WESTERN PHILOSOPHERS’ PERSPECTIVE ON EDUCATION

ALLAMA IQBAL OPEN
UNIVERSITY, ISLAMABAD
ONLINE WORKSHOP - JUL/AUG. 2020
WESTERN PHILOSOPHERS’
PERSPECTIVE ON EDUCATION
in
Philosophy of Education
CC 8609 - B.Ed.
Presented by:
Ch. M. Ashraf
m.ashraf0919@gmail.com
https://www.slideshare.net/RizwanDuhdra
Telegram: https://t.me/duhdra

Ch.M.Ashraf,
www.slideshare.net/RizwanDuhdra
2

1-JOHN DEWEY 2-JOHN LOCK 3-HERBART
Ch.M.Ashraf,
3

INTRODUCTION,
Philosophy is the study of general and
fundamental problems related to universe,
existence, knowledge values, reasons, mind,
language etc.
Western philosophers are divided into
the following categories
Ch.M.Ashraf,
4

INTRODUCTION
 Ancient philosophers
(6th century BC to 6th century AD)
 Medieval Philosophers
(Western Europe)
 Modern Philosophers
(17th century to 19th century-renaissance)
 contemporary philosophers
( Recent philosophers-20th century)
Ch.M.Ashraf,
5

Objectives
After studying this lesson, the trainee teachers
can be able to
− Evaluate John Dewey, philosophy of
education
− Describe the impact of Dewey’s philosophy on
modern education
− Describe john lock theory of knowledge of
education
− Analyze Herbert’s theory of education
Ch.M.Ashraf,
6

1-JOHN DEWEY
Ch.M.Ashraf,
7

1-JOHN DEWEY
John Dewey has been a greatest progressivist
and pragmatist. This well-known educationist made
contributions towards philosophy and such other
areas like education and philosophy. He published
50 books and more than 800 characters.
Ch.M.Ashraf,
8

1-Analysis of reflective inquiry
Dewey insisted upon applying reflective or
critical inquiry to problems. How does one
apply intelligence to human affairs? He had
a lifelong concern with what is involved in
reflective thinking.
(Critical thinking and reflective practice)
Ch.M.Ashraf,
9

2-View of experience
Experience is the core content in Dewey’s’
lecture and visiting. He says experience is
reality.
To him experience constitutes the entire
range of men’s relations to the universe.
Ch.M.Ashraf,
10

3-View of knowledge
On Dewey’s views knowledge needs to be placed in
the content of the problematic or indeterminate
situations and reflective inquiry . He says that
knowledge is more than immediate awareness. To
him knowledge is always inferential and the problem
is how the process of inference are to be guided to
trust worthy conclusions.
Ch.M.Ashraf,
11

4-Concept of philosophy
In the book “The need for a recovery of philosophy”
Dewey declares that philosophy must cease to be “a
device for dealing with problems of philosophy” and
become a method cultivated by philosophers for
dealing with the problems of men.
Ch.M.Ashraf,
12

5-Experimentalism
Dewey experimentalism relates to his
analysis of reflective inquiry for which
hypothesis, prediction and experimentation
are central. An experiment is a program of
action to determine consequences. It is way
of introducing intelligence into a situation.
Ch.M.Ashraf,
13

6-Instrumentalism
Dewey’s instrumentalism also stems from his
analysis of reflective inquiry. Ideas are not images or
visions of external objects but rather tools or
instruments to facilitate an organism’s behavior.
This view point encourages a new respect for
instruments or means.
Ch.M.Ashraf,
14

7-Relativism
To take things out of relations is to deprive
them of value and meaning. Unqualified
generations are likely to be misleading.
Ch.M.Ashraf,
15

8-Humanism
Supernaturalism and usual dogmas of revealed
religion have no place in Dewey’s views. He says
that things of greatest value in civilization exist by
the grace of continuous human community in which
we are a link and we have the responsibility of
conserving ,transmitting rectifying and expanding
may share it more securely
Ch.M.Ashraf,
16

