REPUBLIC OF THE PHILIPPINES CEBU TECHNOLOGICAL UNIVERSITY MOALBOAL CAMPUS MOALBOAL, CEBU RESEARCH OUTPUT 1 EDUC 603(PHILO-SOCIO-PSYCHO FOUNDATIONS

OF EDUCATION) 1.PHILOSOPHIES OF EDUCATION 1.1.Idealism-proposed by Plato -believes that reality exist only in the idea and objects are just representation of the idea. -The reality of the idea is eternal hence ideal essence is eternal. The reality of the objects are non reliable hence it is subjected to constant changes. Reality is just an organization of ideas and brilliant inventions come from organization o ideas of intellectual minds 1.2.naturalism- everything involves scientific processes and every phenomena owes scientific explanations. 1.1.- Proponents; Thales; Democritus and Epicurus 3. pragmatism-Philosophy. A movement consisting of varying but associated theories, originally developed by Charles S. Peirce and William James and distinguished by the doctrine that the meaning of an idea or a proposition lies in its observable practical consequences. A practical, matter-of-fact way of approaching or assessing situations or of solving problems. 4.existensialism-A philosophy that emphasizes the uniqueness and isolation of the individual experience in a hostile or indifferent universe, regards human existence as unexplainable, and stresses freedom of choice and responsibility for the consequences of one's acts. Believes that existence precedes essence and that we are prouct of our own choices that fate and destiny is inescapable hence it is our own making. 1.5.Super naturalism- the philosophy believe that there is a super natural being that lies beyond everything in this world. That there is a supernatural force that guides everything in the world and this supernatural is defined as God. 1.6.HumanismA system of thought that rejects religious beliefs and centers on humans and their values, capacities, and worth. Concern with the interests, needs, and welfare of humans: "the newest flower on the vine of corporate humanism" (Savvy). Medicine. The concept that concern for human interests, values, and dignity is of the utmost importance to the care of the sick. The study of the humanities; learning in the liberal arts. Humanism - cultural and intellectual movement of the Renaissance that emphasized secular concerns as a result of the rediscovery and study of the literature, art, and civilization of ancient Greece and Rome. 7.Essentialism-The philosophical notion that every phenomenon can be broken down into primary, inalterable propertiesessenceswhich determine its nature; if these essences are fully understood, then the phenomenon will be fully understood. But description and knowledge are socially constructed,

and therefore flexible, and conceptualized in terms informed by theory. 8.Progressivism-in U.S. history, a broadly based reform movement that reached its height early in the 20th cent. In the decades following the Civil War rapid industrialization transformed the United States. A national rail system was completed; agriculture was mechanized; the factory system spread; and cities grew rapidly in size and number. The progressive movement arose as a response to the vast changes brought by industrialization. 9.Realism- An inclination toward literal truth and pragmatism. 10. The representation in art or literature of objects, actions, or social conditions as they actually are, without idealization or presentation in abstract form. 11. Philosophy. 12. The scholastic doctrine, opposed to nominalism, that universals exist independently of their being thought. 13. The modern philosophical doctrine, opposed to idealism, that physical objects exist independently of their being perceived. B. Proponents of the Philosophies of education Aristotle (384-322 BC). Aquinas, Saint Thomas (1225-74): A scholastic theologian, Aquinas, according to Chambers, "... had no knowledge of Greek or Hebrew, and was almost equally ignorant of history." Aquinas' work, Summa Theologiae "remains to this day substantially the standard authority in the Roman Church." -BBacon, Francis (1561-1626). Berkeley, George (1685-1753): ) -CComte, Auguste (1798-1857): -DDarwin, Charles (1809-82): Democritus (c.500BC): As to when this Greek philosopher existed, it is not certain. Tradition characterizes him as a person who was continually laughing at the follies of mankind. Only very few fragments of his work have come down to us. According to Chambers, "Democritus's atomic system assumes an infinite multitude of atoms." That all of these atoms exist for no particular reason, and, from "their multitudinous combinations springs that vast and varying aggregate called nature ..." Nature, Democritus further supposed, conducted itself by a definite set of laws; but followed, and follows, no design. Descartes, Ren (1596-1650). Dewey, John (1859-1952): I do not know much of Dewy's early life other than he was born in Vermont. His first big appointment in his academic life was to come in 1894 when Dewey was appointed to the chair for the Department of Philosophy, Psychology, and Education at the newly founded (in 1892 with Rockefeller's money) University of Chicago. He was to hold this position until 1904 when he went off to Columbia (New York). Dewey was a believer in the theories of William James (pragmatism); James was to dub Dewey and his fellows, "the Chicago School." Dewey is noted as a leader of one of the

