TABLE OF CONTENT

INTRODUCTION................................................................................................................1
SECTION ONE....................................................................................................................1
1.0 BASES OF IDEALISM.................................................................................................1
1.1 Metaphysics or Axiom of Reality......................................................................................1
1.2 Epistemology.......................................................................................................................1
SECTION TWO...................................................................................................................2
2.1 Idealism and the Mind.......................................................................................................2
2.2 Idealism and Education.....................................................................................................4
2.3 The Contribution of Idealism to Education.....................................................................6
SECTION THREE...............................................................................................................8
3.0 CURRICULUM OF IDEALISM..................................................................................8
3.1 Methods of Teaching..........................................................................................................8
3.2 Discipline.............................................................................................................................9
3.3 Role of Teacher...................................................................................................................9
3.4 Aims of Education............................................................................................................10
CONCLUSION...................................................................................................................11
BIBLIOGRAPHY..............................................................................................................12

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 INTRODUCTION
In this essay, we intend to explain idealism as manifested in education. Firstly, we shall look

at the bases of idealism and then discuss about idealism and the mind. Particularly, we shall

expound on idealism and its contribution to education and finally, we shall look at the

curriculum of idealism and then the aims of education.

SECTION ONE
1.0 BASES OF IDEALISM

1.1 Metaphysics or Axiom of Reality.

Idealism believes in the mind which it considers as reality. It goes against the material aspect

of human activities, or rather the material aspect is an antithesis to the ideal or spiritual,

which in nature is indestructible. Reality does not lie in it. The ideas or ideals, on the

contrary, are external and unchangeable which gives form to the cosmos. As such, to the

mind is attached a supreme significance by the idealists than matter. The idealists have

idealized the mind beyond everything and advocated the evolution of the mind which enables

man to know the truth, goodness, and beauty; three cardinal and eternal values of life.

Knowledge through the activity of the mind rather than through the senses is the first

article of faith in idealism. For idealists, all knowledge is independent of sense experience;

the act of knowing takes place within the chamber of the mind.

Idealists believe in the universal mind (the absolute Hegel) which is above the human

mind and is the source of all human values and the goals of all human activities are the

realization of this universal mind. Therefore; the spiritual mind is a part of the universal

mind.

1.2 Epistemology
According to idealists, real knowledge is that of self or spirit. Self-realization is the aim of all

activities. Idealism believes in the spiritual nature of man, by virtue of which, man is

essentially distinguished from other lower creatures of the universe. But man’s spiritual

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nature is not something that has been extraneously added to him. It is the very essence of his

being. For Hegel, our knowledge of the absolute is actually the absolute knowing of itself

through the finite spirit of human beings.1

SECTION TWO

2.1 Idealism and the Mind

Philosophically, idealism affirms that reality is composed of minds and ideas than material

things. It brings forth the centrality of the mind over anything material or physical. 2 This, we

see has been held strongly by some great thinkers such as; G.W.F. Hegel, F.H. Bradley, and

S. Radhakrishnan, among others.

George Berkeley, being subjective to idealism asserted that; “the very existence of

objects is donated by the mind and that the reality we experience depends on thought.” 3

Hence, “to be is to be perceived.” He further affirms that to exist is to be present in

consciousness.4

Immanuel Kant, in his argument, says that priesthood has an intrinsic worth that is

incommensurable with the value of anything else.5 Furthermore, other idealists also affirm

that neither the body nor its physical attributes are relevant to the ultimate value of a human

being, rather, it is the soul/mind that truly constitutes our nature. This was to answer a direct

implication of idealistic metaphysics that; a human person is essentially a spiritual/rational

being through thinking, feeling, and valuing, which are fundamental to human nature. In fact,

most idealists recognize some kind of supreme being/mind behind the universe.

In his transcendental idealism, Kant agrees that the rational structure of objects in our

empirical experience is contributed by the structure of the mind, hence; the human mind is

1
Stumpf Samuel Enoch, Socrates to Satre: A History of Philosophy, 7th ed., P.320.
2
Michael L.P., With All Your Mind: A Christian Philosophy of Education, Indiana: University of Notre Dame
Press, 1950, P.19.
3
Ibid.
4
Ibid., P.20.
5
Ibid., P.21.

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the organizing and unifying factor in all knowledge. 6 In his same argumentum, he speculates

that since the world is intelligible, then, the mind interprets our sensory awareness of things

in space and time through the categories such as; quantity, quality, and substance. The

categories are said to be innate in all rational minds and make up the universe and are

necessary features of all human knowledge.

