University of Southeastern Philippines

Tagum-Mabini Campus
Graduate Studies of Teacher Education and Technology

STELLA MARIZ P. VENUS EDFD 213 (FOUNDATION OF EDUCATION)

MEEM 1 MODULE 2 LESSON 3

Education Philosophers in Different

Periods

John Locke Herbert John Dewey George Counts Theodore Paulo Freire
(632-1704) Spencer (1820- (1859-1952) (1889-1974) Brameld (1904- (1921-1997)
1903) 1987)
•
• • •

Utilitarian Learning Building a Social Critical

Empiricist through New Social Reconstruct
Education Pedagogy
Experience Order ionism vs. Banking
Method

-Individual -Education is -Education is -Education

-Education is
competition a social not based on and literacy
not -For the
leads to process and eternal truths are the
acquisition of social social
knowledge so school is but is relative vehicle for
progress. He reconstructio
contained in intimately to a particular social
who is fittest nist,
the Great survives. related to the society living change.
education is
Books. (Ornstien, society that it at a given
designed “to
1984) serves. time and -Rather than
-Acquire awaken
place. “teaching as
knowledge -To survive in -The learners students’
banking” in
about the a complex have -School consciousnes
which
world through society, “genuine become s about
educators
the senses - Spencer situation of instrument social
deposits
learning by favors problems and
experience” for social information
doing and by specialized to engage
education involvement improvement into students’
interacting in an activity rather than them actively
over that of heads Freire
with the an agency of in problem
general in which saw teaching
environment. education. preserving solving.”
he/she is and learning
We need interested. the status (Ornstein,198
as a process
social quo. 4)
of inquiry in
engineers
who can which child
combine must invent
harmoniously and reinvent
the findings the world.
of specialized
knowledge.