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10 Modern Philosophers and their

Contribution to Education

 John Locke and the Tabula Rasa

Locke (1632-1704), an English philosopher and physician, proposed that the

mind was a blank slate ortabula rasa. This states that men are born without innate ideas, and that

knowledge comes from experience and perception, as opposed to predetermined good and evil nature, as

believed by other thinkers.

On his treatise“Some Thoughts Concerning Education” , he emphasized that the knowledge taught

during younger years are more influential than those during maturity because they will be the foundations

of the human mind. Due to this process ofassociations of ideas,  he stressed out that punishments are

unhealthy and educators should teach by examples rather than rules.

This theory on education puts him on a clash with another widely accepted philosophy, backed by anotherbrilliant mind

 

Immanuel Kant and Idealism

They never lived at the same time, but history always put Locke and Kant on a

dust up.

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A famed German thinker, Kant (1724–1804) was anadvocate of public education and of learning

by doing, a process we call training. As he reasons that these are two vastly different things.

He postulated“Above all things, obedience is an essential feature in the character of a

child…”. As opposed to Locke, he surmises that children should always obey and learn the virtue of duty,

because children’sinclination to earn or do somethingis something unreliable. And transgressions

should always be dealt with punishment, thus enforcing obedience.

Also, he theorized that man, naturally, has a radical evil in their nature. And learning and duty can erase

this.

 

 Jean-Jacques Rousseau and Emile

Plato said that each individual is born with skills appropriate to different castes,

or functions of society. ThoughRousseau (1712-1778), a Genevan intellect and writer, paid respects to

the ancient philosopher, he rejected this thinking. He believed that there was one developmental

procedure common to man; it was a built-in, natural process which the main behavioral manifestation is

curiosity.

On his book,Emile, Rousseau outlines the process of an ideal education through a hypothetical boy of

the titular name, from twelve years of age to the time he marries a woman. Critics said this work of his

foreshadowed most modern system of education we have now.

 

Mortimer J. Adler and the Educational Perrenialism

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Adler (1902- 2001) was an American philosopher and educator, and a

proponent ofEducational Perennialis. He believed that one should teach the things that one deems

to be of perpetual importance. He proposed that one should teach principles, not facts, since details of

facts change constantly. And since people are humans, one should teach them about humans also, not

about machines, or theories.

He argues that one should validate the reasoning with thepriary descriptions of popular

e!perients. This provides students with a human side to the scientific discipline, and demonstrates the

reasoning in deed.

 

William James and Pramatism

"illia #aes (1842-1910), an American psychologist and philosopher,

ascribed to the philosophy of pragmatism. He believed that the value of any truth was utterly dependent

upon its use to the person who held it. He maintained that the world is like a mosaic of different

experiences that can only be interpreted through what he calls as “Radical epiricis”.

This means that no observation is completely objective. As the mind of the observer and the act of

observing will simply just affect the outcome of the observation.

 

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 John !e"e# and the Proressi$ism

$e%ey (1859-1952), an American philosopher, psychologist and educational reformer, was a proponent

of Educational Progressivism.

He held thateducation is a “participation of the individual in the social consciousness of the race”, and

that it has two sides; the psychological, which forms the basis of the child’s instincts, and the sociological,

on which the instinct will be used to form the basis of what is around him. He postulated that one cannot

learn without motivation.

 

%el %oddins and the Ethics o& 'are

A notable American feminist, educationalist, and philosopher, &oddings (1929-Present) is best known in

her workEthics of 'are .

The Ethic s of Care establishes the obligation, and the sense, to do something right when others address

us. We do so because either we love and respect those that address us or we have significant regard for

them. In that way, the recipients of care must respond in a way that authenticates their caring has been

received.

The same goes for education. As teachers respond to the needs of students, they may design a

differentiated curriculum because as teachers work closely with students, they should respond to the

students’ different needs and interests. This response should not be based on a one time virtuous

decision but an ongoing interest in the student’s welfare.

