Compilation of

Different
Philosophers
and its
Contribution
Labata, Mary Grace C.
Compilation of Different Philosophers
and its Contribution

A Final Requirement
In
The Teacher and the School Curriculum
EDUC 9

Submitted by:
Labata, Mary Grace

Submitted to:
Dr. Jocelyn H. Hua, DFRIEdr
College President/Professor
 ROBERT M. HUTCHINS
(1899-1977)
Robert Maynard Hutchins, (born Jan. 17, 1899, Brooklyn, N.Y., U.S.—died
May 14, 1977, Santa Barbara, Calif.), American educator and university and
foundation president, who criticized overspecialization and sought to balance the
college curriculum and to maintain the Western intellectual tradition.
Hutchins was active in forming the Committee to Frame a World Constitution
(1943–47), led the Commission on Freedom of the Press (1946), and vigorously
defended academic freedom, opposing faculty loyalty oaths in the 1950s. After
serving as associate director of the Ford Foundation (from 1951), he became
president of the Fund for the Republic (1954) and in 1959 founded the Center for the
Study of Democratic Institutions (Santa Barbara, California) as the fund’s main
activity. The Center was an attempt to approach Hutchins’s ideal of “a community of
scholars” discussing a wide range of issues—individual freedom, international order,
ecological imperatives, the rights of minorities and of women, and the nature of the
good life, among others. From 1943 until his retirement in 1974, Hutchins was
chairman of the Board of Editors of Encyclopedia Britannica and a director for
Encyclopedia Britannica, Inc. He was editor in chief of the 54-volume Great Books of
the Western World (1952) and coeditor, from 1961 to 1977, with Mortimer J. Adler,
of an annual, The Great Ideas Today.
Hutchins’s views on education and public issues appeared in No Friendly
Voice (1936), The Higher Learning in America (1936), Education for Freedom
(1943), and others. Later books include The University of Utopia (1953), Some
Observations on American Education (1956), and The Learning Society (1968).
 ARTHUR BESTOR
(1908-1944)
After establishing himself as an academic historian, Arthur Eugene Bestor Jr.
achieved national renown during the 1950s as a critic of Progressive education. In
the 1920s Bestor attended the Lincoln School at Teachers College, Columbia
University. He received a Ph.B. and Ph.D. in history from Yale University in 1930
and 1938, respectively. In 1959 Bestor earned an LL.D. from Lincoln University.
After serving as an instructor at Yale, Bestor taught at Teachers College, Columbia
University (1936–1942); at Stanford University (1942–1946); at the University of
Illinois (1947–1962); and at the University of Washington (1962–1986). Three
phases characterize Bestor’s academic career: historical scholarship; Progressive
education criticism; constitutional scholarship. Bestor articulated his ideal high
school curriculum in The Restoration of Learning (1956), where he prioritized, in
order of decreasing importance, the functions of the secondary school as follows.
Intellectual training in the fundamental disciplines, which should be geared to the
serious student and targeted at the upper two-thirds of ability; Special opportunities
for academically superior students; Balancing programs for the top third of students
with programs for the bottom third; Physical education; and Vocational training. Of
lowest priority, Bestor considered, were extracurricular activities; his priority was the
further education of top students and retention in school of the least able. For
Bestor, secondary education existed almost exclusively to serve the academically
talented, even at the expense of nonacademic students.
In the midst of the “excellence” educational reform movement of the 1980s, a
second edition of Bestor’s Educational Wastelands was released. Its main text was
unchanged from the first edition, but the second edition was notable for the
retrospectives written by Clarence J. Karier and Foster McMurry, and, in a new
preface and a supplementary statement, for Bestor’s resolute commitment to the
positions he struck thirty years earlier.
 JOSEPH SCHWAB
(1909-1988)