On the other hand, idealism is free from skepticism and reassures us of the possibility

of a quest for knowledge. It asserts that the mind is able to acquire knowledge and come into

contact with God’s mind. Idealists contend that there are universals and necessary truths

ultimately anchored in consciousness through human and divine revelation.

Insofar as ethics and aesthetics are concerned, Kant, in his view, claims that the theory of

value originates from the structure and rationality itself.7 Though other idealists may say that

the infinite person/God is the source of these values since they are absolute and unchanging,

for Kant, the general form of the moral law (categorical imperative) constitutes an objective,

absolute standard and demands our unconditional obedience and disregard for egocentric

interests. 8
Therefore, the moral law reflects what is universally right for all humankind.

Furthermore, Kant asserts that a moral action must be done from proper motives which he

calls ‘good will’ which is sheer respect for duty for its own sake hence, our subjective

intention must be; to obey the moral law, simply because it is the right thing to do.9

Kant, in his thought about religion and morality, asserts that belief in God is required

to make full sense of moral life though, he maintains that rationality must postulate God, to

give meaning to moral life, such that moral duties should be viewed as divine commands.10

6
Ibid., P.22.
7
Aggarwal J.C., Theory and Principles of Education, Bangalore: UBS Publishers’ Distributors Ltd, 1985, P.57.
8
Ibid., P.58.
9
Ibid.
10
Ibid., P.59.

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 The idealist’s thinking on aesthetics is that; an object whether natural or humanly

created is beautiful according to how well it expresses a transcendent ideal of beauty. 11

Objects such as paintings, sculptures, music, poetry, and other art forms, are idealizing

something using a particular instance to embody a larger idea.

Though the idea is never fully realizable in experience, the secret to artistic creation

and aesthetic taste is the ability to bring a ‘particular’ under a general norm or rule to work

with the particular object to express the norm more excellently. 12 Interestingly, though we

make universal aesthetical judgments, the universal character of such is not based on an

objective quality in the object. A person is entitled to pronounce an object beautiful, when he

realizes that his pleasure in contemplating it is disinterested; that the pleasure is such that it

could be experienced by all who contemplate the same object.13

2.2 Idealism and Education

Scholars of philosophical idealism understand the world as thinking and useful. For many,

the universe depends on personal perception. The aim of education is to lead to full

intellectual, moral, and spiritual development of the student. To the level that pupils copy

from the divine being or know the ideals of personhood in a meaningful community, they will

grow and mature correctly.14

Particularly, the Kantian approach would emphasize that students should acquire

discipline and self-mastery, enhance mental skills, and develop a solid moral character. When

cultivated, these dispositions serve the proper ends of humankind. Clearly, students need

practical competencies to navigate the everyday world, but the main orientation of idealist

11
Ibid., P.60.
12
Aggarwal J.C., Theory and Principles of Education, P.60.
13
Ibid.
14
Michael L.P., With All Your Mind: A Christian Philosophy of Education, Indiana: University of Notre Dame
Press, 1950, P.23.

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education accentuates those subjects and educational processes that more clearly reflect the

ideal, perfect, transcendent realm, which truly defines human existence.15

According to Kant and most other idealists who think about education, the curriculum

should be strongly intellectual. It should enable students to become adept at using ideas and

symbols and it should acquaint them with positive models and thus they will grow and

flourish as persons. The courses of study intended to reflect the rational structure of the

cosmos and to develop the qualities of personhood in the student would be literature, art,

intellectual history, philosophy, religion, and even mathematics. At the college level, such are

called the humanities. But this sort of humane learning can occur at elementary, middle, and

secondary levels as long as instruction strengthens intellectual ability and cultivates sound

personhood.16

Typical idealists prefer teaching methods that are based on pure cognitive activity

rather than on practical application or concrete experience. Lectures and discussions are

primary classroom exercises reading and research in the library are also extremely important

or effective. Interestingly, Kant does say that aesthetic ability requires less verbal instruction

and more examples and practice. While detractors of idealism say it creates an ivory tower

situation for teachers and learners, Kant and other idealists insist that the mission of

education is to impart mental proficiency so that students will be able to cope with everyday

life. Furthermore, idealists defend themselves by saying that emphasis on an ideal realm of

truth, goodness, and beauty helps students to live a more complete and enriched life.17

A teacher, according to idealists’ educational perspective does more than simply

initiate the pupils into abstract or intuitive thinking. He or she is strategically placed in front

of young people as a model human being charged with helping them attain fuller selfhood.

