Educational Studies UNIT-1-post 07
FULL STUDY MATERIALS FOR UGC NET EDUCATION
Prepared by
Sabarish P
(MSc Physics, MEd, NET)
Precise notes.
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IDEALISM IN EDUCATION
Plato, Comenius, Pestalozzi, Froebel, Giovanni Gentile and Benedetti Croce of Italy, Paul Geheeb of Switzerland, Victor Cousin of France, T.P. Nunn and May Sinclair of England, Josiah Royce and Herman Harrell Home of U.S.A may be regarded as some of the chief representatives of idealism in education. Idealism has conceived man as a free personality. Therefore, the function of education is to cultivate the free personality. Home sounds the same idea in this way, "Education is the awakening of life to the sublime realities and meanings of existence. Education is the awakening to the life of God in the soul of man, involving praise, prayer and worship." The idealist believes that the potentiality of man knows no bounds, therefore, his education will ever remain incomplete. However, the idealist also thinks that education must have a fixed goal; and this goal is the growth towards the Infinite. In the field of education, idealism has talked more of objectives and aims of education and less of devices, methods and organisation. We shall consider below some of the stand- point of idealism in education.
IDEALISM AND AIMS OF EDUCATION
The following are the aims of education according to the philosophy of Idealism:
(1) Self-realisation or exaltation of personality. According to Idealism, man is the most beautiful creation of God. Hence the advocates of Idealism lay great stress on the exaltation of human personality. By exhaltation of human personality,
they mean self-realisation. Self- realisation involves full knowledge of the self. Hence, the first aim of education according to Idealism is to develop the 'Self of the individual higher and higher till selfrealisation is achieved.
In the words of J.S. Ross—"The aim of education specially associated with Idealism is the exhaltation of personality, or self realization, the making actual or real the highest potentialities of the self."
(2) To ensure spiritual development. Idealists give greater importance to spiritual values in comparison with material attainments. Thus, according to them, the second aim of education is to develop the child mentally, morally and above all spiritually. Thus, the teacher should so organise education as to develop the child spiritually. According to Rusk—"Education must enable mankind through its culture to enter more and more fully into the spiritual realm, and also enlarge the boundaries of spiritual realm."
(3) To cultivate truth, beauty and goodness. Idealists assert that to develop spiritual values in the individuals, pursuit of highest ideals namely—Truth, Beauty and Goodness should be encouraged more and more. The more an individual realises these ideals, the more spiritually developed he will become. Hence, education should strive its utmost in developing the child morally and spiritually so that he achieves self-realisation.
(4) Conservation, promotion and transmission of cultural heritage. Man is the only being endowed with a keen and penetrating intellect, intelligence and as enormous capacity of assimilating knowledge of the world. Hence, his mental and intellectual capacities develop cultural, social and artistic values in human life in all its aspects. Man's achievement in the realm of science, art and culture are of great intrinsic value. His creativity is dynamic and working since the very early times. Our cultural heritage is of immense value and worth. This cultural treasure belongs to the whole humanity and it is the purpose of education to preserve, develop and transmit it in all corners of the
world. Thus, the fourth aim of education according to
Idealism is to acquaint the child with the cultural heritage so that he conserves, promotes and transmits it to the rising generation.
(5) Conversion of inborn nature into spiritual nature.
Idealists hold the view that the inborn instincts and
inherent tendencies of the child should be sublimated into spiritual qualities and values. This is real development of the individuality. Only then, it will be possible for the individual to attain fullest ard highest development of personality. Hence the fifth aim to education according to Idealism is to sublimate the inborn raw instincts of the child into spiritual qualities.
(6) Preparation for a holy life. Idealists up hold education should create such condition and provide an environment which are conducive to the development of spiritual values in a child. A holy life full of piety and good ideals will lead naturally towards spiritual development and self- realisation. Hence, the sixth aim of education according to idealistic philosophy is to prepare the child for a holy life. In this connection Froebel rightly remarks— "The objects of education is the realisation of a faithful pure, inviolable and hence holy life."