modern ethical theories in philosophy, that which is known as instrumentalism ("morality is relative to individual experience"). At base, Dewey was a empiricist; and, given his view of things, it will not be surprising that he advocated "learning by doing." "Philosophy," it was Dewey's view, "Recovers itself when it ceases to be a device for dealing with the problems of philosophers and becomes a method, cultivated by philosophers, for dealing with the problems of man." The work I have by Dewey is Human Nature and Conduct (1921) (New York: Random House, Modern Lib., 1930). The other work I have is Experience and Nature (in this work one will find a portraiture of Dewey; it, apparently, is the publication of a series of the Paul Carus lectures which Dewey gave) (London: George Allen, 1929). Diogenes (BC, c412-323). Epicurus (c340--c270 BC): Epicurus was a Greek philosopher who taught that a person should only rely on his senses. The object of the epicurean philosophy was to reduce man's natural anxiety, viz., to eliminate superstition and the dread of death. It is a misunderstanding of the philosophy of Epicurus, as is disclosed in the normal usage of the word epicure, to conclude that the epicurean is one who is singularly devoted to sensual pleasures. Epimenides (6th cent. BC): Cretan prophet and miracle worker. According to one story, he was called to Athens to purify the city after the murder of Cylon on the Acropolis. Many poems, oracles, and sayings were attributed to him. Epimenides Paradox in philosophy is this, a Cretan said that all Cretans are liars. Erasmus, Desiderius (1466-1536): Erasmus was a Dutchman, born at Rotterdam. Taught by the monks (his personal experiences turned him against them) he eventually ended up in Paris as an ordained priest and there continued his studies. In 1498, Erasmus first came to England, living chiefly at Oxford (at a later period he was at Cambridge). Through these years of study, especially when at Oxford, Erasmus developed a contempt for the schoolmen. By 1516, we see where Erasmus was publishing his work. Erasmus, in his work, introduced "a more rational conception of Christian doctrine, and to emancipate men's minds from the frivolous and pedantic methods of the scholastic theologians." Erasmus lived out the last of his days at Basil (a city situated on the corners of France, Switzerland and Germany). As Chambers points out: "Erasmus stands as the supreme type of cultivated common sense applied to human affairs." -FFichte, Johann Gottlieb (1762-1814): A disciple of Kant, Fichte has been categorised as the founder of the Idealist school. Members of this school, much impressed with Kant's primacy of Practical Reason, are dedicated servants to the notion of state power. To Fichte there is Self, Ego; and there is the rest of the world, nonEgo. One changes the world through the Ego, and Ego is developed by the Moral Will. This line of thought, while pure subjectivism, will lead men to great heights, and end in the baking of other men in ovens. (See Paul Johnson's book, The Birth of the Modern, pp. 810-22.) Freud, Sigmund (1856-1939). -GGoethe, Johann Wolfgang von (1749-1832). -H-

Hegel, Georg Wilhelm Friedrich (1770-1831): Hume, David (1711-76): Hume was an empiricist from the school of Locke; he was the first to expose what later became known as the naturalistic fallacy, viz., the misconceived attempts to jump syllogistically from what is, to what ought to be. Hume challenged the rationalistic school and the social contract theories. I-J-James, William (1842-1910): After receiving his medical degree from there in 1872, William James taught at Harvard in the relatively new field of psychology. His work, The Principles of Psychology (1890) is well known and it was in it we see the use of the literary expression Stream of Consciousness, a technique which a number of writers picked up and used with considerable success in their books, including: the Irish novelist, James Joyce's (1882-1941) Finnegans