1. Ibn Sînâ/Avicenna. - For Ibn Sînâ education begins at the moment of birth and even before at the moment that man chooses a mate whose moral and intellectual character will deeply affect the child who is yet to be born. He also emphasizes the role of the wife and mother in the bringing up of the children and her share in their earliest education. The child is to be given discipline from the time of breast feeding and the first steps in his learning manners and morals and building up of character are to be taken in this earliest stage of human life, while the teaching of the sciences should begin when the body of the child begins to form fully with the joints becoming firm and the ears and tongue functioning fully.
2. Plato - Plato contributed a lot in the form of ideas and it inspired his follower to find new ways for education and training of the children. In fact Plato himself did not contribute directly to science and mathematics but he stress on these subjects, his philosophy of education influenced the developments of these subjects in centuries to come. Advocate of Education for all because he want everybody educated to its limit. Believed in state education in which it should be provided by the government. He recommended play method at elementary level; student should learn by doing. And when he reached the higher level of education, his reason would be trained in the processes of thinking and abstracting. Plato wants motivation and interest in learning. He is against the use of force in education."Knowledge which is acquired under compulsion obtains no hold on the mind."
3. Aristotle - He founded the sciences of Logic, Biology and the field of Psychology. Aristotle believed that education was central - the fulfilled person was an educated person. He placed a strong emphasis on all round and 'balanced' development. Play, physical training, music, debate, and the study of science and philosophy were to all have their place in the forming of body, mind and soul.
4. Jean Piaget - Piaget’s greatest contribution as a developmental psychologist was his organization of cognitive developments into a series of four distinct stages: a. sensorimotor b. pre-operational c. concrete operational d. formal operational
5. Thomas Aquinas - Thomas sees the parents as the primary educators. His contribution says that God is the source of all truth, and so the ultimate teacher, this does not prevent him from using other creatures as instruments by which He teaches men. The first cause (God) not only causes things to exist, but also causes them to be causes in their own right. Some say that the teacher merely removes the obstacles so that the student can rediscover the knowledge that is already within him. He agrees that knowledge exists in potency in the student, but this does not mean that the student has the knowledge, but that he can acquire it if something acts upon him. Habits (including moral virtues and technical skills) may exist in the learner as a certain inclination, but something is required to bring a vague inclination to perfection. Knowledge is built upon previous knowledge, and He recognizes that there are within our minds from the beginning certain "seeds of knowledge" - these are the first conceptions of the mind.
* EXISTENTIALISM * I prefer this philosophy among the other four. Existentialism is concerned with the whole person. Existentialist teachers never push their students to become specialist in order to contribute to society and don’t make heavy use of the individualized approach. They let the students learn from their own experience. It has no universal nature. With this students can choose what they can become not dictated by the environment. Each is born and exists and then determines their essence. And every learner is allowed to learn at his/her own pace. ♥
1. Immanuel Kant - believed that education differs from training in the latter involves thinking. In addition to education reason of central importance to him was the development of character and teaching of moral maxims. He also the proponent of public education and learning by doing.
2. Aristotle - believed that education was central, the fulfilled person was an educated person. He considered human nature, habit and reason to be equally important forces to be cultivated in education. He placed great emphasis on balancing theoretical and practical aspects of subjects taught. Subjects he explicitly mentions as being important include reading, writing and mathematics, music, physical education, literature and history and wide range of sciences. He also mentioned the importance of play.
3. John Locke - He expresses the belief that education make the man more fundamentally, that the min is an "empty cabinet" with the statement "I think I may say that of all the men we meet with, nine parts of ten are what they are good or evil, useful or not by their education" He also argued that "Associations of ideas' that one makes when young are more important than those made later because they foundation of the self they are, put differently. "Associatinism" as this theory would come to be called, exerted a powerful influence over eighteen century thought, particularly education theory as nearly every education write warned parents not to allow their children to develop negative association. It is lead also to the development of psychology.
4. St. Thomas Aquinas - explains that there are two ways of learning. The better is the way of independent investigation, which he calls "discovery' It is remarkably illustrated in the exploits of gifted children who teach them selves to read or like a 3-yr. old Mozart, to play a musical instrument before having had any instructions. We all employ this method in less spectacular fashion when we acquire some store of knowledge or some skill through our own experience and effort. This procedure not only the manifests greater intellectual power to learner. For we learn in this case through an immediate contact with realities in question, whereas we, are taught the teachers signs intervene and at best point us those towards the realities. It is a rare talent, nonetheless that can wholly dispense with teacher's help and to do so, in any case time consuming. So that the chief value of this second way of learning that is to say learning-through-teaching is one of economy. Most men have neither the leisure nor the courage to learn all day need to know if teachers did not ease and accelerate the process of them.
5. John Dewey - He is the educational reformer whose ideas have been influential to education and social reform. He was an important early developer of the Philosophy of pragmatism and one of the founders of functional psychology. He was a major representative of the progressive and progressive populist philosophers of schooling during the first half of the 20th century in the USA. Although Dewey is known best for his publications concerning educations, he also wrote about many other topics, including experience nature, art, logic inquiry, democracy and ethics.
2.Among the five philosophies we've discuss I prefer EXISTENTIALISM in this as a teacher we'll help students to know what is worth in their life. How they enhance their capabilities on their own and explore their self's to the extend of their limitations. They also learn their self's in order to grow from such obstacles that made them more solely responsible for their own life. We also them to be aware what is happening around them, the more they know the more they are empowered to do something and help to start the change on their own, to others and to the society which is they need to be involve.
Plato Plato's educational philosophy was grounded in his vision of the ideal Republic, wherein the individual was best served by being subordinated to a just society. He advocated removing children from their mothers' care and raising them as legal guardian, with great care being taken to differentiate children suitable to the various class, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor. Plato believed that talent was distributed non-genetically and thus must be found in children born in any social class. He builds on this by insisting that those suitably gifted are to be trained by the state so that they may be qualified to assume the role of a ruling class. John Dewey Dewey stated that in its broadest sense education is the means of the "social continuity of life" given the "primary ineluctable facts of the birth and death of each one of the constituent members in a social group". Education is therefore a necessity, for "the life of the group goes on." Dewey was a proponent of Educational Progressivism and was a relentless campaigner for reform of education, pointing out that the authoritarian, strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' actual experiences.
William Chandler Bagley An opponent of pragmatism and progressive education, Bagley insisted on the value of knowledge for its own sake, not merely as an instrument, and he criticized his colleagues for their failure to emphasize systematic study of academic subjects. Bagley was a proponent of educational essentialism.
