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The Power of Science in Education.... Just Positivism

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The Power of Science in Education.... Just Positivism

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It is originated in France around the middle of the

XIX and the XX century.

Positivism is all about using science and facts to understand the world. It says that if we can’t measure something or see it in action, it doesn’t count as real knowledge.

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For positivists, learning is all about facts, there’s no opportunity for opinions or beliefs. Teachers are the experts and students are there to absorb the truths they pass on. Think structured, no senses learning , just clear answers.

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Don't make sense- Positivism in a class 

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Don't make sense- Positivism in a class 

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Auguste Comte: Founder of positivism, believing science can solve everything.

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What is it?

Marxism looks at how the rich and powerful control society and keep the working class in a lower position. Marxists believe education is a way to keep these inequalities going.

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John Stuart Mill: Developed logical thinking and reasoning, important parts of positivism.

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Schools are seen as helping to keep the rich in control. Education doesn't give everyone a fair chance, it keeps poorer students in their place by making them believe their situation is "normal." This idea is called False Consciousness.

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Education supports the capitalist system by making the working class accept their lower status.

The goal is to break these false beliefs and help people see they deserve more.

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Educational Thinkers and Their Ideas --Comenius (1592-1670): Learning with Nature          

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Educational Thinkers and Their Ideas --Comenius (1592-1670): Learning with Nature          

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Thought education should match the natural growth of children. Teachers should guide children in a way that makes sense as they develop.

Key Subjects: Reading, writing, math, history, and Latin. Learning should be fun and based on real experiences.

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Educational Thinkers and Their Ideas--Rousseau (1712-1778): Learning From Nature

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Educational Thinkers and Their Ideas--Rousseau (1712-1778): Learning From Nature

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Education should help children grow naturally, without forcing them into adult expectations. Kids should explore and learn from nature.

Learning should connect to nature and allow children to discover things for themselves.

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Educational Thinkers and Their Ideas --Pestalozzi (1746-1827): Active Learning 

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Educational Thinkers and Their Ideas --Pestalozzi (1746-1827): Active Learning 

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Education should develop the whole child emotionally, mentally and physically. It should be based on hands on experiences.

Lessons that start with simple ideas and gradually move to more complex ones. It’s all about learning through experience.

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Educational Thinkers and Their Ideas. --Herbart (1776-1841): Education for Moral Growth

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Educational Thinkers and Their Ideas. --Herbart (1776-1841): Education for Moral Growth

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Education should focus on both academics and character. Learning should be organized in a clear and step way.

Subjects like history and literature should be taught in an organized way that builds good character.

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Educational Thinkers and Their Ideas.--Froebel (1782–1852): Play-Based Learning

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Educational Thinkers and Their Ideas.--Froebel (1782–1852): Play-Based Learning

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Comes with the idea that play is essential for learning. Children should learn through creativity and play.

He created kindergartens where children could learn through songs, stories, and games.

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Friedrich Froebel opened the first kindergarten in 1837 in Blankenburg, Germany.

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Friedrich Froebel opened the first kindergarten in 1837 in Blankenburg, Germany.

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Educational Thinkers and Their Ideas--Spencer (1820–1903): Learning for Real Life

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Educational Thinkers and Their Ideas--Spencer (1820–1903): Learning for Real Life

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Education should teach practical skills, especially in science and ethics, to prepare children for life.

Learning should be focused on real-world knowledge, helping kids understand what’s right and wrong through practical outcomes

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Educational Thinkers and Their Ideas--Dewey (1859–1952): Learning by Doing

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Educational Thinkers and Their Ideas--Dewey (1859–1952): Learning by Doing

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Education should be all about solving real-life problems. Kids learn best by doing things and figuring out how the world works.

Learning should be based on hands on activities and problem-solving, helping kids connect classroom lessons with real-life situations.

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Educational Thinkers and Their Ideas--Addams (1860–1935): Multicultural Education

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Educational Thinkers and Their Ideas--Addams (1860–1935): Multicultural Education

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Education should help immigrants fit into American society while still respecting their cultural backgrounds.

Practical life skills, arts, science, and problem-solving that connect to a child’s culture and community.

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Educational Thinkers and Their Ideas--Montessori (1870–1952): Learning and Independence

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Educational Thinkers and Their Ideas--Montessori (1870–1952): Learning and Independence

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Children should lead their own learning in a carefully prepared environment that helps them explore and grow at their own pace.

Using hands-on materials, kids learn through play and everyday activities that help develop their motor and intellectual skills.

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Educational Thinkers and Their Ideas--Piaget (1896–1980): Cognitive Stages of Learning

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Educational Thinkers and Their Ideas--Piaget (1896–1980): Cognitive Stages of Learning

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Children’s thinking changes as they grow. Education should be organized around their developmental stages.

Learning should be tailored to each child’s cognitive stage, using specific materials and hands-on exploration.

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Educational Thinkers and Their Ideas--Freire (1921–1997): Education for Social Change

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Educational Thinkers and Their Ideas--Freire (1921–1997): Education for Social Change

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Education should help students understand and question the unfair systems around them, especially those that exploit them.

Used group discussions and reflections to help students become more aware of social injustices and learn how to challenge them.

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Focuses on observable facts and scientific knowledge. Education should teach facts that can be proven. It tends to ignore personal beliefs or values in favor of objective knowledge.