9-Education and Experience.
To Dewey education is a problem solving
process and we learn by doing by having an
opportunity to react in real life situation. In
education not indoctrination but inquiry is
focal.
Ch.M.Ashraf,
17

Aims of Education.
 Development of child’s power and abilities .(keeping in
view individual differences)
 To provide the child an opportunity to be active and self
expression
 Creating social expression
 Instilling democratic values and ideas in individuals to
maintain equality in society.
 Creating cooperation and harmony among individuals
 Development of morality and sense of responsibility
 Preparing the individuals for future life.
 Development of democratic values and child’s personality.Ch.M.Ashraf,
18

CURRICULUM
Dewey believed that education process has two
aspects-psychological and social.
Cont………
Ch.M.Ashraf,
19

CURRICULUM
1-Psychological
The curriculum and methods of teaching
should be determined by the child’s interests
and inclinations.
2-Social
It is necessary in the school to create an
atmosphere for the child to take an active part
in social activities and develop his/her
personality.
Ch.M.Ashraf,
20

Principles of Curriculum Development
i. Utility:(Reading, writing, speaking, counting,
manual skills, science, music, arts, etc.)
ii. Flexibility: (for accommodating the changes)
iii. Experimental: (to develop thinking and creative
ability)
iv. Close to life: Harmony in teaching of history,
geography, math's and language)
Ch.M.Ashraf,
21

Educational Method
i. Learning by doing
ii. Integration of life and the courses
iii. Catering to child’s interest
iv. Participation in collective activities
v. Project/ activity method
Ch.M.Ashraf,
22

Role of Teacher
 To be God’s representative on earth
 To act as a guide
 The teacher should not impose his/her own interests,
ideas views on children
 To pay constant attention to individual differences
 To develop thinking and reasoning ability of the students
Ch.M.Ashraf,
23

Impact on modern Education
i. Impact on aims of education:
ii. Impact on educational methods
iii. Impact on curriculum
iv. Impact on discipline
v. Universal Education
Ch.M.Ashraf,
24

2- JOHN LOCK
Ch.M.Ashraf,
25

2- JOHN LOCK
Born in 1632. John Lock was sent to London
for early education and then acquired higher
education from oxford and Cambridge
Ch.M.Ashraf,
26

A Theory of knowledge
• John lock opposed the innate ideas
• He said that different personalities and mental and
physical capabilities of individuals were to some extent a
product of nature rather than of nurture.
• Differences in the ideas of people stemmed not from
differences in their abilities to perceive or release their
innate ideas but from differences in their experiences
• To John lock the individuals learn from experience
Ch.M.Ashraf,
27

Parents and children
John lock was not only a founder of empirical thought but
also a pioneer of scientific psychology.
• He believed in the importance of observing children
and imparting education to their needs and
capabilities
• He said, “ A sound mind in a sound body”
• Food for children should be plain and whole some,
with sugar, salt and spices. He was generally in
favour of fruit –apples, pears , strawberries ,
cherries, gooseberries etc.
Conti……
Ch.M.Ashraf,
28

Parents and children
• He was not in favor of comfortable beds and regular
mealtimes.
• Lock believed that parents should personally exercise
from and close authority over their children from an
early age and relax as they grew older.
• He advised parents and tutors to study their children
and to note their dispositions and dislikes.
• A good tutor or a good parents would be able to
encourage and to satisfy the proper and persistent
questions of children, to guide them away from harsh
attitude towards other children.
Ch.M.Ashraf,
29

Priorities in Education
 Lock’s hierarchy of values in the education of a
gentleman’s son was contained in four elements: virtue ,
wisdom, breeding, and learning.
 Virtue: Sound faith prayers etc.
 Wisdom: Having insight for managing the business.
 Breeding: Moral, polite behavior etc.
 Learning: Basics –reading,writing,counting
Ch.M.Ashraf,
30

