It's. Assiments

1. Online Workshop for B.Ed. (1.5) 2020
AIOU Islamabad

2.  Western Philosophers are dividing into the following categories:
 Ancient Philosophers
 Medieval Philosophers
 Modern Philosophers
 Contemporary Philosophers
Ancient philosophy is that of the Greco-Roman world from the 6th
century BC to the 6th century AD. Those Philosophers are
usually divided into three time periods including the pre-
Socratic period, the Socratic with Plato and Aristotle and finally
the postAristotelian (or Hellenistic) period.

3.  Medieval philosophy is the philosophy of Western Europe
during the Middle Ages, roughly extending from the
Christianization of the Roman Empire until the Renaissance.
 Modern philosophers include those between the 17 century and
19 century, known as the age of reason as a lot of the text
published was based on science.
 That period is also known as the Renaissance, a French word
that can be translated to being born again. While the
Contemporary Philosophers are the most recent philosophers,
mainly from the 20th century.

4.  After reading this unit, you will be able to:
 1. Describe John Lock’ theory of knowledge
 2. Discuss the role of parents in education of children
 3. Evaluate John Dewey’ philosophy of education
 4. Describe principles of curriculum formation
 5. Describe the impact of John Dewey’ philosophy on modern
education
 6. Analyse Herbart's theory of ideas
 7. Discuss the Herbart's process of instruction

5.  John Locke was born on 29 August 1632 in the south-west of
England.
 His father was a lawyer and small landowner.
 Little is known about John Locke’s early education.
 Locke’s studies at were centred upon the classical languages of
Latin and Greek, and he also began to study Hebrew.
 He also got two major scholarships at both Oxford and
Cambridge.

6.  Locke’s formal course at Oxford would have included classics,
rhetoric, logic, morals and geometry, and he completed his
Bachelor of Arts in 1656.
 This was followed by further with Master of Arts in June 1658.
 Other subjects of concern:
 Mathematics, Astronomy, History, Hebrew, Arabic, Natural Philosophy,
Botany, Chemistry and Medicine.
 All Locke’s published works, including those that had been
issued anonymously, were equeathed to the Bodleian Library,
Oxford.

7. 1. Essay Concerning Human Understanding (1690)
2. Two Treatises Of Government (1690)
3. Some Thoughts Concerning Education

8.  For Locke, all knowledge comes exclusively through experience.
 He argues that at birth the mind is a blank slate,
 Humans fill with ideas as they experience the world through the five
senses.
 He began by rejecting the doctrine of innate ideas, associated with
Plato.

9.  Differences in the ideas of people not because of individual
differences and their abilities to perceive, but the differences in
their experiences.
 The question is:
 How then was knowledge acquired?
 How might men come to universal agreement?
 Answer to this question, in one word, from Experience.
 But experience itself, gained via the senses, was not sufficient of
itself for knowledge.
 That also required the active agency of the mind upon such
experience.

10.  He acknowledged the possible existence of certain eternal
verities
—God, morality, the laws of nature
—Whose essence might be confirmed, rather than discovered by
experience.
 He also admitted the existence of some innate powers or qualities
 In spite of these qualifications, Locke inclined towards nurture
rather than nature.
 Categorized as the Founder of Empiricism.
 From the body Locke turned to the mind.
 He believed that parents should personally exercise firm and
close authority over their children from an early age.

11.  Believed in the importance of observing children
 Tailoring education to children needs and capacities
 Food for children:
 should be plain and wholesome, with sugar, salt and spices
 favor of fruit—apples, pears, strawberries, cherries, gooseberries
 less keen on melons, peaches, plums and grapes
 Clothes should not be too tight, neither for boys nor girls

12.  Beds should not be excessively comfortable
 Mealtimes not necessarily regular
 Advised parents and tutors to study their children and to note their
dispositions and dislikes
 Toys should be simple and strong, rather than expensive and fragile
 A good tutor, or indeed a good parent, would be able to
encourage and to satisfy the questions of children

13. EDUCATIONMAKESTHEMAN
 Locke posits an "empty" mind—a blank slate—
that is "filled" by experience.
 Locke's emphasis on the role of experience in
the formation of the mind
 His concern with false associations of ideas has
led that one to passive rather than active
nourishment of mind.

14.  Locke advises parents to carefully nurture
their children's physical "habits" before
pursuing their academic education.
 This seemingly simple generic innovation has
proven to be one of Locke's most enduring
legacies.

