CRITICAL BOOK REPORT

GENERAL THEORY OF EDUCATION

By :
FADILLAH HALIM
4203111087
Bilingual Mathematics Class- A 2020
Prof. Dr. Ibnu Hajar, M. Si / Rizki Ramadhani, S. Pd, M. Pd
Bilingual Mathematics Education S1 Study Program
Faculty of Mathematics and Natural Sciences
University of medan
North sumatera
2020
 FOREWORD

Gratitude for the presence of God Almighty because with the grace, grace, and
knowledge and guidance of being able to complete the Critical Book Report with the book
"PHILOSOPHY OF EDUCATION AN INTRODUCTION’ wtih the topic is GENERAL THEORY OF
EDUCATION“ To the task of Introduction to Introductory Courses Introduction to Natural
Science And also I thank to Prof. Dr. Ibnu Hajar, M. Si / Rizki Ramadhani, S. Pd, M. Pd As a
lecturer who has given this assignment to the author. The author hopes that this critical
book can be useful for readers to see the contents of the book and its advantages and
disadvantages before buying it. The author is also very aware that in the Critical Book there
are flaws and words that are far from perfect. Therefore I expect criticism, suggestions and
plans for improvement of critical books that the author has made in the future, considering
that nothing is perfect without constructive suggestions.

  
  Medan,29-09- 2020
Fadillah Halim
(4203111087)

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 TABLE OF CONTENTS

FOREWORD .........................................................................................................................
1
TABLE OF CONTENTS.........................................................................................2
CHAPTER I PENDAHULUAN................................................................................3
1.1 . BACKGROUND .....................................................................................3
1.2 .BENEFIT OF CBR....................................................................................3
1.3 .PURPOSE OF CBR...................................................................................3

CHAPTER II BOOK SUMMARY.............................................................................4

 INTRODUCTION ....................................................................................5
 EDUCATIONAL
AIMS......................................................................................................5
 AIMS AND PURPOSE IN
EDUCATION............................................................................................6
 ASSUMPTION ABOUT HUMAN
NATURE. ...............................................................................................................7
 TWO APPROACHES TO GENERAL THEORY OF
EDUCATION...........................................................................................8
CHAPTER III
DISCUSSION......................................................................................................9

 DISSCUSION OF THE TOPIC

 EXCELLENCE AND WEAKNESS
OF THE TOPIC.......................................................................................9
CHAPTER IV
CLOSING..........................................................................................................10

 CONCLUSION........................................................................................11
 ADVIVE..................................................................................................11
BIBLIOGRAPHY.................................................................................................12

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 CHAPTER I

PRELIMINARY

1. BACKGROUND

Book Review Report is a report that aims to determine the contents of the book, but
more focus on our evaluation (explanation, interpretation, and analysis) of the
advantages and weaknesses of the book, what is interesting about the book and how the
contents of the book can influence our way of thinking and adding our understanding of
the Kaj So that the book review report is a process done to seek the advantages and
disadvantages of the book. Material that will be criticized about learning models.
Humans to socialize with anyone in society and anywhere and knowledge, because
socializing has a separate way to be able to adapt to the community to gain peace, while
science is the right way to achieve calm. It is expected that with the review of this book
review, students can add an understanding of this material and be able to think morely
critically and systematically, so that in the future students as prospective teachers can
apply this material in the field or after becoming a teacher.
2. BENEFIT OF CBR
The benefits of making this CBR task are:
1. Knowing the definition of integral application
2. Knowing an explanation of examples of integral applications
3. Know the integral formula

3.   AIMS OF CBR
The Critical Book objectives to find out the advantages and disadvantages of book
content, test the quality of the book by comparing the work of the same author or other
writers. Then the benefits of fulfilling the task of teaching learning strategies and to
increase knowledge about how to criticize a book.

