NAME : ACERO, JESSICA B.

COURSE/YEAR : BSED- MATHEMATICS 3

SUBJECT : EDUC 3A (THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND

ORGANIZATIONAL LEADERSHIP)

PROFESSOR : JESELLE S. AQUINO

TIME/DATE : AUGUST 25, 2022 (9:00 PM)

Activity 1: Make it a table summary of the philosophies of education

PHILOSOPHE  EDUCATIONS OF PHILOSOPHIES

R

1. John Loke  John Locke was a rationalist of the Illumination,

working within the moment half of the 17th century.
Locke’s Some Contemplations Concerning Education was for
the most part composed from a arrangement of letters to
a companion around the instruction of his children.
Locke accepted that the reason of instruction was to bring
children up to be highminded, utilizing the control of reason to
overcome want. This implied that children ought
to be prepared in self-control: ‘The Rule of all Vertue and
Excellency lies in a control of denying our selves
the fulfillment of our claim Wants, where Reason does not
authorize them’ (segment 38). He felt that children
were actually narrow minded and driven by their claim wants,
but not inherently evil; they
learned terrible behavioral propensities by perception. Instruct
ion was to be coordinated towards learning moral behaviour
in society instead of investigating the wants of the individual.

 A few of Locke’s thoughts almost the instruction of
children appear onerous presently – they ought to not be
dressed as well warmly and they ought to wear shoes
that spill, so that their bodies ought to ended up solidified;
they ought to not be permitted to cry; and ‘if he [a child] have a
 Poetick Vein, 'tis to me the most unusual thing within
the World, that the Father ought to crave, or endure it to be
cherished or moved forward. Methinks the Guardians ought
to work to have it smothered, and suppressed’.

2. Herbert  “The extraordinary point of instruction isn't information, but

Spencer - The action.” “For teach, as well as for direction, science is of
chiefest esteem. In all its impacts, learning the meaning of
Utilitarianist
things is superior than learning the meaning of
words.” Standards of Educating and Learning.
He accepted that people in an industrialized
society required a utilitarian education in arrange to
memorize valuable logical abilities and subjects.
Learning ought to be a tactile involvement where
a understudy interatomic inside his/her environment ;
a moderate, progressive, and inductive process.

3. John  Dewey’s logic of instruction highlights
Dewey - the significance of imagination to drive considering and
learning forward, and for instructors to supply openings for
Experience
students to suspend judgment, lock in within
the perky thought of conceivable outcomes,
and investigate dicey possibilities.  
Dewey’s viewpoint on instructing and
learning empowers a instructing as request mentality.
His standards for instructing and
learning propose that instructors ought
to cultivate an enthusiastic openness to conceivable
outcomes nearby a commitment to brilliantly learning
from encounters, be willing to experience ambiguity
and utilize issues as an opportunity to induce more
profound into an understanding of self, students, the subject
and the context. 

4.George  Tallies said that schools are driven by

Counts- the powers that change the rest of the social arrange instead
of the school directing the alter. Instruction ought to be
Building a
scrutinized by instructors. Schools can not
new social
be transformed without exertion, battle and sacrifice.
order Counts accepted that instruction ought
to endeavor to advance the fullest and
most exhaustive understanding of the world.
He too accepted that truths ought to not
be stifled or misshaped. One of his cites said.
All instruction contains a huge element of inconvenience, a
case which is unavoidable and within
the presence and advancement of society, teachers have a
major proficient obligation.

5. Theodore  Brameld accepted the creation of

Brameld - The a modern social arrange through instruction would fulfill the
essential values of society and harmonize with
social
the fundamental social and financial strengths of the present
Reconstructio
day world. The child, the school, and instruction would be
nist conditioned by social and social forces. 
Brameld supported that schools be a driving constrain for
social and political alter. He held that a system
of open instruction that's mindful of the discoveries of the
behavioral
sciences seem bring approximately essential changes within
the social and financial structure of society (The
Columbia Reference book).
Brameld established the instructive reasoning of Social
Reconstructionism which emphasized the tending to of social
questions and a journey to make distant better;a much
better;a higher;a stronger;an improved">an improved society
and around the world popular
government (Philosophical Viewpoints).
Reconstructionist teachers center on a educational
modules that emphasizes social change as the point of
education.

6.Paulo Freire  Freire accepted that. Education makes sense since ladies and

- Critical men learn that through learning they can make
and change themselves, since ladies and men are able to
Pedagogy
require duty for themselves as creatures able of knowing—of
knowing that they know and knowing that they don't. Paulo
Freire was one of the foremost compelling rationalists of
education of the twentieth century. He worked
wholeheartedly to assist individuals both through
his logic and his hone of basic instructional method.