1. Philosophers' Matrix and Analysis 1
Running Head: Philosopher’s Matrix and Analysis
Philosopher’s Matrix and Analysis
Thakore O’Neal
Grand Canyon University
EDU 215
May 1, 2011

2. Philosophers' Matrix and Analysis 1
Matrix of Philosophers
John Dewey Jean Piaget Jean-Jacques Fredrich Froebel
Rousseau
(1859 – 1952) (1896-1980) (1782 -1852)
(1712 - 1778)
American Developmental German
Philosopher
psychologist, Psychologist, Philosopher Educationalist
Philosopher
Dewey believed that Jean Piaget’s view of how Rousseau believed Froebel is the known
learning was active children's minds work and that the momentum as the originator of
and schooling develop has been for learning was the Kindergarten
unnecessarily long enormously influential, provided by the system.
and restrictive. His particularly in educational growth of the person
idea was that theory. His particular (nature) and that Froebel felt that it
children came to insight was the role of what the educator was important that
school to do things maturation in children's needed to do was to children learn
and live in a increasing capacity to facilitate through play which
community which understand their world. opportunities for his development of
gave them real, learning. Kindergarten
guided experiences He believed that children emphasis was on
which fostered their cannot undertake certain Rousseau believed it play and gifts which
capacity to tasks until they are was possible to is through play
contribute to psychologically mature preserve the original materials and
society. For enough to do so. nature of the child activities.
example, Dewey by careful control of Their purpose was to
believed that He proposed that his education and find out the essential
students should be children's thinking does environment based thought represented
involved in real-life not develop entirely on an analysis of the by the object the
tasks and challenges smoothly: instead, there different physical child played with.
are certain points at which and psychological Occupations were
Had a profound it "takes off" and moves stages through based on free will
impact on into completely new areas which he passed and represented
progressive and capabilities. from birth to things that kids
education maturity which is could shape and
Rejected He saw these transitions as provided by the manipulate such as
authoritarian taking place at about 18 growth of the person clay, sand, beads,
teaching methods. months, 7 years and 11 or (infed.org). rope etc.
His educational 12 years. Games, songs and

3. Philosophers' Matrix and Analysis 1
theories were Rousseau reflected dances were
permeated by his This has been taken to that there should be accepted by Froebel
primary ethical mean that before these focus on the as the key for
value of democracy. ages children are not environment with healthy activity and
Regarded education capable regardless of how opportunity to physical
in a democracy as a they are of understanding development new development.
tool to enable the things in certain ways. experiences and
citizen to integrate Piaget’s theory has been reflections. Froebel sought to
his or her culture used as the basis for encourage the
and vocation scheduling the school His idea was that creation of
usefully. curriculum. children learn educational
To accomplish these through various environments that
aims, Dewey said stages and each has involved practical
radical reform was There are a two key Piaget a different form of work and the direct
need of both principles for teaching and education. use of materials.
pedagogical learning:
methods and Learning is an active Rousseau felt that aFroebel paid much
curricula. process: Direct experience, guiding principle attention to
making errors, and looking that what is to be preparing for further
Dewey believed that for solutions are vital for learned should be school education by
the school should the assimilation and determined by an training the infant
form as a accommodation of understanding of theinnate faculties
community. For information. person's nature at through the
example: Classroom each stage of their complimentary self-
environments need How information is development. expression,
to make the students presented is important. creativeness,
feel welcome to When information is Consideration of collective
share their ideas. introduced as an aid to that every child involvement, and
This should not stop problem solving, it learns different motor activity.
at the arrangement functions as a tool rather within each stage He considered
of the desks. Dewey than an isolated arbitrary and learning should training of all the
was meaning a little fact. be individualized. vivid faculties:
more than comfort Learning should be whole, artistic, imaginative,
of the students. authentic, and "real": Today, linguistic,
Dewey wanted the Piaget helps us to Individualized arithmetical,
environment of the understand that meaning is learning is musical, aesthetic,
classroom to constructed as children implemented within scientific, physical,
promote peer interact in meaningful classrooms to social, moral,
interactions and the ways with the world provide instruction cultural, and
stimulations around them. Less for children with spiritual, complete
students get from emphasis on isolated special needs. growth and
group work. If the "skill" exercises that try to harmonious
desks are arranged teach something like long Rousseau recognizes development to be
in rows, it is very division or end of sentence the need for the even more important
military feeling. punctuation. Students still than any kind of

