Idealism in education

Dr. V. K. Maheshwari
Ph. D
Former Principal K.L.D.A.V College
Roorkee, India
Dr. Sraksha !ansal,
Ph. D
Sr. Lec"rer D.I.M.S
Meer", India
An idealist is one who on, on noticing that a rose smells better than a
cabbage, concludes that it is also more nourishing.
Mencken H. L.
On Ideals and Idealism
#he edca"ional approach o$ "his philosoph% is o$ a holis"ic na"re. In which sel$&
reali'a"ion and charac"er de(elopmen" is s"rongl% sppor"ed. #he idealis" $eels
"ha" wi"h "he grow"h o$ a $ine moral charac"er as well as personal re$lec"ion,
wisdom is gained. #he holis"ic approach is sppor"ed ins"ead o$ a speciali'ed
concen"ra"ion on a speci$ic "arge"ed area. !% com)ining e*periences gained
"hrogh cri"ical "hinking and dealing wi"h )roader "opics, "he idealis" crea"es an
en(ironmen" in which a learner can ra"ionali'e in$orma"ion across crriclm.
Idealism as a philosoph% had i"s grea"es" impac" dring "he nine"een"h cen"r%.
I"s in$lence in "oda%+s world is less impor"an" "han i" has )een in "he pas"..
Idealism is "he conclsion "ha" "he ni(erse is e*pression o$ in"elligence and will,
"ha" "he endring s)s"ance o$ "he world is "he na"re o$ "he mind, "ha" "he
ma"erial is e*plained )% "he men"al. Idealism as a philosoph% s"ands in con"ras"
wi"h all "hose s%s"ems o$ "hogh" "ha" cen"er in na"re ,na"ralism- or in man
,hmanism-.. According "o idealism ."o )e. means "o )e e*perienced )% a
person. Idealism holds "ha" "he order o$ "he world is de "o "he mani$es"a"ion in
space and "ime o$ an e"ernal and spiri"al reali"%. As "o knowledge, idealism holds
"ha" knowledge is man "hinking "he "hogh"s and prposes o$ "his e"ernal and
spiri"al reali"% as "he% are em)odied in or world o$ $ac". As "o e"hics, idealism
holds "ha" "he goodness o$ man/s indi(idal and social li$e is "he con$ormi"% o$ "he
hman will wi"h "he moral adminis"ra"ion o$ "he ni(erse.
Idealism as an edca"ional philosoph% is generall% linked "o "he work o$
0.0.0orne and 1illiam 0ocking. In "he For"%&$irs" 2ear)ook o$ "he 3a"ional
Socie"% $or "he S"d% o$ 4dca"ion, en"i"led Philosophies o$ 4dca"ion, 0.0.0orne
lis"s "en gronds $or accep"ing an idealis"ic philosoph% o$ edca"ion. Among "he
more persasi(e o$ "hese argmen"s are5
6. #he mind is "he principle o$ e*plana"ion and knowledge o$ an%&"hing, e(en o$
"he mind i"sel$, is a prodc" o$ "he mind.
7. #he mind is o$ a di$$eren" na"re "han ma""er. I" is composed o$ a di$$eren"
s)s"ance.
8. #here can )e no o)9ec" wi"ho" a s)9ec" "hinking a)o" i".
#he las" o$ "hese "hree argmen"s is direc"l% rela"ed "o "he posi"ion "aken )%
!ishop :eorge !erkele%. #his will )e discssed in more de"ail in a la"er sec"ion o$
"his chap"er.
Perhaps "he $lles" pic"re o$ "he edca"ional concomi"an"s o$ idealism can )e
gained )% s"d%ing "he edca"ional s%s"em o$ I"al% as i" was re$ormed )%
:io(anni :en"ile. !e"ween 6;77 and 6;7< :en"ile was Minis"er o$ 4dca"ion in
"he Mssolini go(ernmen".
:en"ile also de(eloped a "heore"ical 9s"i$ica"ion $or I"alian $ascism and "he
concep"ion o$ man+s s)ser(ien" rela"ionship "o "he s"a"e. #his places "he s"a"e in
"he posi"ion o$ )eing a closer appro*ima"ion o$ "he Ideal "han "he indi(idal, and
$or "his reason "he indi(idal owes his allegiance "o "he s"a"e.
Idealism and realism in edca"ion are o$"en considered "oge"her in edca"ional
philosoph% nder "he name essen"ialism. #his is in par" )ecase, al"hogh "heir
o$ "he ni(erse di$$er radicall%, "heir (iew concerning "he na"re o$ "r"h are
similar. !o"h o$ "hese posi"ions, as we shall see, (iew "r"h as imm"a)le,
permanen", and nchanging.
Definition and meaning of Idealism

#he main "enan" o$ idealism is "ha" ideas and knowledge are "he "res" reali"%.
Man% "hings in "he world change, )" ideas and knowledge are endring.
Idealism was o$"en re$erred "o as =idea&ism>. Idealis"s )elie(e "ha" ideas can
change li(es. #he mos" impor"an" par" o$ a person is "he mind. I" is "o )e
norished and de(eloped.
Pronncia"ion5 ?I&/dee&@&li'&@mA
De$ini"ion5 ,6- ,From .idea.- #he Pla"onic "heor% "ha" l"ima"e reali"% lies in a
realm )e%ond "he real world, "ha" "he real world is a )%&prodc" o$ men"al or
sperna"ral s"a"esB ar" "ha" re9ec"s realism $or "he world o$ imagina"ion. ,7- ,From
.ideal.- #he prac"ice o$ li(ing according "o a se" o$ idealsB o(erl% op"imis"ic
hope$lness.
Pla"o, who "agh" in "he :ro(e o$ Academs ,or simpl% .Academeia.- in A"hens,
arged "ha" onl% concep"s are real since "he% do no" change o(er "ime as do "he
o)9ec"s "he% represen". 3o"hing e*is"s n"il "he idea o$ i" e*is"s, hence some
spreme power ms" ha(e concei(ed o$ "he ni(erse )e$ore i" came in"o
e*is"ence. Real o)9ec"s are "he concep"s in one/s mind, which ms" )e deli(ered
)% "he "eacher, a kind o$ men"al midwi$e ,see .maie"ics. in "he Archi(es-. #his
was "he original, philosophical meaning o$ .idealism,. seldom sed an% more
o"side "he philosoph% classroom.
4"%molog%5 From :reek idea .$orm, shape. $rom Cweid& also "he origin o$ "he .his.
in his&"or .wise, learned. nderl%ing 4nglish .his"or%.. In La"in "his roo" )ecame
(idere ."o see. and rela"ed words. I" is "he same roo" in Sanskri" (eda .knowledge
as in "he Rig&Veda. #he s"em en"ered :ermanic as wi"an .know,. seen in Modern
:erman wissen ."o know. and in 4nglish .wisdom. and ."wi",. a shor"ened $orm o$
Middle 4nglish a"wi"e deri(ed $rom D" .a". Ewi"en .reproach..
In shor" Idealism is a philosophical posi"ion which adheres "o "he (iew "ha"
no"hing e*is"s e*cep" as i" is and idea in "he mind o$ man, "he mind o$ :od, or in
a sper F or spra&na"ral realm. #he idealis" )elie(es "ha" "he ni(erse has an
in"elligence and a willB "ha" all ma"erial "hings are e*plaina)le in "erms o$ a mind
s"anding )ehind "hem.
Historical Retrospect of Idealism
Pre-Christian Origins: Plato
#he origin and de(elopmen" o$ "he Pla"onic doc"rine o$ Ideas is one o$ "he mos"
e$$ec"i(e and $ri"$l processes in "he en"ire his"or% o$ wes"ern philosoph%.
Pla"o was a $ollower o$ Socra"es, a "rl% inno(a"i(e "hinker o$ his "ime, who did
no" record his ideas, )" shared "hem orall% "hrogh a Ges"ion and answer
approach. Pla"o presen"ed his ideas in "wo works5 #he Rep)lic and Laws. 0e
)elie(ed in "he impor"ance o$ searching $or "r"h )ecase "r"h was per$ec" and
e"ernal. 0e wro"e a)o" separa"ing "he world o$ ideas $rom "he world o$ ma""er.
Ideas are cons"an", )" in "he world o$ ma""er, in$orma"ion and ideas are
cons"an"l% changing )ecase o$ "heir sensor% na"re. .