Kant particularly advocates modeling freedom, autonomy, and pure motives. Teachers and
15
Ibid.
16
Michael L.P., With All Your Mind: A Christian Philosophy of Education, P.23.
17
Ibid., P.24

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administrators, moreover, have a responsibility to create a healthy social and psychological

environment among students so that their personhood is nourished in a climate of rapport and

mutual respect.18

Idealist value theory leads educators to think in specific ways about shaping moral

character and refining aesthetic taste. In moral education, universal ethical principles are

communicated to the student both through didactic instruction and exemplary action so that

they can be applied in concrete situations. Useful pedagogical tools include examples and

lessons found in fairy tales, fiction, and biography. Although some idealists believe that the

collective wisdom of historical societies is the repository of moral principles, Kant was

suspicious of this. He feared rivalry and competitiveness between existing peoples and

nations and therefore posited an abstract, theoretical construct of a unity of selves or moral

community that transcends personal and national interests.19

Regarding art and aesthetic education, the idealist thinker conceives art as the

idealization of the world. The value of art is measured by how well it captures the universal

amid the transient particulars of everyday life. For Kant, neither aesthetic taste nor creative

talent can be directly communicated; these are abilities that cannot be taught. Effective

aesthetic pedagogy exposes students to great art, explains how it exhibits universal features,

and then allows students to practice creating beautiful art for themselves. Artistic sensibility

may then emerge in students who are stimulated in both the intellectual and effective areas of

learning.20

2.3 The Contribution of Idealism to Education

Idealism helps educators to bring about full intellectual, moral, and spiritual development to

the student. They come to know God, which assists them to mature regarding their faith

18
Michael L.P., With All Your Mind: A Christian Philosophy of Education, P.24.
19
Ibid.
20
Ibid.

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quickly. This is because religion is perceived ideally so a person comes to understand his or

her religion regarding her personal view.21

Idealism helps students to become adept at using symbols and ideas. This is because

ideas and symbols are prefixes used to explain other realities. Thus, helping the students have

a standard memory and sharp mind is ever active because every time they see a symbol of

something their minds switch to reality.22

Cognitive practice helps students to understand fully and cope with everyday life,

unlike the ideas of hands-on and practical skills. The cognitive aspect helps a learner

understand the concept and be able to do his or her own thing in his or her knowledge the

way they understand it. Thus, this led to the development of education.23

Idealism helps students to learn respect. This is advocated for by Kant who said that

modeling freedom, autonomy, and pure motives should be rendered to students. This is done

by the teachers. This helps students to be nourished in a climate of rapport and mutual

respect. Thus, this aids students to be good citizens in the future.24

Idealism has advocated for education specifically educators think in specialized ways

about shaping moral character in moral education universal ethical principles are rendered to

the students both through didactic instruction and exemplary action like giving students

practical examples which they learn from.25

Idealism has helped educators to know that art is the idealization of the world. Kant

says that art is an ability that cannot be taught but once taught, a student gets its ideas and

learns how to draw his or hers. This has led to artistic sensibility emerging in the learners.26

Idealism provides a rich account of reason and the meaningfulness of the universe and

of the dignity and worth of the human self. This is by providing a primordial for morals and
21
Michael L.P., With All Your Mind: A Christian Philosophy of Education, P.23.
22
Ibid., P.22.
23
Ibid.
24
Ibid.
25
Ibid., P.23.
26
Michael L.P., With All Your Mind: A Christian Philosophy of Education, P.23.

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religious values. This makes learners think about what is legitimate regarding moral

categories and religious categories. Idealists who follow Berkeley have helped to hold that

objects are solely on consciousness for their very existence. Reality is perceived regarding

each one differently.27

Idealism helps educators to know that education is basically formal training. Idealists

advocate all schools at all levels would do well to strongly plead for rigorous intellectual

work. Students should be put in the position to think about an idea and have a say on their

own and evaluate any discipline according to their knowledge thus making their minds active.

It has further helped students to know that understanding God is a personal view. Everyone

understands God in his or her own way. To me, God may be a loving father and to another, a

strong savior thus, this has helped the learners to develop their spirituality.28

SECTION THREE
3.0 CURRICULUM OF IDEALISM
The idealistic curriculum has got three activities that enable a child to develop fully. These

are; physical, intellectual, and spiritual.

