Name: Nor-ashia S. Macabanding Subject/Section: CPE102 Ee
1. What is the difference of Isolated Facts and the Banking Method?
- Isolated Facts exist only because of our limited sense and intellectual equipment.
Instinctively and of itself, thought spins observation further and completes a fact as regards its parts, consequences, and conditions. And isolated facts make no sense and only become meaningful when seen in relation to other facts. Through further questioning thus connects the fact which in return may help the learners see its meaning and relevance to his/her life. Example: students learned that food is broken down into pieces inside the mouth, which is digested by the stomach and is absorbed by the intestines. To further connect these facts, teacher may ask what & what ifs.
- In “The Banking concept of Education”, Paulo Freire dwells on the idea that a teacher’s task is to simply fill a student’s mind and that it hurts their education with the banking concept. I will argue that by adding real life examples as well as experiences to our early education, it will solve the problem of student abstract on education as well as the teacher’s way of teaching. That is because real life examples will make the schoolteachers ideas more cleared, and students will be motivated to engage more on their learning process.
- The banking concept of education is a metaphor created by Paulo Freire for a teaching style where teachers ‘deposit’ knowledge into students’ minds like they are piggy banks. Freire claimed this approach, which was common in the 20th century, sees students as passive learners who are given no scope for creative freedom or critical thinking.
2. Make a table of the philosophers of education
Philosophy Philosophy on Aim/s and Methods of education
Classroom/School Application 1. John Locke the aim of education,
according to Locke, is to produce virtuous and useful men and women, whatever their station in life. Education must be practical, and, of course, that will vary
depending on the pupil. What will be useful for a gentlemen’s son in his adult life is not the same as what will be useful for the son of a laborer. But even the gentlemen’s son is to be educated to be able to actively manage his affairs, not for a life of luxury and idleness.
Locke believed the purpose of education was to produce an individual with a sound mind in a sound body to better serve his country.
Locke thought that the content of education ought to depend upon one’s station in life.
2. Herbert Spencer In teaching methods, Spencer advocated the automatic learning based on students and emphasized the role of interest in the process of teaching. In the aspect of moral education, Spencer put forward that individual self- preservation is the most important moral principle and coined the moral evolution formula. In aspect of discipline, he opposed
punishment and advocated the principle of natural
consequence.
Herbert Spencer (April 27, 1820 – December 8, 1903) was a British positivist
philosopher, sociologist, and educational reformer. Herbert Spencer defined the purpose and task of education was to teach everyone how to live completely.
3. John Dewey Aim of education: according to Dewey, the aim of education is the development of child’s powers and abilities. For this reason, education must aim at creating social efficiency and skill. Programmatic education aims at instilling democratic
Dewey’s 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
values and ideals in the
individual. Dewey’s philosophy of education highlights the importance of imagination to drive thinking and learning forward, and for teachers to provide opportunities for students to suspend judgment, engage in the playful
consideration of possibilities, and explore doubtful
possibilities.
education asserted that students must be invested in what they were learning.
4. George Counts Counst’s educational philosophy was also an outgrowth of John Dewey’s philosophy. Both men believed in the enormous potential of education to improve society and that schools should reflect life rather than be isolated from it. But unlike Dewey’s Public and Its Problems, much of counts’s writing suggests a plan of action in the use of schools to fashion a new social order.
Progressive educator, sociologist, and political activist, George S. Counts challenged teachers and teacher educators to use school as a means for critiquing and transforming the social order. Perhaps best known for his controversial pamphlet Dare the School Build a New Social Order?
(1932). Counts authored scores of scholarly works that advanced the social study of education and emphasized teaching as a moral and political enterprise. His work on schooling and society continues to have relevance to contemporary dilemmas in education.
5. Theodore Brameld Brameld advocated that schools be a driving force for social and political change. He held that a system of public education that is aware of the findings of the behavioral sciences could bring about fundamental changes in the social and economic structure of society (The Columbia Encyclopedia). Brameld founded the educational philosophy of social
Influenced by John Dewey’s educational philosophy, Brameld urged that schools become a powerful force for social and political change.
He welcomed reasoned argument and debate both inside and outside the
classroom. After completing a doctorate in philosophy at the University of Chicago in 1931, Brameld taught at Long Island University and spent
Reconstructionism which emphasized the addressing of social questions and a quest to create a better society and worldwide democracy
(Philosophical Perspectives).
Reconstructionism educators focus on a curriculum that emphasized social reform as the aim of education.
much of his career at New York University and Boston University.
6. Paulo Freire Paulo Freire, a Brazilian philosopher, aims to liberate people. In order to achieve this aim, he offers problem-posing education. According to this method, designed as an alternative to traditional education models, education should not be provided
through one – sided imposition by teachers. This study
provides information about problem-posing education model while it also compares this model with the most common traditional education method, which is called banking education by Freire.
Freire believed the classroom was a place where social change could take place.
Freire, like Dewey, believed that each student should play an active role in their own learning, instead of being the passive recipients of
knowledge. Consequently, Dewey and Freire both agreed that the ideal teacher would be open minded and confident – confident in their competence while also open – minded to sharing and learning from his or her students. Both Dewey and Freire were critical of
teachers whose dispositions were undemocratic, who transmitted information from the expert to the student, and who lacked curiosity learning from their students.