Maria Montessori Maria Montessori is best known for her philosophy and the Montessori Method of education of children from birth to adolescence. Her educational method is in use today in a number of public as well as private schools throughout the world.
Charlotte Mason Mason was a British educator who invested her life in improving the quality of children's education. Her ideas led to a method used by some homeschoolers. Mason's philosophy of education is probably best summarized by the principles given at the beginning of each of her books. Two key mottos taken from those principles are "Education is an atmosphere; a discipline; a life" and "Education is the science of relations." She believed that children were born persons and should be respected as such; they should also be taught the Way of the Will and the Way of Reason. Charlotte Mason believed that children should be introduced to subjects through living books, not through the use of compendiums, abstracts, or selections.
Among the five philosophies that had been discussed, I prefer progressivism. Since I also suppose that individuality, progress and change are fundamental to one’s education. And I believe that people learn best from what they consider most relevant to their lives. As a progressivist teacher, he/she should make school interesting and useful by planning lessons that provoke curiosity so that students will learn actively. Progressivist education is also a process of ongoing growth, not just a prepararion for becoming an adult. One example this is our class during Saturday. We are actively learning through discussions and we think about what we can read or study in order for us to incorporate those not only for our teaching careers but also for ourselves.
1. John Dewey – The Roots of Progressivism, Dewey taught that people are social animals who learn well through active interplay with others and that our learning increases when we are engaged in activities that have meaning for us. Book learning, to Dewey, was no substitute for actually doing things. To him, education is a reconstruction of experience, an opportunity to apply previous experiences in new ways.
2. William Bagley – Essentialism. Schools should transmit the traditional moral values and intellectual knowledge that students need to become model citizens. Essentialist educators emphasize instruction in natural science rather than non-scientific disciplines such as philosophy or comparative religion.
3. Jean Paul Sartre – Existentialism. It rejects the existence of any source of objective, authoritative truth about metaphysics, epistemology, and ethics. Instead, individuals are responsible for determining for themselves. Existentialist methods focus on the individual. Learning is self-paced, self directed, and includes a great deal of individual contact with the teacher, who relates to each student openly and honestly.
4. Robert Hutchins – Perennialism. Education implies teaching. Teaching implies knowledge as truth. The truth is everywhere the same. Hence, education should be everywhere the same.
5. John Watson- Behaviorism. It assumes that behavior is observable and can be correlated with other observable events. Watson's theory was more concerned with effects of stimuli. This is also referred to as "learning through stimulus substitution," a reference to the substitution of one stimulus for another.
I prefer the Philosophy of Existentialism the most mainly because out of the five philosophies it deals more on the learner’s personal growth. For some, students are studying or learning for the reason that they are preparing themselves as a better individual. Given the fact that learning here is self-paced, students will become more independent and responsible on their own actions. Nowadays, some of the students are fairly slack and their learning style is easier than before. Acquiring the knowledge and style of this philosophy will help them to achieve their goals even when they’re out in education phase.
Plato Idealism The exact sciences - arithmetic, plane and solid geometry, astronomy, and harmonics - would first be studied for ten years to familiarize the mind with relations that can only be apprehended by thought. Five years would then be given to the still severer study of 'dialectic'. Dialectic is the art of conversation, of question and answer; and according to Plato, dialectical skill is the ability to pose and answer questions about the essences of things. The dialectician replaces hypotheses with secure knowledge, and his aim is to ground all science, all knowledge, on some 'unhypothetical first principle'. He saw education as the key to creating and sustaining his Republic. He advocated extreme methods: removing children from their mothers' care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and rigidly censored music and art. For Plato, the individual was best served by being subordinated to a just society.
John Dewey Pragmatism Dewey, in My Pedagogic Creed wrote “I believe that: • all education proceeds by the participation of the individual in the social consciousness of the race. • the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself. • this educational process has two sides - one psychological and one sociological; and that neither can be subordinated to the other or neglected without evil results following. Of these two sides, the psychological is the basis. The child's own instincts and powers furnish the material and give the starting point for all education. • the psychological and social sides are organically related and that education cannot be regarded as a compromise between the two, or a superimposition of one upon the other. • the teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences. • the teacher is engaged, not simply in the training of individuals, but in the formation of the proper social life.
Aristotle Realism Aristotle believed in the direct observation of nature, and in science he taught that theory must follow fact. He considered philosophy to be the discerning of the self-evident, changeless first principles that form the basis of all knowledge. Logic was for Aristotle the necessary tool of any inquiry, and the syllogism was the sequence that all logical thought follows. He introduced the notion of category into logic and taught that reality could be classified according to several categories—substance (the primary category), quality, quantity, relation, determination in time and space, action, passion or passivity, position, and condition. Aristotle also taught that knowledge of a thing, beyond its classification and description, requires an explanation of causality , or why it is. He posited four causes or principles of explanation: the material cause (the substance of which the thing is made); the formal cause (its design); the efficient cause (its maker or builder); and the final cause (its purpose or function). In modern thought the efficient cause is generally considered the central explanation of a thing, but for Aristotle the final cause had primacy.
Piaget Four developmental stages and the processes by which children progress through them. The four stages are: Sensorimotor stage (birth – 2 years old)–The child, through physical interaction with his or her environment, builds a set of concepts about reality and how it works. This is the stage where a child does not know that physical objects remain in existence even when out of sight (object permanance). Preoperational stage (ages 2-7)–The child is not yet able to conceptualize abstractly and needs concrete physical situations. Concrete operations (ages 7-11)–As physical experience accumulates, the child starts to conceptualize, creating logical structures that explain his or her physical experiences. Abstract problem solving is also possible at this stage. Formal operations (beginning at ages 11-15)–By this point, the child’s cognitive structures are like those of an adult and include conceptual reasoning.
Jerome Bruner Constructivist Theory Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".
i was fascinated by John Dewey's point of view. that teacher is not only a provider of knowledge but also guides the students on how to respond appropriately on societies demands in preparation when the child is already on its own.
1. SOCRATES taught his learners bys asking questions, now known as the Socratic or dialectic method. He would often insist that he really knew nothing, but his questioning skills allowed others to learn by self-generated understanding.
JOHN LOCKE (Liberalism) believes that at birth, the human mind is a blank slate on which experience writes. He claims that ideas are the materials of knowledge and all ideas come from experience. Further, experience is of two kinds: Sensation, which tells us about things and processes in the external world; and Reflection, which tells us about the operation of our minds. It acts as a sort of internal sense that makes us conscious of the mental process we are engaged in. Some ideas we get from sensation, some only from reflection, and some from both. We cannot create simple ideas; we can only get them from experience.
