“THINKERS IN EDUCATION” in Philosophy of Education

ALLAMA IQBAL OPEN UNIVERSITY,
ISLAMABAD
ONLINE WORKSHOP - JUL/AUG. 2020
“THINKERS IN EDUCATION”
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

THINKERS IN EDUCATION
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By:Ch.M.Ashraf,
www.slideshare.net/RizwanDuhdra
• HELEN PARKHURST (1887-1973)
• PAULO FREIRE (1921-1997) – CRITICAL
PEDAGOGY

HELEN PARKHURST
(1887-1973)
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By:Ch.M.Ashraf,

HELEN PARKHURST (1887-1973)
Helen Parkhurst, the originator of the Dalton plan and founder of
the Dalton School in New York, was internationally honored for her
contributions to education. Parkhurst was Montessori’s associate.
1. From 1922 to 1932, its period of greatest influence, the Dalton
Plan was adopted in many countries, notably England, Japan and
Holland, Parkhurst’s ideas were implemented in Japan, Soviet
union and Netherland. She had the following objectives.
2. To Tailor each students program to his/her needs, interests and
abilities. 4
By:Ch.M.Ashraf,

HELEN PARKHURST (1887-1973)
3. To promote both independence and dependability and enhance
the students’ social skill and sense of responsibility.
4. The students at Dalton began using the Dalton plan from an
early stage. At the first programe, the children are presented
opportunity to make choices about their learning and how to
identify their interests and responsibility to pursue them.
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By:Ch.M.Ashraf,

1 - HELEN PARKHURST (1887-1973)
PARKHURST PHILOSPHY:
The Dalton school followed Parkhurst’s Particular philosophy,
“Education on Dalton Plan”, an innovative synthesis of the ideas of
the American educator and philosopher Joh Dewey and progressive
school spdt, which featured house, laboratory and assignment,
designed to individualize instruction and, concurrently, create
community.
 Parkhurst’s Dalton plan reflected the child centered progressive
movement of its time. It focused on child growth and development,
community and social service.
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By:Ch.M.Ashraf,

PARKHURST’S DALTON PLAN:
Parkhurst developed a three-part plan
that continues to be the structural
foundation of a Dalton education:
House, Assignment and Lab.
i. Fosters the ability to think and act
by oneself.
ii. Heightens interest and concern,
cultivating inquisitiveness.
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By:Ch.M.Ashraf,
Independence,
responsibility
and trust
Freedom Cooperation
Assign-
ment
Lab
House

PARKHURST’S DALTON PLAN:
iii. Enhances the abilities to concentrate
and preserve when undertaking
tasks.
iv. instill optimal attitudes from a social
standpoint.
v. Nourishes the quality of
consideration fosters collectivity and
cooperativeness.
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By:Ch.M.Ashraf,
Independence,
responsibility
and trust
Freedom Cooperation
Assign-
ment
Lab
House

THE HOUSE:
 Helen Parkhurst believed that it was crucial that each student
belongs to a smaller community within the larger school, a group
where each child would learn, under a caring teacher. The house is
home base in school for each Dalton student, and the house advisor
is parents’ key contact with the school.
 In the first programe house is comprised of the students of lower
and middle school students. In the high school, house includes
students from each of the four grade level. For the children in the
first program, the house advisor is also the classroom teacher. In
the high school, the house advisor serves as a coach and counselor. 9
By:Ch.M.Ashraf,

ASSIGNEMNT:
 The assignment represents a contract between a student and a
teacher. The assignment is introduced in the first program and
increases in scope and complexity through middle and high school
to promote refinement of time management, organizational skills
and develop individual strengths of the students.
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By:Ch.M.Ashraf,

LABORATORY:
 Lab time is scheduled during the weekly schedule for the
students to work with their teacher. This time can be used to
complete assignments, pursue topics of interest or remediate
learning.
 In high school, the students are given freedom to structure
their lab time to complete their assignments and other learning
goals taking responsibility to pursue their interests.
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By:Ch.M.Ashraf,

PRINCIPLES OF DALTON PLAN:
Two principles of Dalton plan
1. The principle of freedom: it fasters independence and
creativity, beginning with the individual interests.
2. The principle of cooperation: it enables children to master
social skills and collaboration through interacting with a variety
of people.
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By:Ch.M.Ashraf,