Wake; William Faulkner's The Sound and the Fury and Virginia Woolf's To the Light House. The philosophy of William James has received the label "pragmatism." It is to be compared with the notion of "absolutism." To James, as a pragmatist, anything is possible, even a God in heaven. While James' pragmatism has its attractions, however, one is obliged to put Occam's razor to the argument. Personally, I like Karl Popper's approach: any proposition is OK, until it meets a contrary piece of evidence. It is impossible to be absolutely sure of most anything, even of the Cartesian proposition that we exist. Nothing, in scientific terms, is really absolute. James' philosophy is reflected in his work, Pragmatism (1907); in it "James denied absolute truth in an ever-changing universe, and regarded it as provisional rather than in accordance with absolute moral standards." (Buffalo, N.Y.: Prometheus, 1991.) -KKant, Immanuel (1724-1804). -LLeibniz (1646-1716): Leibniz is described as the father of German speculative philosophy. Leibniz, was aquainted with Spinoza's naturalism, indeed, he met Spinoza. Leibniz was critical of both Spinoza and Locke. Leibniz was a "dualist"; he developed a theory that there did exist heirarchial forces in the world, which he called "monads" -- "self-contained realities incapable of interaction yet magically 'exhibiting' essences God's mediation." To Leibniz, God was the Monad of Monads. Leibniz' work is Discourse on Metaphysics and the Monadology. Locke, John (1632-1704). Lucretius (98?-55 BC): Lucretius, a Roman poet, concluded that all things - including man - operate according to their own laws and are not in any way influenced by supernatural powers; with this view, he thought, man should be free of the yoke of religious superstition and the fear of death. -MMalthus, Thomas Robert (1766-1834).

-NNietzsche, Friedrich (1844-1900): A German philosopher, Nietzsche was most famous for the theory of bermensch ("superman"). His views were influenced by Schopenhauer; he was a critic of Hegel. Nietzsche "sought to penetrate beyond all rational, systematic schemes to the irrational, human level beneath"; he rejected Christianity, it "teaches men how to die but not how to live." Nietzsche "justified a course of national conduct beyond good and evil." Nietzsche was not one of them, but his philosophy suited the German Nazis to a tee. OPlato (427-348 BC). Popper, Sir Karl (1902-94). -RRussell, Bertrand (1872-1970). -SSantayana, George (1863-1952): Santayana was a Spanish born American philosopher and poet. He became a professor at Harvard (among his students were Felix Frankfurter [1882-1965] and T. S. Eliot [1888-1965]). His was a school known as American realism. Santayana's five volumed The Life of Reason (1905-6) is "a landmark in the philosophy of history ... vast in scope yet luxuriant in detail." Santayana's other books included: Skepticism and Animal Faith (1923); The Last Puritan, A Memoir In the Form of a Novel (1935), this was Santayana's "first and only novel ... a brilliant analysis of the New England character ... a profound commentary on the moral and material idols of the twentieth century"; The Idea of Christ in the Gospels or God in Man (1946); Dominations and Power; Reflections on Liberty Society and Government (1951); Poems (New York: Scribner's, 1935); Persons & Places, The Background of my Life (Autobio.) (New York: Scribner's, 1944); Persons & Places, The Middle Span (Autobio.) (Scribner's, 1945). The two books about Santayana that I have are The Philosophy of Santayana (New York: Scribner's, 1942), Vagabond Scholar by Bruno Lind (New York: Bridgehead, 1962) and Santayana: The Later Years, A Portrait with Letters by Daniel Cory (New York: Braziller, 1963). Sartre, Jean-Paul (1905-1980). Schelling, Wilhelm Joseph (1775-1854): Schelling was another of the disciples of Kant, whose thinking led to the Idealist school. Though Schelling is not one whose thoughts I have studied in any detail (nor, for that matter, any of these Germans of the Idealist school); it would seem Schelling differed from Fichte, in that, where Fichte placed almost a sole emphasis on Ego, Schelling put equal emphasis on both the self and the world outside of self,- the Ego and the nonEgo. I am not at all sure where that leaves Schelling on the philosophical scale of things. Schiller, Ferdinand Canning Scott (1864-1937): A British philosopher who taught at Oxford. In 1903 he wrote Humanism, his term for "pragmatism" the philosophy espoused by William James. Schiller had a distaste for Idealism and its traditional expression as may be found in the works from Aristotle to Russell; he thought it "nonsense fortified by technicality." Schiller, Friedrich von (1759-1805): Schiller, a German, may be remembered as an historian (appointed the "honourary" professor of history at Jena in 1788), a philosopher, and, of course, as a dramatist. He was a friend of Goethe's. Schopenhauer, Arthur (1788-1860). Seneca, Lucius Annaeus, the Younger (c.5BC-65): There was two famous Romans named Seneca. The most famous is the son, as I have listed. His father bore the same name, is sometimes referred to as Marcus. They were born in Cordova, Spain. The

