PHILOSOPHY OF EDUCATION

• MODULE PROFILE
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 Assignment 1
• Rousseau’s contributions changed the face of
education. Discuss any four (4) of Rousseau’s ideas
applied in Botswana schools today. (100 marks)
• NB. Strictly not more than 5 pages including the
reference page
• Assignment to be submitted on Astria
• Font: Arial, font size: 12, line spacing 1.5, Margins:
Justified. Number your pages
• Use authentic sources of reference NOT AI
• Your essay should have a cover page with the
university logo
PHILOSOPHY OF EDUCATION

 The term "philosophy" comes from two Greek words

 Philo-means love and Sophia means wisdom

• In short philosophy refer to "love of wisdom."

A. In a broad sense, philosophy is an activity people undertake when

they seek to understand fundamental truths about themselves, the
world in which they live, and their relationships to the world and to
each other.

• It is the study of the fundamental nature of knowledge, reality, and

existence.
 Philosophy involves critical thinking, reasoning, and the
examination of life’s big questions, such as the nature of reality,
the existence of a higher power, the basis of ethics, and the
nature of human consciousness.
 Philosophers engage with these concepts through rigorous
analysis, logical argument, and reflective questioning.
 In essence, philosophy seeks to understand the world and our
place human existence in it by exploring the underlying principles
and assumptions that shape our understanding.
BRANCHES OF PHILOSOPHY

• Metaphysics

• Metaphysics is the study of the nature of reality, of what exists in the

world, what it is like, and how it is ordered.

• In metaphysics philosophers wrestle with such questions as:

 Is there a God?

 What is truth?

 What is a person? What makes a person the same through time?

 Is the world strictly composed of matter?

 Do people have minds? If so, how is the mind related to the body?

 What is it for one event to cause another?

Epistemology

• Epistemology is the Epistemology, a core branch of philosophy, which the

study of knowledge.

• What is knowledge?", "How is knowledge acquired?", and "What do we truly

know?".

• Major themes in epistemology include the sources of knowledge (perception,

reason, memory, testimony).

• The concept of justification, skepticism, and the nature of truth.

• These themes help us understand how we form beliefs and ascertain their
validity.

• It is primarily concerned with what we can know about the world and
how we can know it.
• Typical questions of concern in
epistemology are:
 What is knowledge?
 Do we know anything at all?
 How do we know what we know?
 Can we be justified in claiming to know
certain things?
Ethics
• The study of ethics often concerns what we ought to do and
what it would be best to do.
• In struggling with this issue, larger questions about what is good
and right arise.
• So, the ethicist attempts to answer such questions as:
 What is good? What makes actions or people good?
 What is right? What makes actions right?
 Is morality objective or subjective?
 How should I treat others?
Logic
• Another important aspect of the study of philosophy is the
arguments or reasons given for people's answers to these
questions.
• To this end philosophers employ logic to study the nature
and structure of arguments.
• Logicians ask such questions as:
 What constitutes "good" or "bad" reasoning?
 How do we determine whether a given piece of reasoning
is good or bad?
GOALS OF PHILOSOPHY

 Understanding Reality

• To explore and explain the nature of existence, the universe, and

everything within it.

 Knowledge and Truth

• To determine what we can know, how we can know it, and what
constitutes truth and belief.

 Ethics and Morality

• To investigate what is right and wrong, what constitutes a good life,

and how individuals should act.
 Human Nature

• To understand the nature of human beings, our mind,

consciousness, and identity.

 Political and Social Philosophy

• To explore the best forms of government, justice, rights, and the

role of individuals within society.

 Logic and Reasoning

• To develop methods of clear thinking, logical argument, and

problem-solving.
• Philosophical Schools of Thought

• There are various philosophical perspectives on education, including:

o Progressivism: Emphasizes learning by doing and focuses on problem-solving and

critical thinking.

o Perennialism: Focuses on enduring ideas and universal truths, often through classic
texts.

o Essentialism: Advocates for a core curriculum of essential knowledge and skills.

o Constructivism: Views learners as active participants in constructing their own

understanding.

o Existentialism: Emphasizes individual choice, freedom, and self-directed learning.

