flow philosophy realism

8/8/2019 Flow Philosophy Realism

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Flow Philosophy Realism

There are three basic teachings of Plato that is about ideas, people and processes to know.According to Plato divided reality into two, namely examples (paradigms) for concrete

objects. The division of this world on the human senses and world changing ideas that

never change. Idea is something objective, not created by the mind and the exact oppositememberikam two introduction. First introduction of the idea: this was the actual

introduction. Introduction that can be achieved by this ratio is called episteme

(knowledge) and nature, firm, clear and unchanged. Thus Plato refused relatifisme thesophists. Second, the introduction of objects called doxa (opinion), and are not fixed and

uncertain; this recognition can be achieved with the five senses. With two world could

reconcile Plato is also a major problem pre-socratik philosophy is panta rhei his views

and the views of existing Herakleitos-there his Parmenides. Both are true, sensuous worldis constantly changing world of ideas while never changing and eternal. Indeed, the soul

Plato argues that if it is immortal, because there are similarities between the soul and

ideas. Further said that the soul existed before life on earth.

Prior to unite with the body, the soul has experienced pre existence in which he looked at

ideas. Based on this view, Plato further theorized that the introduction of essentiallynothing but the remembrance (anamnenis) of ideas that have been seen at the time of pre-

eksistansi. Plato's teachings about the human soul could be called a prison. Plato also said

that, as human beings, the universe also has a soul and the spirit world was created before

the souls of men. Plato also makes a description of the state. But the greatest merit is itsscientific aims to open school. The school was named "Akademia" the most dedicated to

the heroes named

c. The importance of studying the three flow filsat it.

In studying Education Administration can not be separated from the philosophy ofEducation Administration that should be reviewed, so the idea and the reality of the

problem discussed in philosophy it is necessary to note, that in determining the direction

of educational purposes in accordance with the needs of the students themselves.

The flow of philosophical idealism proved quite a lot of attention to education issues, so

it is quite influential on the thinking and practice of education. William T. Harris is a

character education stream of idealism that is very influential in the United States. In fact,the number of prominent contemporary American philosopher not as much as the figures

of contemporary idealism by Herman Harrell Horne (1874-1946). Herman Harrell Horne

is a philosopher who teaches philosophy wing idealism more than 33 years at theUniversity of New York.

Later, appears also Michael Demiashkevitch, who writes about idealism in educationwith special effects. Similarly B.B. Bogoslovski, and William E. Hocking. Then there are

also Rupert C. Lodge (1888-1961), professor of logic and history of philosophy at the

University Maitoba. Two bukunnya that reflect the brilliance of Rupert's thinking in the

philosophy of education is the Philosophy of Education and the study of Plato pemikirian


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in the field of educational theory. In Italy, Giovanni Gentile Minister of Public

Instruction in Mussolini's first cabinet, out of the education reform because holding on to

the principles of philosophical idealism as a resistance to the two streams that live in thecountry before, namely positivism and naturalism.

Idealism is very concerned about the existence of the school. Flow is the only one whodid the opposition is fundamentally against naturalism. Education should continue to

exist as correctional institutions for the man as spiritual needs, and not just the needs of

nature alone. Movement of philosophical idealism in the 19th century, specifically toteach about human culture and institutions kemanuisaan as an expression of spiritual

reality.

For the flow of idealism, was a personal protg of its own, as spiritual beings. Thosewho adopts idealism always show that what they are doing is an expression of his

conviction, as the main center of his personal experience as spiritual beings. Of course,

this ideal model of philosophical thinking can easily be transferred into the system of

teaching in the classroom. The teacher who adopts idealism usually believes that thespiritual is a reality, they do not see students as it is, without the spiritual.

Since idealism as a philosophical understanding of education into the belief that reality is

personal, so from then on understood the need for individual teaching. The pattern of

education which taught philosophy centered idealism of idealism. Teaching of children

not fully centered, or subject matter, nor society, but based on idealism. Thus, thepurpose of education according to the understanding of idealism divided into three terms,

the purpose for the individual, the purpose for society, and a mixture of both.

Education for individual idealism, among others, aims for students can be rich and have a

meaningful life, has a personality that is harmonious and colorful, happy life, able to

withstand the pressures of life, and ultimately is expected to assist other individuals tolive better. While the ideals of education goals for the social life is the need for fellow

human brotherhood. Because in the spirit of brotherhood embodied an approach to

another person. One does not simply demanding personal rights, but human relationshipswith each other framed in human relations of mutual understanding and mutual love.

While the purpose of the synthesis is intended as a mix between an individual with a

social purpose as well, which is also expressed in the life of relating with God.

Teachers in the teaching system that embraces idealism stream function as: (1) teachers

are the personification of the fact the students, (2) teachers must be a specialist in a

science of students, (3) The teacher must master the techniques taught are good, (4 ) Theteacher should be a personal best, so respected by the students, (5) The teacher becomes a

friend of his pupils, (6) The teacher must become a person who is able to excite students

to learn; (7) Teachers should be able to become an idol of the students; ( 8) The teachermust rajib worship, so that a perfect human being who can be an example to the students;

(9) The teacher must be a communicative person; (10) Teachers must be able to

appreciate against the subject that he teaches into teaching materials; (11) Not only

students , teachers must follow to learn as the students learn; (12) Teachers should feel


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happy if the child his students succeed; (13) Teachers must be dmokratis and develop

democracy, (14) Teachers must be able to learn, no matter how the circumstances.

C. CONCLUSION

1. The idea / spirit of man is something that determines the life and human understandingis discussed in the schools of philosophy Idealism: that emphasize "ideas" (spirit world)

as the object of understanding, and sources of knowledge. Idealism holds that all things

done by human beings who are not necessarily associated with hal2 which is outward, butmust be based on spiritual principles (ideas). Therefore, great emphasis Idealiseme

human feelings and fantasies as sources of knowledge.

2. The reality is the nature of universals, including human beings and that is a mix ofideas and materials discussed in the schools of philosophy that illustrates that the

teachings of Realism and idealism that bertentangn materialist, it is not appropriate

debngan kanyataan. Indeed, the reality of universals, especially life are not things

(material) alone - the eye. Reality is a combination of things (material and physical) withthe nonmaterial (spiritual, mental, and spiritual)

3. The idea and the reality needs to be studied to determine the direction of education

where students brought the process of formation, so it will be in accordance with human

ftrah.

flow philosophy realism

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