Ma. Loisa Rose F. Meryl G. Apostol, Mary Chan A.

Ballesteros, LPT LPT Ajos, LPT

Rosien Pete C. Charyl Denesse B. Joseph Christian S. Arcelyn B.

Figuracion, LPT Carcallas, LPT Artajo, LPT Anticamara, LPT
 idealism
philosophy of education
✓The Development of Idealism (From Ancient Times)

✓The Development of Modern Idealism

✓Recent and Contemporary Idealism

✓A Systematic Synthesis of the Philosophy of Idealism

✓Synthesis of Idealism and Implication to Education

 ideal
A standard by which
we judge things in our
existence.
 Carl schurz
“Ideals are the stars. You will not succeed in touching
them with your hand. But like seafaring man on the
desert of waters, you choose them as your guides,
and following them, you will reach your destiny.”
Ideas as the only true reality.

Idea-ism

Idealism arose from ideaism.

“L” was added for euphony.

 idealism naturalism
✓ Truth or reality exists in ideas or in the
spirit or in mind.
✓ Material objects are merely
representations of the idea.
✓ The will governs one’s conduct. ✓ One’s conduct is governed by impulse,
instincts, and experiences.
✓ Judges behavior in terms of motives. ✓ Judges behavior in the basis of results.
✓ End justifies the means.
✓ Knowledge is obtained by speculation ✓ Regards scientific observation.
and reasoning.
✓ Regards scientific knowledge as final.
the development of

idealism
 Athens citizens = Sophists
“unexamined” way of life

socrates
 the development of idealism
(From ancient times):
platonic idealism (427-347 b.c.)

plato
1 2

the republic the dialogue

plato
 the republic
Plato wrote about the separation of the world of ideas from
the world of matters.

The world of ideas or form has good at it’s highest point,

which is the source of all true knowledge.

The world of matter, the ever-changing world of sensory

data, was not to be trusted.
 Plato said that men should concern
themselves primarily for or with the
search of truth.

His definition of truth was that it was

perfect and eternal, so it cannot be
found in the world of matter as matter
is imperfect and constantly changing.
plato
Mathematics is an example of eternal truth.

2+2=4
 Plato did not think that man created
knowledge. Rather, man discovered
knowledge.

In “The Republic,” he said,

“Intelligent people should be taken
care of by the government next to
the best school to be of greater
plato service to the country.”
religious idealism

st. augustine
 He joined for a while the sect of Manicheans, a group who
explained the universe through the dualistic doctrine of God
and Satan engaged in a struggle to dominate the world.
He turned to Greek philosophy and in particular to Neo-
Platonism.
He is even referred to as "the Plato of the Middle ages whereas
St. Thomas Aquinas is the Aristotle of the medieval times."

st. augustine He rejected the doctrine of pantheistic conception that the

human soul is part of the World Soul.
He incorporated in his own theory of knowledge the Neo-Platonic doctrine that the
ultimate in knowledge is a mystical intuition of the Supreme Reality, which only a few
experience.
He came later under the influence of Saint Ambrose, Bishop of Milan, who was
instrumental in his conversion to Christianity.
Below are some of the some basic tenets of
Saint Augustine as applied to philosophy of
education and moral philosophy:
1. Every educator must learn to wrestle with the problem of good and
evil, which means how to reconcile the existence of evil in the world
with the omnipotence and benevolence of God. What is called evil in
the universe is but the absence of good. In the bodies of animals,
disease and wounds mean nothing, except the absence of health; for
when a cure is effected, that does not mean that the evils which were
present - namely the diseases and wounds go away from the body
and dwell elsewhere. They altogether ceast from existing since the
wound or disease is not a substance, but a defect in the fleshly
substance. All beings were made good, but not being made perfectly
good, are liable to corruption.
2. Every learner must be inspired by the educator to
accept that the omnipotent God does will even in the
permission of evil. The will of God is never defeated,
though much is done that is contrary to His will.
3. If follows, then all people are themselves responsible
for their own misfortune; they are free to choose, and
they choose evil. For St. Augustine, however, an evil
will itself is a defective one. Just as he defines evil as
the absence of good, so too he characterizes an evil
will as one which fails to choose the good.
4. Education for moral responsibility is the key concept
of Augustinian philosophy. Those who choose good
he calls citizens of the City of God, and those who
choose evil are called citizens of the City of Man.
5. Every educated must realize that supreme good and
evil refer to eternity, not to the brief moment of this
life. Those who seek happiness in this world and
through their own efforts cannot be truly happy or
truly moral. Those who rely upon reason purely as the
foundation of morality are in error. Unaided by divine
guidance, reason cannot provide a cure for the evils of
life.
6. When educators and learners appreciate the feebleness
of unaided human reason, they see that faith, hope and
love are fundamental virtues to be developed in
schools.
7. Everyone earnestly desires peace, but the misdirected
methods of the City of Man fail to achieve it. Those
who dwell in God's city show that peace is achieved
not by war but by peace.
the development of
modern idealism
 1 ✓French Philosopher
✓Mathematician
✓Scientist
✓Province of Touraine
✓Jesuit college
✓From 1625 to 1649 - he led a quiet scholarly
life in the Netherlands
✓Cartesian Philosophy
✓Cogito ergo sum

