philosophical and ideological foundations of education
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8/9/2019 Philosophical and Ideological Foundations of Education
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Philosophical and
IdeologicalFoundations of
Education
IDEALISM AND EDUCATION
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Idealism and Education
• Idealism is the oldest systematicphilosophy in Western culture
• idealists believe that ideas are theonly true reality
IDEALISM AND
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DEELOPMENT OFIDEALISM
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DEELOPMENT OF IDEALISM
IDEALISM AND
PlatonicIdealism
ReligiousIdealism
ModernIdealism
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Platonic Idealism
PlatonicIdealism
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Plato !"#$%&"$ '(C()
• Plato was a Greek philosopher who startedas a disciple of Socrates and remained anardent admirer of him throughout his life.
• Plato is largely known for his writings in
which Socrates is the protagonist in a seriesof dialogues dealing with almost everyconceivable topic.
• wo of his most famous works are TheRepublic and Laws.
• !fter Socrates" death# Plato opened his ownschool# the !cademy# where studentsprofessors engaged in a dialectical approachto problems.
IDEALISM AND
PlatonicIdealism
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Plato !"#$%&"$ '(C()
• people should concern themselvesprimarily with the search for truth.
• $ecause truth is perfect and eternal# itcannot be found in the world of matter#which is imperfect and constantlychanging.
• Plato believed that we must search forother universal truths in such areas as
politics# society# and education% hence#the search for absolute truth should bethe &uest of the true philosopher.
IDEALISM AND
PlatonicIdealism
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Plato* The +epu,lic
• Plato wrote about the separationof the world of ideas from theworld of matter.
• he world of ideas 'or forms( hasthe Good as its highest point)the source of all true knowledge.
• he world of matter# the ever*changing world of sensory data#is not to be trusted.
IDEALISM AND
PlatonicIdealism
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Plato* The +epu,lic
• People need# as much as possible#to free themselves from a concernwith matter so that they can
advance toward the Good.• his can be done by transcending
matter through the use of thedialectic 'or critical discussion(# in
which one moves from mereopinion to true knowledge.
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Plato* The +epu,lic
• Plato saw the dialectic as a vehiclefor moving from a concern with thematerial world to a concern with theworld of ideas. Supposedly# thedialectic crosses the +divided line,between matter and idea.
• he process begins in the world of
matter with the use of the brain# thetongue# gestures# and so forth# butit ends in the world of ideas with thediscovery of truth.
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Plato* Allego-. of theCa/e
IDEALISM AND
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Plato* Allego-. of theCa/e
• he meaning of the allegory is this- Weourselves are living in a cave of shadowsand illusions# chained by our ignorance andapathy.
•
When we begin to loosen ourselves from ourchains# it is the beginning of our education)the steep ascent represents the dialecticthat will carry us from the world of matter tothe world of ideas)even to a contemplation
of the Good as represented by the Sun.• e who has advanced into the realm of true
knowledge must return to the cave to bringenlightenment to others.
IDEALISM AND
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Plato* Allego-. of theCa/e
• his points to Plato"s strongbelief that not only shouldphilosophi/ing be an
intellectual a0air# but alsothat the philosopher has aduty to share his learning
with others# doing this evenin the face of adversity ordeath.
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Plato* The +epu,lic
• In The Republic, Plato proposed thekind of education that would help bringabout a world in which individuals andsociety are moved as far as they are
capable of moving toward the Good.• Plato suggested that the state must
take an active role in educationalconcerns and o0er a curriculum that
leads intelligent students from concretedata toward abstract thinking.
IDEALISM AND
PlatonicIdealism
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Plato* The +epu,lic
• Plato believed that untilphilosophers were rulers#states would never pursue
the highest ideals of truthand 1ustice.
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Plato* The +epu,lic
• Plato"s idea was that thephilosopher*king must be notonly a thinker but also a doer.
• e must supervise the a0airs ofthe state# and like thephilosopher who made his wayout of the cave and yet returned
to teach others# he must seethat his wisdom pervades everyaspect of state life.
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Plato* The +epu,lic
• oday# as Plato suggested# we providean educational system with great stateinvolvement that has much to sayabout what occupation people
eventually will pursue as a result ofthe education they receive.
• We also recogni/e the tremendousin2uence of social class in education#
as in Plato"s utopian society# whichseparated people into three classes-workers# military personnel# and rulers.