#he )eginnings o$ "he idealis" philosophical posi"ion are generall% a""ri)"ed "o
Pla"o, )" ma% )e "raced )ack "o "he "hogh" o$ his "eacher, Socra"es. 1ilhelm
1ide)and in his )ook, 0is"or% o$ Philosoph%, poin"s o" "he impor"ance o$ "he
Pla"onic posi"ion $or $"re "hinkers.
w
1ide)and poin"s o" ha" ="here is no Ges"ion "ha" "he opposi"ion )e"ween
Socra"es and "he Sophis"s $ormed "he s"ar"ing&poin" $or Pla"onic "hogh". #he
Socra"ic re9ec"ion o$ "he Sophis"s was )ased o$ "he $eeling "ha" i" was immoral "o
arge ei"her or )o"h sides o$ "he Ges"ion wi"ho" commi"men" or concern as "o
righ" as "o righ" or wrong. #his sense o$ "he immoral led "o "he Pla"onic search $or
a higher s%s"em o$ (ales.
In his wri"ings Pla"o is mos" concerned wi"h separa"ing "he permanen" $rom "he
"emporar%, "he real $rom "ha" which is merel% illsor%. #o "his end, Pla"o separa"es
"he da% "o da% reali"% o$ "hings seen and $el" $rom "he e"ernal reali"% which can
onl% )e known "hrogh "he "hogh" processes. #hose "hings "ha" we see and $eel
and e*periences are simpl% "emporar%, "he% are merel% re$lec"ions as
Pla"o poin"s o" in his allegor% o$ "he ca(e.
a. #here is a ca(e in which men are chained $acing a wall. Hn a ledge, )ehind
"hose who are chained, ano"her grop o$ men walk carr%ing "hings. !ehind "he
men on "he ledge is a $ire which cas"s "heir shadows on "he wall $or "he chained
men "o see.
). Pla"o+s analog% indica"es "ha" he world we know, "he world o$ or senses, is
like "he shadows. I" is nreal )" we )elie(e i" "o )e "he "re reali"% )ecase o$
ha)i" and )ecase i" is "he onl% reali"% wi"h which we are $amiliar. #he Real
1orld, "he 1orld o$ Ideas, is o$ a di$$eren" order, 9s" as "he men on "he ledge are
o$ a di$$eren" order "han "heir shadows.
c. A more con"emporar% analog% migh" )e made wi"h "he mo(ies. I$ a person
were $orced "o spend his whole li$e wa"ching )lack and whi"e mo(ies, )enign $ed
in"ra(enosl% and ha(ing all o$ his sensa"ions con"rolled so "ha" "he onl%
e*perience a(aila)le "o him was "he screen con(inced "ha" wha" he saw was
reali"%. 4*perimen"s in sensor% depri(a"ion ha(e shown "ha" a person depri(ed o$
sensor% s"imla"ion can )e made "o )elie(e almos" an%"hing. #hs, when or $ilm
(iewer is $inall% "aken o" in"o "he )righ" world o$ color he wold, according "o
Pla"o, )e so shocked, pse", and dis"r)ed "ha" he wold )e na)le "o )elie(e
"ha" "his was "he reali"% and a" $irs" wold wan" "o re"rn "o "he o"her e*is"ence
o$ "he ca(e ,or mo"ion pic"re "hea"re- )ecase i" wold )e "he onl% reali"% he
cold s"and.
d. Pla"o dis"ingished )e"ween "he se o$ reason and "he se o$ "he senses. 0is
posi"ion was "ha" in order "o know some"hing o$ "he Real 1orld ,"he realm o$ pre
Ideas- we need "o wi"hdraw $rom "he se o$ or senses and rel% on a prel%
in"ellec"al approach. Pla"o, "hen, was "he $irs" philosoph% "o la% "he logical
grondwork necessar% "o sppor" a "heor% o$ imma"erial reali"%. #his is clearl%
seen in his e*plana"ion o$ "he allegor% o$ his $riend :lacon.
#he prison hose is "he world o$ sigh", "he ligh" o$ "he $ire is "he sn, and %o
will no" misapprehend me i$ %o in"erpre" "he 9orne% pwards "o )e "he ascen"
o$ "he sol in"o "he in"ellec"al world according "o m% poor )elie$, which, a"
%or desire, I ha(e e*pressed F whe"her righ"l% or wrongl% :od knows. !",
whe"her "re or $alse, m% opinion is "ha" in "he world o$ knowledge "he idea o$
good appears las" o$ all, and is seen onl% wi"h an e$$or"B and, when seen is also
in$erred "o )e "he ni(ersal a"hor o$ all "hings )ea"i$l and righ", paren" o$ ligh"
and o$ "he lord o$ ligh" in his (isi)le world, and "he immedia"e sorce o$ reason an
"r"h in "he in"ellec"alB and "ha" "his is "he power pon which he who wold ac"
ra"ionall% ei"her in p)lic or pri(a"e li$e ms" ha(e his e%e $i*ed.
Moreo(er, I said, %o ms" no" wonder "ha" "hose who a""ain "o "his )ea"i$ic (ision
are nwilling "o descend "o descend "o hman a$$airsB $or "heir sols e(er
has"ening in"o "he pper world where "he% desire "o dwellII
I" is $rom "he a)o(e posi"ion "ha" Pla"o arri(ed a" his won "ha" i$ we are indeed "o
)e (ir"os we canno" depend on opinions roo"ed in percep"ion. #he senses will
decei(e s and make s )elie(e "ha" "he prel% "ransi"or% world in "he Real 1orld
and "here$ore we ms" sppress "he senses as mch as possi)le. A" $irs" "his will
)e e*"remel% di$$icl" and like "he prisoner in "he ca(e, we will wan" "o re"rn "o
"he secri"% o$ "he $amiliar )" )e$ore long we will come "o reali'e "he di$$erence
)e"ween "he "ransi"or% world and "he 1orld o$ Ideas.
#he posi"ion which ad(oca"es "he se o$ reason or "he in"ellec" alone is sall%
re$erred "o )% "he "echnical name o$ ra"ionalism.
In Pla"o+s opinion Idealism holds "ha" onl% ideas are "he "res" $orm o$ reali"%. In
his approach "o $inding answers "o his Ges"ions, he sogh" "o separa"e "he world
o$ ma""er $rom "he world o$ ideas. For him and his $ollowers inclding Socra"es,
dialec"ic o)ser(a"ions "o $ind "he "re meaning o$ poin"s o$ (iew were )es"
e*amined "hrogh open ended discssions and de)a"es. I" was his )elie$ "ha"
gi(en enogh "ime $or discssion, "hose in(ol(ed in "he de)a"e wold e(en"all%
mee" in a middle grond and "ha" a )ridge o$ nders"anding wold e(en"all%
sr$ace. #hs "he respec" $or each o"hers poin" o$ (iew wold l"ima"el% )e
shown. For "he idealis", Pla"o ser(ed as "he $a"her $or "hogh". All who $ollowed
in "his $ield were in$lenced )% his original Ges"s "o $ind "he answers.

. !e"enteenth and #ighteenth Centur$: %erkele$ and Hegel
From "his mo(emen" came "he de(elopmen" o$ "he modern idealis"ic (iews o$
Descar"es, !erkle%, Kan", 0egel and Ro%ce.
Rene Descartes
Modern idealism in "he $i$"een"h and si*"een"h cen"ries is largel% de$ined )% a
grop o$ philosophers who were wri"ing a" "he "ime. In his Discorse on Me"hod
and Medi"a"ions on Firs" Philosoph%, Descartes arri(ed a" his Car"esian $irs"
principal =I "hink, "here$ore I am.> Descar"es decided "ha" he cold "hrow all
"hings in"o do)" e*cep" "ha" he was "hinking and do)"ing. #his sppor"s "he
concep" o$ idealism )ecase i" emphasi'es "he cen"rali"% or impor"ance o$ "he
mind. Descar"es, like Pla"o and Ags"ine di(ided his world in"o "wo areas. For
Descar"es "he "wo areas were "he cogi"o and "he Dei"% Descar"es was a "re
do)"er. 0e a""acked his "hogh" processes )% challenging "he e*is"ence o$
e(er% idea inclding his own e*is"ence. #he one "r"h "ha" he pro(ed was "ha" in
do)"ing e(er%"hing he arri(ed a" "he consenss "ha" e(en i$ one do)"ed e(er%
isse F "he "r"h "ha" coldn+" )e denied was "ha" one was "hinking. #hs his
$amos $irs" principle5 Cogi"o, ergo sm, =I "hink, "here$ore I am.> ,p7J- !erkele%
challenged "ha" in order $or "here "o )e "r"h, "he mind ms" acknowledge "ha"
"r"h.
