2. Philosopher
Date of
birth
Place of
Birth
Occupation
John
Amos
Comenius
March 28 1592 –
November 15 1670
*78*
Moravia ,
Czech
Republic
Czech teacher, educator and writer. He served as
the last bishop of Unity of the Brethren and
became a religious refugee and one of the earliest
champions of universal education
'The Search for a new method'
John Locke
August 29 1632-
October 28 1704
*72*
Wrington,
Somerset,
England
philosopher
'Empiricist Education'
Jean-Jacques
Rousseau
June 28 1712
July 2 1778
*66*
Geneva,
Republic of
Geneva
Genevan philosopher
' The Natural Person'
Johann
Heinrich
Pestalozzi
January 12, 1746 –
February 17, 1827
*81*
Zürich,
Switzerland
Swiss pedagogue and educational
reformer who exemplified Romanticism
in his approach.
' Theoretician and Experimenter'
Friedrich
Wilhelm
August Fröbel
April 21, 1782-
June 21, 1852
*70*
Germany
German pedagogue, a student of
Pestalozzi
'The Kindergarten'
3. Philosopher Date of Birth
Place of
Birth
Occupation
Johann Friedrich
Herbart
May 4, 1776,
- August 14, 1841
*65
Oldenburg,
Germany
German philosopher, psychologist, and founder
of pedagogy as an academic discipline
'Moral and Intellectual Development'
Herbert Spencer
April 27, 1820,
-December 8, 1903
*83
Derby,
United
Kingdom
English philosopher, biologist, anthropologist,
sociologist
'Utilitarian Education'
Maria Tecla
Artemesia
Montessori
August 31, 1870 –
May 6, 1952
*82
Italy
Italian physician and educator
' Pre-planned Experiences'
John Dewey
October 20, 1859,
June 1, 1952
*93
Burlington,
Vermont,
United States
American philosopher, psychologist, and educational
reformer
'Learning through experiences'
George Sylvester
Counts
(1889–1974)
*85
Belleville,
Illinois USA
American educator and influential education
theorist.
'Building a new social Order'
Robert Maynard
Hutchins
January 17, 1899 –
May 17, 1977
*88
Brooklyn,
New York
an educational philosopher
'Liberal Educator'
Jean Piaget
9 August 1896 –
16 September
1980 *84
Switzerland
Swiss developmental psychologist
'Developmental Psychologist'
4. John Amos
Comenius
March 28 1592 – November 15 1670
*78*
'Is there a way to teach
children pleasantly, but quickly
at the same
time? '
-- different schools of his day thought this was
impossible.
no education for
girls
corporeal discipline
Latin books
memorization
5. * stamped as 'Father of
Modern Education'
* Orbis Pictus Sensualium
(world of sensible things
pictured)
*154 books
*education was not for the rich
or other elite, but for everyone.
-opened education for
women
-learning should be done by
the home, included the
mother
books written in
native language
instead of Latin
if one cannot think well , how can they learn or understand given proposition?
6. John Locke
August 29 1632- October 28 1704
*72*
'No man's knowledge
here can go beyond his
experience'
-there is no such thing as innate ideas ;
-there is no such thing as moral precepts;
-we are born with empty mind, with a soft
tablet (or tabula rasa)
-beginning black, the human mind acquires
through the use of of the five senses and a
process of reflection
Vocabulary
empiricism- knowledge derives from experience
precept - rule of personal conduct
7. * father of English Empiricism
(all knowledge comes to us through experience)
and exponent of disciplinism
(education is based on discipline)
Empiricism in the philosophy of science emphasizes evidence,
especially as discovered in experiments. It is a fundamental part
of the scientific method that all hypotheses and theories must
be tested against observations of the natural world rather than
resting solely on a priori reasoning, intuition, or revelation.
Empiricism, often used by natural scientists, asserts that
"knowledge is based on experience" and that "knowledge is
tentative and proba-bilistic, subject to continued revision and
falsification."One of the episte-mological tenets is that sensory
experience creates knowledge. The scientific method, including
experiments and validated measurement tools, guides empirical
research
8. * What Rousseau meant by "being in chains" was that society — and
particularly the modernizing, industrializing society of his own time — was a
negative influence on human development. Rousseau believed that original
man, in his natural state, was entirely free and virtuous. It was only when
human beings gathered together and formed societies that they became
capable of jealousy, greed, malice, and all the other vices which we are
capable of committing
Jean-Jacques Rousseau
June 28, 1712
July 2, 1778
*66*
The Natural Person
"Man is born free, and everywhere --he is in
chains."
9. The aim of education
• -is to learn how to live, and this is
accomplished by following a guardian
who can point the way to good living.
*Rousseau's philosophy of education
is not concerned with particular
techniques of imparting information
and concepts, but rather with
developing the pupil's character and
moral sense, so that he may learn to
practice self-mastery and remain
virtuous even in the unnatural and
imperfect society in which he will have
to live.
10. Johann Heinrich Pestalozzi
January 12, 1746 – February 17, 1827 *81*
Theoretician and experimenter
Theoretician - someone who theorizes (especially in science or arts)
Experimenter - a research worker who conducts experiments
* helps children to learn by experience and
observation rather than by verbalism and
memorization.
* believes that children should learn through activity
and through things. they should be free to pursue
their own interests and draw their own conclusions.
the aim is to educate the whole child.
balanced:
hands, heart and head
11. *was a German educator, famous for his work in children's education,
particularly the invention of the kindergarten system for young children.
*His own difficulties as a child, his love of nature, and his faith in God,
combined with his experiences with Pestalozzi's educational system, were
the foundation for his insights into the education of very young children.
