Idealism is a branch of philosophy which assert the reality.

1. Idealism
Prepared by: Mayflor S. Barile

2. I. The Meaning of Idealism

3. #1
is the oldest systematic
P _ _ _ O _ _ _ _ Y in
Western culture.
(Ozmon and Craver 2008)
IDEALISM

4. #1
is the oldest systematic
PHILOSOPHY in Western culture,
which is a believe that ideas are
the only true reality.
(Ozmon and Craver 2008)
IDEALISM

5. #2
this philosophy begins
with P _ _ _ _ (428-347
B.C.E).
(Orstein and Levine 2011)
IDEALISM

6. #2
this philosophy begins
with PLATO (428-347
B.C.E).
(Orstein and Levine 2011)
IDEALISM

7. #3
a philosophical belief claiming that
material things are I _ _ G _ _ _ _ Y,
that material things do not exist
independently but only as
constructions in the mind.
IDEALISM

8. #3
a philosophical belief claiming that
material things are IMAGINARY, that
material things do not exist
independently but only as
constructions in the mind.
IDEALISM

9. Ideals
 A standard by which we judge things in our existence.
 “Ideals are the stars. You will not succeed in touching
them with your hands. But like seafaring men on the
desert of waters, you choose them as your guides, and
following them, you will reach your destiny.”_Carl
Schurz
 In philosophy, it applies to the theory that holds ideas
as the only reality. Thus, “Idea-ism” might be a more
correct descriptive term for the philosophy than
Idealism.
 It came into being as a correction of the view of
naturalism.

10. Idealism vs. Naturalism
IDEALISM
 Emphasizes that the
will governs one’s
conduct
 Judges behavior in
terms of motives
 Would say that the
knowledge is obtained
by speculation and
reasoning
NATURALISM
 Says that one’s conduct is
governed by impulse,
instincts and experiences
 Judges behavior on the
basis of results
 Would say that the end
justifies the means
 Regards scientific
observation and scientific
knowledge as final

11. The Development of
Idealism
(from ancient times)

12. PLATONIC
IDEALISM
(427-347 B. C.)
 A Greek philosopher, who was
remarkably equipped with natural
endowments.
 He became an ardent admirer and
disciple of Socrates.
 He opened up his own school, the
Academy in Athens and there
developed and expounded his
doctrines as a teacher.
 Two of his most famous works are
“The Republic” and “The Dialogue.”
 Plato did not think that man created
knowledge. Rather, man discovered
knowledge.

13. PLATONIC
IDEALISM
(427-347 B. C.)
 “Intelligent people should be
taken care of by the
government next to the best
school to be of greater service
to the country.”
 He suggested that the state
take a very active role in
educational matters; that
both boys and girls should be
given equal opportunity to
develop themselves.

14. SAINT AUGUSTINE
(354-430)
 Concept of Good: God
 Concept of Evil :Adam
 Augustine believed that
the senses were
unreliable and that
belief in God rests
ultimately on faith.
 “We must first believe, In order
that we may know.”

15. SAINT AUGUSTINE
(354-430)
 He believed that God
already created
knowledge, and people
can discover it through
trying to find God.
 intuitive approach to
education
= Learning must come
from within and all true
knowledge comes from
God.

16. The Development of
Modern Idealism

17. RENE DESCARTES
(1596-1650)
 A French philosopher,
mathematician and scientist
 His basic proposition: I think,
therefore I am.
 He thought the world consisted of
two kinds of substances: thinking
substance (mind) and extended
substance (matter)
 He struggled with how mind and
matter interacted.
 He became the father of dualism
insofar as he divided brain and mind
into separate but equal parts.

18. BENEDICT DE
ESPINOZA
(1632-1677)
 A Spanish Jew who lived in
Holland.
 He accepted Descartes’ idea that
the universe is divided into mind
and matter.
 But he saw, that if mind and
matter are separate substances,
they cannot interact.
 He held that people’s highest
happiness consists in coming to
understand and appreciate the
truth and that they are tiny parts
of an all-inclusive, pantheistic
God. (Pantheism believes that all
is God and God is all.)

19. GEORGE
BERKELEY
(1646-1716)
 He spent most of his
professional life as a minister.
 As an Anglican Bishop and
philosopher, he was a deeply
religious man who tied to
reconcile the science of his
day with the doctrines of
Christianity.
 Esse Est Percipi (To be is to
perceived)
 His main purpose is to make
evident the existence of God and
to prove that God is the true
cause of all things.

20. IMMANUEL
KANT
(1724-1804)
 Critique of Pure Reason
 Critique of Practical Reason
 to Kant, the essence of
education should not be
simply training; the
important thing was
enlightenment, or teaching
a child to think according to
principles as opposed to
mere random behavior

21. Idealism as a Philosophy of
Education
• Aims of Education
• Methods of Education
• Curriculum
•
• Role of the Teacher

22. 1. Aims of Education
• Search for Truth (highest aim)
- philosophical wisdom or the conception of true
ideas is the highest aim of education
• Self-Realization (ultimate aim)
- Idealism has exerted so much influence on
educational views about individual mind and self
• Character Development (proper aim)
- many idealists are concerned with moral character
as an outgrowth of thinking and thoughtful
actions
IDEALISM

23. 2. Methods of Education
• Dialectic (Plato)
• Intuitive approach (Augustine)
• Great Books (Modern idealists)
• Lecture method
• other idealist’s methodology:
projects, supplemental activities,
library research and artwork.
• self-directed activity
IDEALISM

24. 3. In Curriculum
• Teach students to think
• Idealists think that humans can become
more noble and rational by developing
the ability to think.
* Idealists believed that mind, which can
conceptualize, create and can accumulate
facts, need to be nourished and developed.

25. 4. Role of a Teacher
 Assist students in choosing important material
 Serve as exemplary models
 Teachers are expected to encourage students to ask
questions and to provide a suitable environment for
learning.
 Socratic characteristics (analyzing, discussing with
others) – encourage their students to better their
thinking.
 Infuses them with a desire to improve their thinking in
the deepest possible way.

26. Implications for Today’s Classroom Teachers
• Idealism seeks to create schools that are
intellectual centers of teaching and learning.
• It sees teacher as vital agents in guiding students
to realize their fullest potential intellectual.
• Encourages teachers and the students to
encounter and appreciate the finest and most
enduring achievement of the culture.
• Idealists recognize internet that can make great
book accessible to students, however they insist
that technology should be used as a means of
education and not as an end.

27. SYNTHESIS AND IMPLICATIONS
 In idealism, the aim of education is to discover and
develop each individual's abilities and full moral
excellence in order to better serve society. The
curricular emphasis is subject matter of mind:
literature, history, philosophy, and religion. Teaching
methods focus on handling ideas through lecture,
discussion, and Socratic dialogue (a method of
teaching that uses questioning to help students
discover and clarify knowledge). Introspection,
intuition, insight, and whole-part logic are used to
bring to consciousness the forms or concepts which
are latent in the mind. Character is developed
through imitating examples and heroes.

28. THANK YOU AND
GOD BLESS US ALL!