&eorge %erkele$
!erkle%, "he a"hor o$ Principles o$ 0man Knowledge, s"a"ed "ha" all e*is"ence
depends on some mind "o know i"B i$ no minds e*is", "hen no"hing e*is"s nless i"
is percei(ed )% "he mind o$ :od. For Descar"es a ma"erial world did no" e*is"
independen" o$ "he mind. 0is philosophical (iews were grea"l% in$lenced )% his
religios )elie$s. In his (iew, "here is no e*is"ence wi"ho" percep"ion. 0owe(er
"hings cold )e considered "o e*is" in "he sense "ha" "he% were percei(ed )% :od.
!erkele% has answered an impor"an" Ges"ion on whe"her a "ree $alling in "he
woods wold make a sond i$ no one was arond "o hear i". 0is answer was no,
i$ i" was no" percei(ed )% :od.
!erkele% is commonl% considered "he $a"her o$ modern idealism. 0e arges "ha"
wha" we e*perience does e*is" in a real ph%sical sense, )" onl% )ecase i"
e*is"s in "he mind. A "hing is "he sm o$ or ideas o$ i". For e*ample, an apple is
red, swee", rond, e"c. #he apple is no"hing more or less "han "he sm o$ m%
ideas o$ i". !" wha" i$ I am no" "hinking a)o" applesK 1ha" i$ I am "hinking a)o"
roses, or )ooks, or wineK Does "ha" mean "ha" apples don no" e*is" dring "he
"ime m% "hogh"s are $ocsed elsewhereK Common sense wold indica"e "he
a)srdi"% o$ "his posi"ion. I$ we held "o "he idea "ha" a "hing did no" e*is" nless
we were "hinking o$ i" we wold "oo easil% $all in"o a posi"ion philosophers call
solipsism. Solipsism wa%s "ha" no"hing has an e*is"ence )e%ond "he indi(idal+s
mind and wha" appears "o ha(e an e*is"ence is simpl% in "he mind o$ "he
)eholder.
!erkele% care$ll% a(oided "he pi"$alls o$ "his (arian" o$ idealism and wi"h i" "he
pro)lem o$ "hings winking in and o" o$ e*is"ence. Ins"ead, he sgges"ed "ha"
ideas e*is" n "he mind o$ :od as well as in or more $ini"e minds, "hs allowing
$or "he con"ini"% o$ e*is"ence )% making "he ni(erse "he prodc" o$ :od+s
"hogh"s. #he grea" (ale in "his $orm o$ idealism is "ha" i" allows $or s"a)ili"%,
comple*i"%, and sophis"ica"ion. Man ma% onl% )e a)le "o "hink or concei(e o$ a
limi"ed nm)er o$ dimensionsB :od can "hink o$ "hem all.
.
Immanuel 'ant
In wri"ing his Cri"iGe o$ Pre Reason, and Cri"iGe o$ Prac"ical Reason, Kan"
"ried "o make sense o$ ra"ionalism and empiricism wi"hin "he idealis" philosoph%.
In his s%s"em, indi(idals cold ha(e a (alid knowledge o$ hman e*perience "ha"
was es"a)lished )% "he scien"i$ic laws o$ na"re. #his was in con"ras" "o
!erkele%+s "hinking "ha" "hings are "o"all% dependen" on "he mind. Kan"+s
philosoph% o$ edca"ion in(ol(ed some aspec"s o$ charac"er edca"ion. 0e
)elie(ed in "he impor"ance o$ "rea"ing each person as an end and no" as a
means. 0e "hogh" "ha" edca"ion shold inclde "raining in discipline, cl"re,
discre"ion, and moral "raining. #eaching children "o "hink and an emphasis on
d"% "oward sel$ and o"hers were also (i"al poin"s in his philosophies. #he desire
"o grow in ones nders"anding o$ )eing is sppor"ed "hrogh knowledge. As
seen wi"h "he Religios idealism mo(emen" when Ags"ine approached "he idea
"ha" learning comes $rom wi"hin and "ha" a person is responsi)le $or his learning.
#hese ideas lead Chris"iani"% and religios mo(emen"s ha(ing a grea" e$$ec" on
"he de(elopmen" o$ "he modern world o$ edca"ion and schools. #o sppor" "he
ideas o$ Chris"iani"% essen"iall% means "o )elie(e in "he Idea o$ a sper power
"ha" canno" )e seen or "oched.

0is (iews were in$lenced )% his s"rong religios )elie$s. 0e held "he e*is"ence
o$ :od "o )e "he Idea and wi"ho" )elie$ in :od "hen "hings wold no" e*is". Kan"
sppor"ed "he idea o$ hman "hogh" as his idealism. 0e held "o "he )elie$ "ha"
real knowledge cold )e $ond "hogh "eaching a child "o "hink )o"h morall% and
e"hicall%.
&eorg (ilhelm )riedrich Hegel
#hree o$ 0egel+s mos" $amos )ooks are Phenomenolog% o$ Mind, Logic, and
Philosoph% o$ Righ". In "hese readings, 0egel emphasi'es "hree ma9or aspec"s5
logic, na"re, and spiri". 0egel main"ained "ha" i$ his logical s%s"em were applied
accra"el%, one wold arri(e a" "he A)sol"e Idea, which is similar "o Pla"o+s
nchanging ideas. 3a"re was considered "o )e "he opposi"e o$ "he A)sol"e
idea. Idea and na"re "oge"her $orm "he A)sol"e Spiri" which is mani$es"ed )%
his"or%, ar", religion, and philosoph%. 0egel+s idealism is in "he search $or $inal
A)sol"e Spiri". 4*amining an% one "hing reGired e*amining or re$erring "o
ano"her "hing. 0egel+s "hinking is no" as prominen" as i" once was )ecase his
s%s"em led "o "he glori$ica"ion o$ "he s"a"e a" "he e*pense o$ indi(idals. 0egel
"hogh" "ha" "o )e "rl% edca"ed an indi(idal ms" pass "hrogh (arios s"ages
o$ "he cl"ral e(ol"ion o$ mankind. Addi"ionall% he reasoned "ha" i" was possi)le
$or some indi(idals "o know e(er%"hing essen"ial in "he his"or% o$ hmani"%. ).
:eorg 1ilhelm 0egel+s posi"ion is an a""emp" "o de(elop an all em)racing
philosophical s%s"em in "o which all e(en"s and "hings can )e $i". Since "he world
is no" )% an% means in an Ideal s"a"e, 0egel reasoned i" ms" )e par" o$ a
d%namic process which mo(es "oward "he Ideal. #hs, $or 0egel, "he ni(erse is
one a)sol"e, e(ol(ing spiri"al ni"%. #he world is in a d%namic s"a"e o$
)ecoming. 0egel+s posi"ion is generall% re$erred "o as o)9ec"i(e or a)sol"e
idealism.
0egel+s poli"ical philosoph% places i"s emphasis on "he s"a"e. Man is shor"&li(ed,
)" "he s"a"e is more permanen" since i" has an e*is"ence o$ i"s own. #his
glori$ica"ion o$ "he s"a"e, as well as "he search $or "he Ideal S"a"e is also seen in
"he works o$ Pla"o. !" Pla"o and 0egel appear "o ha(e in$lenced :io(anni
:en"ile, "he I"alian philosopher. I" is $rom 0egel "ha" "he doc"rine o$ "he indi(idal
gaining impor"ance onl% as he )ecomes a par" o$ "he s"a"e draws i"s s"reng"h
*osiah Ro$ce.
Ro%ce+s Ideas were )es" desired as plans o$ ac"ions. I" was his )elie$ "ha" "he
s"ronges" "hings $or a person "o de(elop is lo%al"% and "o )e o$ a high moral
charac"er. 0e sppor"ed "he idea "ha" edca"ion shold )e more "han 9s" a
li"eral Gali$%ing o$ in$orma"ion, "ha" "he moral lessons held high meri" $or crea"ing
a good socie"%
Man% o$ Ro%ce+s ideas coincide wi"h "hose o$ 0egel. Ro%ce concei(ed o$ ideas
as prposes or plans o$ ac"ion. 0e considered prposes as incomple"e wi"ho"
an e*"ernal world, and "he e*"ernal world as meaningless nless i" was "he
$l$illmen" o$ "hese prposes. Ro%ce )elie(ed in "he impor"ance o$ de(eloping a
sense o$ morals. #his "hogh" in$lences edca"ion "ha" in(ol(es "eaching a)o"
or prpose in li$e and how we )ecome ac"i(e par"icipan"s in "hese prposes.
