Philosophical Thoughts on Education (PDF)

Philosophical Thoughts on Education Prepared by: Ryza Airene G. Balangbang BSEd English 1B PROFED 2 REVIEWER A. JOHN LOCKE (1632-1794) THE EMPIRICIST EDUCATOR An em...

Philosophical Thoughts on Education Prepared by: Ryza Airene G. Balangbang BSEd English 1B PROFED 2 REVIEWER A. JOHN LOCKE (1632-1794) THE EMPIRICIST EDUCATOR An empiricist educator is someone who emphasizes the role of experience and observation in the learning process. Empiricism is a philosophical approach that asserts that knowledge comes primarily from sensory experience and empirical evidence. Knowledge Acquisition: Emphasized learning through the senses and interaction with the environment. Believed in learning by doing. Development of Ideas: Simple ideas evolve into complex ones through comparison, reflection, and generalization using the inductive method. Critique of Traditional Knowledge: Questioned the reliance on classical texts (Greek and Latin) for knowledge. Political Philosophy: ○ Opposed the "divine right of kings," advocating for a contract-based political order between people and government. ○ Believed aristocrats were not inherently destined to rule; people should establish and select their government. Role of Education: ○ Education should not be just about acquiring knowledge from classical texts, but about interacting with and reflecting on concrete experiences. ○ Viewed learners as active participants in their own education. ○ Advocated for civic education to prepare citizens to participate intelligently and responsibly in governance. Comments: Locke's approach to education focuses on active learning through direct experience rather than passive absorption of pre-existing knowledge. Education has a social dimension: it prepares individuals to engage actively in political life and self-governance, countering the notion of inherent political authority based on birthright.  B. HERBERT SPENCER (1820-1903) UTILITARIAN EDUCATION An utilitarian educator focuses on practical outcomes and the usefulness of education in addressing real-world needs. The utilitarian approach to education is grounded in the principle of utility, which emphasizes the greatest benefit for the greatest number of people. Survival of the Fittest: Believed human development progresses through evolutionary stages from simple to complex and from uniform to specialized activities. Evolution of Society: Saw social development as an evolutionary process from simple societies to more complex systems with a shift from humanistic and classical education to more practical, vocational training. Curriculum Focus: a. Emphasized practical, scientific, and utilitarian subjects essential for mastering the environment and advancing human progress. b. Advocated for education that is directly related to life skills and earning a living, rather than rote learning. c. Priority should be given to subjects that support human life and prosperity Individual Competition: Believed that individual competition drives social progress. The "fittest" individuals are those who survive and thrive in competitive environments. Comments: Specialized vs. General Education: ○ Spencer favored specialized education to meet the needs of a complex society, arguing for the importance of combining specialized knowledge harmoniously. ○ Warned against over-specialization, where individuals may become experts in narrow fields without understanding broader interconnections. Opposed superficial knowledge, where one knows less and less about more and more. Comparison with Whole-Child Approach: ○ Spencer’s view of competition contrasts with approaches like Whole-Child and Socio-Emotional Learning (SEL), which emphasize creating an emotionally safe environment and personalized learning without competition. ○ Whole-Child and SEL focus on safety, support, and individual learning needs, which can be at odds with Spencer’s emphasis on competition and survival of the fittest. C. JOHN DEWEY (1859-1952) LEARNING THROUGH EXPERIENCE Learning through experience is an educational approach that emphasizes gaining knowledge and skills through direct involvement in activities and real-world situations, rather than through passive receipt of information. T Children as Active Learners: Dewey believed children are naturally curious and active, seeking to explore and understand their environment.  Education as a Social Process: Education helps integrate children into society by simplifying, purifying, and making social experiences understandable. Purpose of Education: Aims to contribute to both personal and social growth of individuals. Scientific or Reflective Method: 1. Genuine Situation: Learner engages in an activity of personal interest. 2. Genuine Problem: Encountered problem stimulates critical thinking. 3. Research: Gathering information or conducting research to solve the problem. 4. Tentative Solutions: Developing potential solutions for the problem. 5. Testing Solutions: Applying solutions to validate their effectiveness. Role of Knowledge: Past ideas, discoveries, and cultural heritage are used to address current problems. This accumulated wisdom is tested and, if useful, becomes part of the learner's experience. School as a Social and Democratic Institution: Social Laboratory: The school acts as a miniature society where ideas and values can be tested. Democratic Environment: Encourages freedom of inquiry and dialogue; cultural heritage and institutions are subject to critical examination. Inclusivity: Schools should be open and democratic, free from barriers of prejudice or custom. Critique of Authoritarianism: Opposes coercive teaching methods that hinder genuine inquiry and dialogue. Comments: Fund of Knowledge: Dewey values past wisdom but emphasizes its practical application and continuous testing in light of new experiences. Democratic Schools: Schools should model democratic principles, encouraging participation and decision-making among all stakeholders. Children as Active Learners: Dewey believed children are naturally curious and active, seeking to explore and understand their environment. Education as a Social Process: Education helps integrate children into society by simplifying, purifying, and making social experiences