Edu404 Locke

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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

Edu404 Locke

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