• Philosophy of education before the 20th century

• The philosophy of education before the 20th century was shaped

by several influential thinkers and movements.

 Socrates (469-399 BCE)

• Socrates emphasized the importance of questioning and

dialogue in education.

• He believed that true knowledge comes from recognizing one's

own ignorance and engaging in critical discussion.
• Philosophy of education from Socrates

• Socrates' philosophy of education centers on the idea that knowledge is within oneself
and can be drawn out through a process of questioning and dialogue, often referred to
as the Socratic Method.

 Dialectical Method: Socrates believed in teaching through dialogue and questioning.

He engaged his students in conversations, asking probing questions to stimulate critical
thinking and expose contradictions in their beliefs.

 This method aimed to help students develop their own understanding and reach deeper
insights.
 Moral and Ethical Education

• Socrates emphasized the importance of ethics and morality.

• He believed that education should not only impart knowledge but also cultivate
virtuous character.

• He taught that understanding what is right and just is essential for living a good life.

 Self-Knowledge

• Socrates famously said, "Know thyself."

• He believed that self-knowledge is the foundation of wisdom and that individuals must
examine their own beliefs and values to achieve true understanding.

• Education, in this sense, is a journey of self-discovery.

 Intellectual Humility

• Socrates encouraged students to acknowledge their own ignorance.

• He argued that recognizing the limits of one's knowledge is the first

step towards gaining true wisdom.

• This humility was central to his approach to learning and teaching.

 Active Learning

• Socrates believed that students should be active participants in their own

learning process. HOW?

• Instead of passively receiving information, they should engage in critical

thinking, questioning, and discussion to construct their own
understanding.

• Socrates' educational philosophy has had a profound influence on

Western thought and continues to be relevant in contemporary
educational practices.

• His emphasis on critical thinking, dialogue, and moral development

remains a cornerstone of effective education
 • IMPLICATIONS OF SOCRATIC EDUCATION

• Socratic method and ideas can be applied in schools

through-:

 Classroom Discussions

• Teachers use the Socratic Method to lead discussions

where students are encouraged to ask questions, think
deeply, and engage in dialogue.

• This helps students develop critical thinking skills and

articulate their ideas clearly.
 Debates and Seminars

• In higher education, Socratic seminars and debates are

common.

• Students analyze texts or issues, ask questions, and

defend their viewpoints.

• This format promotes active engagement and deeper

understanding of complex topics.
 Problem-Based Learning (PBL)

• In PBL, students are presented with real-world

problems and work collaboratively to find
solutions.

• The Socratic Method is used to guide them

through the process, encouraging them to ask
questions, explore different perspectives, and
apply their knowledge.
 Critical Thinking Exercises

• Teachers create scenarios or case studies that

require students to use the Socratic Method to
analyze and solve problems.

• This helps students develop reasoning skills

and the ability to think on their feet.
 Tutoring and One-on-One Teaching

• Tutors and mentors often use Socratic

questioning to help students identify their
own errors, understand concepts more
deeply, and develop independent thinking
skills.
 Philosophy and Ethics Classes

• The Socratic Method is especially prevalent in

philosophy and ethics courses, where students
explore fundamental questions about
existence, morality, and human nature through
guided dialogue.
Plato (427-347 BCE)

• Plato, a student of Socrates, founded the Academy

in Athens.

• He believed in the importance of a well-rounded

education that included physical training, music,
and philosophy.

• His work "The Republic" outlines his vision of an

ideal society and education system.
 Plato ideas on education
 Purpose of Education

 Plato believed that education should aim to cultivate virtue and wisdom
in individuals, preparing them to be good citizens and leaders.

