Philosophers’ Matrix and Analysis Philosophers | Classroom Engagement | Teaching and Learning | Parent or Community Involvement | Student social or emotional support | Confucius(551-479 BCE) | Cultivation of character, through observation, study and reflective thought. | Rote learning and memorization. | Parents working with child in the home setting continuing the skills of rote learning at home. | Students work asa group, think as a group therefore gaining social and emotional support from one another. | John Locke(1632-1704) | Skills and knowledge are gained by examples and practicing. | Learning by example through motivation simulated by the teacher. Not learning just reading, writing and math, but also virtue and wisdom. | Parents and community leading by example through showing respect and values to all students. | Social and emotional support incorporated through parent and teacher involvement with students. | John Dewey(1859-1952) | Content must be presented in a way that allows the student to relate the information to prior experiences, thus deepening the connection with this new knowledge. | Focus on learning by implementing “hands-on” activities. Strongly emphasizes the teacher’s role as being a “facilitator or guide”. | Encouraged parents to be an active part in their children’s education. | Felt strongly that school itself was a social organization. | Maria Montessori(1870-1952) | Adapt the environment, to link the child through well-thought-out lessons, and to enable the child's exploration and creativity. Give students the opportunity to take care of themselves, each other, and the environment thru activities such as gardening, cooking, building, speaking politely, and doing social work in the community. | No textbooks are used. Students learn from their environment. Teacher teaches one student at a time. Students learn from what they