JOHANN HEINRICH PESTALOZZI argued that children should learn through activity and through things. He placed special emphasis on spontaneity and self-activity. Children should not be given ready-made answers, but should arrive at answers themselves. To do this, their own powers of seeing, judging and reasoning should be cultivated, and their self-activity encouraged. The aim is to educate the whole child, not just intellectually. He looked to balance the three elements – hands, heart, and head.
FRIEDRICH FROEBEL, whose philosophy was based in Idealism, believed that introducing play as a means of engaging children in self-activity to externalize their inner natures and a way of trying or imitating adult roles. He also believed that at birth, every child had within him all that he was to be, and the proper educational environment will encourage the child to grow and develop in an optimal manner. His model rested on four basic ideas: creativity, free self-expression, motor expression, and social participation.
JOHN DEWEY (Pragmatism) believes that “the only true education comes through the stimulation of the child’s powers by the demands of the social stimulation in which he finds himself.” In addition, “the teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences… The teacher is engaged, not simply in the training of the individuals, but in the formation of the proper social life.” (Pedagogic Creed, John Dewey)
2. Actually, I have no particular preference in all of the philosophies. Each has positive and negative aspects. I prefer an ECLECTIC approach in education, to help the students achieve their fullest potential in learning, although, there are three major philosophies that agree, at least in part, with my ideals. One would be ESSENTIALISM, for I believe that all learners should learn the basic knowledge, skills, and even the traditional skills and values. Another would be PROGRESSIVISM because of its respect of individuality. It encourages students to learn by doing and to interact with one another. Also, students solve classroom problems similar to those they will encounter outside the school, thus making them more adaptable and flexible problem solvers. Lastly, BEHAVIORISM, because not all motivation comes from within. Reinforcing opportunities in the environment that strengthen or reduces behavior, could well serve a teacher as it helps facilitate learning.
Plato (Idealism) Plato's educational philosophy was grounded in his vision of the ideal Republic, wherein theindividual was best served by being subordinated to a just society. He advocated removing children from their mothers' care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor.
Aristotle (Realism) Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education. Thus, for example, he considered repetition to be a key tool to develop good habits. The teacher was to lead the student systematically; this differs, for example, from Socrates' emphasis on questioning his listeners to bring out their own ideas (though the comparison is perhaps incongruous sinceSocrates was dealing with adults). One of education's primary missions for Aristotle, perhaps its most important, was to produce good and virtuous citizens for the polis.
John Milton (Scholasticism) The objective of medieval education was an overtly religious one, primarily concerned with uncovering transcendental truths that would lead a person back to God through a life of moral and religious choice.
John Dewey (Pragmatism) In Democracy and Education: An Introduction to the Philosophy of Education, Dewey stated that in its broadest sense education is the means of the "social continuity of life" given the "primary ineluctable facts of the birth and death of each one of the constituent members in a social group". Education is therefore a necessity, for "the life of the group goes on." Dewey was a proponent of Educational Progressivism and was a relentless campaigner for reform of education, pointing out that the authoritarian, strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' actual experiences.
Jean Piaget (Progressivism) Jean Piaget was a Swiss developmental psychologist known for his epistemological studies with children. His theory of cognitive developmentand epistemological view are together called "genetic epistemology". Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual." Piaget created the International Centre for Genetic Epistemology in Geneva in 1955 and directed it until 1980. According to Ernst von Glasersfeld, Jean Piaget is "the great pioneer of the constructivist theory of knowing."
I prefer the educational philosophy of John Dewey:
Dewey looks at the importance of education not only as a place to gain content knowledge, but also as a place to learn how to live. In his eyes, the purpose of education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one’s full potential and the ability to use those skills for the greater good. In The Child and the Curriculum (1902), Dewey discusses two major conflicting schools of thought regarding educational pedagogy. The first is centered on the curriculum and focuses almost solely on the subject matter to be taught. Dewey argues that the major flaw in this methodology is the inactivity of the student; within this particular framework, "the child is simply the immature being who is to be matured; he is the superficial being who is to be deepened.” He argues that in order for education to be most effective, content must be presented in a way that allows the student to relate the information to prior experiences, thus deepening the connection with this new knowledge.
zhang xueqi(susie) A>1.Johann Friedrich Herbart who was a German philosopher, psychologist, and founder of pedagogy as an academic discipline.He is now remembered amongst the post-Kantian philosophers mostly as making the greatest contrast to Hegel; this in particular in relation to aesthetics. 2.Socrates was a classical Greek Athenian philosopher. Credited as one of the founders of Western philosophy, he is an enigmatic figure known chiefly through the accounts of later classical writers, especially the writings of his students Plato and Xenophon, and the plays of his contemporary Aristophanes. Many would claim that Plato's dialogues are the most comprehensive accounts of Socrates to survive from antiquity. 3.John Dewey was an influential thinker and educator. The New York Times once called him "America's philosopher."He described his ideas in books including "Democracy and Education," "The School and Society" and "How We Think.He was perhaps the best known philosopher, educator and public intellectual of the twentieth century. He was active in many fields, including education, philosophy, psychology and also humanistic and humanitarian affairs. He was an important influence in the founding of the American Association of University Professors and the American Civil Liberties Union. 4.Abraham Harold Maslow was an American professor of psychology at Brandeis University, Brooklyn College, New School for Social Research and Columbia University who created Maslow's hierarchy of needs. He stressed the importance of focusing on the positive qualities in people, as opposed to treating them as a 'bag of symptoms.'Many psychologists have made impacts on society's understanding of the world. Abraham Maslow was one of these; he brought a new face to the study of human behavior. He called his new discipline, "Humanistic Psychology." 5.Horace Mann was an American education reformer, and a member of the Massachusetts House of Representatives from 1827 to 1833. He served in the Massachusetts Senate from 1834 to 1837. In 1848, after serving as Secretary of the Massachusetts State Board of Education since its creation, he was elected to the US House of Representatives. Mann was a brother-in-law to author Nathaniel Hawthorne.
B>Among the 5 philosophies we have discussed, I prefer most is Socrates.I have great sense of identiry of the Socratic method.which is based on the form of teachers and students throughout of the question , the so called "question and answer method." Socrates teaching students a concept,he will not tell the students directly, but ask questions first, allow students to answer, if the student give a wrong one, he did not directly to correct it, but to present another questions to guide students to think,step by step, draw the right conclusions. It laid the foundation for the heuristic teaching. Socrates advocated a great impact on future generations and answer method, until now, It is an important question and answer method of teaching methods also.
