Idealism in education

Dr. V. K. Maheshwari Ph. D Former Principal K.L.D.A.V College Roorkee, India Dr. S raksha !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 ed ca"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% s ppor"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 s ppor"ed ins"ead o$ a speciali'ed concen"ra"ion on a speci$ic "arge"ed area. !% com)ining e*periences gained "hro gh cri"ical "hinking and dealing wi"h )roader "opics, "he idealis" crea"es an en(ironmen" in which a learner can ra"ionali'e in$orma"ion across c rric l m. Idealism as a philosoph% had i"s grea"es" impac" d ring "he nine"een"h cen" r%. I"s in$l ence in "oda%+s world is less impor"an" "han i" has )een in "he pas".. Idealism is "he concl sion "ha" "he ni(erse is e*pression o$ in"elligence and will, "ha" "he end ring 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$ "ho gh" "ha" cen"er in na" re ,na" ralism- or in man ,h manism-.. According "o idealism ."o )e. means "o )e e*perienced )% a person. Idealism holds "ha" "he order o$ "he world is d e "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 "ho gh"s and p rposes o$ "his e"ernal and spiri" al reali"% as "he% are em)odied in o r world o$ $ac". As "o e"hics, idealism holds "ha" "he goodness o$ man/s indi(id al and social li$e is "he con$ormi"% o$ "he h man will wi"h "he moral adminis"ra"ion o$ "he ni(erse. Idealism as an ed ca"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"% $or "he S" d% o$ 4d ca"ion, en"i"led Philosophies o$ 4d ca"ion, 0.0.0orne

lis"s "en gro nds $or accep"ing an idealis"ic philosoph% o$ ed ca"ion. Among "he more pers asi(e o$ "hese arg men"s are5 6. #he mind is "he principle o$ e*plana"ion and knowledge o$ an%&"hing, e(en o$ "he mind i"sel$, is a prod c" o$ "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 arg men"s is direc"l% rela"ed "o "he posi"ion "aken )% !ishop :eorge !erkele%. #his will )e disc ssed in more de"ail in a la"er sec"ion o$ "his chap"er. Perhaps "he $ lles" pic" re o$ "he ed ca"ional concomi"an"s o$ idealism can )e gained )% s" d%ing "he ed ca"ional s%s"em o$ I"al% as i" was re$ormed )% :io(anni :en"ile. !e"ween 6;77 and 6;7< :en"ile was Minis"er o$ 4d ca"ion in "he M ssolini go(ernmen". :en"ile also de(eloped a "heore"ical 9 s"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(id al, and $or "his reason "he indi(id al owes his allegiance "o "he s"a"e. Idealism and realism in ed ca"ion are o$"en considered "oge"her in ed ca"ional philosoph% nder "he name essen"ialism. #his is in par" )eca se, al"ho gh "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 "r es" reali"%. Man% "hings in "he world change, ) " ideas and knowledge are end ring. 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 no rished and de(eloped. Pron ncia"ion5 ?I&/dee&@&li'&@mA De$ini"ion5 ,6- ,From .idea.- #he Pla"onic "heor% "ha" l"ima"e reali"% lies in a realm )e%ond "he real world, "ha" "he real world is a )%&prod c" o$ men"al or s perna" 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 "a gh" in "he :ro(e o$ Academ s ,or simpl% .Academeia.- in A"hens, arg ed "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 s preme power m s" ha(e concei(ed o$ "he ni(erse )e$ore i" came in"o e*is"ence. Real o)9ec"s are "he concep"s in one/s mind, which m s" )e deli(ered )% "he "eacher, a kind o$ 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 s per F or s pra&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 $r i"$ l processes in "he en"ire his"or% o$ wes"ern philosoph%. Pla"o was a $ollower o$ Socra"es, a "r l% inno(a"i(e "hinker o$ his "ime, who did no" record his ideas, ) " shared "hem orall% "hro gh a G es"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 $or "r "h )eca se "r "h was per$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$orma"ion and ideas are cons"an"l% changing )eca se o$ "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 "ho gh" 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.