rene descartes 2 substances:

✓1. Thinking substance (mind)
(1596-1659) ✓2. Extended substance (matter)
 ✓Spanish Jew in Holland
2

✓broke with the Jewish faith

after studying Descartes and
Giordan Bruno
✓unchanging existence
✓abiding existence
BENEDICT DE
SPINOZA ✓Pantheism
(1632- 1677)
3
✓Gottried Wilhelm von Leibniz
✓German scholar, mathematician and
philosopher
✓concept of monadism (Monadology or
Leibnizianism)
✓Monad (a completely separate being)

3 different Monads:
✓1. Simple monads
LEIBNIZ ✓2. Complex monads
(1646- 1716) ✓3. Spirit
 GAME
KANA BA?
4

A. GEORGE BERKELEY
b. George hegel
c. John locke
4

✓was born in Kilkiney, Ireland

✓Ireland’s most famous
philosopher
✓only child of his father’s first wife
✓Anglican Bishop and philosopher
✓Develop most of his innovative
ideas, writing a number of treatise
GEORGE
on philosophy.
BERKELEY
(1685- 1753)
4
Berkeley’s 2 Prime Doctrines
• The world as we experience it
depends on our perceiving
consciousness for existence in
the form in which we know it.
• Things exist even where nobody
is perceiving them because they
are being thought about God.
GEORGE
BERKELEY
(1685- 1753)
5

A. Immanuel hegel
b. Immanuel kant
c. Immanuel locke
5

• born in Konigsberg
• Regarded as one of the most
brilliant intellect of all time.
• Most difficult philosopher to
read.

IMMANUEL KANT
(1724-1804)
5
Some of the ethical values of
idealism that he mention
1. There are universal, moral laws.
2. Man has a feeling of obligation
to act in obedience to these
moral laws.
3. It is possible for an individual to
act purely out of desire or
IMMANUEL KANT
(1724-1804) intention to do good, to fulfill the
moral law.
5

4. The immortality of the soul.

5. Belief in the existence of God.
God is your ought-the motivating
factor.

IMMANUEL KANT
(1724-1804)
5

• Knowledge begins with

experience and experience is the
occasion for the awakening of
the knowing mind; but the mind
thus awakened is not limited in
its knowledge to what it has
IMMANUEL KANT found in experience.
(1724-1804)
6

A. george hegel
b. George locke
c. George manuel
6 ✓was born on Stuttgart, Germany
✓University of Tubingen and majored in
theology, graduating in 1793.
✓a lecturer at the University of Jena
✓rector of a secondary school until 1816;
✓was a professor at the University of
Heidelberg for 2 years
✓Most Famous German Philosopher.
GEORGE HEGEL ✓In 1818, became a professor at University
(1770-1831) of Berlin
6

✓The word “Dialectic” best fits

Hegel’s logic.
✓Hegelian Dialectic Thesis, Anti-
Thesis and Synthesis

GEORGE HEGEL
(1770-1831)
recent and contemporary
idealism
A. In England and Scotland

❖Idealism spilled all over

England and Scotland
A. In England and Scotland

❖ Influence was indirectly with

the dialectical materialism of
Ludwig Feuerbach, Karl
Marx, Friedrich Engels
 B. In America

❖ At the beginning of nineteenth

century, America had little interest in
things German but before the turn of
the century, German influence was
greatly felt.
 B. In America

❖ Exodus to Germany of Americans in

search of advanced study

❖ Importing of German scholar as

professors in American universities
a systematic synthesis of the
philosophy of idealism
 the metaphysics of idealism
Reality according to the idealist, may be described in
the following propositions:

1. The self is the prime reality of individual

experience. This is seen in Descartes' "I think,
therefore I am."