Joseph Schwab’s major contribution to curriculum studies is the concept of

“the Practical,” a unique orientation based on educational commonplaces
coordinated by traditional problem-solving methods that use arts of the eclectic for
modifying and coordinating competing theories to formulate and teach curriculum.
From 1969 until 1988, Schwab wrote six articles, beginning with his scathing attack
in Practical 1 on the ineffectual state of the curriculum field because of overreliance
on limiting theories, often drawn from statistically based social sciences models. The
cogency and energy of his presentations opened the curricular field to a greater
range of research focusing on issues of praxis, teacher narratives, teacher
scholarship, and cultural concerns.
Schwab views that discipline is the sole source of curriculum, and so, the
curriculum is divided into chunks of knowledge which are called subject areas like
English, mathematics, social studies, science, humanities, languages, and others.
As a leading curriculum theorist, Schwab used the term discipline as the ruling
doctrine for curriculum development. Therefore, curriculum is viewed as a field of
study and it should only consist of knowledge that comes from the disciplines; for
example, linguistics, economics, chemistry, among others.
Schwab is best remembered for the last and most comprehensive of his
critiques of education, focused on curriculum making. His invited address in 1969 at
the annual meeting of the American Educational Research Association challenged
the field of curriculum research, which had become moribund because of inveterate
unexamined reliance on direct application of theories, especially from the social
sciences. Schwab believed that any given theory was necessarily incomplete in
terms of its subject and oversimplified the complexities of problematic situations. His
proposal that the field must identify and solve its own practical problems continues to
energize curricular debate.

PHILIP PHENIX
(1915-2002)
Dr. Philip H. Phenix, the Arthur I. Gates Professor Emeritus of Philosophy and
Education at Teachers College, Columbia University, whose study in the fields of
Mathematics, Physics, Theology, Philosophy, and Education informed a lifelong
search for final meaning, passed away quietly on July 13. He died at the home of his
son and daughter-in-law, Morgan Scott and Betty Phenix, in Stanley, Virginia, after a
short illness. Dr. Phenix was 87.
He said teachers who possess reverence for the wondrous diversity of nature and
for the uniqueness and potential embodied in individual selves, help students to form
integrated life styles “in a world of meanings that the human spirit discovers are its
native home…The inculcation of reverence,” he said, “is the root of wisdom and
virtue.” As the author of eight books, including Realms of Meaning, Man and His
Becoming, Education and the Worship of God, and Education and the Common
Good, many of which were translated into several different languages, Dr. Phenix
demonstrated religion’s inherent presence in each major subject taught in the
general curriculum. The average person believes truth is science,” he said. “The
challenge to education is to recognize the feeling of aesthetics, the wonder of
religion, and ethics are an integral partner in knowing.” A world defined by the
sciences, he said, is not attractive enough to motivate students to strive for their
potential. In Realms of Meaning and in Ways of Knowing, Phenix asks that religious
values, universal values, inform the teacher’s reverence for the student; in the
classroom, the student “is able to participate in a world of meanings that the human
spirit discovers are its native home.”.
 JOHN DEWEY
(1859-1952)

John Dewey was the most significant educational thinker of his era and, many
would argue, of the 20th century. As a philosopher, social reformer and educator, he
changed fundamental approaches to teaching and learning. His ideas about
education sprang from a philosophy of pragmatism and were central to the
Progressive Movement in schooling. In light of his importance, it is ironic that many
of his theories have been relatively poorly understood and haphazardly applied over
the past hundred years.
Dewey’s concept of education put a premium on meaningful activity in learning and
participation in classroom democracy. Unlike earlier models of teaching, which relied
on authoritarianism and rote learning, progressive education asserted that students
must be invested in what they were learning. Dewey argued that curriculum should
be relevant to students’ lives. He saw learning by doing and development of practical
life skills as crucial to children’s education. Some critics assumed that, under
Dewey’s system, students would fail to acquire basic academic skills and
knowledge. Others believed that classroom order and the teacher’s authority would
disappeared. To Dewey, the central ethical imperative in education was democracy.
Every school, as he wrote in The School and Society, must become “an embryonic
community life, active with types of occupations that reflect the life of the larger
society and permeated throughout with the spirit of art, history and science.
.
 HOLIN CASWELL
(1901-1988)
He was an American educator who became an authority on curriculum
planning in schools. He directed surveys of curriculum practices in several school
systems, and wrote several books on the subject. He served as president of
Teachers College from 1954 until 1962. During his presidency the college launched
a twenty-year collaboration with schools in Afghanistan. Was a descendant of
Kansas homesteaders. He attended a rural high school in western Kansas and
attended Kansas State University for two years before transferring to the University
of Nebraska.
He directed surveys of curriculum practices in several school systems, and wrote
several books on the subject. Colleague and former student highlights Caswell’s
contributions as a leader in curriculum development and administrator of Teachers
College Columbia University. He influenced city and state curriculum development
programs, led formation of the field’s major professional association, and helped
shape the theories of outstanding educators who were once his students. In this
regard, curriculum should contain all the experiences needed by the children to
learn, and a teacher should only act as a guide or facilitator.He believes that subject
matter is developed around the interest of the learners and their social functions. So,
the curriculum is a set of experiences. Learners must experience what they learn
 OTHANIEL SMITH, WILLIAM STANLEY
AND HARLAN SHORE
Smith, Stanley and Shores share the same view that the curriculum, as the
way Caswell & Campbell view it, as “a sequence of potential experiences set up in
the schools for the purpose of disciplining the children and the youth while doing
group activities. Directed surveys of curriculum practices in several school systems,
and wrote several books on the subject. Likewise need curriculums of potential
experiences, set up in schools for the purpose of disciplining children and youth in
group ways of thinking and acting”.
 COLIN MARSH AND GEORGE WILLS