(7) Development of intelligence and rationality. Adams has defined education from the point of view of an Idealist. According to him Man can understand the purpose as well as the plan and organisation. There are set principles working in this creation. An Idealist always tries to discover and understand these principles so that on the basis of moral elements the world remain organized. Hence according of Adams, the seventh aim of education is to develop the intelligence and rationality of the child. Out of these principles the Idealists lay great importance on the
principle of Unity in Diversity. This principle of unity
underlies the working of all creation as it is the implicit force in the whole cosmos. A highly developed mind and intelligence can perceive and understand this all pervading force. Froebel in his famous book "Education of Man" aptly remarks—"In all things there reigns an eternal law—this all pervading, energetic, self-conscious and hence eternal unity. This unity is God. Education should lead and guide man to face with nature and to unity with God."
IDEALISM AND THE CURRICULUM
Idealism regards education as self-development. Therefore, the biological and social emotions of the pupil should be so developed as to make him a well developed self. Bagley says, "The main aim of education is to instill ideals that will function as judgments. The subject matter of instruction must be totally subservient to this aim,.... It is the subjective attitude of the pupil that is important." Thus the problem of curriculum is to be approached from the standpoint of ideas and ideals. To the idealists all subjects of study are essentially and fundamentally arts. In the study of these arts the self plays a creative role, i.e., it develops itself creatively. In its scheme of curriculum idealism is not prepared to give any particular preference to any subject. To idealism any
subject that provides sufficient opportunities for the
development of the creative self is suitable for study; and it believes that any subject without exception, offer such opportunities. The subjects which have a flavour of personal greatness are greatly emphasized by idealism. For example, an idealist would regard the study of Tagore more important for a potential creative self than the study of books which are below the level of 'literature.' Idealism thinks that where there is greatness there is a distinct possibility of growth, and it is in self growth that the idealist is specially interested. It should be noted that in the
choice of subject-matter too the idealist lays emphasis on personality and is comparatively indifferent towards mere subject matter. In its approach to the problem of curriculum idealism does not pay much attention on the present experience of the child. On the other hand, it emphasises the experience of the human race as a whole. It wants to bring the whole experience of the mankind to the school. Thus the curriculum has to be an epitome of the whole human knowledge. The purpose of the school should be to reflect the civilization itself. Hence the curriculum
should be so organised as to make it a representative of the experience of the race. The child has to capitalise on this experience towards the development of his creative self.
The experience of the race may be analysed into two main parts which are related with (1) his physical environment, and (2) his fellow men. These two parts suggest two broad divisions of the curriculum:
(a) the sciences, and
(b) the humanities.
These two broad heads may include any course of studies. But the course of studies chosen must be used
for the sole purpose of development of personality or self- realisation of the pupil. Nunn says that the school should give place to those human activities "that are of greatest and most permanent significance in the wider world, the grandest expressions of the human spirit." Thus Nunn gives the idealist stand-point about the curriculum. What are those human activities of greatest significance? At first these activities will include those activities that are essential for maintaining the standard for individual and social life, viz., care of health, manners, religion and social organisation, etc. Secondly, there should be those activities which represent the worthy attainments of civilization. The activities of the first group cannot be accepted as formal subjects, though they should be an essential part of the pupil's work in the school. In the second group we may keep literature, art, handicraft, science, mathematics, history, geography and the like. Thus these are the subjects which an idealist would like to include in a curriculum.
IDEALISM AND TEACHER
In the realm of Idealism, the role of teacher is very
important and glorious. Idealistic philosophy believes that this planned creation has two parts—
(1) The teacher and
(2) The child as student.
