IDEALISM
INTRODUCTION:
It is the oldest philosophy in the world. Many of the world’s leading philosopher and educators are idealists. This philosophy exerts great influence on education. In the western world idealism began with Socrates and plato . It we study this history of this philosophy we find that Plato, St. Augustine, Barcuh, Spinoza, Leabniz, Berkelesy, D. Hume, Kant and Hegal studied and perfected this system.
In the east , it is originated from the Upanishads and attained the highest watermark under the great seers and sages since the vedic age.
Meaning of Idealism:
Man has two faces namely, spiritual and material. When the important is on the realization of spiritual life, it is called idealism.
According to Rusk, “Idealism contends that the material and physical universe known to science is an incomplete expression of reality, that it exists but to subseries, and requires to complement it a higher types of reality and spiritual universe”.
Idealism identifies itself with spiritualism with the ultimate soul force which pervades the whole world and keeps the flee of virtue, goodness and greatness burning for times to come.
Definition of Idealism:
J.S. Ross, “ Idealistic philosophy takes many and varied forms, but the postulate underlying all this Is that mind spirit is the essential world stuff, That the true reality is a mental character”.
D.M. Dutta, “Idealism holds that ultimate reality is spiritualism.”
Principles of education according to Idealism:
Stress on spiritual environment.
Self-realization as the aim of education.
Relatively unimportant place for the role of the child in the educative process.
Stress on disciplining the child.
Emphasis on bookish knowledge.
Positive education.
Education as the dynamic side of philosophy.
Aims of education:
Idealism forwards two types of aims of education-one for the development of the individual and the other for the good of the society.
The welfare of the individual refers to self-realization. A self realized man in an ideal one. He will have know the spiritual values. The ideal man will be possessing physical, intellectual, emotional, moral and spiritual perfection-an all-round, integrated and compete development.
The second source being the welfare of the society refers to a perfect democratic society, which emphasizes on the values of equality fraternity, liberty and justice. Such a form of society can be established only the help of education based on the idealistic philosophy.
Curriculum:
Since the aims of education according to idealism are the achievement of an ideal man, the curriculum should enable man to develop fully, Culture, Art, morality, History, Philosophy, Literature and Religion, Health ,Hygiene etc., must form an integral part of the school curriculum.
In short, the idealism emphasizes knowledge that is of permanent values.
Methods of Teaching:
They don’t specify any method to be adopted in the centres of learning . Therefore methods is the weakest aspect of the philosophy of idealism.
Different idealists have adopted different methods. Socrates has adopted the question methods. Plato changed question methods into conversational method (through dialogues) and made it logical. Plato’s disciple, Aristotle followed inductive and deductive methods. Hegel adopted logical method. Pestalozzi adopted self-activity method.
Froebel says, “The school is garden, the educand a tender plant and educator the careful gardener”.
Methods which encourage reasoning that involves intuitive and reflective thinking get priority. In addition to lecture method, discussion methods, Socratic ,method, any other methods that encourages mental exercise and develops mental faculties are recommended by idealists.
Discipline:
According to the idealists, education is to be ideal-centered. Self-realization is the goal of life and the aim of education. To achieve this aim, idealists do not favour free discipline. It implies wise direction, judicious control and stimulating guidance of the teacher are necessary.
Role of teachers:
The role of the teacher is crucial in the idealist scheme of education. In no other school of educational philosophy the teacher has such powers as in idealism. Ideal personality is exclusively the product of teachers’ efforts.
He is a liaison agent between the microscopic self of the child and the absolute self.
He must command not demands his pupils to respect him for his scholarship, his teaching , his concerns for the students and his overall behavior, instead of demanding it.
The teacher is often described as a friend, philosopher and guide.
The wise direction on the part of the teacher is essential.
This includes guidance, control and creating stimulating environment.
Contributions of idealism to education:
Idealism has given higher place to the mental and spiritual domains. Thus the aim of education is the perfection of the individual.
Idealism requires that the past culture must be given its due place.
The goal of idealists is universal education.
The most important element in social culture is moral character of the students.
Emphasis of idealists on personality development has resulted in a fresh look at human relations in teaching.
Idealistic philosophy provides clear guidelines for the aims of education, curricula, teacher role and method of teaching.