PRINCIPLES OF DALTON PLAN:
Two principles of Dalton plan (continued)
Dalton plan is structured to provide the student with real experience
in daily classroom time. Helen Parkhurst believed that ultimate aim
of education is to produce fearless human beings who, gain self-
confidence through practice and get themselves free from dependence
on adults.
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By:Ch.M.Ashraf,

CURRICULUM:
 Flexible curriculum for the children at different levels of
development.
 Unique learning experiences enrich the curriculum.
 Study of class in the first and second grade students to develop
young students’ problem-solving skills, focus and logical thinking.
 Field trips, tours to Museum of Art, the Museum of Natural
History and other institutions.
 An overnight nature study trip for third grade students.
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HOMEWORK:
Regular, formal homework assignments begin in the second
grade and are an integral part of the Dalton plan. Homework is
planned to help the child to learn time management, home study and
develop responsibility towards school work, home work in the first
program is to develop thought, attention and discipline in the
children.
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By:Ch.M.Ashraf,

SIMILARITIES AND DIFFERENCES BETWEEN
MONTESSORI AND DALTON PLAN
THREE EXAMPLES OF SIMILARITIES:
I. In Dalton plan the teacher’s role is greater than that of teacher in
the Montessori method. Montessori’s materials are more effective
that the assignments in the Dalton Plan.
II. Parkhurst believes that activity has an intrinsic motivational
and disciplinary effect, irrespective of the content of the activity
but to Montessori this depends upon the content of the activity.
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By:Ch.M.Ashraf,

SIMILARITIES AND DIFFERENCES BETWEEN
MONTESSORI AND DALTON PLAN
THREE EXAMPLES OF SIMILARITIES:
III. In Dalton plan the teachers create assignments themselves, and
together with colleagues; they are tailored to the characteristics
of their pupils. In Montessori method readymade materials are
used and these are tuned to the natural course of development of
the child (the average child) the teachers follow the method
closely.
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By:Ch.M.Ashraf,

PAULO FREIRE
(1921-1997) 18
By:Ch.M.Ashraf,

PAULO FREIRE (1921-1997) – CRITICAL PEDAGOGY
Paulo Freire was born in Brazilian Northeast he was an influential
education theorist of 20th century. His impact upon peace education,
adult education, non-formal education and critical literacy has been
remarkable.
o Freire’s ideas that developed into his critical pedagogy were
influenced by the social, political, and economic realities of his
country. Freire contention is that no educational issue or practice
is free from the influences of its content.
o He contrasts banking education with what he calls “liberating or
problem – posing education”. 19
By:Ch.M.Ashraf,

o Problem posing education is thus the original frame work of his
critical pedagogy.
o The guiding assumptions and Freire’s contributions to critical
pedagogy, then, dovetail in his bid to use education to interpret the
world critically.
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By:Ch.M.Ashraf,

Summary of the assumptions and dimensions of Freire’s contribution
to critical pedagogy is given below.
 Education means critical understanding of reality.
 Education means making a commitment to utopia and changing
reality.
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 Education means training those who will make this change.
 Education means dialogue.
 The assumptions are couched in his argument that the purpose of
any education that “fosters critical thinking is to equip individuals
with the intellectual and moral powers to confront and dismantle
the structures of dehumanization” exist in many schools.
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By:Ch.M.Ashraf,

2 - PAULO FREIRE (1921-1997) – CRITICAL PEDAGOGY
FRIERE’S AIMS OF EDUCATION:
To uplift the oppressed people by giving them understanding of the
world around them.
 To enable the oppressed people to transform their situation in life
by thinking critically about reality.
 To enable the oppressed to learn about their own culture, history,
religion, heritage etc. leading to their own empowerment.
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By:Ch.M.Ashraf,

FREIRE’S CURRICULUM:
I. Curriculum should directly come from the people and must be
prepared by them.
II. Curriculum should be built around the themes and conditions of
people’s lives.
III. The teachers should study their students in their classrooms and
in their community to discover words, ideas, habits, conditions
through their experiences.
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By:Ch.M.Ashraf,

FREIRE’S CURRICULUM:
IV. Curriculum should be based on bottom up approach.
V. Curriculum should be balanced for every gender, class and race.
VI. Curriculum should be presented as problems posed in students
experiences and speech for them to work on.
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By:Ch.M.Ashraf,

