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John Locke and Education, 2002.
An analysis of John Locke's essay on education with an emphasis on how he saw social virtue as a reform.
2,150 words (approx. 8.6 pages), 5 sources, £ 55.95
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Abstract
This paper explores the ways in which John Locke's essay on education can be read in the contexts of modern schools and education. The emphasis of this paper is on Locke's remarks on social virtues, and how these are the foundation of education. Since Locke writes of education as a life-long process, it follows that personal character plays a role in learning and teaching. In this paper, the qualities of social virtues and social relations are re-situated in contexts of schooling, from curriculum to administration.
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Plato and Locke on Education, 2002.
An examination and comparison of Plato and John Locke's views and philosophies on education.
1,381 words (approx. 5.5 pages), 3 sources, MLA, £ 32.95
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Abstract
This paper begins by looking at Plato's views on education in which he believes that educators must have a deep concern for the well-being and future of their subjects. He believed that education is a moral industry and the goal of educators should be to search for truth and virtue. They should use this truth and virtue to guide those that they teach. It then shows how John Locke's thoughts in ?Some Thoughts Concerning Education? was similar to Plato?s views in ?The Republic?, as Locke asserted that the goal of education is not to create a scholar, but rather to create a virtuous man.
From the Paper
Plato revealed his ideas for an ideal society in The Republic, providing great detail regarding the shape and curriculum of an educational system. According to Plato, in an ideal society, the guardian class would be solely responsible for overseeing all matters. As an ideal society would already be perfect, there would be no need for change. Every person would have his place and slaves, craftsmen and merchants would understand what was expected of them. Slaves would serve others. Craftsmen and merchants would serve apprenticeships. And the guardian class would be educated to become rulers."
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Locke and Education, 2004.
Examines how philosopher, John Locke, changed the way mankind came to view education.
1,258 words (approx. 5.0 pages), 4 sources, MLA, £ 29.95
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Abstract
At the end of the 17th century, John Locke completed his "Essay Concerning Human Understanding", the work that arguably altered forever the way in which humanity viewed education. This paper shows how he proposed a new view of the working of the human mind and the ways in which it gains knowledge. The paper examines the way Europe and the rest of the world viewed education and how John Locke's ideas and theories affected all of this, focusing especially on how his influence impacted American education.
From the Paper
"However, the seeds of change from a religion-based education system to one that incorporated the ideas of the great European thinkers was embedded in the drive toward college founding. By 1850, there were 119 colleges in the young United States; by 1876, there were 356. Only five percent of the population attended college, however, but at the same time, adults could hear lectures on history, science and literature form such influential thinkers as Ralph Waldo Emerson (Reader?s Companion). In fact, the ?lyceum? in which adults educated themselves were extremely popular (Reader?s Companion), and doubtless?especially with such enlightened thinkers as Emerson on the lecture trail?combined with the local control of schools that had been developing since the 1630s (Reader?s Companion)?to influence a shift to the moral educational concepts of Locke."
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Classical Philosophy Foundations of Vocational Education, 2002.
This paper reviews classical and current philosophy to discover if modern vocational education is fostered by formal education and to discover the ways to establish an equitable system of vocational training.
10,360 words (approx. 41.4 pages), 14 sources, MLA, £ 143.95
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Abstract
This paper asks the most basic philosophical question concerning vocational education, whether or not it is legitimate to educate with the primary goal of preparing an individual for the workplace. After reviewing the words of several philosophers, the author finds three themes: Vocational education is for an inferior breed of man, education is for the edification of the individual and for the benefit of society and the true goal of education is to develop man?s natural talents, affinities, and inclinations. The paper concludes that the review of philosophy has soundly directed the argument towards framing vocational education as based on both definitions of vocation, a preparation for occupation based entirely on the individual student?s actual calling in life and natural inclinations.
Table of Contents
Introduction
Definitions, Questions, and Problems
Defining the Liberal and/or Civic Education
Vocational Education Defined
The Socio-historical Approach to Vocation
Rephrasing the Question.
The Philosopher?s Approach Education and Vocation
Plato on Education and the Socratic Dialogue
Aristotle?s Moral and Vocational Training
Hobbes: Brutish Education for a Better World
Rousseau: The Free Spirited Child and a Liberal Education
Locke: Stifle Poetry and Educate Paupers
Adam Smith
Jefferson?s Meritocratic Education
Neitzsche: Self-Will, the Overman and Vocational Education
Summary of Issues
From the Paper
"It would be a mistake to suggest, as some have done, that the ancients had no parallel to the modern concept of vocational education. Aristotle, for example, seems quite familiar with the idea of training for technical or practical ability. However, he also suggests an important difference between liberating and vocational education. Aristotle seems to be firmly of the opinion that an education that focuses upon practical abilities is limiting and non-conducive to creating a citizen capable of self-rule. His conception of a two-track educating system suggests that some men are born to be slaves and some men are born to rule and that through education these two ought to be nurtured for their respective roles in life. While all humans could theoretically learn to develop leadership, those who were born as slaves are less likely too and need not be trained to do so."
