John Lockes Philosophy Of Education Philosophy Essay

John Lockes Philosophy Of schooling Philosophy EssayAll the objects of the appreciation are described as ideas, and ideas are spoken of as beingness in the look. Lockes first problem, indeed, is to trace the origin and history of ideas, and the way in which the under(a)standing operates upon them, in order that he may be fitting to see what companionship is and how far it reaches.In the first book of the Essay, on the subject of infixed ideas, Locke points to the variety of human experience, and to the difficulty of work oning oecumenic and vellicate ideas, and he ridicules the view that any such ideas can be mention to experience. All the parts of our knowledge, he insists, film the aforesaid(prenominal) rank and the alike history regarding their origin in experience. All our ideas, he says, come from experience. The sagacity has no innate ideas, but it has innate faculties it perceives, remembers, and combines the ideas that come to it from without it to a fault desires, deliberates, and testaments and these cordial locomoteivities are themselves the source of a new class of ideas. Experience is therefore twofold. Our observation may be employed either about out-of-door sensible objects, or about the internal operations of our caputs. The former is the source of most of the ideas which we have, and, as it depends wholly upon our senses, is c whollyed sensation.John Locke was a great gentilityal activity on several counts. In an immediate sense he was himself a practitioner and publicist of level-headed education. This writing assignment is concerned with his biography, his ism of education, his advice to parents on the upbringing of their children, his philosophy of curriculum.BiographyLockes father, who was also named John Locke, was a country lawyer and clerk to the Justices of the Peace in Chew Magna, who had served as a captain of cavalry for the Parliamentarian forces during the early part of the English civil War. His m so me other, Agnes Keene, was a tanners daughter and reputed to be genuinely beautiful. Both parents were Puritans. Locke was born on 29 August 1632, in a small thatched cottage by the church in Wrington, Somerset, about twelve miles from Bristol. He was baptized the same day. In 1647, Locke was sent to the prestigious Westminster School in London under the sponsorship of Alexander Popham, a member of Parliament and former commander of the young Lockes father. After completing his studies there, he was admitted to Christ Church, Oxford.Locke was awarded a knight bachelors ground level in 1656 and a masters degree in 1658. He obtained a bachelor of medicine in 1674, having studied medicine extensively during his magazine at Oxford and worked with such noted scientists and thinkers as Robert Boyle, Thomas Willis, Robert Hooke and Richard Lower.Locke fled to the Netherlands in 1683, under sozzled suspicion of involvement in the Rye Ho function Plot, although there is lilliputian evide nce to suggest that he was directly involved in the scheme. In the Netherlands, Locke had term to return to his writing, spending a great deal of time re-working the Essay and composing the Letter on Toleration. Locke did not return plate until after the Glorious Revolution. Locke accompanied William of Oranges wife back to England in 1688. The bulge out of Lockes publishing took place upon his return from exile his aforementioned Essay Concerning homosexual Understanding, the Two Treatises of Civil G everywherenment and A Letter Concerning Toleration all appearing in quick succession.He died in 28 October 1704, and is conceal in the churchyard of the village of High Laver east of Harlow in Essex, where he had lived in the ho pulmonary tuberculosishold of Sir Francis Masham since 1691. Locke never married nor had children.Philosophy of EducationAlthough the Thoughts was most immediately concerned with education, by far the most classic of Lockes writings, and one which had gre at significance for education, was the Essay concerning human understanding.Locke abandoned the tackle to make two unlike things influence each other. He begins his intellection with the thesis that the mind is a sort of blank tablet upon which the area of matter writes by means of sensations. This mind does not have innate or inborn ideas, but it does have the power to arrange impressions in such a way as to produce a reconciled system of thoughts. Mind and personify, for Locke, exist as real things, but they interact. Bodies act upon the mind and produce sensations.Ideas or perceptions of many of qualities of external objects are immaculate copies of qualities that actually reside in the objects, Locke said. This is what he means. Think of a basketball. It has a certain size, shape, and weight, and when we look at and handle the ball, our sensory apparatus provides us with accurate pictures or images or ideas or perceptions of these primary qualities, as Locke called them.L ockes surmise According to Locke, when we say, we are looking at an external object, what we are truly doing is attending to the perceptions or ideas of the object in our mind. Some of these perceptions, such as those of a basketballs size and shape, accurately represent qualities in the object itself. other perceptions, such as those of the basketballs color do not represent anything in the object.Lockes purpose was to examine the nature and extent of human knowledge and the degree of assent should be given to any proposition. Lockes alternative image of the mind as a white paper void of all characters (Essay, 2.1.2) has practically been interpreted as meaning that all human beings start as equals. Locke did not believe this on the contrary, he was conscious that the differing personalities and rational and somatic capacities of individuals were to some extent a product of nature earlier of nature.How was knowledge acquired? How might men come to universal agreement? To this I answer, in one ledger, from experience (Essay, 2.1.2). But experience itself, gained via the senses, was not sufficient of itself for knowledge. That also required the active agency of mind upon such experience.Follow a child from its birth and observe the alterations that time makes, and you should find, as the mind by the senses comes more than and more to be furnished with ideas, it comes to be more and more awake thinks more, the more it has matter to think upon. After some time it begins to know the objects, which being most familiar with it, have made long-lasting impressions. Thus it comes, by degrees, to know the persons it daily converses with, and distinguishes them from strangers which are instances and effects of its flood tide to retain and distinguish the ideas the senses convey to it (Essay, 2.1.22).The senses at first let in particular ideas, and furnish this yet empty cabinet and the mind by degrees growing familiar with some of them, they are lodged in the m emory, and names got to them. afterwards the mind, proceeding further, winds them, and by degree