15.  He defines virtue asa combination of self-denial and
rationality:
 "that a man is able to deny himself his own desires, cross
his own inclinations, and purely follow what reason
directs asbest, though the appetite lean the other way“
 Locke was convinced that children could reason early in
life and that parents should address them asreasoning
beings.

16.  Education is about instilling virtue and what Western
educators would now call critical-thinking skills.
 Locke maintains that parents or teachers must first
teach children how to learn and to enjoy learning
 Locke's curricular recommendations reflect the break
from scholastic humanism and the emergence of a new
kind of education—
 One emphasising not only science but also practical
professional training.

17.  Locke examines the nature of the human
mind and the process by which it knows
the world.
 Rejecting the traditional doctrine of innate
ideas, Locke believed that the mind is born
blank, a 'tabula rasa'upon which the world
describes itself through the experience of
the five senses.

18.  Locke’s hierarchy of values in the education of a gentleman’s son was contained in
four elements: virtue, wisdom, breeding and learning.
 Virtue was placed first in the education of a gentleman by Locke as ‘absolutely
requisite to make him valued and beloved by others, acceptable or tolerable to
himself’
 Wisdom was to be of a practical kind: ‘a man’s managing his business ably and
with foresight in this world’. It did not mean being crafty or cunning, but rather to
be open, fair and wise.
 Good breeding was a subject upon which Locke had much to say. A well-bred
person would exhibit goodwill and regard for all people and forgo the habits of
roughness, contempt,
 criticize and contradiction. Not that children should be encouraged.
 Finally, Locke came to learning. Locke wanted all sons of gentlemen to acquire the
basics of learning—to read, to write, to express themselves clearly and to count.

34.  Johann Friedrich Herbart (4 May 1776 – 14 August 1841) was
a German philosopher, psychologist and founder of pedagogy as
an academic discipline.
 Early education of Herbart was accomplished by his mother.
 He began to write about spiritual subjects from his early
childhood.
 For higher education, he joined the Jena University where he was
powerfully influenced by the ‘ideology of neohumanism’.
 He inclined that only through education that spiritual values could
be inculcated in the human beings.

35.  Man has certain mental sensations if he confronts certain objects.
 He becomes conscious of them and acts in the most appropriate way towards them.
 These simple elements of consciousness are ideas.
 When man resists in face of destructive forces, ideas take root in his mind.
 These ideas do not disappear easily. They struggle to be uppermost in the
consciousness.
 All communication of new knowledge should be a development of previous
knowledge

36.  Herbart classifies ideas in three divisions:
Similar
Disparate
Contrary
 Each new idea is accepted, modified or rejected according to its being similar, dissimilar or
contrary.
 The fate of every new idea depends upon the harmony or conflict with the previously
existing idea.
 This mental phenomenon goes on whenever something is presented to our consciousness.
 The accepting, rejecting or modifying of ideas in our minds is called apperception.

37.  Absorption and Assimilation
 Formal Steps of Herbart
 Absorptions into clearness and association
 Assimilation into system and method

38.  First person who combined Ethics with Psychology and gave rise
to a new educational science
 With the help of Ethics, he formulated the aims of education
 With the aid of Psychology; he laid stress upon the methods of
teaching
 Mind is made up of three parts:
 Knowing
 Feeling
 Willing

39.  Herbart's pedagogical method was divided into discrete steps:
 Preparation,
 Presentation,
 Association,
 Generalization,
 Application.
 In preparation, teachers introduce new material in relation to the
students' existing knowledge or interests, so as to instill an interest in
the new material.

40.  He desires that the pupils must be so educated as to possess strong
moral character
 Teacher can successfully help his pupils to form high ideals according
to his theory of ideas
 Virtue
 Inner Freedom
 Creation of interest

41.  Historical
 History
 Language
 Literature
 Scientific
 Physical Sciences
 Arithmetic together with industrial
 vocational subjects

42.  Herbart laid stress upon both, freedom and discipline
 He was against harsh and rigid discipline
 In favour of freedom of child in learning
 He preferred training on discipline

43.  1. Compare the teaching methods proposed by John Dewey and
Herbart. Make a chart and display in the classroom.
 2. Visit a secondary school and observe teaching methods being
applied in the light of Herbart's Process of Instruction.