This document summarizes the key philosophies of several important philosophers and educational thinkers. It discusses Jean-Jacques Rousseau's view that human nature is inherently good and corrupted by society. It also outlines Immanuel Kant's philosophy that focused on reason and the limits of human knowledge. John Milton is described as advocating for experiential learning and teaching children in their native language. The document also provides overviews of several other influential philosophers.

1. PREPARED BY: TONGIERLYN D. CORDA

2.  It is a philosophy that emphasizes the
preservation of the natural goodness
of an individual and the formation of
a society based upon the recognition
of natural rights
 A movement affirming that nature is
the whole of reality and can be
understood only through scientific
investigation
 Denying the existence of the
supernatural and deemphasizing
metaphysics, or the study of the
ultimate nature of reality
 It affirms that cause-and-effect
relationships, as in physics and
chemistry, are sufficient to account
for all phenomena
M
g
t
an, as he comes from nature is
ood
an becomes evil or corrupted
hrough contact with society
Man has to be free to develop his
own natural impulses
Man has to grow up in a society
which he could engage his
activities in a natural manner
FUNDAMENTAL TENETS
TWO IMPORTANT AND
INFLUENTIAL PHILOSOPHERS
1. JEAN JACQUES ROUSSEAU
M 2. EMMANUEL KANT

3. HIS WORKS
1. Discourse on the Sciences
and the Arts(1750)
2. The Village Sage (1852)
3. Discourse on the Origin and
Foundation of Inequality
Among Mankind (1755)
4. The New Heloise (1761)
5. The Social Contract (1762)
6. Emile (1762)
 One of the most influential
Enlightenment thinkers,
French philosopher
 He argued that individual
freedom is more important
than state institutions
 His political writings helped
inspire the French Revolution
(1789-1799)
 He also wrote eloquently on
education, arguing that
children learn best by
interacting freely with their
environment
 His thoughts on education
anticipated 20th-century
reforms in schooling
 He favored popular will over
divine right

4. 1. Man is good by nature
2. True followers of Jesus would not make
good citizens
3. Government should secure freedom,
equality, and justice for all within the state
regardless of the will of the majority
4. Children should be discourage on book
learning but on learning by experience
5. Children’s emotion should be educated first
before his reason
6. Expression rather than repression produces
a well-balance, free-thinking children

5. An eighteenth-century German philosopher who
explored the possibilities of what reason can tell
about the world of experience
In his critiques of science, morality, and art, he
attempted to derive universal rules to which, he
claimed, every rational person should subscribe
In Critique of Pure Reason (1781), he argued that
people cannot understand the nature of the things in
the universe, but they can be rationally certain of
what they experience themselves
Within this realm of experience, fundamental
notions such as space and time are certain HIS PHILOSOPHY
1. Space and time exist only
as part of the human mind
2. Reason is the final
authority for morality
3. The welfare of individual
should properly regarded
as an end in itself
4. Physicians think they do a
lot for a patient when they
give his disease a name
5. Happiness is not an ideal of
reason but of imagination
6. All our knowledge falls
within the bounds of
possible experience

6.  It is more an educational
philosophy which
advocates that education
should be more concerned
with the abilities of human
life so as to prepare him
for his duties in society
 It is a reaction opposing
narrow humanism and
religious formalism
 It is a broad philosophy yet
has a common rejection of
idealism
Philosophers in
Education:
John Milton
John Amos Comenius
Francis Bacon
Richard Mulcaster
Wolfgang Ratke

7. A seventeenth-century writer who
ranks as one of the greatest poets in
the history of English literature
His masterpiece, the epic poem
Paradise Lost (1667), dramatizes
the Biblical account of humanity’s
banishment from Paradise
He also wrote a sequel to Paradise
Lost, called Paradise Regained
(1671), in which Jesus triumphantly
resists Satan and regains the
Paradise lost by Adam and Eve
HIS PHILOSOPHY
1. Man should be taught to prepare himself for
actual living in areal world
2. Grammar. Classical literature and foreign
languages be taught to students especially
for boys
3. Fieldtrips is needed in the curriculum so as
to have contacts with men and things from
all sectors of society
4. History and politics should be taught be
offered to both girls and boys
5. Man should be trained on the use of sense
perception than memory activities because
knowledge comes primarily through senses
6. Harsh and excessive discipline bored upon
the rod must be condemned because this
will only turn the school as a place of terror
7. Avoid to much memorization without
comprehension
8. The medium of instruction in all schools
must be the vernacular because this
conform to nature and children can
understand it

8. HIS PHILOSOPHY
Latin name for Jan Komensky (1592-
1670), Czech educational reformer
and religious leader, born in Moravia
(now part of the Czech Republic), and
educated at the University of
Heidelberg
He was a teacher and rector in the
Moravian towns of Přerov and Fulnek
until the start of the Thirty Years' War
(1618-1648), when the army of the
Holy Roman Empire drove the
Moravians into exile
He was considered the first educator
to advocate the use of visual aids in
classroom teaching
children and younger ones
school for a short period of
hould have uniformity in
nd test and should only have
g hours should be devoted for
⦿ Older individuals should stay longer in
school while
should be in
the day
⦿Each class s
textbook a
one teacher
⦿ The mornin
ORBIS PICTUS COMENIUS
“the world of sensible things
pictured” his book where
his philosophy is contained
intellectual subjects and in the
afternoon period, physical and aesthetic
subjects should be given
⦿No subject matter be left unless
thoroughly mastered
⦿Children should be taught in a natural
manner, as opposed to artificiality, and
in accordance with their natural interest
⦿ The level of teaching should be suited to
the children’s level of understanding
⦿The use of the vernacular can make
learning effectively

