Roneilster:

And the last one by John Dewey: Education is not a preparation for life - Education is life itself.

John Dewey was an American philosopher and psychologist between the 18th and 19th century. He
believed that human beings learn through a ‘hands-on’ approach. This places Dewey in the
educational philosophy of pragmatism. 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 believed that the aim of education:

 Is to provide for the current needs and interests of the child.

 Education is when a previous experience is replaced or modified by a new experience that

arises from the interaction of two principles a. continuity and b. interaction.

 Education develops a balance between theoretical and practical activities. Abstract ideas
should have concrete applications and practical applications must have theoretical basis.

 He sees the school as a special environment will cultivate the attitudes and dispositions
which are necessary for a continuous and progressive life in a society.

Devaughn:

Marielle:

 Modernization and post modernization

 Community/National participation
For example, the government can have an afterschool program system in place, where the local
teachers/retired teachers/retired principals to teach at the local community centre or school
building. This will allow for students to get an extra revision or homework done for the next day.
 Eclecticism
 Humanistic Perspective
The humanistic theory attempts to explain how people are motivated. It is centred on people’s goals,
needs and successes. It considers learning from the perspective of the human’s unlimited potential
for growth. Human beings can control their destiny; people are inherently good and will strive for a
better world; people are free to act, and behaviour is the consequence of human choice. (Rogers,
1983; Maslow, 1970)
1. Nature of “humanness”: Autonomy, dignity and freedom are sacred
2. What is reality? Humans have potential and innate good ness
3. Meaning: Intellect distinguishes humans from animals
 Promoting “humaneness”
1. Show respect to all
2. Consideration of needs, expectations, feelings and values
3. Promote positive behaviours
 4. Use active learning strategies
5. Amicable conflict resolution
6. Incorporating whole class and shared learning

 Practices
o Individualised instructional process
o Learning projects
o Sensitivity training
o Teacher effectiveness
o Active listening
o Values clarification
o Moral education
o Multi-cultural educational approaches
 Education
Education is the act of acquiring specific knowledge. To develop reasoning and judgement.
It is the seeking of facts and learning about what is the truth and what is not.
 Education’s roles in society
o Socializing, training
o Fostering social cohesion
o Transmitting culture through generations
o Sorting talents for further training, employment
 Indoctrination

Indoctrination is teaching a doctrine or inculcating a particular idea or point of view. It can be

described as “propaganda”. This is aimed at influencing people to believe in facts without being able
to back up these newfound facts with anything but opinion.
Eg. A political party, cult or belief system.
Indoctrination is forced imposed learning or training.

An educated person is taught HOW to think, whereas an indoctrinated person is taught WHAT to
think.

RATIONALITY

Education and Rationality

• Rationality is defined as the self-

reflective, intentional, and appropriate
coordination and use of genuine reasons
in generating and justifying beliefs and
behavior.
• Rationality is a justifiable goal of
education, not only because it is a means
to worthwhile ends but because it is an
important end in itself and because it can
be promoted via nonindoctrinative means.

Nature of Rationality

• One is rational to the extent that one

chooses what to believe or do and has
reasons for those choices.
• Rationality includes some degree of self-
reflection and intentionality.
• Rational thinkers purposely decide to think,
know they are thinking, know why they are
thinking, and can even reflect on the
adequacy and effectiveness of their own
thought processes. Rationality, in other
words, is inherently metacognitive.