1ide)and poin"s o " ha" ="here is no G es"ion "ha" "he opposi"ion )e"ween Socra"es and "he Sophis"s $ormed "he s"ar"ing&poin" $or Pla"onic "ho gh". #he Socra"ic re9ec"ion o$ "he Sophis"s was )ased o$ "he $eeling "ha" i" was immoral "o arg e ei"her or )o"h sides o$ "he G es"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 $or a higher s%s"em o$ (al es. In his wri"ings Pla"o is mos" concerned wi"h separa"ing "he permanen" $rom "he "emporar%, "he real $rom "ha" which is merel% ill sor%. #o "his end, Pla"o separa"es "he da% "o da% reali"% o$ "hings seen and $el" $rom "he e"ernal reali"% which can onl% )e known "hro gh "he "ho gh" 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 $acing a wall. Hn a ledge, )ehind "hose who are chained, ano"her gro p o$ men walk carr%ing "hings. !ehind "he men on "he ledge is a $ire which cas"s "heir shadows on "he wall $or "he chained men "o see. ). Pla"o+s analog% indica"es "ha" he world we know, "he world o$ o r senses, is like "he shadows. I" is nreal ) " we )elie(e i" "o )e "he "r e reali"% )eca se o$ ha)i" and )eca se i" is "he onl% reali"% wi"h which we are $amiliar. #he Real 1orld, "he 1orld o$ Ideas, is o$ a di$$eren" order, 9 s" as "he men on "he ledge are o$ a di$$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 $ed in"ra(eno sl% and ha(ing all o$ 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"im la"ion can )e made "o )elie(e almos" an%"hing. #h s, when o r $ilm (iewer is $inall% "aken o " in"o "he )righ" world o$ color he wo ld, according "o Pla"o, )e so shocked, pse", and dis" r)ed "ha" he wo ld )e na)le "o )elie(e "ha" "his was "he reali"% and a" $irs" wo ld wan" "o re" rn "o "he o"her e*is"ence o$ "he ca(e ,or mo"ion pic" re "hea"re- )eca se i" wo ld )e "he onl% reali"% he co ld s"and. d. Pla"o dis"ing ished )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$ p re Ideas- we need "o wi"hdraw $rom "he se o$ o r senses and rel% on a p rel% in"ellec" al approach. Pla"o, "hen, was "he $irs" philosoph% "o la% "he logical gro ndwork necessar% "o s ppor" a "heor% o$ imma"erial reali"%. #his is clearl% seen in his e*plana"ion o$ "he allegor% o$ his $riend :la con. #he prison ho se is "he world o$ sigh", "he ligh" o$ "he $ire is "he s n, and will no" misapprehend me i$ %o in"erpre" "he 9o rne% pwards "o )e "he %o ascen"

o$ "he so l in"o "he in"ellec" al world according "o m% poor )elie$, which, a" %o r desire, I ha(e e*pressed F whe"her righ"l% or wrongl% :od knows. ! ", whe"her "r e 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$$or"B and, when seen is also in$erred "o )e "he ni(ersal a "hor o$ all "hings )ea "i$ l and righ", paren" o$ ligh" and o$ "he lord o$ ligh" in his (isi)le world, and "he immedia"e so rce o$ reason an "r "h in "he in"ellec" alB and "ha" "his is "he power pon which he who wo ld ac" ra"ionall% ei"her in p )lic or pri(a"e li$e m s" ha(e his e%e $i*ed. Moreo(er, I said, %o m s" no" wonder "ha" "hose who a""ain "o "his )ea"i$ic (ision are nwilling "o descend "o descend "o h man a$$airsB $or "heir so ls 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" o s we canno" depend on opinions roo"ed in percep"ion. #he senses will decei(e s and make s )elie(e "ha" "he p rel% "ransi"or% world in "he Real 1orld and "here$ore we m s" s ppress "he senses as m ch as possi)le. A" $irs" "his will )e e*"remel% di$$ic l" and like "he prisoner in "he ca(e, we will wan" "o re" rn "o "he sec ri"% o$ "he $amiliar ) " )e$ore long we will come "o reali'e "he di$$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 s all% re$erred "o )% "he "echnical name o$ ra"ionalism. In Pla"o+s opinion Idealism holds "ha" onl% ideas are "he "r es" $orm o$ reali"%. In his approach "o $inding answers "o his G es"ions, he so gh" "o separa"e "he world o$ ma""er $rom "he world o$ ideas. For him and his $ollowers incl ding Socra"es, dialec"ic o)ser(a"ions "o $ind "he "r e meaning o$ poin"s o$ (iew were )es" e*amined "hro gh open ended disc ssions and de)a"es. I" was his )elie$ "ha" gi(en eno gh "ime $or disc ssion, "hose in(ol(ed in "he de)a"e wo ld e(en" all% mee" in a middle gro nd and "ha" a )ridge o$ nders"anding wo ld e(en" all% s r$ace. #h s "he respec" $or each o"hers poin" o$ (iew wo ld l"ima"el% )e shown. For "he idealis", Pla"o ser(ed as "he $a"her $or "ho gh". All who $ollowed in "his $ield were in$l enced )% his original G es"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$ined )% a gro p o$ philosophers who were wri"ing a" "he "ime. In his Disco rse 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 co ld "hrow all