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The Philosophy of Education, 2002.
An in-depth exploration on the origins and development of educational theory, including a thorough literature review.
10,835 words (approx. 43.3 pages), 40 sources, MLA, £ 149.95
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Abstract
This paper explores the philosophical and historical underpinnings of educational theory, also touching on theories about society, leadership, democracy, and personhood. It deals with the socio-political and anthropological significance of modern education and leadership styles, and with comparative styles throughout history. Finally, the paper selects and reviews books which deal with an array of perspectives involving educational methods.
Table of Contents
Introduction
A Philosophical Approach to Education Leadership
Plato?s Counsel on Education & Socratic Education
Descartes, or the cultivation of the intellect
Hobbes: Truth, Publicity, and Public Doctrine
Locke on the Education of Paupers
Leibniz as a Theorist of Education
Rousseau?s Education Experiments
Condorcet and Adam Smith on Education and Instruction
Jeffersonian Ambiguities
Deweyan Pragmatism and American Education
Furtherment of the Will; Nietzsche and Education
?The Philosophy of Childhood?
?Pedagogy of the Oppressed?
Socio-politically Based Analysis of Education and Leadership
Civil Education in the Liberal State
?Dumbing us Down?
?The Stigma of Genius?
Kinderculture and ?Children of the Corn?
?Lying about the Wolf?
?Culture & Pedagogy? and Non-Western Traditions
The Japanese High School
Competing Answers to the Failure of the Modern School System
Creating the Future School
Technology: The Ideal, the Reality, the Devil Inside
The School Choice Debate
Changing Theories of Education
Rebellion and Resistance
Democratic Co-Regulation
Experiments in Democratic Schooling
Conclusion
From the Paper
"Entering the educational section of any decently sized library proves very quickly that the Western world entertains a glut of information regarding problems in modern education, teaching styles, leadership methods and prerogatives, and the politics and power struggles inherent in schools. Considering the availability and abundance of even simple, easy-to-read primers on educational and classroom theory, it is certainly a testament to the inefficiency and apathy created within our school system that there does not exist a more active debate both within the system and between the system and its students and parental figures over choice of theories and practices. Certainly, the populace has every appearance of being aware of the studies and statistics that make up the alarmist cross-cut of research. Many parents, teachers, and children will be able to volunteer the opinion that schools are decaying and inefficient, that America is a global failure in education, and that little learning takes place within schools. (A social cynic would point out that these lessons are often glossed in the evening news, and their alarmist nature requires little research to be believed by a gullible public)."
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Nineteenth Century European Education, 2002.
Examines the history of educational systems during the 19th century and their impact on modern educational systems.
2,400 words (approx. 9.6 pages), 6 sources, £ 61.95
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Abstract
Modern European / Western education finds in its current form, roots that stretch back to Socrates and further to the earliest forms of oral histories and story-telling. The western model of education is based almost exclusively upon lecture, experience and review, is graduated in complexity and content over time, and covers, in general, approximately 12 years of a student's life. The content of lessons, regardless of context and subject, generally follow a specific structure with a philosophy of development that finds its origins in Locke, Rousseau, and Pasteur. During the 19th century, on the heels of the Age of Enlightenment and through the Romantic Era, education underwent fundamental changes. Many different factors influenced the form and content of that education, most significantly, perhaps, being that of nationalizing and standardizing the educational system. It is the purpose of this paper to examine the history of educational systems during the 19th century Europe, differences in gender-involvement, the influence of Napoleon, Locke, Rousseau, Pasteur and other thinkers from the Enlightenment and Romantic periods, all with the intent of demonstrating how our modern model of education has been shaped and determined by these factors.
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Philosophies of Education, 1996.
Historical overview of educational theories of Plato, Aristotle, Aquinas, Bacon, Locke, Dewey, others.
2,700 words (approx. 10.8 pages), 8 sources, £ 65.95
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From the Paper
"Along with the development of educational institutions, there have appeared from time to time educational philosophers and theorists who have had an influence upon the course of education, through their criticisms of existing practices and their suggestions of new types of organization which should be set up. Different philosophies predispose educational theorists to structure or restructure education in specific directions, and the ebb and flow of educational philosophy continues. A discussion of the underpinnings of modern educational thinking in relation to philosophies such as idealism, realism, Thomism, and pragmatism will be discussed, beginning with Aristotle's (384-322 B.C.) and Plato's (429-347 B.C.) views on the educated citizen, and ending with John Dewey's (1859-1952) progressive reforms of the late 19th and early to mid-20th centuries."
