Idealism and the Aims of Education
Unit 2 Idealism, Realism and Pragmatism in Education By the end of this topic, .. Beginning with his inaugural dissertation in on the difference between. IS some apology necessary for discussing philosophy in relation to education? He who thinks there is no vital connection between them has an inadequate idea . Idealism is the oldest and most talked about philosophy of education. of organic wholeness where a kind of inner-harmony exist between the man, world and the universe. .. Relationship between Education & Psychology.
This will promote logical thinking, rational attitudes and analytical activities. Balanced intellectual development gives birth to balance and successful personalities. Self- realization This refers to acquisition of knowledge about our selves and exploration of this knowledge for the sake of understanding.
This is considered to be the highest aim of education.
Unit 2 Idealism, Realism and Pragmatism in Education | Casella Pinoy - senshido.info
Teachers and adults should enable the students to identify their strengths and weaknesses right form their early age. They should also be talked to maximize the positive aspects of the personalities and to minimize the negative elements. This will promote growth of balanced personalities.
Such activities should be organized which will help the individuals to develop and improve physical, intellectual, morally and spiritually. This development will enable them to seek and support truth to avoid evil, to tolerate hardships and to live and let others live peacefully.
Values inculcation Values are the most sophisticated products of the mind. Inculcation of good values is another key objective of this philosophy of education. According to idealists basic values that need to be developed through education are intellectual, moral and spiritual. H a famous idealist has arranged values of education in the following order i.
For Dewey, cognition is an activity of the group or society as a whole and innovations are the products of collective science and technology, rather than the creations of individual thinkers and doers. His goal was to turn public schools into indoctrination centers to develop a socialized population that could adapt to an egalitarian state operated by intellectual elite. Disavowing the role of the individual mind in achieving technological and social progress, Dewey promoted the group, rather than the teacher, as the main source of social control in the schools.
Denying the ideas of universal principles, natural law, and natural rights, Dewey emphasized social values and taught that life adjustment is more important than academic skills. School-age children were caught between the opposing forces of immature, undeveloped beings and the values, meanings, and aims of subject matter constructed by a mature adult.
Pragmatism in education also suggests that a curriculum with formal subjects used to educate a child is not suitable.
You can find more information here: If you know somebody isn't going to make it through college, there's no point in teaching them things that won't directly apply to a job he or she may have.
In order to prepare them for the workforce, some of their school day is used to prepare them for a specific trade. When students learn how to follow procedures they more secure about their environment and what is expected of them. This security allows the student to feel relaxed in his environment because he has mastered the environment.
He is not insecure about what to do next. This helps students get back on task after something such as a fire drill. It also allows for seamless teaching with a substitute teacher because procedures will stay the same.
This reduces behavior problems and keeps the focus on learning and educating. Conclusion Nature and comprehend knowledge as the product of the interaction between human being and environment, and knowledge as having practical instrumentality in the guidance and control of that interaction. This means that knowledge is not a static given but a process and that any proposition accepted as an item of knowledge has this status only provisionally, in other worlds just a coincidence that it works.
It soon can be replaced by a better proposition. Realism Realism in Education: For the realist, the world is as it is, and the job of schools would be to teach students about the world. Goodness, for the realist, would be found in the laws of nature and the order of the physical world. Truth would be the simple correspondences of observation. Furthermore, ethics is the law of nature or Natural Law and aesthetics is the reflection of Nature. Realists do not believe in general and common aims of education.
According to them aims are specific to each individual and his perspectives.
The aim of education should be to teach truth rather than beauty, to understand the present practical life. The purpose of education, according to social realists, is to prepare the practical man of the world. Realism in education recognizes the importance of the child.
He has some feelings, some desires and some powers. All these cannot be overlooked. These powers of the child shall have to be given due regarding at the time of planning education.
Child can reach near reality through learning by reason. Child has to be given as much freedom as possible. The child is to be enabled to proceed on the basis of facts; the child can learn only when he follows the laws of learning. The teacher, for the realist, is simply a guide. The real world exists, and the teacher is responsible for introducing the student to it.
Both the teacher and the student are spectators, but while the student looks at the world through innocent eyes, the teacher must explain it to him, as well as he is able, from his vantage point of increased sophistication. The whole concept to teaching machines is compatible with the picture or reality as a mechanistic universe in which man is simply one of the cogs in the machine.
A teacher should be such that he himself is educated and well versed with the customs of belief and rights and duties of people, and the trends of all ages and places. He must have full mastery of the knowledge of present life. He must guide the student towards the hard realities of life. He must be able to expose children to the problems of life and the world around. Study of languages is not so significant as the study of natural sciences and contemporary life.
This can be done by teaching both the materials and their application. In fact, real knowledge comes only when the organism can organize the data of experience. The realist prefers to use inductive logic, going from the particular facts of sensory experience to the more general laws deducible from these data. Education and the Realistic Outlook Philosophies of Education; national society for the study of education, forty-first yearbook, Part 1. University of Chicago Press. Building a Philosophy of Education.