Education is a tool used for developing personal growth, socialization & culture, economic competitiveness, prosocial values, intellectual achievement, problem-solving, social change and equal educational opportunities. Historically, philosophers’ ideas, beliefs, stands, and approaches have defined education in different ways that either support or oppose schooling systems. The approaches are based on various aims of education.

Educations aim to provide children with intellectual intelligence and gain knowledge and skills to prepare them for a future living (Hirst & Peter,2012 and Peter, 1973). All stakeholders want the learners to attain intellectual intelligence to enable them either for further studies or the job market. Through education, learners are moulded to responsible citizens and prepared for future life. It includes imparting values such as moral responsibility, patriotism, obedience, honesty, and competitiveness in a democratic way.

Children are taught how to be socially efficient by providing the skills and knowledge they require in the competitive global economy. The skills help children in their adulthood to be efficient and effective in the work market. They are taught how to socialize with other people in the outside world through following rules, cooperating and observing punctuality.

It is through education where learners are taught on personal growth. They help develop self-fulfilled people with personal values, develop useful learning skills, communication skills and self-expression skills. The schooling system is child-centred and takes care of the student’s interests and needs. Education helps learners to coexist with other people. The community is diverse with people of a different colour, language, race and cultural background; schools teach learners to embrace diversity by introducing new languages, traditions, democracy and geography.

Education helps to provide equal opportunities such as a common curriculum, free education, students’ equality from different diversities, and financial equality on terms of school fees. Equal opportunities help create a balance in the community between people of other diversities. Education helps children develop their thinking, study skills, and problem-solving (Hirst & Peter,2012 and Peter, 1973). Therefore, the learner becomes good creative thinker and excellent problem solvers, hence engineering change in the explosion of information and technological advances.

The schooling system is a formal way of educating adults and children across all ages in higher education, schools, and preschools. Schooling involves educators instructing children formally using a syllabus consisting of many subjects. However, an educator can teach students without using formal curricula such as learning experience and reading books. The system is referred to as self-education or autodidact. There are different ways to do mass schooling; however, are arguments as to why education exists the way it does. Education’s different beliefs are based on peoples’ histories, values, beliefs, and understanding of schooling. There are different perspectives on education and teaching; different theories describe how to deal with mass schooling. Some ideas and parts of the views support the schooling system, while others differ.

Maria Montessori Theory

The theory was developed by Maria Montessori and focused on the fundamental principles methods of education. Maria Montessori’s approach lies in the liberal interpretation of schooling, supporting education, such as personal growth and intellectual intelligence. It describes schools as places where children are nurtured to develop their full competencies. Maria outline the principles as independence, the absorbent mind, following the child, prepared environment, observation, and correcting the child. She explains that all the principles and concepts apply to people of all ages. Maria Montessori’s theory goals and beliefs in educating students are relevant. The theory aims to developing the child first and allowing the child to lead the development.

Maria Montessori’s philosophy on education has left a mark on the modern schooling system across the world. According to Maria, children gain independence, discipline, abstract thought, critical thinking skills, knowledge of the language, and practical life skills by manipulating senses and movement that support education aims. Schooling systems are designed to pass education through general notations per Montessori philosophy (www.dailymontessori.com) and help the learner become innovative.

The principle of independence states that the teacher should not involve a child in a task he cannot handle. The theory’s goal is to ensure that the child is independent in the classroom and learns to take things independently. The schooling system should give children opportunities to choose what they want, dress on their own, move and assist the seniors with tasks (www.dailymontessori.com). Therefore, the options give children independence, acquire the ability to do things independently, boost their self-esteem, self-belief, and self-confidence, which helps them throughout their lifetime.

The theory explains why it is essential to follow the child. The following helps to understand what the child needs, such as what they want to do or develop themselves, and where they need to be challenged. Children’s inner needs of life make them persevere in whatever activities they engage in. They do not engage because of learning; therefore, follow up is essential for recognizing and developing their inner needs of life. Children should not always be issued with instructions and directives; they require permission and freedom to act independently and choose what they want (www.dailymontessori.com). Maria Montessori’s theory is a philosophy that promotes self-motivation among adolescents and children in their developmental phases, intending to support their desire for respect., understanding, and knowledge (www.dailymontessori.com).

Dewey Theory

John Dewey’s theory of education is prominent in progressive education. The progressive education system empathizes with practical learning (Dewey, 2019). His approach differed from the old tradition of education and supported a modern schooling system. According to Illich, education is an essential ingredient in moral and social development; these support socialization, culture and prosocial skills. Progressive education has impacted many educators through Dewey’s goals and beliefs, which are different from the traditional classroom setups (Dewey, 2019). Dewey’s theory states that human beings learn through hands and practical life situations. Dewey’s approach is a pragmatism educational philosophy that regards a classroom as a social gathering representing real-life situations (Dewey, 2019) opposing the schooling system way of academic excellence. The pragmatism philosophy believes in reality and experience. From the theory’s point of view, students should interact with the environment to learn and adapt. Dewey’s idea is that students and teachers should learn together. Democracy should govern all classrooms and legally promote every participant’s voice’s equity.