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John Locke and Private Property, 2002.
Examines the views of philosopher John Locke on the subject of property.
1,025 words (approx. 4.1 pages), 1 source, MLA, £ 25.95
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Abstract
John Locke wrote at a time of social unrest and questioning, at a time when the long-standing sovereignty of kings as ordained by God was being questioned. Locke did not see the power of kings as derived from the will of God but rather as developing as the result of some social condition. The paper shows that Locke asked first what state man would be in if there were no government and he found that human beings originated in the state of nature, the state that existed before human beings came together to form a society and a government. It shows that Locke saw this state of nature as placing the individual into a state of perfect freedom, with no necessity to ask any other person before determining his or her own actions or disposing of their own property. Property was an essential element in Locke's thinking, with the relationship of the individual to his property as being of paramount importance. The paper shows that the ownership of property was seen as a fundamental right, meaning that it was a right born in the state of nature. For Locke, the defense of individual liberty is inseparable from the defense of private property.
From the Paper
"The individual in society does not have absolute freedom, showing that something has been lost from the state of nature. Locke sees human beings as having agreed to give up certain rights and powers through some form of agreement. Society is thus formed when men cede certain powers to a central authority. Private property rights are to be protected by this state that has been created--human beings have given up certain rights in order to assure the protection of their property from the depredations of others. Locke traces the concept of private property from the time when God gave the world to Adam and his posterity. Locke sees political power as being "for the regulating and preserving of property" (Locke 4), among other things."
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John Locke, 2007.
This paper discusses the life and views of John Locke, arguably one of the most influential philosophers of all time.
1,700 words (approx. 6.8 pages), 7 sources, MLA, £ 38.95
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Abstract
In this article, the writer presents a detailed examination of John Locke from a political sociological viewpoint. The writer examines Locke's position on an individual's place in nature, as well as his ideas concerning the state and the individual and society. The writer points out that Locke believed that people had rights and that if those rights were challenged they had the ability and the right to rise up and dismantle the government that challenged them. Further, the writer notes that Locke felt that human beings had the right to live freely and without fear, if they had ideas that went against the majority of that time. The writer concludes with a discussion about Locke's views and their relevance in today's society.
Table of Contents:
Introduction
Major Issues
Place in Nature
Politically Speaking
Today
Conclusion
References
From the Paper
"During Locke's lifetime there were several major societal issues that were being dealt with. It was as time of great political unrest and it was a time in which religion played a much more important role in the daily lives of people than it does today.
The religious aspect of life was closely tied to the political outcomes during the era in which Locke lived. The religious leaders were given a significant amount of power in deciding what the laws and rules of the land would be and the King's religious beliefs were those that everyone was expected to believe in and follow.
In addition, science was at a point in society that threatened many of the ideas and beliefs that mankind had held dear for so many years. With the work of Isaac Newton and others beginning to disprove many things that society had readily accepted in the past it was a scary and unsure time for society and the foundation by which it had built itself on.
It was an era in which speaking out against a religious conviction held by the King could get one imprisoned or killed."
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John Locke's Philosophy of Government, 2007.
This paper examines the work of several critics in order to analyze the meaning of political power as presented by John Locke in his "The Second Treatise of Civil Government".
3,850 words (approx. 15.4 pages), 6 sources, APA, £ 72.95
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Abstract
This paper explains that John Locke suggestion, in his "The Second Treatise of Civil Government", that establishing the rule of law without the use of force is not easy; however, Locke's discussion is clouded not only by vagueness but also by the fact that he "says too much". The author stresses that there is evidence that John Locke indeed supported the American colonies' drive for freedom. The paper relates that Locke points out specifically in his "Second Treatise" that taking property without the will and consent of the people is against both natural law and the fiduciary nature of civil authority.
Table of Contents:
The Limits and Functions of Government
Political Power
Hobbes on Sovereignty
Does Locke Trust People Too Much?
Conclusion
From the Paper
"In fact, the British had repealed the Stamp Act after the colonies dumped tea in Boston harbor and otherwise rebelled against heavy-handed British rule; the colonies also objected to the very fact that they had come over to the new world seeking both religious freedom and a chance to get a new start economically. And from far away in England, came oppressive rule and taxation "without representation." Locke expressed - in his Letter on Toleration, which was "highly esteemed in New England" and which "the care of souls cannot belong to the civil magistrate," ..."
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John Locke and Politics, 2004.
A look at the contributions of English philosopher, John Locke, to political philosophy.