father wrote a history of Rome, which, unfortunately, is lost to us. The younger Seneca went to Rome and was trained to be a lawyer. He was to make powerful friends but ran afoul of one of them in the course of a court case and was banished to Corsica where he remained for eight years. Eventually, Seneca was to be entrusted by Agrippina with the education of her son, Nero (37-68). Upon Nero becoming the emperor, Seneca was made a consul. Seneca continued to hold to his high moral ideals; and, it is this that led to Nero's gradual aversion. (Nero was one of the most despicable persons in all of the world's history and had developed a nasty habit of killing off any person for whom he developed a dislike: such as his mother and his wives.) In 65, there was a conspiracy to get rid of Nero; Seneca fell under suspicion and thus to suffer Nero's vengeance. Seneca was sentenced to death by a method of his own choosing: he elected to open his veins. As for Seneca's philosophy: he was "inclined to the stoic system, with Epicurean modifications. Socrates (469-399 BC): Spinoza, Benedict de (1632-77). -TTheophrastus (c372-286BC): The Greek philosopher, Theophrastus, followed in the steps of Plato and Aristotle; indeed he was a student of theirs. Theophrastus was to head up one of the ancient philosophical schools: the peripatetic school. Most of his writing are now lost, but there is one that did survive, Characters which is a work delineating the various moral types of persons, and which, Chambers, "has had much influence in modern literature." Whitehead, Alfred North (1861-1947): Educated at Cambridge, Whitehead went on to become a senior lecturer there in mathematics until the year 1911. From Cambridge he went to London to teach mathematics, when, after that, in 1924, he went off to Harvard, there to teach philosophy and continued to do so until 1937. During the years, 1910-13, Whitehead was to collaborate with a former pupil of his, Bertrand Russell, in the writing of Principia Mathematica, "the single greatest contribution to logic since Aristotle. EDUCATIONAL PHILOSOPHIES OF THE FOLLOWING SOCRATES-The method of teaching in which the master imparts no information, but asks a sequence of questions, through answering which the pupil eventually comes to the desired knowledge. Socratic irony is the pose of ignorance on the part of the master, who may in fact know more about the matter than he lets on JOHN LOCKE- The purpose of education is 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. He could do quite well with the Bible and a highly developed vocational skill that would serve to support him in life and offer social service to others. However, the education of gentlemen ought to be of the very highest quality. The gentleman must serve his country in a position of leadership FROEBEL-Education is a system and also philosophy.Education integrated with philosophy is need of the day. PLATO-plication of philosophical methods to the theory and practice of education. Among the topics investigated in the philosophy of education are the nature of learning, especially in children; the purpose of education, particularly the question of whether the chief goal of educators should be imparting knowledge, developing intellectual independence, or instilling moral or political values; the

nature of education-related concepts, including the concept of education itself; the sources and legitimacy of educational authority; and the conduct of educational research. JEAN JACKES ROUSSEAU- The nature of man is evil. He is happy upon comparing himself with others. Human is a war to his fellowmen but can be suppressed through education. Herbert Spencer-Theory of Value: What knowledge and skills are worthwhile learning? What are the goals of education? ... importance of study of nature and fundamentals of science (Eiseman, p. 153); development of independent thought; importance of presenting the "natural history of society" (Eiseman, p. 153); sociology; goals of education-promote competition, individualism, "survival of the fittest"; learning as an individual effort; 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 (Spencer, p. ix); train the