#1: Socrates, the Questioner A poor stonemason, Socrates spent his free time wandering around Athens asking questions like How do you know whether something is true or false? Socrates’ questions inspired others—including a burly young wrestler named Plato—to follow him around and ask him questions. And so philosophy was born. But not everyone thought all of this questioning was a good thing.Socrates offered a remark that has stood as the motto of philosophy ever since: #2: Niccolò Machiavelli, When your name becomes a synonym for evil scheming, you know you’ve hit the philosophical big time. Such is the fate of Niccolò Machiavelli, a Florentine diplomat whose big yet simple idea really messed with everyone’s minds.Machiavelli isn’t necessarily defending or recommending this behavior; he’s just reporting the facts. In true Machiavellian fashion, the author was canny enough to wait until he was dead to publish his book, which has outraged readers ever since. r #3: Thomas Hobbes, is lauded as one of the founders of political science. In his own lifetime, his books were banned and burned, and he was forced to flee multiple countries to save his neck—all because of Leviathan. Hobbes argues that people are fundamentally selfish and aggressive and will only curtail their natural nastiness out of fear of a powerful leader. He softened this grim view by saying that the leader should be someone whom people agree should hold power, not simply the strongest guy around. Now known as the social contract, this notion irked those in power, since it implied that monarchs need the consent of the people to be legitimate. #4: Karl Marx, the Communist A radical political thinker who became an even more radical self-taught economist, Karl Marx was hounded out of France, Belgium, and then France again. Today he is remembered as the father of communism. Marx’s body of work is vast, but its most infamous highlights are Capital and The Communist Manifesto. The former explains how capitalism works, especially how it exploits the working classes. While the transformation he called for didn’t happen in his own lifetime, Russia and China, among others, experienced successful communist revolutions in the 20th century. Even noncommunist countries like the United States adopted many of Marx’s socialist ideas, including free education and a graduated income tax. Marx hasn’t lost his capacity to scare people: in 2005, a conservative magazine named the Manifesto the most dangerous book ever written. #5: Friedrich Nietzsche,Raised to be a Lutheran minister, no doubt disappointed his mother when he declared “God is dead” Nietzsche was an extremely complex thinker who wrote on a wide variety of subjects, but his most controversial arguments concern morality. Arguing that Western civilization has lost any real faith in a higher power Nietzsche claimed that we need to toss off the antiquated morality that went with Judeo-Christian life . Among the five philosophies that had been discussed, I prefer Karl Marx, the Communist Marx was greatly influenced by the philosophy of Hegel。 While Marx was impressed with the Hegelian professors under whom he studied， he ultimately found himself attracted to a group of students known as the Young Hegelians.This group of young iconoclasts， were inspired by Hegel but were determined to champion the more radical aspects of the old master‘s system。 In particular， these Left Hegelians called into question the conservatism they saw in Hegel‘s avowed political and religious philosophies。 Although Marx desired a career as an academic at the time， his political sympathies prevented him from receiving an position in the state－controlled university system。 Instead，Marx turned to journalism where his radical politics attracted the attention of Prussian censors。 The publication for which he worked was shut down for its politically incorrect commentary， and the frustrated Marx traveled to Paris。
1. Identify 5 well-known philosophers and their contributions to education. 1. Dewy – pragmatist – ideas are instruments and truth is how well an idea benefits one through the test of experience. His educational concepts were about playing active learning games which students wanted to play - not spectator games that they could not see the workings of. 2. (Jean Jacques Rousseau Plants are shaped by cultivation and men by education. .. We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgment. Everything we do not have at our birth and which we need when we are grown is given us by education. 3. Albert Einstein, 1949 This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to worship acquisitive success as a preparation for his future career. I am convinced there is only one way to eliminate these grave evils, namely through the establishment of a socialist economy, accompanied by a educational system which would be oriented toward social goals. In such an economy, the means of production are owned by society itself and are utilised in a planned fashion. A planned economy, which adjusts production to the needs of the community, would distribute the work to be done among all those able to work and would guarantee a livelihood to every man, woman and child. The education of the individual, in addition to promoting his own innate abilities, would attempt to develop in him a sense of responsibility for his fellow-men in place of the glorification of power and success in our present society. 4. (Aristotle "All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth."
5. de Montaigne, Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it? .. But in truth I know nothing about the philosophy of education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them. 2. Among the 5 philosophies we have discussed, which do you prefer most? Give your reaction to that.
Behaviorism because based on the belief that behaviors can be measured, trained, and changed. Our responses to environmental stimuli shapes our behaviors. As a teacher we need to learn • to arrange environmental conditions • to make the stimuli clearer an interesting • to provide appropriate incentives That could be helpful for the learning process of our students.
1. Identify 5 well-known philosophers and their contributions to education. 1. Dewy – pragmatist – ideas are instruments and truth is how well an idea benefits one through the test of experience. His educational concepts were about playing active learning games which students wanted to play - not spectator games that they could not see the workings of. 2. (Jean Jacques Rousseau Plants are shaped by cultivation and men by education. .. We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgment. Everything we do not have at our birth and which we need when we are grown is given us by education. 3. Albert Einstein, 1949 This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to worship acquisitive success as a preparation for his future career. I am convinced there is only one way to eliminate these grave evils, namely through the establishment of a socialist economy, accompanied by a educational system which would be oriented toward social goals. In such an economy, the means of production are owned by society itself and are utilised in a planned fashion. A planned economy, which adjusts production to the needs of the community, would distribute the work to be done among all those able to work and would guarantee a livelihood to every man, woman and child. The education of the individual, in addition to promoting his own innate abilities, would attempt to develop in him a sense of responsibility for his fellow-men in place of the glorification of power and success in our present society. 4. (Aristotle "All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth."
5. de Montaigne, Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it? .. But in truth I know nothing about the philosophy of education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them. 2. Among the 5 philosophies we have discussed, which do you prefer most? Give your reaction to that.
Behaviorism because based on the belief that behaviors can be measured, trained, and changed. Our responses to environmental stimuli shapes our behaviors. As a teacher we need to learn • to arrange environmental conditions • to make the stimuli clearer an interesting • to provide appropriate incentives That could be helpful for the learning process of our students.
1. Ibn Sînâ/Avicenna.
ReplyDelete- For Ibn Sînâ education begins at the moment of birth and even before at the moment that man chooses a mate whose moral and intellectual character will deeply affect the child who is yet to be born. He also emphasizes the role of the wife and mother in the bringing up of the children and her share in their earliest education. The child is to be given discipline from the time of breast feeding and the first steps in his learning manners and morals and building up of character are to be taken in this earliest stage of human life, while the teaching of the sciences should begin when the body of the child begins to form fully with the joints becoming firm and the ears and tongue functioning fully.
