John Dewey, Friedrich Froebel, and Jean Piaget were pioneers in educational theory who made significant contributions. Dewey believed that education should involve learning through experience and problem solving. He opposed traditions that separated people. Froebel created kindergarten and believed play was important for development. He developed gifts and occupations for children. Piaget's stages of development explained that children think differently at different ages and learn through sensory experiences.

1. Pioneers in
Educational Theory

2. Learning objectives
At the end of the session, learners should be able:
To know who were the
pioneers in
EDUCATIONAL THEORY
through classroom
discussion.
To appreciate the
contributions of these
prominent people in the
field of education.
By: JESSA BERCIDE BARA

3. DEWEY: learning through experience
John Dewey (1859- 1952)
✘ Viewed education as a process
through which young people are
brought to fully participate in
society.
✘ He believed that book learning
was not substitute for actually
doing things.

4. John dewey
✘ Learners must master the scientific problem solving
method.
1. Identifying a problem
2. Gathering information relevant to its solution
3. Developing a tentative solution
4. Testing the solution in light of additional evidence.

5. John dewey
✘ Three levels of activity in Curriculum
FIRST LEVEL - Preschool Children : Involved activities to
develop sensory abilities and physical coordination.
SECOND LEVEL : involved using materials and instruments
in the environment. School were to be well stocked with
materials that stimulate children’s creative and
constructive interest.
THIRD LEVEL : Children discovered, examined and used new
ideas.

6. John dewey
✘ He wanted an environment where student were free
to test all ideas, beliefs and values which are all
open to critical inquiry, investigation and
reconstruction.
✘ He opposed traditions that separate people from
each other because of ethnic origin, race or
economic class and believed that communities
were enriched when people shared their experience
to solve their problems.

7. Conclusion
✘ His ideal school was a place where
administrators, teachers and students planned
the curriculum together as a sharing
educational community.

8. “
Education is not
preparation for life;
Education is life itself
-John dewey

9. FRIEDRICH FROEBEL
Famous German Educationalist
 Created the concept of
kindergarten.
 During his teens, he experienced an
unhappy childhood with severe
stepmother.

10. FRIEDRICH FROEBEL
✘ He believed that every Child possessed, at birth, full educational
potential, and that an appropriate educational environment was
necessary to encourage the child to grow and develop in an optimal
manner.
✘ Vision was to stimulate an APPRECIATION and LOVE for children and
to provide a small new world – KINDERGARTEN
✘ Where children could play with others from their own age group and
experience their first gentle taste of independence.

11. framework of FROEBEL philosophy of education
Four Basic Components:
1. Self- Activity
2. Creativity
3. Social Participation
4. Motor Expression

12. FROEBEL’s contribution to childhood education
✘ Theory of introducing PLAY as means of engaging children in
SELF- ACTIVITY.
✘ PLAY- is characterized by free play which enlists all of the child’s
imaginative powers, thoughts and physical movements by
embodying in a satisfying form his own images and educational
interest.
✘ Following given or prescribed system of activities while he is
engage in playful self-activity.

13. Gifts and Occupation
✘ Series of instructional materials
✘ Stimulating activities to enhance their creative powers and
abilities.
✘ GIFT- is an object for children to play with, which helped the child to
understand and internalize the concepts of shape, dimension, size
and their relationships
✘ OCCUPATIONS– used by children to make what they wished and
help them internalize the concepts existing within their creative
imaginative play.

14. Gifts

15. Occupations

16. THIRD COMPONENT: SOCIAL PARTICIPATION
✘ Working closely with family unit
✘ Focusing on the HOME ENVIRONMENT
OCCUPATIONS as the foundation for beginning
subject-matter content allowed the child to
develop social interaction skills that would
prepare him for higher level subject-matter
content in later educational developmental
stages.

17. FORTH COMPONENT: MOTOR EXPRESSION
✘ Refers to LEARNING BY DOING as opposed to following rote
instructions.
✘ Child should never be rushed or hurried in his development
✘ The child needs to be involved in all of the experiences each stage
required and guided to see the relationship of things and ideas to
each other and to himself.

