Open AccessLocke's Educational Dimension in Some Thoughts Concerning Education in Function of the Philosophy of Education
Author(s) -
Petar Jakopec
Publication year - 2021
Publication title -
acta iadertina
Language(s) - English
Resource type - Journals
eISSN - 1849-1243
pISSN - 1845-3392
DOI - 10.15291/ai.3401
Subject(s) - politics , epistemology , philosophy of education , meaning (existential) , function (biology) , apprenticeship , sociology , identity (music) , natural (archaeology) , dimension (graph theory) , order (exchange) , education theory , philosophy , law , higher education , political science , aesthetics , history , linguistics , mathematics , archaeology , finance , evolutionary biology , pure mathematics , economics , biology
In this article the author problematizes Locke's Some Thoughts Concerning Education and critically re-examines Locke's educational philosophy. By elaborating Locke's Thoughts on the basis of particular and verified reasons, the article concludes that Locke's educational philosophy is closely related to his understanding of liberty and the role of an individual in a political community. Although in his Thoughts Locke did not focus on the question of what education is in order to elaborate on the problem of education, he nevertheless philosophically focused on the question of why and how to educate, that is, he seeks to determine what the goal of education is. In this sense, he found that education primarily serves to strengthen an apprentice’s moral identity and natural character, and offers a number of practical suggestions on how to educate. While on the other hand, Locke sees the ultimate meaning of why to educate in the function of a good education that will prepare an apprentice for free and full political participation in the life of a political community.