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Idealism in Education: Exploring the Philosophical Foundations
and Relevance in Contemporary Education Settings
Brandon Willmore
School of Education, Liberty University
Abstract
This essay delves into the enduring impact of idealism as an educational philosophy. It explores
the historical context of idealism, its central tenets, and its key proponents like Plato and Hegel
and then in later years through the influence of Emerson and Dorothy Sayers. The essay critically
analyzes idealism's influence on education, comparing it to STEM education's progressive
approach. It also relates idealism to the author's educational beliefs, which highlight a balanced
perspective that combines elements of idealist and pragmatist philosophies. The implications of
idealism for today's education and classrooms are discussed, emphasizing idealism’s influence on
classical education and the continued importance of teachers in shaping students' intellectual and
moral development. Idealism's enduring relevance in modern education underscores the pursuit
of holistic growth and the exploration of timeless wisdom in today's classroom practices.
The
author of this paper concludes by pointing out a few of the positives that have been born from the
influence of idealism in schools, and offers insights into how those features should be maintained
in classroom practices.
Purpose: The Roots and Influence of Idealism as an Educational Philosophy
In the realm of educational philosophy, idealism stands as a captivating and enduring
doctrine that has significantly influenced the foundations of western education. To delve into a
comprehensive analysis of idealism as an educational philosophy, it is essential to explore the
historical context in which it emerged and flourished. This journey takes us back in time to the
intellectual landscapes of ancient Greece and into the minds of notable pioneers like Plato and
Hegel, who first championed the ideals that have left an indelible mark on educational practices.
After outlining the history of idealism, I will critically examine this philosophical perspective,
contrast it with a few other educational philosophies, and then evaluate the contemporary
relevance and implications of idealism for today's classrooms. Idealism, with its focus on the
power of ideas and the pursuit of knowledge, continues to offer valuable insights that can inform
and enrich modern educational practices.
Summary and Historical Context
Idealism is a prominent educational philosophy that has significantly influenced and
shaped the way education is perceived and practiced in western civilization.
Idealism places a
high level of importance on intellectual and moral development. Notably, this philosophy has led
to the establishment of classical education systems that have undergirded early western pedagogy
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(particularly among upper classes) for centuries.
According to Allen Ornstein et al., the
justification for teaching from an idealist perspective is not merely for practical reasons of using
best practices.
“Idealist teachers believe the Absolute or God has been revealed over time to
those who have sought the truth. These truth-seekers have recorded their discoveries and
revelations in bodies of knowledge, or “subjects,” especially the liberal arts” (6-2).
According to
researcher, Dr. Santinath Sarkar, 4 central tenets to idealism are:
Primacy of Ideas
: Idealism posits that ideas are the foundation of reality, and the pursuit of
knowledge is the primary purpose of education.
Moral and Ethical Development
: It emphasizes the cultivation of morality and ethics in students,
viewing education as a means to foster virtuous individuals.
Teacher-Centered
: Idealism places teachers as the primary transmitters of knowledge and values,
emphasizing their role in shaping students' intellectual and moral development.
Universal Truth
: It holds that there are universal truths and values that should guide education,
encouraging the study of classical literature, philosophy, and history. (p.1053-1054)
Plato (428–347 BCE), the earliest known proponent of idealism—who we can rightfully
consider to be ‘the father of idealism’—asserted that reality existed in the realm of ideas or
forms, rather than in the physical world. This concept had a profound influence on education as
Plato believed that knowledge was innate and that the role of the teacher was to help students
remember what they already knew (Ornstein, 6-2a).
This belief which is rooted in the concept of
a priori knowledge
--gives insight into the origins of idealism as a learning construct but is not a
necessary component of the philosophy as it evolved over time.
The idealist philosophy has
persisted throughout the history of education, highlighting the role of educators in facilitating the
exploration of innate knowledge and intellectual growth.
Georg W. F. Hegel (1770–1831), another significant idealist thinker, contributed to the
philosophy of education through his concept of dialectical reasoning and the idea of the state as
an ethical and educational institution. Hegel's belief in the interconnectedness of thought and
reality underscored the importance of dialectical thinking in education, fostering critical thinking
and a deeper understanding of the world. This notion of the state as an educational entity
emphasized the state's role in moral and intellectual development, shaping education policy in
many Western societies and, in many ways, can be connected to social-emotional learning
initiatives that have been mainstreamed in recent decades (Stanford, 2020).