"hings in"o do )" e*cep" "ha" he was "hinking and do )"ing. #his s ppor"s "he concep" o$ idealism )eca se i" emphasi'es "he cen"rali"% or impor"ance o$ "he mind. Descar"es, like Pla"o and A g s"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 "r e do )"er. 0e a""acked his "ho gh" processes )% challenging "he e*is"ence o$ e(er% idea incl ding 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 consens s "ha" e(en i$ one do )"ed e(er% iss e F "he "r "h "ha" co ldn+" )e denied was "ha" one was "hinking. #h s his $amo s $irs" principle5 Cogi"o, ergo s m, =I "hink, "here$ore I am.> ,p7J- !erkele% challenged "ha" in order $or "here "o )e "r "h, "he mind m s" acknowledge "ha" "r "h. &eorge %erkele$ !erkle%, "he a "hor o$ Principles o$ 0 man 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$l enced )% his religio s )elie$s. In his (iew, "here is no e*is"ence wi"ho " percep"ion. 0owe(er "hings co ld )e considered "o e*is" in "he sense "ha" "he% were percei(ed )% :od. !erkele% has answered an impor"an" G es"ion on whe"her a "ree $alling in "he woods wo ld make a so nd i$ no one was aro nd "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 arg es "ha" wha" we e*perience does e*is" in a real ph%sical sense, ) " onl% )eca se i" e*is"s in "he mind. A "hing is "he s m o$ o r ideas o$ i". For e*ample, an apple is red, swee", ro nd, e"c. #he apple is no"hing more or less "han "he s m 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" d ring "he "ime m% "ho gh"s are $oc sed elsewhereK Common sense wo ld indica"e "he a)s rdi"% o$ "his posi"ion. I$ we held "o "he idea "ha" a "hing did no" e*is" nless we were "hinking o$ i" we wo ld "oo easil% $all in"o a posi"ion philosophers call solipsism. Solipsism wa%s "ha" no"hing has an e*is"ence )e%ond "he indi(id al+s mind and wha" appears "o ha(e an e*is"ence is simpl% in "he mind o$ "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 s gges"ed "ha" ideas e*is" n "he mind o$ :od as well as in o r more $ini"e minds, "h s allowing $or "he con"in i"% o$ e*is"ence )% making "he ni(erse "he prod c" o$ :od+s "ho gh"s. #he grea" (al e 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 n m)er o$ dimensionsB :od can "hink o$ "hem all. .

Immanuel 'ant In wri"ing his Cri"iG e o$ P re Reason, and Cri"iG e 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(id als co ld ha(e a (alid knowledge o$ h man 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$ ed ca"ion in(ol(ed some aspec"s o$ charac"er ed ca"ion. 0e )elie(ed in "he impor"ance o$ "rea"ing each person as an end and no" as a means. 0e "ho gh" "ha" ed ca"ion sho ld incl de "raining in discipline, c l" 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 s ppor"ed "hro gh knowledge. As seen wi"h "he Religio s idealism mo(emen" when A g s"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 religio s mo(emen"s ha(ing a grea" e$$ec" on "he de(elopmen" o$ "he modern world o$ ed ca"ion and schools. #o s ppor" "he ideas o$ Chris"iani"% essen"iall% means "o )elie(e in "he Idea o$ a s per power "ha" canno" )e seen or "o ched. 0is (iews were in$l enced )% his s"rong religio s )elie$s. 0e held "he e*is"ence o$ :od "o )e "he Idea and wi"ho " )elie$ in :od "hen "hings wo ld no" e*is". Kan" s ppor"ed "he idea o$ h man "ho gh" as his idealism. 0e held "o "he )elie$ "ha" real knowledge co ld )e $o nd "ho gh "eaching a child "o "hink )o"h morall% and e"hicall%. &eorg (ilhelm )riedrich Hegel #hree o$ 0egel+s mos" $amo s )ooks are Phenomenolog% o$ 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 acc ra"el%, one wo ld 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 $inal A)sol "e Spiri". 4*amining an% one "hing reG ired e*amining or re$erring "o ano"her "hing. 0egel+s "hinking is no" as prominen" as i" once was )eca se his s%s"em led "o "he glori$ica"ion o$ "he s"a"e a" "he e*pense o$ indi(id als. 0egel "ho gh" "ha" "o )e "r l% ed ca"ed an indi(id al m s" pass "hro gh (ario s s"ages o$ "he c l" ral e(ol "ion o$ mankind. Addi"ionall% he reasoned "ha" i" was possi)le $or some indi(id als "o know e(er%"hing essen"ial in "he his"or% o$ h mani"%. ). :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 $i". Since "he world is no" )% an% means in an Ideal s"a"e, 0egel reasoned i" m s" )e par" o$ a

