JOHN LOCKE

INTRODUCTION. John Locke was one of the most influential thinkers in history. His political theory influenced the American and French Constitutions. His views on education have contributed to the thoughts of every subsequent theorizer in the field.

LIFE OF LOCKE. Here follows a brief summary of the life of John Locke:

1. EARLY YOUTH. John Locke was born near Bristol, England, in 1632. His father was a successful lawyer and a man of comfortable means. Locke received a rudimentary education under the tutelage of his father, prior to entering the Westminster School. He studied the classics in preparation for Oxford. In 1652 he won a scholarship to Christ College at Oxford. During his time at Oxford, Locke was impressed by the thinking of Rene Descartes. This led him to an interest in science and medicine.

2. TEACHER, PHYSICIAN AND POLITICAL ADVISOR. Locke received a fellowship at Oxford in 1659. He taught both Greek and rhetoric. In 1666 he decided to devote his life to medicine. In treating the first Earl of Shaftesbury, Lord Ashley, he won his trust and admiration. Locke remained physician, tutor and political advisor to the Shaftesbury family until the Earl's death in 1683. However, Locke did not receive his degree in medicine from Oxford until 1674, because he refused for many years to acquiesce to the antiquated curriculum requirements of the university.

3. EXILE. Locke remained a Puritan his entire life. He supported the efforts of the Earl of Shaftesbury to prevent the Catholic Stuart, James II, from coming to the English Throne in succession to his brother, Charles 11. This campaign failed. After James acceded to the throne, Shaftesbury was arrested and triedfor treason in 1681. Although Shaftesbury was acquitted, both he and Locke went into exile in Holland. Shaftesbury died in that same year there. Locke went into hiding after James 11 demanded his extradition to stand trial for treason. Locke managed to live these years upon the small monthly income he received from his father's estate. When William and Mary of Orange captured the throne in 1688, Locke was free to return to England.

4. PHILOSOPHER. During his exile, Locke had been busy writing and studying philosophy. Shortly after his return to England in 1689 he published his first Letter Concerning Toleration. The new regime offered Locke many lucrative posts, which he refused because of his poor health. He accepted the position of Commissioner of Appeals. In 1690 he published his most famous work, An Essay Concerning Human Understanding. The same year witnessed the appearance of Two Treatises on Government and the second of four Letters Concerning Toleration. These works contributed to the great fame of John Locke during his own lifetime as the greatest English philosopher.

5. EDUCATIONAL THEORY AND LAST YEARS. In 1693, at the age of sixty-one, Locke published the series of letters which he had written to his friend, Edward Clarke, advising Clarke on the proper education of his son. These were called "Some Thoughts Concerning Education." Locke retired at the age of sixty-eight to the estate of his friends, Lord and Lady Masham. He died on October 28, 1704, famous throughout Europe. His thoughts were to inflame the philosophers of the Enlightenment and lead directly to the establishment of the democratic republic.
 

 IMPORTANT PHILOSOPHICAL CONTRIBUTIONS. Among the many profound contributions made by John Locke, the following are important for educational theory: 1. THE ACT OF KNOWING. The mind at birth possesses no innate ideas. The mind of man is a "tabula rasa" or blank slate at birth, upon which is impressed many sense impressions. All knowledge proceeds through sense experience. As the mind stores up a variety of sense impressions, associations occur which provide new knowledge. The mind is consequently passive. The senses provide the mind with the materials which represent reality. These materials are not identical with the extramental object. The material is the idea within the mind which represents the object outside the mind being received by the senses. By combining, comparing and analyzing these materials or ideas arising through sensations, we derive thoughts. Knowledge is not sense perception but intellectual perception.

2. RELIGIOUS TOLERATION. Locke argued in his Letters Concerning Toleration that no one religion is capable of demonstrating its exclusive claim to be the one and true religion. It is wrong therefore to impose any one religion upon the free consciences of people. People ought to live in complete tolerance of one another's faiths.

3. POLITICAL DEMOCRACY. Governments were organized for the protection of all the citizens. Society was formed by the unanimous agreement of its members to live in one community for purposes of protection. The following represents some of Locke's important political views:
 

a. Government by the People. The form a government takes derives from the consent of the majority of the citizens. Since all governments are created by the people, the ultimate authority resides with the people and not with the created government.

b. Protection. Governments exist for the protection of the natural rights of every citizen. These are the rights of life, liberty and property. When any government attempts to remove these rights, this government becomes an unjust aggressor. No citizen ever gives up his natural rights. Therefore the people have the right to resist when a government abuses the powers entrusted to it. The act of resistance is not rebellion but self-defense.
 

 EDUCATIONAL IMPLICATIONS OF LOCKE'S PHILOSOPHY. The following are some of the central points in Locke's educational theory: 1. PURPOSE OF EDUCATION. The purpose of education is to produce an individual with a sound mind in a sound body, so as to better serve his country.

2. DIFFERENT CURRICULUM. Locke thought that the content of education ought to depend upon one's station in life. The common man only required moral, social and vocational knowledge. He could do quite well with the Bible and a highly developed vocational skill that would serve to support him in life and offer social service to others. However, the education of gentlemen ought to be of the very highest quality. The gentleman must serve his country in a position of leadership.

3. THE EDUCATION OF THE GENTLEMAN. Locke believed that the gentleman must have a thorough knowledge of his own language. The schools of the Puritans in England broke with tradition completely. They sought to educate one for the society in which he would live. The schools were called, therefore, schools of social realism. Locke, in keeping with Milton and other Puritans, held that the content of the curriculum must serve some practical end. He recommended the introduction of contemporary foreign languages, history, geography, economics, math and science. Locke proposed the following for the education of the gentleman:
 

a. Moral Training. All Christians must learn to live virtuously.
b. Good Breeding. The gentleman must develop the poise, control and outward behavior of excellent manners. Education must aim, therefore, at developing correct social skills.
c. Wisdom. The gentleman ought to be able to apply intellectual and moral knowledge in governing his practical affairs.
d. Useful Knowledge. The gentleman must receive education which will lead to a successful life in the practical affairs of the society, as well as that which leads to the satisfaction derived from scholarship and good books.

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