Dewey pragmatic and democratic theory supports the education aim of passing prosocial values. The philosophy is child-centred and prioritizes the child’s needs and interests, promoting personal growth. A child requires the freedom to explore the environment; the theory is based on the interdisciplinary curriculum. Students can participate in different subjects and make changes in pursuing their passion, interests, and creating their paths to apply and acquire knowledge. According to Dewey, too much academic content is not practical. It is regarded as unethical (Flinders & Thornton, 2013), thus opposing the schooling system’s intellectual achievement where parents want their children to become intellectuals by learning non-practical subjects. He conflicts with the modern schooling system and supports the traditional classroom setting, which was practical and realistic. The current schooling systems promote the implementation of the common core standard.

According to Dewey’s pragmatic and democratic theory, the teacher is responsible for facilitating the children to pursue their interests and not instruct them on what to do. The teacher can help the students in problem-solving by identifying their interests and directions for guidance. According to Dewey, collaboration is critical in every classroom; the teacher and the students should explore different concepts. Unlike other education models full of authoritarianism, Dewey advocated for democracy in classrooms (Dewey, 2019). He also emphasized the relevance of the curriculum in students’ lives.

John Dewey is a liberal theorist born in an undemocratic and inhumane environment. He has criticized the schooling way of achieving a specific goal at the end. According to Dewey, education should focus on the present, not on future living (Dewey, 1916 and Dewey,1966); for example, an individual is trained and equipped for the job market. He argues that education should provide children with knowledge and attributes for social and democratic participation in schooling. Dewey progressive learning focuses on student experimental learning, a child’s, expression and self-development.

Ivan Illich Theory

Ivan Illich’s theory of deschooling describes a sound schooling system’s structure. According to Illich, a schooling system should aim at three things (Illich, 2000). The purposes include providing resources to learners at any given time, allow those who want to share knowledge. Finally, a schooling system should create avenues for people willing to share issues and justify their arguments (Illich, 2000). Educators label educational resources according to their curricular goals in the schooling system. Illich’s theory contrasts with the design; according to him, the educator should avail all the learners’ resources without limitations (Illich, 2000).

According to Illich, schooling is unnecessary; it is a societal evil, which, according to him, should be eliminated (Illich, 2000). He advocates for the de-establishment of schools to end its monopoly on education. The current educational goals are not aligned with Illich’s beliefs on education. According to him, schools appropriate goodwill, men, and money set for education and disqualify educational institutions by disregarding their work (Illich, 2000). The philosopher annotates that schooling is an obligation, and therefore it is disregarding the importance of education. The schooling system is planned and only equips learners to the already planned world; instead, according to Illich, a school is a place to shape learners and prepare them to subdue the earth and give it another shape (Illich, 2000). He refers to the schools as advertising agencies that corrupt the learners to believe globally; it does not require any changes or modifications.

He criticizes the schooling system set to define education as an ageing process where an educator is full-time committed to the syllabus (Illich, 2000). He argues that the system makes people more dependent rather than independent. According to Illich, schooling does not support equality but groups of people in different social classes. This is contrary to education’s aim in advocating democracy to people of all diversities. The inadequacy and inequality in the schooling system create social studies between countries and between the poor and the rich. According to Illich, the schooling system, the habit polarizes society by dignifying some countries and grades; this belief contradicts the education goal of creating a competitive economy. Countries are accorded with education dignity, depending on the citizen’s years of learning (Illich, 2000). Some of these things lead to international wars and create destructive weapons. According to Illich, the schooling system cannot achieve equality in classrooms due to positional value (Illich, 2000).

According to the deschooling theory, educators are graded with licenses and certification (Illich, 2000); they possess insufficient skills, communicative skills, and incentive skills. The model educator, according to Illich, is power-packed with skills. A sound schooling system should not be curriculum-based but open opportunities for acquiring skills. A child can only develop in an environment where models have values and skills (Illich, 2000). The deschooling theory fully opposes the school system as its beliefs and views on education are parallel.

Alexander Sutherland Neil Theory

The theory of existentialism by Alexander Sutherland Neil dictates that learners have a right to direct their learning, it supports the education aim to educational opportunity. He states that learners’ schooling should focus on character and social development- socialization and culture. In an existential classroom, learners choose the medium of learning such as painting, poetry, and prose, and hence their performance is evaluated. The system shapes the learners to become responsible individuals with unique individual traits. Neil’s philosophy advocates for an environment where children can develop freely without pressure. The system helps the children have a happy childhood where they grow without fear, anxiety, or seniors’ coercion (Burns & Brauner, 1962). The existential philosophy supports schooling and education by focusing on learners’ independence, freedom, social and character development.