d%namic process which mo(es "oward "he Ideal. #h s, $or 0egel, "he ni(erse is one a)sol "e, e(ol(ing spiri" al ni"%. #he world is in a d%namic s"a"e o$ )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$l enced :io(anni :en"ile, "he I"alian philosopher. I" is $rom 0egel "ha" "he doc"rine o$ "he indi(id al 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 s ppor"ed "he idea "ha" ed ca"ion sho ld )e more "han 9 s" a li"eral G ali$%ing o$ 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 p rposes or plans o$ ac"ion. 0e considered p rposes as incomple"e wi"ho " an e*"ernal world, and "he e*"ernal world as meaningless nless i" was "he $ l$illmen" o$ "hese p rposes. Ro%ce )elie(ed in "he impor"ance o$ de(eloping a sense o$ morals. #his "ho gh" in$l ences ed ca"ion "ha" in(ol(es "eaching a)o " o r p rpose in li$e and how we )ecome ac"i(e par"icipan"s in "hese p rposes. +. ,-entieth Centur$: &io"anni &entile :en"ile was appoin"ed I"alian Minis"er o$ 4d ca"ion )% M ssolini on Hc"o)er 86, 6;77 and held "ha" pos" n"il L l% 6, 6;7<. A "rained philosopher who $el" "ha" "he "r e )asis o$ ed ca"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 ed ca"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(id al 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(id al is iden"ical wi"h "he good o$ "he s"a"e. 1here "here is con$lic" "he indi(id al m s" )e sacri$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% "r e reali"%, "he onl% "hing wor"h knowing. In a search $or "r "h, )ea "%, and 9 s"ice "ha" is end ring and e(erlas"ing, "he $oc s is on conscio s reasoning in "he mind. ,he .ni"erse /Ontolog$ 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$ ill sion. #his second aspec", "he Real 1orld, lies )e%ond "he sensor% world and can onl% )e reached "hro gh "he in"ellec". #his is "he 1orld o$ Ideas. #he idealis" "radi"ionall% " rns awa% $rom na" re in his spec la"ion an )ases his philosophical )elie$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"ho gh we ma%B ne(er )e a)le "o G i"e $a"hom 9 s" 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 $oc sed on "he sel$ 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 comm nica"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 so l 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$ec"ion, so ed ca"ion reG ires )ringing la"en" ideas ,$ ll% $ormed concep"s- "o conscio sness. In Idealism, all o$ reali"% is red ci)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 red ci)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, $ini"e minds li(e in a p rpose$ l world prod ced )% an in$ini"e mind. I" is as "ho gh "he en"ire ni(erse is made p o$ 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. !eca se man is a par" o$ "his p rpose$ l ni(erse, he is an in"elligen" and p rpose$ l )eing 'no-ledge and ,ruth /#pistemolog$0 #he idealis", once he accep"s "he on"ological ass mp"ion o$ "he e*is"ence o$ a "ranscenden" reali"%, m s" 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 ded c"i(e logic ,"he process o$ reasoning $rom "he general "he more speci$ic- Al"ho gh some idealis" "hinkers ha(e care$ ll% denied reliance on empirical or sense da"a, s ch da"a s all% ser(e as "he )asis $or "he premises o$ ded c"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 G ali"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. L s" as "he drop o$ wa"er is no" "he whole ocean, man does re$lec", al)ei" diml%, "he A)sol "e, we can look inward "o see "he "r e na" re o$ 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 $or organi'ing and s%n"hesi'ing "he da"a deri(ed "hro gh sensa"ions. Man can know in" i"i(el%B "ha" is "o sa%, he can apprehend immedia"el% some "r "h wi"ho " "ili'ing an% o$ his senses. Man can also know "r "h "hro gh "he ac"s o$ reason )% which an indi(id al 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 concl sion pon "he ass mp"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, s ch as Pla"o, "hink "ha" ideas are essences, which ha(e an independen" e*is"ence. S )9ec"i(e Idealis"s, s ch 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"im l s recei(ed )% "he mind is deri(ed l"ima"el% $rom :od. :od is "he In$ini"e Spiri".

Idealis"s ass me, )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(id al or socie"% ) " e*is"s independen" o$ man or o$ man+s knowledge o$ i", i" can )e $o nd. And when, i" is $o nd, i" will a)sol "e and )inding. For "he idealis" "he search $or "r "h is a ma9or emphasis. Al"ho gh $or each "he Idea o$ ="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 $rom "heir schools o$ "ho gh". For some idealis"s, "he nders"anding o$ "he challenges we $ace in o r world "oda% need onl% )e deri(ed $rom disc ssions o$ classics, s ch as Mo)% Dick and "he !i)le, and "he "eaching o$ s ch classics "o enco rage cri"ical "hinking.

1alues /23iolog$0 4. (hat is &ood /#thics0 - Idealis"s generall% roo" all (al es ei"her in a personal :od or in a personal spiri" al $orce o$ na" re. #he% all agree "ha" (al es are e"ernal. #heis"ic Idealis"s asser" "ha" e"ernal (al es 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 "% $o nd in :od. Pan"heis"ic Idealis"s iden"i$% :od wi"h na" re. Val es are a)sol "e and nchanging )eca se "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" "h s per$ec" in morals "he idealis"+s epi"ome o$ e"hical cond c" 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(id als, "here are in no" socie"ies "hose whose special $ nc"ion i" is, ei"her as "eachers or as minis"ers, "o ins"r c", clari$%, and in$orm s as "o wha" )eha(ior is in accord wi" "he Mni(ersal Moral Law. 1e m s" do righ" simpl% )eca se i" is righ"C I" is indeed a lo$"% ideal o$ morali"% "ha" s gges"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 wo ld appear "o lea(e li""le gro nd $or crea"i(i"% since "here m s" )e an a)sol "e s"andard agains" which all ar" can )e meas red. Again, we ha(e "he "eachers and "he minis"ers de$ining "ha" which as special in"ermediaries "he% recogni'e as closes" "o "he na" re o$ "he A)sol "e. #h s are ar" cri"ics )orn.