learns the use of general names. In this carriage the mind comes to be furnished with ideas and language, the materials about which to exercise its discursive faculty. And the use of reason becomes daily more visible, as these materials that give it employment increment (Essay, 1.2.15).It must be admitted that Lockes derivation of all ideas ultimately from experience is not without its difficulties. Though, for Locke, experience embraced both sensation and reflection, clearly there are hearty qualitative differences between the simple sensations of infants, and the complex and abstract reflections of the mature big(a) mind. One way of attempting to resolve such difficulties is to recognize that Locke envisaged ideas of different types.Parents and childrenHis medical exam knowledge contributed to a concern for the physical, as well as the mental and spiritual, well-being of childre n. He was not only a founder of trial-and-error thought, with all that meant for ways of learning, but he also may be counted as a pioneer of scientific psychology. He believed in the splendor of observing children, and of tailoring education to their needs and capacities. Thus his views on great deal of open air, exercise and sleep plain diet, no wine or strong drink, and very little or no physick (Thoughts, s.30) would command general support today, though his advice on toughening the feet by wearing thin or leaky shoes so that gentlemans sons might acquire the ability, if necessary, to go unshod as the poor do, might seem to be somewhat harsh.(Thought, s. 8). nutrition for children, according to Locke, should be plain and wholesome, with sugar salt and spices used sparingly. From the body Locke turned to the mind. He believe that parents should personally exercise firm and near authority over their children from an early age, with a view to relaxing this as they grow older. Fear and awe ought to give you the first power over their minds, and love and friendship in riper years to hold it (Thoughts, s.42). Locke criticized the over-indulgence of little children, and abhorred indomitable crying on their part, but had little use of any form of physical chastisement.He advised parents and tutors to their children and to note their dispositions and dislikes for a child will learn three time as much when he is in tune, as he will with double the time and pains, when he goes awkwardly, or is dragged unwillingly to it (Thoughts, s.74). Toys should be simple and sturdy, possible fashioned by the children themselves, rather than expensive and fragile.The curriculumLocke had an overall view of the curriculum which was coupled with direction methods. He believed in starting with the plain and simple, and of building, as far as possible, upon childrens existing knowledge, of emphasizing the interconnections and coherence of subjects.Children should be taught to re ad at the earliest possible age-as soon as they can talk. But the learning should not be irksome on the contrary, Locke believed that it would be better to lose a whole year rather than to give a child an annoyance to learning at this early stage. Locke commented upon how much energy, form and repetition children mirthfully put into play, and therefore suggested dice and play-things with the letters on them, to pick up children the first rudiment by playing (Thoughts, s.148). From letters they should proceed to syllables and then to lite and kind books, such as Aesops Fables, preferably in an edition which allowd pictures. Locke advocated the use of pictures of animals with the printed names to them (Thoughts, s.156). In recognition of the difficulties inherent in such inwrought learning as The Lords Prayer, Creeds and Ten Commandments, Locke recommended that these should be learned not from the printed word but orally and by heart. Locke warned against the use of the Bibl e as a reading book for children, a most common practice in this day, for what pleasure or encouragement can it be to a child to exercise himself in reading those parts of a book, where he understands nought? (Thoughts, s. 158).Writing should begin with correct holding of the pen and the copying of Brobdingnagian letters from a sheet. Writing would lead naturally to drawing, with due management to perspective, a most useful skill for those who would engage in travel, so that buildings, machines and other interesting phenomena might be quickly sketched. Locke believed that a good drawing was more useful in conveying an idea to the mind than several pages of written description. Locke also urged the value of shorthand for the purpose of fashioning quick notes. Other subjects which Locke commended for a gentlemans son included geography, arithmetic, astronomy, geometry, chronology, and history, and generally in that order.Lockes influence on contemporary education in CambodiaAs we have known that John Locke is a great philosopher so his philosophies influences other countries include Cambodia as well. His education that influences on contemporary in Cambodia is that nowadays in Cambodia kindergarten we use John Lockes education such as we include pictures and fables to teach students. In these stages, teachers teach students by describing and explaining that why Locke recommended. But what we concern is that some Cambodian teachers commonly teach students what they have without giving time to students to practice or do the experiment. Moreover, students themselves rarely use their sensations correctly to know the facts. They usually believe that their teachers teach them. It means that what their teachers teach them they just require knowledge from their teachers. These points we should change the bad habit. So teachers have to teach students to use the senses how to acquire knowledge because Locke said that our knowledge comes from experience through sensat ion. On the other hand, some students are poor they cannot eat healthy food so that why it is a little bit different from what Locke has recommended. Locke purpose is that he wants children to eat healthy food so when children have strong health they will study more effective.ConclusionIn conclusion, Lockes philosophy is very good because he wants all people to know the facts by use experience through sensations. As we have known, something around us is abstract therefore we need to find the truth and reality. As Locke has mentioned above education is very important for all people. So, not only people in other countries but also people in Cambodia parents have to enchant their children to study at schools. It is a good reason that children are easy to acquire knowledge when they are children because in this stage John Locke held that at birth the human mind is a blank slate, empty ideas. In contrast, if parents don not send them to study it means that their children will be poor at knowledge. At last, Locke said that the goal of education is the wellbeing and prosperity of the nation- Locke conceived the nations welfare and prosperity in terms of the personal ecstasy and social usefulness of its citizens.