EDUCATIONAL PHILOSOPHIES OF FRONTIER THINKERS.pptx

(470 – 399 BC)
He was a Greek philosopher from
Athens who is credited as the
founder of Western philosophy
and among the first philosophers
of the ethical tradition of thought.

NOTABLE IDEAS
1. Socratic dialogue – present a discussion of
moral and philosophical problems between two
or more individuals illustrating the illustration
of the Socratic Method.
2. Socratic Method – is a form of argumentative
dialogue between individuals, based on asking
and answering questions.

NOTABLE QUOTES
1. Knowledge is wisdom which, in effect, means
virtue.
2. The problem of evil is the result of ignorance.
3. Knowledge is virtue and ignorance is vice.
4. Knowledge is the basis of all right actions
including the art of living.

(428/427 or 424/423 – 348 BC)
He was an ancient Greek
philosopher born in Athens during
the classical period.

NOTABLE IDEAS
1. Allegory of the Cave – compare the effect of education
and the lack of it on our nature.
2. Cardinal Virtues – prudence, justice, fortitude and
temperance.
3. Platonic idealism or realism – the physical world is not
as real as true as “forms”.
4. Theory of soul – the psyche to be the essence of the
person.
5. Platonic love – means more than simple friendship.
6. Platonic Solid – regular polyhedron which means faces
are congruent.

NOTABLE QUOTES
1. Every individual should devote his life to what is
best fitted for him to do.
2. The important function of education is to determine
what every individual is by nature, capable, and
fitted of doing things.
3. Poor leadership will lead to wrong decisions.

(384 – 322 BC)
He was an ancient Greek
philosopher and polymath. His
writings cover a broad range of
subjects spanning the natural
sciences, philosophy, linguistics,
economics, politics, psychology, and
the arts.

NOTABLE IDEAS
1. Aristotlelianism – usually characterized by deductive
logic and an analytic inductive method in the study of
natural philosophy and metaphysics.
2. Hylomorphism – a philosophical doctrine which
conceives every physical entity or being as a compound
of matter and immaterial form.
3. Potentiality and Actuality – are a pair of closely
connected principles used to analyze motion, causality,
ethics, and physiology.

NOTABLE QUOTES
1. The end of education is not knowledge alone.
It is the union of the innate intellect of the
individual and his will. It is knowledge expressed
in action.
2. Virtue which is moral excellence, goodness
and righteousness is not possession of
knowledge.

(March 28, 1592 – November 15, 1670)
He was a Moravian
philosopher, pedagogue, and
theologian who is considered
the father of modern
education.

NOTABLE IDEAS
1. Pansophism – is a concept in the educational system
of universal knowledge.
EDUCATIONAL INFLUENCE
1. He was the first organizer of the schools and outlining
the systems of the school.
2. He formulated the theory of education.
3. He exerted subject matter and method of education.

EDUCATIONAL WRITINGS
The educational writings of Comenius comprise more than forty titles. These
texts were all based on the same fundamental ideas:
1) learning foreign languages through the vernacular;
2) obtaining ideas through objects rather than words;
3) starting with objects most familiar to the child to introduce him to both the
new language and the more remote world of objects;
4) giving the child a comprehensive knowledge of his environment, physical
and social, as well as instruction in religious, moral, and classical subjects;
5) making this acquisition of a compendium of knowledge a pleasure rather
than a task; and
6) making instruction universal "to all men and from all points of view".

NOTABLE CONTRIBUTIONS
1. Development of the whole man before he becomes
professional.
2. Effective learning is done through the use of the
vernacular.
3. Follow the order of the natural law.
4. Train for character development.
5. Both boys and girls should be included in education
regardless of their socio-economic status.
6. Advance the use of visual aids in classroom teaching.

(August 29, 1632 – October 28, 1704)
He was an English philosopher and
physician, widely regarded as one
of the most influential of
Enlightenment thinkers and
commonly known as the “father of
liberalism”.

NOTABLE IDEAS
1. Price theory – supply (money) and demand (rent)
theory.
2. Monetary thoughts – as a “counter” to measure
value, and as a “pledge” to lay claim to goods.
3. The human mind – “the self” – as “that conscious
thinking thing”.

1. “Tabula rasa” or “blank slate” theory – A child is born
with the blank mind neither good nor bad.
2. Education can help shape the pupil according to the
disposition of the teacher.
3. Emphasized formal discipline, moral, and physical
education.
4. Methods of instruction should consider habit formation
through drill and exercise, memorization, and reasoning.

(June 28, 1712 – July 2, 1778)
He was a Genevan philosopher, writer,
and composer. His political
philosophy influenced the progress of
the Age of Enlightenment throughout
Europe, as well as aspects of the
French Revolution and the
development of modern political,
economic, and educational thought.

