John Locke: The

Empiricism Educator
Discussant: Anjoneth Vergara
John Locke (29 August 1632 – 28 October 1704)

was an English philosopher

commonly known as the "Father of
Liberalism".
was among the most famous philosophers
and political theorists of the 17th century.
He is often regarded as the founder of a
school of thought known as British Empiricism.

2
Empiricism

 Empiricism is a philosophical belief that states your knowled

ge of the world is based on your experiences, particularly yo
ur sensory experiences.

 According to empiricists, our learning is based on our obser

vations and perception; knowledge is not possible without e
xperience.
Locke opposed King James II, who wanted to be
England’s absolute ruler. James was overthrown in
the Glorious Revolution of 1688. In his The Second
Treatise of Government, in 1689, Locke argued that
the political state was founded on a contract
between the people and the government, which
ruled by the consent of those who had established it.

4
Locke’s theory implied that citizens should establish their own government and elect their own leaders.
To do this intelligently and responsibly, they had to be educated.
This idea of civic education became a significant principle of the nineteenth-century American common-
school movement and remains a major responsibility of public schools.

“ 5
 Influence
Principles on
of Teaching Educationa
and Education
and l Practices
Learning Today
Schooling

6
Locke’s advocacy of representative political
institutions helped shape American democracy
and public schools’ role in citizenship education.
His empiricist epistemology, which emphasized
sensation as the process by which we construct
our ideas, encouraged experiential process
learning and use of the scientific method in
instruction.

Pragmatic experimentalist philosophy and

constructivist psychology owe much to Locke’s
pioneering work.
Herbert Spencer: Social Darwinist
and Utilitarian Educator
Discussant: Jewel P. Latoja

8
Died at age 83 Invention: Paper Clip

Nationality: British Philosopher, Sociologist

&
Biologist
HERBERT SPENCER (1829-1903)

 He was the first person to coin the phrase “survival of the fittest”
 He was nominated for the Nobel Prize in 1992

HERBERT SPENCER
SOCIAL DARWINISM

Social Darwinism is the conflict between social groups

which results in the most socially capable or fit group co
ming out on top as the winner, usually in terms of influen
ce and wealth.
Survival of the fittest refers to the most adaptable s
pecies being able to live and reproduce.
EDUCATION AND SCHOOLING

Spencer became one of the major proponents of modern cu

rriculum theory


in his work “what knowledge is most worth?”

•

Spencer stated that this question needed to be answ

ered before any curriculum was chosen or any instructio
n commenced.


once again, the main goal was to teach subjects that wo

uld contribute to successful living.
EDUCATION AND SCHOOLING

Spencer identified five types of activities in the curriculum.

self-preservation


indirect self-preservation


rearing of offspring


citizenship


leisure of life
•

1. SELF 2. INDIRECT SELF

PRESERVATION PRESERVATION
•

for picking up the art of activities pertaining to indirect

self preservation are those
self-preservation,
which help one to make a
Spencer recommends successful living.
the study of the we acquire the help of
sciences of physiology, mathematics in various
hygiene, physics and activities pertaining to our
chemistry life.
3. REARING OF •

4. CITIZENSHIP
OFFSPRING


Spencer desires that the

Spencer wants to give child should be worthy
the knowledge of rearing citizen
of offspring to children in 

he thinks that history

the school because it is cannot be used properly
difficult for them to rear without the knowledge of
their children properly. science.
•

5. LEISURE OF LIFE

Spencer has a very liberal (general) outlook of

life.


for this he wants to teach painting, music,

sculpture, literature and poetry to the child.
INFLUENCE ON EDUCATIONAL
PRACTICES TODAY
 entry
He wanted pri Spencer would raise
vate schools to ts to pre-
compete again
st each other in standards for studen
ation
trying to atra
ct the brighte service-teacher-educ
em more
most capable st and program to make th
teachers. competitive.
 works
several of Spencer’s
Before his inf
uences the pu
claiming that blic
they would crea school today’s
for mediocrity
by catering to
te monopoly are being utilized in
of low ability, b th e students
ut he opposed most prestigious
universities.
it.
Want big impact? Use big image.
20
John Dewey: Learning Through E
xperience
Discussant: Shayne Delos Santos

21
John Dewey and Experiential
Education


Considered as one of the founders of

theory he referred to as instrumentalism
also called as pragmatism.
Dewey's Theory of E ducation

Dewey's thought on education originally

published in his 1938 work experience of
education analyze both traditional and
progressive education
Two F undamental P rinciples

Continuity - refers to how experiences,

both past and present, influences the
future.


