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Share Activity O1 (TTCSCOL)

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d35421104
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The Teacher and Community School Culture, Organizational Leadership

Activity 01 - August 24, 2022

Abalon, Filbert M.

BSED Mathematics 3
Have a research on the educational philosophies of John Locke, H. Spencer, John Dewey, G. Counts, T.
Brameld and Friere. Make it a table summary.

Philosopher Educational Philosophy

John Locke Locke believed that the purpose of education was to bring children up to
be virtuous, using the power of reason to overcome desire. This meant
that children should be trained in self control: The Principle of all vertue
and Excellency lies in a power of denying our selves the satisfaction of our
own desires, where reason doesn't authorized them. He felt that children
were naturally selfish and driven by their own desires, but not innately
wicked; they learned bad behavioral habits by observation. Education was
to be directed towards learning moral behavior in society rather than
exploring the desires of the individual.

Herbert Spencer Herbert Spencer defined the purpose of education and task of education
was to teach everyone how to live completely.

In teaching methods, Spencer advocated the automatic learning based on


students and emphasized the role of interest in the process of teaching.

In the aspect of moral education, Spencer put forward that individual self
preservation is the most important moral principle and coined the moral
evolution formula. In respect of discipline, he opposed punishment and
advocated the principle of natural consequence.

Spencer's core idea of education mainly includes the following aspects: (1)
advocate scientific education and object classical education; (2) promote
independent education and oppose indoctrination education, (3)
encourage education with happiness and interest and combat education
ignoring the rule of student's physical and mental development.

John Dewey John Dewey was the founder of progressivism and pragmatism.

Dewey argued that curriculum should be relevant to student's lives. He


saw learning by doing and development of practical life skills as crucial to
children's education. Some critics assumed that under Dewey's system,
students would fail to acquire basic academic skills and knowledge.
Dewey's method of teaching are based on the principles of learning by
doing, activities in connection with the life of the child. In this method
what a child does is the most important thing. In the Project or Problem
method, which Dewey advocated, the child's interests and purposes are
the most important things.

George Sylvester Counts Counts said that schools are driven by the forces that transform the rest
of the social order rather than the school directing the change. Education
needs to be scrutinized by teachers. Schools can not reformed without
effort, struggle and sacrifice. He felt that Progressive Movement in
education fell short of direction. We can not move in circles and content
ourselves with action. We must have purpose and be willing to sacrifice.
Progressives are romantic sentimentalists who should not be trusted to
write our educational theories or programs because they do not move
outside of their comfort.

Counts believed that education should strive to promote the fullest and
most thorough understanding of the world. He also believed that facts
should not be suppressed or distorted. One of his quotes said, " All
education contains a large element of imposition, a case which is
inevitable and in the existence and evolution of society, educators have a
major professional obligation.

Theodore Brameld Brameld founded the educational philosophy of Social Reconstructionism


which emphasized the addressing of social questions and a quest to
create a better society and worldwide democracy ( Philosophical
Perspective). Reconstructionist educators focus on a curriculum that
emphasizes social reform as the aim of education. Brameld outlined the
distinctive features of Social Reconstructionism. First, he believed in a
commitment to building a new culture in which the common people
would emerge as the leaders of society. Second, he felt that the working
people should control all principal institutions and resources if the world
is to become genuinely democratic. The structure, goals and polices of the
new order must be approved and enacted with public support. Third,
Brameld believed that the school should help the individual, not only to
develop socially, but to learn how to participate in social planning as well.
The individual must find ways to satisfy personal needs through social
consensus. Fourth, he believed learners must be convinced of the validity
and urgency of change but must adhere to democratic procedures.

Brameld believed the creation of a new social order through education


would fulfill the basic values of society and harmonize with the underlying
social and economic forces of the modern world. The child, the school and
education would be conditioned by social and cultural forces. The teacher
role was to convince his or her students of the validity and urgency of the
Reconstructionist solution. In order to do this, education would have to
be completely re-fashioned to meet the demands of the present cultural
crisis ( Four Theories of Education ).

Paulo Friere For Friere, education must be centered upon developing critically
conscious, humanized, learners who act to liberate themselves, and the
world, from injustice.

For Friere, education is never neutral. All education is political - either


educating to support and maintain the status quo or helping to critique
and change reality. Problem posing education does not and cannot serve
the interests of the oppressor.

He believed a problem -posing pedagogy based on the learner's present


interests and experiences..

He wished to develop education for critical consciousness leading to social


transformation.

The aim of education is humanization and liberation. This was to be


attained through dialogue, critical inquiry and praxis.

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