In which self-realization and character development is strongly supported. Pragmatism and Curriculum : The aims of education are reflected in the curriculum. Realism Realists believe that reality exists independent of the human mind. To them truth, beauty and goodness should be encouraged more and more. The theory of naturalism revolves around nature.
Plato thought that humans could be improved from within, by correcting their thoughts and discovering knowledge already there since birth. Once we have established that something is good, or true, or beautiful, it is a responsibility of the school to pass it one to succeeding generations. Dewey believed that aims should grow out of existing conditions, be tentative, and have an end view. Because man is a part of this purposeful universe, he is an intelligent and purposeful being Knowledge and Truth Epistemology As to knowledge, idealism holds that knowledge is man thinking the thoughts and purposes of this eternal and spiritual reality as they are embodied in our world of fact. Plato, in the Republic, sets up a perfect society in which the leaders are the Philosopher-Kings; of the Ideal. The subjects which carry occupational or vocational utility should find a place in the curriculum. These experiences can be imbibed by two ways namely- 1 from the physical environment and 2 from contacts with other fellowmen.
The strengths of idealism include encouraging thinking and cognition, promoting cultural learning, and providing for character development of students. Evidently some social organization is needed, but one which preserves for man his freedom. Certainly it is assumed by the idealists that through the study of the past, we can find appropriate truths around which to model our present behavior. The teacher serves as a living ideal or model for the student and represents, to some degree, what the student can become. It believes in engaging the children in free and purposeful real activities of human life. A disdain for reason and knowledge is thus combined with the practice of altruism and collectivism.
Character development is based on making group decisions in light of consequences. The telling method cannot cause the child to learn. Nothing exists until the idea of it exists, hence some supreme power must have conceived of the universe before it came into existence. To them God is the Supreme Force which is omnipotent and omnipresent. Every individual wants to achieve certain goals in life. These ideas are eternal and unchanging. Appreciation of that truth in its various forms is real art- a thing of real beauty.
Realists do not believe in general and common aims of education. Idealists generally root all values either in a personal God or in a personal spiritual force of nature. Wherever order is externally imposed, wherever there is an Ideal, it is a simple step to bring in God an intermediary or intermediary class between God or the Ideal and man. This underlying divine force maintains the existence and working of all entities. Pragmatism includes such as thoughts as futurism, and educational humanism.
Intellectual values solve all human problems what he faces in life time. Teaching is considered a moral calling. The pragmatists hold the view that the students should acquire that knowledge which is helpful to them in solving the present-day problems. In short, the objective of education is to enable every individual to develop his unique qualities, to harness his potentialities and cultivate his individualities. This rather lengthy list of educational objectives should dispel the notion that schools in Communist countries are narrowly academic. The pragmatic method is socialistic in nature.
They are the development of the intellectual and spiritual capabilities of the individual to their highest level. In doing this it will help students gain a better understanding of the social issues they will be faced with. In this way, according to Idealists no specific method is to be adhered to. Idealism as a philosophy presents an ontological framework compatible with religion. In the realm of aims of education, Idealism has made signal contribution.
His methods are dynamic, varying from time to time and class to class. The scientific method, or process of setting and testing hypotheses, is one of those processes. Child-centered, rather than subject-centered, education treats the student as an acting being and therefore is focused on discrete, experiential projects. Imparting Vocational Education According to Realism, education should be of practical utility of child. In this way, in an Idealistic curriculum, both the scientific subjects as well as the humanities are included. The environment in itself cannot be known through intermediate idea of it. Idealists believe that there can be no spiritual development of the child without discipline.