End . according to the idealist pattern is ideal-centered.
Idealistic philosophy restores man to his proper place and end institutions become place for learning.
Limitations of idealism in education:
It is considered to be outmoded in the contemporary world of scientific progress.
Idealistic edn. Stresses imitation of models but younger generation prefers originality.
Emphasis on gaining knowledge is likely to turn end. Institutions to workshops of information mangers.
It pays less attention to the highly technological environment of the present.
NATURALISM.
Introduction
Historically, naturalism as a philosophy of edn. Developed in the 19th century. It was a reaction against humanism and medieval scholarship, which laid emphasis on book learning.
Meaning of Naturalism:
Naturalism is nature centric. According to naturalism, the nature alone is real.
Laws of nature are unchangeable and the whole universe Is governed by the laws of nature. Real knowledge comes through our sense which is the basis of our experience. Science is the source. Of all knowledge. Scientific exploration is the method of studying nature which is beautiful.
Principles of education according to naturalism:
Stress on physical environment.
An important place to the child in the educative process .
Education in accordance with the nature of the child .
Unchanging laws of nature explain all the events and occurrences of the world.
Insignificant place for bookish knowledge .
Aim of education:
The aims of education should be present and future happiness.
Edn. Should make the human machine as good as possible.
The unfolding of the self or self expression.
Education is to equip the individual for the struggle of existence.
Preservation and enhancement of Racial Gains, Generation by generation-G.B. Shaw.
Education is to be firmly based on the nature of the child.
Development of individuality.
Curriculum & Naturalism:
The naturalists conceive of the curriculum under two stages-earlier stage and other stage.
In the earlier stage nothing is to be taught except what the child asks for physical activities and health training should be in a natural setting, Play, Stories and songs are the early lessons.
At the later stage naturalists would like to include in the curriculum such subject as physical science, natural science, mathematics, languages, psychology social studies, anatomy etc.
Study of nature is through manipulation and exploration of the environment. Geography is the direct study of the locality and surroundings, science is experimenting with natural objects, Arithmetic Geometry and physics are to be taught practically,
Methods of Teaching:
Naturalistic methods of teaching emerged out of revolt against the old, traditional and bookish methods of teaching.
Rousseau had said, “ Burn the books and break the walls. Throw the child into the born of nature.”
Observation and experimentation should replace the chalk and talk methods they advocate the method of self-education or auto-education.
Play Is the natural activity of the child and hence play-way is the method of learning in naturalism.
Discipline:
Naturalism advocates freedom as a means to discipline though apparently freedom and discipline are opposed to each other. Since freedom is the order of nature, natural development will take place only in an atmosphere of freedom . Blocking of the natural interest and energies would lead to poor mental health A positive approach should be adopted towards sex. Co-education etc. because they are all in accordance with the law a of nature.
Role of the teacher:
In the teaching learning situation, he not only works as an observer but also as a setter of the stage, a supplier of materials and opportunities, a Provider of an ideal environment a creator of conditions under which natural development takes place
He has no right to order, compel influence interface or instruct. His duty is to guide the child in the process of learning rather than to pour in information and ideas.
Child is given the place which is due to him and education is for the child and mostly by the child.
Naturalism admits the teacher to the drama of the child’s development but doesn’t put him on the stage.
Learning situation is confined to the class room or school compound but lies in the day to day world, particularly admits the gorgeous senses, sound and colour of nature.
Contributions of naturalism to education.
Naturalism has brought the child to the forefront of the educative process.
Naturalism stresses that education should encourage the spontaneous self-activity of the child.
Acc to naturalism, Method of instruction must be inductive to make teaching effective and attractive.
Naturalism implies that school should be local in natural surroundings. Edn can be imported in the open.
New schools and new movements came into being as a result of naturalism . E.g Froebel’s kindergarten, Montessori method. Tagore’s shantinike than, Neill’s summer hill are representatives of this movement.
Weaknesses or limitations:
Naturalism in its extreme form neglects books.
Physical nature alone is not sufficient for providing education.
Absolute freedom to child is myth . It can’t exist. Child cannot be allowed the freedom to hang himself.
Naturalism ignores the higher ends in the process of education .
It is very difficult to find naturalism surroundings for locating educational institution.
