____________________________________________________________________________________________________

PRACTICE 2
________________________________________________________________________
SELF-LEARNING TASK # 3
Meeting the Educational Philosophers
Name: Gandionco, Alexa R. Prog/Yr/Sec: BEED 2C

Date: 21/03/14 Score: ________

1. Explain in a sentence why each education philosopher was associated with these given words:
a. John Locke – the empiricist
John Locke is called “the empiricist” because he believed that knowledge was founded in
empirical observation and experience.

b. Spencer – the utilitarian

Herbert Spencer is classified as utilitarian because he believed that people in an industrialized
society needed a utilitarian education wherein learning should be a sensory experience where a
student interacts within his/her environment; a slow, gradual, and inductive process and the
children should be encouraged to explore and discover which would allow them to acquire
knowledge naturally.

c. John Dewey – experience

John Dewey argued that education should focus on the quality of the experience more than it
focused on the information being presented. In order to be considered a quality experience, he
said that the experience must have continuity with their past and future experiences and
interaction between the student's individual perceptions and a lesson environment.

d. George Counts – Building a new social order

He wanted teachers to go beyond abstract, philosophical conceptions of democracy and teach
explicitly about power and injustice. He wanted teachers and students to count among their
primary goals the building of a better social order through a complex, but definitely possible,
process and he explained that only through schooling could students be educated for a life in a
world transformed by massive changes in science, industry, and technology.

e. Theodore Brameld – the Social Reconstructionist

With the philosophy of social reconstructionism, his main focus was to create a school system
with democracy where controversial topics play a huge role wherein students are expected use
their mind and ask questions when this philosophy is in use and he wanted students to realize
that values are not unchanging, they must be tested continuously by evidence.

f. Paulo Freire – Critical pedagogy vs. Banking method

Explaining the banking concept of education, he said it is a method of teaching where students
simply store information relayed by the teacher. He called the traditional system of education as
‘banking education’ because the teachers make deposits of information and knowledge into the
empty accounts of students while in critical pedagogy it enables student to question and
challenge domination, the beliefs and practices that dominate.

Ed 228 – The Teacher and the Community, School Culture & Organizational Leadership . This is NOT for sale. This is for instruction purposes
only. Figures, tables, pictures and illustrations used are not mine. CREDITS TO THE OWNERS/CREATORS. No copyright infringement intended. / Fitzgerald C. Kintanar / Page 1
2. Make a table summary of the philosophies of education.

Philosopher Philosophy on Aim/s and Method/s Classroom/School Application

of Education
Locke believed the purpose of Schools can develop curriculum,
education was to produce an individual promote pedagogies, and enact
JOHN LOCKE with a sound mind in a sound body so policies that value the experiences of
as to better serve his country. Locke students, that make them relevant to
thought that the content of education their own innate interests, and that
ought to depend upon one's station in develop what Locke argued is the
life. The common man only required most important goal of education: the
moral, social, and vocational habit of learning. The teacher’s
knowledge. John Locke's views on responsibility is to help students find
education are based on his empirical themselves within their learning first
theory of human knowledge. When and foremost, and to learn the
born, the mind of the child is like a blank content second.
slate — “tabula rasa”, to be filled later
with the data derived from sensory
experience. It logically ensues that
education plays a crucial role in the
moral development and social
integration of any human being.
Herbert Spencer defined the purpose The teachers are “teaching by
and task of education was to teach doing” and students are “learning by
HERBERT SPENCER everyone how to live completely. He doing" through deepen the practice
arranged the activities of people into oriented curriculum transformation.
five categories to determine the Students should be taught how to
teaching content. Spencer's claim on think instead of what to think. This
the content of education contains a wide could be done through focusing on
range of disciplines. Spencer's core the teaching of science. The benefit
idea of education mainly includes the of science is due to its focus on
following aspects: (1) advocate scientific progress and usefulness. Rote
education and object classical memorization and recitation were
education; (2) promote independent strongly opposed. A student should
education and oppose indoctrination only engage in those activities that
education; (3)encourage education with would ultimately allow him/her to
happiness and interest, and combat survive in society.
education ignoring the rule of students'
physical and mental development.
Philosopher Philosophy on Aim/s and Method/s Classroom/School Application
of Education
The development of social efficiency is The teachers should encourage
one of the aims of education. To him, students to find personal interest in
JOHN DEWEY the school is a social institution and the subject and boost student
should be organized in such a away that motivation by highlighting the ways
the activities of the outer world are students can use subject matter in
reflected. Dewy favored an education the real world. One idea is
by, of, and for, experience. Every new connecting a history lesson to
experience is education and an old current events. The teachers
experience is replaced by a new wouldn’t simply convey information
experience. but instead help students discover
the information for themselves and
after the learning experience has
ended, ask students to reflect on
what they’ve learned.
Ed 228 – The Teacher and the Community, School Culture & Organizational Leadership . This is NOT for sale. This is for instruction purposes
only. Figures, tables, pictures and illustrations used are not mine. CREDITS TO THE OWNERS/CREATORS. No copyright infringement intended. / Fitzgerald C. Kintanar / Page 2
 Counts believed that education should Students spend time in the
strive to promote the fullest and most community to learn its problems and
GEORGE COUNTS thorough understanding of the world. He would analyze research and link
also believed that facts should not be issues to place in the community
suppressed or distorted. Teachers and larger society. The teacher
should lead the society, Teachers are should criticize and evaluate work
agents of change. They are to make conditions and extend educational
important choices on controversial role outside of the classroom and
areas. must be comfortable with constant
change. He/she must be willing to
engage and form alliances with the
community and parents to make the
school better.
Brameld advocated that schools be a The teacher helped her students in
driving force for social and political analyzing the problem, making an
THEODORE BRAMELD change. He held that a system of public action plan, implementing the plan,
education that is aware of the findings and evaluating the results. Her
of the behavioral sciences could bring students then took it upon
about fundamental changes in the themselves to complete a range of
social and economic structure of activities, such as analyzing
society. He focus on a curriculum that statistics, reviewing articles, and
emphasizes social reform as the aim of talking with school administration.
education. Brameld believed the Also, with the help of the teacher,
creation of a new social order through they contacted their local and state
education would fulfill the basic values representatives and community
of society and harmonize with the members to help them achieve their
underlying social and economic forces goal. As a result, her students not
of the modern world. The child, the only improved the school, but also
school, and education would be had a vast improvement in their
conditioned by social and cultural attendance, high-order thinking
forces. skills, and grades.

He aims to liberate people. In order to Teachers engage students in

achieve this aim, he offers problem- dialogue to increase student
PAULO FREIRE posing education. According to this engagement and to prevent the
method, designed as an alternative to banking method of 'teacher
traditional education models, education talk'. Teachers situate the learning
should not be provided through one- within the students´ cultures,
sided imposition by teachers. This study environment, and real-life context.
provides information about problem- The goal is to integrate experiential
posing education model while it also materials with conceptual methods
compares this model with the most and academic subjects. This
common traditional education method, increases learners` interest in the
which is called banking education by subject, while also allowing them to
Freire. engage with their reality and to
critically analyze their own cultural
context. Have students describe
what they see. Define the
problem(s). Share similar
experiences. Question why there´s a
problem. Strategize what they can
do about the problem.

Ed 228 – The Teacher and the Community, School Culture & Organizational Leadership . This is NOT for sale. This is for instruction purposes
only. Figures, tables, pictures and illustrations used are not mine. CREDITS TO THE OWNERS/CREATORS. No copyright infringement intended. / Fitzgerald C. Kintanar / Page 3