9. Known for his “Baconian Method”
in which he postulated that a
researcher must be free from all
idols (prejudices & biases)
Man’s knowledge of nature is the
only real and fruitful knowledge
and should be the only basis of
scientific nature
He is know for his effort to make
scientific investigation practical
rather than metaphysical

10. German education
reformer whose
innovative theories of
language instruction
greatly influenced the
development of modern
education
He was also known as
Ratichius or Ratich and
studied theology at the
University of Rostock,
although he never
obtained a degree
Students should first learn the
principles of their native, “vernacular”
language before learning foreign or
classical languages
He also stressed the importance of
repetition to ensure mastery and of
learning through experience as
foundations for effective instruction
Born in Wilster, Holstein,
in eastern Germany
Students should be taught with out
compulsion
All things can be learned through
experience, investigation or
experiment

11. It is the attitude that emphasizes
the dignity and worth of the
individual
A basic premise of humanism is that
people are rational beings who
possess within themselves the
capacity for truth and goodness
The term humanism is most often
used to describe a literary and
cultural movement that spread
through western Europe in the 14th
and 15th centuries
This Renaissance revival of Greek
and Roman studies emphasized the
value of the classics for their own
sake, rather than for their
relevance to Christianity
The humanist movement
started in Italy, where the
late medieval Italian writers
contributed greatly to the
discovery and preservation of
classical works
1. Dante
2. Giovanni Boccaccio
3. Francesco Petrarch

12. Erasmus
Thomas Moore
Francois Rabelais
Giovanni Pico dela Mirandola
BASIC PRINCIPLES
1. Recognizes the value or dignity
of man and makes him the
measure of all things
2. Entails a commitment to the
search for truth and morality
through human means in support
of human interest
3. Rejects transcendental
justification such as dependence
on faith, supernatural or divinely
related texts
4. Signifies education of man, a
discipline that makes him
different from animals
5. Believed that the liberal arts like
music, art, grammar, oratory,
history, poetry, And the likes
should be studied and practiced
by all levels of society

13. PRINCIPLES
Greek skeptesthai, “to ex
reflect, consider” and the
themselves, “skeptikoi”
In philosophy, it is a doctrine that
denies the possibility of attaining
knowledge of reality as it is in
itself, apart from human
perception
By gradual extension of its
meaning, the word skepticism has
also come to signify doubt and
questioning about what is
generally accepted as true
All philosophical skepticism is
ultimately epistemological; that
is, it is based on views about the
scope and validity of human
knowledge
ertainty in
edge
edge is only
1. There is no c
amine, human knowl
y call
2. Human knowl
probably true, that is, true
most of the time, or not
true
3. Knowledge has limitations
4. Moral values are subjective
or arbitrary
5. One must be cautious and
suspend judgment until one
is certain of truth
6. Knowledge can be obtained
through systematic doubt
and continual testing
SKEPTIC PHILOSOPHERS
Rene Descartes
Pyrrho of Elis
David Hume
Democritus

14. system of philosophy based on
experience and empirical
knowledge of natural
phenomena, in which
metaphysics and theology are
regarded as inadequate and
imperfect systems of knowledge
The doctrine was first called
positivism by the 19th-century
French mathematician and
philosopher Auguste Comte, but
some of the positivist concepts
may be traced to the British
philosopher David Hume, the
French philosopher Duc de
Saint-Simon, and the German
philosopher Immanuel Kant
His positive philosophy, or
positivism, abandoned speculation
about the nature of reality in favor
of scientific investigation
According to him, knowledge of all
subjects, from astronomy to
sociology, should come from the
correlation of evidence gathered by
investigation and observation
This materialistic approach helped
to lay the foundations for modern
sociology, which he first called
social physics

15. Theological Phase
• It is based on whole-hearted belief in all things
with reference to God, and the society believed
that God had reigned supreme over human
existence, accepting all the teaching of the
church
Metaphysical Phase
• It states that the universal rights of man are
most important, and the central idea is that man
is born with certain rights that should not and
cannot taken away and which must be respected
and protected by the leaders of the society
Positive Phase
• It states that individual rights are more
important than the rule of any person,
emphasizing the idea that man is able to govern
himself and no need for any ruler because he
can achieve anything base on his individual free
will and authority
UNIVERSAL RULE
Is the term use referring to
these three stages the
society undergoes in search
for truth
ALTRUISM
A term he coined which
refers to what he believed
to be a moral obligation of
individual to serve others
and place their interest
above one’s own
He opposed the idea of
individual rights and
maintained that they were
not consistent with this
supposed obligation or
“altruism”