William
Kilpatrick
1871-1965
Progressivism
Kilpatrick
taught the project method, where the interest of the child should be at the
center of the project. Purposeful learning becomes the motivation. He was
influenced by John Dewey.
Miyerkules, Hulyo 10, 2013
John Dewey
1859-1952
Pragmatism
Dewey, in My
Pedagogic Creed wrote
“I believe
that:
• All
education proceeds by the participation of the individual in the social consciousness of the race.
• The only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself.
• The only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself.
• This
educational process has two sides - one psychological and one sociological; and
that neither can be subordinated to the other or neglected without evil results
following. Of these two sides, the psychological is the basis. The child's own
instincts and powers furnish the material and give the starting point for all
education.
• The
psychological and social sides are organically related and that education
cannot be regarded as
a compromise between the two, or a superimposition of one upon the other.
• The teacher
is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of
the community to select the influences which shall affect the child and to assist him in properly responding to
these influences.
• The teacher
is engaged, not simply in the training of individuals, but in the formation of the proper social life.”
Adapted from
School Journal vol. 54 (January 1897), pp. 77-80
http://www.applestar.org/capella/Educational%20Philosophers.pdf
http://www.applestar.org/capella/Educational%20Philosophers.pdf
Karl Marx
1818-1883
Marxism
Marx speaks
oft the exploitation of one class by another. He also discusses the economic
disparities between the classes. Education perpetuates the inequities between
classes and continues with the status quo. Political change occurs when the
exploited class revolts against the controlling class. He recommended that the
government take over the role of the ruling class to create equity between the
classes. He believed education could change society..
Freidrich Froebel
1782-1852
Froebel's
philosophy of education was based on Idealism. He believed in introducing play
as a means of engaging children in self-activity for the purpose of
externalizing their inner natures and a way of imitating and trying out various
adult roles.. He believed that every human being had a spiritual essence and
that every person had spiritual worth and dignity. ("spiritual mechanism) Like
Idealists, he also believed that every child had within him all he was to be at
birth, and that the proper educational environment was to encourage the child
to grow and develop in an optimal manner. His model rested on four basic ideas:
free self expression, creativity, social participation, and motor expression.
He divided
learning into gifts and occupations. A gift was an object given to a child to
play with--such as a ball--which helped the child to understand the concepts of
shape, dimension, size, and their relationships. The occupations were items
such as paints and clay which the children could use to make what they wished.
Through the occupations, children externalized the concepts existing within
their minds.
Johann Friedrich
Herbart
1776-1841
Herbart's
system of philosophy stems from the analysis of experience. The system includes
logic, metaphysics, and aesthetics as coordinate elements. He rejected all concepts of
separate mental faculties, postulating instead that all mental phenomena result
from interaction of elementary ideas. Herbart believed that educational methods
and systems should be based on psychology and ethics: psychology to furnish
necessary knowledge of the mind and ethics to be used as a basis for
determining the social ends of education. Learning follows from building up
sequences of ideas important to the individual.
Robert Owen
1771-1849
Utopianism
With the
realization of children working in mills, Owen campaigned for a “new moral world”
society based on communities of mutual cooperation and equality.
Generalizations should be made clear to students. Students should understand
what they read. He believed education should create societal change.
Johann Heinrich
Pestalozzi
1746 - 1827
Instead of
dealing with words, he argued, children should learn through activity and through
things. They should be free to pursue their own interests and draw their
own conclusions (Darling 1994: 18).
“I wish to
wrest education from the outworn order of doddering old teaching hacks
as well as from the new-fangled order of cheap, artificial teaching
tricks, and entrust it to the eternal powers of nature herself, to the
light which God has kindled and kept alive in the hearts of fathers and mothers,
to the interests of parents who desire their children grow up in favour
with God and with men.” (Pestalozzi quoted in Silber 1965: 134)
He placed a
special emphasis on spontaneity and self-activity. Children should not be given
ready-made answers but should arrive at answers themselves. To do this their
own powers of seeing, judging and reasoning should be cultivated, their
self-activity encouraged The aim is to educate the whole child -
intellectual education is only part of a wider plan. He looked to balance,
or keep in equilibrium, three elements - hands, heart and head.
Pestalozzi
believed that thought began with sensation and that teaching should use
the senses. Holding that children should study the objects in their natural
environment, Pestalozzi developed a so-called "object lesson"
that involved exercises in learning form, number, and language. Pupils
determined and traced an object's form, counted objects, and named them.
Students progressed from these lessons to exercises in drawing, writing,
adding, subtracting, multiplying, dividing, and reading
.http://www.infed.org/thinkers/et-pest.htm
http://www.applestar.org/capella/Educational%20Philosophers.pdf
http://www.applestar.org/capella/Educational%20Philosophers.pdf
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