2. Plato
- Plato contributed a lot in the form of ideas and it inspired his follower to find new ways for education and training of the children. In fact Plato himself did not contribute directly to science and mathematics but he stress on these subjects, his philosophy of education influenced the developments of these subjects in centuries to come. Advocate of Education for all because he want everybody educated to its limit. Believed in state education in which it should be provided by the government. He recommended play method at elementary level; student should learn by doing. And when he reached the higher level of education, his reason would be trained in the processes of thinking and abstracting. Plato wants motivation and interest in learning. He is against the use of force in education."Knowledge which is acquired under compulsion obtains no hold on the mind."
3. Aristotle
- He founded the sciences of Logic, Biology and the field of Psychology. Aristotle believed that education was central - the fulfilled person was an educated person. He placed a strong emphasis on all round and 'balanced' development. Play, physical training, music, debate, and the study of science and philosophy were to all have their place in the forming of body, mind and soul.
4. Jean Piaget
- Piaget’s greatest contribution as a developmental psychologist was his organization of cognitive developments into a series of four distinct stages:
a. sensorimotor
b. pre-operational
c. concrete operational
d. formal operational
5. Thomas Aquinas
- Thomas sees the parents as the primary educators. His contribution says that God is the source of all truth, and so the ultimate teacher, this does not prevent him from using other creatures as instruments by which He teaches men. The first cause (God) not only causes things to exist, but also causes them to be causes in their own right. Some say that the teacher merely removes the obstacles so that the student can rediscover the knowledge that is already within him. He agrees that knowledge exists in potency in the student, but this does not mean that the student has the knowledge, but that he can acquire it if something acts upon him. Habits (including moral virtues and technical skills) may exist in the learner as a certain inclination, but something is required to bring a vague inclination to perfection. Knowledge is built upon previous knowledge, and He recognizes that there are within our minds from the beginning certain "seeds of knowledge" - these are the first conceptions of the mind.
* EXISTENTIALISM *
I prefer this philosophy among the other four. Existentialism is concerned with the whole person. Existentialist teachers never push their students to become specialist in order to contribute to society and don’t make heavy use of the individualized approach. They let the students learn from their own experience. It has no universal nature. With this students can choose what they can become not dictated by the environment. Each is born and exists and then determines their essence. And every learner is allowed to learn at his/her own pace. ♥
1. Immanuel Kant - believed that education differs from training in the latter involves thinking. In addition to education reason of central importance to him was the development of character and teaching of moral maxims. He also the proponent of public education and learning by doing.
ReplyDelete2. Aristotle - believed that education was central, the fulfilled person was an educated person. He considered human nature, habit and reason to be equally important forces to be cultivated in education. He placed great emphasis on balancing theoretical and practical aspects of subjects taught. Subjects he explicitly mentions as being important include reading, writing and mathematics, music, physical education, literature and history and wide range of sciences. He also mentioned the importance of play.
3. John Locke - He expresses the belief that education make the man more fundamentally, that the min is an "empty cabinet" with the statement "I think I may say that of all the men we meet with, nine parts of ten are what they are good or evil, useful or not by their education" He also argued that "Associations of ideas' that one makes when young are more important than those made later because they foundation of the self they are, put differently. "Associatinism" as this theory would come to be called, exerted a powerful influence over eighteen century thought, particularly education theory as nearly every education write warned parents not to allow their children to develop negative association. It is lead also to the development of psychology.
4. St. Thomas Aquinas - explains that there are two ways of learning. The better is the way of independent investigation, which he calls "discovery' It is remarkably illustrated in the exploits of gifted children who teach them selves to read or like a 3-yr. old Mozart, to play a musical instrument before having had any instructions. We all employ this method in less spectacular fashion when we acquire some store of knowledge or some skill through our own experience and effort. This procedure not only the manifests greater intellectual power to learner. For we learn in this case through an immediate contact with realities in question, whereas we, are taught the teachers signs intervene and at best point us those towards the realities. It is a rare talent, nonetheless that can wholly dispense with teacher's help and to do so, in any case time consuming. So that the chief value of this second way of learning that is to say learning-through-teaching is one of economy. Most men have neither the leisure nor the courage to learn all day need to know if teachers did not ease and accelerate the process of them.
5. John Dewey - He is the educational reformer whose ideas have been influential to education and social reform. He was an important early developer of the Philosophy of pragmatism and one of the founders of functional psychology. He was a major representative of the progressive and progressive populist philosophers of schooling during the first half of the 20th century in the USA. Although Dewey is known best for his publications concerning educations, he also wrote about many other topics, including experience nature, art, logic inquiry, democracy and ethics.
2.Among the five philosophies we've discuss I prefer EXISTENTIALISM in this as a teacher we'll help students to know what is worth in their life. How they enhance their capabilities on their own and explore their self's to the extend of their limitations. They also learn their self's in order to grow from such obstacles that made them more solely responsible for their own life. We also them to be aware what is happening around them, the more they know the more they are empowered to do something and help to start the change on their own, to others and to the society which is they need to be involve.
Plato
ReplyDeletePlato's educational philosophy was grounded in his vision of the ideal Republic, wherein the individual was best served by being subordinated to a just society. He advocated removing children from their mothers' care and raising them as legal guardian, with great care being taken to differentiate children suitable to the various class, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor.
Plato believed that talent was distributed non-genetically and thus must be found in children born in any social class. He builds on this by insisting that those suitably gifted are to be trained by the state so that they may be qualified to assume the role of a ruling class.
John Dewey
Dewey stated that in its broadest sense education is the means of the "social continuity of life" given the "primary ineluctable facts of the birth and death of each one of the constituent members in a social group". Education is therefore a necessity, for "the life of the group goes on." Dewey was a proponent of Educational Progressivism and was a relentless campaigner for reform of education, pointing out that the authoritarian, strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' actual experiences.
William Chandler Bagley
An opponent of pragmatism and progressive education, Bagley insisted on the value of knowledge for its own sake, not merely as an instrument, and he criticized his colleagues for their failure to emphasize systematic study of academic subjects. Bagley was a proponent of educational essentialism.
Maria Montessori
Maria Montessori is best known for her philosophy and the Montessori Method of education of children from birth to adolescence. Her educational method is in use today in a number of public as well as private schools throughout the world.
