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Chapter 1: Philosophical Thoughts On Education
Chapter 1: Philosophical Thoughts On Education
Chapter 1: Philosophical Thoughts On Education
Philosophical Thoughts on
Education
Learning Outcomes
At the end of this Chapter, you should be able to discuss at least 6 philosophical
thoughts on education
Activity
A. Read this conversation then answer the question in the ANALYSIS phase of
this Lesson.
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Chapter 1- Philosophical Thoughts on Education
What classroom scenario/S is/are being depicted by the comic strip and the
teacher-student question and answer?
Abstraction
• Let's Conceptualize
● Acquire knowledge about the world through the senses - learning by doing
and by interacting with the environment
● Simple ideas become more complex through comparison, reflection and
generalization- the inductive method
● Questioned the long traditional view that knowledge came exclusively from
literary sources, particularly the Greek and Latin classics
● Opposed he *divine right of kings" theory which held that the monarch had
the right to be an unquestioned and absolute ruler over his subjects
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Chapter 1- Philosophical Thoughts on Education
● Political order should be based upon u contract between the people and the
government
● Aristocrats are not destined by birth to be rulers. People were to establish their
own government and select their own political leaders from among
themselves: civic education is necessary
● People should be educated to govern themselves intelligently and
responsibly (Ornstein, 1984)
Comments:
● For John Locke education is not acquisition of knowledge contained in the
Great Books. It is learners interacting with concrete experience, comparing and
reflecting on the same. The learner is an active not a passive agent of his/her
own learning.
● From the social dimension, education is seeing citizens participate actively
and intelligently in establishing their government and in choosing who will
govern them from among themselves because they are convinced that no
one person is destined to be ruler forever.
Why is Spencer's
'Like people, like government “
educational theory
What does this mean, Writ John
called “Social
Locke agree? Justify, your answer
Darwinism?”
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Chapter 1- Philosophical Thoughts on Education
Comments:
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Chapter 1- Philosophical Thoughts on Education
Comments:
The Fund of Knowledge of the Human Race
Dewey does not disregard the accumulated wisdom of the past. These past ideas,
discoveries and inventions, our cultural heritage will be used as a material for dealing
with problems and so will be tested. If they are of help, they become a part of a
reconstructed experience. If they are not totally accurate, they will still be a part of a
reconstructed experience. This means that the ideal learner for Dewey is not just one
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Chapter 1- Philosophical Thoughts on Education
who can learn by doing, e.g.. conduct an experiment but one who can connect
accumulated wisdom of the past to the present.
Comments:
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Chapter 1- Philosophical Thoughts on Education
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Chapter 1- Philosophical Thoughts on Education
Comments:
● Like ,John Dewey and George Counts, social reconstructionist Brameld
believe in active problem solving as the method of teaching and learning
● Social reconstructionists are convinced that education is not for privilege of
the few but a right to be enjoyed by all.
● Education is a right that all citizens regardless of to r and social status must
enjoy.
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Chapter 1- Philosophical Thoughts on Education
Comment:
● All of these education philosophers, point to the need of interacting with others
and of creating a "community of inquiry" as Charles Sanders Peirce put it. The
community of inquiry is "a group of persons involved in inquiry, investigating
more or less the same question or problem, and developing through their
exchanges a better understanding both of the question as well as the probable
solutions." (Lee, 2010) A community of inquiry will engage learners in active
problem solving.
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Chapter 1- Philosophical Thoughts on Education
Application
The Ministry of Education (MOE) said on Friday (Sept 28) that the change is
to allow each student to focus on his or her learning progress and discourage
them from being overly concerned about comparisons.
From next year all examinations for Primary 1 and 2 pupils will also be
removed, and whatever forms of assessment they hair will not count towards an
overall grade”
Amelia Teng
Education Correspondent
FaceBook Twitter Email
September 28, 2018
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Chapter 1- Philosophical Thoughts on Education
Read it. Underline those parts that emphasize development in moral and ethical
values as most necessary to effect change. Do you agree with her thoughts in
these underlined sentences?
Keynote Address of Senator Shahani before the National Academy of Science and
Technology at its 15th Annual Scientific Meeting, 7 July 1993, Manila.
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Chapter 1- Philosophical Thoughts on Education
Vision
The overall vision I have for our country has the following essential elements:
reverence for all forms of life and the primacy of human
values; a priority given to cultivation of the spiritual and cultural life of the nation;
the democratization of power. resources and wealth, the right combination of a free
market economy and Government intervention in appropriate areas at appropriate
stages to provide for the basic needs of its citizens; a Government which works for
the good of the people, the development of our agricultural resources and an
environmentally conscious industrialization plan; a well-implemented agrarian
reform program; respect for human rights, including the rights of women, and an
independent foreign policy within the framework of global cooperation. In other
words, we should have a vision which represents strong combination of human
dignity, sustainable development and appropriate economic growth; national
interest; and global orientation. A tall order indeed, but a vision must inspire over
the long-term, shed light in the midst of darkness and make possible the seemingly
impossible.
Individual and National Transformation
At this point, we come to the question: what is to be transformed or
changed- the structures of society or the individual? In my view, both
should be transformed, each dynamically affecting the other, but the
starting point is always the individual, or a group of individuals within
institutions The empowerment of the poor must come from the poor
themselves, the poor must help themselves; others can only help them to
help themselves. There is a welcome opportunity in this country to help
empower the poor, and such empowerment is vital to the creation of more
just social and economic structures.
Human Values: Powerful Building Blocks
It is obvious from what I have said that human values are powerful building blocks
in the development of a nation. Yet the non-economic and non-budgetary
dimensions of progress and growth, i.e., the moral and cultural elements, have
been conveniently overlooked or disregarded by the learned technocrats and
theoreticians of development perhaps to make way for smooth, non-controversial
discussions of the development process. The technocratic and neutral language of
development, which has evolved from the agenda of international institutions, has
eclipsed the moral choices which have to be made in the development process.
Terms like equity, social justice, distributive justice when repeated over and over
again without any explanation of the painful ethical choices which have to be made
by individuals and governments in order to achieve them cannot touch the hearts
and minds of the popular, the rich, the middle-class and the poor, on whom the
burden of transformation rests. Development is, after all, a grassroots-oriented
process and a challenge in mass mobilization, for the people and not for political
expediency.
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Chapter 1- Philosophical Thoughts on Education
4. "If you cannot bring the learners to the world, bring the world to the classroom." Will
this go with John Dewey's philosophy of education: Explain your answer.
5. Considering DepEd mission statement "to protect and promote the right of every
Filipino to quality, equitable, culture-based, and complete basic education" can we
say that Philippine educational system is in a sense equitable? What actions and
what recent legislations are proofs that the Philippines gives equal access to quality
education to its citizens?
6. Is free tertiary education really pro-poor in the sense that it is the poor who are
indeed benefited? Justify your answer.
7. Freire opposed the banking method of education and favored critical pedagogy. Why?
The banking method is characterized as a vertical relationship while critical pedagogy
is characterized by a horizontal type of relationship. Be guided by the Figure below.
teacher
student
teacher 4 4 student
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Chapter 1- Philosophical Thoughts on Education
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Chapter 1- Philosophical Thoughts on Education
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