 He envisioned an ideal society where education would help individuals

achieve eudaimonia (a fulfilled and flourishing life)

• The primary goal of education, according to Plato, is to cultivate

virtuous and wise individuals who can contribute to the well-being of
society.

• Education should aim to shape the character and intellect, guiding

individuals toward truth, beauty, and goodness.
 State-Controlled Education

• Plato advocated for a state-controlled education system, where the

state would oversee and regulate the education of its citizens.

• Plato advocated for a state-controlled education system where the

state has the responsibility to ensure that all citizens receive a
proper education.

• He believed that education should be uniform and standardized to

promote social harmony and cohesion.

 This was influenced by the Spartan system, which focused on

producing well-rounded individuals.
 Elementary/ Early Education

• Plato's curriculum began with physical education for young children,

emphasizing fitness and health.

• Plato emphasized starting education at a young age with a focus on physical

training, music, and the arts.

• This stage aims to develop both the body and the soul.

• This stage aimed to ensure that children were physically strong and healthy.
 Higher/Advanced Education

• As children grew older, the focus shifted to intellectual and moral

education.

• This stage is designed to develop rational thinking and

understanding of abstract concepts.

• For older students, Plato proposed a curriculum comprised of a

rigorous program of study that included mathematics, dialectics,
music, philosophy, and physical training.

• The goal was to develop well-rounded individuals with both

intellectual and physical prowess.
 Philosopher-Kings

• Plato proposed that the most capable and virtuous individuals, who
have undergone rigorous education, should become the rulers of
society.

• These "philosopher-kings" would govern with wisdom and justice,

ensuring the well-being of the state.

 Lifelong Learning

• Plato emphasized that education was a lifelong process.

• He believed that individuals should continue to learn and grow

throughout their lives, not just during their youth
 Censorship and Curriculum

• Plato suggested that certain content should be censored in education to

protect young minds from harmful influences.

• He believed that myths, stories, and literature should convey moral lessons
and promote virtuous behavior.

 The Allegory of the Cave

• In "The Republic," Plato presents the Allegory of the Cave to illustrate the
process of education and enlightenment.

• The allegory depicts prisoners in a cave who mistake shadows for reality.
Education, according to Plato, is the journey from darkness (ignorance) to
light (knowledge and truth).
 THE TEACHINGS OF PLATO ON EDUCATION
THE MAJOR IDEAS IN PLATO’S PHILOSOPHY OF EDUCATION

• Education for all: NO child should be denied education and every child
was to be educated to the limit of his or her abilities

• State Education: All children were to educated by the state.

•
• Teaching Method: learning was to be done through play at the
elementary level and upon reaching the higher levels of education, the
student’s reasoning should be encouraged in the processes of thinking
and abstracting.
 THE TEACHINGS OF PLATO ON EDUCATION
 Plato was one of the proponents of experiential learning – learning by
doing

To him, education was more of the discovery of previously acquired

knowledge.

This discovery was based on a metaphysical philosophy

metaphysical philosophy relates to the desire to understand the

substance of reality: why things exist at all and what it means to exist in
the first place.
 THE TEACHINGS OF PLATO ON EDUCATION
 According to him, the school curriculum was also expected to help a
person discover true knowledge through abstract reasoning

The curriculum content should differ from one level of education to the
other.

It should basically aim at producing learners for physical fitness, moral
and spiritual development of the soul.
 THE TEACHINGS OF PLATO ON EDUCATION
Organization and Curriculum: On this aspect he recommended the
following:

i. Elementary school: All boys and girls should be educated together.

They should study mathematics, literature, poetry and music until
they are eighteen years of age.
ii. Military Training: The next two years of the youth’s life should be
devoted to physical education alone.
iii. Higher Education: Between the ages of twenty and thirty-five,
individuals were to receive higher education that would prepare them
for ruling the state.
 The teachings of Plato (contd)

The teachings of Plato (contd)

The table depicts the educational level, age and curriculum content of Plato’s educational system.

