Educational Philosophy as a Discipline

Editor's Notes

• #7 JOHN LOCKE This states that men are born without innate ideas, and that knowledge comes from experience and perception, as opposed to predetermined good and evil nature, as believed by other thinkers. On his treatise “Some Thoughts Concerning Education”, he emphasized that the knowledge taught during younger years are more influential than those during maturity because they will be the foundations of the human mind. 
• #8 JOHN LOCKE This states that men are born without innate ideas, and that knowledge comes from experience and perception, as opposed to predetermined good and evil nature, as believed by other thinkers. On his treatise “Some Thoughts Concerning Education”, he emphasized that the knowledge taught during younger years are more influential than those during maturity because they will be the foundations of the human mind. 
• #9 JOHN LOCKE This states that men are born without innate ideas, and that knowledge comes from experience and perception, as opposed to predetermined good and evil nature, as believed by other thinkers. On his treatise “Some Thoughts Concerning Education”, he emphasized that the knowledge taught during younger years are more influential than those during maturity because they will be the foundations of the human mind.  As he reasons that these are two vastly different things. IMMANUEL KANT He postulated “Above all things, obedience is an essential feature in the character of a child…”. As opposed to Locke, he surmises that children should always obey and learn the virtue of duty, because children’s inclination to earn or do something is something unreliable. And transgressions should always be dealt with punishment, thus enforcing obedience. Also, he theorized that man, naturally, has a radical evil in their nature. And learning and duty can erase this.
• #10 IMMANUEL KANT As he reasons that these are two vastly different things. He postulated “Above all things, obedience is an essential feature in the character of a child…”. As opposed to Locke, he surmises that children should always obey and learn the virtue of duty, because children’s inclination to earn or do something is something unreliable. And transgressions should always be dealt with punishment, thus enforcing obedience. Also, he theorized that man, naturally, has a radical evil in their nature. And learning and duty can erase this. JEAN-JACQUES ROUSSEAU AND EMILE On his book, Emile, Rousseau outlines the process of an ideal education through a hypothetical boy of the titular name, from twelve years of age to the time he marries a woman. Critics said this work of his foreshadowed most modern system of education we have now.  
• #11 JEAN-JACQUES ROUSSEAU AND EMILE On his book, Emile, Rousseau outlines the process of an ideal education through a hypothetical boy of the titular name, from twelve years of age to the time he marries a woman. Critics said this work of his foreshadowed most modern system of education we have now.   MORTIMER J. ADLER AND THE EDUCATIONAL PERRENIALISM He believed that one should teach the things that one deems to be of perpetual importance. He proposed that one should teach principles, not facts, since details of facts change constantly.  And since people are humans, one should teach them about humans also, not about machines, or theories. He argues that one should validate the reasoning with the primary descriptions of popular experiments. This provides students with a human side to the scientific discipline, and demonstrates the reasoning in deed.  
• #12 MORTIMER J. ADLER AND THE EDUCATIONAL PERRENIALISM He believed that one should teach the things that one deems to be of perpetual importance. He proposed that one should teach principles, not facts, since details of facts change constantly.  And since people are humans, one should teach them about humans also, not about machines, or theories. He argues that one should validate the reasoning with the primary descriptions of popular experiments. This provides students with a human side to the scientific discipline, and demonstrates the reasoning in deed.   WILLIAM JAMES He believed that the value of any truth was utterly dependent upon its use to the person who held it. He maintained that the world is like a mosaic of different experiences that can only be interpreted through what he calls as “Radical empiricism”. This means that no observation is completely objective. As the mind of the observer and the act of observing will simply just affect the outcome of the observation.
• #13 WILLIAM JAMES He believed that the value of any truth was utterly dependent upon its use to the person who held it. He maintained that the world is like a mosaic of different experiences that can only be interpreted through what he calls as “Radical empiricism”. This means that no observation is completely objective. As the mind of the observer and the act of observing will simply just affect the outcome of the observation. JOHN DEWEY He held that education is a “participation of the individual in the social consciousness of the race”, and that it has two sides; the psychological, which forms the basis of the child’s instincts,  and the sociological, on which the instinct will be used to form the basis of what is around him. He postulated that one cannot learn without motivation.
• #14 JOHN DEWEY He held that education is a “participation of the individual in the social consciousness of the race”, and that it has two sides; the psychological, which forms the basis of the child’s instincts,  and the sociological, on which the instinct will be used to form the basis of what is around him. He postulated that one cannot learn without motivation.