1hen we en9o% a work o$ ar", sa% "he idealis"s, i" is )eca se, on "he one hand, we see i" as a "r e 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. M sic 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" sho ld, according "o his school $or "ho gh", a""emp" "o ideali'e "he world "o s, "ha" is , "o presen" i"s inner meaning ra"her "han "o por"ra% i" as i" appears "o "he senses, "o cap" re i"s inner essence, i"s oneness wi"h "he Ideal. Religious and Idealism Religion and idealism ha(e close "ies. L daism and Chris"iani"% were in$l enced )% man% o$ "he :reek philosophers. A g s"ine, one o$ "he grea" "hinkers o$ "he Ca"holic Ch rch disc ssed "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. Religio s "hinkers )elie(ed "ha" man did no" crea"e knowledge, ) " disco(ered i". A g s"ine, like Pla"o did no" )elie(e "ha" one person co ld "each ano"her. Ins"ead, "he% m s" )e led "o nders"anding "hro gh skill$ l G es"ioning. Religio s idealis"s see indi(id als as crea"ions o$ :od who ha(e so ls and con"ain elemen"s o$ godliness "ha" need "o )e de(eloped. !ociet$ Pla"o descri)ed a "opian socie"% in which .ed ca"ion "o )od% and so l 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 ed ca"ion and in mo(ing indi(id als $rom concre"e "o a)s"rac" "hinking. 0e )elie(ed "ha" indi(id al di$$erences e*is" and "ha" o "s"anding people sho ld )e rewarded $or "heir knowledge. 1i"h "his "hinking came "he (iew "ha" girls and )o%s sho ld ha(e eG al oppor" ni"ies $or ed ca"ion. In Pla"o+s socie"% "here were "hree social classes o$ ed ca"ionB workers, mili"ar% personnel, and r lers. 0e )elie(ed "ha" "he r ler or king wo ld )e a good person wi"h m ch wisdom )eca se i" was onl% ignorance "ha" led "o e(il. Hne o$ "he ma9or cri"icisms o$ idealism has )een "ha" i" lacks an adeG a"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"ic lar place and a par"ic lar role. 1hen "his poin" o$ (iew is carried "o i"s logical concl sion we $ind "ha" i" can )e compa"i)le wi"h a "o"ali"arian s"a"e. #his social "heor% wo ld place socie"% ,or "he s"a"e- o(er and a)o(e "he indi(id al ci"i'en and wo ld make "he indi(id al good iden"ical wi"h "he general good or "he good o$ s"a"e. #he indi(id al "hen is placed in a posi"ion in which he is an ins"r men" o$ "he s"a"e and s"a"e and ma% )e sacri$iced "o i"s needs.

#he idealis" relies $or m ch o$ his social (iew on "he acc m la"e wisdom o$ "he pas". Par"ic larl% "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 c l" 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 m s" 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" ha n"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 (al es "ha" social man sho ld reali'e in "he ear"h. #he poli"ical s"a"e e*is"s "o help conser(e and media"e "hose ideal (al es. !elie(ing "ha" s ch an ideal is real an "ha" man can reali'e i" is a grea" s"im l s "o impro(e ac" al condi"ions. Viewed in a large wa%, "he mission o$ man is "o make "he ideal ac" al. 0 man socie"% is, or sho ld )e, in"eres"ed in "ha" "%pe o$ ed ca"ion which )rings "hese nchanging and e"ernal (al es 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%-. F r"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" wo ld "end "o (iew "he Learner as a microscopic mind, "he #eacher as a paradigma"ic sel$, "he C rric l m as "he s )9ec" ma""er o$ 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 p rpose o$ ed ca"ion is "o con"ri) "e "o "he de(elopmen" o$ "he mind and sel$ o$ "he learner. #he ed ca"ion&impar"ing ins"i" "e sho ld emphasi'e in"ellec" al ac"i(i"ies, moral 9 dgmen"s, aes"he"ic 9 dgmen"s, sel$&reali'a"ion, indi(id al $reedom, indi(id al responsi)ili"%, and sel$&con"rol in order "o achie(e "his de(elopmen". In an idealis"ic ed ca"ion s%s"em emphasis sho ld )e placed on de(eloping "he mind, personal discipline, and charac"er de(elopmen". A person sho ld )e li"era"e and o$ good moral charac"er #he aim o$ ed ca"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 ed ca"or $ind "heir gro nd in "he concep"ion o$ Ml"ima"e Reali"% and "he s" den"s+ rela"ion "o "his Reali"%.

