Prepared by: Anette Lyn C.

PLATO
 Every individual should devote his life to what is fitted

for him to do.

 The important function of education is to determine

what every individual is by nature capable and fitted of

doing things.
 Poor leadership will lead to wrong decisions.

 The physical objects are not permanent representations

of unchanging ideas, and that the ideas alone give true

knowledge as they are known by the mind.

 Social justice is giving of what is due to whom it is due.

 Intellectual aristocracy is the rule of intellectual elite.

 An individual who should lead society should be

endowed with superior intelligence and possessed

impeccable integrity.
 ARISTOTLE

 The end of education is not knowledge alone. It is the union

of the innate intellect of the individual and his will. It is

knowledge in action.

 Virtue which is moral excellence, goodness and

righteousness is not possession of knowledge. It is the state

of the will.

 The process of correct thinking can be reduced to ruled

like physics and geometry, and taught to any normal mind.

 Advocates the practice of moderation.

 Vices are irrational habits or practices because they often

stem from passion which often goes beyond reason.

 SOCRATES

 Knowledge is wisdom which, in effect,

means virtue.
 The problem of evil is the results of
ignorance.
 Knowledge is virtue and ignorance is vice.
 Knowledge is the basis of all right
action including the art of living
 CONFUCIUS

 Development of moral and ethical principles to promote

peace and order and to preserve human dignity.

 The family should serve as model for correct relations

among men.

 Postulated the golden rule for all men to follow “Treat

others as you wish them to treat you.”

 Reason and natural law constantly enjoy man to live

righteously to offend no one and to give one his due.

 Order and harmony should begin in the inner nature of

man.
 Man can enjoy inner peace and harmony and happiness by observing

God’s law which enshrined in every individual conscience.

 Emphasized the importance of self-control. “He who conquers others are

strong: he who conquers himself is the greatest victor.”

 Justice and love always go together.

 The coming into being of the perfect man is a perfect social order is simply

the full development of the human personality through the realization of

man’s powers and natural endowments- his physical, intellectual,

emotional, political and economic aspirations.

 LAO-TZE
 He emphasizes the virtue of passivity,
humility and frugality.
 To achieve happiness, men should bring
themselves into harmony with the TAO
which he was not a God but a supreme and
government principle of the universe.
 To achieve happiness is: “Be yourself, be
natural: live in accordance with your true,
good and best nature.
 COMENIUS
 Development of the whole man before he becomes
professional.
 Effective learning is done through the use of vernacular.
 Follow the order of natural law.
 Train for character development.
 Both boys and girls should be included in education
regardless of their socio-economic status.
 Advocated the use of visual aids in classroom teaching.
 LOCKE
 “Tabular rasa” or “blank slate” theory- A child
is born with a blank mind neither good nor bad.
 Education can help shape the pupil according to
the disposition of the teacher.
 Emphasized formal discipline moral and
physical education.
 Methods of instruction should consider habit
formation through drill and exercise,
memorization and reasoning.
 ROUSSEAU

 Man is by nature good and virtuous.

 Development of the child according to
his inherent endowments.
 The child is the most important
component of the school system.
 “Everything is good as it comes from
the hand of the author of nature.”
 PESTALOZZI

 Education is a social process of organized growth

and development .

 Education should be in accordance with the laws

of natural growth and development of the child.

 Lessons were to be learned through direct

experience with objects and places through

observation, inquiry and reasoning.

 Emphasis or method and technique of imparting

knowledge and information.

 FROEBEL

“” Father of Kindergarten”
 Creative expression should be encouraged.
 Education should be accompanied with spirit
of informality and joy.
 Self-activity as a means of development.
 Individual differences should be respected.
 Play, spontaneous activity should be utilized to
promote self-realization.
 A subject matter curriculum emphasizing the
great and enduring ideas of culture.
 Social development .
 HERBART
 Principles apperception and doctrine interest.
 Learning should lead to character formation.
 Aim of education should be ethical and moral.
 The leader gets meaning from previous experiences to which

it is related.
 The curriculum should include a wide range of subjects.
 Unity could be achieved through reflection and could be

greatly aided by correlation of subject matter.

 Preparation- recall of old ideas in the learner’s experience

to which the new instruction can be related.

 Preparation- a story, demonstration, experiment or a

reading assignment that included facts or new materials or

ideas of the new material.

 Comparison- connections and associations between the old

and the new.

 Generalization- general principles that are formed from the

lesson.
 Application- putting the new idea to work.
 SPENCER
 Knowledge acquired that is best for use in life

is also the best for development of power.

 Emphasis on physical activity.

 Science oriented curriculum.

 Societies are bound to change.

 Opposed to free public education: those who

really want an education should work hard to

acquire the means to attain it.

 JOHN DEWEY

 Learning by doing
 Education is life, not a preparation for life.
 Education is a social process.
 Education is growth and a continuous
reconstruction of experience.
 The center of education is the child’s own
social activities.
 The school is primarily a social institution.
 PHILOSOPHICAL THOUGHTS OF GREAT
THINKERS IN EDUCATION

 Education as a Necessity of Life

 Education as a Social Function
 Education as Direction
 Education as Growth
 Education as Preparation
 Education as Unfolding
 Education as Training of Faculties
 Education as Formation
 Education as Recapitulation and
Retrospection
 Education as Reconstruction