Interaction-refers to how one's current

situation influences their experiences.
George Counts: Building
a
NewJericho
Discussant: Social
S. Vita Order
George Sylvester Counts (1889-1974)

Finished his doctorate in "education" in

1916 and also studided sociology
Leading advocate of "Teachers Union" and
the head of "American Federation of
Teachers
Founder of the New York State Liberal Party
He wrote dozens of important papers and
29 books about education
One of his most influential published book
is "Dare the School Build a New Social
Order?"

26
Counts criticism of child-centered
progressives

Counts assigns to teachers in achieving

educational and social reform

Counts idea for the reform of American

Economy
Understanding of the psychology of the child and the
provision of teaching learning difficulties and
to overcome them is called "child-centered
teaching"
Teachers should lead the society
instead of following the society
George Counts believed American schools needed to identify wit
h such progressive forces as labor unions, farmers' orga
nizations, and minority groups. By joining with groups th
at wanted to change society, the schools then could mak
e social improvements.
Theodore Brameld: Social
Reconstructionism
Discussant: Fatima Cho
Theodore Brameld (1904–1987)

Leading educational philosopher of the



20th century
American educator and educational


philosopher
Founder of Social Reconstructionism, in


reaction against the realities of World

War II.

34
Social Reconstructionsim


Also called Critical Theory or Critical Pedagogy



Is a philosophy that emphasizes the addressing

of social questions and a quest to create a better
society and worldwide democracy.


Reconstructionist educators focus on a
curriculum that highlights social reform as the
aim of education.
 2 Major Premises of
Reconstructionism

Reconstruction or Reconstruction of
C hange Education
 The Educational Theory of Theodore
Burghard Hurt Brameld
1. Theory of Value 5. Theory of
Transmission
2. Theory of Knowledge
6. Theory of Society
3. Theory of Human
Nature 7. Theory of Opportunity

4. Theory of Learning 8. Theory of Consensus

Paulo Freire: Critical Pedadogy
Discussant: Lynette Asunscion
 Freire was born in Recife, Brazil into a middle class household.
He enrolled at the University of Recife where he earned a law degree.
Freire completed his PhD and worked in several university and government
agencies in Brazil throughout the 1960s.
In 1968, Freire published his most famous book. “Pedagogy of the oppressed”,
where he outlined the characteristics of what he called critical pedagogy.

40
41
What is Critical Pedagogy ?

Is a teaching approach which attempts to help

students question and challenge domination, and
the beliefs and practices that dominate them.
It tries to help students become critically
conscious.
Characteristics of Critical
Pedagogy
1)Anti- colonial education
Native populations need to have their own education systems.
They need to develop their own culture.
Their education should not simply be an extension of the cul
ture of their colonizer.

2)The Role of Indigenous Knowledge

The knowledge of indigenous and subjugated peoples is very i
mportant.
When oppressed people learn about their own culture, history
, medicinal practices, religion, heritage, etc… this can ha
ve a transformative effect on their lives and lead to their
own empowerment.
3)Identifying sources of power


Students must be able to analyze competing power

interests between groups and individuals within a society.


They must be able to identify who gains and who loses in

specific situations.

4)Political Nature of Education



All education is political.



Teachers and students must be made aware of the

“politics” that surround education.
5)Understanding the politics of knowledge
Students must understand that knowledge itself is political.
Understanding the “power” of knowledge is crucial.

6)Justice and equality in education

A social and educational vision of justice and equality should
be the basis of all education.

7)The Rejection of Economic Determinism

Critical pedagogy understands that economic factors alone
do not predetermine who has power and who does not.
8)Goal of Schooling is to Lessen Human Suffering
The alleviation of oppression and human suffering is a key
aspect of the purpose of education.

9)End of “Banking System” of Education

Students should not be viewed as an empty “account” to
be filled in by the teacher.

10)Change in Relationship between Student and

Teacher
A deep respect should exist between teacher and student.
11)Teachers as Researchers
The professionalism of a teachers must be respected
Teachers must become “warrior intellectuals”.

12)Education must Promote Emancipation and

Intellectual Growth
Education must both promote freedom and the
changes that come with it.
Education must also allow knowledge, reasoning and
understanding (intellect) to grow.
13)Education Meeting the Needs of New
Colonialism
Education often reflects the interests and needs of
new modes of colonialism and empire.
14)Critical Praxis
Praxis is a problem-solving method.
15)The idea of Hegemony
Groups/people who have dominant power do not
always get this power through physical force.
They gain this power through social and
psychological attempts to win people’s consent.
HISTORICAL FOUNDATION OF
EDUCATION
Education in Primitive Society

Discussant: Rica Castro

PRIMITIVE EDUCATION

Life was very simple

Their means of livelihood were hunting and
gathering wild fruits and vegetables
They lived in crude huts
Organization was tribal and usually headed by the
oldest or wisest among members
There was no reading or writing
Information was transmitted through word of mouth,
songs, gestures, ceremonial rites and the like.
Aims of Education
TYPES OF EDUCATION

1. Vocational- like hunting, constructing a hut

2. Religious (animistic)- learning how to participate in

ritualistic practices to please or appease the unseen
spirits.
•

CONTENT TO BE STUDIED

1. Ways of procuring the basic necessities in life and

of protecting life from dangers.

