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EPB4 22
|THE TEACHER AND THE
COMMUNITY, SCHOOL CULTURE,
AND ORGANIZATIONAL
LEADERSHIP

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Week 2
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IDEALISM AND ITS IMPLICATION TO

EDUCATION
Idealism is the oldest system of philosophy known to man. Its origins go back to ancient India in
the East, and to Plato in the West. Its basic viewpoint stresses the human spirit as the most
important element in life.

The universe is viewed as essentially nonmaterial in its ultimate nature. Although Idealist
philosophers vary enormously on many specifics, they agree on the following two points; the
human spirit is the most important element in life; and secondly the universe is essentially
nonmaterial in its ultimate nature.

Idealism should not be confused with the notion of high aspirations because that is not what
philosophers mean when they speak of Idealism. In the philosophic sense, Idealism is a system that
emphasizes the pre-eminent importance of mind, soul, or spirit.

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IDEALISM AND ITS IMPLICATION TO

EDUCATION
The word idealism is derived from two distinct sources-the idea and the ideal. Idea means true and
testified knowledge. The word ideal stands for the perfected form of an idea or ideas. If we study
the basic principles, Idealism puts forth the argument that reality, as we perceive it, is a mental
construct.

It means that experiences are the result of sensory abilities of the human mind and not because
reality exists in itself as an independent entity. In the philosophical term, this means that one
cannot perceive the existence of things beyond the realm of the intellect.

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IDEALISM AND ITS IMPLICATION TO

EDUCATION
Plato describes “reality” in his Theory of Forms. For him the “Form” is actual substance of 'Things'
which 'Formed' matter and perceptible reality. Plato wants to convey the message that matter is
real and can be experienced as a rational living entity; it is not a mere projection of consciousness.
According to Knight (1998), Rene Descartes (1596-1650), George Berkeley and the German
philosopher Immanuel Kant and George William Hegel are the prominent names who represent
idealism. Berkeley and Kant have interpreted idealism in very different ways.

Kant described idealism as transcendent, whereas Berkeley called it 'immaterialism' which is

commonly termed as subjective materialism. George Berkeley says that the material world exists
because there is a mind to perceive it and that things which are not within the conceptual
framework of the human mind cannot be deemed real.

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IDEALISM AND ITS IMPLICATION TO

EDUCATION
Berkeley admits that objects exist, but their presence in the physical realm is as long as there is a
mind to perceive them. For this Berkeley has used a Latin phrase 'Esse est percipi' (to be
perceived).

On the other hand, Kant is of the opinion that reality exists independently of human minds but its
knowledge is inherently unknowable to man because of sensory filters in our consciousness. These
filters slow down our ability to see the 'thing in itself'. Thus our ultimate perception of things is
always through the mind's fixed frame of reference (Shahid, 2008).

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Implications of Idealism to Education

• Idealistic education aim is the preservation; enrichment and
transmission of culture.

• Education must contribute to the development of overall culture.

• Helps a person to become much more rational.

• Idealism in education means to develop a good relation between

student and a teacher.
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Educational Aim
• Develop and apply practical knowledge and skills for life in a
progressive democratic society.

• Individual growth through processes, experience and problem

solving.

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Roles of a Teacher
• Accept the ideas of the student.
• Facilitate thinking through generation of ideas.
• Encourages the students to share their own ideas.

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Goal of an Idealist Classroom

1.Sharing of ideas.
2.It is not right for the students to think that the teacher’s words or what is in the
book are the only things that are important.
3.Student’s ideas are also equally important.
4.Teachers must refine the student’s ideas.
5.Involve students through their own ideas

Its educational goal is transformation thru ideas that change lives because through ideas
that was being perceived it was translated into language and then it was being put into
action.

So the idea was not forever be an idea but instead it will be put into action so that it can
useful to the community. For instance, the cell phone, computer and other things that we
had right now is the product of the ideas.
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Methods of Instruction
• Lecture method is considered the most important one in which
a delivers lecture and students listen to the teacher (teacher-
centered approach).