memory, cultivate judgment, impart an admirable moral and religious discipline; advocacy of instruction in public and private hygiene 2. Theory of Knowledge: What is knowledge? How is it different from belief.? What is a mistake? A lie? ... knowledge as the scientific study of education, psychology, sociology, and ethics from an evolutionary point of view (Eiseman, p. 153); two fundamental beliefs -- importance of science, sanctity of political and economic laissez-faire; philosophy is knowledge of highest generality; knowledge of lowest kind is reunified knowledge, science is partially unified knowledge; philosophy is completely unified knowledge; universal truths v. particular truths (used for proof); man can only know from experiences; all thought founded on relations -- humans think in terms of differences and likenesses; ideas are expressions of relationships between things (Frost, p. 260) 3. Theory of Human Nature: What is a human being? How does it differ from other species? What are the limits of human potential? ... notion of intelligence as mental capacity (Borgatta, p. 941); individual organisms, species, political systems, and entire societies are alike in that all tend to evolve from relatively simple and homogeneous entities into complex and heterogeneous ones; only the fittest survive and perpetuate their kind; concept of organic evolution--all nature moves from the simple to the complex -fundamental law seen in the evolution of human society as it is seen in the geological transformation of the earth and in the origin and development of plant and animal species, natural selection; "If they are sufficiently complete to live, they do live, and it is well they should live. If they are not sufficiently complete to live, they die, and it is best they should die." (Eiseman, p. 154); man if of the universe -- result of evolutionary processes; man is result of adaptation to the environment; man is what he is because his universe, his environment, makes certain consistent and definite demands upon him (Frost, p. 77); man as a part, a stage of evolution 4. Theory of Learning: What is learning? How are skills and knowledge acquired? ...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" (Spencer, ix); pupil sees and records for self-, children habitually experience the normal consequences of their conduct; importance of motivation and interest of students; variety of instruction

5. Theory of Transmission: Who is to teach? By what methods? What will the curriculum be? ... science as the most important subject matter; curriculum to be a synthesis of thought based on science (especially evolution), and including philosophies of education, biology, psychology, sociology, ethics, and politics (Magill); sciences are superior in all respects to languages as educational material; history -- nature and action of government, intellectual condition of the nation, description of people's food, shelters, and amusements, importance of drawing in education (Spencer, p. xiv); individual to teach self, aided by teachers, books, observation, laboratory work 6. Theory of Society: What is society? What instruments are involved in the educational process? Society evolves from relatively simple and homogeneous entities into complex and heterogeneous ones; should include unbridled competition; progress of all kinds should be maximized by societies and governments that allow free competition to reign in all spheres of activity; unregulated free enterprise; survival of the fittest; right of the individual and non-interference; society as an individual organism (Eiseman, p. 153); competition in harmony with nature and in interest of general welfare and progress, Social Darwinism (Spencerism): total view of life which justified opposition to social reform on the basis that reform interfered with the operation of natural law of survival of the fittest; narrow view of role of state; society as an organism (Magill); objection to constant exercise of authority and compulsion in schools, families, and the state; survival of the fittest dependent upon group life, society is essential -- each individual restricted by rights of others; danger of complete state control-suppression of individual (Frost, p. 204); natural selection process guiding force of social development; in society consciousness exists only in each member (Osborne, p. 137) 7. Theory of Opportunity: Who is to be educated? Who is to be schooled? All young people should be taught; education open to competent children or adults without fee; survival of the fittest 8.Theory of Consensus: Why do people disagree? How is consensus achieved? Whose opinion takes precedence? AristotleTheory of