HISTORY AND PHILOSOPHY OF EDUCATION NOR AINI BT. YUSOFF 2010598189 NUR SYAKILA HANIM BT SHAMSUDIN 2010994711
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HISTORY AND
PHILOSOPHY OF
EDUCATION
NOR AINI BT. YUSOFF
2010598189NUR SYAKILA HANIM BT
SHAMSUDIN
2010994711
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Locke : Empiricist Educator
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John locke
an English physician and philosopher.
Supported the important political changes that gave England
a more representative government.
Attacked Plato’s 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.
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Education for self-governance
Locke’s theory : citizens should establish their own
government and elect their own leaders.
To do this intelligently and responsibly, they had to beeducated
This idea of civic education, became significant principle
of 19th century American common-school movement.
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The mind as a blank state
Locke’s 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.
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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.
Locke’s empiricism was a forerunner of pragmatism.
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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
child’s physical and social environment,
diet,activity. Example : -children should breath fresh air
-plenty of sleep
-Bath frequently
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Slow and cumulative learning
Learning should be a gradual process Instruction in reading, writing, and arithmetic should be
slow
and cumulative.
Locke’s curriculum => conversational foreign-languagelearning, 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.
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Impact on modern pragmatic
approaches
Locke’s advocacy of representative political institutions help
shape American democracy and public school’s role in
citizenship education.
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Citizenship education
His empiricist epistemology, emphasized sensation.
Process by which we construct our ideas, encouraged
experiential process learning and use of the scientific
methodin instruction.
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* The End *
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Rousseau : Educating theNatural Person
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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.
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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 uncorruptedby socioeconomic artificialities.
is often criticized for his personal inconsistency
regarding children.
in his writing, emphasized respecting children’s
freedom but he himself placed his own children in
orphanages instead of rearing and educating them.
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Emile : A novel of Education Rousseau's famous novel : Emile
Emile: tells the story of a boy’s 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 society’s
imprisoning institutions, which school was one of the
most coercive.
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same with Locke, he reject idealism’s 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.
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Stages of Development
infancy→ childhood→ boyhood→ adolescence→
youth
To preserve the child’s nature goodness, early stages
should be free from society’s 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.
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First stage
infancy (birth → 5)
the child make his first contact with object in
environment. Learn directly from his sense.
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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
don’t 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.
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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.
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Adolescence (15-18)
Emile ready to cope with outside world
Learn about society, government, economics and
business.
Visit museum, theaters, libraries.
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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 likewhat he got to his children.
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Education and schooling Rousseau was suspicious of schools, which he
believed taught children to conform to society’sartificial rules rather than live according to nature.School induced socialization forced children intothe routines and the roles adults preferred, insteadof letting them grow according to their ownnatural instincts, interests and needs.
Emile, a child of a nature. He learned from the
experience.
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Rousseau highlighted the following key ideas in his
philosophy of education:
Childhood is the natural foundation for futurehuman growth and development.
Children’s 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 children’sdevelopment.
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Influence on Educational Practices today
Rousseau’s argument that the curriculum should
arise from children’s interests and need profoundly affected child-centered progressive educator.
Rousseau’s ideas also anticipated constructivism,in which children interpret their own reality ratherthan learn information from indirect sources.
According Rousseau’s a teacher should followchildren’s interests and that children should learn
from their direct interaction.
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.
John Dewey ( 1859-1952) developed his pioneeringexperimentalist philosophy of education in the contextof the social, political, scientific and technological.
Principles of Teaching and Learning:Confronting Problems:
1. Children as socially active human beings are eager toexplore their environment.
2. Learners encounter personal and social problems intheir engagement the environment.
3. These problems stimulate children to use theirintelligence to solve the difficulty and expand theirknowledge in an active, instrumental manner.
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Dewey said, the scientific method is the most effective process wehave to solve problems, children learn how to think reflectively and todirect their experiences in way that lead to personal and social growth.
Steps in learning by the scientific method:
a. The learners, in genuine experience, encounter a problems that truly interests him or her.
b. Within this experience, the learner locates and defines the problems.
c. By reflecting on prior experience and by reading, research,discussion and other means, the learner acquires the informationneeded to solve the problems.
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d. The learner constructs possible, tentative solutionthat might solve the problem.
e. The learner constructs possible solution and testit to see if it solves the problems.
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Education and Schooling.
Education for personal and social growth.
Dewey considered education a social process by which the group’s immature members, especially children, learn to participate in group life. Througheducation, children access their cultural heritage andlearn to use it in problem solving.
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Three level of curriculum.
Curriculum consists of three levels of learningactivities 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.
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Schools are liberating and democratic
Democratic education and schooling as open- endedprocesses in which student and teacher could test allideas, belief and values. Dewey believed thatdemocratic communities encourage people to sharetheir experiences to solve common problems.
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Influence On Educational Practices Today Dewey would construct the preservice education of
teachers on the principles of seeing education in broadsocial terms, and in developing competencies in using
the scientific method to solve problems. Practicingteacher would use group activities, collaborativelearning and process – centered strategies in theirclassroom