the realist realm of thought. This placed him in opposition to the liberal education era as seen and promoted in others. This should bring about thoughts of vocational, professional, technical education (essentialist with understandings of principles as promoted in perennilialist education). Pay particular attention to the discussion of the very technical nature of curriculum as espoused by Spencer (on page 318 through 319). Mill, J. S. (1984). Inaugural address delivered to the University of St. Andrews 1867. In Robson, J. M. (Ed.) The collected works of John Stuart Mill, volume XXI: Essays on equality, law, and education. Toronto: University of Toronto Press. Retrieved from Using the textbook and assigned articles, describe how the historical backgrounds of the times and the personal experiences of Thomas Aquinas, John Stuart Mill, and Herbert Spencer influence their particular formations of educational theory sets? How are these three thinkers’ thoughts on education alike and how are they different? Aquinas Mill Spencer Studies in rhetoric The strength of liberalism Contrary to Aquinas, allowed him to review in the British 19th Century Spencer’s educational the writings of Augustine left if open to new focus was on math and and Plato. His research Mill’s constructs of science. His rigid into Manichaeanism and humanizing the industrial individualism came from Neoplatonism helped complex were fresh and his father’s willingness to him to understand the well received (Gutek, include young Spencer in struggle between good 2011, p. 286). Mills family and community and evil and man’s constructs of justice and engagements and, place in the Universe. generosity were well contrary to the norm, These experiences led heeded in the new field allow his son to speak his him to believe in the of utilitarianism. He ideas and defend his strength of education in presented an own opinions (Gutek, the humanities as educational theory that 2011, p. 314). His foundational to the encouraged everyone to educational theory Christian learner (Gutek, learn. disregarded the awards 2011, p. 86). system and encouraged students to learn for the sake of knowledge.
the realist realm of thought. This placed him in opposition to the liberal education era as seen and promoted in others. This should bring about thoughts of vocational, professional, technical education (essentialist with understandings of principles as promoted in perennilialist education). Pay particular attention to the discussion of the very technical nature of curriculum as espoused by Spencer (on page 318 through 319). Mill, J. S. (1984). Inaugural address delivered to the University of St. Andrews 1867. In Robson, J. M. (Ed.) The collected works of John Stuart Mill, volume XXI: Essays on equality, law, and education. Toronto: University of Toronto Press. Retrieved from Using the textbook and assigned articles, describe how the historical backgrounds of the times and the personal experiences of Thomas Aquinas, John Stuart Mill, and Herbert Spencer influence their particular formations of educational theory sets? How are these three thinkers’ thoughts on education alike and how are they different? Aquinas Mill Spencer Studies in rhetoric allowed him to review the writings of Augustine and Plato. His research into Manichaeanism and Neoplatonism helped him to understand the struggle between good and evil and man’s place in the Universe. These experiences led him to believe in the strength of education in the humanities as foundational to the Christian learner (Gutek, 2011, p. 86). The strength of liberalism in the British 19th Century left if open to new Mill’s constructs of humanizing the industrial complex were fresh and well received (Gutek, 2011, p. 286). Mills constructs of justice and generosity were well heeded in the new field of utilitarianism. He presented an educational theory that encouraged everyone to learn. Contrary to Aquinas, Spencer’s educational focus was on math and science. His rigid individualism came from his father’s willingness to include young Spencer in family and community engagements and, contrary to the norm, allow his son to speak his ideas and defend his own opinions (Gutek, 2011, p. 314). His educational theory disregarded the awards system and encouraged students to learn for the sake of knowledge.
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