 

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Rudolf #oseph Loren* +teiner (1 861-1925) was an Austrian philosopher and

social reformer, and founder ofAnthroposophy. His philosophy highlights a balanced development of

cognitive, artistic, and practical skills.

He divides education into three developmental stages. Early childhood, where teachers offer practical

activities and a healthy environment. Elementary, which is primarily arts-based, centered on the teacher’s

creative jurisdiction. And Secondary, which seeks to develop the judgment, reasoning, and practical

idealism.

INFLUENCE OF PHILOSOPHY ON THE CURRICULUM

  THE RESPONSIBILTY OF EDUCATING THE YOUTH, OF PREPARING TOMORRWOW’S

GENERATION OF LEADERS BY INSTILLING IN THEM A LIFE LONG FOR LEARNING IS NOT AN EASY

TASK BUT IT IS THE TASK OF REAL EDUCATOR.

  ACCEPTING THIS CHALLENGE, TEACHERS SHOULD GRAPPLE WITH THE FUNDAMENTAL

ISSUE OF CURRICULUM CONTENT AND AIMS AND FUNCTIONS OF SCHOOLING.

  IN DEVELOPING A CURRICULUM (WHETHER IN A SPECIFIC SUBJECT AREA, OR MORE

BROADLY AS THE WHOLE RANGE OF OFFERINGS IN AN EDUCATIONAL INSTITUTION) A NUMBER OF

DIFFICULT DECISIONS NEED TO BE MADE. ISSUES SUCH AS THE PROPER SEQUENCING OF TOPICS

IN THE CHOSEN SUBJECT, THE TIME ALLOTMENT FOR EACH TOPIC, THE LABORATORY WORK OR

ISSUES THAT ARE BEST RESOLVED EITHER BY EDUCATIONISTS WITH DEPTH OF EXPERIENCE WITH

THE TARGET AGE GROUP OR BY EXPERTS IN THE PSYCHOLOGY OF LEARNING. THE VALIDITY OF

THE JUSTIFICATIONS THAT HAVE BEEN GIVEN FOR INCLUDING PARTICULAR SUBJECTS IN THE

OFFERINGS OF FORMAL EDUCATIONAL INSTITUTIONS SHOULD ALSO BE GIVEN SERIOUS

CONSIDERATION.

 PHILOSOPHERS AND THEIR CONTRIBUTIONS TO PHILOSOPHY OF EDUCATION

PART I. IDEALISM

IDEALISM – REALITY IS A WORLD WITHIN A PERSONS MIND.

  TRUTH IS IN THE CONSISTENCY OF IDEAS.

  GOODNESS IS AN IDEAL STATE TO STRIVE TO ATTAIN.

1. PLATO – VIEWED LEARNING AS THE SOUL’S REDISCOVERY OF PREVIOUSLY HELD

KNOWLEDGE.

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A. IDEAS CONSTITUTE THE REAL WORLD

B. OPENED HIS OWN SCHOOL KNOWN AS ACADEMY(ACADEMIA)

C. MOST FAMOUS WORKS ARE THE REPUBLIC AND THE DIALOGUE

D. THE ULTIMATE AIM OF EDUCATION IS THE HAPPINESS OF THE INDIVIDUAL AND WELFARE OF THE

STATE

E.  INTELLECTUAL ABILITY.

2. ARISTOTLE – PEOPLE LEARNS BY APPLYING REASON AND OBSERVATION TO THE NATURAL

WORLD AROUND THEM. HIS BEST KNOWN CONTRIBUTION TO EPISTEMOLOGY WAS THE

DEVELOPMENT OF SYLLOGISM. THE PURPOSE OF EDUCATION IS TO LIBERATE THE MALE MIND

THROUGH RATIONAL UNDERSTANDING OF THE WORLD.

