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HOW WELL DO YOU
KNOW HIM? Option 1 = Option 2 = What is He known for?
Innatism Empiricis m What is He known for?
Innatism Empiricis m What is He known for?
Supported Rejected the doctrine the doctrine of innate of innate ideas ideas What is He known for?
Supported Rejected the doctrine the doctrine of innate of innate ideas ideas What is He known for?
Tabula Clean Slate
Rasa What is He known for?
Tabula Clean Slate
Rasa What is He known for?
Advocate of Advocate Student- Traditional centered learning learning What is He known for?
Advocate of Advocate Student- Traditional centered learning learning What is He known for?
“Educating the “Curiosity in
mind without children is but educating the an appetite for heart is no knowledge” education at all” What is He known for?
“Educating the “Curiosity in
mind without children is but educating the an appetite for heart is no knowledge” education at all” Good job! Objectives: Identify the Implications of John Locke’s ideas of Describe John education to Locke’s early Learning. life
Identify His different contributions to education. Bibliograph y • Born in 1632 in Wrington, • Regarded Somerset as one of the most influential enlightenment thinkers and father of classical liberalism • Economist, political operative, physician, oxford scholar and medical researcher and one of the great philosophers of the 17th and 18th century. • Between 1652 and 1667, He was a student and a lecturer at Christ Church, Oxford, where he focused on the standard curriculum of logic, metaphysics and classics. • Studied medicine extensively and was an associate of Robert Boyle, Robert Hooke and other leading Oxford • scientist. Wrote several essay that address politics, science, and education. • One of the most popular essay is “Essay Concerning Human Understanding” • Died on October 28, 1704 at the age of 72 Essay concerning Human understanding • Published in 1689 • Outlined a theory of human and “The treatises of Government” knowledge, identity, and selfhood. • One of the first great defenses of modern empiricism and concerns itself with determining the limits of human understanding in respect a wide spectrum of topics. • Not offered as a contribution to knowledge itself but as a means of clearing away some intellectual rubbish that stands in the way of knowledge. Innate Ideas
Tabula Rasa Innate Ideas
Tabula Rasa Book II • Locke holds that the mind is a “Tabula Rasa” or Blank sheet until experience in the form of sensation and reflection. • Believed that people are born with a variety of faculties to receive and abiities to manipulate or process the content once we acquire it. Contributions to Education • Locke treated children as human beings in whom the gradual development of rationality needed to be fostered by parents. • Learning should be gradual process, slow and cumulative. • Discusses the true secret of education being, we should induce children to want to learn. • Play is part of learning. • He warned against making learning a task or something students have to do. • Develop a desire for learning that continues beyond the walls of the classroom and beyond the compulsory period of schooling. • There is a needed to be balance between rewards and punishments. • Contributed to modern education: learning by doing and interaction with the environment. • Advocated for the earliest forms of student-centered learning. Empiricism Implications to Education Teachers should simplify lesson, sympathetically answers naive questions.
Teachers should know not
only the subject but also the outside world. Provide recreation, treat children as rational and explain the purpose of instruction.
Expose children to different sensory activities Teachers should have some elements of “fun” in the classroom
Build collective learning
environment where students work together to examine and share their beliefs and knowledge Thank you and God bless us all. REFERENCES (2001, September 2). Retrieved March 13, 2024, from Stanford Encyclopedia of Philosophy: https://plato.stanford.edu/entries/locke/#HistBackLockLife
Editors, H. (2009, November 9). Retrieved March 13, 2024, from
Teaching and Learning from Neuroeducation to Practice: We Are Nature Blended with the Environment. We Adapt and Rediscover Ourselves Together with Others, with More Wisdom
Teaching and Learning from Neuroeducation to Practice: We Are Nature Blended with the Environment. We Adapt and Rediscover Ourselves Together with Others, with More Wisdom
