ED 701 – CONTEMPORARY PHILOSOPHY OF EDUCATION

(TOPIC 2)

A. Timeline of Prominent Education/Philosophical Figures with Descriptions of Their

Contributions to Philosophy

Timeline Education/ Descriptions of Contributions to Philosophy

Philosophical
Figures
469-399 BCE Socrates Socratic Technique - Philosophy should achieve practical results for
the greater well-being of society.
428-347 BCE Plato The Theory of Forms Known by Pure Reason - Reality is an
imperfect reflection of a perfect ideal called the Forms.
384-322 BCE Aristotle The Logic of the Categorical Syllogism - Philosophy was the
foundation of the ability to understand the basic axioms that
comprise knowledge.
354- 430 AD St. Augustine A Powerful Theological System of Lasting Influence- Seek not to
understand that you may believe, but believe that you may
understand.
1224-1274 St. Thomas A Model for the Correct Relationship between Theology and
Aquinas Philosophy - Self-knowledge is dependent on our experience of the
world around us.
1466-1536 Desiderius The “Philosophia Christi,” or the philosophy of Christ – The
Erasmus philosophy of Christ is a straight road open to all who are endowed
with pure and simple faith, and not an exclusive discipline reserved
for specialists.
1632–1704 John Locke The Modern Theory of Liberalism - Men are by nature free and
equal.
1712 - 1778 Jean Jacques Social Contract Theory or Contractarianism -Modern man's
Rousseau enslavement to his own needs was responsible for all sorts of
societal ills, from exploitation and domination of others to poor
self-esteem and depression.
1731-1791 Catherine The Existence of Moral Truths – We should be shining lamps,
Macaulay giving light to all around us.
1809–1882 Charles Theory of Biological Evolution - All species of organisms arise and
Darwin develop through the natural selection of small, inherited variations
that increase the individual's ability to compete, survive, and
reproduce.
1825-1895 Thomas The Darwinian, Racist "Law", Known as "Huxley's Rule" - Try to
Henry Huxley learn something about everything and everything about something.
1859-1952 John Dewey Pragmatism – It favors a naturalistic approach that viewed
knowledge as arising from an active adaptation of the human
organism to its environment.

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 1899-1977 Robert Perennialism - In order to educate students for freedom, they must
Hutchins be educated in the liberal arts
1905-1980 Jean Paul Existentialism - Human beings live in constant anguish, not solely
Sartre because life is miserable, but because we are 'condemned to be
free'.
1906-1975 Hannah Critical Writing on Jewish Affairs and Her Study of Totalitarianism
Arendt - A truly human life must have a public dimension to it.
1917-2014 Maxine Creative Thinking and Robust Imagining – These were the keys not
Greene just to an individual's lifelong learning but to the flourishing of a
democratic society.
1921-1997 Paulo Freire Progressive and Humanistic Education - The purpose of education
is to liberate human potential.
1923-2012 Matthew Teaching Logic - Children possess the ability to think abstractly
Lipman from an early age.
1929-1998 Nel Noddings Comprehensive Theories of Care - Caring is the foundation of
morality.
1929-2020 Jane Martin Reconceptualization of the Idea of a Liberal Education – Your life
is not defined by the one place where you work.
1931-2007 Richard Rorty The New Pragmatism or Neopragmatism - We should create a sense
of empathy or teach empathy to others so as to understand others'
suffering.
1942-2012 Kieran Egan Stage Theory for Education – The curriculum is based on the
cultural heritage of humanity's quest for enlightenment.
1929-2010 Gareth Philosophy of Childhood - Adults have much to gain if they can
Matthews learn to “do philosophy” with children.
1939-1994 Parker Palmer Creating Space for Learning - A learning space has three essential
dimensions: openness, boundaries and an air of hospitality.

B. College Experience as a Student

My college days was considered the most meaningful and significant moment in life as a student.
The reason adduced was every learning I applied, action I materialized, and achievement I gained was in
preparation for my future career. The journey taught me to know myself, be the person I wanted to be,
and become successful in life.

A remarkable experience I had with my most admired professor was instilling in me self-
discipline and self-actualization whenever I attended her class. Strict enough, she’s truly a disciplinarian
in terms of how I behaved myself especially during examinations. Besides, she made a point that every
learning takeaway would nurture my development as a future educator. She inspired me to do the best
that I could be by cultivating my potentials to the limit. It was through self-cultivation of my holistic
personality that helped me attain the stature of a noble teacher.

While at work, I was mesmerized by the thought that self-actualization is a philosophical concept
that forms a fundamental level of understanding of Confucianism. It taught me to cultivate myself to live
with a satisfactory level of self-discipline. It taught me to persevere and to be determined, committed and
passionate to the work.
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 Self-cultivation encouraged me to grow and develop as a professional, to aspire for improvement
and advancement of knowledge and skills, and to rise above my achievements and become successful in
the field I chose to live by. That is teaching.

Prepared and Submitted By:

Maximino B. Noveda Jr.

Master of Arts in Reading Education

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