This document discusses the philosophical thoughts and perspectives of several influential education theorists. It describes Paulo Freire's view of critical pedagogy and problem-posing education, in contrast to the "banking method" of traditional education. John Dewey's view that learning occurs through experience and connecting past wisdom to the present is also outlined. The document also summarizes Herbert Spencer's view of utilitarian education, John Locke's empiricist perspective of the blank slate, and Theodore Bameld and George Counts' views that schools should promote social change and equal opportunities.

1. PHILOSOPHICAL THOUGHTS
ON EDUCATION

2. PHILOSOPHICAL THOUGHTS ON
EDUCATION
Philosophical thoughts of education help you
realize:
- Building interpersonal relationship and
- Engaging in reflection and meaningful
discourse during the teaching – learning
process

3. BANKING METHOD
- Traditional approach in teaching
- Store and remember information by teachers
- Empty receptacles of learning
- World is seen as static and unchangeable
and students should fit in it as it is.

4. ISOLATED FACTS
- Facts are important
- Mile wide inch deep kind of learning
- However, with this banking system in
education there is too much teaching, not
enough learning

5. PAULO FRIERE: CRITICAL
PEDAGOGY
- Believed that systems must be
changed to overcome oppression
and improved human condition.
- Education and literacy are the
vehicles for social change.

6. PAULO FRIERE: CRITICAL
PEDAGOGY
- Teaching and learning as a process of
inquiry in which the child must invent
and reinvent the world.
- Teachers must not see themselves as
sole possessors of knowledge and their
students as empty receptacles.

7. PAULO FRIERE: CRITICAL
PEDAGOGY
- Friere’s critical pedagogy is problem-
posing education wherein the central
element is dialogue.
- Dialogue is the basis for critical and
problem-posing pedagogy, as opposed
to banking education, where there is no
discussion, only the imposition of the
teacher’s idea on the students.

8. HERBERT SPENCER: UTILITARIAN
EDUCATION
- Spencer’s concept of “survival of the fittest”
- Social development had taken place according to an
evolutionary process by which simple homogenous
societies had evolved to more complex societal
systems characterized by humanistic and classical
education.

9. HERBERT SPENCER: UTILITARIAN
EDUCATION
- Industrialized society require vocational and
professional education
- Curriculum - practical, utilitarian and scientific
subjects.
- Not rote learning; schooling must be related to life
and to the activities need to earn a living.

10. HERBERT SPENCER: UTILITARIAN
EDUCATION
- Curriculum must be arranged according to their
contribution to human survival and progress.
- Science and other subjects that sustained human life
and prosperity should have curricular priority since
it aids in the performance of life activities.
- Individual competition leads to social progress. He
who is the fittest survives.

11. JOHN LOCKE: EMPIRICIST EDUCATOR
- Empiricism – knowledge is based on one’s
experience
- Child was born as Tabula Rasa “Blank Slate”
- Child is neither inherently good nor bad – child
character is based on his experience

12. JOHN LOCKE: EMPIRICIST EDUCATOR
- Nature vs Nurture (give emphasis)
- The role of the teacher is very crucial in making or
breaking the child
- Questioned the traditional view that knowledge came
exclusively from literary source (Greek or Latin)

13. JOHN LOCKE: EMPIRICIST EDUCATOR
- Learners learn from authentic experiences and they
are active agent of their own learning
- Negated “divine rights of the kings” – No one is
destined to be a ruler forever.

14. JOHN DEWEY: LEARNING
THROUGH EXPERIENCE
- Education is a social process and
schools are related to the society that it
serves.
- Since a school is a social agency – its
main function is to shape human
character and behavior.

15. JOHN DEWEY: LEARNING
THROUGH EXPERIENCE
- Schools are for the people and by the
people.
- Students learn best when they are the
center of the educative process.

16. JOHN DEWEY: LEARNING
THROUGH EXPERIENCE
- Dewey did not disregard the wisdom of
the past.
- For Dewey the ideal learner is, the one
who does not only learn by doing
(conducting and experiment) but also
connect accumulated wisdom of the
past to the present.

17. GEORGE COUNTS: BUILDING A NEW
SOCIAL ORDER
- Schools and teachers should be agents of change of
social improvement
- Reiterated that everyone should aim for change for
the better not just for the sake of change.

18. GEORGE COUNTS: BUILDING A NEW
SOCIAL ORDER
- Schools should provide quality education and equal
learning opportunities to all students.
- The best teaching method is problem solving.

19. GEORGE COUNTS: BUILDING A NEW
SOCIAL ORDER
- “Material progress is very evident but moral and
ethical development seemed to have lagged behind”
- Building a new social order is indeed necessary.

20. THEODORE BAMELD: SOCIAL
RECONSTRUCTIONISM
- Social Reconstructionist – ‘the only
goal of a truly human education is to
create a world order in which people are
in control their own destiny.
- School, then, should enlighten students
as regards social problem, exposed
them and engage them actively in
problem solving.

21. THEODORE BAMELD: SOCIAL
RECONSTRUCTIONISM
- Everyone must be given equal access to
education and any form of
discrimination should be eliminated.
- Emphasized the right of all citizens to
free to education.

22. REFERENCES:
Prieto,N.G., Arcangel,C.N. Corpuz, B.B. (2019). The
Teacher and the Community, School Culture and
Organizational Leadership. Philippines: Lorimar
Publishing Inc.