FREIR’S CRITICAL PEDAGOGY:
Freire’s pedagogy includes the goal of critical consciousness.
His Pedagogical methods are students centered which help the
students to become critically conscious of reality and to challenge
domination. These pedagogical methods as under.
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By:Ch.M.Ashraf,

DIALOGICAL CONSCIOUSNESS RISING:
Dialogue is the central component with respect to pedagogy of the
oppressed. Freire conceptualizes dialogue as a conversation among
equals. Dialogue is the encounter between men, medicated by the
world, in order to name the world”.
 Dialogue is the important process in which problem is named and
solutions are proposed. In this situation, participants or students
specifically identify what is oppressive and how one might take
steps to end that oppression.
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By:Ch.M.Ashraf,

DIALOGICAL CONSCIOUSNESS RISING:
 In order to confront oppression, it is essential that students first
become critical thinkers. It is only through problem posing
education that students can become critical thinker seeing the
world not as a static reality but reality in process, in
transformation
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By:Ch.M.Ashraf,

PRAXIS (ACTION OR INTERVENTION):
Once students have become critical thinkers, they will be able to
begin a process that could lead to their humanization. Freire referred
to this process as praxis. He defined this process as “reflection and
action upon the world in order to transform it”.
 This process would involve constant reflection and evaluation. But
not carried out in authoritarian form of education. Freire believed
that praxis is at the heart of transforming the world and thus
becoming “fully human”.
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By:Ch.M.Ashraf,

TEACHING LEARNING ENVIRONMENT:
Freire says that classroom dies as intellectual centers when
they become delivery systems for lifeless bodies of knowledge.
Instead of transferring information, facts and skills to students he
invites students to think critically about subject matter, doctrines,
the learning process itself and their society.
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By:Ch.M.Ashraf,

 To Freire the teachers pose problems derived from student’s life,
social issues and academic subjects, in a mutually created
dialogue. He does not want the students to be passive in the
classroom. He lays stress on self-discipline and collaboration based
on democratic values of critical pedagogy and classroom practice.
Teaching / learning process, to Freire, should be based upon the
following characteristics.
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By:Ch.M.Ashraf,

1 - PARTICIPATORY
Teaching / Learning should be interactive and cooperative so
that the students may discuss and write instead of listening to the
teacher
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By:Ch.M.Ashraf,

2 - DIALOGUE
The basic format of the class is dialogue around the problems
posed by the teacher and students.
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By:Ch.M.Ashraf,

3 - DEMOCRATIC
The classroom teaching / learning discourse is constructed
mutually by students and teacher. The students are asked to develop
and evaluate the curriculum.
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By:Ch.M.Ashraf,

4 - ACTIVIST
Active and interactive but not passive.
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5 – EFFECTIVE
Teaching / learning environment should be critical and
democratic teaching to the development of human feelings as well as
development of social inquiry and conceptual habits of mind. This
mutually helps students and teachers overcome the alienation from
each other developed in traditional banking classrooms.
36
By:Ch.M.Ashraf,

Teacher-taught Relationship:
Freire opposes the idea that makes education an act of narration
known as banking concept of education where the traders teach and
the students are taught and the teacher’s task is to fill the students
with content of his narration contents which are detached from
reality.
 A Freirean critical teacher is a problem poser who asks thought
provoking questions and encourages students to ask their own
question and discuss what kind of future they want. 37
By:Ch.M.Ashraf,

BANKING EDUCATION
Freire used metaphor “banking method” for traditional education. He
believes that banking education allows the oppressors to maintain
the system of oppression. In this system the students do not have the
opportunity to change their lives for the better.
 Freire criticized prevailing forms of education as reducing students
to the status of passive objects to be acted upon by the teacher. In
this traditional form of education, it is the job of the teacher to
deposit in the child’s mind the bits of information that constitute
knowledge. 38
By:Ch.M.Ashraf,

TEACHING LEARNING ENVIRONMENT
PROBLEM POSING METHOD:
Against the banking model, Freire proposed a dialogical
problem posing method of education. In this the teacher and the
student become co-investigators of knowledge and of the world.
Freire’s problem posing education invites the oppressed to explore
reality as a “Problem” to be transformed. It is not the task of the
educator to provide the problem that these situations present, but to
help students to achieve a form of critical thinking that will make
possible an awareness of society as mutual and potentially open to
transformation. 39
By:Ch.M.Ashraf,

40
By:Ch.M.Ashraf,

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