3. RENE DESCARTES – HIS PHILOSOPHY WAS KNOWN AS THE CARTESSIAN PHILOSOPHY.

A. HIS BASIC PROPOSITION WAS (COGNITO ERGO SUM) I THINK THEREFORE I AM

B. THE WORLD CONSITED OT TWO KINDS OF SUBSTANCES: THINKING SUBSTANCE(MIND) AND

EXTENDED SUBSTANCE(MATTER)

C. FATHER OF DUALISM; DIVIDED BRAIN AND MIND INTO SEPARATE BUT EQUAL PARTS

D. COMPARED THE BRAIN TO A MACHINE.

4. BENEDICT DE SPINOZA – HELD THAT PEOPLE’S HIGHEST HAPPINESS CONSISTS IN COMING

TO UNDERSTAND AND APPRECIATE THE TRUTH THAT THEY ARE TINY PARTS OF AN ALL-

INCLUSIVE, PANTHEISTIC GOD.

5. GOTTFRIED WILHELM VON LEIBNIZ – INTRODUCED THE CONCEPT OF MONADISM.

6. GEORGE BERKELEY – WROTE THE PRINCIPLES OF HUMAN KNOWLEDGE

A. TO BE IS TO BE PERCEIVED.

B. THINGS EXIST EVEN WHEN NOBODY PERCEIVES THEM BECAUSE THEY ARE BEING THOUGHT

ABOUT BY GOD.

7. IMMANUEL KANT – THERE ARE UNIVERSAL MORAL LAWS, THE IMMORALITY OF THE SOUL.

8. GEORG HEGEL – THE WORD “DIALECTTIC” BEST FITS HIS LOGIC.

9. HEGELIAN TRIAD – THESIS(THE IDEAS); ANTHITHESIS(OTHERNESS OF THE IDEAS;

SYNTHESIS – MIND OR SPIRIT.

PHILOSOPHERS AND THEIR CONTRIBUTIONS TO PHILOSOPHY OF EDUCATION

PART II. NATURALISM

NATURALISM – TRUTH CAN BE DISCOVERED ONLY THROUGH NATURE.

1. THALES – POSTULATED WATER AS THE COSMIC STUFF COMPRISING THE UNIVERSE.

2. ANAXIMENES – POSTULATED AIR AS THE FUNDAMENTAL SUBSTANCE SINCE AIR IS THEE

MOST MOBILE OF ALL ELEMENTS.

3. DEMOCRITUS AND LEUCIPPUS – EXPLAINED THE WORLD USING THE COMMON SENSE

APPROACH OF REDUCING NATURE INTO TWO SIMPLE THINGS: EMPTY SPACE AND ATOMS

4. EPICURUS – BELIEVED IN THE ENJOYMENT OF THE SIMPLE RHYTHM EXISTING IN THE LIFE

OF MAN AND NATURE.

5. LUCRETIUS – POSTULATED AN EVOLUTIONARY DEVELOPMENT WHICH FOLLOWED THE

HURLING TOGETHER OF ATOMS TO FORM THE EARTH AND OTHER PLANETS.

6. MONTAIGNE - FORERUNNER OF NATURALISM IN EDUCATION,

7. JOHN LOCKE – THEORIST OF NATURALISM

8. BASEDOW – BROUGHT NATURALISM INTO THE SCHOOL.

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EXPONENTS OF NATURALISM

SPENCER ENGLAND

DEWEY UNITED STATES

ORATA PHILIPPINES

THOMAS HOOBES EUROPE

9. JEAN JACQUES ROUSSEAU – MAIN EXPONENT OF ROMANTIC NATURALISMHIS BOOKS EMILE HE EMPHASIZED THAT EVERYTHING IS GOOD AS IT COMES IN THE HAND OF

MAN.

REALISM – BELIEVES THAT EDUCATION SHOULD TRANSMIT CULTURE, DEVELOP, HUMAN NATURE,

AND PROVIDE MAN WITH THE BASIC EDUCATION NEEDED FOR HIS SURVIVAL.

ARISTOTLE – IN HIS PHYSICS, HE STATED THE “NATURE IS THE STARTING POINT FOR

PHILOSOPHIZING AND DOES NOT NEED TO HAVE ITS OWN EXISTENCE PROVEN.”

ST. THOMAS AQUINAS – BELIEVED IN THE REALITY OF MATTER AS DESCRIBED IN HIS SUMMA

CONTRA GENTILES

  THE PHYSICAL WORLD IS REAL.