Jean-Jacques Rousseau Theory

Jean-Jacques Rousseau’s theory of education focuses on the natural development of a child. The idea is based on the philosophy of existentialism. The approach deeply emphasizes the significance of nurturing a freethinker and well-balanced child. According to Rousseau, a child who develops naturally can exploit full potential, morally and educationally, without any constraints from the surrounding. Childs natural development should prioritize needs and experiences during the developmental stages (Richard,2005).

Rousseau’s theory conquers education’s primary aim to promote and foster reason, personal growth, and intellectual achievement. Rousseau is the well-known father of early childhood education who supports a rich childhood-centred entity whose experiences are practical, self-driven, and unlimited. The philosophy engages in learning through singing, speaking, measuring, and drawing. This describes the schooling system that shapes an all-round learner during the early developmental phase.

Johanna Pestalozzi Theory

The theory supports education by advocating for acquiring knowledge and intellectual achievement. Pestalozzi endorsed the importance of knowledge and skill through physical education, arithmetic, language, drawing, science, geography, and music. The schooling system promotes balancing the child as a whole between the heart, head, and heart. He believed that everybody has a right to education- equal educational opportunity and the ability to learn. The general development and acquisition of knowledge help an individual distinguish right from wrong and vice versa.

The approach has dramatically impacted the education systems. There is relevance in the current schooling system courtesy of the Pestalozzi approach to education. It influences how schools focus on the needs and interests of a child. Schools are focusing on the child rather than the educator fulfilling his needs. There is active participation in relevant vital factors of learning experiences. Character development is enhanced by giving the child freedom on a balance natural development basis and self-discipline. The schooling system has allowed children to directly experience the community by using practical objects during learning (Adam & Reagan, 1972). Children are trained to make judgments and observations by using their senses and sharpening their reasoning abilities. Schooling systems has established strong collaboration between the educators and the parent who are the main participants in effecting children development. By applying Pestalozzi’s philosophy, the schooling systems have balanced cross-curricular activities to enable child-development as a whole.

Friedrich Frobel Theory

Frobel’s theory has massively contributed to the pedagogical and educational schooling systems used in most parts of the world. Friedrich Frobel’s views and activities on child development are the fundamental principles used in most preschool institutions. He supports the educational theory and schooling systems with his approach to self-activity. Frobel believes that it is the educator’s role to all learners to express themselves in groups and individually but not indoctrinate. The schooling system has adopted indoor and outdoor learning proposed by Frobel’s theory.

Conclusion

The majority of the philosophies support education through the schooling system. However, not all approaches are applied—Montessori and Friedrich’s theories are among the most powerful techniques that support young learners’ early childhood education and schooling during their developmental age. According to the Montessori approach, most of the schooling systems worldwide have employed early childhood education as an essential aspect of every learner. Apart from the deschooling society theory, other techniques are vocal on schooling, although they differ at some point. Some school systems are fully established based on further education philosophical approaches. There are many ways to educate learners; however, schools should use philosophy basics that support schooling. Diversity and accommodation of different techniques will help educators work easier in learning development.

References

Burns, H. and Brauner, C., 1962. Philosophy Of Education. New York: Ronald Press Co.

Adams, D. and Reagan, G., 1972. Schooling And Social Change In Modern America. N.Y.: McKay.

Dewey, J., 2019. Democracy And Education. La Vergne: Neeland Media LLC.

Dewey, J., n.d. Democracy And Education.

Flinders, D. and Thornton, S., 1997. The Curriculum Studies Reader. New York: Routledge.

Harris, W., 2007. The Philosophy Of Education. [Whitefish, MT]: Kessinger Pub.

Hickman, L. and Spadafora, G., 2009. John Dewey’s Educational Philosophy In International Perspective. Carbondale: Southern Illinois University Press.

Hirst, P. and Peters, R., 2012. The Logic Of Education. Abingdon, Oxon: Routledge.

Illich, I., 2000. Deschooling Society.

Mason, C., 2018. School Education. LONDON: ROUTLEDGE.

Mason, C., n.d. A Philosophy Of Education.

Montessori Education 0-3. 2021. Maria Montessori Theory | Montessori Method Of Teaching | Daily Montessori. [online] Available at: <http://www.dailymontessori.com/montessori-theory/> [Accessed 27 January 2021].

ResearchGate. 2018. (PDF) The Friedrich Froebel Approach. [online] Available at: <https://www.researchgate.net/publication/328018784_The_Friedrich_Froebel_Approach> [Accessed 27 January 2021].

Www2.southeastern.edu. 2021. Jean Rousseau. [online] Available at: <http://www2.southeastern.edu/Academics/Faculty/nadams/educ692/Rousseau.html> [Accessed 27 January 2021].

Richard, P., 2005. Philosophy Of Education. London: Continuum International Pub. Group.