He was born in 1592 in Moravia and died in 1670.
He started life as a pastor and later became a Bishop of the Moravian Brethren Church.
He wrote about 135 religious and educational books.
He is the last and the greatest of the protestant educators.
He is popularly referred to as the Father of Modern Education.
He published some of the first picture books for children and called it Orbis Pictus.

Comenius Philosophy of Education

He developed a philosophy of education known as Pan-sophism (meaning all knowledge or wisdom).
This philosophy called for universalization of education and knowledge.
To this, he said education should be accessible to all children irrespective of their backgrounds, whether rich or poor, girl or boy, noble or freeborn, ordinary or gifted.
No child should be excluded from school unless he has been denied of the sense and intelligence by God (non-educable).
The idea of the FCUBE in Ghana is based on his philosophy of pan-sophism.

Comenius Views on Education

He preferred school education to Home education. This is because parents may not have the adequate time and ability to teach their children.
He advocated for the type of school curriculum that takes into greater consideration the environmental experiences of the children.
The child’s readiness to learn is paramount.
He advocated universalization of education to all humans irrespective of their religious, economic or social position. He helped to avoid the discrimination in education.
His concept of international education earned him the title “Teacher of Nations

He proposed the following stages of education

From birth to six years (0 -6yrs). The emphasis should be on sensory knowledge of the environment.
From six to twelve years (6-12yrs). Development of imagination through the senses.
From twelve to eighteen years (12-18yrs). The development of rational power
From eighteen to twenty-four years. (18-24yrs). Self-direction emanating from the will power of the individual.
Twenty-four years on (24 and above). Rapid intellectual development proceeds and increasing maturity comes from the love of God.

Comenius Structure of Modern Education System

The Mother School (home education).

Learning language, proper behavior, religious beliefs, music, poetry and rhymes. environmental objects such as plants, stones, pets (dog, cats, birds etc.).

Primary School Stage.

Instruction in the child’s own language. The 3Rs, Bible knowledge, general knowledge in History and knowledge of trade and occupations.

The Latin School Stage.

The curriculum included Latin, Greek, Hebrew, Theology, the Arts, the Natural and Social Science

so that the student might emerge with encyclopedic knowledge.

Summary of Philosophy Of Education (Chapter One 1)

Summary of Philosophy Of Education (Chapter Two 2 & 3)

Summary of Philosophy Of Education (Chapter Two 4)

Summary of Philosophy Of Education (Chapter Two 5)

Summary of Philosophy Of Education (Chapter Two 6)

Summary of Philosophy Of Education (Chapter Two 7 & 8)

The University Stage

Here, suitable students specialize in certain fields of knowledge such as
Law,
Medicine,
Politics and Philosophy.
They also carry on research.

College of Light (Final Stage)

This stage is characterized by co-operative international research institutions staffed by a body of scholars each in his or her own sphere promoting the well-being of the human race.
g. Ghana Academic of Arts and Sciences (GAAS),
Institute of Economic Affaires (IEA)
Historical Society of Ghana, etc

Comenius Methods of Teaching

He was not happy with how each school and each teacher used different methods in teaching.
In his opinion, when different methods are used in the same class or school for the same subjects, the pupils scarcely understand what he/ she is expected to learn.
He proposed therefore that there should be only one teacher in the class. Only one textbook or author should be used for each subject.
Same exercise should be given to the whole class.
To make instruction more acceptable and beneficial to the pupils, he suggested that the school should be situated at a quiet location or environment free from noise and distractions.
The school should be attractive to the eye (both in and out)
On discipline, he cautioned that no blow should be given to the child for his lack of readiness to learn.
Compare guitarist and keyboardist, they patiently tune their strings or keys to get the right tune/sound but do not hit nor abandon their instruments.

Summary of Philosophy Of Education (Chapter One 1)

Summary of Philosophy Of Education (Chapter Two 2 & 3)

Summary of Philosophy Of Education (Chapter Two 4)

Summary of Philosophy Of Education (Chapter Two 5)

Summary of Philosophy Of Education (Chapter Two 6)

Summary of Philosophy Of Education (Chapter Two 7 & 8)

JOHN DEWEY

Early Life and Education

John Dewey is one the greatest educational thinkers and writers of modern times.
He has written more than 50 books and 800 articles on Philosophy, Education, Sociology and Politics.
He was born in 1859 at Burlington, Vermont (England)
He graduated from the university of Vermont in 1879
He became a teacher in High School. He soon entered John Hopkins University to study Philosophy.
He obtained PhD in Philosophy in 1884 and he was appointed instructor of Philosophy at Michigan, Minnesota Universities and Chicago universities.

