IDEALISM

By: Marvin Inso Pacot

Glimpse of Idealism

A. Oldest System of Philosophy. The oldest system of philosophy known, Toman is said to be
idealism whose origin goes back to ancient India in the east and to Plato in the West. Idealism is a
philosophical approach that has as its central tenet that ideas are the only true reality, the only
thing worth knowing. In a search for truth, beauty, and justice that is enduring and everlasting,
the focus is on conscious reasoning in the mind. Plato, father of Idealism, espoused this view
about 400 years BC, in his famous book, The Republic.
Idealism as a school of philosophy believes in mind and idolizes it. It seeks to explain and
interpret man and universe in terms of spirit and mind. It gives priority to spirt, which is real and
as such the entire universe is the extension of the mind or spirit.

B. Idealism as a Philosophical Thought. Prof. Hoernale in his book “idealism as a philosophical

doctrine” pointed out that the word idealism come from the word idea, ideals, ideology and all
these words have come from Greek philosophical dictionary word “idein” that means to see, to
conceptualize. Plato is of view that the root word is “idea” which means the picture/ figures in the
mind, so the philosophical thought or idea come from the word idea or mental state is called
idealism.
In philosophy, idealism is about the basic structure of reality: idealists hold that the most basic
“unit” of reality is not material, but conceptual.

C. Chief Exponents of this School of Thought. For the idealist, the world of the mind, ideas and
reason is primary. The following are the leading proponents of idealism.
1. Socrates-question and answer
2. Plato-the disciple of Socrates, is considered the father of idealism: logical and
conversational method
3. St. Augustine (354-430)- was influenced by Plato, and provided the rationale for religious
idealism. (Ozmon and Craver, 1990)
4. Rene Descartes (1596-1650)- “Cogito Ergo Sum” is a shadow of Idealism.
5. Immanuel Kant (1724-1804)- also incorporated the major tenets of idealism into his
thinking. Kent believes there were certain universal moral laws known as the “Categorical
imperatives”.
6. Hegel (1770-1831)- was an idealist who approached reality as a “contest of opposites”,
such as love and hate, birth and death, or better known as thesis and anti-thesis. Logical
method
7. Pestalozzy-self-activity methods and discussion method
8. Other exponents of idealism include the philosophers Baruch Spinoza (1632-1677),
George Berkeley (1685-1753), aswell as some leading literary figures as Samuel Coleridge
(1772-1834), William Wordsworth (1770-1850) and Ralph Waldo Emerson (1803-1882).
(MET REVIEW Let specialist 2009, p. 249.)

Characteristics and Branches of Idealism

A. Characteristics of Idealism
1. Ideas are much more important than matter/things.
2. Individual mind or spirit can create ideas which are real.
3. Individual spirit is the part of ultimate spirit which is real.
4. Changelessness of the spirit/mind/truth/universe.
5. Importance of man over nature.
6. Faith in the principle of unity in diversity.

B. Branches of Idealism
As a philosophical thought it can interpreted in terms of its three branches:
 Metaphysics or Axiom of Reality. This branch of philosophical thought is concerned with reality,
cosmology, ontology and individual existence of the particular school of thought. For idealists, all
knowledge is independent from sense experience: the act of knowing takes place within the
chamber of mind. It is their first article of faith that knowledge is gained through activity of the
mind.
They have idolized the mind beyond everything and advocated the evolution of mind which
enables man to know the truth, goodness, and beauty-the three cardinal and eternal values of
life. For instance, if Newton and Einstein gave us Physics and Shakespeare the best dramas, they
were not the results of reactions to a physical stimulus but they were the characteristic creation
of minds. Idealists believe on ideas or ideals are external and unchangeable which give form to
cosmos. It means reality does not lie on material aspect but it is the mind is attached a supreme
significance than matter itself.
The universal mind which is above the human and is the source of all human values and goal of all
human activities is the realization for those idealists. Man is conceived as a microcosm within
macrocosm. Therefore, spiritual mind is part of the universal mind.

Idealism: Idealistic Epistemology

This branch of philosophical thought is concerned with knowledge. It is considered which the
mind is active and as such the gateway of knowledge. According to Brahma Gyan “the highest
knowledge is the knowledge of spiritual reality: knowledge of self”.
According to idealistic thought the source of knowledge is intuition. It is the self-realization which
is the essence of the very nature of man. Its spiritual nature finds expressions in art, culture,
morality and religion. However, Hegel states this: “Knowledge should form a system for easy
transmission”.

Axiology. This branch of philosophical thought is concerned with value. Idealism attaches
importance to the higher values of life which are eternal and perennial stand absolute, universal
and indestructible. Man cannot create these values and they have to over and realize them in
their day to day lives. They are not man made or personal in nature rather these are part of the
universe. Values are intrinsic not instrumental in nature. According to idealism value are
permanent/changeless and absolute in nature just like truth, beauty and goodness which are
desirable or valuable.
Truth represents intellectual side. Goodness in the other hand is a moral side, the aesthetic side
of these eternal values which are identical to each other And beauty is truth; all are embedded
which we need to know, for these higher values were true yesterday, true today, and will be true
tomorrow. These are absolute and infallible which sublimes the life in a glorified and magnificent
manner.