2. Superstitions- how to worship before the dwelling

of an unseen spirit such as big tree, a big rock, a
river, a big bush, etc.
AGENCIES OF EDUCATION

1. Home- always the centre of learning especially for

the young.

2. Environment- for instance, if one happened to step

on a thorn and got hurt, he now became careful not
to step on thorn.
 METHODS OF INSTRUCTION

1. All instruction was done informally

2. Observation and imitation
3. Simple telling and demonstration.
4. Participation
ORGANIZATION OF GRADES
There was none. There were no gradations in instruction; n
either were there organized classes

FINANCING
There was no financing involved since there was no teacher
to pay, no learning materials to buy and no school buildin
g to construct because education was strictly informal.

OUTSTANDING CONTRIBUTION TO EDUCATION

The primitive man started the rudiments of education from
which evolved the modern educational system of today.
PERIODS IN EDUCATIONAL
HISTORY
Discussant: Angielou Punzalan
 History of Education is of fundamental importance to
a professional teacher. We have noted that the study de
als primarily with the past events and developments in e
ducation. However, this should not be looked at in isolati
on. This is because the past is closely linked to the pres
ent and the later influences the future.
The Beginnings of Education
•

Informal education…all peoples have cared for their

children and prepared them for life
•

Hindu and Hebrew education…how to live a good life

•

Chinese education…Lao-tszu and Confucius

•

Egyptian education…education provided for privileged

males
•

Eastern civilizations developed education prior to

Western civilizations, for the most part
Western Education
•

The Age of Pericles (455-431bce), city states in Greece

•

Sparta, from 8 to 18, boys were wards of the State…

education to develop courage, patriotism, obedience,
cunning, and physical strength (little intellectual content)
•

Athens, heavily stressed intellectual and aesthetic

objectives
Western world’s first great philosophers
•

Socrates…the Socratic method: a way of teaching that

centers on the use of questions by the teacher to lead
students to certain conclusions…Socrates’ fundamental
principle, “Knowledge is virtue.”
•

Plato…Republic recommendations for the ideal

society…three classes of people: artisans, soldiers,
philosophers
Greek philosophers
Plato… “A good education is that which gives to the body and to
the soul all the beauty and all the perfection of which they are
capable.”
Aristotle…a person’s most important purpose in life is to serve
and improve humankind…Aristotle was scientific, practical, and
objective…had the greatest influence on thinking through the
Middle Ages
Females and slaves did not possess the intelligence to be
educated. (Plato and Aristotle)
All paid employment absorbs and degrades the mind. (Aristotle)
Western Education—The Romans
•

In 146 BCE the Romans conquered Greece, many of the

advances of the Roman Empire inspired by the enslaved
Greeks
•

Between 50 BCE and 200 CE, an entire system of schools

developed
•

Quintilian (35-95 CE) described current practice and

recommended the type of system needed in Rome…very
humanistic
The Revival of Learning
•

Thomas Aquinas (1225-1274) “more than any other person

helped to change the church’s views on learning”…rooted in
the ideas of Aristotle, led to the medieval universities,
formalized scholasticism (the logical and philosophical study of
the beliefs of the church)
•

The East had no dark ages. Mohammed (569-632) led a

group of Arabs from northern Africa into southern Spain…
spread slowly throughout Europe, significant advances in
science and mathematics
Education in Transition (1300-
1700)
Renaissance represented the protest against
the dogmatic authority of the church over social
and intellectual life…revival of classical learning
called humanism
Reformation represented a reaction against
corruption in the church which kept most people
in ignorance
The Reformation
Formal beginning in 1517…ninety-five theses of Martin
Luther…his disagreements with the Church
The Church believed its duty was to pass on the correct
interpretation of the Bible to the laity…Luther thought each
should interpret for self, and thus individual education was
important…to attain salvation
Luther’s coworker in education, Philipp Melanchthon, stressed
universal elementary education…education should be
provided for all regardless of class, compulsory for both
sexes…state controlled and state supported
Education in Transition
•

