FORMAL DISCIPLINE

Chapter 34
Formal Discipline
• Formal Discipline or Disciplinism is the theory that the mind has a
number of distinct and general powers or faculties, such as
observation, memory, and will power, which should be strengthened
by exercise.
• John Locke believed that the process of acquiring knowledge is more
important than the knowledge acquired. He advanced the idea that
the mind of a child at birth is a blank tablet “a tabula rasa”, which
are printed or inscribed all the experiences of the child acquired
through his senses.

Formal Discipline 2
Aims of Formal Discipline
1. Formation of Character – this involves the physical, moral and
mental development of the whole man. These are gained through
rigorous exercises of the body and mind, and self-control.
2. Good Habit Formation – to habituate pupils to think and act in
effective and desirable ways, to form specific habits through
discipline and to develop mental capacities.

Formal Discipline 3
Types of Education
1. Physical Education – this was for the vigor of the body.
2. Moral Education – this was for the development of the wise
conduct, good breeding, and the control of desires by reason.
3. Intellectual Education – this was to develop the mental power to
acquire knowledge.

Formal Discipline 4
John Locke’s 3 Steps in Learning
a. Sense Learning – is the basis of all learning and what are sensed
should be retained.
b. Memorization – sense impression must be retained by memory
because they are the basis of reasoning. No one can reason out if
he has nothing in his head.
c. Reasoning – this was the fruitful result of the first two stages of
learning.

Formal Discipline 5
RATIONALISM
Chapter 34
Rationalism
• Rationalism – is the philosophical doctrine, which advocated that
reason can be a source of knowledge and that truth can best be
established by a process of deduction from a prior principle
independent of experience.
• The rationalist movement is usually referred to as the Age of Reason
or the Age of Enlightenment. This movement believed that man by
his own reason could improve himself and his institutions.

Rationalism 7
Aims of Rationalism
1. Intellectual Freedom – to free the individual intellect from all
repression imposed by the shackles of religious, social, and
political authoritarianism so that the individual can think by
himself freely.
2. Living a Life Guided by Reason – to enable the individual to
control all aspects of his life guided by reason, avoiding the display
of uncontrolled passion, vulgar feeling, etc.
3. Aristocracy of Intelligence – to create an aristocracy of intelligence
and talent to replace the aristocracy of family, position, church,
and blood.
Rationalism 8
Types of Education
1. Aristocratic – the rationalist envisioned an education only for the
upper class.
2. Intellectual Training – physical, aesthetic, and vocational
education were neglected.
3. Social Education – manners, language, and taste were developed
to the highest degree.

Rationalism 9
Methods of Instruction
1. Sense-based – the rationalists believed that mental processes
were the impressions made by objects upon the mind through
senses.
2. Application of reason – the rationalists always applied the test of
reason to every phase of activity or of life and rejected those that
did not meet the test. They considered reason as the sole means
of enlightenment.

Rationalism 10
NATURALISM
Chapter 35
Naturalism
• Naturalism was an educational movement in Europe during the 18th
century in which the child was to be educated in accordance with the
natural laws of human development, free from all that was artificial.
Naturalism was the most influential educational movement of the
18th century.
• The outstanding champion of naturalism was Jean Jacques Rousseau,
a Frenchman. His educational ideas were set forth in Emile, one of
the greatest and most influential educational classics. Rousseau set
forth in this book how a boy should be educated.

Naturalism 12
Aims of Naturalism
1. Preservation of natural goodness and virtue – to Rousseau, man is by
nature good and virtuous. He wanted that goodness and virtue in man
be developed unhampered by the artificialities of the society. He
believed that God created man good and such goodness should ne
preserved.
2. Preservation of individual freedom – Rousseau also wanted to free
the individual from the impositions of the state, the Church, and the
aristocratic society. To him, to be free was a right.
3. Creation of new society – another aim was to create a new society
where there should be “simplicity, liberty, equality, and fraternity” for
all. A society in which the individual could attain his fullest fulfillment
as a natural man.
Naturalism 13
Types of Education
1. General Education – he favored the development of all
endowments of a child. This means the development of the whole
man.
2. Democratic and Universal Education – Rousseau said that
education is a natural right of all freemen and since all children are
free and equal, they should receive the same kind or type of
education.
3. Moral Education – Rousseau wanted to educated the child morally
the natural way, the child should not be punished by other people
for his untoward acts but by the results of his acts.
Naturalism 14
Types of Education
4. Intellectual Education – the learner had to learn through the use
of his senses.
5. Religious Education – Rousseau felt that the learner should be
educated about religion only when he reached 15 years old. The
individual should develop his own theology or his own religious
views.
6. Physical Education – physical training for health was wanting in
the curriculum of Rousseau.
7. Industrialization – added by Johann Bernard Basedow for its value
in motor activity.
Naturalism 15
Agencies of Education
1. The Home (family)
2. The Tutor
3. Public Authorities

