Educational philosophers

EDUCATIONAL PHILOSOPHIES
OF THE WORLD’S GREATEST
PHILOSOPHERS
CESKIE MONTEFALCO

Friedrich Froebel
FATHER OF KINDERGARTEN

• Born on April 21st 1782
• Froebel was greatly influenced by educators
of the time.
Jean Rousseau: concept of nature,
goodness and naturity of the child
Basedow : natural methods of teaching
Pestalozzi : natural model of education
and elementary school practice
John Comenius’ writings especially the
descriptions of the school of mother’s
knee
• He was greatly influence by the
philosophical idealism and romanticism of
the day
FRIEDRICH FROEBEL
“Father of Kindergarten”

AIMS OF EDUCATION
“Leading man, as a thinking, intelligent
being, growing into self-consciousness,
to a pure and unsullied, conscious and
free representation of the inner law of
divine unity and in teaching him ways,
and means thereto.”
The Education of Man,
1826

SCHOOL CURRICULUM
• Aim was to lead the child into a knowledge of self,
human relations nature and the external world and
to God as the divine source and cause of all existence
• Froebel’s curriculum incorporated principles of self-
developed, activity and socialization, whose content
was made up of all types of self-expression activities
• Play was at the core of the curriculum
• Subjects should possess internal unity and high
degree of correlation

TEACHING METHOD
1. Use of gifts – an object given given to a child to
play with
2. Occupations – were items which the children
could use to make what they wished– which
help the child to externalize the concepts
existing within their mind
3. The games – gave a child a sense of
community

True education must help
children to understand
their true nature as
creative beings

MORAL EDUCATION
Johann Friedrich Herbart

 Was born on May 4, 1776
 Morality is the center of Herbart’s aim.
5 Major ideas of Moral Character
1. Inner Freedom – actions based on one’s personal
conviction
2. Perfection – the idea of developing consistency
between thoughts and action
3. Benevolence- concern with the welfare of others
4. Justice- the balance between individual desires
and group norms
5. Retribution – the idea of reward and punishment
for behaviorJOHANN FRIEDRICH HERBART

• Knowledge interest – which was scientific and philosophical
• Ethical Interest – which is knowledge of how to treat others and social
relationships
• Herbartian Model
1. Preparation – reviewing previous lesson
2. Presentation – the new material is shared with the students
3. Association – the new material is connected with material the students
are already familiar with
4. Generalization - the use of example to illustrate the principles
5. Application – assessment of the learning

Herbert Spencer
“SURVIVAL OF THE FITTEST”

Herbert Spencer
Educational Theory
1. Theory of value – education should be
directed to self preservation, care of
offspring, preparing adults to enjoy
nature, prepare to be good citizens
2. Theory of knowledge - man can only
know from experience
3. Theory of Human Nature – survival of
the fittest
4. Theory of Learning – learning as an
individual effort; learning should be
collaborative;

5. Theory of Transmission – individual to teach self, aided by
teachers, books, observation, laboratory work
6. Theory of Society – progress of all kinds should be
maximized by societies and government that allow free
competition to reign in all spheres of activity ( Social
Darwinism)
7. Theory of Opportunity – all young people should be taught,
education open to competent children or adults, without fee
8. Theory of Consensus – No beliefs are wholly false, they are
true to the point to which they all agree, eliminate the
discordant, elements and observe what remains after

He did not believe in the public school system.
He believed that people in an industrialized society needed a
utilitarian education
Children should be encourage to explore and explore which
would allow them to inquire knowledge naturally
The main goal was to teach subjects that would contribute to
successful living
He wanted private schools to compete with each other

John Dewey
AN AMERICAN PHILOSOPHER AND EDUCATOR
FOUNDER OF PHILOSOPHICAL MOVEMENT
KNOWN AS PRAGMATISM

JOHN DEWEY
The modern father of experiential
education
What is education?
“ I believe that 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. Through these demands he is
stimulated to act as a member of a unity,
to emerge from his original narrowness,
of action and feeling and to conceive of
himself from the standpoint of the welfare
of the group to which he belongs”
Dewey focus in his concept of
Instrumentalism

What is the role of the School?
“ the school is simply that form of
community life in which all those
agencies are concentrated that will be
most effective in bringing the child to
share in the inherited resources of the
race, and to use his own power for social
ends”

Curriculum
 Student-centered curriculum
Flexible and Changeable according to
child’s interest
Reflect social life and social activities

Teacher’s Role
 He believe that teacher should be that of
facilitator and guide
Teachers are responsible for achieving the
goals of the school
Learner’s past experience should be taken
into account the teaching- learning process,
as well as the environment

“Education is not
preparation of life;
education is life itself.”
-John Dewey

Educational philosophers

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