Colin J. Marsh and George Willis define curriculum as the “experiences in the
classroom which are planned and enacted by the teacher, and also learned by the
students”. In this definition, the experiences are done in the classrooms.
In a nutshell, progressivism comes from the word progress, which means making
changes, reforms, or improvements toward better conditions. In the way curriculum
is defined and implemented from the progressivists’ perspective, the people
mentioned above have contributed much in educational reforms. They all believe
that teachers must provide sets of experiences that are planned and facilitated by
the teachers in order for the students to actualize what they have learned within or
outside the classrooms.
 RALPH TYLER
(1902-1994)
Ralph W. Tyler’s long and illustrious career in education resulted in major
contributions to the policy and practice of American schooling. His influence was
especially felt in the field of testing, where he transformed the idea of measurement
into a grander concept that he called evaluation; in the field of curriculum, where he
designed a rationale for curriculum planning that still has vitality today; and in the
realm of educational policy, where he advised U.S. presidents, legislators, and
various school leaders on new directions and improvements for public schooling.
The years Tyler spent at OSU clearly shaped the trajectory of his career in testing
and curriculum development. His OSU ties brought him into the company of the
Progressive Education Association and its effort to design a project dedicated to the
reexamination of course requirements in American high schools. Known as the
Eight-Year Study, the project involved thirty secondary schools that agreed to
experiment with various alternative curricula approaches. The purpose of the study
was to help colleges and high schools better understand the effects of the high
school experience on college performance and other post—high school events.
Tyler was chosen as the director of evaluation for the study, recommended for the
job by Boyd Bode, who witnessed Tyler’s work with faculty at OSU. Tyler designed
methods of evaluation particular to the experimental variables of the Eight-Year
Study. The details of this work are captured in Tyler and Smith’s 1942 book on the
evaluative component of the Eight-Year Study. The finding of the Eight-Year.
 HILDA TABA
(1902-1967)
Curriculum theorist, curriculum reformer, and teacher educator, Hilda Taba
contributed to the theoretical and pedagogical foundations of concept development
and critical thinking in social studies curriculum and helped to lay the foundations of
education for diverse student populations.
Taba was born in a small village in southeastern Estonia at a time when the country
was in transition politically. Taba was introduced to Progressive education ideas at
Tartu University by her philosophy professor in the period following the Russian
Revolution, when John Dewey’s ideas about democracy and education were
celebrated in Russia and eastern Europe. She pursued her interests in Progressive
education and the relationship between democracy and curricula at Bryn Mawr
College (M.A. 1927) and Teachers College, Columbia University (Ph.D.1932), where
she studied the work of Progressive education pioneers William Kilpatrick, John
Dewey, and Boyd H. Bode, to whom she dedicated her dissertation, The Dynamics
of Education.Taba’s dissertation established a foundation for much of her
subsequent work. Three key ideas in the work are particularly important for
curriculum history in the twentieth century. First, she argued that learning and the
study of learning should be modeled after dynamic models derived from
contemporary physics. Rather than relying on observation, prediction, and
measurement of static phenomena, educators should see learning as a dynamic
interactive phenomena that is informed by the developing field of cognitive
psychology. Thus she established a paradigm that was appreciably different from a
simple transmission model of education and evaluation.
 GALEN SAYLOR AND WILLIAM
ALEXANDER
Galen Saylor and William Alexander (1974) viewed curriculum development
as consisting of four steps. According to them, curriculum is “a plan for providing
sets of learning opportunities to achieve broad educational goals and related specific
objectives for an identifiable population served by a single school center”
curriculum planner and teachers engage in evaluation. The model proposed that
evaluation should be comprehensive using a variety of evaluation techniques.
Evaluation should involve the total educational programmed of the school and the
curriculum plan, the effectiveness of instruction and the achievement of students.
Through the evaluation process, curriculum planner and developers can determine
whether or nor the goals of the school and the objectives of instruction have been
met. .The three models just discussed reveal both similarities and differences. All
models outline a sequence of steps to be taken in curriculum development.
Interestingly, the Taba model emphasizes the role of teachers in curriculum
development while the Tyler model focuses on the two screens objectives have to
pass through. However, you should keep in mind that models often are incomplete;
they do not and cannot show every detail and aspect of the complicated curriculum
process. To depict every aspect in detail of the curriculum development process
would require an exceedingly complex and intricate model.
 PLATO,ARISTOTLE AND THOMAS
AQUINAS