• the Socratic Method in which the teacher involves the students

in learning activities (student-centered approach)

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Role of the School

• A miniature society

• Gives the child balance and genuine experience in preparation

for life democratic living.

• Place where ideas are tested, implemented and restructured.

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Realism

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REALISM AND ITS IMPLICATION TO

EDUCATION
Like idealism, realism is one of the oldest philosophies in Western culture and
dates back at least to ancient Greece. Because of its respectable age, realism
has had a variety of proponents and interpretations as diverse as classical and
religious realism to scientific, natural and rational realism.

Because of this confusing array of variations, it seems most reasonable to

approach this philosophy from common threads interwoven throughout its
long history.

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REALISM AND ITS IMPLICATION TO

EDUCATION
Perhaps the most central thread of realism is what can be called the principle of thesis of
independence. This thesis holds the reality, knowledge and value exist independently of the
human mind. In other words, realism rejects the idealist notion that only ideas are real. The
realist asserts, as a fact, that the actual sticks, stones and trees of the universe exist whether or
not there is a human mind to perceive them.

Matter is real to realist; however, this does not mean that all realists are rampant materialists
who see matter in one form only. There can be many kinds of what we call matter, and some
realists believe in both matter and form. What is important is that realists point to matter as
an example of an independent reality.

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REALISM AND ITS IMPLICATION TO

EDUCATION
Realism is a complex philosophy because of its many varieties, to wit: classical realism,
religious realism, scientific realism and others. This confusion dates back to Aristotle because
although his prominence in philosophy was primarily derived from his differences with
Platonic philosophy, probably more similarities than differences exist overall between Plato
and Aristotle.

The primary confusion over realism today is between religious kind of realism and a secular or
scientific one. Religious realism shows how similar Aristotle’s philosophy is to that of Plato and
Aquinas; secular realism would relate Aristotle’s work more to the development of scientific
philosophy through the works of Bacon, Locke and Russell.

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REALISM AND ITS IMPLICATION TO

EDUCATION
In realism, human acquire knowledge by inculcating knowledge to the minds because
in realism, it believes that the human beings have no inborn, or innate, ideas in their
minds at birth. When it first exists it is a blank slate, a "tabula rasa," an empty surface
on which experience will then subsequently write all that we ever know.

All contents of consciousness, that is, everything that ever gets into the mind, comes
into it from one source only, and that source is experience. Experience is the one
source of input into the human mind. Ideas (or sensations) in minds are caused by
qualities in things.

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Aims of Education
In realism, it prepares the child for a happy and successful life. It acquaints the
child with nature and the social environment. It develops the physical and
mental powers of the child. It develops and trains the senses of the child. It
prepares the child for real life.

It provides the understanding of the material world through inquiry. It is a

study of science and the scientific method. It transmits culture and develop
human nature and there is a need to know the world in order to ensure
survival and good life.

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Realism and Curriculum

It was developed according to utility and needs. It contains subjects
concerning day to day activities.

The main subjects are natural science, physical science, health culture, physical
exercise, math, geography, history and astronomy.

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Realism and the Teacher

In realism, a teacher should be supreme. He brings the child in touch with
external realities of life. Imparts scientific knowledge in an easy and effective
way. A teacher should be educated and well versed with the customs of belief
and rights of people and the trends.

He needs to find out the interest of the child and to teach accordingly. He
should teach subjects in proper order.

He must be able to expose and guide the learners towards the hard realities
of life.

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Methods of Teaching
Observation is very important aspect in the teaching-learning process. The
emphasis on critical reasoning is through observation. Responsibilities and
accountabilities were given emphasis and it promotes performance-based
teaching. Scientific research and development is one of the priorities in
realism. Education should proceed from simple to complex and from concrete
to abstract.