Both aims at one target only. The development of the individual child in a spiritual way. The realisation of this great aim is possible only through education and the essential agent, the teacher. In reality an Idealist teacher is imbued fully with high degree of self- knowledge, self-dynamism and essential qualities of
spiritualism. By this own model of life, he tries to shape the individuality of the child to a life of purity, virtue and great achievements. He creates a wholesome conducive atmosphere by his own activities and planned experiences for the child. He guides the child with such genuine love, affection and sympathy that he attains his full mental and spiritual development. J.S. Ross aptly remarks, "The Naturalist may be content with briars, but the Idealist wants fine roses. So the educator by his efforts assists the educand, who is developing according to the laws of his nature to attain levels that would otherwise be denied to him."
The idealist teacher finds his spiritual growth in helping the pupil. The pupil is an important to him as he himself to the pupil. But the two need the help of each other in different ways. To the idealist teacher it is not enough to pass on the objective informations to the pupil, because he doubts the educability of mere objective informations. He wants to guide the pupil in such a way as to bring him on the path of spiritual growth. The idealist teacher feels that he can help
his pupils in three distinct ways. In the first place, he can help them by associating himself with them and by letting them understand what kind of person he is trying to be.
This will be done in the course of discussing and solving common problems. Thus the personality of the teacher will always be influencing the pupils. In the second place, the idealist teacher always emphasises that the solution of a problem needs efforts on the part of the self, and it is through efforts that the self can be developed. Hence in the interest of full development of the self, the idealist teacher does not believe in telling. He believes more in asking questions and in leading the pupils to find the truth for themselves. This is the essence of the Socratic method propounded by Socrates, the great idealist. In the third place, the idealist teacher helps the pupils by guiding them to understand the essentials of scientific method, of analysis and synthesis. He leads them to realise that many difficult problems which appear as inaccessible at first can be easily solved when broken into smaller parts. When the pupils realise that analysis and synthesis go together and that in solving a part they are also solving the whole, they get a weapon which they can apply in any field of experience. The idealist teacher will not force a pupil to accept any particular point of view. He does not try to transform a realist or pragmatist pupil into an idealist pupil.
The true idealist teacher realises that his sole business is to help the pupil to become himself. Thus in a class where there are pupils of all kinds—realists, pragmatists and idealists—the task of the teacher becomes very difficult.
Then, it is necessary for the idealist teacher to adopt many techniques, viz., objective for the realist, problematic for the pragmatist and subjective for the idealist pupils. The pupils of particular type will choose from such teaching what their own nature demands. Thus for the idealist teacher education means inner spiritual growth, development of the inner striving towards self-hood, to self-consciousness and self-direction. In Froebel's metaphor of the Kindergarten we find the function of the idealist teacher. Froebel regards school as a garden and the teacher as a gardener. Just as the function of the gardener is to trend the little plants so carefully as to help them to grow into mature and beautiful trees, similarly the function of the teacher is to lead the children to their perfect developments—self-realisation or the realisation of truth, beauty and goodness.
IDEALISM AND METHOD OF TEACHING
In the educative process, the idealist emphasises
experience rather than nature, the self rather than facts. Therefore, to him education is always the development from within. He regards class-room as a meeting ground of personalities. By the intercourse in the class-room the less mature self is stimulated to participate in the experience of the more mature self. The idealist teacher issues an invitation to the pupils to come and share in the wider and deeper and more interesting experiences and thereby become broader, and deeper 'selves'. The method of teaching used by the idealist teacher is not based on a "logic of facts". The main objective of the idealist teacher is to help the student to obtain a deeper insight than what he
already possesses and to realise that behind all his
experiences there are attractive and inviting depths which he can attain for himself leading to further insights. Thus the teacher helps him to see that his present experiences are elementary and superficial in comparison to those which are awaiting his further explorations. The teacher gives him the idea that in the beginning there might be disappointments, but by proceeding on with confidence and faith, new lights will come bringing in its train penetrating insights for the solution of problem at hand. As referred to above the idealist teacher does not rely on straight lecture methods. He relies more on discussion method taking full account of diverging points of view as expressed by various students. He inspires the students to enter into the subject not at all objectively, but with personal views. The students are thus helped to expand, criticize and defend their own formulations. They choose their own final answers and compare the worth of the same with other existing ones. Thus they are in know of the direction they are following. They are always on the move. Their point of view may coincide with those of the teacher or of others, but in any case they do realise that they are always progressing and that the first solutions, that they found in the beginning were not the last word on the subject. Thus the students get the faith that there is no end to the growth of their 'selves', and that they can always be
growing. In his method the idealist teacher wants to use such books which are great in themselves, because he believes that with the help of such books he can draw the students away from the ordinary biological and social reactions which start and terminate at the empirical level. The purpose of the idealist method of teaching is to lead the teacher and students to more creative insights in order to reach their transcendental level. By the method thus used both the teacher and the student travel from the merely temporal to the eternal domain from where they may derive values which may lighten the temporal domain as well.