+. ,-entieth Centur$: &io"anni &entile
:en"ile was appoin"ed I"alian Minis"er o$ 4dca"ion )% Mssolini on Hc"o)er 86,
6;77 and held "ha" pos" n"il Ll% 6, 6;7<. A "rained philosopher who $el" "ha" "he
"re )asis o$ edca"ion $or an en"ire na"ion which was roo"ed in a pa""ern o$
philosophical )elie$s. Among "he more impor"an" aspec"s o$ his edca"ional
s%s"em were5
a. An emphasis on religion and na"ionalism is "he elemen"ar% schools. #his is a
com)ina"ion o$ "he Idealis" poin" o$ (iew "ha" religion is one o$ "he s)9ec"s "ha"
can lead "o knowledge o$ "he Ideal, and a (er% prac"ical poin" o$ (iew which is
concerned wi"h making "he indi(idal an e*"ension o$ "he s"a"e.
). S"ressing "he classis in "he secondar% schools. #he classics are (iewed as "he
spiri"al heri"age o$ "he pas" and as "he proper in"ellec"al "raining $or children in
an Idealis" school.
c. #he (iew "ha" "he good o$ "he indi(idal is iden"ical wi"h "he good o$ "he s"a"e.
1here "here is con$lic" "he indi(idal ms" )e sacri$iced "o "he necessi"ies o$ "he
s"a"e.
d. #he "eacher as an in"ermediar%. #he "eacher is seen as one who has made a
somewha" closer "o "he Ideal world "han "he s"den".
Philosophical Rationale of Idealism
Idealism is a philosophical approach "ha" has as i"s cen"ral "ene" "ha" ideas are
"he onl% "re reali"%, "he onl% "hing wor"h knowing. In a search $or "r"h, )ea"%,
and 9s"ice "ha" is endring and e(erlas"ing, "he $ocs is on conscios reasoning
in "he mind.
,he .ni"erse /Ontolog$ or Metaph$sics0
#o "he idealis", "he na"re o$ "he ni(erse is mindB i" is an idea. #he real na"re o$
"he posi"ion is idea&ism. For "he idealis" "he ni(erse has "wo aspec"s. #he $irs" is
"he sensor% aspec", "ha" par" o$ li$e open "o empirical or sensor% e*plora"ion and
(eri$ica"ion. #his is a sham worldB a world o$ illsion. #his second aspec", "he
Real 1orld, lies )e%ond "he sensor% world and can onl% )e reached "hrogh "he
in"ellec". #his is "he 1orld o$ Ideas.
#he idealis" "radi"ionall% "rns awa% $rom na"re in his specla"ion an )ases his
philosophical )elie$s on "he asser"ion "ha" "here are cer"ain "imeless "r"hs a)o"
"he ni(erse. #hese "r"hs pro(ide s wi"h cer"ain"%, and i" is alwa%s easier "o
)egin "o "hink clearl% and logicall% $rom a solid )ase o$ cer"ain"%. 1e can know
"ha" "he world opera"es in a reasona)le wa% ,al"hogh we ma%B ne(er )e a)le "o
Gi"e $a"hom 9s" wha" "ha" =reasona)le wa%> ma% )e-. For 0egel, $or e*ample,
"he order o$ "he ni(erse F his"or% F is :od "hinking. More recen" idealis"s ha(e
$ocsed on "he sel$ as a spiri"al phenomenon.
Idealism as a philosoph% presen"s an on"ological $ramework compa"i)le wi"h
religion. 1here(er order is e*"ernall% imposed, where(er "here is an Ideal, i" is a
simple s"ep "o )ring in :od an in"ermediar% or in"ermediar% class )e"ween :od or
"he Ideal and man. #he in"ermediar% class ,whe"her prophe", "eacher, or pries"- is
composed o$ "hose )e""er a)le "o nders"and or commnica"e wi"h "he Ideal.
#hese in"ermediaries, in some socie"ies, soon )ecome a pri(ileged class.
Pla"o also )elie(ed "ha" "he sol is $ll% $ormed prior "o )ir"h and is per$ec" and a"
one wi"h "he Mni(ersal !eing. #he )ir"h process checks "his per$ec"ion, so
edca"ion reGires )ringing la"en" ideas ,$ll% $ormed concep"s- "o
consciosness.
In Idealism, all o$ reali"% is redci)le "o one $ndamen"al s)s"ance5 spiri". ,2o
ma% )e""er nders"and "he na"re o$ spiri" in "his con"e*" i$ %o "hink o$ i" as "he
"o"al a)sence o$ ma"eriali"%.- Ma""er is no" realB i" is ra"her a no"ion, an a)s"rac"ion
o$ "he mind. I" is onl% "he mind "ha" is real. #here$ore, all ma"erial "hings "ha"
seem "o )e real are redci)le "o mind or spiri". #he chair %o are si""ing on is no"
ma"erialB i" onl% seems ma"erial. I"s essen"ial na"re is spiri". Hn "he ni(ersal
le(el, $ini"e minds li(e in a prpose$l world prodced )% an in$ini"e mind. I" is as
"hogh "he en"ire ni(erse is made p o$ an in$ini"e mind or spiri"B which is, in
e$$ec", e(er%"hing, and we are small )i"s and pieces o$ "ha" mind. !ecase man is
a par" o$ "his prpose$l ni(erse, he is an in"elligen" and prpose$l )eing
'no-ledge and ,ruth /#pistemolog$0
#he idealis", once he accep"s "he on"ological assmp"ion o$ "he e*is"ence o$ a
"ranscenden" reali"%, ms" ask whe"her or no" i" is possi)le "o know and o" come
"o grips wi"h "his realm. Mos" idealis"s, "o a grea"er or lesser degree, accep" "he
no"ion "ha" man ma% know "he Ideal, a" leas" in par".
#he idealis" "ake a ra"ionalis"ic approach "o "he kno""% pro)lems o$ knowledge
and "r"h and relies hea(il% on dedc"i(e logic ,"he process o$ reasoning $rom "he
general "he more speci$ic- Al"hogh some idealis" "hinkers ha(e care$ll% denied
reliance on empirical or sense da"a, sch da"a sall% ser(e as "he )asis $or "he
premises o$ dedc"i(e logic.
#he idealis" a""emp"s "o $ind in "he ni(erse general principles which can )e gi(en
"he s"a"s o$ ni(ersal "r"hs. In order "o do "his, i" is necessar% $or "he idealis" "o
"rn inwardB "o see, as i" were, "he ocean in a drop o$ wa"er and "he ni(erse in a
grain o$ sand. Mos" idealis"s will accep" "han no"ion "ha" man+s )eing and
a)sol"e mind are Gali"a"i(el% "he same, )" while we ha(e all "he a""ri)"es o$
"he A)sol"e we are like "he drop o$ wa"er and "he sea. Ls" as "he drop o$ wa"er
is no" "he whole ocean, man does re$lec", al)ei" diml%, "he A)sol"e, we can look
inward "o see "he "re na"re o$ reali"%. Idealis"s )elie(e "ha" all knowledge is
independen" o$ sense e*perience. #he ac" o$ knowing "akes place wi"hin "he
mind. #he mind is ac"i(e and con"ains inna"e capaci"ies $or organi'ing and
s%n"hesi'ing "he da"a deri(ed "hrogh sensa"ions. Man can know in"i"i(el%B "ha"
is "o sa%, he can apprehend immedia"el% some "r"h wi"ho" "ili'ing an% o$ his
senses. Man can also know "r"h "hrogh "he ac"s o$ reason )% which an
indi(idal e*amines "he logical consis"enc% o$ his ideas. Some Idealis"s )elie(e
"ha" all knowledge is a ma""er o$ recall. Pla"o was one who held "his no"ion. 0e
)ased "his conclsion pon "he assmp"ion "ha" "he spiri" o$ man is e"ernal.
1ha"e(er he knows is alread% con"ained wi"hin his spiri". H)9ec"i(e Idealis"s,
sch as Pla"o, "hink "ha" ideas are essences, which ha(e an independen"
e*is"ence. S)9ec"i(e Idealis"s, sch as :eorge !erkele%, reason "ha" man is
a)le "o know onl% wha" he percei(es. 0is onl% knowledge is o$ his men"al s"a"es.
4*is"ence depends pon mind. 4(er% s"imls recei(ed )% "he mind is deri(ed
l"ima"el% $rom :od. :od is "he In$ini"e Spiri".
Idealis"s assme, )ased on "heir on"ological posi"ion, "ha" #r"h does e*is". Since
#r"h does e*is" and is no" merel% a crea"ion o$ "he indi(idal or socie"% )" e*is"s
independen" o$ man or o$ man+s knowledge o$ i", i" can )e $ond. And when, i" is
$ond, i" will a)sol"e and )inding.