A. PERENNIALISM
Plato was an Athenian philosopher during the Classical period in Ancient
Greece, founder of the Platonist school of thought and the Academy, the first
institution of higher learning in the Western world.
Aristotle was a Greek philosopher and polymath during the Classical period in
Ancient Greece. Taught by Plato, he was the founder of the Lyceum, the Peripatetic
school of philosophy, and the Aristotelian tradition.
Thomas Aquinas was an Italian Dominican friar, philosopher, Catholic priest, and
Doctor of the Church.
The teacher’s role is to assist students to think with reason (critical thinking: HOTS).
Must focus to Classical subjects, literary analysis Curriculum is enduring. And must
use great books like Bible, Koran, Classics and Liberal Arts.
 WILLIAM BAGLEY
(1974-1946)
B. ESSENTIALISM

He was an American educator and editor, was born in Detroit, United States.
He graduated in 1895 from Michigan State Agricultural College, currently called
Michigan State University; completed M.S., in 1898, from the University of
Wisconsin, Madison, 1898.
His aim is to promote intellectual growth of learners to become competent. The role
is teachers are also sole authorities in the subject area. The focus is essential skills
of the 3Rs; essential subjects.
Bagley promoted a core of traditional subjects as essential to a good education, the
goal of which is the development of good citizens who will be useful to society. He
believed this education should be available to all, and opposed the use of
standardized tests that were biased against minority groups. Bagley believed that
education was not supposed to change society but to preserve it. At a conference for
the American Association of School Administrators in 1938, Bagley “urged schools
and educators to create what we know today to be vigilant in sticking to the core
curriculum”.
 JOHN DEWEY
(1859-1952)

C.PROGRESSIVISM
He was an American philosopher, psychologist, and educational reformer
whose ideas have been influential in education and social reform.
He was an early originator of pragmatism, a popular philosophical school of thought
at the beginning of the 20th century that emphasized a practical approach to problem
solving through experience. He lead an active and multifarious life. He is the subject
of numerous biographies and an enormous literature interpreting and evaluating his
extraordinary body of work. Dewey’s concept of education put a premium on
meaningful activity in learning and participation in classroom democracy. Unlike
earlier models of teaching, which relied on authoritarianism and rote learning,
progressive education asserted that students must be invested in what they were
learning
Dewey (1938) described progressive education as “a product of discontent with
traditional education” which imposes adult standards, subject matter, and
methodologies (no page number). He believed that traditional education as just
described, was beyond the scope of young learners.
 THEODORE BRAMELD
(1904-1987)

D . RECONSTRUCTIONISM
He was a philosopher and educator who supported the educational
philosophy of social reconstructionist. His philosophy originated in 1928 when he
enrolled as a doctoral student at the University of Chicago in the field of philosophy
where he trained under the progressive philosopher and politician, T.V. Smith .He
was a prominent supporter of the Soviet Union and often wrote articles on the
relationship between teaching and “social change”.
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 (Philosophical Perspectives). Reconstructionist educators
focus on a curriculum that emphasizes social reform as the aim of education. He
believed that education had the responsibility to mold human beings into a cohesive
and compassionate society.
 FRANKLIN BOBBIT
(1876-1956)
He was a North-American educationist, a university professor and a writer. A
representative of the efficiency minded thinkers, he specialized in the field of the
curriculum. He was a Professor of educational administration at the University of
Chicago, Franklin Bobbitt played a leading role during the first three decades of the
twentieth century in establishing curriculum as a field of specialization within the
discipline of education.
He started the curriculum development movement. Curriculum as a science that
emphasizes student’s needs. Curriculum prepares learners for adult life. Objectives
and activities should group together when tasks are clarified.
He was a son of James and Martha Bobbitt. He was born of true American stock,
who believed that hard work, study, self-discipline, religious faith, and devotion to
duty were the absolute ingredients for survival in this life and entry into the life
beyond. He was a university professor and author. He also taught school from 1903
to 1907 at the Philippine Normal School in Manila. John Franklin Bobbitt was a
social efficiency advocate who saw the curriculum as a means for preparing
students for their adult roles in the new industrial society. His work greatly influenced
the development of curriculum by emphasizing specifications and responses to
current social needs rather than on teaching classical subjects. In 1918, Bobbitt
authored
The Curriculum. This was the first book to focus specifically on curriculum. This book
has been recognized by many scholars as the beginning of structured curriculum.
Bobbitt realized that it was not enough to just develop new curricula, but saw there
was a need to learn more about how new curricula could best be developed. This
insight came through his vast experience in the field of curriculum.