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 A. BOOK 1 IDENTITY

Tittle : PHILOSOPHY OF EDUCATION AN INTRODUCTION

Author : T. W. MOORE

Publisher : ROUTLEDGE

Published : 2010

ISBN : 0710091923

Book thickness : 160/ 79

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 CHAPTER II

SUMMARY OF THE TOPIC

GENERAL THEORY OF EDUCATION

1. INTRODUCTION

The philosophy of education is largely consisting of the critical comment on the

educational comments on the theory of education and that the theory of education itself
consists of a number of theories with the scope and complexity varies, ranging from
theories that is a greater teaching that is allied with, or relating to, some social, political
or religious positions. A common social, political or religious position. A common theory
is different from the limited theory in the case that he determines to provide a
comprehensive program to produce certain people, an educated man, a limited theory
of regard to the issues of education, such as how this same should be taught, or how
children at this age and this ability must be addressed. There is also assumption of raw
materials to be done, the discipleship, or more general human nature, the general
nature of the humanity; And assumptions on the nature of knowledge and skills. At this
topic will concentrate on examination of these two concentices of interests:
assumptions made on education and finally, its goals and objectives; And assumptions
made on human nature
2. EDUCATIONAL AIMS
The most important assumption made in the general theory of education is the
assumption of the end to be achieved, the purpose. One educational can be understood
as the whole experience. This is a fully acceptable use of the word, a more limited sense
is still one of which is imported into the educational ideas some refers to the value.
Education, in this interpretation, is a normative term or value, and implies that what
happens to individuals fix itself in several ways. The pure meaning to describe the term
does not contain such meaning; To comply in this case is enough to follow the school for
a certain period of time. The assumption that the educated person is the person who
deserves to be produced. What matters, however, is the fact that the common thing for
all such a theory is the assumption that the educated person is a person who is worthy
of producing. It may need to be mentioned here that the fact that the substance of the
goal is that the work of it is a good reason why there is no general theory that can
provide recommendations that apply to all educational situations and why there is no
such general theory that will command universal acceptance. What matters, however, is
the fact that the common thing for all such a theory is the assumption that the educated
person is a person who is worthy of producing. It may need to be mentioned here that
the fact that the substance of the goal is that the work of it is a good reason why there is
no general theory that can provide recommendations that apply to all educational
situations and why there is no such general theory that will command universal
acceptance.
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What matters, however, is the fact that the common for all such a theory is the
assumption that the educated person is a person who deserves generates. This
assumption sets the educational goals, the logical point of departure for the general
education theory.
3. AIMS AND PURPOSE IN EDUCATION
Education of course, it is said to have subordinate goals, such as, for example,
development of literary awareness, or administration of scientific or mathematical
fashion thinking, but taken all these various subordinate goals braduate at the end of
the whole makes a particular type of person but, not mentioned here about good
outdoor education. Another question is: What is that education? What is the goal that?
The answer to this question is different from the answer given to the question of the
purpose. The purpose of education, it can be said, is to increase the number of citizens
that are literacy, knowledgeable, or to produce quite a lot of doctors, lawyers, civil
servants, engineers, and such. Here this reference is a valuable destination that is
beyond the actual, practical, economic political or social economic practice. This is an
important conceptual point. To ask for an educational goal is to think of education as the
end itself, something that is basically good, involves a person's development. To ask the
goal or its purpose is to think it as a device designed to carry external goods, skilled
workers, executives, professionals. Because this difference is often said that the purpose
of education is internal and that it is inappropriate to ask for a goal that is located
outside of education itself. Education is good; This is a conceptual truth that comes from
the normative meaning of 'education'. It is, the purpose of any activity is in him, as it is
about a goal is to be notified what it will be; However, not all activities are good;
Education so. The unfortunate results of the recognition that education is basically
valuable is the conclusion that to go further and ask for the purpose of education is
rather breathe. Education, may be considered, it becomes its own destination should
not be viewed by the goal. However, there is no warrant for this exclusivity. There is a
sense in which education is good per se, and its reward. But it makes sense to ask: why
do we want mature, sensitive, intellectual and useful children? And to receive answers
in terms of social and political welfare. The educated man needs also a good citizen, a
good worker, a good partner, and is educated, it is possible, it is supposed to be a great
help in achieving this valuable external goal. Education has important purposes as well
as important goals.
4. ASSUMPTION ABOUT HUMAN NATURE
The general education theory begins, logically, assuming about a final, an idea of an
educated man. To realize this end, recommending a specific pedagogical procedure to
practice. But between the purposes and procedures there must be certain assumptions
made on raw materials, the person to be educated. It should be assumed that human
nature to some extent can be done, that what happens to the disciples by experience
having some lasting effects on subsequent behavior.
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 There is no point in trying to teach children if anything that can do not mean it. This
assumption is, such as assumption of the goal, the precision of the logical education that
occurred at all, and this is a matter of philosophical interest that such a assumption is
one that can not only be done but should be done. To say that the nature of the child will
develop in accordance with the pre-defined divine pattern, or should be helped to do so,
is to say no more than it will develop as it will happen. Whatever the result will be
compatible with this assumption.The educational practitioners are needed to know
about children: how they develop, how it may be motivated and managed, what can be
expected from them at different stages in their development, will come from the
scientific study of the children themselves.
5. TWO APPROACHES TO GENERAL THEORY OF EDICATION
There are two things that may be done in expanding the approach to educational
theory by describing two major assumptions that have been made about human nature,
radical assumptions are radically in their emphasis and which, when adopted, has given
a different radical direction for educational practices. This assumption reflects what
may be called mechanical and organic phenomena. Hombes, Himbes, as saying Leviatan,
equate human beings with amazingly designed machines, consisting of springs, wheels,
and levers. [8] Maybe this way that an anatomist experts manses, as a kind of machine,
which includes moving parts. Of course humans more than machines, such as no clock,
but may be useful or easy to see people in this way, to give a simplified model of what is
actually very complicated. Hobbes adopted this model because he wanted to pursue a
particular line of political arguments, to describe the human society itself as a design
consisting of individuals who own can be considered this way. Organic approaches, for
example, from Froebel, on the contrary, take as a view model of an entity as a living,
growing, growing, overall 'natural.Here the various elements that are the system are not
only integrated into the check and balance sheet system, gears and levers, such as in
terms of the machine, but forming the whole that serves as an entity that is more
important than the number of parts. The parts are considered as a live network taken
together to form the whole. It makes sense, everything is already before the parts, in the
sense that the parts are only there as part of a part. Thus humans are more than a
collection of bones and muscles, nerves and muscles, and, as hegel and his followers will
have, a society is something more than the total individual builds it. Organic
approximation, for example, from Froebel, on the contrary, take as a view model of an
entity as a living, growing, growing, overall 'natural'. Natural context of this second
education approach will take different shapes. Educational theory framed on
mechanical assumptions will state that humans are a kind of machine. As with the
machine, effective work will be revealed through performance, which in humans will
become outward behavior. Education will be one of the means to make the external
response as effective as possible

