through senses. Emile tutor avoid from introducing books.

Boyhood (12 15)

Emile learned natural science by observing the cycle

of growth of plants and animals. By exploration, he learned geography far more realistic than from studying maps. Also learned a manual trade, carpentry, to make connection between mental and physical work.

Adolescence (15-18)
Emile ready to cope with outside world
Learn about society, government, economics and

business. Visit museum, theaters, libraries.

Adult (18-20)
travel to Paris and to foreign countries to visit different

people and societies. After meet future wife, Sophie, books end with Emile telling his tutor that he will give the same education like what he got to his children.

Education and schooling

Rousseau was suspicious of schools, which he

believed taught children to conform to societys artificial rules rather than live according to nature. School induced socialization forced children into the routines and the roles adults preferred, instead of letting them grow according to their own natural instincts, interests and needs. Emile, a child of a nature. He learned from the experience.

Rousseau highlighted the following key ideas in his philosophy of education:

Childhood is the natural foundation for future

human growth and development. Childrens natural interests and instincts will lead to more though exploration of the environment. Human being in their life cycle, go through necessary stage of development. Adult coercion negatively impacts childrens development.

Influence on Educational Practices today

Rousseaus argument that the curriculum should arise from childrens interests and need profoundly

affected child-centered progressive educator. Rousseaus ideas also anticipated constructivism, in which children interpret their own reality rather than learn information from indirect sources. According Rousseaus a teacher should follow childrens interests and that children should learn from their direct interaction.

.
John Dewey ( 1859-1952) developed his pioneering

experimentalist philosophy of education in the context of the social, political, scientific and technological.

Principles of Teaching and Learning:

Confronting Problems: 1. Children as socially active human beings are eager to explore their environment. 2. Learners encounter personal and social problems in their engagement the environment. 3. These problems stimulate children to use their intelligence to solve the difficulty and expand their knowledge in an active, instrumental manner.

Dewey said, the scientific method is the most effective process we have to solve problems, children learn how to think reflectively and to direct their experiences in way that lead to personal and social growth.
Steps in learning by the scientific method:

a.
b. c.

The learners, in genuine experience, encounter a problems that truly interests him or her. Within this experience, the learner locates and defines the problems. By reflecting on prior experience and by reading, research, discussion and other means, the learner acquires the information needed to solve the problems.

d. The learner constructs possible, tentative solution

that might solve the problem. e. The learner constructs possible solution and test it to see if it solves the problems.

Education and Schooling.

Education for personal and social growth.

Dewey considered education a social process by which the groups immature members, especially children, learn to participate in group life. Through education, children access their cultural heritage and learn to use it in problem solving.

 Three level of curriculum.

Curriculum consists of three levels of learning activities and process. The first level making and doing engages children in project in which they explore their environment and act on their ideas. The second level broadens students concepts of space and time through project in history and geography. The third level, science bring students into contact with various subjects such as biology, chemistry and social studies that they can use as resource in problem solving.

 Schools are liberating and democratic

Democratic education and schooling as open- ended processes in which student and teacher could test all ideas, belief and values. Dewey believed that democratic communities encourage people to share their experiences to solve common problems.

Influence On Educational Practices Today

Dewey would construct the preservice education of

teachers on the principles of seeing education in broad social terms, and in developing competencies in using the scientific method to solve problems. Practicing teacher would use group activities, collaborative learning and process centered strategies in their classroom