"Words in their primary or immediate signification, stand for nothing, but the

ideas in the mind of him that uses them."

BIOGRAPHY
John Locke (1632–1704) was an English physician and philosopher,
supported the important political changes that gave England a more
representative government. He attacked Plato’s idealist epistemology of
innate ideas, emphasizing instead that ideas arose from sensation.
Locke opposed King James II, who wanted to be England’s absolute
ruler. In his The Second Treatise of Government, in 1689, Locke argued that
the political state was founded on a contract between the people
and the government, which ruled by the consent of those who had
established it. He asserted that all persons possessed inalienable rights of
life, liberty, and property. Locke’s philosophy contributed to the concepts of
representative government and checks and balances among a government’s
legislative, executive, and judicial branches. Thomas Jefferson and other
founders of the American republic borrowed many of Locke’s ideas.
Locke’s theory implied that citizens should establish their own
government and elect their own leaders. To do this intelligently and
responsibly, they had to be educated. This idea of civic education became a
significant principle of the nineteenth-century American common-school
movement and remains a major responsibility of public schools.
PRINCIPLE TEACHING AND LEARNING
 Locke’s An Essay Concerning Human Understanding, published in
1690, examined how we acquire ideas. He held that at birth the human
mind is a blank slate, a tabula rasa, empty of ideas. Acquiring
knowledge about the world through our senses -- learning by doing and by
interacting with the environment.
Although Locke’s emphasis on the senses resembled realism, his
philosophy of Empiricism, which asserted that all human ideas were based
on sensation, Its emphasis on sensation links empiricism to induction, the
logic of arriving at explanations or hypotheses by observing phenomena.
Further developers of Locke’s emphasis on learning from the
environment were Rousseau and Pestalozzi, and also Dewey, who declared
the scientific method—testing hypotheses by experimentation—the best
approach for teaching and learning. In fact, Locke’s empiricism was a
forerunner of pragmatism, a philosophy discussed in the chapter on
Philosophical Roots of Education.

EDUCATION AND SCHOOLING

In his 1697 Some Thoughts Concerning Education, Locke wrote that a

proper education began in early childhood. Emphasizing a sound mind in
a strong and healthy body, he called attention to the importance of a
child’s physical and social environments, diet, and activities. Children should
breathe fresh air, have plenty of sleep, eat nourishing and plain food, bathe
frequently, exercise regularly, and have time for recreation and play.
Learning, Locke said, should be a gradual process; instruction in
reading, writing, and arithmetic should be slow and cumulative. Physical
education, games, and athletics were encouraged. He believed that this
foundation would achieve the educational goal of cultivating ethical
individuals and competent managers of social, business, and political affairs.
INFLUENCE OF EDUCATIONAL PRACTICES TODAY
 Locke’s advocacy of representative political institutions helped shape
American democracy and public schools’ role in citizenship education. His
empiricist epistemology, which emphasized sensation as the process by
which we construct our ideas, encouraged experiential process
learning and use of the scientific method in instruction. Pragmatic
experimentalist philosophy and constructivist psychology owe much to
Locke’s pioneering work.
 " The great aim of education is not knowledge, but action."

BIOGRAPHY

Herbert Spencer (1820-1903) was known as one of the leading Social

Darwinists of the 19th century. He was an English philosopher, prolific
writer, and advocate of education, science over religion, and evolution.
Spencer declined an offer to attend Cambridge University and instead
gained much of his higher education through reading. He was an agnostic
who believed that the only way to gain knowledge was through
scientific approach.
As a Social Darwinist, Spencer helped gain acceptance of the theory
of evolution which also became the basis for most of his books and
teachings. The principle of evolution believed in the process whereby all
things change from the simplest of forms to the most complex.
It was Herbert Spencer who actually coined the phrase "survival of
the fittest" which depicted a constant struggle amongst the species. As a
result of this continual struggle, the stronger species survived and multiplied
while the weaker species perished. His work "Synthetic Philosophy"
applied this evolutionary process to all branches of knowledge specifically
biology, psychology, sociology and ethics.
PRINCIPLE TEACHING AND LEARNING