S/N Educational Level Age (Years) Curriculum content

1 Nursery/Kindergarten 3-6 Playing and games

2 Elementary 7-10 Games, sport, basic element of

reading and story telling

3 Secondary 11-17 Gymnastics, music, introductory

mathematics (arithmetic, geometry,
solid geometry) and literature

4 Tertiary 20-25 Higher mathematics, astronomy,

philosophy and dialectics
 ACTIVITY
• IN PAIRS DISCUSS THE MAIN DIFFERENCES BETWEEN PLATO
AND SOCRATES’ VIEW ON EDUCATION?
[10 minutes]
 Aristotle (384-322 BCE)
• Aristotle, a student of Plato, focused on empirical observation and the
development of practical skills.

• He believed that education should be tailored to the individual and aimed at

cultivating virtue and excellence.

• Aristotle, a student of Plato and teacher of Alexander the Great, made

significant contributions to the philosophy of education.

• His ideas were practical and empirical, focusing on developing the full potential
of individuals through a balanced and comprehensive education.
PHILOSOPHY OF EDUCATION -ARISTOTLE

•
 Holistic Development:

• Aristotle emphasized the importance of educating both the mind and the body.

• He advocated for a balanced education that includes physical training, arts,

music, and intellectual pursuits.

• This holistic approach ensures the development of all aspects of a person's

character.

 Role of the Polis (City-State):

• Aristotle believed that education should serve the needs of the polis.

• He argued that the state has a responsibility to provide education that

promotes the common good and prepares citizens for active participation in
civic life.
 Stages of Education

• Early Childhood

Aristotle recognized the importance of early childhood education and believed

that children should be nurtured and guided from a young age.

He emphasized the role of parents and early caregivers in shaping character.

• Secondary Education

• As children grow older, their education should become more structured and
formal. Aristotle suggested a curriculum that includes grammar, rhetoric,
mathematics, and philosophy.

• .
• Higher Education

• For those who seek advanced knowledge, Aristotle proposed a higher education
that focuses on specialized subjects and the development of critical thinking and
reasoning skills.

 Practical and Theoretical Knowledge

• Aristotle distinguished between practical knowledge (phronesis) and theoretical

knowledge (episteme). Practical knowledge involves moral and ethical decision-
making, while theoretical knowledge includes scientific and philosophical
understanding.

• He believed that both types of knowledge are essential for a well-rounded education
 Virtue Ethics

• Central to Aristotle's philosophy is the concept of virtue ethics.

• He argued that education should cultivate virtuous habits and

character traits, enabling individuals to make ethical choices and
lead a good life.

• Virtue is achieved through practice and the development of good

habits.
• Influence on Modern Education

• Aristotle's educational philosophy has had a lasting impact on

Western thought and continues to influence modern educational
practices.

• His emphasis on holistic development, the importance of virtue,

and the role of the state in education are still relevant today.
Jean-Jacques Rousseau (1712-1778)

• Rousseau's work "Emile, or On Education" emphasized the

importance of natural development and the role of the
environment in shaping a child's education.
He believed that children should learn through experience and
exploration.

• REFER TO ASSIGNMENT 1
• PHILOSOPHY OF EDUCATION -ROUSSEAU

• Jean-Jacques Rousseau, an 18th-century philosopher, made significant contributions to

the philosophy of education with his work "Émile, or On Education."

• Rousseau's Educational Philosophy

 Natural Education

• Rousseau believed in the concept of "natural education," which emphasizes the

importance of allowing children to develop naturally, according to their own interests and
abilities.

• He argued that education should be aligned with the natural stages of a child's
development.

•
 Stages of Development

• Rousseau outlined different stages of development in a child's life, each requiring a

distinct approach to education:

 Infancy (0-2 years): Focus on physical development and sensory

experiences.

 Childhood (2-12 years): Encourage exploration and interaction with the

environment. Education should be experiential and hands-on.

 Pre-adolescence (12-15 years): Develop reasoning and critical thinking

skills through practical learning and problem-solving.