Summary:
The fundamental principles of idealism are:
1. Spirit and mind constitute reality, not body and matter.
2. Spiritual man is the supreme creation of God and he must strive for self-realization
3. God is the source of all knowledge.
4. Values are absolute and unchanging and are so called spiritual values: truth, goodness, and
beauty.
5. What is ultimately real is not the object itself but the idea behind it.
6. Manis not the architect of values.
7. Freedom of mind id the highest virtue: a necessity of realizing spiritual reality.
8. Spirit or ideal constitutes the pillar of this philosophy.

Types of Idealism
Subjective Idealism. It is known as mentalist. They hold the view that the mind or spirit when
comes in contact with the world, the subject of experience is merely the perception not the
material world. (George Barkley).

It means when you look out on the world what you are really seeing is a world created by the
mind. In other words, nothing is truly real other than consciousness and contents.
 Devine Idealism. Alternatively, the world may be seen as manifestations of some other mind
(universal mind), such as the mind of one God. However, remember that all of physical reality
would be contained in the mind of God or this view. So, God would have to be a consciousness
‘outside’ of the physical.

Objective Idealism. Hegel is the exponent of objective idealism. God and the world are
interdependent. The individual mind will perceive the same thing in an objective manner as it has
been created by the almighty.

Epistemological Idealism. All of our perceptions and understanding will be constrained by the
structure of the mind. When we try to understand that structure, we may not be exploring the
most basic truth of the universe, rather we are just trying to understand the human mechanisms
and tools that make all understanding possible: the mins is the tool for understanding the world.

Idealism also has a place in the analysis of history. Historical idealists hold that human history can
be explained as the process of ideas changing and evolving and that ideas shape human beings
rather than the other way around. This process, according to historical idealism, will eventually
reach a stage of complete expression”, and no more unfolding will be possible. At this point,
history will end as there no more changers to human society. Very few historians accept this view
today, since it seems that chaotic historical change will go on forever; but in the past, many
historians believed that we would someday reach the end of history.

Idealism in Education
The purpose of education is the development of mind and self of the child. It is unfolding of what is
already enfolded.
This education is spiritual and social necessity as idealists assert from the stand point that the ideals
of race and its cultural patterns are preserved, transmitted and modified subsequently in the light of
the new situations and experiences. According to Rusk writes, “Education is expected to enlarge the
boundaries of the spiritual realm.”
Idealistic philosophy pervades various aspects of education which are to be the chief contributions of
the idealistic philosophy to the field of education are a s follows:

Aims of Education and Idealism

Exaltation of Human Personality. The chief aim of education should be the exaltation of self which
implies the realization of the ‘highest potentialities’ of the self in a social and cultural environment,
enabling each one to become his true self.
According to Ross, “human personality is the supreme value and constitutes the noblest work of
God.” It is the personality is the core idealistic objective of life of idealism philosophy.

Self-Realization. Since individual is spiritual being and the supreme creation of God, education should
aim at providing every sorts of help to realize the self and unity within himself with the universal self.
It is meant as the liberation of soul or attainment of Mokshya as stressed by Indian idealism. Thus,
spiritual realization of ultimate reality is prized goal of education.

Realization of Spiritual Values. Man converts his original nature to spiritual nature where man can
realize spiritual values like truth, beauty, and goodness in life. They are mutually interwoven, all the
social virtues and skills acquired are to be judged by the yard-stick of spiritual values.
Spiritual values are the supreme and higher values which have universal validity and moral and
aesthetic. Therefore, education aims at helping the pupils to realize these cardinal supreme values of
life.

Development of Mortality. In order to make life perfect, noble one, idealism cultivates moral values.
Idealists enable the child to differentiate between just and unjust, good and evil, right and wrong,
beauty ang ugliness.
One has to express his moral values through all activities in life. Intellectual values for instance solve
the human problems what he faces in life time.
And so, nurturing the child ‘will power’ which can be ignited by the correct appreciation of truth,
goodness and beauty. Development of moral sense is so essential.
Development of Inventive and Creative Power. The important aim of education according this school
of philosophy is to develop and foster the inventive and creative powers of the child so that he can
mold the environment to suit to his needs and purposes. He should harshness the forces of nature in
such a way that these should render him the best possibility service.

Enrichment of Cultural Heritage. According to idealism aim of Education should be related to

preserve, promote, and transmit culture from time to time, person to person, and place to place.
Moral, intellectual and aesthetic activities of man help in preserving, promoting and transmitting
culture from generation to generation.
Cultural heritage of mankind should be preserved. In addition to this spiritual and moral values not
only contributes to human society, promoting culture but also transmit the same to the oncoming
generation. Thus, education helps him/her to contribute the best to the enrichment and refinement
of his culture.