Value: What knowledge and skills are worthwhile learning? What are the goals of education? ... importance of study of nature and fundamentals of science (Eiseman, p. 153); development of independent thought; importance of presenting the "natural history of society" (Eiseman, p. 153); sociology; goals of education-promote competition, individualism, "survival of the fittest"; learning as an individual effort; 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 (Spencer, p. ix); train the memory, cultivate judgment, impart an admirable moral and religious discipline; advocacy of instruction in public and private hygiene 2. Theory of Knowledge: What is knowledge? How is it different from belief.? What is a mistake? A lie? ... knowledge as the scientific study of education, psychology, sociology, and ethics from an evolutionary point of view (Eiseman, p. 153); two fundamental beliefs -- importance of science, sanctity of political and economic laissez-faire; philosophy is knowledge of highest generality; knowledge of lowest kind is reunified knowledge, science is partially unified knowledge; philosophy is

completely unified knowledge; universal truths v. particular truths (used for proof); man can only know from experiences; all thought founded on relations -- humans think in terms of differences and likenesses; ideas are expressions of relationships between things (Frost, p. 260) 3. Theory of Human Nature: What is a human being? How does it differ from other species? What are the limits of human potential? ... notion of intelligence as mental capacity (Borgatta, p. 941); individual organisms, species, political systems, and entire societies are alike in that all tend to evolve from relatively simple and homogeneous entities into complex and heterogeneous ones; only the fittest survive and perpetuate their kind; concept of organic evolution--all nature moves from the simple to the complex -fundamental law seen in the evolution of human society as it is seen in the geological transformation of the earth and in the origin and development of plant and animal species, natural selection; "If they are sufficiently complete to live, they do live, and it is well they should live. If they are not sufficiently complete to live, they die, and it is best they should die." (Eiseman, p. 154); man if of the universe -- result of evolutionary processes; man is result of adaptation to the environment; man is what he is because his universe, his environment, makes certain consistent and definite demands upon him (Frost, p. 77); man as a part, a stage of evolution 4. Theory of Learning: What is learning? How are skills and knowledge acquired? ...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" (Spencer, ix); pupil sees and records for self-, children habitually experience the normal consequences of their conduct; importance of motivation and interest of students; variety of instruction 5. Theory of Transmission: Who is to teach? By what methods? What will the curriculum be? ... science as the most important subject matter; curriculum to be a synthesis of thought based on science (especially evolution), and including philosophies of education, biology, psychology, sociology, ethics, and politics (Magill); sciences are superior in all respects to languages as educational material; history -- nature and action of government, intellectual condition of the nation, description of people's food, shelters, and amusements, importance of drawing in education (Spencer, p. xiv); individual to teach self, aided by teachers, books, observation, laboratory work 6. Theory of Society: What is society? What instruments are involved in the educational process? Society evolves from relatively simple and homogeneous entities into complex and heterogeneous ones; should include unbridled competition; progress of all kinds should be maximized by societies and governments that allow free competition to reign in all spheres of activity; unregulated free enterprise; survival of the fittest; right of the individual and non-interference; society as an individual organism (Eiseman, p. 153); competition in harmony with nature and in interest of general welfare and progress, Social Darwinism (Spencerism): total view of life which justified opposition to social reform on the basis that reform interfered with the operation of natural law of survival of the fittest; narrow view of role of state; society as an organism (Magill); objection to constant exercise of authority and compulsion in schools, families, and the state; survival of the fittest dependent upon group life, society is essential -- each individual restricted by rights of others; danger of complete state control-suppression of individual (Frost, p. 204); natural selection process guiding force of social development; in society consciousness exists only in each member (Osborne, p. 137)