 Adolescence (15-20 years): Foster moral and social development,

preparing the individual for adult responsibilities.

•
 Child-Centered Education

• Rousseau advocated for a child-centered approach to education, where

the interests, needs, and abilities of the child take precedence.

• He believed that education should be tailored to the individual, rather

than imposing a standardized curriculum.

• Learning through Experience

• Rousseau emphasized the importance of experiential learning. He

believed that children learn best through direct interaction with their
environment and through practical activities. This hands-on approach
helps children understand concepts more deeply and develop practical
skills.
• Role of the Educator

• Rousseau saw the educator's role as a guide and facilitator, rather

than a traditional authoritative figure.

• Educators should create an environment that encourages

exploration and self-directed learning, providing support and
guidance as needed.

• Moral and Emotional Development

• Rousseau believed that education should nurture the moral and

emotional development of the child.

• He argued that cultivating empathy, compassion, and a sense of

justice is essential for a well-rounded education.
• Influence on Modern Education

• Rousseau's ideas have had a lasting impact on modern educational theories

and practices.

• His emphasis on natural development, experiential learning, and child-

centered education continues to influence contemporary approaches to
teaching and learning.

 He gave importance to nature, believed that nature would take care of

children. One should not impose training over them in terms of our adult
tastes and ways.

 Make games an education and education games.

 Teach more from life and less from books, using many objects,
pictures, illustrations and few words.

 Teachers should try to win children’s confidence; they should stimulate

the minds of children with things which they can understand.

 He was against harsh discipline and insisted that freedom is

essential for children.

 The child must learn from his own experience and should not be
spoon fed.

 According to him natural growth of children in a natural

environment is considered as true/proper education.
 Chapter 2
JOHN DEWEY

• John Dewey, an influential American philosopher, is best known for his

contributions to Pragmatism and functional psychology.

• His philosophical orientation is rooted in several key concepts of which some

are:
Pragmatism

• Dewey was a leading figure in the pragmatist movement.

• Pragmatism emphasizes the practical application of ideas by acting on them to

actually test them in human experiences.

• Dewey believed that the value of any idea lies in its practical utility and
beneficial outcomes.
 DEWEY’S PHILOSOPHY ON EDUCATION
 John Dewey was a pragmatist.

 Pragmatists believe life is subject to constant change and that reality must be
experienced

 John Dewey believed in progressive education

 Dewey (1938) described progressive education as “a product of discontent with

traditional education” which imposes adult standards, subject matter, and
methodologies.
DEWEY’S PHILOSOPHY ON EDUCATION (CNTD )

 Dewey’s educational point of view is also deeply rooted in democratic ideals.

 A democratic education is deliberate and open to differing perspectives, cultures and

beliefs.

 Dewey believed that a democratic classroom reinforces diversity and equality.

 it values meaningful participation, personal initiative, equality and justice for all
(Schroeder, 2017)
 DEWEY’S PHILOSOPHY ON EDUCATION (CNTD)

 Dewey also believed that educational experience should encompass intellectual, social,
emotional, physical and spiritual growth of the whole child and not just academic work

 The curricular subjects should be integrated to practical subjects that have relevance to
a community’s development

 He links education, democracy, experience, and society.

DEWEY’S PHILOSOPHY ON EDUCATION (CNTD)
 Education Is a crucial ingredient for social and moral development

 Schools and classrooms should depict or be representatives of real life situations.

 What children learn at school should be related to their experiences in the society

 He was of the idea that abruptly introducing too much academic content out of
context with children’s social lives was an unethical teaching behavior
Branches of
Pragmatism
• Instrumentalism

• A branch of pragmatism, instrumentalism posits that concepts and theories are merely
instruments for solving practical problems.

• Dewey argued that knowledge is a tool for adapting to and controlling our environment.

• Instrumentalism relates knowledge to action or theory to practice

• Democracy and Education

• Dewey's philosophy extended to educational and democratic theory.