John Dewey’s Philosophical Position

John Dewey believes that there are two sides to the education process (The Psychological and Sociological)
To him the goal of education cannot be achieved in the absence of these two perspectives.
Psychological
This is the study of the child with his interests, instincts, endowments and inclinations. This forms the basis of education.
Sociological
This is the social environment in which the child is born.
He sees education as a Bi-polar process consisting of psychological and the sociological elements.

John Dewey’s Philosophical Position

John Dewey’s educational philosophy has been termed as Instrumentalism, Experimentalism, Pragmatism, Functionalism, Progressivism.
Experience therefore forms the core of his educational philosophy.
His philosophy of instrumentalism focuses on learning by doing rather than rote-learning and dogmatic instruction.
To him, the value of an idea is measured by the consequences produced when translated into action.
Educational experiences should be measured by the degree and extent to which they cater to the actual needs of the individual and the society. (usefulness of ideas and theories).
He emphasized the social function of intelligence. All knowledge, facts and information must directly benefit or lead to social growth and material development of human society.

Aims of Education

John Dewey set not fixed aim of education.
To him physical and social environments are changing. Therefore, the aims of education must change and they cannot be fixed for all times to come.
He suggested that educational aims should be restated and reformulated in the light of changes in the present day life.
Create values which are related to time and space.
Make a child experimentalist
Maximum/total growth of the child.
Prepare child for life
To him, education is not separate from life, it is not even preparation for life. It is life.

Dewey’s Concept of School

The school is a miniature society:
It is an activity school where opportunities are provided to the child to construct his experiences under the specific guidance of teachers.
It is described as an enlarged home or specialized institution which provides opportunity to learn habits of obedience, hard work, discipline, sacrifice, punctuality, self-control, and other social obligations.
In fact, the school is a small community within the larger community.

Summary of Philosophy Of Education (Chapter One 1)

Summary of Philosophy Of Education (Chapter Two 2 & 3)

Summary of Philosophy Of Education (Chapter Two 4)

Summary of Philosophy Of Education (Chapter Two 5)

Summary of Philosophy Of Education (Chapter Two 6)

Summary of Philosophy Of Education (Chapter Two 7 & 8)

John Dewey’s Method of Teaching

He defined teaching as the process of rearranging the environment for the learner to gain knowledge by himself.
He consequently propagated the following methods of teaching:
Learning by Doing: The child learns best when he himself performs actions related to a particular subject.
Direct experience: the child leans effectively through observation and direct experience (child’s senses)
Individual approach: teaching should be according to the interest, ability and experience of the child.
Collective approach: Teacher should assign projects to children to be completed by them collectively.
Eliminate competition for grades, threats and corporal punishments.
Arouse the interest of the pupils and stimulate impulse to strive towards

Contribution of Dewey to Modern Education

He established a systematic treatment of philosophy and education. His educational philosophy has had a very significant and lasting influence on modern education.
Curriculum
His ideas have produced a life-centered and experience curriculum according to the interest, abilities and needs of the child.
Teaching Methods
His project method, experimental and problem solving methods and the idea of learning by doing have been very instrumental in the development of modern educational practice and techniques.
Through his sociological and psychological perspectives of education, today’s education is a social medium and the school is a social institution in which children are trained to live and work together.
Policy and Practice
Several educational policies and practices in many parts of the world have been derived from the thoughts of John Dewey (e.g. free education in India and Ghana).

MARIA MONTESSORI Early Life and Education

She was born in 1870 in Italy and died in 1952.
Montessori was a little ahead of her age, very confident, and was greatly interested in change.
She first graduated from Technical School in 1886 and also studied Languages and Natural Science.
She wanted to read medicine but her father objected because it was impossible for a woman to be admitted into a medical school in Italy. However, upon determination and persistence, Pope Leo helped her to be admitted into medical school.
In 1896, she graduated with her Doctor of Medicine degree. This made her the first female to graduate from medical school in Italy.

Summary of Philosophy Of Education (Chapter One 1)

Summary of Philosophy Of Education (Chapter Two 2 & 3)

Summary of Philosophy Of Education (Chapter Two 4)

Summary of Philosophy Of Education (Chapter Two 5)

Summary of Philosophy Of Education (Chapter Two 6)

Summary of Philosophy Of Education (Chapter Two 7 & 8)

Philosophical Ideas of Montessori on Education

Montessori believed in the philosophy of Humanism.
Humanism means human beings possess the ability or innate potentials to solve their own problems through reasoning and scientific method.
She believed that intelligence is not rare and that most new born children came into the world with a human potential that will be barely revealed or utilized.