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A disciple will be seen as a tool that works how accidentally arranged from the outside.
He will not 'grow up' or 'growing' in the dynamic internal way: on the contrary the rest
will be modified or 'formed' to approach the desired goal, such as harmonious and
happy life in society consisting of people like him. The context of the second education
of this approach will take a different form. Educational theory framed on mechanical
assumptions will state that humans are a kind of machine. As with the machine,
effective work will be revealed through performance, which in humans will become
outward behavior. Education will be one of the means to make the external response as
effective as possible. A disciple will be seen as a tool that works how accidentally
arranged from the outside. He will not 'grow' or 'growing' in the dynamic internal way:
on the contrary the rest will be modified or 'formed' to approach the desired goal, such
as harmonious and happy life in society consisting of people like him. The better way to
utilize analogy is to recognize that each offer a different perspective in education, and
that should should give a complete or comprehensive view.

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 CHAPTER III
DISCUSSION
A. DISCUSSION OF THE TOPIC
Discussion topic with title the theory of education is set out the nature and scope of
philosophy of education and tried to show what philosophers of education are trying to
do. The present chapter indicates some of the philosophical moves that might be made.
It takes as its startingpoint the idea of a general theory of education. Central to the
logical structure of a general theory of education are certain assumptions without which
such a theory could not operate. at all. Two of these basic assumptions are then
examined. The first was the assumption that prior to any recommendations for
educational practice there must be some desirable end to be achieved, this desirable
end being formally expressed as an educated man. The second assumption, or set of
assumptions, concerned the nature of man, the raw material of education. In the course
of the chapter some elementary points of philosophical significance were introduced:
the distinction between educational aims and educational purposes, a brief analysis of
the concept of education, and the point that answers to questions about empirical
matters, for example questions about the nature of children, must be derived from
empirical enquiry and not assumed ahead of empirical evidence. Finally, an attempt was
made to bring out the general assumptions about human nature which underlie
somehistorically important theories of education, assumptions which reflect the
distinction between mechanistic and organic views of man.

B. EXCESS AND LACK OF THE TOPIC

1.COVER OF THE BOOK
The look of this book is very simple and I think the usual a few with no picture but it
is using bright blue bright, so it makes people a bit more interested But with a simple
look with just being wrapped by the title and also the bright blue color makes it seem
clearer.

2. FILL IN THE BOOK

The contents of this book explain about the theory of education from according to
experts in which the understanding of education has different / sights and the contents
of the book of the Jagam explain what the purpose, the benefits of education by the
experts, where in each explanation accompanied by example examples that make the
reader better understand the intent of the contents, and the explanation given is very
clear and well understood so that the content of the book is very beneficial to the reader

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3.LANGUAGE FROM THE BOOK
The language used in the existing book is a bit complicated because it uses the term
terms I think less effective to read by the students and also students, but even though I
think it does not matter because I can still understand what the contents of the book

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 CHAPTER IV
CLOSING

A. CONCLUSION

This philosophy of education book with especially pepper the topic of General
theory of education contains complete material and concise. This book is a lecture book
that focuses on around Aims, purposes, Theory of educations. this book already
according to the criteria of a good textbook by meeting the determining factors quality
Philosophy of education books. Book This Book is equipped with a lot of examples.
Develop conceptual understanding and help students make a mental picture before
getting a definition, encourage student development and help students to knowing The
theory of education answers and the students can get the concept.

B. ADVICE

In this paper the witir hopes that the reader will give constructive criticism and
suggestions. Because the writer is aware in writing this paper has so many flaws Based
on flaws book found during the analysis, there are a few suggestions can be submitted is
to study the criteria of a good textbook, namely as follows: 1. When writing a textbook,
make the latest curriculum a pattern, material whatever will be included in the book. 2.
Learn and understand well the competency standards and basic competencies that is in
the curriculum. 3. Write competency standards, basic competencies, as well as
indicators in the book text is not just a learning goal. 4. Carefully prepare the materials
or data that will be used as material in the textbook. 5. In defining something, look for
reliable references. 6. Use illustrations and colors that are able to attract readers and
can motivate readers. 7. The teacher must be smart in choosing which good textbooks
are suitable for students.

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 BIBLIOGRAPHY

P.H.Hirst and R.S.Peters, The Logic of Education, chapter 2, contains a discussion of the

aims of education. A symposium on this topic, Aims of Education—A Conceptual Inquiry

by R.S.Peters, J.Woods and W.H.Dray appears in The Philosophy of Education (ed.

R.S.Peters, Oxford University Press, 1975).

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