EDUCATIONAL INFLUENCES
1. Education and child rearing – to make a reasoning man
(developing the pupil’s character and moral sense). He
became an early advocate of developmentally appropriate
education. He divides childhood into three stages:
1st stage – 12 years old – when children are guided by their
emotions and impulses.
2nd stage – from 12 to 16 years old – reason starts to develop.
3rd stage – from the age of 16 onwards – when the child
develops into an adult.

1. Man is by nature good and virtuous.
2. Development of the child according to his inherent
endowments.
3. The child is the most important component of the school
system.
4. Use of instinctive tendencies as the starting point of any
educational pursuit.
5. “Everything is good as it comes from the hand of the
author of nature.”

(January 12, 1746 – February 17, 1827)
He was a Swiss pedagogue and educational
reformer who exemplified Romanticism in his
approach.
He founded several educational institutions both in
German and French-speaking regions of
Switzerland and wrote many works explaining his
revolutionary modern principles of education.
His motto was “learning by head, hand, and heart.”

EDUCATIONAL INFLUENCES
1. Education must be broken down to its
elements to have a complete understanding
of it.
2. His philosophy of education was based on a
four-sphere concept of life and the premise
that human nature was essentially good.

1. Education is a social process of organized growth and
development.
2. Education should be in accordance with the laws of natural growth
and development of the child.
3. Lessons were to be learned through direct experience by objects
and places through observation, inquiry, and reasoning.
4. Emphasis or method and technique of imparting knowledge and
information.
5. Reality is objective and is composed of matter and form, it is fixed
based on natural law.
6. Knowing consists of sensation and abstraction.
7. Values are absolute, and eternal based on natural laws.
8. Subject matter curriculum should be humanistic.

(May 4, 1776 – August 14, 1841)
He was a German philosopher,
psychologist and founder od
pedagogy as an academic
discipline.

PRINCIPLES OF EDUCATION
Herbart's pedagogy emphasized the connection between
individual development and the resulting societal contribution.
In Platonic tradition, Herbart espoused that only by becoming
productive citizens could people fulfill their true purpose:
According to Herbart, abilities were not innate but could be
instilled, so a thorough education could provide the framework
for moral and intellectual development. In order to develop an
educational paradigm that would provide an intellectual base
that would lead to a consciousness of social responsibility.

1. Principles of appreciation and doctrine of interest.
2. Learning should lead to character formation.
3. Aims of education should be ethical and moral.
4. The leader gets meaning from previous experiences to
which it is related.
5. The curriculum should include a wide range of subjects.
6. Unity could be achieved through reflection and could be
greatly aided by a correlation of subject matter.
7. He formulated five formal steps of instruction: preparation,
presentation, association, application, and generalization.

(April 21, 1782 – June 21, 1852)
He was German pedagogue, a student of
Pestallozi who laid the foundation for modern
education based on the recognition that
children have unique needs and capabilities.
He created the concept of kindergarten and
coined the word, which soon entered the
English language as well. He also developed
the educational toys known as Froebel gifts.

NOTABLE CONTIBUTIONS
1. Froebel’s theory of Kindergarten education.
2. He recognize the importance of the activity of
the child in learning.
3. He introduced the concept of “free work” into
pedagogy and established the “game” as the
typical form that life took in childhood, and also
the game’s educational worth.

(April 27, 1820 – December 8, 1903)
He was an English polymath active
as a philosophe, psychologist,
biologists, sociologist, and
anthropologists.

1. Originated the expression “survival of the
fittest”, which he coined the principles of
Biology.
2. Emphasis on physical activity.
3. Science-oriented curriculum.
4. Societies are bound to change.
5. Opposed to free public education, those who
really want an education should work hard to
acquire the means to attain it.

(January 11, 1842 – August 26, 1910)
He was an American philosopher,
psychologist, and the first
educator to offer a psychology
course in the United States.

1. “Father of Psychology”.
2. The value of any truth is utterly
dependent upon its use to the person
who held it.
3. One should use whatever parts of
theories make the most sense and
can be proven.

(October 20, 1859 – June 1, 1952)
He was an American philosopher,
psychologist, and educational
reformer. He was one of the most
prominent American scholars in
the first half of the twentieth
century.

Dewey argues that education and learning are
social and interactive processes, and thus the
school itself is a social institution through
which social reform can and should take place.
In addition, he believed that students thrive in
an environment where they are allowed to
experience and interact with the curriculum,
and all students should have the opportunity to
take part in their own learning.

1. “Learning by doing” (Experiential Learning).
2. Education is life and preparation for life.
3. Education is a crucial process.
4. He argues that for education to be most effective, content
must be presented in a way that allows the student to
relate the information prior to experiences, thus deepening
the connection with this new knowledge.
5. He believed that successful classroom teacher possesses
a passion for knowledge and intellectual curiosity in the
materials and methods they teach.

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