4. Philosophers' Matrix and Analysis 1
Now if students are learn these things in child to be prepared Knowledge
arranged in groups, Piagetian classrooms, but for the future.
then the idea of peer they are more likely to Within the child is a Froebel has
interactions can take learn them if they are reservoir of potential influenced early
place. engaged in meaningful energy they don't education from birth
Also, students activities (such as need immediately; to 5 years. His
should be able to operating a class "store" or the educators task is influence can be
move around the "bank" or writing and to hold back the seen in the practices
classroom. This is editing a class newspaper). energy until it can be of informal
mainly for younger Whole activities, as used effectively educators, the
students, but they opposed to isolated skill materials that are
should be able to exercises, authentic Early education is used and the
have room to sit on activities which are based primarily on organization of the
the floors for group inherently interesting and the senses; promotes early learning
discussions. meaningful to the student. direct contact with environment.
You can find many early the physical world;
Peer interactions are learning programs such as no book learning for Kindergartens are a
a strong part in Preschools that follow the early education part of formal
learning. theory of Piaget’s ages and educational
stages of Development. environments in
Dewy believed that In preschool settings the public and private
children should classroom is an elementary schools.
have freedom in environment of learning
learning through through interactions with
explorative familiar objects,
experiences. roleplaying and engaging
in real life experiences
Dewey influenced a .
Child centered
curriculum or In a Piagetian classroom,
school; which focus students must be given
on the child and his opportunities to construct
interest. knowledge through their
own experiences. They
cannot be "told" by the
teacher. There is less
emphasis on directly
teaching specific skills and
more emphasis on learning
in a meaningful context
(learningandteaching.info).

5. Philosophers' Matrix and Analysis 1
John Dewey and Jean-Jacques Rousseau
As an Early Childhood Educator in an informal setting; I am greatest influenced by those
philosophers who had the greatest influence on informal teaching or Child centered programs.
Two of my most poignant influences are John Dewey and Jean –Jacques Rousseau; each of these
philosophers believed in supporting the individual child’s learning by providing experiences for
the child to learn from their environment.
John Dewey is remembered for saying that "Education is not preparation for life: Education is
life itself." The comment is reflective of his ideas about education. Dewey felt that education
should be derived from the child’s instincts, interest and activities. Dewey believed that children
should have opportunities to move freely within their environment for exploration, discovery and
engaging in peer interactions. Dewey believed so much in his ideas that he founded The
Laboratory School in 1896. The Lab School became a great influence on American education.
The Teachers were trained to observe children interest and to help them follow through on their
interest. Important skills such as problem solving, language, and math concepts were developed
as children were allowed to move freely in and out of the classroom and explore their
surroundings. Education and curriculum was child centered.
John Dewey is one of a few philosophers who have had a great influence on how I view the
classroom. I have taught Pre- K for many years and the environment is arranged with many of
the ideas of John Dewey. The environment is spacious and inviting for all children. The Day to
Day schedule allows time for Centers which allows children ample time to explore the
environment and materials. The classroom curriculum is thematic; however themes are
expounded on children’s interest. I believe that younger children learn more efficiently if they

6. Philosophers' Matrix and Analysis 1
are interested in the materials and activities. I incorporate familiar objects in the classroom that
the child may see at home or in in the environment; this always engage the child’s interest and I
am able to facilitate learning and expand the learning experience. When I received my
Associate’s Degree my practicum experience was in a Lab school and as the Teacher; I observed
the child’s interest and encouraged the child to follow through with the activity. During my
internship I learn to create my lesson plan based on the interest of the children that I had
previously observed. I find that if I plan an activity or lesson and the children are interested in
something else; I will incorporate that into our learning and environment.
Jean- Jacques Rousseau philosophy is reflective of human liberty; he believed that man should
be left with his own liberties and that if so; he would make the right choices. Rousseau spent
many years trying to find a way to maximize individual liberties by preserving order, obedience
and harmony within society. Rousseau thought that there were two types of human beings;
natural human beings and social human beings. Natural human beings are self- sufficient, self-
governing while social humans are dependent and restricted. Rousseau wrote a novel Emille,
which was an outline regarding the best way to educate human beings; his goal was to provide an
education that would maximize human potential rather than restrict him. Rousseau had a great
influence over European and American education. The American Public school system
established during the nineteenth century drew on his ideas. As an Early Educator in an informal
environment I have been influenced by some of Rousseau’s beliefs that we should see the child
as an individual who learns and discovers at their own pace. For many years, I have been the
facilitator of learning by providing my students with various materials that they may engage with

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by provoking their senses and exploration of the physical environment. The physical
environment changes to stir many interest within the children and learning is built from those
interest. I believe that the environment should be a Teacher and that as a Teacher I should
understand that every child develops at varying stages and because of that curriculum should be
individualized.
Both, John Dewey and Jean-Jacques Rousseau have influenced the way I teach. I believe that the
environment is also a Teacher and that young children learn in unrestrictive and inviting
environments.

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References
Atherton J S (2011) Learning and Teaching; Piaget's developmental theory [On-line: UK]
retrieved 2 May 2011 from http://www.learningandteaching.info/learning/piaget.htm
John Dewey, American Pragmatist. Retrieved from http://dewey.pragmatism.org on May 1,
2011
Friedrich Frobel retrieved May 1, 2011 from http://www.friedrichfroebel.com
Wylie G Lorraine (2008) The educational theory of Jean-Jacques Rousseau retrieved on May 1,
2011 from http://www.newfoundations.com/GALLERY/Rousseau.html