Development of Complete Man. The aim of education, according to idealists, should be the fullest
development of child and man which implies harmonious and all-round development-physical,
intellectual, social, moral, spiritual and aesthetic aspects of individuality.
Idealists philosophers advocate these for sound health produces sound mind, where creative value is
produced for the well-being of human creation.

Curriculum of Idealism
Though there is no specific mentioned about curriculum according to idealism, but the curriculum
should be framed to enable the child to develop fully, making the child an ideal or spiritual man which
is the aim of education.
And so, the idealistic curriculum has to be an epitome of the human knowledge, reflecting the
civilization itself in concerned with the whole humanity and experiences.

Idealists are of the view of distinct personality development. So, there should be options for choice of
subjects. These include the following:

IDEALISTIC SUGGESTED CURRICULUM

PHYSICAL INTELLECTUAL SPIRITUAL
 Hygiene and  Language  Religion
Physiology  Literature  Arts
 Physical skills  Philosophy  Poetry
o Gymnastics  Social Studies  Ethics
o Basketball  Science  Metaphysics
o Etc.  Mathematics  Music
 Etc.  Etc.

The above suggested subjects’ choice is their concerned to develop the wholeness of human race in
relation with their thoughts, feelings ideals and values.

Methods of Teaching. Butler has mentioned that idealists consider themselves the creator and
determiner of teaching methods but they have not specified any teaching methods, but touched a
host of methods to fulfil the aims.
Here are some of the methods used by the idealist supporters:
1. Socrates-----question-and answer method
2. Plato-----logical and conversational method
3. Aristotle----- inductive and deductive method
4. Hegel----- logical method
5. Rene Descartes----- simple to complex
6. Pestalozzi---- self-activity and discussion method
7. Froebel----- Kindergarten method
To sum up, idealists have given us lofty aims of education, it has failed to satisfy us as far as methods
of teaching are concerned.
Discipline. Idealists believe that there can be no spiritual development of the child without discipline.
This leads to inner discipline. Discipline is not to be imposed on pupils. The teacher has only to help
them to develop self or inner discipline for attainment of spiritual perfection.
Supporters of this are in provision in granting freedom to the child but in a restraint and guided way.
It should be regulated, guided contained freedom. It implies responsibility. It does not mean
waywardness. Teacher has to create a congenial atmosphere by hid ideals and examples for the
realization of higher values of life by the child. Self-discipline, as such, is essential for realization of
spiritual values.

Role of Teacher. This philosophy assigns a special place to the teacher-a role model, an ideal person
who leads a simple and virtuous life. He is considered as a spiritual guide for the child; he carries the
child from darkness to light. And he is to guide the student towards utmost possible perfection.
idealists regard the teacher as a priest of man’s spiritual heritage. He is a co-worker with God in
perfecting man. A teacher also is a philosopher, friend and guide and a spiritual symbol of right
conduct.
According to Froe be, the school is a garden, the teacher is a cautious gardener and the child is a
tender plant. The plant can grow, no doubt, without help but the good gardener sees that the plant
grows to the finest possible excellence. Through teachers’ guidance the child can make his natural
development into a process leading to perfection and beauty.
Contribution of Idealism
The result of self-realization, for the idealists philosophy, is ‘the exaltation of personality’ being
achieved by spiritual knowledge, self-discipline and dignified teacher who is respected as guide and
philosopher, emphasizing the importance of moral and spiritual education and points pout the values
of humanities, social sciences, art, literature to the perfection of man’s various facets of life-physical,
spiritual, intellectual, moral, esthetic and social.

The profound influence of idealism upon the field of education can be judged by the yardstick of the
following:
1. Exaltation of personality
2. Development of human personality
3. Heavy weightage on spiritual values of life
4. Emphasis on universal education
5. Moral character on social culture
6. Discipline and freedom
7. Teachers’ personality
8. Acquainting the pupils with the great feats in literature, art, humanities, sciences etc.

Criticism of Idealism
Evaluation of Idealism in Education.
The high cognitive level of education that idealists promote.
Their great concern for morality and character development
Their belief of importance of self-realization
Idealism overemphasis on textbooks, does not accommodates modern era of technology
Idealism views the world as a finished product waiting only to be discovered
It is more individualistic; negating the social aspects of society and laws

In a nut shell
Idealism may be considered to be outmoded in the prevailing scientific world view. Idealistic concepts
like spirit, mind, soul, and the cosmos, have little relevance in the class room teaching. There is too
much emphasis on good manners and modesty which may be mistaken. It neglects child’s
psychological nature. Idealism does not contribute to methods of teaching. It sets unobtainable goals.
Idealistic scheme of education, by large, pays attention to physical, industrial, social and electronic
environment of today. It neglects social aspects of life. It over emphasis humanity and underrates
science and technology. In all, we can say that idealistic approach to education has its own merits and
shortcomings. It should, therefore, be supplemented by other philosophy or philosophies of
education.
References:
MET REVIEW Let specialist 2009, p. 249.
The trustees of the Ellen Gold White Publications (Reprented,2008). The Ministry of Healing-Chapter
18: Mind Cure. Caloocan City: Philippine Publishing House.

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