JOHN AMOS COMENIUS – THE MIND OF MAN IS ‘LIKE A SPHERICAL MIRROR SUSPENDED IN AROOM

WHICH REFLECTS IMAGES OF ALL THINGS AROUND IT.”

BARUCH SPINOZA – THERE IS A SUBSTANCE WHICH EXISTS ETERNALLY AND INFINITELY, IS

ESTENDED IN TIME AND SPACE AND THERE IS NO THOUGHT APART FROM IT.

JOHN LOCKE - AT BIRTH,THE MIND MAY BE COMPARED TO A BLANK SHEET OF PAPER UPONEDS

TO WHICH THE WORLD THEN PROCEEDS TO WRITE ITS IMPRESSIONS (TABULA RASA)

IMMANUEL KANT – BELIEVED THAT OUR SENSORY EXPERIENCES AND PERCEPTIONS ARE

REPRESENTATIONS OF THE EXTERNAL WORLD AND NOT DIRECT PRESENTATIONS OF IT.

JOHANN FRIEDRICH HERBART – MIND IS NOT AN ACTIVE AGENT WHICH PRODUCES CHANGES IN

THE WORLD SURROUNDING IT.

WILLIAM JAMES – A PLURALIST, HE BELIEVED THAT THERE ARE ALL KINDS OF QUALITIES

SUBSTANCES OR ESSENCES WHICH EXIST IN TIME AND SPACE.

PRAGMATISM – ALL LEARNING BEGINS IN EXPERIENCE. EDUCATION IS A MEANS WHICH SOCIETY

RENEWS ITSELF.

JOHN DEWEY – HIS PHILOSOPHY HAS BEEN LABELED PRAGMATIC BECAUSE IT S HOLDS THAT THE

CRITERION OF THE TRUTH AND GOODNESS OF A THING IS ITS WORKABILITY ACCORDING TO A

GIVEN PURPOSE.

  EDUCATION IS LIFE

  EDUCATION IS GROWTH

  EDUCATION IS A SOCIAL PROCESS

  EDUCATION IS A RECONSTRUCTION OF HUMAN EXPERIENCES.

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FOUR MAJOR PHILOSOPHIES

1. NATURALISM

2. IDEALISM

3. REALISM

4. PRAGMATISM

FORMS OF NATURALISM

1. BIOLOGICAL NATURALISM

2. PSYCHOLOGICAL NATURALISM

3. SOCIOLOGICAL NATURALISM

4. ROMANTIC NATURALISM

IDEALISM – TRUTH OR REALITY EXIST IN IDEAS OR IN THE SPIRIT OR IN THE MIND.

FOUR FACTORS IN THE IDEALIST INSPIRED EDUCATION

1. THE TEACHER

2. IMMITATION

3. INTEREST, EFFORT DISCIPLINE,

4. SELF ACTIVITY

FOUR FORMS OF REALISM

1. SCHOLASTIC REALISM

2. HUMANISTIC OR LITERARY REALISM

3. SOCIAL REALISM

4. SENSE REALISM

DR. BROUDY DESCRIBES THE LEARNER BY ELLABORATINGFOUR PRINCIPLES WHICH COMPRISE

THE ESSENCE OF HUMAN SELF:

1. APPETITIVE PRINCIPLE

2. PRINCIPLE OF SELF DETERMINATION

3. PRINCIPLE OF SELF-REALIZATION

4. PRINCIPLE OF SELF-INTEGRATION

PRAGMATISM

-  MUST APPROACH EDUCATION AS A SOCIAL PHENOMENON.

PROGRESSIVISM

-  IS AN EQUALLY NEW APPROACH TO THE PHILOSOPHY OF EDUCATION LIKE PRAGMATISM, IT

CLAIMS THAT THE CHILD’S GROWTH AND DEVELOPMENT AS AN INDIVIDUAL DEPEND ON HIS

EXPERIENCES AND SELF ACTIVITY.

