Though idealism may have been very much left aside in the contemporary field of education, it is undoubtedly the most ancient school which has influenced education throughout its history. Even now the following points may be noted concerning the influence of idealism in the contemporary field of education.
1. Wider and higher aims. As the nationalist aims of education are giving place to humanist aim, idealism has become more relevant to the modern educationist. The idealists present the highest and the widest aims and ideals of education summed up in such terms as self-realisation, man-making, development of personality, harmony of man and nature, realisation of truth, goodness and beauty and realisation of heaven upon earth. All these aims have been emphasised by contemporary philosophers of education in East and West.
2. The ideal teacher. In this age of science, the model of ideal teacher is still presented by idealism. Whatever may be said about the need of practical education and the utilization of scientific means, no teacher can influence the educands without some sort of idealism. Teaching involves communication which very much depends upon rapport between the teacher and the taught. This is possible only when the teacher considers the taught as a part of his self and thus becomes selfless in his profession. The ideal of character building cannot be achieved unless the teacher himself presents the model of ideal character.
3. Integrated and multisided curriculum. While other systems of philosophy of education lay emphasis upon science and technology, the idealists point out the eternal value of humanities, social sciences, art and literature. In fact, they lay emphasis upon an integrated curriculum which may include every branch of knowledge. Thus the idealist curriculum is the most liberal, the most dynamic, the most multisided and therefore, most conducive to the cultural development of the individual and society.
4. Moral education. Thinkers everywhere today lament at the general loss of moral character. Everywhere development of moral character is being considered as an urgent need, to save the world from future catastrophe. The idealists explain the aims and means of moral education.5. Self-discipline. The idealist concept of freedom as self-discipline has come to stay. It prescribes central place to the child in the system of education and lays emphasis upon natural development. Natural development requires freedom but freedom cannot be enjoyed without self-discipline. Contemporary educationists unanimously accept the need of freedom and discipline and agree that self-discipline is the only way for proper development.
6. Psychological methods. Even the pragmatists agree that some sort of idealism is necessary for teaching, particularly that of humanities, art and literature. The idealists include instruction, activity and experience in their methods of teaching. The idealist method of teaching is most effective in religious and moral teaching. It is a solid ground for character building and realisation of intimate relations between the teacher and the taught.
In spite of the abovementioned contribution of idealism to education, today it is more and more being left in the background while pragmatism and realism are coming to the front. This is due to the following disadvantages of the idealist philosophy of education:
1. Utopian aims. Plato, the first idealist philosopher of education, presented a scheme which was through and through Utopian in spite of its deep insight into human life here and there. In fact, in his idealistic flight the thinker often leaves the solid ground and presents aims and ideals which can be neither realised nor cherished.
2. Theoretical methods. The idealist method of teaching makes too much of memory, personal contact and brain faculties. They lay less emphasis upon the development of various types of interests and abilities which help the educand in playing important role in society.
3. Lack of specialization. The idealist curriculum is too wide and lacks specialisation which is a growing demand of modern education.
4. Neglect of science and technology. The idealist thinkers have laid emphasis upon culture in education and neglected science and technology. Therefore, today most of the educational institutions have rejected idealistic curriculum.
5. Teacher-centred. While modern education is child-centred or educand-centred, the idealist system is teacher-centred. By expecting too much from the teacher it does not allow him to live as a human being with a multisided personality. Too much expectation from the teacher ultimately results in his criticism by the students and society. The role of teacher today is very much different from his role in ancient times. Education today is a life-long but limited part of life. It goes on even without the teacher. Various audiovisual means are replacing the all-important role of the teacher. Therefore, neither the modern teacher nor the taught accept the ancient idealist concept and status of the teacher.
From the perusal of the above mentioned advantages and disadvantages of the idealist philosophy of education it is clear that though some sort of idealism must stay in every field of education, the aims and ideals, the methods, the curriculum and the school management, etc., the ideal of education cannot be realised without the help of naturalism, pragmatism and realism( Sharma,2002).
