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Philosopher Philosophy On Aim/s and Method/s of Education Classroom/School Application John Locke

This document summarizes the philosophies of several educators on the aims and methods of education and their application in classrooms/schools. John Locke advocated for civic education to teach self-governance. Herbert Spencer emphasized practical and scientific subjects to prepare students for industrial careers. John Dewey viewed education as a social process and schools as institutions to shape character through democratic principles and experience-based learning. George Counts believed schools should provide equal opportunities and teach socially useful problem solving. Theodore Brameld wanted schools to examine social problems and build a new society. Paulo Freire saw education as a vehicle for change through democratic dialogue between teachers and student-led inquiry.

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2K views2 pages

Philosopher Philosophy On Aim/s and Method/s of Education Classroom/School Application John Locke

This document summarizes the philosophies of several educators on the aims and methods of education and their application in classrooms/schools. John Locke advocated for civic education to teach self-governance. Herbert Spencer emphasized practical and scientific subjects to prepare students for industrial careers. John Dewey viewed education as a social process and schools as institutions to shape character through democratic principles and experience-based learning. George Counts believed schools should provide equal opportunities and teach socially useful problem solving. Theodore Brameld wanted schools to examine social problems and build a new society. Paulo Freire saw education as a vehicle for change through democratic dialogue between teachers and student-led inquiry.

Uploaded by

Marimar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Philosopher Philosophy on Aim/s and Classroom/School

Method/s of Education Application


John Locke People should be educated to Uses of inductive method,
(The Empiricist govern themselves intelligently and comparison and reflection.
Educator) responsibly, that’s why civic
education is necessary Acquire knowledge about the
world through the senses-
learning by doing and by
Senses-learning by doing interacting with the
environment.
Herbert Spencer “survival of the fittest” Emphasize the practical,
(Utilitarian utilitarian and scientific subjects
Education) Individual competition leads to that helped human kind master
social progress. the environment.

Industrialized society requires Science and other subjects


vocational and professional that sustained human life and
education based on scientific and prosperity should have
practical (utilitarian). curricular priority.

Favors specialized education rather


than general education.

John Dewey  ideal learner( one who can connect  School should have
(Learning through accumulated wisdom of the past to democratic institution (free to
Experience) the present) test all ideas, beliefs and
values), scientific (reflective
The fund of knowledge of the thinking and acting) and social.
human race-past ideas, discoveries
and inventions was used for dealing Schools encourage having
with the problems. significant human values
(sharing, cooperation and
Education is a social activity and the democracy).
school is a social agency that helps
shape human character and
behavior.

The school purpose is to simplify,


purify and integrate the social
experience of the group.
George Counts  Schools ought to provide Instruction should incorporate
(Building a New educations that afford equal learning a content of a socially useful
Social Order) opportunities to all students. nature and a problem solving
methodology.
Teachers and schools as agent of
change. Students are encouraged to
work on problems that have
Lag between material progress and social significance.
ethical values
 Teachers should lead society
rather than follow it

Theodore Brameld Awaken student’s consciousness Schools should examine


(Social about social problems and to engage present culture and resolve
Reconstructionism) them actively in problem solving. inconsistencies, controversies
and conflicts to build a new
Reform the social and educational society.
status quo.
It should seek to create a new
Social reconstructionist is firmly society
committed to equality or equity in
both society and education.

Paulo Freire Education and literacy are the A democratic relationship


(Critical Pedagogy) vehicle of change between the teacher and
students is necessary in order
Teaching and learning as a process for the conscience process to
of inquiry in which the child must take place.
invent and reinvent the world.

Learners are not empty receptacles


to be filled.

Dialogue is a central element of


pedagogy as problem-posing
education.

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