Montessori’s Contribution to Education

She belongs to the Child Study School of philosophers who took scientific approach to education based on observation and experimentation.
She employed the biologists method of studying the natural behavior of animals in the forest to observe the natural behavior of children to understand how they learn.
Initially, her ideas were not welcomed by the Italian Ministry of Education. They denied her access to school-aged children.
In 1907, she started a Day Care Center for working class parents whose children were too young to start public school.
Her study and care for her retarded youngsters and their ability to pass the standard six grade test of the Italian Public Schools proved that public schools should be able to produce better results with normal children.
Her philosophies and ideas gradually gained acceptance in Italy.

Summary of Philosophy Of Education (Chapter One 1)

Summary of Philosophy Of Education (Chapter Two 2 & 3)

Summary of Philosophy Of Education (Chapter Two 4)

Summary of Philosophy Of Education (Chapter Two 5)

Summary of Philosophy Of Education (Chapter Two 6)

Summary of Philosophy Of Education (Chapter Two 7 & 8)

Montessori Method of Education

Montessori philosophy on education is built on the idea that children develop and think differently from adults but are not merely “adults in small bodies”.
Montessori discouraged the use of traditional test to measure achievements.
To her grade test sparkles up negative competition among the children. Those who cannot bear this pressure may fall out of school.
She rather proposed qualitative analyses of the child’s achievements
Montessori methods focus on the individuality of each child in respect of their talents or needs but not on a group.
Montessori methods encourages independence and freedom of the child.
Children are masters of their environment. They should be allowed to explore freely with little guidance.

Montessori Classroom

Montessori classrooms are child centered.
Furniture is child-sized and there are no teachers’ desk.
Montessori classroom provides relics or real objects for children to interact with their natural environment
-e.g. flower pot, cage zoo, painting materials etc.
Their classrooms have non-competitive atmosphere.

Montessori Teacher

The teacher is a guide and a facilitator of learning.
He is active and enthusiastic
Uses role playing and simulations
Sometimes dresses like or sits with the pupils

Pedagogical Materials

Montessori emphasize neat, clean and attractive materials preferably made of natural objects.
Materials are often constructed or designed by the teacher. Improvisation is a last resort for the Montessori teacher.
Didactic materials that are self-correcting are used because children learn through discovery e.g. Lego, puzzle cube, abacus and lacing.

FRIEDERICH AUGUST FROEBEL

Early Life and Education

Froebel was born in Germany in 1782 and died on 1852.
His mother died when he was barely 9 months so his father re-married another woman.
Feeling neglected by his father and step-mother, Froebel experienced an unhappy early childhood.
He became apprentice to a forester and a surveyor. He later studied Architecture in Frankfurt-Germany.
His popularity in Germany is mainly to the fact that he was the originator and founder of Kindergarten education.

Summary of Philosophy Of Education (Chapter One 1)

Summary of Philosophy Of Education (Chapter Two 2 & 3)

Summary of Philosophy Of Education (Chapter Two 4)

Summary of Philosophy Of Education (Chapter Two 5)

Summary of Philosophy Of Education (Chapter Two 6)

Summary of Philosophy Of Education (Chapter Two 7 & 8)

Froebel’s Educational Principles

Froebel’s educational philosophy rested on four main principles:
Principle of free self-activity

It refers the activities which a child does in accordance with his own interest. Nothing is imposed from outside.

Principle of sociability or social participation

Self activities should be expressed in a good social environment through group plays to develop sociability. To him, group plays develop mutual love, sympathy, cooperation and fellow-feeling along with the feeling of positive competition among them.

Froebel’s Educational Principles

Creativity
Every child is creative by nature.
If he is given some materials, he will try to create new forms at once.
Children want to do and undo, break and mend things. Therefore creativeness in the child should be developed through education.
Motor expression
The purpose is to strengthen their bodies, eye and hand coordination. This is to be done through physical activity and expression.
They purposefully engage in Running, climbing, scribbling, lacing, etc. under the guidance of the teacher.

Froebel’s Kindergarten Philosophy

Froebel’s outstanding contribution to education was that in 1837 he established a new type of early childhood school called Kindergarten (K.G) German word which is translated as Garden of children) for 3 to 4-year-old children.
Froebel’s reputation as an early childhood educator, increased as the kindergarten schools were planted throughout Germany and later spread to other parts of the world.
According to Froebel, Kindergarten is a miniature state for children. It is the home for children to play freely by which they express themselves and develop their potentialities.
To Froebel, “school is the nursery (garden center) of future citizens, the teacher is the gardener and the students are tender plants”
Like the gardener, the teacher is to look after the little human plants and

Environment of the Kindergarten

The lovely freedom of the kindergarten is freedom, peace, play and joyful living.
Froebel’s kindergarten is a school without books and fixed intellectual task for children.
But the training consist of songs, recitations, play and gestures.
When a story is told or read, it is expressed in song, dramatized in movement and gestures, and illustrated by construction form in blocks, paper, clay, or drawing.
This process develops the imagination and thought of the child.
It helps the child to train up his hands, eyes and other senses in order to do certain things.
There is no corporal (bodily) punishment on the child.