WERRET CHARTERS
(1875-1952)

A Professor and director of the Bureau of Educational Research at Ohio State

University, He contributed to the fields of curriculum. Aside from emphasizing the
students’ needs, he believes that the objectives, along with the corresponding
activities, should be aligned with the subject matter or content.
Like Bobbit, he posited that curriculum is science and emphasizes student’s needs.
Objectives and activities should match, subject matter or content relates to
objectives
.In his earliest scholarship, Charters attempted to develop what he called a
“functional” theory of instruction derived from the ideas of the Progressive educator
John Dewey (who, despite having discouraged Charters from pursuing doctoral
study, had served as his doctoral adviser). In his first book, Methods of Teaching,
Charters maintained that the function of school subject matter was “to satisfy needs
and solve problems” faced by society. A school’s program of curriculum and
instruction would put into practice this conception of subject matter by introducing
subject matter when it addressed an actual or potential student need, enabling
students to perceive its function. Charters discussed ways to organize subject matter
and teaching to achieve such conditions, indicating, among other things, that
students should not only be told about, but also should be allowed to “construct”
functions of subject matter for themselves. Although he continued to embrace the
notion of “functional” education, subsequently Charter’s work departed significantly
from Dewey’s educational theory.

WILLIAM KILPARTICK
(1875-1952)
He was an American pedagogue and a pupil, a colleague and a successor of
John Dewey. Kilpatrick was a major figure in the progressive education movement of
the early 20th century. Progressive educational philosopher and interpreter of John
Dewey’s work, William Heard Kilpatrick was born in White Plains, Georgia.
Curricula are purposeful activities which are child-centered. The purpose of
the curriculum is child development and growth. He introduced this project method
where teacher and student plan the activities. Curriculum develops social
relationships and small group instruction. Kilpatrick developed the Project Method for
early childhood education, which was a form of Progressive Education that
organized curriculum and classroom activities around a subject’s central theme. He
believed that the role of a teacher should be that of a “guide” as opposed to an
authoritarian figure. Kilpatrick believed that children should direct their own learning
according to their interests and should be allowed to explore their environment,
experiencing their learning through the natural senses. Proponents of Progressive
Education and the Project Method reject traditional schooling that focuses on
memorization, rote learning, strictly organized classrooms (desks in rows; students
always seated), and typical forms of assessment. He has been described as a
develop mentalist.
 HAROLD RUGG
(1886-1960)

He was an educational reformer in the early to mid 1900s, associated with the
Progressive education movement. Originally trained in civil engineering at Dartmouth
College (BS 1908 & CE 1909), he went on to study psychology, sociology and
education at the University of Illinois where he completed a dissertation titled “The
Experimental Determination of Mental Discipline in School Studies.”
With the statement of objectives and related learning activities, curriculum should
produce outcomes. He emphasized social studies and suggested that the teacher
plans curriculum in advance. He was a longtime professor of education at Teachers
College, Columbia University, was one of the best-known. Teacher, engineer,
historian, educational theorist, and student of psychology and sociology, Harold
Rugg (1886-1960) was one of the most versatile educators associated with the
progressive education movement. During his stint with the Thorndike committee,
Rugg had become interested in the work of a number of contemporary social critics,
and his intellectual interests began to shift from engineering and statistics to the
social sciences. These new interests continued to develop during his early years at
Columbia, and Rugg quickly gained national recognition, as well as lasting influence,
as a leader in the field of curriculum design. He was noted both for his innovative
efforts to unify the social sciences and for his empirical methods of selecting content
for the social studies curriculum.
 HOLLIS CASWELL
(1901-1989)
He was an American educator who became an authority on curriculum
planning in schools. He directed surveys of curriculum practices in several school
systems, and wrote several books on the subject.
He served as president of Teachers College from 1954 until 1962. During his
presidency the college launched a twenty-year collaboration with schools in
Afghanistan. Was a descendant of Kansas homesteaders. He attended a rural high
school in western Kansas and attended Kansas State University for two years before
transferring to the University of Nebraska. In the years after World War II, Dr.
Caswell opposed efforts to develop a standard national curriculum for public
schools, arguing instead for more differentiation in teaching methods. He called for
strengthening univer
 HILDA TABA
(1902-1967)

