GLYIANE BAGARES
EDE1A
STUDY GUIDE: PHILOSOPHICAL THOUGHTS ON EDUCATION
A. JOHN LOCKE (1632-1704) - THE EMPIRICIST EDUCATOR
• Knowledge acquisition: Through senses (learning by doing and interacting
with the environment)
• Learning process: Simple ideas become complex via comparison, reflection,
and generalization (inductive method)
• Rejects: The view that knowledge only comes from Greek/Latin classics; the
"divine right of kings" theory
• Social/political focus: Political order based on people-government contract;
aristocrats not destined to rule; civic education necessary for intelligent and
responsible self-governance
• Key note: Learners are active agents in their own education
B. HERBERT SPENCER (1820-1903) - UTILITARIAN EDUCATION
• Core concept: "Survival of the fittest" - human/social development evolves
from simple to complex
• Curriculum emphasis: Practical, utilitarian, and scientific subjects that help
master the environment
• Rejects: Rote learning; overreliance on humanistic/classical education\
• Prioritization: Subjects arranged by contribution to human survival and
progress (science has priority)
• Warnings: Avoid over-specialization (knowing more about less) or superficiality
(knowing less about more); competition may conflict with emotionally safe
learning environments
C. JOHN DEWEY (1859-1952) - LEARNING THROUGH EXPERIENCE
• Education definition: A social process; school is intimately connected to
society
• Learner nature: Socially active beings who want to explore and control their
environment
• School purpose: Simplify, purify, and integrate social experience for children
• Core goal: Personal and social growth of individuals
• Scientific/reflective method steps:
1. Genuine experience the learner is interested in
2. Identification of a genuine problem
3. Gathering necessary information through research
4. Developing tentative solutions
5. Testing solutions to discover validity
• Key points:
◦ Past knowledge/cultural heritage is used and tested for relevance
◦ School is democratic (inclusive, critical inquiry encouraged), scientific (social
laboratory), and accessible to all
D. GEORGE COUNTS (1889-1974) - BUILDING A NEW SOCIAL ORDER
• Education basis: Relative to specific society/time/place (not eternal truths)
• School role: Instrument for social improvement, not preserving the status quo
• Instruction focus: Socially useful content and problem-solving methodology
• Teacher role: Agents of change who must make choices on controversial
issues (economics, politics, morality)
• Key concerns: Address cultural lag between material progress and
social/ethical values; provide equal learning opportunities for all
E. THEODORE BRAMELD (1904-1987) - SOCIAL RECONSTRUCTIONISM
• Core idea: Society needs reconstruction to adapt to technological change;
humankind faces a cultural crisis
• School purpose: Critically examine culture, resolve conflicts, and create a new
society (not just reform)
• Focus areas:
◦ International scope for global citizenship (interdependent world)
◦ Equality/equity in society and education (eradicate class/racial barriers)
◦ Awaken consciousness to social problems and engage in problem-solving
• Goal: Create a world order where people control their own destiny
F. PAULO FREIRE (1921-1997) - CRITICAL PEDAGOGY
• Rejects: "Banking model" of education (teacher as sole knowledge holder,
student as empty receptacle)
• Embraces: Problem-posing education and dialogue as vehicles for social
change
• Key elements:
◦ Develop critical consciousness to resist oppression
◦ Democratic, respectful teacher-student relationships
◦ Dialogue based on equality, mutual recognition, solidarity, and openness
• Core belief: Education/literacy enable people to resist becoming victims or
oppressors; learning is inventing/reinventing the world
ADDITIONAL KEY POINTS
• Community of Inquiry: All philosophers highlight the need for interaction and
collaborative investigation to understand questions and potential solutions
• National Vision: Encompasses reverence for life, human values,
democratization of power/resources, balanced economy, responsive government,
agrarian reform, human rights, and independent global cooperation
• Transformation: Both individuals and social structures must change, with
empowerment starting from within communities; others can only support self-
empowerment
• Human Values: Essential building blocks for national development, often
overlooked in technical discussions of progress