In idealism, "he aim o$ ed ca"ion is "o disco(er and de(elop each indi(id al/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$ining o r knowledge o$ #r "h an "he A)sol "e. #he school ha a responsi)ili"% "o $ind and "o "rain $ " re leaders. As will )e seen, m ch o$ "he c rric l m $or "he idealis" is )ased on "he s" d% o$ earlier leaders. Cer"ainl% "he dis"ing ishing )e"ween and "he de(elopmen" o$, leaders smacks o$ ed ca"ion $or $ollowership ,or s )ser(ience "o "he s"a"e- is $o nd in "he :en"ile re$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 m s" make 9 dgmen"s as "o wha" is righ" and wha" is wrongB "h s, one o$ "he aim o$ ed ca"ion wo ld )e "o de(elop morali"%. Ano"her aim o$ ed ca"ion is "he main"enance and "ransmission o$ "he es"a)lished (al es o$ "he pas". Hnce we ha(e es"a)lished "ha" some"hing is good, or "r e, or )ea "i$ l, i" is a responsi)ili"% o$ "he school "o pass i" one "o s cceeding genera"ions. ,he Concept of !tudent #here is m ch in idealism o$ "he =personali"% c l".> As 0orne has poin"ed o ", =3o ci(ili'a"ion or c l" re o$ a people s rpasses "ha" o$ i"s grea"es" leader.> #he learner is a spiri" al )eing in "he process o$ )ecoming. 0is is a $ini"e personali"% which, wi"h pro)er molding and g idance, migh" more like "he Ideal or "he A)sol "e. Man is, in a sense, a small represen"a"ion o$ "he A)sol "e Sel$. #he s" den" m s" )ring himsel$ closer "o "he A)sol "e "hro gh imi"a"ion o$ "he e*emplar ,"he "eacher- and "hro gh s" d% o$ "hose s )9ec"s ,"he h mani"ieswhich )es" represen" or s%m)oli'e "he "r e ideas o$ which "he h man race has knowledge. #he learner, i$ "he is an idealis" himsel$, or i$ "he idealis" philosoph% can )e inc lca"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 P pil> as $ollows5 #he Idealis"ic p pil is charac"eri'ed )% "ha" admira)le "rai", "he will "o per$ec"ion. 1ha"e(er he does as well as he can. 0e is am)i"io s "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 )eca se "he ideal person is per$ec". ,he Concept of ,eacher

Idealis"s ha(e high e*pec"a"ions o$ "he "eacher. #he "eacher m s" )e e*cellen", in order "o ser(e as an e*ample $or "he s" den", )o"h in"ellec" all% and morall%. 3o o"her single elemen" in "he school s%s"em is more impor"an" "han "he "eacher. #he "eacher m s" e*cel in knowledge and in h man insigh" in"o "he needs and capaci"ies o$ "he learnersB and m s" demons"ra"e moral e*cellence in personal cond c" and con(ic"ions. #he "eacher m s" 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 $or "he s" den" )% "eaching "hro gh e*ample and g idance "he li$elong ha)i"s o$ pa"ience, "olerance and perse(erance "owards a goal. I" is "he "eacher+s responsi)ili"% "o enco rage "he s" den"s and "o pro(ide "hem wi"h ma"erials "o enco rage "hem "o work "o achie(e higher goals L s" 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 ed ca"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 p pils. #he "eacher sho ld )e close "o "he A)sol "e and sho ld )e, in a (er% real sense, a co&worker wi"h "he A)sol "e in de(eloping "he p pil+s capaci"ies and g iding him closer "o knowledge o$ "he Ideal. #he "eacher sho ld )e close "o "he A)sol "e in de(eloping "he p pil+s capaci"ies and g iding closer "o knowledge o$ "he Ideal. #he "eacher sho ld se" an e*ample "ha" "he s" den" will $ollow. #his is, o$ co rse , 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. #h s, "he closer we are "o come "o "he A)sol "e, "he more we m s" model o r )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 sho ld )e a role model $or s" den"s "o em la"e. #eaching is considered a moral calling. #he "eacher+s role is "o )e a skill$ l G es"ioner who enco rages s" den"s "o "hink and ask more G es"ions in an en(ironmen" "ha" is s i"a)le $or learning ,he curriculum #he impor"an" $ac"or in ed ca"ion a" an% le(el $or idealis"s is "eaching children "o "hink. #eachers sho ld help s" den"s "o e*plore "e*"s $or ideas a)o " "he p rposes o$ li$e, $amil% "he na" re o$ peer press res, 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 enco raged when s" den"s immerse "hemsel(es in "he crea"i(e "hinking o$ o"hers and when "he% are enco raged "o re$lec"