PRINCIPLES OF CURRICULUM DEVELOPMENT

-  DRAWS FROM A WEALTH OF PROVEN RESEARCH AND CONCEPTS FROM EARLY CHILDHOOD

PROFESSIONALS

1.  EMERGENT CURRICULUM

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2.  HANDS ON, CONCRETE MANIPULATIVE

3.  EXPERIMENTAL LEARNING

4.  SPIRAL APPROACH

5.  MULTIPLE APPROACH

6.  CONSTRUCTIVIST APPROACH

7.  DEVELOPMENTALLY APPROACH

ntroduction Back to Top

Philosophy of Education is a label applied to the study ofthe purpose, process, nature and ideals of education. It can be considered a branchof both philosophy and education. Education can be defined asthe teaching and learning of specificskills, and the impartingof knowledge, judgment and wisdom, and is something broader than the societalinstitution of education we often speak of.

Many educationalists consider it a weak and woolly field, too far removed fromthe practical applications of the real world to be useful. But philosophers dating backto Plato and the Ancient reeks have given the area much thought and emphasis, andthere is little doubt that their work has helped shape the practice of education over themillennia.

Ancient Era Back to Top

Plato is the earliest important educational thinker, and education is an essentialelement in "The Republic"  !his most important work on philosophy and political theory,

written around "#$ B.%.&. In it, he advocates some rather extreme methods' removingchildren from their mothers( care and raising them as wards of the state,and differentiating children suitable to the variouscastes, the highest receiving themost education, so that they could act as guardians of the city and care for the lessable. )e believed that education should be holistic, including facts, skills, physicaldiscipline, music and art. Plato believed that talentand intelligence is not distributedgenetically and thus is be found in children born to all classes, although his proposedsystem of selective public education for an educated minority of the population doesnot really follow a democratic model.

 Aristotle considered human nature, habit and reason to be e*ually important forces to

be cultivated in education, the ultimate aim of which should be to produce good andvirtuous citizens. )e proposed that teachers lead their students systematically, andthat repetition be used as a key tool to develop good habits, unlike +ocrates( emphasison questioning his listeners to bring out their own ideas. )e emphasied the balancingof the theoretical and practical aspects of sub-ects taught, among which he eplicitlymentions reading, writing, mathematics, music, physical education, literature, history,and a wide range of sciences, as well as play, which he also considered important.

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/uring the Medieval period, the idea of Perennialism was first formulated by +t.Thomas A*uinas in his work "De Magistro" . Perennialism holds that one should teachthose things deemed to be of everlasting importance to all people everywhere,namely principles and reasoning, not -ust facts !which are apt to change over time&,and that one should teach first aboutpeople, not machines or techni*ues. It was

originally religious in nature, and it was only much later that a theory of secularperennialism developed.

Modern Era Back to Top

/uring the 0enaissance, the 1rench skeptic Michel de Montaigne !23"" 4 2356& wasone of the first to critically look at education. 7nusually for his time, Montaigne waswilling to *uestion the conventional wisdom of the period, calling into *uestion thewhole edifice of the educational system, and the implicit assumption that university4educated philosophers were necessarily wiser  than uneducated farm workers, foreample.

In the late 28th %entury, 9ohn :ocke produced his influential "Some ThoughtsConcerning Education" , in which he claimed that a child(s mind is a tabula rasa !or;blank slate;& and does not contain any innate ideas. According to :ocke, the mind is tobe educated by a three4pronged approach' the development of a healthy body< theformation of a virtuous character < and the choice of an appropriate academiccurriculum. )e maintained that a person is to a large etent a product of hiseducation, and also pointed out that knowledge and attitudes ac*uired in a child(searly formative years are disproportionately influential and have importantand lasting conse*uences.

9ean49ac*ues 0ousseau, in the 2=th %entury, held that there is one developmentalprocess, common to all humans, driven by natural curiosity which drives the child tolearn and adapt to its surroundings. )e believed that all children are born ready tolearn from their surroundings so as to grow into virtuous adults, but due to the maligninfluence of corrupt society, they often fail to do so. To counter this, headvocated removing the child from society during education. )e also believed thathuman nature could be infinitely developed through a well4thought pedagogy.