Charlotte Mason
Mason was a British educator who invested her life in improving the quality of children's education. Her ideas led to a method used by some homeschoolers. Mason's philosophy of education is probably best summarized by the principles given at the beginning of each of her books. Two key mottos taken from those principles are "Education is an atmosphere; a discipline; a life" and "Education is the science of relations." She believed that children were born persons and should be respected as such; they should also be taught the Way of the Will and the Way of Reason. Charlotte Mason believed that children should be introduced to subjects through living books, not through the use of compendiums, abstracts, or selections.
Among the five philosophies that had been discussed, I prefer progressivism. Since I also suppose that individuality, progress and change are fundamental to one’s education. And I believe that people learn best from what they consider most relevant to their lives. As a progressivist teacher, he/she should make school interesting and useful by planning lessons that provoke curiosity so that students will learn actively. Progressivist education is also a process of ongoing growth, not just a prepararion for becoming an adult. One example this is our class during Saturday. We are actively learning through discussions and we think about what we can read or study in order for us to incorporate those not only for our teaching careers but also for ourselves.
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ReplyDelete1. John Dewey – The Roots of Progressivism, Dewey taught that people are social animals who learn well through active interplay with others and that our learning increases when we are engaged in activities that have meaning for us. Book learning, to Dewey, was no substitute for actually doing things. To him, education is a reconstruction of experience, an opportunity to apply previous experiences in new ways.
ReplyDelete2. William Bagley – Essentialism. Schools should transmit the traditional moral values and intellectual knowledge that students need to become model citizens. Essentialist educators emphasize instruction in natural science rather than non-scientific disciplines such as philosophy or comparative religion.
3. Jean Paul Sartre – Existentialism. It rejects the existence of any source of objective, authoritative truth about metaphysics, epistemology, and ethics. Instead, individuals are responsible for determining for themselves. Existentialist methods focus on the individual. Learning is self-paced, self directed, and includes a great deal of individual contact with the teacher, who relates to each student openly and honestly.
4. Robert Hutchins – Perennialism. Education implies teaching. Teaching implies knowledge as truth. The truth is everywhere the same. Hence, education should be everywhere the same.
5. John Watson- Behaviorism. It assumes that behavior is observable and can be correlated with other observable events. Watson's theory was more concerned with effects of stimuli. This is also referred to as "learning through stimulus substitution," a reference to the substitution of one stimulus for another.
I prefer the Philosophy of Existentialism the most mainly because out of the five philosophies it deals more on the learner’s personal growth. For some, students are studying or learning for the reason that they are preparing themselves as a better individual. Given the fact that learning here is self-paced, students will become more independent and responsible on their own actions. Nowadays, some of the students are fairly slack and their learning style is easier than before. Acquiring the knowledge and style of this philosophy will help them to achieve their goals even when they’re out in education phase.
Plato
ReplyDeleteIdealism
The exact sciences - arithmetic, plane and solid geometry, astronomy, and harmonics - would first be studied for ten years to familiarize the mind with relations that can only be apprehended by thought. Five years would then be given to the still severer study of 'dialectic'. Dialectic is the art of conversation, of question and answer; and according to Plato, dialectical skill is the ability to pose and answer questions about the essences of things. The dialectician replaces hypotheses with secure knowledge, and his aim is to ground all science, all knowledge, on some 'unhypothetical first principle'. He saw education as the key to creating and sustaining his Republic. He advocated extreme methods: removing children from their mothers' care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and rigidly censored music and art. For Plato, the individual was best served by being subordinated to a just society.
John Dewey
Pragmatism
Dewey, in My Pedagogic Creed wrote
“I believe that:
• all education proceeds by the participation of the individual in the social
consciousness of the race.
• the only true education comes through the stimulation of the child's powers by the
demands of the social situations in which he finds himself.
• this educational process has two sides - one psychological and one sociological; and
that neither can be subordinated to the other or neglected without evil results
following. Of these two sides, the psychological is the basis. The child's own instincts
and powers furnish the material and give the starting point for all education.
• the psychological and social sides are organically related and that education cannot
be regarded as a compromise between the two, or a superimposition of one upon
the other.
• the teacher is not in the school to impose certain ideas or to form certain habits in
the child, but is there as a member of the community to select the influences which
shall affect the child and to assist him in properly responding to these influences.
• the teacher is engaged, not simply in the training of individuals, but in the formation
of the proper social life.
Aristotle
Realism
Aristotle believed in the direct observation of nature, and in science he taught that theory must follow fact. He considered philosophy to be the discerning of the self-evident, changeless first principles that form the basis of all knowledge. Logic was for Aristotle the necessary tool of any inquiry, and the syllogism was the sequence that all logical thought follows. He introduced the notion of category into logic and taught that reality could be classified according to several categories—substance (the primary category), quality, quantity, relation, determination in time and space, action, passion or passivity, position, and condition.
Aristotle also taught that knowledge of a thing, beyond its classification and description, requires an explanation of causality , or why it is. He posited four causes or principles of
explanation: the material cause (the substance of which the thing is made); the formal
cause (its design); the efficient cause (its maker or builder); and the final cause (its
purpose or function). In modern thought the efficient cause is generally considered the
central explanation of a thing, but for Aristotle the final cause had primacy.
Piaget
ReplyDeleteFour developmental stages and the processes by which children progress through them. The four stages are:
Sensorimotor stage (birth – 2 years old)–The child, through physical interaction with his or her environment, builds a set of concepts about reality and how it works. This is the stage where a child does not know that physical objects remain in existence even when out of sight (object permanance).
Preoperational stage (ages 2-7)–The child is not yet able to conceptualize abstractly and needs concrete physical situations.
Concrete operations (ages 7-11)–As physical experience accumulates, the child starts to conceptualize, creating logical structures that explain his or her physical experiences. Abstract problem solving is also possible at this stage.
Formal operations (beginning at ages 11-15)–By this point, the child’s cognitive structures are like those of an adult and include conceptual reasoning.
Jerome Bruner
Constructivist Theory
Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".
i was fascinated by John Dewey's point of view. that teacher is not only a provider of knowledge but also guides the students on how to respond appropriately on societies demands in preparation when the child is already on its own.
ReplyDelete1.
ReplyDeleteSOCRATES taught his learners bys asking questions, now known as the Socratic or dialectic method. He would often insist that he really knew nothing, but his questioning skills allowed others to learn by self-generated understanding.
JOHN LOCKE (Liberalism) believes that at birth, the human mind is a blank slate on which experience writes. He claims that ideas are the materials of knowledge and all ideas come from experience. Further, experience is of two kinds: Sensation, which tells us about things and processes in the external world; and Reflection, which tells us about the operation of our minds. It acts as a sort of internal sense that makes us conscious of the mental process we are engaged in. Some ideas we get from sensation, some only from reflection, and some from both. We cannot create simple ideas; we can only get them from experience.
