FORMAL DISCIPLINE, RATIONALISM AND NATURALISM
FORMAL DISCIPLINE
• This educational movement, dominated the schools during the Eighteenth century
up to the middle of the nineteenth century. Formal discipline arose in defense of
classical education which could no longer be justified in terms of practical values.
• Formal discipline is also called as disciplinism, this a theory that a mind has a
number of distinct and general powers or faculties such as observation, memory
and will power which should be strengthened by exercise.
• We are born with faculties and powers capable of almost anything, that would carry
us farther than can easily be imagined, but it is only the exercise of those powers
which gives us ability and skill in anything.
• The development of distinct and general powers can be obtained to its fullest
through application, with the use of proper training exercise. Says for example, we
learn to dance only by practice in dancing; to think by thinking; and even the wit in
conversation is very much the result of practice, " to be raised to that pitch only by
repeated actions.
• John Locke (1962-1704), an Englishman, who was the foremost champion of
formal discipline. He believed that the process of acquiring knowledge is more
important than the acquired knowledge. He believed that if one is trained to
acquire knowledge in one area of learning he can use the same training in
acquiring knowledge in another area. Says for example if one is trained to
memorize in literature, then he can memorize other materials, if one is trained to
reason out in mathematics then he can reason out in other subjects.
• He advanced the idea that the mind of a child at birth is a blank tablet, tabula rasa,
in which all of the experiences acquired through his senses are printed or
inscribed.
A. Aims of formal discipline
1. Formation of character- In its broadest sense, it involves the development of the
whole man-physically, morally, and mentally. Physical, mental and moral powers
are gained through rigorous exercises of the body, mind, and self-control. This was
to provide exercises or discipline for training the mind, for hardening the body and
for developing self-control.
2. Good habit formation- To habituate pupils to think and act in effective and desirable
ways, to form specific habits through discipline and to develop mental capacities
through exercise in order to increase the power of the pupils rather than increase
their knowledge.
, B. Types of Education
Locke divided education into three types:
1. Physical Education- This was for the vigor of the body. He has formula of good
health which was “ plenty of open air, exercise, and sleep, plain diet, no wine or
strong drink, and very little or no physical exercise, not too warm and straight
clothing, especially the head and feet kept cold, and the feet often used to cold
water and exposed to wet.
2. Moral Education- This was for the development of wise conduct, good breeding,
and the control of desires by reason.
3. Intellectual Education- This was to develop the mental power to acquire
knowledge, not to increase knowledge by itself.
C. Content to Be Studied
The disciplinists had limited curriculum. They believed that the intellectual power
of memorizing and reasoning developed by offering the proper kind of subject
matter could be used in mastering the other subjects.
In the elementary, drill subjects, such as spelling, arithmetic, and grammar and
later history, geography, and elementary sciences were offered.
In higher schools, classical languages and mathematics, English, and in addition,
drawing, geography, history, anatomy, ethics, dancing and practical and fine arts
as hobbies were studied.
D. Agencies of Education
1. The religiously motivated elementary school
2. The humanistic secondary school
3. The humanistic college or university
4. The tutor. This was advocated by Locke but it was not much used.
E. Organization of Grade levels
All the pupils had to pass through the three level of schooling: elementary,
secondary school, and college.
FORMAL DISCIPLINE
• This educational movement, dominated the schools during the Eighteenth century
up to the middle of the nineteenth century. Formal discipline arose in defense of
classical education which could no longer be justified in terms of practical values.
• Formal discipline is also called as disciplinism, this a theory that a mind has a
number of distinct and general powers or faculties such as observation, memory
and will power which should be strengthened by exercise.
• We are born with faculties and powers capable of almost anything, that would carry
us farther than can easily be imagined, but it is only the exercise of those powers
which gives us ability and skill in anything.
• The development of distinct and general powers can be obtained to its fullest
through application, with the use of proper training exercise. Says for example, we
learn to dance only by practice in dancing; to think by thinking; and even the wit in
conversation is very much the result of practice, " to be raised to that pitch only by
repeated actions.
• John Locke (1962-1704), an Englishman, who was the foremost champion of
formal discipline. He believed that the process of acquiring knowledge is more
important than the acquired knowledge. He believed that if one is trained to
acquire knowledge in one area of learning he can use the same training in
acquiring knowledge in another area. Says for example if one is trained to
memorize in literature, then he can memorize other materials, if one is trained to
reason out in mathematics then he can reason out in other subjects.
• He advanced the idea that the mind of a child at birth is a blank tablet, tabula rasa,
in which all of the experiences acquired through his senses are printed or
inscribed.
A. Aims of formal discipline
1. Formation of character- In its broadest sense, it involves the development of the
whole man-physically, morally, and mentally. Physical, mental and moral powers
are gained through rigorous exercises of the body, mind, and self-control. This was
to provide exercises or discipline for training the mind, for hardening the body and
for developing self-control.
2. Good habit formation- To habituate pupils to think and act in effective and desirable
ways, to form specific habits through discipline and to develop mental capacities
through exercise in order to increase the power of the pupils rather than increase
their knowledge.
, B. Types of Education
Locke divided education into three types:
1. Physical Education- This was for the vigor of the body. He has formula of good
health which was “ plenty of open air, exercise, and sleep, plain diet, no wine or
strong drink, and very little or no physical exercise, not too warm and straight
clothing, especially the head and feet kept cold, and the feet often used to cold
water and exposed to wet.
2. Moral Education- This was for the development of wise conduct, good breeding,
and the control of desires by reason.
3. Intellectual Education- This was to develop the mental power to acquire
knowledge, not to increase knowledge by itself.
C. Content to Be Studied
The disciplinists had limited curriculum. They believed that the intellectual power
of memorizing and reasoning developed by offering the proper kind of subject
matter could be used in mastering the other subjects.
In the elementary, drill subjects, such as spelling, arithmetic, and grammar and
later history, geography, and elementary sciences were offered.
In higher schools, classical languages and mathematics, English, and in addition,
drawing, geography, history, anatomy, ethics, dancing and practical and fine arts
as hobbies were studied.
D. Agencies of Education
1. The religiously motivated elementary school
2. The humanistic secondary school
3. The humanistic college or university
4. The tutor. This was advocated by Locke but it was not much used.
E. Organization of Grade levels
All the pupils had to pass through the three level of schooling: elementary,
secondary school, and college.