2. The ultimate reality is self.

 the metaphysics of idealism

3. Ultimate reality may be oneself, a community of

selves, or a universal self within whom are many
individual selves.

4. Evil as it exists is the negation of value.

 the metaphysics of idealism

5. The individual self has all the freedom essential to

self-determination. It does not mean that we have
the freedom to do whatever we please, without
limits. An individual is a part and not the whole of
reality. Self-determination might be a more exact
term to use than freedom.
 the epistemology of idealism

"understand the nature of knowledge

and you will have the key to the nature
of reality."
 the epistemology of idealism
The idealist epistemology may be summarized, in
part, at least in the fòllowing propositions:

1. Idealism and critical realism are alike in their

treatment of perception except that idealism holds
that the qualities we perceive in the world are
rooted in existence.
 the epistemology of idealism

2. Berkely insisted that the character of the world as

we experience it depends so much upon the mind,
that there is no such thing that exists without
someone perceiving it. Kant, Fichte, and Hegel
advocated a similar idea.
 the epistemology of idealism

3. Some idealists hold that we have direct experience

of the self, that it is a self-evident fact; others find
the existence of self to be a necessary inference.

4. Selfhood, being what it is, and the world being so

welltuned to the experience of self, is believed by
idealist. Also, reality is a self.
 the epistemology of idealism

5. Since nothing can be conceived to exist without

being in relation to other things, many idealist
believe reality to be a logically unified total
system, a universal mind.
 the logic of idealism

Creighton says that, “whether inductive or deductive

logic is used, they are similar in that both seek to
discover the common bonds linking objects and
events as such.”
synthesis of
idealism
 Synthesis of Idealism and Implication to Education
To get a broad spectrum but with a unified perspective of
idealism, a synthesis and the implications for education are
given. This approach utilizes three chief areas, namely:
knowledge, education, and the human self.
 on knowledge and education

1. “Man can arrive at the truth only by an examination of

his own innate ideas and by testing their consistency”
- Plato, Leibniz, and Hegel.
 on knowledge and education

2. “The ultimate aim of education is the happiness

of the individual and welfare of the state.”
- Plato.
 on knowledge and education

3. “Individuals are to be educated according to

their social level and intellectual ability.”
- Plato
 on knowledge and education

4. “The self gives meaning and unity into the

objective world.” - Kant and Berkeley
 on knowledge and education

5. “By relating parts and wholes, values and

meaning are obtained.” - Hegel
 on human self

1. “The self is the prime reality in the person's

consciousness.” - Berkeley and Kant.
 on human self

2. “The human self has freedom of the will.”

- Kant and Leibniz
 on human self

3. “Consciousness is a primary datum of human

experience.” - Descartes
 on human self

4. “As a thinking being, man is a part of God.”

- Spinoza
 on human self

5. “In that they are spirits, human selves are similar to God;
in that they are finite, they are unlike Him.”
- Leibniz
 Idealism and
implication to education
Idealism & Aims of education

• Self Realization
• Universal Education
• Spiritual Development
• Transmission & Promotion of Cultural Heritage
• Cultivation of Moral Values
• Preparation for a Holy Life
• Development of Intelligence & Rationality
Idealism & curriculum

• idealists give more importance to thought, feelings, ideals and values

than to the child and his activities.

• main aim of education according to the philosophy of idealism is

to preserve and advance the culture of human race ,so
subjects like Religion, Ethics, philosophy, History, Literature etc,
should be provided in the curriculum
Idealism & methods of teaching

• class-room is a temple of spiritual learning, a meeting place of

human minds- a place for self education

• no particular method has been suggested

1. Learning through reading

2. Learning through lecturing
3. Learning through discussion
4. Learning through imitation
5. Descrates employed the device of simple to complex
Idealism & discipline

• Idealism wants to keep the child under discipline.

• Idealists believe that there can be no spiritual development of the child
without discipline.
• “The discipline is not to be imposed on pupils. The teacher has only to
help them to develop self discipline and through that self knowledge”
• This leads to Inner discipline
Contribution of Idealism to education

• emphasizes ‘the exaltation of personality’, which is the result of self-

realization, achieved by spiritual knowledge, self-discipline and
dignified teacher.
• assigns a very important place to the teacher who is respected as a
guide, and philosopher
• emphasize the importance of moral and spiritual education and points
out the values of humanities, social sciences, art and literature
• emphasizes man’s perfection in various facets of life-physical, spiritual,
intellectual, moral, esthetic and social.
Thank you !