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+eligious Idealism
ReligiousIdealism
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+eligious Idealism
• Idealism has e3erted considerablein2uence on religion. 4ore3ample# 5udaism and 6hristianityinclude many beliefs that 7t intoidealist thinking.
• In 5udaism and 6hristianity# theidea of one God as pure Spirit and
the 8niversal Good can be readilyrecogni/ed as compatible withthis philosophy.
IDEALISM AND
ReligiousIdealism
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St( Augustine !&0"1"&2)
• he founders of the Roman6atholic 6hurch wereheavily in2uenced by
idealism.• !urelius !ugustinus
ipponensis was born into#
and reared under# thein2uence of ellenisticculture.
IDEALISM AND
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St( Augustine !&0"1"&2)
• In the Confessions, he describedhis early life of paganism and thedebauchery of his youth until hisconversion to 6hristianity in 9:;.
• e became a priest in 9<=# and in9<> he was appointed $ishop ofippo.
•
!ugustine connected thephilosophy of Platonists and?eoplatonists# like Plotinus# with6hristian beliefs.
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St( Augustine* The Cit.of 3od
• described the 6ity of God and the6ity of Man as divisions of theuniverse parallel to Plato"sschemata of the World of Ideas andthe World of Matter.
• @ike Plato# !ugustine believed thatthe senses were unreliable andthat belief in God rests
ultimatelyon faith.
• +We must 7rst believe#, he wrote#+in order that we may know.
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St( Augustine* The Cit.of 3od
• In Plato"s philosophy# the soulhas knowledge that isobscured by being imprisoned
in the body.• In !ugustine"s interpretation#
the soul is blackened by!dam"s fall from grace# whichresults in human doubt anduncertainty.
IDEALISM AND
ReligiousIdealism
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St( Augustine !&0"1"&2)
• !ugustine was greatlyconcerned with theconcept of evil and
believed that because maninherited the sin of !dam#he was engaged in a
continuous struggle toregain the kind of purity hehad before the 4all.
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St( Augustine !&0"1"&2)
• !ugustine readily acceptedPlato"s notion of the +divided line,between ideas and matter# but hereferred to the two worlds as theWorld of God and the World ofMan.
• he World of God is the world of
Spirit and the Good% the World ofMan is the material world ofdarkness# sin# ignorance# andsu0ering.
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St( Augustine !&0"1"&2)
• he believed that a personcould spiritually transcend thisworld by concentration on God
through meditation and faith.• !ugustine# like Plato# believed
that people do not createknowledge- God already has
created it# and people candiscover it through trying to7nd God.
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St( Augustine !&0"1"&2)
• !ugustine patterned hiseducational philosophy after thePlatonic tradition. e believed
that worldly knowledge gainedthrough the senses was full oferror but that reason could leadtoward understanding# and he
held that# ultimately# it wasnecessary to transcend reasonthrough faith.
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St( Augustine !&0"1"&2)
• @earning must come fromwithin# and all true knowledgeultimately comes from God.
• !ugustine was the greatest ofthe 6hristian Platonists# andhis stress on the role of thelearner"s spontaneous and
God*directed intelligence hadgreat implications for 6hristianeducation for many centuries.
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Mode-n Idealism
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Mode-n Idealism
• $y the beginning of the modernperiod in the 7fteenth andsi3teenth centuries# idealism had
come to be largely identi7ed withsystemati/ation and sub1ectivism.
• his identi7cation wasencouraged by the writings of
RenA Bescartes# George $erkeley#Immanuel Cant# Georg W. 4.egel# and 5osiah Royce.
IDEALISM AND
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+EN4 DESCA+TES !5067%5702)
• $orn in the small town of @a a/e#4rance# RenA Bescartes waseducated by the 5esuits# who headmired for their devoted worktoward teaching# but for whom hedeveloped great dissatisfactionbecause of their doctrinaire ideas.
• !lthough his philosophical thinkingchallenged 6atholic doctrine onmany points# it seems that heremained sincere in his 6atholicism.
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+EN4 DESCA+TES !5067%5702)
• signi7cant works- – Biscourse on Method
– Meditations on 4irst Philosophy.
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+EN4 DESCA+TES !5067%5702)
• Principally in Discourse, Bescartese3plored his +methodical doubt#,whereby he sought to doubt all things#including his own e3istence.