Ignatius Loyola(1491-1556), to combat the Reformation, began

the Jesuits in 1540…established schools to further the goals of
the Catholic Church, were involved with teacher training from
early on
•

Comenius (1592-1670),wrote many texts, first to use

illustrations, writings based on science
•

John Locke(1632-1704) tabula rasa

Modern Period (1700 to present)
•

Descartes(1596-1650), laid the foundations for the

modern period and rationalism
•

Reason is supreme, the laws of nature are invariable,

truth can be verified empirically
•

Frederick the Great (1712-1786), leader of Prussia,

friend of Voltaire, interested in better training for
teachers
Colonial Education
Southern Colonies…in 1619, twelve years after the founding of
Jamestown, slaves brought to the South for cheap labor…two distinct
classes of people emerged, a few wealthy land owners and many poor
workers, mostly slaves…landowners hired tutors to teach their children
Middle Colonies
Various national and religious backgrounds, so they did not agree on a
common school system…each established their own religious schools,
many received education through apprenticeship
Northern Colonies
•

Settled mainly by the Puritans

•

People lived close to one another, shipping ports established,

industrial economy developed
•

Old Deluder Satan Act(1647)…required towns to provide for

the education of youth…the Massachusetts laws of 1642 and
1647 became the model for other colonies
Types of Colonial Schools
•

Dame schools, writing schools, charity schools

•

Colonial colleges: Harvard (1636), William and Mary

(1693), Yale (1701), Princeton(1746), King’s College
(1754), College of Philadelphia (1755), Brown (1764),
Dartmouth (1769), Queens College (1770)…heavy
emphasis on theology and the classics
Toward Universal Elementary Education
•

Monitorial schools (1805), in New York City, economical

way to teach the masses…one lead teacher with lots of
helpers among the older and better students…closed by
1840 because seen as not worth the cost
•

Horace Mann (1796-1859), leading proponent of

common elementary schools, the forefather of the
contemporary public school
•

Massachusetts in 1852 passed compulsory attendance

laws…by 1900, 32 other states did likewise
History of the Philippine
Educational System
Discussant: Angielou Punzalan
 Education in the Philippines evolved from early
settlers to the present. Education in the country is in
great importance because it is the primary avenue f
or upward social and economic mobility. Philippine e
ducational system has a very deep history from the
past in which it has undergone several stage of dev
elopment going to the present system of education.
Education from Ancient Early Filipinos
•

The education of pre-Spanish time in the Philippines

was informal and unstructured. Thefathers taught their
sons how to look for food and other means of livelihood.
•

This education basically prepared theirchildren to

became good husband and wives.Early Filipino
ancestors valued education very much. Filipino men and
women knows how toread and write using their own
native alphabet called alibata.
Educational System During Spanish Period

The educational system of the Philippines during the Spanish times was
formal. TheReligious congregations paved the way in establishing schools
from the primary level to thetertiary level of education. The schools
focused on the Christian Doctrines.
Educational Decree 1863

The first educational system for students in the country was established by
virtue of theEducation Decree of 1863. In furtherance, the decree required
the government to provideschool institutions for boys and girls in every
town.
Educational System During American Period
•

Like the Spaniards, the Americans brought many changes in their 45

years of reign in the country. Until now, these American influences can
still be seen in our lifestyle or way of life.The Commonwealth provided
free education in public schools all over the country, in accordance
with the 1935 constitution
•

Education also emphasized nationalism so the students were taught

about the life of the Filipino heroes. Vocational education and some
household activities like sewing, cooking, and farming were also given
importance. Good manners and discipline were also taught to the
students.
Changes in Education During
the Japanese Occupation

80
The government made some changes in the system of
education in February, 1942. These changes were:
•

To stop depending on western countries like the U.S., and Great

Britain. Promote and enrich the Filipino culture.
•

To recognize that the Philippines is a part of the Greater East Asia Co-
Prosperity Sphere so that the Philippines and Japan will have good
relations.
•

To be aware of materialism to raise the morality of the Filipinos.

•

To learn and adopt Nippongo and to stop using the English language.
•

To spread elementary and vocational education.

•

To develop love for work.

Educational System in the Present Period

Philippine education is patterned after the American system, with

English as the medium of instruction. Schools are classified into public
(government) or private (non-government). The general pattern of
formal education follows four stages: Pre-primary level
(nursery,kindergarten and preparatory) offered in most private
schools; six years of primary-education, followed by four years of
secondary education.College education usually takes four, sometimes
five and in some cases as in medical and law-schools, as long as
eight years. Graduate schooling is an additional two or more years.

82
END OF DISCUSSION
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