BY: ILYN B. CAÑEDA
CONTENT
• Meaning of Disciplinism
- Foundation of Formal and
Discipline in Education
• Rationalism in Education
- Rationalism and Its Educational
Philosophy
- The Tenets of Rationalism in
Education
• Naturalism
- Educational Philosophy
- Rousseau’s Concept
OBJECTIVES
q Define the key philosophies of
education during the Renaissance
period.
q Explain how Renaissance humanism
influenced educational thought and
practices.
q Identify major Renaissance educators
(Aristotle, Rousseau, and Locke) and
their contributions to education.
Three separate but equally important
components:
1. physical education with an underlying
principle of rigid physical training or a
hardening process so as to enable the child
to possess a “sound mind in a sound body”;
2. moral education whose chief aim is
virtue should be based on self-denial which
in turn is achieved through consistent selfdiscipline and control of desires;
3. intellectual education whose primary
purpose is to train the mind in certain habits
like memory, reasoning, judgment, and the
like, that these habits are to be gained
through exercise and discipline.
NATURALISM in Educational
Philosophy
THE CONTENTS OF EMILE
He stated his fundamental principle that
“Everything is good as it comes from the
hand of te author of nature; but everything
degenerates in the hands of man.” He
described education based on a knowledge
of the true nature of man instead of on the
meaningless traditions of the school and on
an entire ignorance of childhood. He
postulated further that education is life per
se and not just a preparation for life and it is
acquired from direct experience through the
senses, and moral training.
On the other hand, he believed that “cities
are the graves of the human species”
meaning, men are naturally good but the
influences of a corrupt and wicked society
are the ones that make them evil.
Emile actually was a young boy in
Rousseau’s novel who accordingly to him
shlud be allowed to grow naturally, but away
from the city so as to make him realize his
natural goodness and tendencies.
REFERENCE
Philosophy of Education' 2006 Ed.
By Cecilio D. Duka