Some Thoughts Concerning Education John Locke

Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as John Evelyn, John Aubrey, John Eachard, and John Milton had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience.[2] Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on Some Thoughts, has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."[3]

As England became increasingly mercantilist and secularist, the humanist educational values of the Renaissance, which had enshrined scholasticism, came to be regarded by many as irrelevant.[4] Following in the intellectual tradition of Francis Bacon, who had challenged the cultural authority of the classics, reformers such as Locke, and later Philip Doddridge, argued against Cambridge and Oxford's decree that "all Bachelor and Undergraduates in their Disputations should lay aside their various Authors, such that caused many dissensions and strives in the Schools, and only follow Aristotle and those that defend him, and take their Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the ancient and true Philosophy [sic]."[5] Instead of demanding that their sons spend all of their time studying Greek and Latin texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the emerging sciences, mathematics, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.[6]