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Title: ??(formal)

1
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Session 1
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2
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??(formal)
???(informal)
???(unformal)

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??J. Dewey, R. S. Peters, H. Spencer?????

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Session 2
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J.H. Pestalozzi
J. J. Rousseau
F. Froëbel
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P. 008
P. 027

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Session 3
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Immanuel Kant(1724-1804)
EnlightenmentDare to know
Thinking autonomously, free of the dictates of
external authority
The active, rational human subject
The source of the good lies not in anything
outside the human subject, either in nature or
given by God, but rather only the good will
itself.

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Georg Wilhelm Friedrich Hegel (1770-1831)
Criticism of the idealist philosophy of Immanuel
Kant
History and the concrete are important in getting
out of the circle of the perennial problems of
philosophy.
Slave-master dialectic (the importance of the
Other)

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John Locke (1632-1704)
Some Thoughts Concerning Education (1693)
a medical doctor
for the education of sons of gentlemen
Home education
opposed to physical punishmentinternal guilt and
personal example
Learning should be like play, not like business
or work.

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Jean-Jacques Rousseau (1712-1778)
Nature vs. society Man is naturally good.
Treating young children as children rather than
as potential adults
Emile (1762)
Opposed to teaching young children to read the
curse of childhood
Reasoning should be the end result of education,
not the beginning or the means.

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Johann Heinrich Pestalozzi (1746-1827)
Born to middle-class parents
Raising his son in a Rousseauean manner
Educating poor children
Seeing the family and home, not the wilds of
nature, as the most natural environment for
children
Schools were artificial institutions, homelike
schools, object teaching
Affection, Papa Pestalozzi

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Charles Peirce (1839-1914)
Educated as a chemist and employed as a scientist
for 30 years
Contributions to logic, mathematics, philosophy,
and semeiotic
Pragmatism to be a method for clarifying the
meaning of difficult ideas by going beyond the
usual duo of deduction (rationalism) and
induction (empiricism)

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John Dewey (1859-1952)
American philosopher, psychologist, and
educational reformer
Education is not the teaching of mere dead fact
but the skills and knowledge that students
learned are integrated fully into their lives as
persons, citizens and human beings.
Progressive education

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Søren Kierkegaard (1813-1855)
Danish philosopher and theologian
To have faith is at the same time to have doubt
The importance of the self self-reflection and
introspection
The self is the ultimate governor of what life is
and what life means.
The infinity of the self the self could not be
fully known or understood.

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Jean-Paul Sartre (1905-1980)French
Oppressive conformity vs authentic state of being
"Man can will nothing unless he has first
understood that he must count no one but himself
that he is alone, abandoned on earth in the midst
of his infinite responsibilities, without help,
with no other aim than the one he sets himself,
with no other destiny than the one he forges for
himself on this earth." (from L'Être et le Néant
/ Being and Nothingness, 1943)

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Rudolf Carnap (1891-1970)
Active in central Europe before 1935 and in the
US thereafter
Many philosophical questions were meaningless,
i.e., the way there were posed amounted to an
abuse of language.
Everyone is at liberty to build up his own
logic, i.e., his own language, as he wishes. All
that is required of him is that, if he wishes to
discuss it, he must state his methods clearly,
and give syntactical rules instead of
philosophical arguments

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Ludwig Wittgenstein (1889-1951) Austrian
Main thoughts
The world consists of independent atomic facts
out of which larger facts are built.
Language consists of atomic and then larger-scale
propositions that correspond to these facts by
sharing the same logical form.
Thoughts, expressed in language, pictures these
facts.
We can analyse our ghouts and sentences to
express their true logical form.
Those we cannot so analyse cannot be meaningfully
discussed.
Philosophy consists of no more than this form of
analysis, whereof one cannot speaks, thereof one
must be silent.