1. Wider and higher aims. As the nationalist aims of education are giving place to humanist aim, idealism has become more relevant to the modern educationist. The idealists present the highest and the widest aims and ideals of education summed up in such terms as self-realisation, man-making, development of personality, harmony of man and nature, realisation of truth, goodness and beauty and realisation of heaven upon earth. All these aims have been emphasised by contemporary philosophers of education in East and West.
2. The ideal teacher. In this age of science, the model of ideal teacher is still presented by idealism. Whatever may be said about the need of practical education and the utilization of scientific means, no teacher can influence the educands without some sort of idealism. Teaching involves communication which very much depends upon rapport between the teacher and the taught. This is possible only when the teacher considers the taught as a part of his self and thus becomes selfless in his profession. The ideal of character building cannot be achieved unless the teacher himself presents the model of ideal character.
3. Integrated and multisided curriculum. While other systems of philosophy of education lay emphasis upon science and technology, the idealists point out the eternal value of humanities, social sciences, art and literature. In fact, they lay emphasis upon an integrated curriculum which may include every branch of knowledge. Thus the idealist curriculum is the most liberal, the most dynamic, the most multisided and therefore, most conducive to the cultural development of the individual and society.
4. Moral education. Thinkers everywhere today lament at the general loss of moral character. Everywhere development of moral character is being considered as an urgent need, to save the world from future catastrophe. The idealists explain the aims and means of moral education.5. Self-discipline. The idealist concept of freedom as self-discipline has come to stay. It prescribes central place to the child in the system of education and lays emphasis upon natural development. Natural development requires freedom but freedom cannot be enjoyed without self-discipline. Contemporary educationists unanimously accept the need of freedom and discipline and agree that self-discipline is the only way for proper development.
6. Psychological methods. Even the pragmatists agree that some sort of idealism is necessary for teaching, particularly that of humanities, art and literature. The idealists include instruction, activity and experience in their methods of teaching. The idealist method of teaching is most effective in religious and moral teaching. It is a solid ground for character building and realisation of intimate relations between the teacher and the taught.
In spite of the abovementioned contribution of idealism to education, today it is more and more being left in the background while pragmatism and realism are coming to the front. This is due to the following disadvantages of the idealist philosophy of education:
1. Utopian aims. Plato, the first idealist philosopher of education, presented a scheme which was through and through Utopian in spite of its deep insight into human life here and there. In fact, in his idealistic flight the thinker often leaves the solid ground and presents aims and ideals which can be neither realised nor cherished.
2. Theoretical methods. The idealist method of teaching makes too much of memory, personal contact and brain faculties. They lay less emphasis upon the development of various types of interests and abilities which help the educand in playing important role in society.
3. Lack of specialization. The idealist curriculum is too wide and lacks specialisation which is a growing demand of modern education.
4. Neglect of science and technology. The idealist thinkers have laid emphasis upon culture in education and neglected science and technology. Therefore, today most of the educational institutions have rejected idealistic curriculum.
5. Teacher-centred. While modern education is child-centred or educand-centred, the idealist system is teacher-centred. By expecting too much from the teacher it does not allow him to live as a human being with a multisided personality. Too much expectation from the teacher ultimately results in his criticism by the students and society. The role of teacher today is very much different from his role in ancient times. Education today is a life-long but limited part of life. It goes on even without the teacher. Various audiovisual means are replacing the all-important role of the teacher. Therefore, neither the modern teacher nor the taught accept the ancient idealist concept and status of the teacher.
From the perusal of the above mentioned advantages and disadvantages of the idealist philosophy of education it is clear that though some sort of idealism must stay in every field of education, the aims and ideals, the methods, the curriculum and the school management, etc., the ideal of education cannot be realised without the help of naturalism, pragmatism and realism( Sharma,2002).
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