Specifically activities that enhance learning thru direct or indirect experiences

such as field trips, lectures, films, TV, audio-visual aids and library were
encouraged. Vernacular is of great importance and it should be the medium
of instruction. Since it is performance-based, hence, children should be given
positive rewards
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Realism in Classroom
It focuses on the basics of reading, writing and arithmetic. Classroom environment is
highly structured and organized. It utilizes the standardized testing. Education should
be fun and interesting for the student and education should prepare students for life
in the real world.

Realism represents the reality of the world. It has truth that is aligned to the
knowledge acquired. Truth can be acquired by the use of sensation. In our lives, it is
our nature to be good and be bad. In realism, it teaches reality doctrine, the subjects
of physical world such as Math, Science and Social Studies.

Realism exist in schools to reveal the order of the world and universe. Teachers
imparts knowledge form basic to complex. Child is well-mannered and well-informed.

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Realism in Classroom
In realism, the human mind represents the external world but does not
duplicate it. I exist, you exist but some do not know that I exist or he exist.

She is special to me but he is not special. We have different views in life

according to our experience. In teaching, we aimed for our children to have a
good life and accept the realities in life.

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Realism in Classroom
In realism, the human mind represents the external world but does not
duplicate it. I exist, you exist but some do not know that I exist or he exist.

She is special to me but he is not special. We have different views in life

according to our experience. In teaching, we aimed for our children to have a
good life and accept the realities in life.

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Existentialism

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EXISTENTIALISM AND ITS

IMPLICATION TO EDUCATION
The roots of existentialism can be traced as far back as the Sophists, the paid
teachers of ancient Greece specified in teaching morals. Although differences
are found between existentialism and phenomenology, the two have much in
common.

Phenomenology deals with the phenomena of consciousness from the first-

person point of view and studies the experience of things as they present
themselves to the observer.

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EXISTENTIALISM AND ITS

IMPLICATION TO EDUCATION
Existentialism, on the other hand, examines the existence and the role the
individual plays in terms of his or her feelings, thoughts, and responsibilities.
Although have in common and are compatible in principle, hence many
philosophers refer to themselves as existentialist-phenomenologist.

Sartre was identified as a prominent person of existentialism. As these

philosophies have been used in philosophy of education, they have been so
closely allied that some advocates refer to their work as existentialist-
phenomenology of education.

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EXISTENTIALISM AND ITS

IMPLICATION TO EDUCATION
In education perspective, existentialist believes that most philosophies of the
past have asked out people to think deeply about thoughts and abstractions
that had little or no relationship to everyday life.

Scholastic philosophy, in which thinkers debated such questions as how many

angels could sit on ahead of a pin.

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EXISTENTIALISM AND ITS

IMPLICATION TO EDUCATION
For educators, existentialist want change in attitude about education. Instead
of seeing it as something a learner is filled with, measures against, or fitted
into, they suggest that learners first be looked as individuals and that they be
allowed to take a positive role in the shaping of their education and life. For
the existentialist, no two children are alike.

They differ in background, personality traits, interests, and desires they have
acquired. Also, they wanted to see an end to the manipulation of the learners
with teachers controlling learners along predetermined behavioral path.

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AIMS OF EDUCATION EXISTENTIALISM

Existentialists believe that every

individual is unique and education
must cater to the individual differences.
Fostering Unique Qualities and Therefore, the objective of education is
Cultivating Individualities. to enable every individual to develop
his unique qualities, to harness his
potentialities and cultivate his
individualities.

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AIMS OF EDUCATION EXISTENTIALISM

Existentialists want that education helps

a man to be a complete man in his
natural environment. For the
development of complete man,
Development of Complete Man
freedom is the essential requirement.
Freedom is given to a man with a view
to realizing his self and understanding
his “being”.

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AIMS OF EDUCATION EXISTENTIALISM

According to existentialists, one of the

most important aims of education is the
becoming of a human person as one who
lives and make decisions about what the
Becoming of a Human Person
learners will do and be. ‘Knowing’ in the
sense of knowing oneself, social
relationships and biological relationships
development are all parts of this becoming.

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AIMS OF EDUCATION EXISTENTIALISM

As choice determines perfectibility

and happiness, education should
train man to make better choices.
Making Better Choices.
As such, aim of education is to
enable man to hammer out better
choices in one’s life.