7. Theory of Opportunity: Who is to be educated? Who is to be schooled? All young people should be taught; education open to competent children or adults without fee; survival of the fittest 8.Theory of Consensus: Why do people disagree? How is consensus achieved? Whose opinion takes precedence? PestalozziPestalozzi was a Romantic who felt that education must be radically personal, appealing to each learner's intuition. He emphasized that every aspect of the child's life contributed to the formation of personality, character, and reason. He learned by operating schools at Neuhof and Yverdon. The success of the Yverdon school attracted the interest of European and American educators. Pestalozzi's educational methods were child-centered and based on individual differences, sense perception, and the student's self-activity. Pestalozzi worked in Yverdon to 'elementarize' the teaching of ancient languages, principally Latin, but also Hebrew and Greek. In 1819, Stephan Ludwig Roth came to study with Pestalozzi, and his new humanism contributed to the development of the method of language teaching, including considerations such as the function of the mother tongue in the teaching of ancient languages. Pestalozzi was an important influence on the theory of physical education; he developed a regimen of physical exercise and outdoor activity linked to general, moral, and intellectual education that reflected his ideal of harmony and human autonomy.[1] Pestalozzi's philosophy of education was based on a four-sphere concept of life and the premise that human nature was essentially good. The first three 'exterior' spheres - home and family, vocational and individual self-determination, and state and nation - recognized the family, the utility of individuality, and the applicability of the parent-child relationship to society as a whole in the development of a child's character, attitude toward learning, and sense of duty. The last 'exterior' sphere - inner sense posited that education, having provided a means of satisfying one's basic needs, results in inner peace and a keen belief in God.[2] COMEINUS a. Education for Everyone b. Students natural tendency to learn c. Learning by each stages d. Cliff Notes e. Finalcial Aid f. Career Preparation JOHN DEWEY ohn Dewey (1859-1952) believed that learning was active and schooling unnecessarily long and restrictive. His idea was that children came to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society. For example, Dewey believed that students should be involved in real-life tasks and challenges: maths could be learnt via learning proportions in cooking or figuring out how long it would take to get from one place to another by mule history could be learnt by experiencing how people lived, geography, what the climate was like, and

how plants and animals grew, were important subjects Dewey had a gift for suggesting activities that captured the center of what his classes were studying. Dewey's education philosophy helped forward the "progressive education" movement, and spawned the development of "experiential education" programs and experiments. DOCTRINE OF EDUCATIONAL PHILOSOPHIES OF THE FF. FILIPINO EDUCATORS 1. Rizal. The school is the book in which is written the future of the nations. Show us the schools of a people and we will tell you what people are. 2. Mabini. Thou shalt cultivate the special gifts which had been granted thee, working and studying according to thy ability, never leaving the path of rightiousness and justice in order to attain thine own perfection. 3. T.H. Pardo de Tavera. Our education should instill love for work, spirit of tolerance, respect for law, love for peace, and practice of thrift. 4. Jorge Bocobo. To my humble way of thingking education (college) has for its supreme and overshadowing aim the formulation of a sound and noble outlook of life. 5. Camilo Osias. Education must secure freedom, efficiency, and happiness for all people. 6. Rafael Palma. Education must produce individuals who are both useful to themselves and to society. 7. Francisco Benitez. The qualities that should distinguish the educated Filipinos of today are (1) power to do, (2) knowledge of the past and current events, and (3) possession of the elements of conduct that are the accomplishments of culture and morality. 8. Venencio Trinidad. Education should aim to develop men and women who are uplift of our communities particularly in rural areas, as in the promotion of their own personal or individual well being.