9ohn /ewey was an important progressive educational reformer  in the early part ofthe 6$th %entury. 1or /ewey, it was vitally important that education should not be theteaching of mere dead fact, but that the skills and knowledge which students learn

beintegrated fully into their lives as persons, citiens and human beings, hence hisadvocacy of learning!by!doing and the incorporation of the student(s pastexperiences into the classroom.

"udolf #teiner  !2=#242563& was another very influential educational reformer, andhis $aldorf Education model emphasies a balance of developing the intellect !orhead&, feeling and artistic life !or heart& and practical skills !or hands&, with a view toproducing free individuals who would in turn bring about a new, freer social order .

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>ther important philosophers of education during the 6$th %entury include theItalian Maria Montessori !2=8$ 4 2536&, the +wiss%ean Piaget !2=5# 4 25=$& and the

 American &eil Postman !25"2 4 6$$"&.

LESSON 6………. MANUEL L. QUEZON –

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LESSON 6……….

THE TWENTIETH CENTTURY FILIPINO THINKERS AND EDUCATORS

MANUEL L. QUEZON – QUEZON’S PHILOSOPHY OF EDUCATION IS ESSENTIALLY LOCAL

OR PHILIPPINE IN ORIENTATION. ACCORDING TO HIM THERE ARETWO OBJECTIVES OFPHIL. EDUC.

1. EDUCATION FOR BETTER CITIZENSHIP

2. EDUCATION AS A MEANS OF LIVELIHOOD

HE FELT THE NEED FOR A NATIONAL SPIRITUAL RECONSTRUCTION. HE ENCOURAGED

THE ADOPTION OF A SOCIAL CODE THAT CAN BE EXPLAINED IN SCHOOLS, PREACHED

FROM THE PULPITS, AND TAUGHT IN THE STREETS AND IN THE REMOTE LANDS OF THE

COUNTRY.THE FOLLOWING CODE OF ETHICS WHICH WAS INCORPORATED EXECUTIVE

ORDER NO. 217 DATED AUGUST 19, 1939, CONSISTED OF SIXTEEN CIVIC AND ETHICAL

PRINCIPLES.

1. HAVE FAITH IN GOD WHO GUIDES THE DESTINIES OF MEN AND NATIONS;

2. LOVE, DEFEND, AND BE READY TO SACRIFICE YOURSELF FOR YOUR COUNTRY;

3. RESPECT THE CONSITUTION AND THE GOVERNMENT WHICH IS ESTABLISHED FOR

YOUR SAFETY AND WELFARE AND OBEY ITS LAWS;

4. PAY YOUR TAXES WILLINGLY AND PROMPTLY;

5. SAFEGUARD THE SANCTITIY OF THE BALLOT AND ABIDE BY THE RULE OF THE

MAJORITY;

6. LOVE AND RESPECT YOUR PARENTS;

7. VALUE YOUR HONOR AS YOU VALUE YOUR LIFE;

8. BE FRUITFUL, HONEST, JUST, CHARIT; ABLE AND COURTEOUS, AND DIGNIFIED IN

THOUGHT AND ACTION;

9. LEAD A CLEAN AND FRUGAL LIFE, WITHOUT FRIVOLITY AND PRETENSE;

10. LIVE UP TO THE NOBLE TRADITIONS OF OUR HEROES;

11. BE INDUSTRIOUS AND VALUE THE DIGNITY OF LABOR;

12. BE SELF RELIANT AND PERSEVERE IN PURSUING YOUR LEGITIMATE AMBITION;

13. LOVE YOUR WORK AND DO NOT DO FOR TOMMORROW WHAT YOU CAN DO TODAY;

14. PROMOTE SOCIAL JUSTICE;

15. PATRONIZE PHILIPPINE- MADE PRODUCTS; AND

16. USE AND DEVELOP WISELY OUR NATURAL RESOURCES AND DO NOT ALLOWYOUR CITIZENSHIP TO BE EXPLOITED BY OTHERS.

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