He was an architect, a curriculum theorist, a curriculum reformer, and a

teacher educator. Taba was born in the small village of Kooraste, Estonia. Her
mother’s name was Liisa Leht, and her father was a schoolmaster whose name was
Robert Taba. Hilda Taba began her education at the Kanepi Parish School. She
then attended the Võru’s Girls’ Grammar School and earned her undergraduate
degree in English and Philosophy at Tartu University.
She applied for a job at Tartu University but was turned down because she was
female, so she became curriculum director at the Dalton School in New York City. In
1951, Taba accepted an invitation to become a professor at San Francisco State
College, now known as San Francisco State University. She contributed to the
theoretical and pedagogical foundations of concepts development and critical
thinking in social studies curriculum. She helped lay the foundation for diverse
student population.
 PETER OLIVA
(1992-2012)
He is a Canadian novelist who lives in Calgary, Alberta. His first novel,
Drowning in Darkness (1993–1999), won the Writers Guild of Alberta Best First Book
Award and was shortlisted for a Bressani Prize. The book is set in the Crows nest
Pass of southern Alberta, and in Calabria, Italy. It follows Italian immigrants to
Canada in the early 1900s.
Curriculum reflects the learners, values, and needs of the population it will serve.
Oliva goes on to describe curriculum development as “a cooperative group activity”,
“systematic”, and “ (most) effective if it is a comprehensive process, rather than
piecemeal”.
Peter Oliva is a novelist and journalist whose work has appeared in Canada, France,
Spain, Italy and Japan. His writing has been called “a Calvino-like intersection of art
and reality,” and “a complex meditation on suffering and love.” He has written for
numerous periodicals, including BRICK, Canadian Geographic, The Globe & Mail,
and Japan’s largest newspaper, The Daily Yomiuri.

IVAN PAVLOV
(1849-1936)
He was a Russian physiologist known primarily for his work in classical
conditioning. From his childhood days, Pavlov demonstrated intellectual curiosity
along with an unusual energy which he referred to as “the instinct for research”.
He was also able to demonstrate that the animals could be conditioned to salivate to
the sound of a tone as well. Pavlov’s discovery had a major influence on other
thinkers including John B. Watson and contributed significantly to the development
of the school of thought known as behaviorism.
Evolved from a religious to a scientific framework. His ancestry trace to an illiterate
eighteenth-century serf known only by his first name, Pavel (Anokhin, 1949). Pavel’s
son gained emancipation and became a member of the clerical estate. During the
next two generations, the family head rose through the religious hierarchy from
church sexton to deacon.

EDWARD THORNDIKE
(1874-1949)
He was an American psychologist who spent nearly his entire career at
Teachers College, Columbia University. He was an early 20 th century educator and
psychologist who studied the learning process and influenced the development of
the American public school system.
His contributions to the behavioral psychology field came his major impacts
on education, where the law of effect has great influence in the classroom.
Thorndike, born in Williamsburg, Massachusetts, was the son of Edward R and
Abbie B Thorndike, a Methodist minister in Lowell, Massachusetts. Edward
Thorndike was an influential psychologist who is often referred to as the founder of
modern educational psychology. He was perhaps best-known for his famous puzzle
box experiments with cats which led to the development of his law of effect.
Thorndike made the study of child development into an objective science.
Thorndike’s contribution to psychology literature was also extensive. He wrote
hundreds of articles and over 70 books. Thorndike also established the use of tests
and statistical models in education and psychology.

ROBERT GAGNE
(1916-2002)
He was an educational psychologist who pioneered the science of instruction
in the 1940s. His book “The Conditions of Learning,” first published in 1965,
identified the mental conditions that are necessary for effective learning. Gagne
created a nine-step process that detailed each element required for effective
learning.
He was an American educational psychologist best known for his Conditions
of Learning. He pioneered the science of was an educational psychologist who
pioneered the science of instruction in the 1940s. His book “The Conditions of
Learning,” first published in 1965, identified the mental conditions that are necessary
for effective . as Wan educational psychologist who pioneered the science of
instruction in the 1940s. His book "The Conditions of Learning," first published in
1965, identified the mental conditions that are necessary for effective learning.
 JEAN PIAGET
(1896-1980)

COGNITIVE INFORMATION PROCESSING THEORY

He was born in Switzerland on August 9, 1896, and he began showing an
interest in the natural sciences at a very early age. By age 11, he had already
started his career as a researcher by writing a short paper on an albino sparrow.
Prior to Piaget’s theory, children were often thought of simply as mini-adults.1
Instead, Piaget suggested that the way children think is fundamentally different from
the way that adults think. He was the founder of the field we now call cognitive
development. His own term for the discipline was ‘genetic epistemology’.
Piaget suggested the teacher’s role involved providing appropriate learning
experiences and materials that stimulate students to advance their thinking. His
theory has influenced concepts of individual and student-centered learning,
formative assessment, active learning, discovery learning, and peer interaction. In
particular, his theory focuses on the mechanisms that help us adapt and learn new
concepts or skills. In the classroom, teachers can apply Piaget’s notions of
assimilation and accommodation when introducing new material. They can help
students approach a new idea through the lens of what they have already learned.

