EDUCATIONAL

PHILOSOPHIES
WORLD'S GREATEST
PHILISOPHERS
,
Sereno Angelo

BMME -2
 ROUSSEAU
RECOGNIZED INDIVIDUAL
PATTERNS OF
DEVELOPMENT WITHIN
CHILDREN

'
CHILDREN S NATURAL
CURIOSITY WAS A STRONG
SOURCE OF LEARNING

"
SCHOOLS SHOULD FIT THE
,
CHILD NOT THE CHILD MUST
FIT THE SCHOOL"
 PESTALOZZI
'
PESTALOZZI S THEORY OF
EDUCATION IS BASED ON
THE IMPORTANCE OF
PEDAGOGICAL METHOD
THAT CORRESPONDS TO
THE NATURAL ORDER OF
INDIVIDUAL DEVELOPMENT
AND OF CONCRETE
EXPERIENCES
 FROEBEL
FATHER OF KINDERGARTEN

STRESSED THE
SIGNIFICANCE OF PLAY AND
THE VALUE OF CHILDHOOD

CREATED THE FIRST

-
CURRICULUM PLANNED
PROGRAM TO FOLLOW
 HERBART
SYSTEMATIZED
INSTRUCTION &
ENCOURAGED STUDENTS '
‟MORAL DEVELOPMENT‟
HE EMPHASIZED THE
IMPORTANCE OF BOTH THE
PHYSICAL AND HUMAN
ENVIRONMENT IN THE
DEVELOPMENT OF THE MIND
 SPENCER

SPENCER DEFINED THE

PURPOSE AND TASK OF
EDUCATION WAS TO TEACH
EVERYONE HOW TO LIVE
COMPLETELY
 DEWEY
ADVOCATED FOR
'
CHILDREN S LEARNING BY
,
DOING HANDS ON -
,
LEARNING PROJECTS ,
-
CHILD CENTERED
INTEGRATED CURRICULUM

VALUE OF PLAY

RESPECT FOR CHILDREN S '

INDIVIDUALITY
EDUCATION AS Development is conceived not as continuous

PHILOSOPHICAL
UNFOLDING
growing but as the unfolding of latent

powers toward a definite goal . The goal is

conceived of as completion ,- perfection Life .

THOUGHTS
at any stage short of the attainment of this

goal is merely an unfolding toward it .

EDUCATION AS A trained person is one who can do the chief

TRAINING things

better
which

than
it

he
is important

could
for

without
him to do

training :
FACULTIES " better " signifying greater ease , efficiency ,
,
economy promptness etc , .

Education , in many schools , has been

EDUCATION AS reduced to a transactional relationship

FORMATION
between teachers and students regarding

.
tests and grades At the center of this type

of education is information that is “covered .”

This is such a common practice in schools

that we are prone to believing that

education itself is nothing other than the

transfer of information .
 EDUCATION AS A peculiar combination of the ideas of

PHILOSOPHICAL
RECAPITULATION has given rise to the recapitulation theory of
development and formation from without

,
education biological and cultural

THOUGHTS
EDUCATION AS Reconstruction or reorganization of
RECONSTRUCTION experience, and increases ability to direct
experience adds to the meaning of

the course of subsequent experience

EDUCATION AS A democratic society is to instill the values of

A DEMOCRATIC
cooperation , ,
fairness and justice into the

hearts of our students

SOCIAL
FUNCTION
 DEWEY’S CONCEPT OF
EXPERIENCE AND THINKING

THE CONNECTION OF THESE TWO PHASES OF

EXPERIENCE MEASURES THE FRUITFULNESS OR
VALUE OF THE EXPERIENCE .
-
EXPERIENCE IS PRIMARILY AN ACTIVE PASSIVE AFFAIR ;
IT IS NOT PRIMARILY COGNITIVE . BUT THE MEASURE
OF THE VALUE OF AN EXPERIENCE LIES IN THE
PERCEPTION OF RELATIONSHIPS OR CONTINUITIES TO
WHICH IT LEADS UP .