JOHANN HEINRICH PESTALOZZI argued that children should learn through activity and through things. He placed special emphasis on spontaneity and self-activity. Children should not be given ready-made answers, but should arrive at answers themselves. To do this, their own powers of seeing, judging and reasoning should be cultivated, and their self-activity encouraged. The aim is to educate the whole child, not just intellectually. He looked to balance the three elements – hands, heart, and head.
FRIEDRICH FROEBEL, whose philosophy was based in Idealism, believed that introducing play as a means of engaging children in self-activity to externalize their inner natures and a way of trying or imitating adult roles. He also believed that at birth, every child had within him all that he was to be, and the proper educational environment will encourage the child to grow and develop in an optimal manner. His model rested on four basic ideas: creativity, free self-expression, motor expression, and social participation.
JOHN DEWEY (Pragmatism) believes that “the only true education comes through the stimulation of the child’s powers by the demands of the social stimulation in which he finds himself.” In addition, “the teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences… The teacher is engaged, not simply in the training of the individuals, but in the formation of the proper social life.” (Pedagogic Creed, John Dewey)
2. Actually, I have no particular preference in all of the philosophies. Each has positive and negative aspects. I prefer an ECLECTIC approach in education, to help the students achieve their fullest potential in learning, although, there are three major philosophies that agree, at least in part, with my ideals. One would be ESSENTIALISM, for I believe that all learners should learn the basic knowledge, skills, and even the traditional skills and values. Another would be PROGRESSIVISM because of its respect of individuality. It encourages students to learn by doing and to interact with one another. Also, students solve classroom problems similar to those they will encounter outside the school, thus making them more adaptable and flexible problem solvers. Lastly, BEHAVIORISM, because not all motivation comes from within. Reinforcing opportunities in the environment that strengthen or reduces behavior, could well serve a teacher as it helps facilitate learning.
This comment has been removed by the author.
ReplyDeletePlato (Idealism)
ReplyDeletePlato's educational philosophy was grounded in his vision of the ideal Republic, wherein theindividual was best served by being subordinated to a just society. He advocated removing children from their mothers' care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor.
Aristotle (Realism)
Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education. Thus, for example, he considered repetition to be a key tool to develop good habits. The teacher was to lead the student systematically; this differs, for example, from Socrates' emphasis on questioning his listeners to bring out their own ideas (though the comparison is perhaps incongruous sinceSocrates was dealing with adults). One of education's primary missions for Aristotle, perhaps its most important, was to produce good and virtuous citizens for the polis.
John Milton (Scholasticism)
The objective of medieval education was an overtly religious one, primarily concerned with uncovering transcendental truths that would lead a person back to God through a life of moral and religious choice.
John Dewey (Pragmatism)
In Democracy and Education: An Introduction to the Philosophy of Education, Dewey stated that in its broadest sense education is the means of the "social continuity of life" given the "primary ineluctable facts of the birth and death of each one of the constituent members in a social group". Education is therefore a necessity, for "the life of the group goes on." Dewey was a proponent of Educational Progressivism and was a relentless campaigner for reform of education, pointing out that the authoritarian, strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' actual experiences.
Jean Piaget (Progressivism)
Jean Piaget was a Swiss developmental psychologist known for his epistemological studies with children. His theory of cognitive developmentand epistemological view are together called "genetic epistemology". Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual." Piaget created the International Centre for Genetic Epistemology in Geneva in 1955 and directed it until 1980. According to Ernst von Glasersfeld, Jean Piaget is "the great pioneer of the constructivist theory of knowing."
I prefer the educational philosophy of John Dewey:
Dewey looks at the importance of education not only as a place to gain content knowledge, but also as a place to learn how to live. In his eyes, the purpose of education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one’s full potential and the ability to use those skills for the greater good.
In The Child and the Curriculum (1902), Dewey discusses two major conflicting schools of thought regarding educational pedagogy. The first is centered on the curriculum and focuses almost solely on the subject matter to be taught. Dewey argues that the major flaw in this methodology is the inactivity of the student; within this particular framework, "the child is simply the immature being who is to be matured; he is the superficial being who is to be deepened.” He argues that in order for education to be most effective, content must be presented in a way that allows the student to relate the information to prior experiences, thus deepening the connection with this new knowledge.
zhang xueqi(susie)
ReplyDeleteA>1.Johann Friedrich Herbart who was a German philosopher, psychologist, and founder of pedagogy as an academic discipline.He is now remembered amongst the post-Kantian philosophers mostly as making the greatest contrast to Hegel; this in particular in relation to aesthetics.
2.Socrates was a classical Greek Athenian philosopher. Credited as one of the founders of Western philosophy, he is an enigmatic figure known chiefly through the accounts of later classical writers, especially the writings of his students Plato and Xenophon, and the plays of his contemporary Aristophanes. Many would claim that Plato's dialogues are the most comprehensive accounts of Socrates to survive from antiquity.
3.John Dewey was an influential thinker and educator. The New York Times once called him "America's philosopher."He described his ideas in books including "Democracy and Education," "The School and Society" and "How We Think.He was perhaps the best known philosopher, educator and public intellectual of the twentieth century. He was active in many fields, including education, philosophy, psychology and also humanistic and humanitarian affairs. He was an important influence in the founding of the American Association of University Professors and the American Civil Liberties Union.
4.Abraham Harold Maslow was an American professor of psychology at Brandeis University, Brooklyn College, New School for Social Research and Columbia University who created Maslow's hierarchy of needs. He stressed the importance of focusing on the positive qualities in people, as opposed to treating them as a 'bag of symptoms.'Many psychologists have made impacts on society's understanding of the world. Abraham Maslow was one of these; he brought a new face to the study of human behavior. He called his new discipline, "Humanistic Psychology."
5.Horace Mann was an American education reformer, and a member of the Massachusetts House of Representatives from 1827 to 1833. He served in the Massachusetts Senate from 1834 to 1837. In 1848, after serving as Secretary of the Massachusetts State Board of Education since its creation, he was elected to the US House of Representatives. Mann was a brother-in-law to author Nathaniel Hawthorne.