1,239 words (approx. 5.0 pages), 5 sources, MLA, £ 29.95
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Abstract
This paper examines how John Locke?s theory of politics was greatly influenced by the period dealing with consolidation of power in England, a time when King William was beginning to challenge the domination of Europe by King Louis XIV of France. It discusses John Lock's theory of government and property rights, which were the cornerstone of his book, "Treaties of Government".
Introduction
John Locke?s Philosophy on Government and Property
My Reflections on Locke?s Theory of Government and Property Rights
Locke?s Property Rights Vs. Pursuit of Happiness
From the Paper
"There were also conflicts between Protestants, Anglicans and Catholics. These difficulties eventually led to a civil war in England {1640s}. King Charles I was defeated in the war and there were intellectual debates about what type of government and institutions should be in place. The debates also focused on such other issues as the abolishment of the monarchy, the Anglican Church and the House of Lords. The establishment of Oliver Cromwell?s Protectorate, which ended with Cromwell?s death in 1650, followed this period."
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John Locke, 2005.
This paper discusses John Locke's theory on politics and the establishment of government.
1,695 words (approx. 6.8 pages), 2 sources, MLA, £ 37.95
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Abstract
This paper explains that John Locke (1632-1704), English philosopher and social scientist, founded the school of empiricism and applied empirical analysis to ethics, politics and religion, was the guiding light for the founding fathers of the United States during the American Revolution; and his thoughts on politics and government are incorporated in the Declaration of Independence and the U.S. Constitution. The author points out that, in the present day, post-socialist world, Locke's liberalism is more relevant than ever since there is once again a danger in Western societies to move in a direction in which social justice and compassion for the weak, civil liberty and the rights of minorities are being put on the back-burner. The paper relates that Locke's views about politics and the government are still relevant and have stood the test of time three hundred years after his death when several other political theories such as Socialism have fallen by the wayside because of the balance of his ideas.
Table of Contents
Political Theories
Political Liberalism: Refutation of Hobbes
Natural Rights
Social Contract
Nature of Government: Separation of Powers
Views on Tax by the Government
The Right to Revolt
Agreeing with John Locke
From the Paper
"His theory about the establishment of government appeared at a time in Western history when a transition from the standard monarchial form of government to a more representative form of government was taking place. It was a crucial period. If John Locke's liberal ideas about the sovereignty of the people and their right to place their trust in a government for advancing their interests through a 'social contract' (and their right to change it if the trust was breached) had not been put across with the force of empirical logic, there was every chance that authoritarianism would have become the norm in Western societies. In the seventeenth century Europe, it was only John Locke's genius that managed to stop the formidable political philosophy of Thomas Hobbes in its tracks: the philosophy that advocated absolutism and concentration of power, albeit in a group of people (the legislature) rather than in an individual-- the monarch."
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John Locke, 2007.
A discussion of John Locke's philosophy.
951 words (approx. 3.8 pages), 6 sources, APA, £ 23.95
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Abstract
This paper examines John Locke's philosophy and its impact on the Enlightenment. The author describes how some of Locke's outlooks were considered heresy. His essays and presentations did much to usher in an entirely new way of thinking, and this is why he has been called the father of Enlightenment. The paper includes many quotes by Locke and analyzes two of his treatises. The paper concludes with a biographical background of Locke and how his life may have influenced his philosophy.
From the Paper
" A look at Locke's early life shows why his thinking was so well rounded. He first was trained in an area of study that would have led him to become a 'man of the cloth' but instead of choosing that direction he turned to medicine as a field of study. Eventually he was granted the right to practice medicine, and did so, but also began to study in his quest to become a member of the Royal Society. Much of his training had to do with the manner of mankind's attempts to think from both a spiritual aspect and a physical aspect. His assertions included a mixture of many different areas, including; spiritual, medical, physical as well as external and internal influences on mankind's thinking process and the ideas and knowledge gained by those processes."
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John Locke, 2003.
A discussion on John Locke, his views and contributions to society.
1,686 words (approx. 6.7 pages), 20 sources, MLA, £ 37.95
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Abstract
The paper begins with a brief overview of John Locke and his life. It continues to discuss the influences of his views and writings as a philosopher. In conclusion, the paper expands on his political contributions and highlights how his opinions have stood the test of time.
Outline
John Locke: A Brief Biography
The Influences in Locke's Works and How he Fits in his Time
John Locke in the Contemporary Times
Bibliography
From the Paper
"Locke's contribution to his generation and the modern society focused on the role of the government and the people to each other. Despite of the changing course of politics in the seventeenth century, Locke was able to also shift his intellect effectively. The various political situations that happened in his time had been useful to the future generation because from his works, the contemporary times has gained basis and reference for the ideologies they fight for which are related to Locke's philosophies and writings."
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