1. Idealism holds that reality is fundamentally spiritual or mental in nature, rather than material. The world has a spiritual order and individuals are part of a Universal Mind. 2. Knowledge comes from direct observation but is limited, and we interpret the world through conceptual constructs. Values are rooted in existence and relate individuals to the greater whole. 3. Religion is seen as a rational basis for spiritual experience. People experience God through self-consciousness, relationships, and the world. While God is immanent in the world and people, God also transcends individual limitations.

2. Metaphysics

3. one substance as be-all and end-all of nature

4. nature as process rather than substance

5. Materialism-reducible to atom

6. Energism-atomic energy

7. Positivism-laws of nature (gravity, cause & effect, system or structure of natural order)

8. Pragatism-nature as process rather than system, changing substance, laws & relationships

9. Epistemology

10. -reality & nature as identical

11. objects yield replicas in mind of beholder

12. direct observation of nature & inductive knowledge

13. scientific attitude of intellectual insight

14. scientific method of knowledge (realism as child of naturalism)

15. Axiology

16. nature as order that posseses values

17. thus, values reside in nature and do not transcend it

18. harmony with nature as highest value

19. 1. Ethical Value

20. -refined pleasure as highest good

21. -desired quietude & freedom from struggle/pain

22. -peace & happiness, contentment which may be accompanied by virtue & sacrifice

23. -private contentment

24. -choice of values based on pleasure

26. Education as social institution

27. confidence in nature, less in human society

28. thus, no rationale for existence of school as institution

29. mother/father as natural teachers

30. learning is natural thing but needs protection & necessity

31. Student

32. teachers do not teach subjects, the teach students

33. student is to teacher just as disciple is to a philosopher

34. focus on physical and mental development for is dependent on guardian

35. child’s spontaneous activity as natural processes

36. Objectives of Education

37. moral education as business of life thus, moral responsibility and practical self-sufficiency toward complete living

38. Self-preservation-laws of health to earn living

39. Securing necessities of life-economic efficiency to passive life

40. Raising children- discipline

41. Maintenance of social & political relations-effective social & political action

42. Enjoyment of leisure-gratification of tastes & feelings

43. Educative Process

44. Educating as natural function with central role of parents and teachers

45. Natural growth & mental development

46. Pleasurable-natural readiness

47. Spontaneous self-ectivity-discovery

48. Acquisition of Knowledge

49. Both body & mind

50. Art of delay toward readinedd-maturation

51. Inductive instruction-less telling but more discovery

52. Punishment tempered with sympathy

53. RELIGIOUS ASPECTS

54. Status of Religion

55. religious experience as phenomenon of nature

56. live in harmony with nature so as to do good and avoid evil

57. versatility of nature to transcend individual limitations

58. religion as phenomenon of nature

59. Nature of God

60. not to argue about the existence of God but religious experiences as experience of God

61. in nature there are facts which carry values but also have potency

62. God as structure and greatest of values (but impersonal)

63. Power and goodness of God

64. -not all atheistic terms; God is within nature but not all nature nor more than nature; foundation of all value.

66. Significant but danger of over-simplification

67. Life and society are more complex

68. Hazy concept of spiritual

69. Nature is not all rhythm and harmony as complete basis for living

70. No solid theory answer the why existence

71. Does not sufficiently explain death

72. Vague on the role of education & religion

73. IDEALISM

74. History

75. Plato-primacy of the mind and reason in the experience of man

76. physical objects as imperfect of ideas (particular, universal and absolute)

77. recognize things by recollection of former knowledge of absolute (idea-ism / ideal-ism)

78. Descartes-self as most immediate reality in experience

79. Existence of God evidenced by idea of perfect being

80. Doubt as road to truth; self as beyond doubt

81. I think, therefore, I am (Cogito, ergo sum)

82. Spinoza-unchanging & abiding existence of thought

83. enduring susbstance called God

84. Kant-experience as mere representations

85. need to understand conceptions

86. existence of universal moral laws

87. obligation to act in obedience to moral laws (categorical imperative)

88. believes in freedom & good will

89. immortality of the soul

90. existence of God

91. PHILOSOPHICAL ASPECTS

92. Metaphysics

93. orderliness in nature and it can be depended on

94. reality of the self as conscious being with its spiritual reality and transcendental meaning

95. unity & multiply of being

96. complexity of selfhood

97. the world has spiritual order

98. individual selves are part of Universal Mind

99. only perfection is real and evil is not self-subssistent

100. there is freedom to do good; but there are boundaries

101. there is freedom of choice & action

102. freedom as self-determination of selfhood

103. Ultimate Self is one and good but evil in actuality of the world though transient

104. evil is absence of adequate motives and positive purpose; evil is missing the mark

105. no efficient cause for evil; relative and no status in isolation

106. there is leisure in aspiring to do the good as ultimate goal

107. death awakens the value of life

108. Epistemology

109. Knowledge by direct observation but with limitations

110. We interpret the world through conceptual constructs

111. Individual knowledge is always in relation to the order of nature

112. Axiology

113. Values are rooted in existence

114. Personal possess and enjoy values; individuality as locus and measure of values

115. Values relate parts to whole (ethical, aesthetic, religious and social)

116. Ethical values: individuals are persons, innate imperative to do good, obedience to universal moral laws; good will to do right because I know it is right & necessary; community of selves; individual immorality.

117. Religious Value

118. religious convictions relate values and religion

119. idea of God at the foundation of value experience

120. experience of God in self-consciousness (eg. Prayer or worship of God) as second person (Thon)

121. experience of love for God as ground of the soul

122. No heading

123. coworker with God in perfecting man

124. communicates & mediates spiritual heritage

125. loves teaching

126. continuing learning

127. apostle of program

128. maker of democracy

129. selfless dedication

130. Imitation/Modelism

131. challenge toward excellence

132. Interest, Effort and Discipline

133. Interest as positive atttaction

134. Effort as conscious and voluntary exertion

135. Discipline as extraneous action for completion of task.

136. Self-Activity

137. Learning is in the response of the learners

138. The educational process is more the individual’s response to stimulus; self-direction to achieve self-appointed goals.

139. Importance of character education and freedom of will

140. Curriculum

141. Experiences, activities, life situations and studies toward formation of ideal character of man for ideal society.

142. Development of intellectual, emotion and will through objective content& experiential learning

143. Ideal school is personality building covering: universe, civilization, culture and personality, need of general cultural education.

144. Both direct & vicarious experience

145. Method

148. The Power and Goodness of God

149. The world of human experience is temporal and limited, and evil exist; How can God permit evil? Evil becomes limitation of God’s power & goodness?

151. Metaphysically & ontologically weak

152. Comprehensive but not quiet systematic

153. Centrality to self does not quiet address the beyond the self dimension

154. Historical development are very negative and in light of these evils, where is the promise of potentiality for good of man?

155. Showed education be moral and lead to character education? Or should they be more religious educaton?

156. For the idealistic, all education should aim toward faith and not just morals.(Condensed from J. Donald Butter, Four Philosophical and Their Practice in Education and Religion)<br />FR. DANNY T. IMPERIAL<br />Program Director – Religious Education<br />Ateneo de Naga University <br />