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AIMS OF EDUCATION EXISTENTIALISM

Good life, according to existentialists, is

authentic life which is possible when an
individual starts realizing his
Leading a Good life individuality and makes his/her own
independent choices. Therefore,
education aims at teaching him to lead
a good life with its noble obligations.

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AIMS OF EDUCATION EXISTENTIALISM

According to existentialist, the aim

of education should be
developing a scale of supreme
Fostering of Values values consistent with his freedom.
The learners must develop a
commitment to these values and
act for them.

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Pragmatism

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MATIS
Western Schools of Thought PR AG
Nature 1. Further develop discipline M
2. Utilizes pupil activity through instruction
3. Speaks with authority
4. Regards the pupils as more superior than other subjects
5. Develops concepts , and principles through scientific method
Assumption/ 1. Experience is the real test of the worth of all things
Proponents 2. Experience is not primarily an affair in knowing but is incidental in the process
of acting, doing, and living
3. Sensation is not merely a gateway but the avenue is active relation with the
world
4. The world is uncertain and incomplete. It allows a room for improvement.
5. The world has ends within its own processes. These ends in the process
becomes a means to other ends.

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MATIS
Western Schools of Thought PR A G
Curriculum M
1. Focused on Arts and Sciences and areas such as History, Language,
Mathematics, Natural Sciences, Logic, Literature, Arts, Humanities, Fine Arts,
Philosophy
2. Great ideas or universal principles
3. Intellectual subject matter.

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Perennialism

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PERENNIALISM (constant, unchanging)

Nature
• Greatly influenced by the principle of realism.
• Contend that truth is unusual and unchanging, and therefore a good
education is also unusual and constant.

Assumptions/ Proponents
• Education should promote continuing search for truth since truth is universal
and timeless. (Hutchins)
• Education should cultivate human’s rational mind (Hutchins)
• Education should stimulate humans to think critically and thoughtfully
(Hutchins)
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PERENNIALISM
Curriculum
• Focused on Arts and Sciences and areas such as History, Language,
Mathematics, Natural Sciences, Logic, Literature, Art, Humanities, Fine Arts,
Philosophy
• Great ideas or universal principles
• Intellectual subject matter

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PROGRESSIVISM/ (counterpart of pragmatism)

Nature
• A contrast to the traditional views of essentialism and perennialism.
• A sophisticated movement of general reform that characterized American life

Assumptions/ Proponents
• The curriculum should be derived from the needs and interests of the students
(Dewey)
• Effective methods of teaching must consider interest and needs of the
students(Dewey)
• Effective teachers provide experiences that will make students active than passive
• Effective Education is one that provides the learners with a future better than the
past( Dewey)
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PROGRESSIVISM/ (counterpart of pragmatism)

Curriculum
• No structured curriculum
• Curriculum based on the needs and interest of students because it is child-
centered.
• Life experiences
• 4H’s (health, head, heart, hand) for physical , intellectual , emotional, social,
manipulative (occupational)
• Elementary core curriculum
• Secondary core experiences

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ESSENTIALISM
Nature
• A conservative educational theory rooted in idealism and realism

Assumptions/ Proponents
• The study of essential knowledge and skills for the individual to be productive member of the society
(Bagley)
• Maintains that there are certain “essential” that all men should know if they are to be considered
educated.
• Rooted in both idealism and realism
• Founded by William Bagley, Thomas Briggs, Frederick Breed, Isaas Kandal, amd Herman Horne in 1930s
• School and society by William Brickman
• Arthur Bestor and Mortiimer Smith as known as essentialists.

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PROGRESSIVISM/ (counterpart of pragmatism)

Curriculum
• Core skills like reading, writing, and arithmetic
• Health and PE
• Teaching of essential facts and concepts on Science and Literature
• Hard science, technical, and vocational course
• Arts for aesthetic expression
• Value of discipline, hardwork, and respect for authority.

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