IDEALISM AND DISCIPLINE
Idealism does not believe in a discipline of external control of the military type. To idealism strict obedience to commands is offensive and distasteful. It want to give free choice to the student in a self-initiated and self-directed manner. Idealism believes in that type of discipline which may make the pupil the captain of his own soul. The motives and interests by which the choices and actions of the students are to be guided must be only transcendental in background and origin. Hence 'interest' has to be always personal and self-directed. It is person himself who direct his attention and takes interest in certain things and ultimately attaches them with human and spiritual
meanings. Hence the child must not be forced to take
interest in certain things. This kind of discipline will be destructive of his growing self and will be against the purposes of idealism. The self expressed interest of the pupil is to be encouraged and helped to grow into full maturity, because it is through such a development of self- initiated interest that the self will acquire a transcendental insight and transcendental power. Idealism views the problem of discipline from this angle. Hence discipline does not imply imposing anything upon the pupil from without. The idealist believes that a genuine interest arisen from within will automatically followed by result in persistency, determination, thoroughness and other desirable virtues because these are merely an inevitable function of the interest. Thus the interest is something positive something which arises from within. Therefore, the activity allied with it is a pure joy, the life of the self. A Sitaria enjoys playing his Sitar and producing music. A scientist enjoys making discoveries, a painter enjoys painting landscapes, a poet enjoys writing a poem. That is his life, his very being and self. He does not regard his activity as 'duty', as virtue, facing fearful odds. His activity is only a freely chosen adventure of his spirit for which he does not expect any reward or claim any praise from others. It is only his nature to act in this manner. Similarly, idealism does not want the pupil should do something for winning academic rewards or applause or to escape some punishments. In fact, the pupil does a certain thing because he has a genuine interest in it
and because he finds joy and grows towards self-realisation by successive accomplishments of the same. This is the idealist conception of interest which is directly connected with the problem of discipline which should be no problem at all if the activity of the pupil is self-initiated and self directed.
IDEALISM AND SCHOOL
School is a place where the capacities of logical thinking, reasoning and evaluating of the child are progressively sublimated and developed by teachers and the school environment into desirable channels so that high spiritual ideals and values are gained. Such noble mission, according to Idealism, may be achieved through proper guidance of teacher given in school. Hence, Idealists consider school and its impressionistic environment as greatly essential.
MERITS AND DEMERITS OF IDEALISM
Merits of Idealism
• In the realm of aims of education, Idealism has made
signal contribution. It is only this philosophy wherein a detailed exposition of aims has been emphasised.
• Idealistic education emphasizes the inculcation of
highest values namely, Truth, Beauty and Goodness. Thus will lead to the development of a moral character of the child.
• Idealistic education aims at self-realisation of all
individuals by one's own efforts. Hence, it promotes
universal education.
• Idealism respects the individuality of the child and tries to stimulate his creative energies. Thus, Idealism has influenced other philosophies as well.
• In the process of idealistic education, the teacher is
assigned a very important role. The teacher influences the child by his high ideals of life and by his sympathetic encouraging behaviour. This achieves the fullest development of child's personality.
• Idealism emphasizes the principle of self-discipline. This principle leads to the development of the 'Self of an individual.
