EDUCATIONAL PHILOSOPHIES

OF FRONTIER THINKER OF
EDUCATION
AND THEIR CONTRIBUTION
 JOHANN HEINRICH PESTALOZZI

a Swiss educator
He agreed with Rousseau’s idea:
Human Being were naturally good but
spoiled by a corrupt society, and that
pedagogical reform would lead to social
reform
 He replaced memorization and recitation with
more active learning
 He believed that the aim of education was the
social regeneration of humanity
 JOHANN HEINRICH PESTALOZZI

Characteristics of Pestalozzi’ School

1. The atmosphere was generally permissive
2. The content was made up of physical
exercise, play activities and nature studies
3. Learning came through the senses.
4. He used the object lesson-a special method
consisting of three basic sorts of learning:
forms, number and sound
5. Teaching should proceed from the known to
the unknown, from the concrete to the
abstract; from the learner’s immediate lesson
to the distant and remote
 JOHANN HEINRICH PESTALOZZI

Characteristics of Pestalozzi’ School

6. Teachers should be warm and emotionally
secure
7. All learning was based on pupils activity
8. Children should learn in a slow precise
manner, understanding thoroughly whatever
was being studied
9. Home environment was necessary for
successful teaching
 FRIEDRICK FROEBEL
A German educator was known for his kindergarten
 He believed that the aim of education was the
development of the child.
The following characterized his educational ideas:
 Reliance on nature was the chief educator
 Schools must have a primitive atmosphere
 The object lesson meant that concrete object
were used to stimulate recall of a corresponding
idea in the child’s mind
 Children should not be taught what they don’t
understand
 The teacher must be an active instructor instead
of memorized facts
 FRIEDRICK FROEBEL
The following characterized his educational ideas:
 Emphasis was placed on names, play songs,
stories and crafts
 The teacher should be a moral and cultural model
worthy of the child’s love and trust
 The teacher should be an approachable and open
person
 JONATHAN HERBART
 a German philosopher known for his
contribution to moral development in education
and for his highly structured methodology of
teaching.
 The chief aim of education was moral
development, to produce a good person with
varied interest.
 He believed that virtues were founded on
knowledge and misconduct was product of
inadequate knowledge
 JONATHAN HERBART
Herbartian education was characterized by:
1. Foundations of moral character
a. The idea of inner freedom meant that actions were
based on one’s personal convictions
b. The idea of perfection meant harmony and
integration of behavior
c. The idea of benevolence meant that a person had
to be concerned with the social welfare of others
d. The idea of justice meant that a person reconciled
his individual behavior with that of the social group
e. The idea of retribution indicated that reward or
punishment accrued to certain kinds of behavior.
 JONATHAN HERBART
Herbartian education was characterized by:
2. Herbartian formal steps of instruction
a. Preparation
b. Presentation
c. Association
d. Generalization
e. Application

3. Theories of interest, concentrationm correlation,

appreciation were used.
 MARIA MONTESSORI
 An Italian educator, introduced a method of
early childhood education that enjoys
international popularity.

 Montessori prepared a special environment,

using a set of teaching materials and learning
experiences that became associated with her
special formula for early childhood education
 MARIA MONTESSORI
The following concepts characterized her method of
education:
1. Learning was spontaneous
2. The curricula included three major types:
1. Sensory and muscular skill
2. Activities and experiences
3. Forma skills; reading, writing and arithmetic
3. The activities were primarily individualized rather than
group centered
4. The method of instruction was carefully pre-planned
and followed patterns of human growth and
development
 JOHN DEWEY
Born: 20 October 1859
Birthplace: Burlington, Vermont
Died: 2 June 1952
Best Known As: Pragmatist educator, writer, lecturer and philosopher
whose theories had a profound influence on public education, strong
promoter of instrumentalism and
the radical reform of the public education system.

An American philosopher and educator known

for his philosophy of pragmatism and his
synthesis of Darwinian evolutionary theory.

He viewed education as a process of social

activity and believed that the school was
related to the society that is served
 JOHN DEWEY
Among the ideas propounded by Dewey were:
1. Children were socially active human being and they
wanted to explore their environment and gain
control over it
2. Children used their collective knowledge to solve
problems both personal and social
3. Education was a process by which the young were
introduced to their cultural heritage
4. Dewey believed in democratic education and
schooling Democratic education meant that the
learner must be free to test all ideas beliefs and
values.
 JOHN DEWEY

Education is a social process; education is

growth; education is not a preparation for
life but is life itself

His idea was that children came to school to

do things and live in a community which
gave them real, guided experiences which
fostered their capacity to contribute to
Society. For example, Dewey believed that
students should be involved in real-life tasks
and challenges:
 JEAN PIAGET
A Swiss psychologist was known for his contribution
to early childhood education in the field of cognitive
development

His ideas include the following

1. Human intelligence developed in a sequential
manner. The stages were:
a. Sensory-motor learning
b. Preoperational
c. Concrete operational
d. Formal operational
 JEAN PIAGET
A Piagetian school environment was characterized by
the following:
1. Teachers encourage children to explore and
experiment
2. So that children could learn maximally in
accordance with their own readiness, instruction
was individualized
3. Children should be provided with concrete
materials to touch, manipulate and use.
 JEAN PIAGET
Contributions
1. By scientific analysis of the needs of the child and by
scientific building and scientific classification of pupils,
education was fitted to the need of the individuals
2. To attain the maximum of the learner’s potential. Such
devices as ability grouping, differential curricula, and
democratic type of education were used.
3. Scientific determination emphasized the study of
handicapped children, specially of superior children
4. There was an intensive study of the curriculum and
scientific curriculum construction in order to determine
scientifically just what should be taught to satisfy the
actual needs, both of the individual and of society
 EDWARD THORNDIKE
Edward Lee "Ted" Thorndike
● Born on August 31, 1874 in Williamsburg, Massachusetts
, was the son of a Methodist minister in
Lowell,Massachusetts.
● He was an American psychologist who spent nearly his
entire career at Teachers College, Columbia University.
● His work on animal behavior and the learning process
led to the theory of connectionism and helped lay the
scientific foundation for modern educational psychology.
● He also worked on solving industrial problems, such as
employee exams and testing.
● On August 29, 1900, he wed Elizabeth Moulton and they
had five children.
● He died August 9, 1949.
 EDWARD THORNDIKE
Scientific educator who aimed at making education a
science. He formulated these laws of learning
a. The Law of Readiness
The beginning of learning must be motivated by
the physical and psychological readiness of the
learner
b. The Law of Exercise
the more you memorize, the better is the
memory; the more you practice, the better the
performance
c. The Law of Effect
rewards must be used instead of punishment
the teacher must be sympathetic and
understanding
 JOHN LOCKE
English educator-philosopher

was a prominent adherent of formal discipline. He held

the idea that education was a discipline; however the
discipline of the philosopher should be much broader that
that of the schoolmaster.

Locke believed that, rather than the acquisition of

knowledge, moral development and the formation of
desirable habits should be the chief aims of education.
 JOHN LOCKE
He advocated that in order to that in order to realize
this, education should be composed of three separate but
equally important components:
 -physical education with the underlying principles of
rigid physical training or a hardening process so as to
enable the child to possess a sound mind in a sound body.

moral education the chief aim which was the

development of virtue based on self-denial which in turn is
achieve through consistent self – discipline and control of
desires
 JOHN LOCKE
Intellectual education, the primary purpose of which was
to train the mind in certain habits among which are
memory reasoning and judgment gained through exercise
and discipline.
 Thank You
God Bless Us All