• He believed that education and democracy are interconnected and that the aim of
education should be to foster an engaged and informed citizenry.

• His book "Democracy and Education" remains a cornerstone in this field.

• Experience and Nature

• Dewey stressed the importance of experience and

its role in human life.

• For him, philosophy should always be connected

to the experience of the individual, which he
elaborated on in his book "Experience and
Nature."
• Experimentalism

• Dewey's approach to knowledge and learning was experimental.

• He advocated for a method of learning that involves hypothesizing,

experimenting, observing, and reflecting.

• This method aligns with the scientific method and emphasizes the
ongoing, dynamic process of learning.

• Dewey's ideas have had a vast influence on education, politics, and

philosophy, advocating for a society where continuous improvement
and learning are central values.
THE MEANING AND AIMS OF
EDUCATION

• John Dewey's perspective on education is profound and multi-

faceted.

• He saw education as a vital and dynamic process essential for the

growth of individuals and society.

• Meaning of Education

 Active Process: Dewey believed that education is an active and

continuous process. It's not merely about the passive absorption of
information but involves active engagement and participation from
students.
Integration with Experience: According to Dewey, education should be deeply
connected with one's experiences and environment.

 Learning is most effective when it is relevant to the students' lives and allows them
to make meaningful connections between what they learn and their own
experiences.

 Democratic Society: Dewey viewed education as a fundamental component of a

democratic society.

 He argued that true democracy is not just a form of government but a mode of
associated living.

 Education should help individuals develop the skills and dispositions necessary for
participating in democratic life.
For Dewey, democratic life involves:
• Active Participation: Everyone should have a say in decisions that affect
their lives.
• This encourages involvement in community and civic activities.
• Communication and Dialogue: Open and respectful communication is key
to understanding diverse perspectives and solving common problems.
• Continuous Growth: Education and personal development are ongoing
processes that help individuals and societies adapt to changing
circumstances.
• Shared Experiences: Building common experiences and fostering a sense
of community and solidarity are essential for a healthy democracy.
• Equality and Fairness: Ensuring that all individuals have equal
opportunities to contribute and benefit from societal progress.
Aims of Education

Foster Critical Thinking and Problem-Solving

 Dewey emphasized the development of critical thinking and problem-solving

skills.

 Education should encourage students to think independently, ask questions,

and seek solutions.

Promote Social Efficiency

 While not in the sense of producing cogs for a machine, Dewey intended social
efficiency to mean preparing individuals to participate effectively in society.

 This includes both vocational training and the development of social skills.
 Encourage Growth: Dewey saw education as a means for
fostering continuous growth and development.

 He believed that learning should not be confined to childhood but

should be a lifelong pursuit.

 Cultivate a Love for Learning: Education should instill a genuine

love for learning.

 Dewey argued that when students are genuinely interested and

engaged, they are more likely to continue learning throughout their
lives.
 Preparation for Real-Life Challenges: Dewey advocated for an educational
approach that prepares students to face real-life challenges. This involves practical,
hands-on learning experiences that mirror the complexities of real-world situations.

• Therefore, Dewey's philosophy of education remains influential, advocating for an

approach that is holistic, experiential, and geared towards preparing individuals for
active and meaningful participation in society.

• DEWEY’S THEORY OF KNOWLEDGE

• John Dewey's theory of knowledge, also known as his epistemology, is an integral part
of his overall philosophy. Dewey's approach to knowledge is deeply connected to his
views on experience, education, and democracy.

•
Elements of Dewey’s
theory
• Pragmatism

• Dewey's epistemology is grounded in pragmatism, which suggests that the truth

of an idea or theory is determined by its practical effects and usefulness.

• Knowledge is not seen as a static entity but as something that evolves through
practical engagement with the world.

• Instrumentalism

• In line with his pragmatist views, Dewey's concept of instrumentalism posits that
ideas and theories are tools or instruments that help us navigate and solve
problems. Knowledge is instrumental in achieving goals and overcoming
obstacles in our environment.
• Experiential Basis

• Dewey emphasized the importance of experience in

the formation of knowledge.

