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Idealism in Philosophy of

EducationREPORTER: LEVI S. OBIAS


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Ideals

A standard by which we judge things in our existence.

Ideals are the stars. You will not succeed in touching them with youhands. But like seafaring men on the desert of waters, you choose them ayour guides, and following them, you will reach your destiny._CarlSchurz

In philosophy, it applies to the theory that holds ideas as the only realityThus, Idea-ism might be a more correct descriptive term for thephilosophy than Idealism.

It came into being as a correction of the view of naturalism.


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Idealism vs. Naturalism

IDEALISM

Emphasizes that the will governs onesconduct

Judges behavior in terms of motives

Would say that the knowledge isobtained by speculation andreasoning

NATURALISM

Says that ones conduct is gby impulse, instincts and exp

Judges behavior on the bas

Would say that the end justifmeans

Regards scientific observatioscientific knowledge as fina


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PLATONICIDEALISM

(427-347 B. C.)

A Greek philosopher, wremarkably equipped withendowments.

He became an ardent admdisciple of Socrates.

He opened up his own scAcademy in Athens and there dand expounded his doctrinteacher.

Two of his most famous worksRepublicand TheDialogue.

Plato did not think that manknowledge. Rather, man dknowledge.


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PLATONICIDEALISM(427-347 B. C.)

Intelligent people should be ta

of by the government next toschool to be of greater serviccountry.

He suggested that the state taactive role in educational maboth boys and girls should be giopportunity to develop themsel

Those showing little abmathematics go into pursuits whassist them in the practical realit

The function of education shodetermine that which by naturinto.


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SAINTAUGUSTINE(354-430)

He lived in a crucial period in thof Christianity.

In the war against heresies, he wpowerful figure. His mother was Christian but not his father. His coccurred when he was 32 years

Prior to that, he lived a life that wpatterned after the typical life oprovincial of the times.

He was a very outstanding teac

rhetoric. He joined for a while the sect of

Manicheans, a group who explauniverse through the dualistic doGod and Satan engaged in a stdominate the world.


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Not content with their explanattroubled him, he turned t

philosophy and in particular Platonism.

He rejected the doctrine of pconception that the human southe World soul.

He incorporated in his own knowledge the Neo-Platonicthat the ultimate in knowlemystical intuition of the Supremwhich only a few can experienc

He came later under the infSaint Ambrose, Bishop of Milan,instrumental in his conveChristianity.


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The teaching of Augustine dChristian education and beli

exclusively for more than nine after which the scholastic philSaint Thomas Aquinas (1225-127dominion with it.

He is the first Christian philoformulate the doctrines of his relimost comprehensive and endurin

The accomplishment of his task isby: (1) an effective assimilationphilosophy to Christian belief of Guse of the Neo-Platonic idea of function of the Logos the CosmicDivine Word), in interpreting the roin the Holy Trinity, and


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(3) the use of the Neo-Platonicof evil as absence of goo

resolution of the problemof ev

His works are permeated by thelove, which unifies and illumiChristian religion.

In loving God, Augustine tells utruth. He also taught that oneobtain true knowledge without f

Thus, it is the duty of educators students to be aware that thstruggle is to turn away from evithe good.


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The Development of

Modern Idealism


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RENE DESCARTES(1596-1650)

A French philosopher, mathem

and scientist

His philosophy became knownCartesian philosophy.

His basic proposition: I think, theam.

He thought the world consisted

kinds of substances: thinking su(mind) and extended substance (

He struggled with how mind andinteracted.

He became the father of dualismas he divided brain and miseparate but equal parts.


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BENEDICT DEESPINOZA

(1632-1677)

A Spanish Jew who lived in Holla He accepted Descartes idea

universe is divided into mind and

But he saw, that if mind and mseparate substances, they interact.

He held that peoples highest h

consists in coming to understappreciate the truth and that tiny parts of an all-inclusive, pGod. (Pantheism believes that and God is all.)


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GOTTRIEDWILHELM von

LEIBNIZ(1646-1716)

A German scholar, mathematphilosopher

The characteristic aspect philosophy is his concept of m(Monadology or Leibnizianismphilosophy, each person or tmonad (a completely separawhose existence is in harmony

and is separate from outer expe

According to him, there are monads: simple, complex (somore complex type of monaGod is the monad of the according to him.