18. “
Play is the highest expression
of human development in
childhood, for it alone is the is
the free expression of what is
in a child’s soul
-Friedrich Froebel

19. Comenius: The search for NEW METHOD
John Amos Comenius
 Born in Moravian town of Nivnitz
 His family was member of the
small, frequently persecuted
protestant church.
 To end religious intolerance, he
created a new educational
philosophy, the PANSOPHISM

20. Pansophism
✘ Philosophy that cultivate universal understanding.
✘ He believed that the road to peace was through
universally shared knowledge, which stimulate the love
of wisdom that would overcome national and religious
hatred and help create a peaceful world order.
✘ He rejected the conventional wisdom that children were
inherently bad and that teachers needed to use a
corporal punishment to discipline them.

21. Principles for teachers:
✘ Use objects or pictures to illustrate concepts
✘ Apply lessons to the student’s practical life
✘ Present the lesson in a simple manner.
✘ Emphasize general principles before details.
✘ Emphasize that all creatures and objects are part of a whole
universe.
✘ Present lesson in sequence, stressing one things at a time
✘ Do not leave a specific subject until students understanding it
completely

22. “
Anyone who know little, can
teach little
-John Amos Comenius

23. Locke: Empiricist Educator
✘ John Locke was born on august 29,
1632 in Warington, Somerset, England.
✘ 1674, graduated a bachelor of medicine
degree.
✘ His major philosophical contribution
was his essay wrote “Concerning
Human Understanding”.
✘ Considered as Pioneer of Empiricism.

24. EMPIRICISM
✘ The process of developing explanations or hypotheses from
observe phenomena. He emphasized learning by sensory
experience and on civic education.
✘ “Learning by doing” and interaction with the environment.

25. According to him,
✘ Children are born with minds as blank as slates or tabula
rasa, that is empty of ideas. An early education greatly
shapes their development.
✘ He encouraged parents to observe their children for
them to understand their child’s distinctive inclinations.

26. “
What worries you,
Masters you
-John Locke

27. Rousseau: Educating the Natural person
Jean Jacques Rousseau (1712- 1778)
✘ Swiss-born French Theorist
✘ Famous as Social and Educational
Philosopher.
✘ “ Origin and the Inequality of Mankind”
and “Social Contract”

28. According to him,
✘ The original state of nature, people
were “noble savages” – innocent, free
and uncorrupted, and it was
socioeconomic artificialities that
corrupted people.
✘ Property– government and other
institutions legitimized these artificial
distinctions.

29. ✘ Education should take into account the characteristics of the child’s
age.
✘ The periods are closely linked, and each period should focus on the
period of the child’s natural development.
✘ Rousseau’s education of children is divided into four periods
○ Phase 1: infant
○ Phase 2: Childhood
○ Phase 3: Pre-adolescence
○ Phase 4: Adolescence
Period of Educational Process

30. Phase 1: infant
✘ Focus is on PHYSICAL TRAINING
✘ Objective of education is to develop healthy bodies and sound
physical abilities.
✘ In addition, education should help develop child’s feelings as well.
✘ Feeling- prerequisite for intellectual development.

31. Phase 2 and 3:
✘ Focuses primarily on INTELLECTUAL AND LABOR EDUCATION.
✘ The child’s interest should be the basis in selecting learning objects
and tasks is not to impart an intellectual system of scientific
knowledge.
✘ “ Children are able to work as farmer, and also think like
philosophers, as truly free men.

32. Phase 4: Adolescence
✘ Focuses mainly on MORAL EDUCATION.
✘ Period of excitement and enthusiasm, thus there is need to adjust
strength of moral criteria to guide them in dealing with good people
and society.
✘ Considered as second birth
✘ Should be allowed to observe human suffering, poverty and sad
scenes, read biographies of great men and study history and
correct their judgements to help them to learn to do good deeds.

33. “
Man is born free, but
everywhere he is in chains
-Jean Jacques Rousseau

34. PIAGET: DEVELOPMENTAL GROWTH
✘ Jean Piaget (1896- 1980)
✘ Swiss psychologist
✘ Made significant
contributions in
educational psychology.

35. Stages of Intellectual Development
✘ Children think and
reason differently at
different periods in their
lives.
✘ Everyone passed
through an invariant
sequence of four
qualitatively distinct
stages.
✘ Stage 1: Sensory Motor
✘ Stage 2: Pre-operational
✘ Stage 3: Concrete
Operational
✘ Stage 4: Formal
Operational (Abstract
Thinking)

36. “What we see changes what we
know. What we know changes
what we see”
-Jean Piaget

37. ✘ Johann Heinrich Pestalozzi (1746-
1827)
✘ Born in Zurich, Germany.
✘ Explored the idea of Rousseau’s to
how it might be developed and
implemented.
✘ Argued that, instead of dealing with
words, children should learn through
ACTIVITIES and THINGS.
PESTALOZZI: Educator of the senses and emotions

38. GENERAL AND SPECIAL APPROACH
✘ He believed that an emotionally secure environment had to be in
place before more specific instruction took place.
✘ Schools needed to be like secure and loving homes.
✘ He developed object lesson so that instruction would be also
sensory.
✘ Lesson Exercises: Drawing, writing, counting, adding, subtracting,
multiplying, dividing and reading.