• he arrived at the famous 6artesian7rst principle- Cogito, ergo sum, +Ithink# therefore I am.,
• he cogito supports the tradition ofidealism because it reaDrms thecentrality of mind in the relationshipof the human being with the world.
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3eo-ge 'e-8ele. !5790%5$0&)
• George $erkeley was bornand educated in Ireland andspent most of his
professional life as a ministerin the Episcopal 6hurchthere.
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3eo-ge 'e-8ele. !5790%5$0&)
• $erkeley contended that alle3istence depends on some mindto know it% if no minds e3ist# then
for all intents and purposesnothing e3ists unless it isperceived by the mind of God.
• $erkeley was attacking a central
tenet of philosophical realism)that a material world e3istsindependent of mind.
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3eo-ge 'e-8ele. !5790%5$0&)
• $erkeley was a champion ofideal realities and valueswhose main purpose is to
make evident the e3istenceof God and to prove that Godis the true cause of all things.
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Immanuel :ant !5$#"%592")
• he German philosopher ImmanuelCant was born in humbleconditions# the son of a saddler.
•
Educated in schools of hishometown# CFnigsberg# heeventually became perhaps themost famous professor the
8niversity of CFnigsberg ever had• Cant is recogni/ed as one of the
world"s great philosophers.
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Immanuel :ant !5$#"%592")
• greatly in2uenced subse&uent thoughtabout the importance of characterdevelopment in education
• e held that humans are the only beings
who need education and that discipline is aprimary ingredient of education that leadspeople to think and seek out +the good.,
• 6hildren should be educated not simply forthe present but also for the possibility of an
improved future condition# which Cantcalled the +idea of humanity and the wholedestiny of mankind.,
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Immanuel :ant !5$#"%592")
• o Cant# the essence ofeducation should not besimply training% the
important thing wasenlightenment# or teaching achild to think according to
principles
IDEALISM AND
ModernIdealism
3EO+3 ;IL<ELM
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3EO+3 ;IL<ELMF+IED+IC< <E3EL
!5$$2%59&5)• e was born in Stuttgart#Germany
• Received his education until
the• age of =: in his native city.
• e then went to the 8niversity
of bingen and ma1ored intheology# and graduated in=H<9.
IDEALISM AND
ModernIdealism
3EO+3 ;IL<ELM
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3EO+3 ;IL<ELMF+IED+IC< <E3EL
!5$$2%59&5)• 4or a while# he was a lecturer at the
• 8niversity of 5ena and then rectorof a secondary school until =:=;.
e was a professor at the8niversity of eidelberg for twoyears
• in =:=: became a professor of
philosophy at the 8niversity of$erlin# remaining there until hisdeath.
IDEALISM AND
ModernIdealism
3EO+3 ;IL<ELM
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3EO+3 ;IL<ELMF+IED+IC< <E3EL
!5$$2%59&5)• !ccording to egel# one mustlook at three ma1or aspects ofones system- logic# nature# and
spirit.• egel seemed to think that to
be truly educated# an individual
must pass through the variousstages of the cultural evolutionof humankind.
IDEALISM AND
ModernIdealism
3EO+3 ;IL<ELM
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3EO+3 ;IL<ELMF+IED+IC< <E3EL
!5$$2%59&5)• he was pointing out that ourunderstanding of history ispart of the developmental
logic and is essentiallyretroactive and provides anunderstanding of a stage of
reality only as it hasoccurred.
IDEALISM AND
ModernIdealism
=OSIA< +O>CE
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=OSIA< +O>CE
!5900%5657)• ne of the most in2uential!merican e3ponents of egelianidealism at the beginning of the
twentieth century• Royce believed that ideas are
essentially purposes or plans ofaction and that the ful7llment ofideas is found when they are putinto action.
IDEALISM AND
ModernIdealism
=OSIA< +O>CE
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=OSIA< +O>CE
!5900%5657)• teaching people not onlyabout the purposes of life butalso about how they can
become active participants insuch purposes.
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IDEALISM AS A P<ILOSOP<> OF EDUCATIONAims of Education
• Idealists generally agree that education should notonly stress development of the mind but alsoencourage students to focus on all things of lastingvalue.
• !long with Plato# they believe that the aim ofeducation should be directed toward the search fortrue ideas.
• !nother important idealist aim is characterdevelopment because the search for truth demandspersonal discipline and steadfast character.