The Curriculum:
▪ John Lock recommended curriculum plain, simple , and of
building, as far as possible, upon children’s existing
knowledge.
▪ Reading at the earliest possible age.
▪ Play –way curriculum, alpha-bets by playing
▪ from letters proceed to syllables and then to easy books
such as Aesop’s fables etc.
Ch.M.Ashraf,
31

The Curriculum
▪ Writing should begin with correct holding of the pen and
copying of large letters from a sheet
▪ writing would lead naturally to drawing.
▪ Other subjects that John Lock recommended Geography,
Arithmetic, astronomy, Geometry, history etc.
▪ At least one manual trade and preferable two or three.
Ch.M.Ashraf,
32

3-HERBART
Ch.M.Ashraf,
33

3-HERBART
Herbart was born in 1776 in Germany . He got his
early education from his mother. He began to write about
spiritual subjects from his early childhood. He believed
spiritual values could be inculcated through education.
During university education he gained experience
about individual differences and mental development with
the help of education psychology. He delivered lectures on
philosophy and educational theory.
Herbart’s two famous books, (1) Science of pedagogy and (2)
Outlines of pedagogical theoryCh.M.Ashraf,
34

Herbart theory of ideas
o Herbart classifies ideas in three divisions, similar,
disparate and contrary. If a new idea happens to be
similar to the idea already exists in upper most
consciousness that idea loses its structure and mixed up
with the old one making a homogeneous whole .
o On the contrary if the new idea is dissimilar to the
already existing ideas in the mind and does not make a
homogeneous whole.
Conti……
Ch.M.Ashraf,
35

Herbart theory of ideas
 The accepting, rejecting or modifying ideas in our minds
is called apperception
 Thus the psychological principle of education is that all
communication of new knowledge should be a
development of previous knowledge.
 We estimate the degree of apperception in the minds of
the pupils and then try to adjust the instructions
accordingly. Ends of education are attained by
instructions .
 Instructions will be successful if manipulated to
harmonize with the already existing ideas in the minds of
pupils.
Ch.M.Ashraf,
36

Absorption and assimilation
while learning anything new the child's mind reacts in two
ways. First of all it attempts to acquire new ideas and then
it tries to seek relation between his newly acquired ideas
and -----The ideas he already poses. First is "absorption and
the next as assimilation. The teacher should try next as
assimilation. The teacher should try to a relation between
the absorption and assimilative process, otherwise his
efforts will bear no fruit.
Ch.M.Ashraf,
37

Formal steps of Herbart
Herbart divides absorption into clearness and association,
and assimilation into system and method. These four sub-
divisions, are known as the formal steps of Herbart.
Ch.M.Ashraf,
38

Aims of Education
 To inculcate high ideals/morals
 Virtue is the ultimate purpose of education
Ch.M.Ashraf,
39

Curriculum
Two Categories of curriculum
(1) Historical and (2) Scientific.
1. Historical
(History, language and literature
2. Scientific
(Physical-sciences, Arithmetic)
Ch.M.Ashraf,
40

Process of Instruction
I. Clearness
II. Association
III. System (logical linking of knowledge in a
systematic way)
IV. Method (the use of learnt knowledge in
practice)
Ch.M.Ashraf,
41

Discipline
➢ Herbart was against harsh and rigid discipline
➢ Educational freedom.
Ch.M.Ashraf,
42

Ch.M.Ashraf,
43

WESTERN PHILOSOPHERS’ PERSPECTIVE ON EDUCATION

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to WESTERN PHILOSOPHERS’ PERSPECTIVE ON EDUCATION

Similar to WESTERN PHILOSOPHERS’ PERSPECTIVE ON EDUCATION (20)

More from R.A Duhdra

More from R.A Duhdra (20)

Recently uploaded

Recently uploaded (20)

WESTERN PHILOSOPHERS’ PERSPECTIVE ON EDUCATION