Should Be Taught and How Learners Should Be Taught

PROF. ED.
103 SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
Name: Angelene Buaga BEED III-A Date: 03-04-

21
Instructor: Sir Elmer Diocares
Activity 1. Give the thoughts of education of the following philosophers on what
should be taught and how learners should be taught.
A. John Locke (The Empiricist Educator)
 Acquire knowledge about the world through the senses-learning by doing and by
interacting with the environment.
 Simple ideas become more complex through comparison, reflection and
generalization-the inductive method.
 Questioned the long traditional view that knowledge came exclusively from
literary sources, particularly the Greek and Latin classics.
 Locke is convinced that moral education is more important than other kinds of
education. The goal of education, in his view, is not to create a scholar, but to
create a virtuous man.
 The aim of education is to instill what Locke calls the Principle of Virtue, namely
the ability to subvert one's immediate appetites and desires to the dictates of
reason. To create a person who obeys reason instead of passion.
 Learning should be enjoyable. There is no good reason, Locke thinks, that
children should hate to learn and love to play. The only reason that children
happen not to like books as much as they like toys is that they are forced to
learn, and not forced to play. Locke sets out to show how learning can be a form
of recreation.
 Children should never be forced to learn when they are not in the mood; that
they should never be beaten or spoken to harshly; that they should not be
lectured to, but should be engaged in conversation; and that their ideas should
be taken seriously. In addition, the boisterous, loud, and playfully unruly spirit of
children should be cultivated rather than curbed. Any mischief that stems from
the age rather than the character of the child should not be punished.
 By tailoring children's educations to their characters, teacher not only obtain
more effective results, but they also make the experience enjoyable.
 Teaching by rules, therefore, is counterproductive. The child will either end up
being punished constantly and then giving up on the attempt to be good, or else
the rules will not be enforced and the child will lose his respect for authority.
 Locked believed that a child should be taught subjects like: geography,
arithmetic, astronomy, geometry, chronology, history etc. and besides this, he
believed that useful teachings were dancing, the love for music, gardening and
other manual skills.
 John Locke, education is learners interacting with concrete experience,
comparing and reflecting on the same concrete experience. He stressed out that
punishments are unhealthy and educators should teach by examples rather than
rules. The learner is an active not a passive agent of his/her own learning.
B. Herbert Spencer (Utilitarian Educator)
 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 from the uniform to the more specialized kind of activity.
 Social development had taken place according to an evolutionary process by
which simple homogenous societies had evolved to more complex societal
systems characterized with humanistic and classical education.
 Industrialized societies require vocational and professional education based on
scientific and practical (utilitarian) objective rather than on the very general
educational goals associated with humanistic and classical education.
 Curriculum should emphasize the practical, utilitarian and scientific subjects that
helped humankind master the environment.
PROF. ED. 103 SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
 Spencer's thought about education was not inclined to rote learning, schooling
must be related to life and to the activities needed to earn a living.
 Curriculum must be arranged according to their contribution to human survival
and progress.
 Science and other subjects that sustained human life and prosperity should have
curricular priority since it aids in the performance of life activities.
 Individual competition leads to social progress. He who is fittest survives.
 The whole child approach advocates competition in class. It is a powerful tool for
self-focused schools and it has a tenets "each student learns in an environment
that is physically and emotionally safe for students and adults" and "each student
has access to personalized learning and is supported by qualified and caring
adults".
C. John Dewey (Learning 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 of it.
 Education is a social process by which the other members of the group,
especially the children are brought to participate in the society.
 The sole purpose of education is to contribute to the personal and social growth
of individuals.
 The school is a special environment is 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.
 The steps of the scientific or reflective method which are extremely important in
Dewey's educational theory are as follows:
 The learner has a "genuine situation of experience" involvement in an activity
in which she/he interested.
 Within this experience the learner has a "genuine problem" that stimulates
thinking.
 The learner possesses the information or does research to acquire the
information needed to solve the problem.
 The learner develops possible and tentative solutions that may solve the
problem.
 The learner tests the solutions by applying to the problem. In this way, one
discovers validity for oneself.
 The fund of knowledge of human race past ideas, discoveries and inventions was
to be used as the material for dealing with problems.
 school is social, scientific and democratic. The school introduces children to
society and their heritage. The school as a miniature society is a means of
bringing children into social participation.
 The authoritarian or coercive style of administration and teaching is out of place
because they block genuine inquiry and dialogue.
 Values are relative but sharing, cooperation and democracy are significant
human value that should be encouraged by schools.
D. George Counts (Building New Social Order)
 Education is not based on eternal truths but is relative to a particular society