Spencer believed that science was the only way to gain "useful"
knowledge. It was through this "scientific" knowledge that people learned
to live in society. Spencer used his Social Darwinism in all aspects of society -
social, political, economic, and education. In Spencer's work "Social Status",
he stated that individual freedom was extremely important and that the
government should play a limited role in society especially in the schools.
Learning should be a sensory experience where a student
interacts within his/her environment; a slow, gradual, and inductive
process. Children should be encouraged to explore and discover which
would allow them to acquire knowledge naturally. Education should also be a
pleasant experience for children with the least restrictions possible. Rote
memorization and recitation were strongly opposed. A student should
only engage in those activities that would ultimately allow him/her to survive
in society.
Spencer has laid down some very important principles of education.
most of which have come down to us in the form of Maxims of Education
and are widely accepted in the field of Education. They follow;
1. Start from the concrete thing and go on to the abstract ideas,
2. Proceed from observation to reasoning, and thence to memory,
3. Teach inductively (from examples to laws, individuals to classes,
particulars to generals, practical to theoretical, simple to complex and
indefinite to definite),
4. Make all lessons attractive, useful, interesting, and pleasurable,
5. Encourage self-teaching.
6. Tell the pupil as little as possible and lead him to tell you as much as
possible, from his own observation and deduction,
7. Teach through the senses,
8. Let the pupil learn by doing,
9. Start from what the pupil knows and go on to what he does not know,
 10. Follow nature and train every faculty.
These principles are sometimes called ten golden rules of teaching.
The sum and substance of all these principles is that education is an
individual process, which begins with the concrete experiences of the pupil
and calls for learning by personal discovery and approves itself satisfactory
by creating pleasurable experiment.

In his work "What Knowledge is of Most Worth?" Spencer stated that

this question needed to be answered before any curriculum was chosen or
any instruction commenced. Once this question was answered, it should be
made certain that the curriculum aid in advancing survival and progress. To
achieve this advancement Spencer believed that there were Five Activities
Necessary in Curriculum. These activities assisted in self-preservation,
performance of occupations, child-rearing, social and political
participation, and recreation and leisure.

The main goal was to teach subjects that would contribute to

successful living. After establishing the necessities of teaching science
Spencer raised a question. Namely, should we teach all sciences to
everybody and answered negatively in this regard. Because to him
this is not possible. Only a love of knowledge and a scientific attitude and
outlook are to be fostered in children so that their minds will be well
disciplined to acquire knowledge.
 "Education is a social process. Education is growth. Education is not a
preparation for life; education is life itself."

BIOGRAPHY AND HIS VIEWS OF EDUCATION

John Dewey was born in Burlington, Vermont. He was one of the

influential thinkers in the history of modern educational theory. John Dewey
is probably most famous for his role in what is called progressive
education. Progressive education is essentially a view of education that
emphasizes the need to learn by doing. Dewey believed that human beings
learn through a 'hands-on' approach. This places Dewey in the
educational philosophy of pragmatism.
According to Dewey, the aim of education is the development of child's
powers and abilities. Pragmatic education aims at instilling democratic
values and ideals in the individual. Every individual must be given the
freedom to develop his own desires and achieve his ambitions.

HOW DEWEY REFORMED EDUCATION

 Pragmatists believe that reality must be experienced. From
Dewey's educational point of view, this means that students must interact
with their environment in order to adapt and learn. Dewey felt the same idea
was true for teachers and that teachers and students must learn together.
His view of the classroom was deeply rooted in democratic ideals, which
promoted equal voice among all participants in the learning experience.

Dewey's pragmatic and democratic approach to schooling may not

stand out as radical today, but in the early and mid-1900s, his view of
education was in contradiction to much of the then-present system of
schooling. Dewey's approach was truly child-centered. A child-centered
approach to education places the emphasis of learning on the needs and
interests of the child. In Dewey's view, children should be allowed to explore
their environments.

He believed in an interdisciplinary curriculum, or a curriculum that

focuses on connecting multiple subjects, where students are allowed to
freely move in and out of classrooms as they pursue their interests and
construct their own paths for acquiring and applying knowledge. The role of
the teacher in this setting would be to serve more as a facilitator than an
instructor. In Dewey's view, the teacher should observe the interest of the
students, observe the directions they naturally take, and then serve as
someone who helps develop problem-solving skills.

Traditionally, a teacher would stand in front of a group of students who

are all sitting in rows. The teacher is usually the deliverer of information and
the job of the students is usually to receive this information and regurgitate it
in some form of a written test.

In contrast, in a classroom based on the ideas of John Dewey, you may

see a teacher deliver background content information, but you would also
likely see students working in groups, with those groups exploring differing
concepts within the content. You would see lots of conversation and lots of
collaboration. While you may see a written test, you may also see student
projects, presentations, or other differentiated techniques of evaluation.

"The teacher is engaged, not simply in the training of individuals, but in the
formation of the proper social life."