#he idealis" c rric l m 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$l ence on American ed ca"ion. Cer"ainl% i" is ass med )% "he idealis"s "ha" "hro gh "he s" d% o$ "he pas", we can $ind appropria"e "r "hs aro nd which "o model o r presen" )eha(ior. Along wi"h his"or% and )iograph%, "he idealis" c rric l m emphasi'es "he s" d% o$ "he h mani"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"%. #h s, 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 h man race. !ooks are "he so rce o$ "his s )9ec" ma""er, "he s )9ec" ma""er o$ ideas. #o nders"and socie"% and li$e we m s" s" d% his"or%. #o nders"and man we m s" s" d% li"era" re and "he h mani"ies. #he idealis" wan"s "o see "he en"ire and a)sol "e pa""ern o$ li$e and, in order "o do "his, his"or% and "he h mani"ies are "he mos" impor"an" s )9ec"s. #he c rric l m is )ased pon "he idea or ass mp"ion o$ "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$ $amil%, comm ni"%, s"a"e, ear"hB "he ni(erse, and in$ini"%. In preser(ing "he s )9ec" ma""er con"en", which is essen"ial $or "he de(elopmen" o$ "he indi(id al mind, "he c rric l m m s" incl de "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 c l" re, and "he% sho ld )e manda"ed $or all p pils. Moreo(er, "he s )9ec" ma""er sho ld )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$orma"ion a)o " ideas. !eca se o$ "he idealis"+s reliance on "he world o$ "he mind, "heir c rric l m calls $or li""le con"ac" wi"h "he e*perien"ial ni(erse. #he idealis" ed ca"or has li""le place in his c rric l m $or $ield "rips and empirical or sensor% da"a. Instructional Methodolog$ Pla"o+s idealism s gges"ed mo(ing $rom opinion "o "r e knowledge in "he $orm o$ cri"ical disc ssions, 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 disc ssion, "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 "hro gh skill$ l G es"ioning Idealis" ed ca"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" 9 s" $or "he ma"erial needs "ha" i" me". Idealis"s wo ld $eel "ha" m ch o$ "he grea" li"era" re o$ "he pas" wo ld )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

m ch 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 G es"ioner, who sho ld )e a model $or "he person we wan" children "o )ecome. 1hile "he lec" re me"hod is s"ill impor"an" in an idealis"+s ed ca"ion s%s"em, i" is considered more o$ a wa% "o con(e% in$orma"ion and "o help s" den"s comprehend ideas. Sel$ reali'a"ion and sel$ ed ca"ion are (er% impor"an" in idealism. 1hile "eachers canno" alwa%s )e presen" when learning occ rs, "he% m s" a""emp" "o s"im la"e s" den"s so "ha" learning occ rs 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 occ r wi"ho " a "eacher+s presence .As "he c rric lar emphasis is s )9ec" ma""er o$ mind5 li"era" re, his"or%, philosoph%, and religion. #eaching me"hods $oc s on handling ideas "hro gh lec" re, disc ssion, and Socra"ic dialog e ,a me"hod o$ "eaching "ha" ses G es"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 conscio sness "he $orms or concep"s which are la"en" in "he mind. Charac"er is de(eloped "hro gh imi"a"ing e*amples and heroes #he classroom s"r c" re and a"mosphere sho ld pro(ide "he learners wi"h oppor" ni"ies "o "hink, and "o appl% "he cri"eria o$ moral e(al a"ion "o concre"e wi"hin "he con"e*" o$ "he s )9ec"s. #he "eaching me"hods m s" enco rage "he acG isi"ion o$ $ac"s, as well as skill in re$lec"ing on "hese $ac"s. I" is no" s $$icien" "o "each p pils how "o "hink. I" is (er% impor"an" "ha" wha" p pils "hink a)o " )e $ac" alB o"herwise, "he% will simpl% compo nd "heir ignorance. #eaching me"hods sho ld enco rage learners "o enlarge "heir hori'onsB s"im la"e re$lec"i(e "hinkingB enco rage personal moral choicesB pro(ide skills in logical "hinkingB pro(ide oppor" ni"ies "o appl% knowledge "o moral and social pro)lemsB s"im la"e in"eres" in "he s )9ec" con"en"B and enco rage learners "o accep" "he (al es o$ h man 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% p rpose e*perience has $or "he idealis" is "o dis"or" "he #r "h. Since "he #r "h can )e reached "hro gh "he a)s"rac" ac"i(i"ies o$ "he mind, i" is in "hese "ha" me"hod m s" lie. Me"hodolog%, $or "he idealis"s "hen, consis" $or "he mos" par" o$ lec" res, disc ssion, 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 sho ld )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". !eca se o$ "his "here is a "endenc% "o rein$orce "he c l" ral lag )e"ween ed ca"ion and "he socie"%. Criticisms of Idealism Idealism has )een in$l en"ial in ed ca"ion $or a considera)le amo n" o$ "ime. I" is considered a conser(a"i(e philosoph% )eca se o$ i"s emphasis in preser(ing c l" ral "radi"ions. #he s"reng"hs o$ idealism incl de enco raging "hinking and cogni"ion, promo"ing c l" ral learning, and pro(iding $or charac"er de(elopmen" o$ s" den"s. #eachers are considered (al a)le par"s o$ "he ed ca"ional process who sho ld 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 )ro gh" 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%. #hro gh Pla"o+s r ler kings, and A g s"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", ed ca"ion was considered impor"an" $or "he pper classes o$ socie"%, marking ed ca"ion as a l * r%. Voca"ional and "echnical s" dies were considered good eno gh $or "he general p )lic. Idealis"ic ed ca"ion was considered )ookish and lacking rele(ance. I" is arg ed "ha" "he charac"er de(elopmen" aspec" o$ "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 g lli)le and read% "o accep" ideas wi"ho " serio s e*amina"ion. #he emphasis on "he impor"ance o$ knowledge and ideas in "he idealis" philosoph% originall% led me "o )elie(e "ha" m ch o$ m% philosoph% o$ ed ca"ion incl ded idealis"ic "endencies. Lames Madison+s G o"e "ha" knowledge is power, which si"s $ron" and cen"er on m% class we)page, seems "o agree wi"h "his premise. !eca se I )elie(e s"rongl% in pro9ec" )ased ed ca"ion as a wa% "o ha(e s" den"s disco(er and learn new in$orma"ion, I also )egan "o (iew "he idealism in m% "hinking. 0owe(er, as m ch as I (al e "hese "hings and con"in e "o )elie(e in "he impor"ance o$ con"in all% gaining knowledge, "he $ac" "ha" I (iew science and "echnolog% as a (al ed par" o$ all ed ca"ion, se"s me apar" $rom "he philosoph%. 1hile "he idealis" considered science and "echnical s" dies good eno gh $or "he general p )lic, I consider "hem an in"egral par" o$ an% ed ca"ion. 0owe(er I do )elie(e in "he impor"ance o$ "eaching children "o "hink, $or no" doing so res l"s in children wi"h )ook learning and no common sense. Cri"ics o$ "he idealis" philosoph% o$ ed ca"ion ha(e )een (ocal and consis"en", and "here is, indeed, no lack o$ arg men"s opposing "he posi"ion )o"h philosophicall% and ed ca"ionall%. 0ere "hen are se* o$ "he mos" common cri"icisms o$ "his philosophical school.

