The document discusses the philosophies of several prominent education philosophers including John Locke, Herbert Spencer, John Dewey, George Counts, Theodore Brameld, and Paulo Freire. It summarizes their key views on topics like how learners acquire and develop knowledge, the relationship between education and society, and the role of dialogue and problem-solving in the learning process. Several advocates for making education more experiential and connected to real-world problems.

1. PHILOSOPHIES
OF EDUCATION
SIR JEDIDIAH DANIEL P. AZURIN

2. Teacher: What is the function of the mouth?
Student: To break the food into smaller pieces.
Teacher: Very good! What about the stomach?
Student: To digest the food.
Teacher: Very good! Perfect! And the small
intestines?
Student: To absorb the food nutrients.

3. Most lessons are devoted to teacher
asking low-level questions and
students answering with what they
memorized the night before.
Teacher deposited these facts a day
before and withdraws them the
next day.

4. "What if the food is not chewed in the mouth,
what happens to food in the stomach and to the
stomach itself? What if the stomach fails to digest
food from the mouth, what happens to the food
in the small intestines? Will the small intestines be
able to absorb food, etc.?...
Below are summaries of thoughts of education
philosophers on should be and how learners
should be taught.

5. John Locke (1632-1704): The Empiricist Educator
• Acquire knowledge about the world through the senses - learning
by doing and by interacting with the environment Simple ideas become
more complex through comparison, reflection and generalization- the
inductive method
For John Locke education is not acquisition of knowledge contained in
the Great Books. It is learners interacting with concrete experience,
comparing and reflecting on the same concrete experience, comparing.
The learner is an active not a passive agent of his/her own learning.

8. Herbert Spencer (1820-1903): Utilitarian Education
Was not inclined to rote learning; schooling must be related to life
and to the activities needed to earn a living.
• Curriculum must be arranged according to their contribution to
human survival and progress.
Specialized Education of Spencer vs. General Education To survive in a
complex society, Spencer favors specialized education over that of
general education.

10. Spencer's survival of the fittest:
Spencer advocated the idea that
“those who survive the struggle are
by definition not only the fittest but
also morally the best.

11. John Dewey (1859-
1952): Learning
through Experience
Children are socially
active human beings
who want to explore
their environment
and control over it.

12. The learner has a "genuine situation of
experience"- involvement in an activity in
which he/she is interested. Within this
experience the learner has a "genuine
problem" that stimulates thinking.

13. The learner possesses the information or does research to
acquire the information needed to solve the problem.
The Fund of Knowledge of the Human Race
Dewey does not disregard the accumulated wisdom of the
past.
This means that the ideal learner for Dewey is not just one
who can learn by doing, e.g., conduct an experiment but one
who can connect accumulated wisdom of the past to the
present.

14. George Counts (1889-1974): Building a New Social
Order
Instruction should incorporate a content of a socially
useful nature and a problem-solving methodology.
Students are encouraged to work on problems that
have social significance.
Teachers are called on to make important choices in the
controversial areas of economics, politics and morality.

15. Schools and Teachers as Agents of Change
• For George Counts, schools and teachers should
be agents of change. Schools are considered
instruments for social improvement rather than as
agencies for preserving the status quo.

16. Lag Between Material Progress and Ethical Values
Indeed with science and technology, we have
become very powerful and yet powerless.

17. Theodore Brameld (1904-1987) - Social
Reconstructionism
emphasizes the reformation of society.
Like John Dewey and George Counts, social
reconstructionist Brameld believe in active
problem solving as the method of teaching and
learning.

18. Paulo Freire (1921-1997) - Critical Pedagogy
Critical Pedagogy and Dialogue vs. the Banking
Model of Education
Rather than "teaching as banking," in which the
educator deposits information into students'
heads, Freire saw teaching and learning as a
process of inquiry in which the child must invent
and reinvent the world.

19. 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 ideas on the students.

20. "a group of persons involved in inquiry,
investigating more or less the same
question or problem, and developing.
through their exchanges a better
understanding both of the question as
well as the probable solutions."

21. "a group of persons involved in inquiry,
investigating more or less the same
question or problem, and developing.
through their exchanges a better
understanding both of the question as
well as the probable solutions."

22. Let's brainstorm!
1. Should schools produce
generalists or specialists? Defend
your answer.

23. 2. Spencer is convinced that he who is most fit survives and so
encouraged individual competition. Read this article about
Singaporean education today and find out with whom you
agree - Spencer's individual competition or Singaporean
educational system where competition is not encouraged.
"The Ministry of Education (MOE) said on Friday (Sept 28) that
the change is to allow each student to focus on his or her
learning progress and discourage them from being overly
concerned about comparisons."

24. 3. "If you cannot bring the learners to the world, bring
the world to the classroom." Will go with John Dewey's
philosophy of education: Explain your answer.
4. Freire opposed the banking method of education and
favored critical pedagogy. Why? The banking method is
characterized as a vertical relationship while critical
pedagogy is characterized by a horizontal type of
relationship.

25. The two are distinct in terms of their depth of
knowledge. Schools should consider that some students
may have a broad range of knowledge and skills, while
others may be able to master only one area of
expertise. Keep in mind that students learn at different
rates, so we can't force someone to be a generalist if
they are more comfortable being an expert in a
particular field. Producing both will provide more
opportunities for students, allowing them to be more
comfortable and at ease in their surroundings, as well
as providing both types of professionals to society.

26. . Learning through experience is a central theme in John
Dewey's educational philosophy. Bringing the world to the
students entails introducing students to our society, real-life
contexts, and challenging them to consider their role as
members of this society. Students learned by implying their
experiences in this type of learning, which relates to John
Dewey's notion of learners engaging with the environment and
drawing on their experiences. Anchoring the society and world
by teaching it in the classroom encourages students'
engagement and allows them to reflect on their own personal
experiences. After all, Dewey believes that education must
integrate students into society

27. Considering the DepEd mission statement "protect and
promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education," can we say that
the Philippine educational system is, in a sense, equitable?
What actions and what recent legislations are proof that the
Philippines gives equal access to quality education to its
citizens?
a. Programs for the gifted and talented.
b. Programs for learners with disabilities.
c. Madrasah Program.
d. Indigenous People (IP) Education Program.
e. Programs for Learners under Difficult Circumstances.
f. Acceleration-ALS