For "he idealis" "he search $or "r"h is a ma9or emphasis. Al"hogh $or each "he
Idea o$ ="r"h> ma% ha(e (ariedB "he goal seems "o )e cons"an" Idealis"s search "o
challenge s"den"s "o "hink and "o learn $rom "heir schools o$ "hogh". For some
idealis"s, "he nders"anding o$ "he challenges we $ace in or world "oda% need
onl% )e deri(ed $rom discssions o$ classics, sch as Mo)% Dick and "he !i)le,
and "he "eaching o$ sch classics "o encorage cri"ical "hinking.

1alues /23iolog$0
4. (hat is &ood /#thics0 - Idealis"s generall% roo" all (ales ei"her in a personal
:od or in a personal spiri"al $orce o$ na"re. #he% all agree "ha" (ales are
e"ernal. #heis"ic Idealis"s asser" "ha" e"ernal (ales e*is" in :od. :ood and e(il,
)ea"% and gliness are known "o "he e*"en" "ha" "he idea o$ good and "he idea o$
)ea"% are consis"en" wi"h "he a)sol"e good and "he a)sol"e )ea"% $ond in
:od. Pan"heis"ic Idealis"s iden"i$% :od wi"h na"re. Vales are a)sol"e and
nchanging )ecase "he% are a par" o$ "he de"ermined order o$ na"re
For "he idealis" "he good li$e in li(ing in harmon% wi"h "he ni(erse. I$ "he A)sol"e
is (iewed as "he $inal and mos" e"hical o$ all "hings and persons, or as :od, who
is )% de$ini"ion per$ec" and i" "hs per$ec" in morals "he idealis"+s epi"ome o$
e"hical condc" and morali"% will lie in "he imi"a"ion o$ A)sol"e Sel$. Man is mo"
moral when his )eha(ior is in accord wi" "he Ideal and Mni(ersal Moral Law which
we can and do recogni'e. 4(en i$ we do no" recogni'e i" as indi(idals, "here are
in no" socie"ies "hose whose special $nc"ion i" is, ei"her as "eachers or as
minis"ers, "o ins"rc", clari$%, and in$orm s as "o wha" )eha(ior is in accord wi"
"he Mni(ersal Moral Law. 1e ms" do righ" simpl% )ecase i" is righ"C I" is indeed
a lo$"% ideal o$ morali"% "ha" sgges"s we do righ" simpl% "o )e more per$ec"l% in
"ne wi" "he ni(erse.
. Concept of 5eaut$ /2esthetics0 - idealis" sees as )ea"i$l "he
appro*ima"ion o$ "he Ideal. #ha" which in $ini"e "erms a""emp"s "o e*press "he
A)sol"e is ca"egori'ed as aes"he"icall% pleasing. #his wold appear "o lea(e
li""le grond $or crea"i(i"% since "here ms" )e an a)sol"e s"andard agains" which
all ar" can )e measred. Again, we ha(e "he "eachers and "he minis"ers de$ining
"ha" which as special in"ermediaries "he% recogni'e as closes" "o "he na"re o$ "he
A)sol"e. #hs are ar" cri"ics )orn.
1hen we en9o% a work o$ ar", sa% "he idealis"s, i" is )ecase, on "he one hand,
we see i" as a "re represen"a"ion o$ "he IdealB and on "he o"her hand, i" ser(es "o
)ring s closer "o con"rac" wi" "he Ideal.
Msic is considered )% some idealis"s as "he highes" $rom o$ aes"he"ic crea"ion
since i" does no" represen" an% "hing in "he phenomenal or e*is"en" world, )"
ins"ead c"s across i" "o "he hear" o$ "he A)sol"e. #he ar"is" shold, according "o
his school $or "hogh", a""emp" "o ideali'e "he world "o s, "ha" is , "o presen" i"s
inner meaning ra"her "han "o por"ra% i" as i" appears "o "he senses, "o cap"re i"s
inner essence, i"s oneness wi"h "he Ideal.
Religious and Idealism
Religion and idealism ha(e close "ies. Ldaism and Chris"iani"% were in$lenced
)% man% o$ "he :reek philosophers. Ags"ine, one o$ "he grea" "hinkers o$ "he
Ca"holic Chrch discssed "he ni(erse as )eing di(ided in"o "he Ci"% o$ :od and
#he Ci"% o$ man. #he ci"% o$ :od was go(erned )% "r"h and goodness. #he ci"%
o$ man was go(erned )% "he senses. #his parallels Pla"o+s scheme o$ "he world
o$ ideas and "he world o$ ma""er. Religios "hinkers )elie(ed "ha" man did no"
crea"e knowledge, )" disco(ered i". Ags"ine, like Pla"o did no" )elie(e "ha"
one person cold "each ano"her. Ins"ead, "he% ms" )e led "o nders"anding
"hrogh skill$l Ges"ioning. Religios idealis"s see indi(idals as crea"ions o$
:od who ha(e sols and con"ain elemen"s o$ godliness "ha" need "o )e
de(eloped.
!ociet$
Pla"o descri)ed a "opian socie"% in which .edca"ion "o )od% and sol all "he
)ea"% and per$ec"ion o$ which "he% are capa)le. as an ideal.
Pla"o )elie(ed in "he impor"ance o$ s"a"e in(ol(emen" in edca"ion and in mo(ing
indi(idals $rom concre"e "o a)s"rac" "hinking. 0e )elie(ed "ha" indi(idal
di$$erences e*is" and "ha" o"s"anding people shold )e rewarded $or "heir
knowledge. 1i"h "his "hinking came "he (iew "ha" girls and )o%s shold ha(e
eGal oppor"ni"ies $or edca"ion. In Pla"o+s socie"% "here were "hree social
classes o$ edca"ionB workers, mili"ar% personnel, and rlers. 0e )elie(ed "ha" "he
rler or king wold )e a good person wi"h mch wisdom )ecase i" was onl%
ignorance "ha" led "o e(il.
Hne o$ "he ma9or cri"icisms o$ idealism has )een "ha" i" lacks an adeGa"e social
polic%. #he ideal socie"% is seen as a re$lec"ion o$ "he ideal organi'a"ion o$ "he
A)sol"e. Socie"% is like an organism in which each person ,like "he cells o$ "he
organism- has a par"iclar place and a par"iclar role. 1hen "his poin" o$ (iew is
carried "o i"s logical conclsion we $ind "ha" i" can )e compa"i)le wi"h a "o"ali"arian
s"a"e. #his social "heor% wold place socie"% ,or "he s"a"e- o(er and a)o(e "he
indi(idal ci"i'en and wold make "he indi(idal good iden"ical wi"h "he general
good or "he good o$ s"a"e. #he indi(idal "hen is placed in a posi"ion in which he
is an ins"rmen" o$ "he s"a"e and s"a"e and ma% )e sacri$iced "o i"s needs.
#he idealis" relies $or mch o$ his social (iew on "he accmla"e wisdom o$ "he
pas". Par"iclarl% "ha" wisdom which is ei"her s%m)olic o$ , or represen"a"i(e o$,
"he Ideal. In genera, "here$ore, "he idealis" s"resses an in"ellec"al pa""ern $or
conser(a"ion o$ "he cl"ral heri"age. #his is a conser(a"i(e posi"ion, "%pical o$
an% s%s"em )ased on "he )elie$ "ha" reali"% has a coerci(e order o$ i"s own and
"ha" we ms" wai" "o progress n"il we ha(e "his order made clear "o s.
In discussing the ideal social order6 H.H.Horne has -ritten:
#here is an ideal social order $or man. #his ideal nowhere $ll% e*is"s on "he
ear"h. !" i" han"s "he imagina"ion o$ man. I" is real in "he sense o$ s)sis"ence,
i$ no" e*is"ence. I" is real in "he sense "ha" per$ec" circles are real. #his ideal order
consis"s o$ all "hose (ales "ha" social man shold reali'e in "he ear"h. #he
poli"ical s"a"e e*is"s "o help conser(e and media"e "hose ideal (ales. !elie(ing
"ha" sch an ideal is real an "ha" man can reali'e i" is a grea" s"imls "o impro(e
ac"al condi"ions. Viewed in a large wa%, "he mission o$ man is "o make "he ideal
ac"al. 0man socie"% is, or shold )e, in"eres"ed in "ha" "%pe o$ edca"ion which
)rings "hese nchanging and e"ernal (ales in"o "he changing and "emporal li(es
o$ men.
