Philosophy of IdealismContent: I. II. III. Nature Historical Retrospect of Idealism Philosophical Rationale of Idealism A. metaphysics B. epistemology C. value IV. Synthesis of Idealism A. On Knowledge and Education B. On Human Self V. Educational Theory of IDEALISM A. Aims B. Education C. Curriculum D. Teaching-Learning process E. Methods of Teaching “Ideals are the stars. You will not succeed in touching them with your hands. But like seafaring men on the desert of waters, you choose them as your guides, and following them, you will reach your destiny.” -Carl Schurz ” -Plato .Definition: “Ideas and knowledge are the truest reality. .Nature: One of the oldest schools of thoughts with its origin traced back to Plato’s ideas. m ora l a nd spiritual nature of an ind ivi dua l a nd his universe. .S t r e s s e s t h e men tal . Contrasted materialism . something to be strived for.Goodness is ideal state. . .Advocates that education is both a basic right of man. “ Intelligent people should be taken care of by the government next to the best school to be of greater service to t h e country. ” -The Republic. Plato . .•Truth is to be found consistency of ideas. As a result. schools exist to sharpen the mind and intellectual processes. . Historical Retrospect of Idealism Pre-Christian Origins: Plato • Proposed the theory of Forms or the doctrine of Ideas • “Ideas hold the truest reality.” • Gave importance to the right of education for both girls and boys . therefore I am.Modern idealism: Rene Descartes • “ I think.” • Emphasizes the centrality or importance of the mind • Stressed the importance of mind and reason • Proposed that an idea is divided into mind and matter known as the theory of dualism . George Berkeley • primary achievement was the advancement of a theory he called immaterialism (later referred to as "subjective idealism" by others) • The theory immortalized the dictum. • speculated that all aspects of everything of which one is conscious are actually reducible to the ideas present in the mind . "esse est percipi" ("to be is to be perceived"). however. the true ideas of them are caused in the human mind directly by God.• The observer does not conjure external objects into existence. . and Critique of Practical Reason • Rationalism and Empiricism • transcendental idealism • greatly refined idealism through his critical inquiry into what he believed to be the limits of possible knowledge .Emanuel Kant • Wrote Critique of Pure Reason. • held that all that can be known of things is the way in which they appear in experience. • the fundamental principles of all science are essentially grounded in the constitution of the mind rather than being derived from the external world. there is no way of knowing what they are substantially in themselves. . The immortality to fulfil the moral law 5.Kant’s Ethical Values of Idealism 1. He stressed the oughtness of life. Man has a feeling of obligation to act in obedience to these moral laws 3. 4. It is possible for an individual to act purely out of desire or intension to do good. . Gos is your ought –the motivating factor. fulfil the moral law. There are universal. Belief in the existence of God. moral laws 2. if no mind exist. then nothing exists unless it is perceived by the mind of God. • absolute idealism .George Hegel • Author of Principles of Human Knowledge • States all existence depends on some mind to know it. but are conceived and sustained by the . science. instead arguing for the ultimate intelligibility of all existence.• disagreed with Kant's theory concerning the inescapable human ignorance of what things are in themselves. religion. and the state) are not the result of naturally determined processes in the mind. Hegel also maintained that the highest achievements of the human spirit (culture. insert inputs I.Pls. metaphysics B. value . Philosophical Rationale of Idealism A. epistemology C. insert inputs . On Knowledge and Education B.Synthesis of Idealism A. On Human Self • Pls. Educational Theory of Modern Idealism . mentally and morally.Educational Aim: •To develop the individual spiritually. . individual freedom. aesthetic judgments.• The purpose of education is to contribute to the development of the mind and self of the learner. selfrealization. The education-imparting institute should emphasize intellectual activities. individual responsibility. and selfcontrol in order to achieve this development. . moral judgments. Methods of Teaching • Encourage learners to enlarge their horizons • Stimulate reflective thinking • Encourage personal moral choices • Provide skills in logical thinking • Provide opportunities to apply knowledge to moral and social problems • Stimulate interest in the subject content • Encourage learners to accept the values . TEACHING METHODS • Lecture-Discussion Method • Excursion • Question Method • Project Method . CURRICULAR EMPHASIS Subject Matter of Mind: • Literature • History • Philosophy • Religion • Mathematics • Arts . Teaching-Learning process • The teacher must be excellent. in order to serve as an example for the student. both intellectually and morally. . ROLE OF TEACHERS • Chief source of inspiration • Creator of educational environment .