• He believed that all knowledge arises from the

interaction between humans and their environment.
• This connection is dynamic and continuously evolving, reflecting
Dewey's belief that learning is an ongoing process.

• Reflective Thinking

• Central to Dewey's epistemology is the idea of reflective thinking.

He argued that knowledge is not merely a passive accumulation
of facts but requires active reflection and critical analysis.

• Reflective thinking involves questioning, investigating, and

testing ideas through real-world experiences.
• Scientific Method

• Dewey championed the use of the scientific method

as a way of acquiring and validating knowledge.

• He believed that the processes of hypothesis,

experimentation, observation, and revision are
fundamental to learning and understanding.
• Continual Reconstruction

• Dewey's theory of knowledge includes the concept of

continual reconstruction.

• Knowledge is never complete or final; it is always being

reconstructed in response to new experiences and
information.

• This makes knowledge adaptive and flexible, capable of

addressing new challenges and situations.
• Social Dimension

• Dewey also recognized the social nature of knowledge.

• He believed that knowledge is not an isolated endeavor but is developed through

social interactions and shared experiences.

• Collaboration and communication are essential for the growth and dissemination
of knowledge.

• Dewey's theory of knowledge is pragmatic, experiential, and grounded in the

processes of reflective thinking and scientific inquiry

• He viewed knowledge as a tool for solving practical problems and continually

evolving through experience and social interaction.
 IMPLICATIONS OF DEWEY PHILOSOPHY TO
EDUCATION
• 1. Social Efficiency:
 According to Dewey, the development of social efficiency is one purpose of
education.

 The school should be organized in a way that reflects the society

 Education takes place with the participation of the individual in social activities
and relationships with his fellow human beings

 The teacher must know the original nature of the child as well as the social
demands.
 c o n td

 The teacher has to direct and guide the child’s activities in socially
desirable channels.

 The school is a social environment

 It should cultivate, within the child, the attitudes and dispositions which
are necessary for a continuous and progressive life in a society.

 The teacher serves as the main directing force and organizer of the
environment of the school.
• 2. Education is Life:
 Dewey emphasizes that education is not preparation for life; it is life itself.

 The school is a miniature society facing problems similar to those faced in

life.

 The basic purpose of the school is to train pupils in cooperative living.

 Since the pupils are to live in a democratic society they should help to
organise one and live in it.
 contd
The child is to share the resources of a good society and give
back to that society, thus helping the development of other
members.

By give-and-take process the growth of the individual and the

group is achieved.

 The school should, thus, identify itself with social and democratic
life.
 contd
•
3.Education is Experience:

 Dewey favored an education by, of, and for, experience.

 Every new experience is education.

 An old experience is replaced by a new experience.

 Education, Dewey said, helps “The process of the reconstruction of experience,

giving it a more socialized value through the medium of increased individual
efficiency”.
 contd
The child, who is an ever-growing individual too, takes part in
this function of re-construction.

The growing child selects and re-organises his cultural heritage

according to his own needs in a changing and new world.
 contd
• 4.Education should Combine Theory and Practice:

The aim of education, according to Dewey, should be to create a

balance between theoretical and practical activities.

He has stressed equal importance to both action and thought.

These two should go hand-in-hand. Practical side is no doubt, very

important but the theoretical side, at the same time, should not be
ignored.
 contd
Abstract ideas should have concrete applications.

Similarly, practical applications must have theoretical basis

Theory and practice can be combined in the school through

occupations.

 By occupations, Dewey meant various activities like wood-

work, cookery etc. which we have in social life.
Such occupations have necessary balance of theory and
practice.
 contd
Active self-expression takes place through the hands, eyes,
observation, planning and reflection.

These give a new orientation to the whole personality of the

child.

 Children, by nature, get interest in occupations.