Naturalism assigns very little importance to the teacher.
PRAGMATISM
The philosophy of pragmatism is the most recent one and it was first enunciated by pierce. William James propagated it and John Dewey was it most powerful exponent. It is recognized as the native philosophy of America . The 19th Century programtism originated in the U.S.A which has the most far- reaching effects on philosophy and on philosophy of education .
It came into being as a protest against naturalism and absolute idealism. It is considered as a middle patch between naturalism and idealism.
Credit goes to pierce for introducing the name “Programatism”. At the outset he was neglected as a philosophical thinker but afterwards he was recognized as one of the most brilliant thinkers that America has produced.
Meaning of Pragmatism:
The term pragmatism Pragmatism originated from the Greek word ‘Pragmatig so which means action from which words like practice and practical have been derived. Hence pragmatism stands for and practical have been derived hence pragmatism stands for practical approach while the idealist looks before and often the pragmatist looks here and now.
Pragmatism is basically an attitude and not a body of ideas . It is conceived as a testing ground of all ideas it doesn’t give ideas but it verifies them. Pragmation welcomes any idea which in testable and which leads to favorable consequences. Even mystical experiences are accepted if they have practical results.
Pragmatism is a path between idealism and naturalism Naturalism advocates free and unrestricted development of the personality of the pupil and idealism seeks to impose external direction on the pupil to lead him towards absolute values and spiritual realization . But promotion stands for self-discipline, judging to individual an social development at the same time.
Aims of education:
Pragmatism doesn’t believe in fixed, predetermined ultimate and general aims of edn. Since the aim of human life change with the changing times, places and circumstances no fixed ultimate and general aims of edn. Can be predetermined.
To cultivate a dynamic and adoptable mind.
Edn should produce co-operative social and democratic citizens.
Co-operation but not competition, is the idea of the progressive school .
Children should be so trained that they are able to sole their problems efficiently.
Edn. Must create new values.
Curriculum:
The curriculum emerges out of pupils experience in the course of participating in life’s a activities, the pragmatist condemns the traditional division of curriculum into water-tight compartments of subjects. Life itself is the subject of study for the pragmatist.
Learning process must be integrated and the school curriculum must be built around the particular problems of life which are meaningful, interesting and purposeful for the student.
The curriculum in the elementary grades includes reading. Writing, arithmetic, nature study, Hand work, drawing etc.
At a later stage language, hygienic social studies, sciences, mathematics etc., would be added.
For boys they prescribe agriculture and for girls they advocate home-science.
Methods of teaching:
They believe that, “The pupils should be made to think and act fo themselves, to do rather than to know, to originate rather than to repeat”. The watch word of the pragmatists is ‘learning by doing’ and ‘problem-solving’.
A Project is the method is the gift of pragmatism of education. Kilpatrick is the originator of this method.
A project, according to Kilpatrick is a “whole hearted purposeful activity proceeding on a social environment”.
Acc to Ballard “A project is a bit of real life that has been imparted in the schools.”
Discipline:
The pragmatic view of discipline is reflection in Dewey’s ideas of play and work. He say that it is mental attitude which makes play ‘a play’ and work ‘a work’.
Dewey believe that discipline is closely related to interest. Mental attitude towards play and work produce self-discipline.
Role of the teacher:
The teacher in a pragmatic school is not a dictator . He is only a leader of group activities. The child is not a passive listener, rather he is an active participant in the business of learning . He must be a director of learning so that genuine grow taken place in the group and in each individual, he makes them feel their problems the or suggest problems for inquiry. He sets proper environment and guides learners in planning executing and evaluating the whole activity.
Contributions of pragmatism to education:
Pragmatism provides definite but dynamic aims to education.
Utility is the first criterion in the educative process . The school is expected to provide learning and experience that are useful.
Pragmatism makes child the centre of the educative process.
Teacher methods are based on learning by doing.
Discussion, questioning, handling of objects and making things are characteristics of learning situations.
Education is not bound to tradition or a restricted classroom.
Pragmatism encourages a democratic way of learning through purposeful and co-operative projects and activities.
News papers, periodicals, Radio and TV become important media or education.
The teacher has to play very challenging role of education as it takes into consideration \the felt needs of the society.