6. Se"s Mno)"aina)le :oals For "he ed ca"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 s ch means "ha" we ha(e a $inal end in (iew. I" arg es s"rongl% agains" "hose who "ake "he poin" o$ (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"r des i"sel$ pon s. 1e do, whe"her we like "he idea or no", reac" "o and $ake in"o o r mind an deal wi"h, on "he in"ellec" al le(el, s ch G es"ion as whe"her or no" we are ho", cold, h ngr%, "ired, happ%, or sad. 1e will o$"en gi(e o r grea"es" "ho gh" "o changing or modi$%ing o r ph%sical realm, par"ic larl% where we are "r%ing "o a(oid discom$or". In "he classroom "he "eacher who wo ld $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. #h s, "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"r c"s, ) " wa%s o$ descri)ing cer"ain sensa"ions $o nd onl% in e*perience. #his is no" mean" "o impl% "ha" all "hings m s" )e roo"ed in e*perience. I$ "his were "r e, we wo ld ha(e grea" di$$ic l"% 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 G es"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"iG es o$ idealism is "ha" is disco rages "he progress o$ science and o r modern disco(er%. I" also ser(es as somewha" o$ an eli"is" (iew in "ha" al"ho gh "he classics ha(e meri" $or se in "he classroom, "he% are no" necessaril% "he choice $or all s" den"s. #o onl% concen"ra"e on "he classic wri"ings is "o was"e a (as" amo n" o$ wonder$ l knowledge "ha" has )een gained "hro gh con"emporar% wri"ings and ar". F r"her moreB crea"ing a socie"% in which s" den"s are "a gh" "o )e docile and accep" wi"ho " challenging "hose

areas held "o )e a)sol "e co ld essen"iall% )e crea"ing an en(ironmen" in which s" den"s are s )ser(ien" and G ick "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" arg es "ha" "he )es" eG ipped $or leadership are "hose who are closes" "o "he Ideal. Pla"o, in "he Rep )lic, se"s p a per$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 r ling o$ na"ions. N. 4mphasi'es 0 mani"ies #he idealis" philosopher demands "ha" all m s" con$orm "o "he laws which are "he imm "a)le working o$ "he Ideal. #here is, in idealism, "he ass mp"ion o$ a ni(ersal morali"% which will lead "o "he per$ec" moral and e"hical order. Since m ch, i$ no" all, o$ "his has an op"imis"ic, h mani"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" $ails "o "ake in"o acco n" "he possi)ili"% "ha" i" ma% )e in error. #his is especiall% "r e o$ 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 s ch "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 ed ca"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 wo ld 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$$ and %elling a" each o"her, =M% #r "h is righ", %o r "r "h is wrong,> is "empered somewha" )% "he pic" re o$ "wo h%drogen )om) holding despo"s s"anding o$$ and %elling "he same "hing a" each o"her.

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