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GEORGEBERKELEY

(1646-1716) He spent most of his professiona

minister.

As an Anglican Bishop and phhe was a deeply religious man to reconcile the science of his the doctrines of Christianity.

His 2 prime doctrines are: Tob

perceived;and this being the cof knowledge, the necessary suthe objective world is revealeSpirit, Infinite Mind, God.

Things exist even when noperceiving them because they thought about by God.


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IMMANUEL KANT(1724-1804)

Some of the ethical values ofthat he mentioned are:

1. There are universal, moral law

2. Man has a feeling of obligatin obedience to these moral laws.

3. It is possible for an individupurely out of desire or intention to

to fulfill the moral law.

4. The immortality of the soul.

5. Belief in the existence of Goyour oughtthe motivating factor.


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GEORGE HEGEL(1770-1831) In 1818, he became a pro

philosophy at the University of there became a prominent overriding figure in philosophy.

Three major aspects of his systemnature, and spirit.

This system led some of Hegels fobelieve in foreordained destiny inof which individuals are mere pa

greater, more complete and unifiethe state.

The word dialectic best fits HegThe all-inclusive Hegelian triad is

1. Thesisideas

2. Antithesisotherness of the ideas

3. SynthesisMind or Spirit


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A Systematic Synthesis of

the Philosophy of Idealism


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THE EPISTEMOLOGY OF IDEALISM

Idealism and critical realism are alike intheir treatment of perception exceptthat idealism holds that the qualities weperceive in the world are rooted inexistence.

Berkeley insisted that the character of

the world as we experience it dependsso much upon the mind, that there is nosuch thing that exists without someoneperceiving it. Kant, Fichte, and Hegeladvocated a similar idea.

Some idealists hold that we hexperience of the self, that evident fact; others find the eself to be a necessary inferenc

Selfhood, being what it is, anbeing so well-tuned to the ex

self, is believed by idealists. Aa self.

Since nothing can be conceiwithout being in relation to omany idealists believe realitlogically unified total system, mind.


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THE LOGIC OF IDEALISM

The material of logic comes from oursocial experience. Two main sourcesof such truths are the everydayknowledge of men and the accurateknowledge by the various sciences.

The idealist believes that the truths webelieves that the truths we believe inmust support and reinforce oneanother.

From the idealist point of growth and developmknowledge, whether in themind or in the experience ois a matter of extending visindividuals and classes ar

their larger and more relationships.


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THE AXIOLOGY OF IDEALISM

The values human beings desire and enjoy arefundamentally rooted in existence. They are realexistents.

The values of human life are what they are largelybecause they are individual persons to possess andenjoy them.

One important way in which individual persons canrealize value is by precisely relating parts and wholes.


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SYNTHESIS AND IMPLICATIONS

ON KNOWLEDGE AND EDUCATION

Man can arrive at the truth only by anexamination of his own innate ideasand by testing their consistency. -Plato, Leibniz and Hegel

The ultimate aim of education is thehappiness of the individual andwelfare of the state.Plato

Individuals are to be according to their social intellectual ability.Plato

The self gives meaning andthe objective world.

Berkeley By relating parts and who

and meaning are obtained.


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On the Human Self

The self is the prime reality in thepersonsconsciousness.Berkeley andKant

The human self has freedom of the will.

Kant and Leibniz

Consciousness is a primary datum ofhuman experience.Descartes

As a thinking being, man is part ofGod.Spinoza

In that they are spirits, humare similar to God; in thafinite, they are unlike him. - L

Idealism is monistic in its dualism between God and

is overcome by the doctrinimmanence which often pantheism, the doctrine thathe world is one.


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In idealism, the aim of education is to discover and develop eachindividual's abilities and full moral excellence in order to better servesociety. The curricular emphasis is subject matter of mind: literaturehistory, philosophy, and religion. Teaching methods focus on handlingideas through lecture, discussion, and Socratic dialogue (a method oteaching that uses questioning to help students discover and clarify

knowledge). Introspection, intuition, insight, and whole-part logic are usedto bring to consciousness the forms or concepts which are latent in themind. Character is developed through imitating examples and heroes.

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