Philosophy

of
Education
EDUC 302

C O M P I L E D B Y;

MR. VON JOVIE KIER SAMSON

RENE DESCARTES | 10 MAJOR
CONTRIBUTIONS AND ACCOMPLISHMENTS
René Descartes (1596 – 1650) is widely regarded as the father of modern western
philosophy. Apart from other things, he wrote some of the most influential works of
modern philosophy which are still studied in universities across the world. He also
formulated theories, developed concepts and made statements which became
fundamental to Western philosophy. These include his most famous statement: “I think,
therefore I am”. Apart from his work in philosophy, Descartes was a leading
mathematician and scientist. He invented the Cartesian coordinate system,
developed analytic geometry and laid the foundation for the development of calculus. He
also did groundbreaking work in physics most prominently in the field of optics. Know
more about the contribution of Rene Descartes to philosophy, mathematics and science
through his 10 major accomplishments.
From French Newtonian to
Enlightenment Philosophe (1745–1755)
This apparent victory in the Newton Wars of the 1730s and 1740s allowed Voltaire’s new
philosophical identity to solidify. Since Voltaire also coupled his explicitly philosophical
writings and polemics during the 1730s and 1740s with an equally extensive stream of plays,
poems, stories, and narrative histories, many of which were orthogonal in both tone and
content to the explicit campaigns of the Newton Wars, Voltaire was further able to
reestablish his old identity as an Old Regime man of letters despite the scandals of these
years. In 1745, Voltaire was named the Royal Historiographer of France, a title bestowed
upon him as a result of his histories of Louis XIV and the Swedish King Charles II. This
royal office also triggered the writing of arguably Voltaire’s most widely read and influential
book, at least in the eighteenth century, Essais sur les moeurs et l’esprit des nations (1751), a
pioneering work of universal history. The position also legitimated him as an officially
sanctioned savant. In 1749, after the death of du Châtelet, Voltaire reinforced this impression
by accepting an invitation to join the court of the young Frederick the Great in Prussia, a
move that further assimilated him into the power structures of Old Regime society.
 Voltaire, Philosophe Icon of
Enlightenment Philosophie (1778–Present)
Voltaire’s philosophical legacy ultimately resides as much in how he practiced philosophy,
and in the ends toward which he directed his philosophical activity, as in any specific doctrine
or original idea. Yet the particular philosophical positions he took, and the way that he used
his wider philosophical campaigns to champion certain understandings while disparaging
others, did create a constellation appropriately called Voltaire’s Enlightenment philosophy.
True to Voltaire’s character, this constellation is best described as a set of intellectual stances
and orientations rather than as a set of doctrines or systematically defended positions.
Nevertheless, others found in Voltaire both a model of the well-oriented philosophe and a set
of particular philosophical positions appropriate to this stance. Each side of this equation
played a key role in defining the Enlightenment philosophie that Voltaire came to personify.
Voltaire’s Enlightenment Philosophy
Liberty
Hedonism
Skepticism
Newtonian Empirical Science
 TIMELINE:
FREDERICK’S
Frederick’s flag Prussian infantry banner from the Seven Years’ War, 1756-1763
PHOTOGRAPH BY AKG/ALBUM LIFE
1712
Frederick of Hohenzollern, the son and heir of the second King of Prussia, Frederick William I, and Sophia Dorothea of
Hanover, is born in Berlin.
1740
Frederick II accedes to the throne of Prussia after the death of his father. A few months later, he invades Silesia and starts an
eight-year war with Austria.
1750
Voltaire arrives in Prussia. Caught up in the intellectual rivalries of Frederick’s palace, he later offends the king and will flee in
1753.
1756
The Seven Years’ War begins. Allied with Britain, Frederick fights Austria, Russia, and France and emerges a powerful leader.
1786
Frederick dies at Sanssouci. He is buried in Potsdam, where, in 1806, Napoleon pays him homage.
Jean Jacques Rousseau
Born: 1712
Died: 1778
Nationality:  French
Occupation:  philosopher, social and political theorist, musician,
botanist, writer
Philosophical/Educational School of Thought: Existentialism
 Educational Viewpoint:
Rousseau’s theory of education emphasized the importance of expression
to produce a well-balanced, freethinking child.  He believed that if
children are allowed to develop naturally without constraints imposed on
them by society they will develop towards their fullest potential, both
educationally and morally.  This natural development should be child-
centered and focused on the needs and experiences of the child at each
stage of development.
 Educational Impact:
Rousseau is known as the father of early childhood education.  As a
result of his educational viewpoint, early childhood education emerged
as a child-centered entity rich in unlimited, sensory-driven, practical
experiences.  Active participation in drawing, measuring, speaking,
and singing also emerged as a result of Rousseau’s educational
viewpoint.  Today, many elements of Rousseau’s educational
principles remain as a dominant force in early childhood education.
 Johann Pestalozzi (1746–1827)

Career and Development of Educational Theory, Diffusion of Educational Ideas

In the history of education, the significant contributions of Johann Heinrich

Pestalozzi are (1) his educational philosophy and instructional method that
encouraged harmonious intellectual, moral, and physical development; (2) his
methodology of empirical sensory learning, especially through object lessons; and
(3) his use of activities, excursions, and nature studies that anticipated Progressive
education.
Herbart's influence on educational theory is very important, even at
the present time. He not only developed a philosophical-
psychological rationale for teaching but a teaching method as well.
Herbart believed that the mind was the sum total of all ideas which
entered into one's conscious life. He emphasized the importance of
both the physical and the human environment in the development of
the mind. To Herbart, ideas were central to the process. He felt they
grouped themselves into what he called "apperceptive masses." By
assimilation (or apperception) new ideas could enter the mind through
association with similar ideas already present. This was the learning
process.

Herbart's method of instruction has been identified by his students as

involving the "Five Formal Steps of the Recitation." These are
preparation, presentation, association, generalization, and application.
Herbart went further to emphasize that through the proper correlation
of subjects (curriculum materials) the student would come to
understand the total unity of what is the world.
 Desiderius Erasmus
Desiderius Erasmus of Rotterdam (1467–1536)
He embraced the humanistic belief in an individual’s capacity for
self-improvement and the fundamental role of education in
raising human beings above the level of brute animals. The thrust
of Erasmus’ educational programme was the promotion of docta
pietas, learned piety, or what he termed the “philosophy of
Christ”.
 Educational Philosophy
Erasmus accepted the classical doctrine of the three prerequisites of
excellence—natural talent, instruction, and practice (CWE 26: 311)—but
he tended to blame a poor result on neglect and wrong teaching methods
rather than a lack of ability or intention on the part of student. This
parallels the Catholic belief in the limited power free will. Without
divine guidance human endeavours are in vain. Similarly the successful
education of children depends on the guidance of parents and teachers,
father figures recalling God’s patriarchal model.
 Martin Luther
Was an Advocate for Education Reform

During a time when school often was limited to the sons of the wealthy, Luther argued for compulsory
education for all. His main reason: Education was necessary so that Christians could read and
understand Scripture for themselves.

Luther was determined to wrestle control of the schools from the Roman Catholic Church.

"One of the reasons Luther is approaching the city fathers is he wants the primary responsibly for
education to be grasped by those men and taken away from the ecclesiastics in the towns," Karant-
Nunn said.