Teaching procedure in the kindergarten

Teaching procedure in the kindergarten involves teaching through songs, plays, gifts and occupation.
TEACHING THROUGH SONGS
Songs are the most important means through which education is imparted in the kindergarten.
The songs selected and included by Froebel relate to nursery games and they satisfy the physical, mental, social, moral and spiritual needs of the children.
Each song has verses for singing and a picture for illustrating the verses.
These type of rhymes enable the child to use his senses, limbs and muscles and to become familiar with the objects around him.
Examples are: “Humpty Dumpty, Jack and Jill, Babaa Black Sheep”

Teaching procedure in the kindergarten

TEACHING THROUGH PLAYS
Froebel introduces play-way method of teaching into the kindergarten for the growth of the child.
Play is the engine that drives true learning. He says play is not an idle behavior, it is a happy work but play must be purposeful.
Play is the highest phase of child development.
It is through play that the child discloses his real self and clearly indicates his interest.
Froebel utilizes play for cultivating in the child the habits of action, feeling, and thinking, and for developing courage, instincts and motivation and his senses which are the gateways to knowledge.

Teaching procedure in the kindergarten

TEACHING THROUGH GIFTS AND OCCUPATIONS

Gifts are educational toys presented to the child in a definite form.
They consist of red, blue, yellow, orange, green and purple colours.
It also include spherical, cube and cylindrical shapes.
Full freedom is given to the child to handle them the way he/she likes.
Such activities connected with these gifts are called Occupations.
Occupations include activities like construction with paper folding, clay moulding, painting and drawing.
The purpose of these gifts and occupations is to enable the child to utilize his senses of touch and sight, and to give him an idea of size, form and surface

Role of Teacher in Kindergarten

Teacher admires, loves and live for his children.
Teacher plays the role of a gardener who looks after the tender plants.
He has to provide an environment of joy, peace, freedom and love which are essential for the natural growth of the child.
The teacher behaves like a friend, counselor, guide and a philosopher.
He should not remain passive.
He is the mirror of the child and set appropriate models for the growing mind to emulate.
The teacher should be patient, energetic and of sound mind.

Merits of Froebel’s Kindergarten

The gifts and occupations of the kindergarten have brought about a new approach to the method of educating children.
Kindergarten education engages the awakening mind of the children through their senses in order to make them acquainted with nature and their fellow creatures.
The nature study helps to develop love for nature and world in the mind of the children.
The plays and motor expressions strengthen the bodies of children to be physically fit.
The child-centered education makes children independent and creative workers.

CHAPTER SIX

THE GREAT EDUCATORS

Recommended

JOHN AMOS COMENIUS

Early Life and Education

Comenius Philosophy of Education

Comenius Views on Education

He proposed the following stages of education

Comenius Structure of Modern Education System

The Mother School (home education).

Primary School Stage.

The Latin School Stage.

Recommended

The University Stage

College of Light (Final Stage)

Comenius Methods of Teaching

Recommended

JOHN DEWEY

Early Life and Education

John Dewey’s Philosophical Position

John Dewey’s Philosophical Position

Aims of Education

Dewey’s Concept of School

Recommended

John Dewey’s Method of Teaching

Contribution of Dewey to Modern Education

MARIA MONTESSORI Early Life and Education

Recommended

Philosophical Ideas of Montessori on Education

Montessori’s Contribution to Education

Recommended

Montessori Method of Education

Montessori Classroom

Montessori Teacher

Pedagogical Materials

FRIEDERICH AUGUST FROEBEL

Early Life and Education

Recommended

Froebel’s Educational Principles

Principle of sociability or social participation

Froebel’s Educational Principles

Froebel’s Kindergarten Philosophy

Recommended

Environment of the Kindergarten

Teaching procedure in the kindergarten

Teaching procedure in the kindergarten

Recommended

Teaching procedure in the kindergarten

TEACHING THROUGH GIFTS AND OCCUPATIONS

Role of Teacher in Kindergarten

Merits of Froebel’s Kindergarten

Recommended

Summary of Philosophy Of Education (Chapter Five 5)

Ghana Muslim Mission College of Education Job Vacancy || Apply Now ||

Related Articles

Leave a Reply Cancel reply