Philosophies of education

"...There exist many contending educational philosophies, giving rise to many different styles of education which are reasonable even though they differ radically amongst themselves .... The issue is not whether the education is approved of or disapproved of by the LEA or by anyone else." (Pg.6) "Both among experts and among laymen there is no unanimous agreement as to what constitutes a proper education......” (Pg.6)

- 'Home Education and the Law’ (1991) by Dr. David Deutsch & Kolya Wolf

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Basil Bernard Bernstein [1924- ], British sociologist of education, observed that the language of working-class children, who were often socially disadvantaged, was considerably more restricted than that of middle-class children. This led him to study how social origins affect the ability to communicate with others. He proposed a theory of `restricted' and 'elaborated' codes, or forms of language, that characterize the language of working-class and middle-class children respectively. However, this does not imply that there is a direct or causal link between status and language ability, rather that it is the social relationships in which the child interacts and their communicative demands that shape linguistic potential. Bernstein joined London University, where in 1963 he set up a sociological research unit. He reported his research in several academic articles; many are published in Class, Codes and Control. Vol 1: Theoretical Studies in the Sociology of Language 1971.

child-centred education is education designed to encourage a child's psychological development by emphasizing self-expression and discovery.

essentialism is an educational theory which maintains that ideas and skills fundamental to the prevailing culture should be taught to all by traditional methods.

Friedrich Wilhelm August Froebel [1782-1852], German educationist, evolved a system of education using instructive play, which he described in 'Education of Man' 1826 and other works. He founded the first kindergarten (German `garden for children') in Blankenburg, Germany, in 1836. He emphasized pleasant surroundings, self-motivated activity, and physical training for children. His major influence was the Swiss Johann Pestalozzi.

Maria Montessori (1870-1952), Italian doctor and educationalist. She devised the Montessori system for educating young children. In 'The Absorbent Mind', she stated: "We teachers can only help the work going on, as servants wait upon a master." "And if education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?"

Multiple Intelligences Howard Gardner's Theory of Multiple Intelligences challenges the traditional view of intelligence as a unitary capacity that can be adequately measured by IQ tests. Instead, this theory defines intelligence as an ability to solve problems or create products that are valued in at least one culture. Drawing upon findings from evolutionary biology, anthropology, developmental and cognitive psychology, neuropsychology, and psychometrics, Gardner uses eight different criteria to judge whether a candidate ability can be counted as an intelligence. "progressive education": Teaching methods that take as their starting point children's own aptitudes and interests. Children are encouraged to follow their own investigations and lines of inquiry.

Steiner school or Waldorf school Based on anthroposophy, a system of belief founded by Rudolf Steiner. Faculties latent in human beings are capable of perceiving a spiritual world. These latent faculties can be developed by systematic training. The curriculum, for children from the nursery-school stage to the age of 17, lays a strong emphasis on artistic creativity and intuitive thinking but also permits pupils to take state exams in traditional academic subjects. His pioneer school established in Stuttgart, Germany, 1919 inspired other countries to adopt his ideas. In the UK, Steiner methods have been used very successfully in schools and communities for mentally disabled children and young people, but there are also Steiner schools for children of the whole ability range.