BIOGRAPHY
George Counts was born and raised in Baldwin, Kansas. His family
was a Methodist and by his own account, imported strong ideas of
farmers and brotherhood. After graduating, he was employed as a
math and science teacher, an athletic coach, and principal before
beginning post graduate studies in education in several universities.
He is a progressive educator, sociologist and political activist.
Counts is interested in the study of social conditions and problems
and their relationship to education. He is best known for his
controversial pamphlet “Dare the school build a new social order?”
(1932) which was originally known as “Dare Progressive Education be
Progressive?”

PRINCIPLE TEACHING AND LEARNING

 Dare the school build a new social order is a pamphlet or a slim
volume which leads the general acceptance as a leader of the
reconstructionist, a group within the society- centered wing of the
Progressive Education Association in using schools to initiate social change.
Schools are the incubators of a great society dedicated to cooperation rather
than exploitation.
Schools must impose the problem- solving method in class
instruction for this would reflect on the progressiveness of the society.
Traditional capitalism (private ownership) must be replaced with
democratic collectivism in a form of partnership to address social economic
chaos. In which, social classes should not control school boards and practices
and the equal distribution of social and economic power must be addressed.
As school is the laboratory of learning, teachers also must make
important choices in dealing with social, economic and moral issues. Thus
they are the agents of change not merely for the sake of change but as to
the betterment of the society. As change is concern, ethical values should be
preserved in order to avoid this we called “cultural lag” because change
will be just be plain if the virtues of the student does not match.
Like any other proponent, George Counts was the prime target for
criticism of conservatives who viewed him as something of a communist
sympathizerwhich is actually not. Critics like Franklin Bobbit, a leader of the
social efficiency movement, who countered that the schools were not to be
used as agents of social reform.
Counts point of view of the child – centered Progressiveness fails
to articulate any conception of a good society. He chided their preoccupation
with individual growth at the expense of democratic solidarity and social
justice and elaborated that progressive education has no theory of social
welfare.
 "Teaching seems to me beyond doubt the greatest of the professions."

BIOGRAPHY

Theodore Burghard Hurt Brameld was a leading educational

philosopher of the 20th century. As He heavyly influenced by John Dewey and
George Counts, Brameld was best known as the founder of Social
Reconstructionism; which was originated at the year 1928 when he took
up Doctor in Philosophy at University of Chicago.

He advocated that schools be a driving force for social and political

change. He held that a system of public education that is aware of the
findings ot the behavioral sciences could bring about fundamental changes
in the social and economic structure of the society. 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.

PRINCIPLE TEACHING AND LEARNING

Social Reconstructionism s a condition in which the population
achieves a level of tolerance and peaceful co-existence; gains social
cohesion through acceptance of a national identity that transcends
individual, secretarian and communal differences.
It focused on improving social inequalities and reconstrusting society
into a just social order. The curriculum should focus on student
experience and taking social action on real problems. Systems must
be changed to overcome oppression and improve human condition.
Social Reconstructionism is a philosophy that emphasizes the
addressing of social questions and a quest to create a better society and
worldwide democracy. Heavily emphasizes social questions and questions
and questions about society itself in a better effort to create a more
successful in the future. It uses education to solve social problems and as a
result to make democracy more efficient and more effective.
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.

EDUCATION AND SCHOOOLING

Basic tenets:
The role of educators – Social Reconstructionism promotes teachers
to not tell students what is right or wrong in society, but instead to guide
students by exploring social issues, presenting alternative viewpoints, and
facilitating student analysis of the issues. In reconstructionism, an educator
who is also a social activist sees education as a tool for solving the problems
of society. Rather than being passive dispensers of knowledge, teachers
should become facilitators for analysis and change
The role of students - Social Reconstructionism promotes students
to not only analyze the social inequalities that surround them in society, but
to actually take actions that can help right them.
How does this actually work? Though a range of issues can be
addressed by Social Reconstructionism such as racism, sexism, substance
abuse and violence, one example focuses on improving the condition of
school.
Example:
Mrs. Reyes applied the philosophy of Social Reconstructionism to her
classroom in Digos City National High School to help her students fulfill their
wish of improving their school. Mrs. Reyes helped her students in analyzing
the problem, making an action plan, implementing the plan, and evaluating
the results. Her students then took it upon themselves to complete a range
of activities, such as analyzing statistics, reviewing articles, and talking with
school administration. Also, with the help of Mrs. Reyes, they contacted their
local and state representatives and community members to help them
achieve their goal. As a result, her student not only improved the school, but
also had a vast improvement in their attendance, high-order thinking skills,
and grades.

"What knowledge and skills are worth learning? What are the goals of
education?"

