THE PHILOSOPHICAL
THOUGHTS ON
EDUCATION
YAMSON, CHARIES
YAMSON, FERNAND DIXON A.
INTRODUCTION
• • THE ORIGINAL MEANING OF THE WORD PHILOSOPHY COMES FROM
THE GREEK ROOTS PHILO- MEANING “LOVE” AND –SOPHOS, OR
“WISDOM.” WHEN SOMEONE STUDIES PHILOSOPHY THEY WANT TO
UNDERSTAND HOW AND WHY PEOPLE DO CERTAIN THINGS AND HOW
TO LIVE A GOOD LIFE. IN OTHER WORDS, THEY WANT TO KNOW THE
MEANING OF LIFE. PHILOSOPHY OF EDUCATION IS THE BRANCH OF
APPLIED OR PRACTICAL PHILOSOPHY CONCERNED WITH THE NATURE
AND AIMS OF EDUCATION AND THE PHILOSOPHICAL PROBLEMS ARISING
FROM EDUCATIONAL THEORY AND PRACTICE.
BANKING METHODS
• TRADITIONAL APPROACH IN TEACHING
• STORE AND REMEMBER INFORMATION BY TEACHERS
• EMPTY RECEPTACLES OF LEARNING
• WORLD IS SEEN AS STATIC AND UNCHANGEABLE AND STUDENTS
SHOULD FIT IN IT AS IT IS.
ISOLATED FACTS
• FACTS ARE IMPORTANT
• MILE WIDE INCH DEEP KIND OF LEARNING
• HOWEVER, WITH THIS BANKING SYSTEM IN
EDUCATION THERE IS TOO MUCH TEACHING, NOT
ENOUGH LEARNING
JHON LOCKE 1632- 1704 THE EMPIRICIST
EDUCATOR
• Empiricist – the knowledge of the world based on one
experince.
*Acquire knowledge about the world through the senses-
learning by doing and by interacting with the environment
* Tabula Rasa or "Blank Slate“
• the inductive method
• Questioned the long traditional view that knowledge came
exclusively from literary sources, particularly the Greek
and Latin classics• learners learn for authentic experiences
and they are active agent of their own learning
• negated "divine rights of the kings"
HERBERT SPENCER 1820-1903 UTILITARIAN
EDUCATION
• SPENCER’S CONCEPT OF “SURVIVAL OF THE FITTEST” MEANS THAT HUMAN
DEVELOPMENT HAD GONE THROUGH AN EVOLUTIONARY SERIES OF STAGES
FROM THE SIMPLE TO THE COMPLEX AND THE UNIFORM TO THE MORE
SPECIALIZED KIND OF ACTIVITY
• SOCIAL DEVELOPMENT HAD TAKEN THE PLACE ACCORDING
• TO AN EVOLUTIONARY PROCESS BY WHICH SIMPLE
• HOMOGENEOUS SOCIETIES HAD EVOLVED TO MORE COMPLEX SOCIETAL
SYSTEMS CHARACTERIZED WITH HUMANISTIC AND CLASSICAL EDUCATION
INDUSTRIALIZED SOCIETY REQUIRE VOCATIONAL AND PROFESSIONAL
EDUCATION-BASED O SCIENTIFIC AND PRACTICAL (UTILITARIAN) OBJECTIVES
RATHER THAN ON THE VERY GENERAL EDUCATIONAL GOALS ASSOCIATED
WITH HUMANISTIC AND CLASSICAL EDUCATION.
JHON DEWEY 1859-1952 LEARNING FROM
THROUGH EXPERIENCE
• EDUCATION IS A SOCIAL PROCESS AND SO SCHOOL IS INTIMATELY
RELATED TO THE SOCIETY THAT IT SERVES.
• CHILDREN ARE SOCIALLY ACTIVE HUMAN BEINGS WHO WANT TO
EXPLORE THEIR ENVIRONMENT AND GAIN CONTROL OVER IT.
• EDUCATION IS A SOCIAL PROCESS BY WHICH THE IMMATURE MEMBERS
OF THE GROUP, ESPECIALLY THE CHILDREN, ARE BROUGHT TO PARTICIPATE
IN THE SOCIETY
• • THE SCHOOL IS A SPECIAL ENVIRONMENT ESTABLISHED BY MEMBERS OF
SOCIETY, FOR THE PURPOSE OF SIMPLIFYING, PURIFYING AND
INTEGRATING THE SOCIAL EXPERIENCE OF THE GROUP SO THAT IT CAN BE
UNDERSTOOD, EXAMINED AND USED BY ITS CHILDREN.
PAULO FRIERE: CRITICAL PEDAGOGY
• CRITICAL PEDAGOGY IS “CONSCIENTIZACAO” OR
CRITICAL AWARENESS THAT PRECEDES ACTION.
• BELIEVED THAT SYSTEMS MUST BE CHANGED TO
OVERCOME OPPRESSION AND IMPROVED HUMAN
CONDITION.
• EDUCATION AND LITERACY ARE THE VEHICLES FOR
SOCIAL CHANGE.
• TEACHING AND LEARNING AS A PROCESS OF INQUIRY IN WHICH THE CHILD
MUST INVENT AND REINVENT THE WORLD
• TEACHERS MUST NOT SEE THEMSELVES AS SOLE POSSESSORS OF
KNOWLEDGE AND THEIR STUDENTS AS EMPTY RECEPTACLES.
• FRIERE’S CRITICAL PEDAGOGY IS PROBLEM- POSING EDUCATION WHEREIN THE
CENTRAL ELEMENT IS DIALOGUE.
• DIALOGUE IS THE BASIS FOR CRITICAL AND PROBLEM-POSING PEDAGOGY, AS
OPPOSED TO BANKING EDUCATION, WHERE THERE IS NO DISCUSSION, ONLY
THE IMPOSITION OF THE TEACHER’S IDEA ON THE STUDENTS.
THANK YOU FOR LISTENING
