2. Make a table summary of the philosophies of education.
Philosopher Philosophy on Aim/s and Method/s of Education
1. John Locke Locke believed the purpose of education was to produce an
individual with a sound mind in a sound body so as to better serve
his country. Locke thought that the content of education ought to
depend upon one's station in life. The common man only required
moral, social, and vocational knowledge.
2. Spencer – The “The great aim of education is not knowledge, but action.”
Utilitarianist
Education should be directed to self- preservation, care of offspring,
preparing adults to enjoy nature, literature, fine arts, prepare to be
good citizens;
Knowledge of science worth more than any other knowledge;
Train the memory, cultivate judgment, impart an admirable moral
and religious discipline;
Advocacy of instruction in public and private hygiene.
3. John Dewey – Social Efficiency
Experience
Education is Life
Education is Experience
Education should Combine Theory and Practice
4. George Counts – Counts believed that education should strive to promote the fullest
Building a new and most thorough understanding of the world. He also believed
social order 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’’.
5. Theodore Brameld Brameld believed the creation of a new social order through
– The Social education would fulfill the basic values of society and harmonize
They sought to educate one for the society in which he would live.
The schools were called, therefore, schools of social realism.. He
recommended the introduction of contemporary foreign
languages, history, geography, economics, math and science. 
Learning as an individual effort;
Learning as synthesis of all thought;
Learning should be collaborative;
Good training of the senses to observe accurately;
"rational explanation of phenomena"
To him, school is a social institution. The school should be
organised in such a way that the activities of the outer world are
reflected.
He wanted teachers to go beyond abstract, philosophical
conceptions of democracy and teach explicitly about power and
injustice. He wanted teachers and students to count among their
primary goals the building of a better social order.
The child, the school, and education would be conditioned by
social and cultural forces. The teachers role was to convince his or
 Reconstructionist with the underlying social and economic forces of the modern
world.
6. Paulo Freire – Freire believed that. Education makes sense because women and
critical pedagogy men learn that through learning they can make and remake
themselves, because women and men are able to take
responsibility for themselves as beings capable of knowing—of
knowing that they know and knowing that they don't.
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
Freire is best known for his attack on what he called the "banking"
concept of education, in which students are viewed as empty
accounts to be filled by teachers. He notes that "it transforms
students into receiving objects [and] attempts to control thinking
and action, lead[ing] men and women to adjust to the world,
inhibit[ing] their creative power.
3. LET’S REFLECT
Two things I learned from this module
1. Educational Philosophy of some Philosophers
2. Philosophical thoughts provide basis for the
development of an educational system.
My thoughts or Reflections
In schools or any educational institutions, there must be a set of beliefs about the teaching-learning
transaction behind every educators. It is called educational philosophy. Basically, educational philosophy
is related to what and how to teach students. A philosophy of education answers questions on what is
the purpose of schooling, what is the teacher 's role, and what is the contents to be taught and also
methods to be used in teaching and learning. Thus, it helps educators recognise the need to think and
know clearly about what they are doing within the context of education as a societal institution or more
broadly as the process of human existential growth. In other words, it is simply "to get people thinking
about what they are doing.
The common understanding about philosophy of education is that all about aims, but what are the
proper aims to be achieve through education? and also what are the criteria needed to evaluate
educational efforts, practices, and products?. At present philosophers and educational theorists have
proposed many aims of education with their own views and perspectives. The aims of education are
include to produce knowledgeable citizens, enhance the understanding, encourage of moral thinking,
feeling and action, develop growth and others.
The philosophical foundation of curriculum helps determine the driving purpose of education, as well as
the roles of the various participants. While all foundations propose to set goals of curriculum, philosophy
presents the manner of thinking from which those goals are created. One’s driving philosophy suggests if
education should develop the individual or enforce group norms if it is to enforce group norms, it further
defines if that should be the norms of the current set or a move towards changing those norms.
Philosophies vary in perception of truth, ranging from absolute to relative, and from moralistic to
scientific .In all of this, one’s philosophy defines the role of the teacher, ranging from all-knowing
authoritarian to that of a mentor, and the role of the student, ranging from an obedient vacant vessel to
an individual worthy of actively engaging in one’s own educational process. As we look through the lens
of history, we see how philosophies have gained and waned in popularity in society, and how even
psychological research is embraced, ignored, or even rejected based on philosophical standings of the
time.