understandable. Purpose of Education: Aims to contribute to both personal and social growth of individuals. D. GEORGE COUNTS (1889-1974) BUILDING A NEW SOCIAL ORDER  Building a New Social Order involves creating and implementing changes that address existing social issues, promote equity, and improve overall societal functioning. This concept is often linked to educational philosophies that aim to transform society through reform and innovative approaches. Relative Nature of Education: Education should reflect the particular society and its current context, not eternal truths. Response to Social Change: Schools should align with groups aiming to change society, adapting to technological advancements and addressing the cultural lag between material progress and social institutions. Instruction and Problem-Solving: Education should focus on socially useful content and problem-solving methodologies, encouraging students to engage with issues of social significance. Role of Schools and Teachers: ○ Agents of Change: Schools should serve as instruments for social improvement, not merely preserving the status quo. ○ Leadership in Education: Teachers should lead societal change and make critical decisions on economic, political, and moral issues, rather than passively following trends. ○ Equal Opportunities: Schools must provide equitable learning opportunities for all students. Comments: Schools and Teachers as Agents of Change: Schools should be proactive in fostering social improvement. Teachers play a crucial role in making informed decisions on controversial topics, thereby influencing societal progress. Lag Between Material Progress and Ethical Values: Counts highlights the disparity between technological advancement and the evolution of moral and ethical standards. Despite significant material progress, moral development often lags behind, leading to persistent ethical dilemmas. This underscores the need for education to address not just technical skills but also moral and ethical growth. E. THEODORE BRAMELD (1904-1987) SOCIAL RECONSTRUCTIONISM Social Reconstructionism is an educational philosophy and social theory that advocates for addressing and transforming societal issues to create a more equitable and just world. It emphasizes the role of education in effecting social change and building a new social order. Emphasis on Reformation: Social reconstructionism focuses on transforming society to better align with technological and cultural advancements. Cultural Lag: Recognizes a gap between technological progress and cultural adaptation. Education must bridge this gap by addressing the discrepancies between modern technology and societal values. Role of Schools: Schools should critically examine and resolve cultural inconsistencies, aiming not just to reform but to build a new societal framework. They must address deep-seated social issues to avoid perpetuating existing problems.  Goal of Education: The ultimate goal is to create a world where individuals control their own destiny, particularly important in an era of significant global challenges, such as nuclear threats. Global Perspective: Education should have an international scope to prepare students for global citizenship and address global issues. Awareness and Engagement: Education should awaken students to social problems and actively involve them in problem-solving efforts. Commitment to Equality: Strong focus on equity in education and society, aiming to eliminate socio-economic and racial barriers. Interdependence: Emphasizes the need for a global perspective on improving the quality of life and addressing issues on a worldwide scale. Comments: Active Problem-Solving: Like John Dewey and George Counts, social reconstructionists advocate for problem-solving as a central method in education. Education as a Right: Education is viewed as a universal right, not a privilege. All individuals, regardless of race or socio-economic status, should have access to quality education. Global and Cultural Reformation: Schools and education systems must not only reflect but actively contribute to cultural and global reform, ensuring they address and adapt to the evolving societal context. F. PAULO FREIRE (1921-1997) CRITICAL PEDAGOGY Critical Pedagogy is an educational approach rooted in the idea that education should be a transformative process aimed at addressing and challenging social injustices and inequalities. It builds on the ideas of critical theory and is often associated with Paulo Freire, though it has been developed and expanded by various scholars. Change for Overcoming Oppression: Freire, like social reconstructionists, believed that systemic change is necessary to overcome oppression and improve human conditions. Role of Education and Literacy: Education and literacy are crucial tools for social change. They enable individuals to resist oppression and avoid becoming oppressors themselves. Critical Consciousness: Developing an awareness to challenge and overcome domination and oppression through dialogue and reflective practice. Problem-Posing Education: ○ Beyond the "Banking Method": Opposed to the "banking method," where teachers deposit knowledge into passive students, Freire advocated for education as a process of inquiry where students actively engage and reinvent their world. ○ Dialogue: Essential for Freire's pedagogy, characterized by mutual respect, equality, and open discussion. Dialogue helps develop critical consciousness and supports problem-posing education. ○ Democratic Relationship: A democratic relationship between teacher and students is crucial for fostering a meaningful educational experience. Comments: Community of Inquiry: Freire’s approach aligns with the concept of a "community of inquiry," where learners engage actively in problem-solving and collaborative exploration of issues. This community dynamic facilitates deeper understanding and effective learning. Additional Notes: Pedagogical Approach: Freire’s pedagogy emphasizes active participation, critical thinking, and dialogue, contrasting sharply with traditional, passive learning models. Educational Goals: Education should aim to empower students to challenge societal norms, engage in meaningful dialogue, and contribute to social transformation.