#he Idealis" )elie(es in a world o$ Mind ,me"aph%sics- and in "r"h as Idea
,epis"emolog%-. Fr"hermore, e"hics is "he imi"a"ion o$ "he A)sol"e Sel$ and
aes"he"ics is "he re$lec"ion o$ "he Ideal. From "his (er% general philosophical
posi"ion, "he Idealis" wold "end "o (iew "he Learner as a microscopic mind, "he
#eacher as a paradigma"ic sel$, "he Crriclm as "he s)9ec" ma""er o$ s%m)ol
and idea ,emphasi'ing li"era"re, his"or%, e"c.-, "he #eaching Me"hod as a)sor)ing
Ideas, and "he Social Polic% o$ "he school as conser(ing "he heri"age o$ 1es"ern
ci(ili'a"ion
2IM! O) #D.C2,IO7
#he prpose o$ edca"ion is "o con"ri)"e "o "he de(elopmen" o$ "he mind and sel$
o$ "he learner. #he edca"ion&impar"ing ins"i""e shold emphasi'e in"ellec"al
ac"i(i"ies, moral 9dgmen"s, aes"he"ic 9dgmen"s, sel$&reali'a"ion, indi(idal
$reedom, indi(idal responsi)ili"%, and sel$&con"rol in order "o achie(e "his
de(elopmen".
In an idealis"ic edca"ion s%s"em emphasis shold )e placed on de(eloping "he
mind, personal discipline, and charac"er de(elopmen". A person shold )e li"era"e
and o$ good moral charac"er
#he aim o$ edca"ion is "o )rings "he child as close "o A)sol"e #r"h as possi)le.
All o$ "he aims o$ "he idealis" as edca"or $ind "heir grond in "he concep"ion o$
Ml"ima"e Reali"% and "he s"den"s+ rela"ion "o "his Reali"%.
In idealism, "he aim o$ edca"ion is "o disco(er and de(elop each indi(idal/s
a)ili"ies and $ll moral e*cellence in order "o )e""er ser(e socie"%
More speci$icall%, "he school can "ake a leading role in de$ining and re$ining or
knowledge o$ #r"h an "he A)sol"e. #he school ha a responsi)ili"% "o $ind and "o
"rain $"re leaders. As will )e seen, mch o$ "he crriclm $or "he idealis" is
)ased on "he s"d% o$ earlier leaders. Cer"ainl% "he dis"ingishing )e"ween and
"he de(elopmen" o$, leaders smacks o$ edca"ion $or $ollowership ,or
s)ser(ience "o "he s"a"e- is $ond in "he :en"ile re$orms ins"i""ed in I"al% in "he
6;7J+s.
#he school, as one o$ "he social ins"i""ions concerned wi"h "he A)sol"e ms"
make 9dgmen"s as "o wha" is righ" and wha" is wrongB "hs, one o$ "he aim o$
edca"ion wold )e "o de(elop morali"%.
Ano"her aim o$ edca"ion is "he main"enance and "ransmission o$ "he es"a)lished
(ales o$ "he pas". Hnce we ha(e es"a)lished "ha" some"hing is good, or "re, or
)ea"i$l, i" is a responsi)ili"% o$ "he school "o pass i" one "o scceeding
genera"ions.
,he Concept of !tudent
#here is mch in idealism o$ "he =personali"% cl".> As 0orne has poin"ed o", =3o
ci(ili'a"ion or cl"re o$ a people srpasses "ha" o$ i"s grea"es" leader.>
#he learner is a spiri"al )eing in "he process o$ )ecoming. 0is is a $ini"e
personali"% which, wi"h pro)er molding and gidance, migh" more like "he Ideal or
"he A)sol"e. Man is, in a sense, a small represen"a"ion o$ "he A)sol"e Sel$. #he
s"den" ms" )ring himsel$ closer "o "he A)sol"e "hrogh imi"a"ion o$ "he
e*emplar ,"he "eacher- and "hrogh s"d% o$ "hose s)9ec"s ,"he hmani"ies-
which )es" represen" or s%m)oli'e "he "re ideas o$ which "he hman race has
knowledge.
#he learner, i$ "he is an idealis" himsel$, or i$ "he idealis" philosoph% can )e
inclca"ed in"o his )eing, "ries "o do "he (er% )es" he can, s"ri(ing cons"an"l%
"oward per$ec"ion. 0orne has descri)ed "he =Idealis"ic Ppil> as $ollows5
#he Idealis"ic ppil is charac"eri'ed )% "ha" admira)le "rai", "he will "o per$ec"ion.
1ha"e(er he does as well as he can. 0e is am)i"ios "o deser(e honors in
scholarship. 0e wan"s "o grow in knowledge and wisdom, "o apprecia"e "he
aes"he"ic "hings in li$e "o deser(e appro)a"ion, and "o )e a wor"h% personI. 0e
s"ri(es $or per$ec"ion )ecase "he ideal person is per$ec".
,he Concept of ,eacher
Idealis"s ha(e high e*pec"a"ions o$ "he "eacher. #he "eacher ms" )e e*cellen", in
order "o ser(e as an e*ample $or "he s"den", )o"h in"ellec"all% and morall%. 3o
o"her single elemen" in "he school s%s"em is more impor"an" "han "he "eacher.
#he "eacher ms" e*cel in knowledge and in hman insigh" in"o "he needs and
capaci"ies o$ "he learnersB and ms" demons"ra"e moral e*cellence in personal
condc" and con(ic"ions. #he "eacher ms" also e*ercise grea" crea"i(e skill in
pro(iding oppor"ni"ies $or "he learners/ minds "o disco(er, anal%'e, ni$%,
s%n"hesi'e and crea"e applica"ions o$ knowledge "o li$e and )eha(ior.

#he idealis" holds "he role o$ "he "eacher "o )e "ha" o$ an impor"an" posi"ion. #he
"eacher ser(es as a model $or "he s"den" )% "eaching "hrogh e*ample and
gidance "he li$elong ha)i"s o$ pa"ience, "olerance and perse(erance "owards a
goal. I" is "he "eacher+s responsi)ili"% "o encorage "he s"den"s and "o pro(ide
"hem wi"h ma"erials "o encorage "hem "o work "o achie(e higher goals
Ls" as personali"% is a ma9or $ac"or in "he idealis" (iew o$ "he s"den", i" pla%s a
ma9or par" in "he idealis" (iew o$ "he "eacher. #he "eacher is seen as ha(ing
perhaps "he mos" impor"an" single role in "he edca"i(e process. #he "eacher
ser(es as a li(ing ideal or model $or "he s"den" and represen"s, "o some degree,
wha" "he s"den" can )ecome.
#he idealis" "eacher ="ries "o )e "he righ" sor" o$ person himsel$ and "o de(elop "he
righ" sor" o$ personali"% in his ppils. #he "eacher shold )e close "o "he A)sol"e
and shold )e, in a (er% real sense, a co&worker wi"h "he A)sol"e in de(eloping
"he ppil+s capaci"ies and giding him closer "o knowledge o$ "he Ideal. #he
"eacher shold )e close "o "he A)sol"e in de(eloping "he ppil+s capaci"ies and
giding closer "o knowledge o$ "he Ideal. #he "eacher shold se" an e*ample "ha"
"he s"den" will $ollow. #his is, o$ corse , compa"i)le wi"h "he no"ion "ha" "he real
world ,"he world o$ "he senses- is a cop% o$ "he A)sol"e. #hs, "he closer we are
"o come "o "he A)sol"e, "he more we ms" model or )eha(ior pon "hose
persons "ha" we know are paradigm cases.
Since idealis"s )elie(e in charac"er de(elopmen", "he% also )elie(e "ha" "he
"eacher shold )e a role model $or s"den"s "o emla"e. #eaching is considered
a moral calling. #he "eacher+s role is "o )e a skill$l Ges"ioner who encorages
s"den"s "o "hink and ask more Ges"ions in an en(ironmen" "ha" is si"a)le $or
learning
,he curriculum
#he impor"an" $ac"or in edca"ion a" an% le(el $or idealis"s is "eaching children "o
"hink. #eachers shold help s"den"s "o e*plore "e*"s $or ideas a)o" "he
prposes o$ li$e, $amil% "he na"re o$ peer pressres, and "he pro)lems o$ growing
p. Idealis"s )elie(e "ha" ideas can change li(es and "ha" classical li"era"re can
)e sed and e*plored "o help sol(e pro)lems in "oda%+s world. Crea"i(i"% will )e
encoraged when s"den"s immerse "hemsel(es in "he crea"i(e "hinking o$ o"hers
and when "he% are encoraged "o re$lec"
#he idealis" crriclm which places a considera)le emphasis on "he s"d% o$
his"or% and "he reading o$ )iographies. !o"h o$ "hese are e(iden"l% re$lec"ions o$
"he 0egelian in$lence on American edca"ion. Cer"ainl% i" is assmed )% "he
idealis"s "ha" "hrogh "he s"d% o$ "he pas", we can $ind appropria"e "r"hs arond
which "o model or presen" )eha(ior.