living at a given time and place.
 By allying themselves with groups that wants to change the society, schools
should cope with social change that arises from technology.
 There is a cultural lag between material progress and social institutions and
ethical values.
 Instruction should incorporate a content of social useful nature and a problem-

solving methodology. Students are encouraged to work on problems that have
social significance.
 Is schools becomes instruments for social improvement rather than an agency
for the status quo.
 Teachers should lead society rather than follow it. Teachers are agents of
change.
 Teachers are called on to make important choices in the controversial areas of
economics, politics and morality because if they failed to do so, others would
make the decision for them.
 Schools ought to provide an education that afford equal learning opportunities to
all students.
E. Theodore Brameld (Social Reconstructionism)
 Social reconstructionism is a philosophy that emphasizes the reformation of

society. It contends that: "There is a serious lag in cultural adaptation to the
realities of a technological society. Humankind has yet to reconstruct its values
in order to catch up with the changes in the technological order and organized
education that has a role to play in reducing the gap."
 The social reconstructionist asserts that schools should critically examine present
culture and resolve inconsistencies, controversies and conflicts to build a new
society and not just change society.
 Technological era is not an era of interdependence and so education must be
international in scope for global citizenship.
 Education is designed to "awaken student's consciousness about social problems
and to engage them actively in problem solving".
 They are firmly committed to equality and equity in both society and education.
Barrier of socio-economic class and racial discrimination must be eliminated.
 He also emphasize the idea of an interdependent world. The quality of life needs
to be considered and enhanced on a global basis.
F. Paulo Freire (Critical Pedagogy)
 Freire, a critical theorist, believed that systems must be change to overcome

oppression and improve human conditions.
 Education and literacy are the vehicles for social change. Dialogue, critical
consciousness, and the development of awareness are required to overcome
oppression and domination.
 Rather than "teaching as banking", he saw teaching and learning as a process of
inquiry in which the child must invent and reinvent the world.
 Teachers must not see themselves as the possessor of knowledge and their
students empty receptacles.
 A democratic relationship between the teacher and her students is necessary in
order for the conscientization to take place.
 His critical pedagogy is a problem-posing education.
 A central element of Freire's pedagogy is dialogue. It is love and respect that
allow us to engage people in dialogue and to discover ourselves in the process
and learn from one another. We develop tolerant sensibility during the dialogue
process.
 Dialogue means the presence of equality, mutual recognition, affirmation of
people, a sense of solidarity with people, and remaining open to questions.
 It 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 ideas
on the students.
References:
Yu, K. (2020, January 19) Philosophical Thoughts of Education 1. Retrieved March 2,

2021 from https://www.scribd.com/presentation/443506807/Philosophical-Thoughts-
ofEducation-1
Baldwin, B. T. (1913, April). John Locke’s contributions to education. The

sewanee review, 21(2), 177-187. Retrieved March 2, 2021,
from http://www.jstor.org/stable/27532614.

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PROF. ED.

103 SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP

Name: Angelene Buaga BEED III-A Date: 03-04-

A. John Locke (The Empiricist Educator)

B. Herbert Spencer (Utilitarian Educator)

C. John Dewey (Learning Through Experience)

 Education is a social process and so school is intimately related to the society

D. George Counts (Building New Social Order)

 Education is not based on eternal truths but is relative to a particular society

 Instruction should incorporate a content of social useful nature and a problem-

E. Theodore Brameld (Social Reconstructionism)

 Social reconstructionism is a philosophy that emphasizes the reformation of

F. Paulo Freire (Critical Pedagogy)

 Freire, a critical theorist, believed that systems must be change to overcome

Yu, K. (2020, January 19) Philosophical Thoughts of Education 1. Retrieved March 2,

Baldwin, B. T. (1913, April). John Locke’s contributions to education. The

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