LEV VYGOTSKY
(1896-1934)
He was born into an art- and literature-loving family in what is now Belarus on
November 17, 1896, and he was raised in Gomel. Vygotsky began studying at the
University of Moscow in 1913, though his course options were severely restricted
because he was Jewish. Vygotsky elected to study law, and he graduated in 1917.
He was a Russian teacher who is considered a pioneer in learning in social contexts.
As a psychologist, he was also the first to examine how our social interactions
influence our cognitive growth.
Vygotsky’s sociocultural theory asserts that learning is an essentially social process
in which the support of parents, caregivers, peers and the wider society and culture
plays a crucial role in the development of higher psychological functions.
Lev Semyonovich Vygotsky was a Soviet psychologist, known for his work on
psychological development in children. He published on a diverse range of subjects,
and from multiple views as his perspective changed over the years. Among his
students was Alexander Luria and Kharkiv school of psychology.

HOWARD GARDNER
He was born on July 11, 1943 and he is an American developmental
psychologist and the John H. and Elisabeth A. Hobbs Research Professor of
Cognition and Education at the Harvard Graduate School of Education at Harvard
University. He was born in Scranton, Pennsylvania in 1943. His parents had fled
from Nürnberg in Germany in 1938 with their three-year old son, Eric. Just prior to
Howard Gardner’s birth Eric was killed in a sleighing accident.
He is a developmental psychologist best-known for this theory of multiple
intelligences. He believed that the conventional concept of intelligence was too
narrow and restrictive and that measures of IQ often miss out on other intelligences,
that an individual may possess. Howard Gardner’s theory of multiple intelligences
proposes that people are not born with all of the intelligence they will ever have. This
theory challenged the traditional notion that there is one single type of intelligence,
sometimes known as “g” for general intelligence, that only focuses on cognitive
abilities.

DANIEL GOLEMAN

He was born on March 7, 1946 and he is an author and science journalist. For
twelve years, he wrote for The New York Times, reporting on the brain and
behavioral sciences. His 1995 book Emotional Intelligence was on The New York
Times Best Seller list for a year-and-a-half.
He is an author of the New York Times bestseller Emotional Intelligence and Social
Intelligence. He is an internationally known psychologist who lectures frequently to
professional groups, business audiences, and on college campuses. As a science
journalist Goleman reported on the brain and behavioral sciences for The New York
Times for many years.
Daniel Goleman’s emotional intelligence theory outlines five components of EQ: self-
awareness, self-regulation, motivation, empathy, and social skills. Emotional
intelligence can be applied to meet goals and targets, as well as create a happier
and healthier working culture.

ABRAHAM MASLOW
(1908-1970)

He was born in New York in 1908. He was the son of poor Russian-Jewish
parents. He was an American psychologist who was best known for creating
Maslow’s hierarchy of needs, a theory of psychological health predicated on fulfilling
innate human needs in priority, culminating in self-actualization.
Maslow’s hierarchy of needs is relevant to organizational theory because both are
concerned with human motivation. Understanding what people need, and how
people’s needs differ, is an important part of effective management. Abraham
Maslow was an American psychologist who developed a hierarchy of needs to
explain human motivation. His theory suggested that people have a number of basic
needs that must be met before people move up the hierarchy to pursue more social,
emotional, and self-actualizing needs .

CARL ROGERS
(1902-1987)
 He was born and raised in the Chicago suburb of Oak Park, Illinois. He was
the fourth of six children of Walter Rogers and Julia Cushing. Rogers was schooled
in a strict, religious environment. Originally, he planned to study agriculture at the
University of Wisconsin-Madison, with an undergraduate focus on history and
religion. He was an American psychologist and among the founders of the
humanistic approach (and client-centered approach) in psychology. He was one of
the most prominent American psychologists of his generation. Rogers’ Humanistic
Theory of Personality. Carl Rogers’ humanistic personality theory emphasizes the
importance of the self-actualizing tendency in forming a self-concept. Is esteemed as
one of the founders of humanistic psychology. He developed the person-centered,
also known as client-centered, approach to psychotherapy and developed the
concept of unconditional positive regard while pioneering the field of clinical
psychological research.