Along wi"h his"or% and )iograph%, "he idealis" crriclm emphasi'es "he s"d% o$
"he hmani"ies. Mnderl%ing "he selec"ion o$ ma"erials is "he concern $or selec"ion
o$ s)9ec" ma""er "ha" deals wi" ideal man and ideal socie"%. #hs, we $ind "he
idealis"s s"rong in "heir )elie$ "ha" "he =proper s"d% o$ mankind is man> and
in"erpre"ing "his "o mean "he his"or% o$ "he hman race.
!ooks are "he sorce o$ "his s)9ec" ma""er, "he s)9ec" ma""er o$ ideas. #o
nders"and socie"% and li$e we ms" s"d% his"or%. #o nders"and man we ms"
s"d% li"era"re and "he hmani"ies. #he idealis" wan"s "o see "he en"ire and
a)sol"e pa""ern o$ li$e and, in order "o do "his, his"or% and "he hmani"ies are "he
mos" impor"an" s)9ec"s. #he crriclm is )ased pon "he idea or assmp"ion o$
"he spiri"al na"re o$ man. #his idea in "rn leads "o an idea o$ "he na"re o$ "he
larger ni"s o$ $amil%, commni"%, s"a"e, ear"hB "he ni(erse, and in$ini"%. In
preser(ing "he s)9ec" ma""er con"en", which is essen"ial $or "he de(elopmen" o$
"he indi(idal mind, "he crriclm ms" inclde "hose s)9ec"s essen"ial $or "he
reali'a"ion o$ men"al and moral de(elopmen". #hese s)9ec"s pro(ide one wi"h
cl"re, and "he% shold )e manda"ed $or all ppils. Moreo(er, "he s)9ec" ma""er
shold )e kep" cons"an" $or all.
#he idealis" "radi"ion o$ s)9ec" ma""er is )asicall% li"erar% and places i"s primar%
emphasis on "he s)9ec" ma""er o$ )ooks, especiall% hose li"erar% pieces
considered "he mas"erworks o$ in$orma"ion a)o" ideas. !ecase o$ "he idealis"+s
reliance on "he world o$ "he mind, "heir crriclm calls $or li""le con"ac" wi"h "he
e*perien"ial ni(erse. #he idealis" edca"or has li""le place in his crriclm $or
$ield "rips and empirical or sensor% da"a.
Instructional Methodolog$
Pla"o+s idealism sgges"ed mo(ing $rom opinion "o "re knowledge in "he $orm o$
cri"ical discssions, or "he dialec"ic. All "hinking )egins wi"h a "hesis. #he
dialec"ic looks a" all poin"s o$ (iew. A" "he end o$ "he discssion, "he ideas or
opinions will )egin "o s%n"hesi'e as "he% work closer "o "r"h. Knowledge is a
process o$ disco(er% "ha" can )e a""ained "hrogh skill$l Ges"ioning Idealis"
edca"ion in(ol(es dep"h o$ learning, a holis"ic approach "ha" in(ol(es "eaching
"he whole ra"her "han i"s par"s. #he )es" me"hod o$ learning $or Pla"o was "he
dialec"ic, a process where ideas are p" in"o )a""le agains" each o"her, wi"h "he
mos" signi$ican" idea winning "he )a""le. Knowledge was no" impor"an" 9s" $or
"he ma"erial needs "ha" i" me". Idealis"s wold $eel "ha" mch o$ "he grea"
li"era"re o$ "he pas" wold )e se$l in "he sol(ing man% o$ "oda%+s pro)lems.
#he idealis" is no" concerned wi"h "rning o" s"den"s wi"h "echnical skills so
mch as ha(ing s"den"s wi"h a )road (iew and nders"anding o$ "he world in
which "he% li(e. Idealism emphasi'es "he role o$ "he "eacher, a skill$l Ges"ioner,
who shold )e a model $or "he person we wan" children "o )ecome. 1hile "he
lec"re me"hod is s"ill impor"an" in an idealis"+s edca"ion s%s"em, i" is considered
more o$ a wa% "o con(e% in$orma"ion and "o help s"den"s comprehend ideas.
Sel$ reali'a"ion and sel$ edca"ion are (er% impor"an" in idealism. 1hile "eachers
canno" alwa%s )e presen" when learning occrs, "he% ms" a""emp" "o s"imla"e
s"den"s so "ha" learning occrs e(en when "he% are no" presen". Pro9ec" )ased
learning is on e*ample o$ a sel$ direc"ed learning ac"i(i"% where learning can
occr wi"ho" a "eacher+s presence
.As "he crriclar emphasis is s)9ec" ma""er o$ mind5 li"era"re, his"or%,
philosoph%, and religion. #eaching me"hods $ocs on handling ideas "hrogh
lec"re, discssion, and Socra"ic dialoge ,a me"hod o$ "eaching "ha" ses
Ges"ioning "o help s"den"s disco(er and clari$% knowledge-. In"rospec"ion,
in"i"ion, insigh", and whole&par" logic are sed "o )ring "o consciosness "he
$orms or concep"s which are la"en" in "he mind. Charac"er is de(eloped "hrogh
imi"a"ing e*amples and heroes
#he classroom s"rc"re and a"mosphere shold pro(ide "he learners wi"h
oppor"ni"ies "o "hink, and "o appl% "he cri"eria o$ moral e(ala"ion "o concre"e
wi"hin "he con"e*" o$ "he s)9ec"s. #he "eaching me"hods ms" encorage "he
acGisi"ion o$ $ac"s, as well as skill in re$lec"ing on "hese $ac"s. I" is no" s$$icien"
"o "each ppils how "o "hink. I" is (er% impor"an" "ha" wha" ppils "hink a)o" )e
$ac"alB o"herwise, "he% will simpl% compond "heir ignorance. #eaching me"hods
shold encorage learners "o enlarge "heir hori'onsB s"imla"e re$lec"i(e "hinkingB
encorage personal moral choicesB pro(ide skills in logical "hinkingB pro(ide
oppor"ni"ies "o appl% knowledge "o moral and social pro)lemsB s"imla"e in"eres"
in "he s)9ec" con"en"B and encorage learners "o accep" "he (ales o$ hman
ci(ili'a"ion.
#he me"hods pre$erred )% "he idealis"s are "he logical o"grow"h o$ "heir
accep"ance o$ "he doc"rine o$ "he primac% o$ ideas. I$ e*perience, as he ha(e
seen, is an in$erior o$ "he primac% o$ ideas. I$ e*perience, as we ha(e seen, is an
in$erior re$lec"ion o$ Reali"%, "he onl% prpose e*perience has $or "he idealis" is "o
dis"or" "he #r"h. Since "he #r"h can )e reached "hrogh "he a)s"rac" ac"i(i"ies o$
"he mind, i" is in "hese "ha" me"hod ms" lie.
Me"hodolog%, $or "he idealis"s "hen, consis" $or "he mos" par" o$ lec"res,
discssion, and imi"a"ion. Learning is an e*ercise in s"re"ching "he mind "o i"s
$lles" so "ha" i" can a)sor) and handle ideas. Imi"a"ion shold )e o$ some
e*emplar% person or persons who )% "heir )eha(ior gi(e e(idence "ha" "he% are
close "o "he na"re o$ reali"%.
All "hree me"hods emplo%ed )% "he idealis"s are open "o cri"icism. All rel% on
ideas "ha" are alread% know and allow li""le or no oppor"ni"% $or "he s"den" "o
e*plore new ideas and new areas o$ in"eres". !ecase o$ "his "here is a "endenc%
"o rein$orce "he cl"ral lag )e"ween edca"ion and "he socie"%.
Criticisms of Idealism
Idealism has )een in$len"ial in edca"ion $or a considera)le amon" o$ "ime. I" is
considered a conser(a"i(e philosoph% )ecase o$ i"s emphasis in preser(ing
cl"ral "radi"ions. #he s"reng"hs o$ idealism inclde encoraging "hinking and
cogni"ion, promo"ing cl"ral learning, and pro(iding $or charac"er de(elopmen" o$
s"den"s. #eachers are considered (ala)le par"s o$ "he edca"ional process who
shold s"ri(e "o pro(ide a comprehensi(e, s%s"ema"ic, and holis"ic approach "o
learning "ha" s"resses sel$ reali'a"ion.
