Abstract:
By examining the history of education in the 20th century, one can witness the formation and influence of the ideas of progressive educators in the field of education. The (London) school, which is itself based on the teachings of educational liberalism and an analytical approach in the field of education, can be considered a reaction to the wave of progressivism. This article examines the "London" school with emphasis on the views of "Peters" and "Hurst", who are considered the founders of this school, and in educational discussions, only focuses on goals, content, and methods from the perspective of these philosophers. It should be noted that studying other viewpoints and schools of thought can create valuable intellectual challenges and pave the way for preparing a solid and coherent philosophical framework for our country.
Machine summary:
A Review of the London School of Education (with Emphasis on the Views of Hirst and Peters) Dr. Fatemeh Ziba Kalam Mofarreh Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran Samira Heydari Master of Arts in History and Philosophy of Education Abstract By examining the history of education in the 20th century, one can witness the formation and influence of progressive educators' ideas in the field of education.
This article examines the "London" school with an emphasis on the views of "Peters" and "Hirst," who are considered the founders of this school, and the discussion of education focuses only on goals, content, and methods from the perspective of these philosophers.
In this way, “Hirst” arrives at three justifications for liberal education: first, that liberal education is based on reality, not on unspecified beliefs and transient and unstable values; second, that knowledge is itself one of the distinct virtues of man; because the characteristic of the human mind is such that it is always seeking knowledge and achieves its ultimate goal by acquiring knowledge and attaining satisfaction, and on the other hand, it does not deal with the professional and vocational issues of those being educated; third, that liberal education is considered necessary for man's understanding of how to achieve a happy life (Hirst, b 4791, 13).
, 14) “Hirst” in the article of Liberal Education and the Nature of Knowledge, based on these criteria, names the forms of knowledge as follows: mathematics, physical sciences, humanities, religion, philosophy, ethics, history, literature, and fine arts.
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