EMILE DURKHEIM
(1858-1917)

He was a French sociologist. He formally established the academic discipline

of sociology and is commonly cited as one of the principal architects of modern
social science, alongside Max Weber and Karl Marx. French social scientist who
developed a vigorous methodology combining empirical research with sociological
theory. He was born 15 April 1858 in Épinal, Lorraine, France.
One of Durkheim’s major contributions was to help define and establish the
field of sociology as an academic discipline. Durkheim distinguished sociology from
philosophy, psychology, economics, and other social science disciplines by arguing
that society was an entity of its own. Durkheim’s anomie theory describes the effects
of the social division of labor developing in early industrialism and the rising suicide
rate. Accordingly, in times of social upheaval, “collective consciousness” is
weakened and previous norms, moral convictions and controls dwindle. Durkheim
believed that society exerted a powerful force on individuals. According to Durkheim,
people’s norms, beliefs, and values make up a collective consciousness, or a shared
way of understanding and behaving in the world. The collective consciousness binds
individuals together and creates social integration.

ALVIN TOFFLER
He was born on October 4, 1928, in New York City, and raised in Brooklyn.
He was the son of Rose (Albaum) and Sam Toffler, a furrier, both Jewish immigrants
from Poland. He had one younger sister. He was an American writer, futurist, and
businessman known for his works discussing modern technologies, including the
digital revolution and the communication revolution, with emphasis on their effects
on cultures worldwide. Alvin Toffler was an American writer, futurist, and
businessman known for his works discussing modern technologies, including the
digital revolution and the communication revolution, with emphasis on their effects
on cultures worldwide. He is regarded as one of the world’s outstanding futurists.
The Third Wave is the post-industrial society. Toffler says that since the late
1950s most countries have been transitioning from a Second Wave society into a
Third Wave society. He coined many words to describe it and mentions names
invented by others, such as the Information Age.

PAOLO FREIRE
(1921-1997)
 Freire was born on 19 September 1921 to a middle-class family in Recife, the
capital of the northeastern Brazilian state of Pernambuco. He was a Brazilian
educator and philosopher who was a leading advocate of critical pedagogy. His
influential work Pedagogy of the Oppressed.
Contributed a philosophy of education which blended classical approaches
stemming from Plato and modern Marxist, post-Marxist and anti-colonialist thinkers.
Paulo Freire’s Pedagogy of the Oppressed and the idea of what has come to be
known as “critical pedagogy” pose education in a different light than many other
educational philosophies. Paulo Freire was a Brazilian educationalist and
philosopher whose radical ideas about pedagogy, learning and knowledge led to the
establishment of the critical pedagogy movement. Freire held extremely negative
views of mainstream approaches to education, using the metaphor of the “banking”
system to describe them.

JOHN GOODLAD
(1920-2014)
 He was an educational researcher and theorist who published influential
models for renewing schools and teacher education. Goodlad’s book, In Praise of
Education, defined education as a fundamental right in democratic societies,
essential to developing individual and collective democratic intelligence. Goodlad
designed and promoted several educational reform programs, and conducted major
studies of educational change.

Goodlad advocated for a redesign of the U.S. educational system that would
be grounded on four “Moral Dimensions” that he helped to identify. Goodlad paid
particular attention to the preparation of teachers, believing that a teacher’s
personality and approach to students are the keys to effective teaching and learning.
Goodlad was an educational researcher and theorist who published influential
models for renewing schools and teacher education. Goodlad's book, In Praise of
Education, defined education as a fundamental right in democratic societies,
essential to developing individual and collective democratic intelligence.

WILLIAM PINAR
 (1947)
He is an American pedagogue. Known for his work in the area of curriculum
theory, Pinar is strongly associated with the reconceptualist movement in curriculum
theory since the early 1970s.
Known for his work in the area of curriculum theory, Pinar is strongly associated with
the reconceptualist movement in curriculum theory since the early 1970s. In the
early 1970s, along with Madeleine Grummet, Pinar introduced the notion of currere,
shifting in a radical manner the notion of curriculum as a noun to curriculum as a
verb.
He made research works with 1542 citations and 13572 reads, including: Curriculum
and the Covid-19 crisis. William Frederick Pinar is an American pedagogue. Known
for his work in the area of curriculum theory, Pinar is strongly associated with the
reconceptualist movement in curriculum theory since the early 1970s.