Theodore Brameld believed that the goal of education was to employ

schools as agents for social change. He is the founder of the educational
philosophy of Social Reconstructionism which emphasized addressing social
questions and a quest to create a better society and worldwide democracy.
The knowledge and skills that are worth learning include science, economics,
mathematics, human relations, arts, religion and politics as these areas can
teach people to reason. “Education as Power’ means education
competent and strong enough to enable, the majority of people, to decide
what kind of a world we want and how to achieve that world. Only the power
of education is capable of controlling the other powers that man has gained
and will use either for his annihilation or for his transformation.

"At the certain point in their existential experience, the oppressed feel an
irresistible attraction toward the oppressor and his way of life. Sharing this
way of life becomes an overpowering aspiration."

Paulo Friere’s critical pedagogy which has been influenced by Frankfort

School, has introduced a new approach in contemporary educational issues.
Freire lay a particular emphasis on the role of critical understanding to
remove deprivation and injustice from societies. He also believes that
development of an educational plan, which is in line with the redeemer
education, can pave the hopeful way for a basic evolution in education.

Critical Pedagogy

Is a teaching approach inspired by critical theory and radical

philosophies , which attempts to help students question and challenge
posited "domination", and to undermined the believes and practices that
are alleged to dominate. In other words, it is a theory and practice of helping
students achieved "critical consciousness".

 Criticizes the education that takes the learners as recipients, in which

knowledge will be deposited.

 This type of education he referred to as bank or tradditional pedagogy

of the oppressors, since the educator is the only possessor of
knowledge to the students , in which way that they become passive
subjects and therefore in oppressed subjects.

 Considered that banking education should change to an education with

a critical view of the world we live in, since it does not allow the
awareness of the reality and the liberation of the students and only
serves the ruining or oppressive class.

Critical Pedagogy attempts to:

 have social reformation

 that Schools should not only foster critical thinking to the

students, but they should also teach them how to change
their surrounding environments

 Enrich students’ overall life.

  Helps students to be empowered with and capable of
achieving social awareness and self-actualization to transform
their inappropriate conditions into a better one.

PAULO FREIRE'S KEY PRINCIPLE

 it is necessary to make a pedagogy about the question. We are always

listening to a pedagogy of response. Teachers answer questions
students have not ask.

 Teaching requires respect for knowledge of learners.

 Teachers requires listening.

 Every educational event is a political act.

 The act of writing involves rethinking, innovating and transforming.

 To say that true word is to transform the world.

 We all know something. We all ignore something. That is why we

always learn.

 Education does not change the world, it change the world, it changes
people who are going to change the world.

Curriculum planning is a fully people-oriented process in which

starting point is people and their expectations and wants. It is an ongoing
process which can be done through the mutual participation of teachers and
students.

Several key principles of Paulo Freire regarding Curriculum Planning:

  Attention to traditional and indigenous context of society,

 coaches’, and students’ participation in educational plan

development

 attention to the political position of education in curriculum

planning

 The role of cultural segments in curriculum planning

 The direct relationship between curriculum planning and

economic production process.

 The importance of adults education.

 Attention to oppressed people education

Conclusion:

Curriculum planning is one main necessities of development and

revolution of educational systems in every country for maintaining dynamic
and efficiency. This is why that knowledge of different approaches of
curriculum planning can be effective on the development and improvement
of curriculum planning area.

Freire’s other points:

 The basic purpose of education is to achieve critical awareness

which enables individuals to pave the ground for their progress.

 Freire’s critical pedagogy is focused on critical thinking is based

 On the objective realities in the individuals life.

 EMANCIPATORY EDUCATION- This is what Freire’s education idea

is called.

Nelson Mandela once said, "Education is the most powerful weapon

which you can use to change the world." Indeed, Education is the forefront of
our academia. Wherever we go, education is the most significant tool that we
cherished as we still living in this world. As John Dewey said, Education is a
social process. Education is growth. Education is not a preparation for life;
education is life itself."

Children are ought to go to school in order to be educated and to avoid

ignorance. They were taught to read and write; to sew and to cook; to learn
good morals and values; to adopt new environment and to learn how to solve
problems; and to enjoy the life of being a learner. Schools are the
campground of the trainees wherein teachers are the trainers.

As 21st century future educators, we are task to train the learners for
they are the "backbone of the nation." Above all these philosophical
thoughts of education, we must apply the appropriate method that we can
assure that students can learn. We must consider that every students have
different types of learning. Regardless on their social status, they deserved
an equal learning comes from us. As Paulo Friere said in a quote, "Learning
is a process where knowledge is presented to us, then shaped through
understanding, discussion and reflection."