*He recognized the importance of play in order to allow their creativity to
unfold and blossom. His school included a large room for play, as well as a
garden outside for the children to grow flowers and other plants. Thus, he
developed the kindergarten—a "garden for children" where they could grow
naturally, with support from their parents and teachers
Friedrich Wilhelm August Fröbel
April 21, 1782- June 21, 1852 *70*
The Kindergarten
- a preschool for children age 4 to 6 to prepare them
for primary education
Garden for children
vocabulary:
pedagogy- 'pe-du-go-jee- the principles and methods of instruction
12. • Fröbel believed that human
beings are essentially creative
in nature, but that they do not
know how to express that
creativity. Only when living in
harmony with nature and God,
can human inner potentials
unfold and develop. Education
has a crucial role in this
process. Thus, Fröbel believed
that education needed to
encourage development not
only of knowledge, but also of
creativity. Through engaging in
interaction with the world, our
understanding of that world
develops. He thus emphasized
the importance of the
educational environment as a
tool in education.
13. * abilities were not innate but could be instilled, so a thorough education
could provide the framework for moral and intellectual development. In order
to develop an educational paradigm that would provide an intellectual base
that would lead to a consciousness of social responsibility, Herbart
advocated that teachers utilize a methodology with five formal steps: “Using
this structure a teacher prepared a topic of interest to the children,
presented that topic, and questioned them inductively, so that they reached
new knowledge based on what they had already known, looked back, and
deductively summed up the lesson’s achievements, then related them to
moral precepts for daily living
Johann Friedrich
Herbart
May 4, 1776, - August 14, 1841 *65*
Moral and Intelectual Development
vocabulary:
instilled-impart gradually
paradigm-standard, typical or perfect example
methodology- the branch of philosophy that analyses the principles and procedures of inquiry in a particular discipline
14. *The "Montessori Method," as it came to be known, sees the
teacher not as the director in control of the classroom, but
rather as an individual guide to each student who
determines the pace of their own learning experiences.
Maria Tecla
Artemesia
Montessori
August 31, 1870 – May 6, 1952 *82*Italy Italian physician and educator
Pre-planned Experiences
She used the environment, developing child-sized
furniture and age-appropriate materials, to provide
structure to the child's experiences
15. • - to help free a child's mind to be unfettered and
free to learn without any negative input.
• - learn by doing and by experimentation. There
are no graded assignments in Montessori schools
• - free to explore his or her own path and purpose
in life.
Some parents believe the Montessori environment to leave the children "too
free," while other see the Montessori principle of "freedom within limits" to be
stifling to children. Some see Montessori schools as "prep schools" for
preschoolers, while others decry the children spending time on such menial
tasks as washing tables or arranging flowers.
16. Learning by doing is applied in educational activities,
both in schools and beyond. It is not discovery
learning, where students are let loose to discover
things for themselves based on their natural curiosity.
Rather, learning by doing involves a careful design of
activities that allows students to have meaningful,
relevant learning experiences that they will then be
able to use in the future
John Dewey
October 20, 1859, -June 1, 1952 *93*
Learning Through Experience
17. ex. - boy scout-The entire program of the Boy Scouts is designed to allow
young men to learn by actually doing. They learn the skills of camping or
sailing or woodworking by actually doing those things. Similar programs,
such as outdoor education groups or service learning associations, are
organized in much the same way as the Boy Scouts and require students
to do rather than just read and study.
18.
19.
20. Counts proposed that teachers "dare build a new social order" through a
complex, but definitely possible, process.He explained that only through
schooling could students be educated for a life in a world transformed by
massive changes in science, industry, and technology. Counts insisted that
responsible educators "cannot evade the responsibility of participating
actively in the task of reconstituting the democratic tradition and of thus
working positively toward a new society
Counts' theories continue to draw support and criticism from modern educators
George Sylvester Counts
(1889–1974) *85*
Building a New Social Order
vocabulary:
dare- take upon oneself; act presumptuosly, without permission
social- relating to human society and its members
complex- complicated in structure
reconstituting- construct or form a new or provide with a new structure
evade- avoid
21. *School should pursue intellectual ideas rather than practical, he also believed that
schools should not teach a specific set of values. "It is not the object of a college to
make its students good, because the college cannot do it; if it tries to do it, it will fail;
it will weaken the agencies that should be discharging this responsibility, and it will
not discharge its own responsibility." The schools should not be in the business of
teaching students what is right and just; it should be in the business of helping
students make their own determinations
*The object of the educational system, taken as a whole, is not to produce hands for
industry or to teach the young how to make a living. It is to produce responsible
citizens"
Robert Maynard
Hutchins
January 17, 1899 – May 17, 1977 *78*
Liberal Educator
liberal- a person who favors a political philosophy of progress and
reform and the protection of civil liberties
*broadminded
22. -He investigated the hidden side of children’s minds. Piaget proposed that
children moved from a position of egocentrism to sociocentrism.
- He began the interview by asking children standardized questions and
depending on how they answered, he would ask them a series of
nonstandard questions.
- Piaget was looking for what he called "spontaneous conviction" so he often
asked questions the children neither expected nor anticipated.
-In his studies, he noticed there was a gradual progression from intuitive to
scientific and socially acceptable responses. Piaget theorized children did
this because of the social interaction and the challenge to younger
children’s ideas by the ideas of those children who were more advanced
Jean Piaget
August 9 1896 – September 16 1980 *84*
Developmental Psychologist
-the science of mental life
vocabulary:
egocentrism-concern for your own interests and welfare
spontaneous- happening or arrising without apparent external cause
conviction- an unshakable belief in something without need for proof or evidence
reconstituting- construct or form a new or provide with a new structure
intuitive- spontaneously derived from or promted by a natural tendency * self generated