3.1 Methods of Teaching.

Methods are the weakest point in the idealistic philosophy of education. It does not advocate

any special method but touches a host of methods to fulfill the aims. Methods like

questioning, discussion, and lectures are very important. Platonic methods such as inductive

and deductive methods are advocated.

Learning through memorization and imitation has also been recommended.

Proceeding from simple to complex while teaching, which was a popular method of Rene

Descartes, once finds a place in the scheme of teaching idealistic education. For he asserted

that to improve the mind, we ought less to learn than to contemplate and that we should

divide each difficulty into as many parts as possible and necessary to resolve it.

27
Ibid.
28
Ibid., P. 24-26.

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 For gathering knowledge, idealistic philosophy advocates for the use of textbooks.

But for the assimilation of knowledge, Socratic or discussion method is a fundamental

method under the idealistic philosophy. Besides, the kindergarten method like play, which is

based on the spontaneous activity of the child, and the self-activity method of Pestalozzi

which is based on psychological principles and practices, are suggested.

3.2 Discipline
As freedom is the key note for naturalists, discipline is the cry of idealists. They are not in

favor of free discipline but inner or self-discipline for the attainment of spiritual perfection.

Free discipline further, may lead the child to astray and disobedient. They feel that strict

discipline essential for self-realization but it should not be imposed from outside. Further,

idealists are in support of ranting freedom to the child but in restraint and guided way.

3.3 Role of Teacher

This philosophy assigns a special place to the teacher. He is the ideal person who leads a

simple and virtuous life. He is the spring of inspiration for the pupils to emulate his super

qualities. He acts as a friend, philosopher, and guide as opposed to the contention of

naturalists. Peter Ross said that “The educator constitutes the special environment factor

whose function is to lead the child nearer to reality, to guide him towards his utmost possible

perfection.” To the idealist, “The school is a garden, the student is a tender plant, and the

educator, the careful gardener. Above all, he should be a man of character, who helps the

child to attain spiritual perfection.”

3.4 Aims of Education

Dewey puts forward growth as an aim of education. In his explanation, he says that the lives

of students are systematically sacrificed for some future good. He went on to say that

experience is educative only if it produces growth.

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Education aims at making the young fit and coping with the future. In some societies, people

live at a subsistence level but today’s society is more complex and the tendency is for many

specializations to exist. Therefore, in such a society, one who hasn’t specialized in a certain

field may not compete and thus it remains a task of education to provide each child with the

basic skills for surviving in this modernized world.29

According to Free India, the development of qualities for leadership is one of the aims

of education. Through education, students are trained on how to discharge their duties

effectively. They attain the art of leading and following others and thus education aims at

training persons who will be able to assume responsibility for leadership since the same calls

for higher standards of education.

According to Rousseau, self-expression is presented as one of the aims of education.

One’s feelings, thoughts, ideas are expressed especially in writing, art, music or dance.

Education results into full natural growth of an individual, leading to balanced harmonious,

useful and natural life. This is only possible through education and its role to bring out such

talents from an individual.30

Rousseau says that “man is born free but lives in chains” He believes that any notion of

human perfection and success of education exists in keeping children away from the

corrupting elements in society. Therefore, it is the role of education to protect the children

from the world deceptions, by keeping them busy as they plan for the future.

Spiritual development. As earlier noted by idealistic philosophers, education’s sole

aim is maximum development of spiritual potentialities of individuals. This in turn gives the

real strength to the human soul and mind.

Development of personality. It takes time and therefore needs patience and hard work.

Character development requires knowledge, experience and opportunities and it also

29
J.S. Farrant, Principles and Practices of Education: Pearson Education Ltd, England, 1964, p.22.
30
Ibid.

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demands a good behavioral conduct. In order to acquire all this, one needs to be educated first

with an aim of putting to use the natural gifts of the intellect, manual and artistic skills and

the cultivation of human body through play. In this way, education aims at developing the

character of students in order to have a brighter future.

CONCLUSION
The idealistic system of education focuses on the development of the child’s mind, and the

main method of knowledge delivery is through education and the teacher is the turning point

therein. The aim is to prepare a child for the future.

BIBLIOGRAPHY
Primary Sources.

Stumpf Samuel Enoch, Socrates to Satre: A History of Philosophy, 7th ed.

Michael L.P., With All Your Mind: A Christian Philosophy of Education, Indiana: University of Notre
Dame Press, 1950
Aggarwal J.C., Theory and Principles of Education, Bangalore: UBS Publishers’ Distributors Ltd,
1985
J.S. Farrant, Principles and Practices of Education: Pearson Education Ltd, England, 1964

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