Flow Philosophy Realism

There are three basic teachings of Plato that is about ideas, people and processes to know.
According to Plato divided reality into two, namely examples (paradigms) for concrete
objects. The division of this world on the human senses and world changing ideas that
never change. Idea is something objective, not created by the mind and the exact opposite
memberikam two introduction. First introduction of the idea: this was the actual
introduction. Introduction that can be achieved by this ratio is called episteme
(knowledge) and nature, firm, clear and unchanged. Thus Plato refused relatifisme the
sophists. Second, the introduction of objects called doxa (opinion), and are not fixed and
uncertain; this recognition can be achieved with the five senses. With two world could
reconcile Plato is also a major problem pre-socratik philosophy is panta rhei his views
and the views of existing Herakleitos-there his Parmenides. Both are true, sensuous world
is constantly changing world of ideas while never changing and eternal. Indeed, the soul
Plato argues that if it is immortal, because there are similarities between the soul and
ideas. Further said that the soul existed before life on earth.

Prior to unite with the body, the soul has experienced pre existence in which he looked at
ideas. Based on this view, Plato further theorized that the introduction of essentially
nothing but the remembrance (anamnenis) of ideas that have been seen at the time of pre-
eksistansi. Plato's teachings about the human soul could be called a prison. Plato also said
that, as human beings, the universe also has a soul and the spirit world was created before
the souls of men. Plato also makes a description of the state. But the greatest merit is its
scientific aims to open school. The school was named "Akademia" the most dedicated to
the heroes named

c. The importance of studying the three flow filsat it.

In studying Education Administration can not be separated from the philosophy of

Education Administration that should be reviewed, so the idea and the reality of the
problem discussed in philosophy it is necessary to note, that in determining the direction
of educational purposes in accordance with the needs of the students themselves.

The flow of philosophical idealism proved quite a lot of attention to education issues, so
it is quite influential on the thinking and practice of education. William T. Harris is a
character education stream of idealism that is very influential in the United States. In fact,
the number of prominent contemporary American philosopher not as much as the figures
of contemporary idealism by Herman Harrell Horne (1874-1946). Herman Harrell Horne
is a philosopher who teaches philosophy wing idealism more than 33 years at the
University of New York.

Later, appears also Michael Demiashkevitch, who writes about idealism in education
with special effects. Similarly B.B. Bogoslovski, and William E. Hocking. Then there are
also Rupert C. Lodge (1888-1961), professor of logic and history of philosophy at the
University Maitoba. Two bukunnya that reflect the brilliance of Rupert's thinking in the
philosophy of education is the Philosophy of Education and the study of Plato pemikirian
in the field of educational theory. In Italy, Giovanni Gentile Minister of Public
Instruction in Mussolini's first cabinet, out of the education reform because holding on to
the principles of philosophical idealism as a resistance to the two streams that live in the
country before, namely positivism and naturalism.

Idealism is very concerned about the existence of the school. Flow is the only one who
did the opposition is fundamentally against naturalism. Education should continue to
exist as correctional institutions for the man as spiritual needs, and not just the needs of
nature alone. Movement of philosophical idealism in the 19th century, specifically to
teach about human culture and institutions kemanuisaan as an expression of spiritual
reality.

For the flow of idealism, was a personal protégé of its own, as spiritual beings. Those
who adopts idealism always show that what they are doing is an expression of his
conviction, as the main center of his personal experience as spiritual beings. Of course,
this ideal model of philosophical thinking can easily be transferred into the system of
teaching in the classroom. The teacher who adopts idealism usually believes that the
spiritual is a reality, they do not see students as it is, without the spiritual.

Since idealism as a philosophical understanding of education into the belief that reality is
personal, so from then on understood the need for individual teaching. The pattern of
education which taught philosophy centered idealism of idealism. Teaching of children
not fully centered, or subject matter, nor society, but based on idealism. Thus, the
purpose of education according to the understanding of idealism divided into three terms,
the purpose for the individual, the purpose for society, and a mixture of both.

Education for individual idealism, among others, aims for students can be rich and have a
meaningful life, has a personality that is harmonious and colorful, happy life, able to
withstand the pressures of life, and ultimately is expected to assist other individuals to
live better. While the ideals of education goals for the social life is the need for fellow
human brotherhood. Because in the spirit of brotherhood embodied an approach to
another person. One does not simply demanding personal rights, but human relationships
with each other framed in human relations of mutual understanding and mutual love.
While the purpose of the synthesis is intended as a mix between an individual with a
social purpose as well, which is also expressed in the life of relating with God.

Teachers in the teaching system that embraces idealism stream function as: (1) teachers
are the personification of the fact the students, (2) teachers must be a specialist in a
science of students, (3) The teacher must master the techniques taught are good, (4 ) The
teacher should be a personal best, so respected by the students, (5) The teacher becomes a
friend of his pupils, (6) The teacher must become a person who is able to excite students
to learn; (7) Teachers should be able to become an idol of the students; ( 8) The teacher
must rajib worship, so that a perfect human being who can be an example to the students;
(9) The teacher must be a communicative person; (10) Teachers must be able to
appreciate against the subject that he teaches into teaching materials; (11) Not only
students , teachers must follow to learn as the students learn; (12) Teachers should feel
happy if the child his students succeed; (13) Teachers must be dmokratis and develop
democracy, (14) Teachers must be able to learn, no matter how the circumstances.

C. CONCLUSION

1. The idea / spirit of man is something that determines the life and human understanding
is discussed in the schools of philosophy Idealism: that emphasize "ideas" (spirit world)
as the object of understanding, and sources of knowledge. Idealism holds that all things
done by human beings who are not necessarily associated with hal2 which is outward, but
must be based on spiritual principles (ideas). Therefore, great emphasis Idealiseme
human feelings and fantasies as sources of knowledge.

2. The reality is the nature of universals, including human beings and that is a mix of
ideas and materials discussed in the schools of philosophy that illustrates that the
teachings of Realism and idealism that bertentangn materialist, it is not appropriate
debngan kanyataan. Indeed, the reality of universals, especially life are not things
(material) alone - the eye. Reality is a combination of things (material and physical) with
the nonmaterial (spiritual, mental, and spiritual)

3. The idea and the reality needs to be studied to determine the direction of education
where students brought the process of formation, so it will be in accordance with human
ftrah.