39. CONCLUSION
EMOTIONAL SECURITY was a necessary
precondition of skill learning strongly parallels the
contemporary emphasis on supportive home-
school partnerships.

40. “Whoever is UNWILLING to help
himself can be helped by no
one”
-Johann Heinrich Pestalozzi

41. Herbert Spencer: Social Darwinism in Education
✘ Herbert Spencer (1820-1903)
✘ One of the leading Social Darwinists
of the nineteenth century.
✘ Declined to attend Cambridge
University instead gain more of his
higher education through READING.

42. THEORY OF EVOLUTION
✘ All things change from the simplest of forms to the most complex.
✘ “SURVIVAL OF THE FITTEST”
✘ He believed that the only way to gain knowledge was through
scientific approach.
✘ It was through “scientific knowledge that people learned to live in
society.
✘ This is proven true through Industrial revolution.

43. SPENCER: NON-CONFORMIST
✘ Religion - religion was a futile attempt to gain knowledge of
unknown
✘ Government – Individual freedom was extremely important and
that the government should play a LIMITED role.
✘ Public School – it did not prepare children to live in society. Instead
PRIVATE SCHOOL competed for the brightest students.
○ He stressed out the importance of COMPETITION, CONFLICT and
STRUGGLE.
○ Exemplary school would eventually acquire the best teachers
and students

44. Contribution to modern curriculum theory
✘ “What Knowledge is Most worth?
✘ That question needed to be answered before any curriculum was
chosen or any instruction commenced.
✘ To achieve advancement: activities must be implemented to assist
SELF- PRESERVATION, PERFORMANCE OF OCCUPATIONS, CHILD-
REARING, SOCIAL & POLITICAL PARTICIPATION, and RECREATION AND
LEISURE.

45. “Be bold, be bold and
EVERYWHERE be bold
-Herbert Spencer

46. Montessori: The prepared Environment
Maria Montessori
✘ August 31, 1870- May 6, 1952
✘ An Italian educator
✘ First woman in Italy to earn the degree
of doctor of medicine.
✘ As physician, She worked with children
regarded as handicapped and brain
damaged.
✘ Established a children’s school, “ Casa
de Bambini”

47. Montessori’s Curriculum
Three types of ACTIVITIES AND EXPERIENCE
PRACTICAL
✘ Setting the table
✘ Serving a meal
✘ Washing Dishes
✘ Trying and
Buttoning
Clothing
✘ Practicing basic
manners
✘ Social Etiquette
SENSORY
✘ Repetitive
exercises
developed
sensory and
muscular
coordination
FORMAL SKILLS AND
STUDIES
✘ Reading
✘ Writing
✘ Arithmetic

48. “The greatest sign of success for
a teacher is to be able to say “
THE CHILDREN ARE NOW
WORKING AS IF I DON’T EXIST”
-Maria Montessori

49. Hutchins: Liberal Educator
✘ Robert Maynard Hutchins
✘ January 17, 1899- May 17, 1977
✘ Was a distinguished voice for
educational reform in the United
States.
✘ He believed that principles of learning
flowed from the rational nature of
human beings.

50. ✘ Genuine learning had to do with identifying, examining
and reflecting on intellectual issues.
✘ Learning was the cultivation of the mind rather than
vocational training.
✘ He believed that education should develop the human
intellect by having students reflect on the greatness of
humankind.

51. IDEAS OF HUTCHINS
✘ Education is based on mankind’s perennial and contrast search for
truth; since what is true is always true and is true everywhere, the
truth is universal and timeless…
✘ Education should be about ideas; education’s primary function is to
cultivate human rationality.
✘ The true purpose of education is to encourage students to think
critically about important ideas. #CRITICALTHINKING is the only
defensible method of teaching and learning.

52. “Anyone who feels at ease in the
world today is a FOOL
- Robert Maynard Hutchins

53. thanks!
Any questions?