B>Among the 5 philosophies we have discussed, I prefer most is Socrates.I have great sense of identiry of the Socratic method.which is based on the form of teachers and students throughout of the question , the so called "question and answer method." Socrates teaching students a concept,he will not tell the students directly, but ask questions first, allow students to answer, if the student give a wrong one, he did not directly to correct it, but to present another questions to guide students to think,step by step, draw the right conclusions. It laid the foundation for the heuristic teaching. Socrates advocated a great impact on future generations and answer method, until now, It is an important question and answer method of teaching methods also.
#1: Socrates, the Questioner A poor stonemason, Socrates spent his free time wandering around Athens asking questions like How do you know whether something is true or false? Socrates’ questions inspired others—including a burly young wrestler named Plato—to follow him around and ask him questions. And so philosophy was born. But not everyone thought all of this questioning was a good thing.Socrates offered a remark that has stood as the motto of philosophy ever since:
ReplyDelete#2: Niccolò Machiavelli, When your name becomes a synonym for evil scheming, you know you’ve hit the philosophical big time. Such is the fate of Niccolò Machiavelli, a Florentine diplomat whose big yet simple idea really messed with everyone’s minds.Machiavelli isn’t necessarily defending or recommending this behavior; he’s just reporting the facts. In true Machiavellian fashion, the author was canny enough to wait until he was dead to publish his book, which has outraged readers ever since.
r #3: Thomas Hobbes, is lauded as one of the founders of political science. In his own lifetime, his books were banned and burned, and he was forced to flee multiple countries to save his neck—all because of Leviathan. Hobbes argues that people are fundamentally selfish and aggressive and will only curtail their natural nastiness out of fear of a powerful leader. He softened this grim view by saying that the leader should be someone whom people agree should hold power, not simply the strongest guy around. Now known as the social contract, this notion irked those in power, since it implied that monarchs need the consent of the people to be legitimate.
#4: Karl Marx, the Communist A radical political thinker who became an even more radical self-taught economist, Karl Marx was hounded out of France, Belgium, and then France again. Today he is remembered as the father of communism. Marx’s body of work is vast, but its most infamous highlights are Capital and The Communist Manifesto. The former explains how capitalism works, especially how it exploits the working classes. While the transformation he called for didn’t happen in his own lifetime, Russia and China, among others, experienced successful communist revolutions in the 20th century. Even noncommunist countries like the United States adopted many of Marx’s socialist ideas, including free education and a graduated income tax. Marx hasn’t lost his capacity to scare people: in 2005, a conservative magazine named the Manifesto the most dangerous book ever written.
#5: Friedrich Nietzsche,Raised to be a Lutheran minister, no doubt disappointed his mother when he declared “God is dead” Nietzsche was an extremely complex thinker who wrote on a wide variety of subjects, but his most controversial arguments concern morality. Arguing that Western civilization has lost any real faith in a higher power Nietzsche claimed that we need to toss off the antiquated morality that went with Judeo-Christian life .
Among the five philosophies that had been discussed, I prefer Karl Marx, the Communist Marx was greatly influenced by the philosophy of Hegel。 While Marx was impressed with the Hegelian professors under whom he studied， he ultimately found himself attracted to a group of students known as the Young Hegelians.This group of young iconoclasts， were inspired by Hegel but were determined to champion the more radical aspects of the old master‘s system。 In particular， these Left Hegelians called into question the conservatism they saw in Hegel‘s avowed political and religious philosophies。 Although Marx desired a career as an academic at the time， his political sympathies prevented him from receiving an position in the state－controlled university system。 Instead，Marx turned to journalism where his radical politics attracted the attention of Prussian censors。 The publication for which he worked was shut down for its politically incorrect commentary， and the frustrated Marx traveled to Paris。
1. Identify 5 well-known philosophers and their contributions to education.
ReplyDelete1. Dewy – pragmatist – ideas are instruments and truth is how well an idea benefits one through the test of experience. His educational concepts were about playing active learning games which students wanted to play - not spectator games that they could not see the workings of.
2. (Jean Jacques Rousseau
Plants are shaped by cultivation and men by education. .. We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgment. Everything we do not have at our birth and which we need when we are grown is given us by education.
3. Albert Einstein, 1949
This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to worship acquisitive success as a preparation for his future career. I am convinced there is only one way to eliminate these grave evils, namely through the establishment of a socialist economy, accompanied by a educational system which would be oriented toward social goals. In such an economy, the means of production are owned by society itself and are utilised in a planned fashion. A planned economy, which adjusts production to the needs of the community, would distribute the work to be done among all those able to work and would guarantee a livelihood to every man, woman and child. The education of the individual, in addition to promoting his own innate abilities, would attempt to develop in him a sense of responsibility for his fellow-men in place of the glorification of power and success in our present society.
4. (Aristotle
"All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth."
5. de Montaigne,
Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it? .. But in truth I know nothing about the philosophy of education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them.
2. Among the 5 philosophies we have discussed, which do you prefer most?
Give your reaction to that.
Behaviorism because based on the belief that behaviors can be measured, trained, and changed. Our responses to environmental stimuli shapes our behaviors. As a teacher we need to learn
• to arrange environmental conditions
• to make the stimuli clearer an interesting
• to provide appropriate incentives
That could be helpful for the learning process of our students.
1. Identify 5 well-known philosophers and their contributions to education.
ReplyDelete1. Dewy – pragmatist – ideas are instruments and truth is how well an idea benefits one through the test of experience. His educational concepts were about playing active learning games which students wanted to play - not spectator games that they could not see the workings of.
2. (Jean Jacques Rousseau
Plants are shaped by cultivation and men by education. .. We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgment. Everything we do not have at our birth and which we need when we are grown is given us by education.
3. Albert Einstein, 1949
This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to worship acquisitive success as a preparation for his future career. I am convinced there is only one way to eliminate these grave evils, namely through the establishment of a socialist economy, accompanied by a educational system which would be oriented toward social goals. In such an economy, the means of production are owned by society itself and are utilised in a planned fashion. A planned economy, which adjusts production to the needs of the community, would distribute the work to be done among all those able to work and would guarantee a livelihood to every man, woman and child. The education of the individual, in addition to promoting his own innate abilities, would attempt to develop in him a sense of responsibility for his fellow-men in place of the glorification of power and success in our present society.
4. (Aristotle
"All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth."
5. de Montaigne,
Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it? .. But in truth I know nothing about the philosophy of education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them.
2. Among the 5 philosophies we have discussed, which do you prefer most?
Give your reaction to that.
Behaviorism because based on the belief that behaviors can be measured, trained, and changed. Our responses to environmental stimuli shapes our behaviors. As a teacher we need to learn
• to arrange environmental conditions
• to make the stimuli clearer an interesting
• to provide appropriate incentives
That could be helpful for the learning process of our students.