Limitation of Pragmatism in education:
The pragmatic philosophy of education ignores the place of spiritualism.
Problems selected by the students quite often are found to be have no relation with real life a situations.
It leaves many gaps in the curriculum.
Pragmatism doesn’t provide for regular an systematic instruction.
Pragmatism puts heavy demands on the teacher only a few teachers can cope up with the demands.
Comparative study of Idealism, Naturalism and pragmatism:
SL.NO
Idealism
Naturalism
Pragmatism
a. Basic Principles
1. Ultimate reality is mind and spirit Nature is the final reality Upholds the powers of man as supreme
2. Believes in God and spiritual values Believes in matter and importance of the material world Does not believe in God or spiritual values.
3. Values are predetermined, absolute and unchanging Values are created in terms of specific needs Values are not predetermined. They are in the marking.
b. principles of Education
1. Stress on spiritual environment Stress on physical environment Stress on social and physical environment.
2. Education is based on spiritualism Education is based on psychology and ethics Education in based on psychology and science.
3. Self-realization is the aim of edn. Self-expression is the aim of edn. Emphasizes basic instincts. Social-efficiency is the aim of education.
4. Emphasizes mental capacities Emphasizes basic instincts, interests and tendencies. Emphasizes experimentation and practices in a natural setting.
5. Teacher and curriculum are the central aspects of education, Relatively unimportant place for the child. Child is the central aspect of education Child is the central aspects of all educational activities.
6. Development of the child in accordance with adult standards. Education in accordance with the natural of the child Life situations and activity helpful to meet a need are the bases of education.
7. Emphasis book learning Insignificant place for bookish knowledge Experience and experiments leasing to problem solving are the bases of learning.
8. Both individual and society are valued Individual alone is considered and valued Sociability alone is emphasized
9. Definite and specific Ideology maintained Progressive and dynamic ideology maintained Progressive, Dynamic and changeable ideology maintained.
10. Stress on disciplining the child Stress on the freedom for the child Stress on the freedom for the child
c. Aims of Education
1. Self-realization Self-expression Social efficiency
2. Spiritual development Attainment of present and future happiness Educational aims change according to time and circumstances.
3. Realization of truth, goodness and beauty Preparation for the struggle of existence Creation of new values
4. Conservation, promotion and transmission of culture real heritage. Adaptation to environment More and more education and continuous growth.
5. Preparation for a holy life Natural development Social adjustment and harmonious development.
6. Development of intelligence and rationality Autonomous developments of individually. Development of personality
d. Curriculum
1. Curriculum developed according to ideals and eternal values Curriculum according to basic instincts, aptitudes and tendencies of children, nature forms the main source. Curriculum based on subjects of utility values projects form the basis for curriculum.
2. Humanistic subjects emphasized Scientific subjects occupy comparatively more significance Social subjects form the main body and other are only subsidiary.
3. Main subjects-Religious studies, spiritual studies, Ethics, Language, Literature, History, Fine, Arts, Music, Etc., Main subjects- Games and sports, Physical Science, physiology, Health and Culture, Natural Science and Biological Science. Main subjects-Health, Hygiene, Physical science, Culture, History, Geography, Maths, Home Science and Agriculture .
e. Methodology of Teaching.
1. Learning through reading Learning by during and interaction with nature. Learning through experience
2. Lecture, dialogue, discussion. Observation play way, Dalton plan. Purposive activities in a natural setting correlation and integration.
3. Sravana, manana, indidyasana to be attempted Heuristic, Montessori, Kindergarten methods Projects method.
4. Study of books encouraged Observation of nature encouraged Problems social encouraged
f. Discipline
1. Emphasizes inner discipline Supporting Stresses social discipline
2. Discipline coerns through moral and religious instruction. Supporting emancipator discipline Stresses social discipline
3. Restraint on freedom Maximum freedom to the child Given freedom to frame their own rules
Role of Teachers
1. Teacher’s role is supreme and important . He is a spiritual guide for the child Teacher’s role is subsidiary where as child’s position is central Nature is the supreme teacher. Teacher role is that of a friend, motivator philosopher and guide.
2. Teacher provides model to be imitated Teachers sets the stage for child and retires behind the curtain. Teacher provides the child scope for active participation so that he learns to create new values for future.