• Because of the Idealistic philosophy and education, the school has grown into an important social organisation. Idealism is the only philosophy which emphasizes the essential nature of man and gives due importance to his mental, moral and spiritual capacities to attain complete self-development and the development of society of which the 'Self is a part. Throwing light on the importance of these capacities Rusk has well said—"These powers and their products are peculiar to man, and differentiate him from other animals; they lie beyond the range of the positive sciences—biological and even psychological; they raise problems which only philosophy can hope to solve,
and make the only satisfactory basis of education a philosophical one."
Demerits of Idealism
• The common criticism regarding Idealism is that it is an abstract and vague doctrine. It avoids present realities and prepares the child for the next world.
• Idealism is concerned with the ultimate end of life. It
avoids the real problems day-to-day living. Education
should be such as to make individuals capable to solve the problems that confront them from time to time and are able to lead a happy and contented life
• Idealism lay more emphasis on thinking and mental
activities. This increases the important of intellectualism unnecessarily.
• Idealism emphasizes upon the achievement of immortal values namely, Truth, Beauty and Goodness. These values are not absolute. They are conditioned by the condition of society and needs of the individual. An individual decides his own values with his contacts with the environment and the social milieu.
• Idealistic education gives more importance to teacher in relation to the child. Modern psychology emphasizes the prime and central importance of child.
• Idealistic methods of teaching emphasize cramming and rote memory. In modern education, these methods are given little importance.
• In Idealistic education humanities are given greater
importance for the spiritual development of the child, while the present age of science lays great stress upon scientific subject in the curriculum.
SUMMARY OF IDEALISM
Exponents 1. Socrates, 2. Plato, 3, Descartes, 4. Spinoza, 5. Barkley, 6. Kant, 7. Fitche, 8. Schelling 9, Hegel, 10. Green 11. Schopenhour, 12. Gentile,
13. Shanker Acharya, 14. Dyanand, 15. Ravindra NathTagore, 16. M.K. Gandhi. 17. Shri Aurobindo Ghosh 18. Swami Vivekanand.
Fundamentals Principles
1.Idealism insists on God. To achieve God, Spiritual perfection is necessary. 2. Accepts the existence of Spiritual world. 3. Spiritual values are supreme and universal. 4. Values are predetermined. 5. Idealism is a complete spiritual view point. 6. It is a monistic concept.
Principles of Education
1. Education is based on spiritualism and ethics.
2. It emphasizes mental capacities.
3. Teacher and Curriculum are the centres of education.
4. Emphasizes book learning.
5. Both individual and society are valued.
6. It is a definite and specific ideology.
Aims of Education
1. Self-realisation or exaltations of personality
2. Spiritual development.
3. Realization of Truth, Beauty and Goodness.
4. Conservation, Promotion and transmission of cultural heritage.
5. Conversion of inborn nature into spiritual
nature.
6. Preparation for a holy life.
7. Development of intelligence and rationality.
Curriculum
1. Idealistic curriculum is developed according
to ideals and eternal values.
2. Humanistic subjects are emphasized.
3. Main subjects of Idealistic curriculum are —
Religious studies, spiritual studies, Ethics, Language,
Sociology, Literature, Geography, History, Music, Fine art etc.
Methods of Teaching
1. Idealists have not adopted and specific and definite methods of teaching.
2. They advocate many methods. Thus, they think themselves as creators of methods and not the slave of any particular method.
3. Idealists prescribe the following methods of teaching — Question-answer conversation, Dialogue, Discussion Lecture, Agrumentation, Intersection, Book study etc.
Teacher
1. Supreme and important place of teacher.
2. The teacher as a gardener knows best as to how to care and develop a child like a plant.
Discipline
1. Idealism advocates discipline at all cost.
2. Freedom is to be restricted by ideals.
3. Emphasizes impressionistic discipline.
School
1. According to Idealism, schools the only place for regular and effective education.
2. School is an ideal form of pleasing and joyful activities for children.
Prepared by
Sabarish P (MSc Physics, MEd, NET)