This ensures successful or true learning as interest is the basis

of all real education.
 ACTIVITY
• 1. Describe the 4 major aims of education according to John
Dewey. Give their implications to the teacher and school.

• 2. Discuss how theory and practical should be combined

according to John Dewey.

• 3. Compare and contrast John Dewey and Rousseau’s

educational views.
 LECTURE 5

• TOPIC : THE PHILOSOPHY OF JOHN DEWEY

AND HIS CONTRIBUTION TO EDUCATION
(Cntd)
 DEWEY’S THEORY ON KNOWLEDGE
 He believed that knowledge has a specific relation to the
experience coming from the process

 Knowledge is something cognitive which draws from and re-

constructs past experiences

 He regarded knowledge to be ‘teleological”

 This means it is instrumental for achieving specific goals and thus

solving specific problems
DEWEY’S THEORY ON KNOWLEDGE (Cntd)
 He viewed learners as unique individuals who can construct their own
knowledge through personal engagement

 He believed that children should be active contributors to their acquisition of

knowledge

 They acquire as they engage in activities

 He championed ‘experiential learning’

 Solving of problems should encompass the use of hands-on approaches

DEWEY’S THEORY ON KNOWLEDGE (Cntd)
 Advocated for learner-centred teaching methods

 These encourage activities like discussions, debate, dramatization etc

 Discussions prepare students for life in a democratic society where

decisions ought to be based on reasonable arguments.

 Through debates children learn to formulate their own ideas, convince

others, and learn to see the world from a different point of view.
DEWEY’S THEORY ON KNOWLEDGE (Cntd)
 Learning is interdisciplinary – it allows learners to build on what they
already know

 What they observed in biology is being calculated in maths, written

about in English and put into images through the arts.

 This provides the learner an opportunity to learn how things are

connected.

 To the brain this process is more effective because it can link new
knowledge with previous experiences, and build stronger mental models
 INTRODUCTION
Brief revision of previously learnt concepts

 Preparation of group presentations based on the

previously allocated academic tasks
 GROUP PRESENTATIONS
• GROUP 1
• 1. Critically discuss the FOUR (4) basic aims of education according to
John Dewey

• GROUP 2
• 2. Dewey believed in a democratic education system. Suggest at least
FIVE (5) features that depict a democratic teaching and learning context.
 PRESENTATIONS (Cntd)
• GROUP 3
• 3. Dewey championed ‘experiential learning’.
• (a) What do you understand about ‘experiential learning’?
• (b) Explain FIVE (5) examples of activities where experiential learning can be revealed.

• GROUP 4
• 4. Discuss how knowledge is acquired according to John Dewey. Use examples to
illustrate your answer

• GROUP 5
• 5. In relation to John Dewey’s Philosophy of Education, examine at least FIVE (5) roles
of a teacher
 THE ROLE OF THE TEACHER: DEWEY
THE TEACHER SHOULD:
 conduct community needs assessment, teach skills that are relevant.

 Relate teaching content with learners’ experiences.

 Engage learners in active discovery learning

 Accommodate the diversity of learners

 Consider learners’ preferences and learning styles when planning instruction

 Sustain the voice of learners: Allow learners to air their views freely without fear
of sanctions or punishment

 Conduct assert-based learning -Teachers should use or build on the strengths of

learners in imparting knowledge

 Motivate learners engage in more challenging and new activities or experiences

 Assist learners to develop emotionally – develop an ability to sympathize with

others

 Assist learners to develop moral values that are socially accepted

 ACTIVITY
1. Discuss five strategies that may be employed by a teacher to
ensure that democracy is ensured in the teaching and learning
situation.
2. Through the use of relevant examples, discuss elements of
progressive education.
 LECTURE 7

• TOPIC : CRUCIAL ELEMENTS OF THE EDUCATION SYSTEM

• QUALITY EDUCATION
• EQUALITY IN EDUCATION
• JUSTICE/EQUITY IN EDUCATION