• What they want in society is not 1ust the literate#knowledgeable person# but the good person as well
IDEALISM AND
P<ILOSOP<> OF
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P<ILOSOP<> OFEDUCATION
Methods and Cu-icullum• Idealists lean toward studies that providedepth# and they would strongly suggest amodi7cation of the view that things
should be studied simply because theyare new or meet occupational needs.
• Idealists 7nd that much of the greatliterature of the past has more pertinence
to contemporary problems than what isconsidered new and relevant.
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P<ILOSOP<> OFEDUCATION
Methods and Cu-icullum• Idealists do not favor speciali/edlearning as much as learning that isholistic.
• hey ask us to see the whole ratherthan a dis1ointed collection of parts#and they believe that a holistic
approach leads to a more liberal andscholarly attitude toward learning
• Plato believed that the best method
of learning was the dialectic..IDEALISM AND
P<ILOSOP<> OF
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P<ILOSOP<> OFEDUCATION
Methods and Cu-icullum• !ugustine practiced the dialectic# but healso put great stress on an intuitiveapproach to knowledge.
•
Plato held that one does not learn as muchfrom nature as from dialogues with otherpeople# and
• !ugustine believed that although one may
be blind and deaf# incapable of anyperception through the senses# one still canlearn all the important truths and reach God.
IDEALISM AND
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EDUCATION
Methods andCu-icullum• oday# some idealists lean more toward the study
of ideas through the use of classical works orwritings and art that e3press great ideas.
• Idealists do believe# however# that any study of
Great $ooks should be undertaken withe3perienced leadership and with an emphasis onthe comprehension of ideas rather than on themere memori/ation and classi7cation of
information.• hey insist on a seminar type of instruction with
opportunity for ample dialogue between teacherand student.
IDEALISM AND
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EDUCATION
Methods andCu-icullum• he idealist is not concerned primarily with turning
out
• students with speci7c technical or occupationalskills# but with giving them a wider understanding
of the world in which they live.• he curriculum# therefore# should revolve around
broad concepts rather than speci7c skills% and inelementary and preschool education students are
encouraged to develop habits of understanding#patience# tolerance# and hard work that will assistthem later when they undertake more substantialstudies.
IDEALISM AND
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EDUCATION
Methods andCu-icullum• he lecture method also still has a place in
the idealist"s methodology# but lecturesare viewed more as a means of
stimulating thought than as merely a wayof conveying information.
• o the idealist# the chief purpose of alecture is to help students comprehend
ideas. Idealists also use such methods aspro1ects# supplemental activities# libraryresearch# and artwork.
IDEALISM AND
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EDUCATION
Methods andCu-icullum• Self*reali/ation is# as noted
previously# an important aim ofeducation% hence# idealists stress the
importance of self*directed activity.• he teacher can use curriculum
materials to help students learn
about the purpose of life# family# thenature of peer pressures# and theproblems of growing up.
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P<ILOSOP<> OFEDUCATION
+ole of the Teache-• he teacher maintain constant concern aboutthe ultimate purposes of learning.
• Some idealists stress the importance ofemulation in learning because they believe thatthe teacher should be the kind of person wewant our children to become.
• Idealists favor the teacher who isphilosophically oriented# one who can assiststudents in choosing important material andinfuse them with a desire to improve theirthinking in the deepest possible way.
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P<ILOSOP<> OFEDUCATION
+ole of the Teache-• he idealist*oriented teacher would seek tohave these Socratic characteristics and wouldencourage students to better their thinking andtheir lives on the basis of such thinking.
• 4or religious idealists# the student is importantas a creation of God and carries within some ofthe godliness that the school should seek todevelop# and most idealists# whether religious or
not# have a deep feeling about the individual"sinner powers 'such as intuition(# which must beaccounted for in any true education
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P<ILOSOP<> OFEDUCATION
+ole of the Teache-• !ugustine thought that truth isinherent in the soul of the individual.
• Education is the process of bringing
these truths to the surface# andbecause many of these truths aredirectly related to God# according to
many religious realists# educationcan also be a process of salvation.
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P<ILOSOP<> OFEDUCATION
+ole of the Teache-• Even today# many religiousinstitutions practice such anapproach as a part of students"
education# and they set aside aportion of time for students tomeditate on ultimate meanings.
IDEALISM AND
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