Science "oda% has challenged idealism and )rogh" a)o" challenges "o idealis"ic
principles. Science is )ased on h%po"hesis and "en"a"i(eness, )" idealism
promo"es a $inished and a)sol"e ni(erse wai"ing "o )e disco(ered. Idealism has
o$"en )een linked wi"h "radi"ional religion. #he weakening o$ religion has led "o
"he weakening o$ idealism as a philosoph%. #hrogh Pla"o+s rler kings, and
Ags"ine+s emphasis on "he monas"ic li$e, i" has )een said "ha" idealism leads "o
in"ellec"al eli"ism. In "he pas", edca"ion was considered impor"an" $or "he pper
classes o$ socie"%, marking edca"ion as a l*r%. Voca"ional and "echnical
s"dies were considered good enogh $or "he general p)lic. Idealis"ic edca"ion
was considered )ookish and lacking rele(ance. I" is arged "ha" "he charac"er
de(elopmen" aspec" o$ "he philosoph% in(ol(ed con$ormi"% and s)ser(ience on
"he par" o$ "he learner. #his "%pe o$ charac"er de(elopmen" was considered "o
s"i$le crea"i(i"% and sel$ direc"ion, making s"den"s glli)le and read% "o accep"
ideas wi"ho" serios e*amina"ion.
#he emphasis on "he impor"ance o$ knowledge and ideas in "he idealis"
philosoph% originall% led me "o )elie(e "ha" mch o$ m% philosoph% o$ edca"ion
inclded idealis"ic "endencies. Lames Madison+s Go"e "ha" knowledge is power,
which si"s $ron" and cen"er on m% class we)page, seems "o agree wi"h "his
premise. !ecase I )elie(e s"rongl% in pro9ec" )ased edca"ion as a wa% "o ha(e
s"den"s disco(er and learn new in$orma"ion, I also )egan "o (iew "he idealism in
m% "hinking. 0owe(er, as mch as I (ale "hese "hings and con"ine "o )elie(e in
"he impor"ance o$ con"inall% gaining knowledge, "he $ac" "ha" I (iew science and
"echnolog% as a (aled par" o$ all edca"ion, se"s me apar" $rom "he philosoph%.
1hile "he idealis" considered science and "echnical s"dies good enogh $or "he
general p)lic, I consider "hem an in"egral par" o$ an% edca"ion. 0owe(er I do
)elie(e in "he impor"ance o$ "eaching children "o "hink, $or no" doing so resl"s in
children wi"h )ook learning and no common sense.
Cri"ics o$ "he idealis" philosoph% o$ edca"ion ha(e )een (ocal and consis"en",
and "here is, indeed, no lack o$ argmen"s opposing "he posi"ion )o"h
philosophicall% and edca"ionall%. 0ere "hen are se* o$ "he mos" common
cri"icisms o$ "his philosophical school.
6. Se"s Mno)"aina)le :oals
For "he edca"or who is concerned wi"h ha(ing "he child reach o" and grasp "he
Ideal "here are "wo signi$ican" pro)lems. Firs", i$ per$ec"ion is nreacha)le "here is
(er% li""le desire on "he par" o$ mos" "o )ecome per$ec". For "he idealis" s"den"
"he goals are o$"en "oo $ar awa%. Second, "he idealis"s ha(e se" p a $inal goal5 "o
know "he Ideal and )ecome par" o$ i". #his implies a $ini"e "end and as sch
means "ha" we ha(e a $inal end in (iew. I" arges s"rongl% agains" "hose who "ake
"he poin" o$ (iew "ha" man is in$ini"el% per$ec"i)le.
7. Ignores "he Ph%sical Sel$
#he )od% canno" )e ignored. I$ we "r% "o ignore "he )od% i" soon in"rdes i"sel$
pon s. 1e do, whe"her we like "he idea or no", reac" "o and $ake in"o or mind
an deal wi"h, on "he in"ellec"al le(el, sch Ges"ion as whe"her or no" we are ho",
cold, hngr%, "ired, happ%, or sad. 1e will o$"en gi(e or grea"es" "hogh" "o
changing or modi$%ing or ph%sical realm, par"iclarl% where we are "r%ing "o
a(oid discom$or". In "he classroom "he "eacher who wold $orge" "ha" "he s"den"
has a )od% as well as a mind will soon )e $aced wi"h discipline pro)lem as
%o"h$l spiri"s reac" "o )odil% demands. #hs, "o "r% "o separa"e men"al ac"i(i"%
$rom "he ph%sical and "o "r% "o place Ideas in a realm nrela"ed "o "he e*is"en"
world )ecomes no"hing more "han an e*ercise in $"ili"%.
8. Deemphasi'es 4*perience
Man% ideas canno" ha(e meaning apar" $rom e*perience. #he ideas o$ hea" and
cold are no" simpl% logical cons"rc"s, )" wa%s o$ descri)ing cer"ain sensa"ions
$ond onl% in e*perience. #his is no" mean" "o impl% "ha" all "hings ms" )e roo"ed
in e*perience. I$ "his were "re, we wold ha(e grea" di$$icl"% in dealing wi"h "he
s"d% o$ s)&a"omic par"icles, and "he whole $ield o$ ma"hema"ics migh" well )e
called in"o Ges"ion. !", mos" ideas do $ind "heir roo"s in e*perience, and "o
den% "he (alidi"% o$ "his e*perience is "o make "he ni(erse s"erile.
<. Leads "o #o"ali"arianism
Some o$ "he cri"iGes o$ idealism is "ha" is discorages "he progress o$ science
and or modern disco(er%. I" also ser(es as somewha" o$ an eli"is" (iew in "ha"
al"hogh "he classics ha(e meri" $or se in "he classroom, "he% are no"
necessaril% "he choice $or all s"den"s. #o onl% concen"ra"e on "he classic
wri"ings is "o was"e a (as" amon" o$ wonder$l knowledge "ha" has )een gained
"hrogh con"emporar% wri"ings and ar". Fr"her moreB crea"ing a socie"% in
which s"den"s are "agh" "o )e docile and accep" wi"ho" challenging "hose
areas held "o )e a)sol"e cold essen"iall% )e crea"ing an en(ironmen" in which
s"den"s are s)ser(ien" and Gick "o con$irm
#he whole doc"rine o$ idealism ma% lead "o a rigid and o$"en "o"ali"arian social
order. I" ma% )ecome "he (er% an"i"hesis o$ Democrac% since i" arges "ha" "he
)es" eGipped $or leadership are "hose who are closes" "o "he Ideal. Pla"o, in "he
Rep)lic, se"s p a per$ec" socie"% in which "he leaders are "he Philosopher&
KingsB o$ "he Ideal. :en"ile, in "wen"ie"h cen"r% I"al%, pro(ides ano"her e*ample
o$ "he dangers o$ wha" can happen when "he social "heor% inheren" in "he
idealis"ic philosoph% is p" in"o prac"ice in "he rling o$ na"ions.
N. 4mphasi'es 0mani"ies
#he idealis" philosopher demands "ha" all ms" con$orm "o "he laws which are "he
imm"a)le working o$ "he Ideal. #here is, in idealism, "he assmp"ion o$ a
ni(ersal morali"% which will lead "o "he per$ec" moral and e"hical order. Since
mch, i$ no" all, o$ "his has an op"imis"ic, hmani"ies orien"ed o"look, i" ma% lead
"o a re9ec"ion o$ "he whole concep" o$ a "echnological socie"% which is
mechanis"ic and =scien"i$icall%> orien"ed.
O. H(erlooks possi)ili"% o$ 4rror
Perhaps "he grea"es" $ailing o$ an% philosophical s%s"em is "ha" i" $ails "o "ake in"o
accon" "he possi)ili"% "ha" i" ma% )e in error. #his is especiall% "re o$ idealism
since i"s "r"h is imm"a)le and nchanging. 4(en were "he Ideal "o change, as
long as "he no"ion o$ "he Ideal is accep"ed as sch "hen idealism has )il" in"o i"
i"s own (eri$ica"ion.
Hne $inal commen" seems called $or )e$ore mo(ing on "o "he ne*" philosophical F
edca"ional s%s"em. Idealism, like man% o"her s%s"ems, is dependen" a" an%
gi(en "ime $or i"s de$ini"ion o$ "r"h pon cer"ain spokesmen who wold seen "o
)e )e""er a)le "o know "he Ideal. #his can o$"en lead "o con$lic" as "o "he #r"h o$
one world s%s"em as opposed "o ano"her. #he whimsical sigh" o$ "wo idealis"
scholars s"anding o$$ and %elling a" each o"her, =M% #r"h is righ", %or "r"h is
wrong,> is "empered somewha" )% "he pic"re o$ "wo h%drogen )om) holding
despo"s s"anding o$$ and %elling "he same "hing a" each o"her.
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