Naturalism 16
Four Stages of Growth
1. Infancy
2. Childhood
3. Boyhood
4. Adolescence

Naturalism 17
Methods of Instruction
1. Child-centered – according to Rousseau, the child must be taught
according to his nature and he must be educated accordingly.
Order of Nature:
1. Need
2. Activity
3. Experience
4. Knowledge
Modern Principles of Teaching:
5. Principle of growth
6. Principle of pupil activity
7. Principle of individualization
Naturalism 18
NATIONALISM: The Filipino Way
Chapter 36
Nationalism
• Nationalism is simply devotion to the interests of one’s country. The
first law of nature is self-preservation. The primary concern of a state
is to preserve itself. This is does by protecting itself from external
attack by an enemy.
• A strong sense of nationalism usually develops among people who
have experienced so much sacrifice in winning their freedom or who
have suffered some crushing defeats from their enemies.
• The greatest and the most effective means of fostering nationalism is
education. This is why almost all countries are using education to
inculcate the spirit of nationalism among their people.
Nationalism 20
Aims of Nationalistic Education
1. Self-preservation – to protect the State from an external enemy
attack.
2. Unity – to galvanize a more united effort of the people in the
pursuit of national goals.
3. Economic Protection – to promote patronizing own industries,
products, and businessmen.
4. Identity – to be able to develop a national identity.

Nationalism 21
Types of Nationalistic Education
1. Military and Police Training
2. Physical Education
3. Language Education
4. Music Education
5. Social Science Education
6. Literary Education
7. Religious Education

Nationalism 22
Methods of Instruction
1. Values Education
2. Flag Ceremony
3. Military Training
4. Teaching of History
5. Studying the Biographies of Heroes
6. Study Literature
7. Music
8. Cultural Presentation

Nationalism 23
Methods of Instruction
9. Visiting Historical Landmarks
10. Use of the Media
11. Outstanding Filipino Achievements
12. Unique Natural Resources and Distinctions
13. Ideological Preferences
14. Civic Organizations

Nationalism 24
COMMUNISM: The Russian Way
Chapter 36
Communism
• Communism as it is known today started in Russia. It was also in this
country that communism reached the peak of its development as an
ideology. It was under the communistic rule that Russia became a
first class world power.
• It was therefore expected that Russian communism became a m odel
to other communistic countries like China and Cuba.

Communism 26
Aims of Communistic Education
1. Marxism-Leninism Ideology
2. Destruction of the Bourgeoisie
3. Dictatorship of the Proletariat
4. Skilled Manpower
5. Communist Party in Power

Communism 27
Types of Communistic Education
1. Work or Vocational Education
2. Social Science Education
3. Science Education
4. Professional Education

Communism 28
Methods of Instruction
1. Indoctrination
2. Close Connection between study and work
3. Cadre

Communism 29
DEMOCRATIC: The American Way
Chapter 36
Democratic
• In the United States of America, there is no single educational
system. Each state has its own educational system. However, there
are some very important educational aspects that are common to all
of them.

Democratic 31
Aims of American Education
1. Worthy home membership
2. Command of the art of communication
3. Physical efficiency
4. Civic efficiency
5. Vocational efficiency
6. Ethical efficiency
7. Avocational efficiency

Democratic 32
Types of Education
1. In the lower levels: reading, writing, arithmetic
2. Academic education
3. Religious education
4. Science education
5. Reconstruction education

Democratic 33
Methods of Education
1. American educators are very resourceful and creative and employ
all sorts of methods and techniques of teaching.
2. Generally classroom activities are child-centered, there is generally
pupil participation in class activities
3. Continuous progression scheme in which a pupil progresses
according to his own rate.
4. Distance learning or learning by correspondence
5. The teaching machine
6. Discipline is democratic
Democratic 34
THANK YOU!

Ma. Jessica A. Llano

Reporter

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