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During the 19th century, American transcendentalists like Ralph Waldo Emerson (1803–
1882) and Henry David Thoreau (1817-1862) brought Idealism to the United States.
Transcendentalism emphasized finding truth in nature, fostering self-reliance, and a connection
to the divine within the individual. These ideals played a pivotal role in the development of
American education, influencing progressive educational movements and promoting a holistic
approach to education, valuing both intellectual and moral development (Ornstein, 6-2a)
Friedrich Froebel (1782-1852), a German educationalist, integrated idealist principles
into his educational philosophy. He believed that children's intellectual, emotional, and spiritual
growth could be nurtured through play and exploration, providing them with an opportunity to
unfold their spiritual nature. This concept laid the foundation for modern kindergarten education,
emphasizing the importance of creating an environment that encourages children to develop their
innate potential and spiritual awareness.
Among other important idealist educators, it would be wrong not to give mention to the
Dorothy Sayers (1893-1957) who worked to synthesize and reformulate the
classical education
model into a more modernized approach.
Under the heading of classical education, the novelist,
playwright, and educator gave definition to what classical educators call
the trivium.
In her
famous speech at Oxford in 1947, Sayers discussed three “states of development” every child
proceeds through in the course of his education—
grammar
,
dialectic
, and
rhetoric
— which,
along with the mathematical arts of the quadrivium (arithmetic, geometry, music, and astronomy)
made up the seven classical liberal arts.
Through her speech, titled
The Lost Tools of Learning
,
Sayers gave a revived vision for classical education.
This movement has recently seen new
enthusiasm at the same time that contemporary educational models have yielded diminishing
results and literacy rates have declined markedly (Cothran, 2018).
Looking at the impact of idealism in a broad historical lens, we have to respect its
profound role in shaping educational philosophy and practice, both in the West and in the
broader context of human history. From Plato's notion of innate knowledge to the
transcendentalist emphasis on self-reliance, idealism has left an indelible mark on education. The
integration of idealist principles by educators like Froebel and its influence on classical
education further illustrates its enduring significance. This philosophical approach has
contributed to the development of holistic, spiritually informed, and intellectually rigorous
educational practices that continue to shape the way we view and engage in learning and
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teaching the whole child in the modern education field.
Critical Analysis
As it was stated above, idealism and it’s broader influence played a critical part in a
revival of
classical education
systems that are designed to produce well-rounded individuals
with a strong sense of ethics and virtue. The philosophical tenets of idealism, with their
reverence for abstract ideas and the pursuit of truth, beauty, and goodness, has been shown to
greatly influence early educational theorists and models of teaching and learning. Thinkers like
Plato and his "Republic" advocated for the study of classics as a means to cultivate the mind and
develop moral character, an idea that laid the groundwork for the enduring tradition of classical
education that continues to be valued in many educational systems today (Ornstein, 2017).
Dorothy Sayers groundbreaking speech in which she described the purpose and vision of
classical education provides us with quality insights into the foundation for the pedagogy of
today’s classical education model.
According to Sayers, the
trivium
was “intended to teach the
pupil the proper use of the tools of learning” before he began to apply them to “subjects” at all.
She organized this model in simple terms, describing the natural growth of a student under this
model.
“First, he learned a language: not just how to order a meal in a foreign language, but the
structure of language—a language–and hence of language itself—what it was, how it was put
together and how it worked.”
Instruction in this stage (
grammar
) is not limited to English but
also places a heavy emphasis on etymology of a language, giving thorough instruction in Latin
and Greek.
“Second, he learned how to use language: how to define his terms and make accurate
statements; how to construct an argument and how to detect fallacies in argument (his own
arguments and other people’s).
Dialectic
, that is to say, embraced Logic and Disputation.”
During this stage, classical learners would be introduced to a variety of great works along with
the ideas of classical philosophers and thinkers.
“Thirdly, [during the
rhetoric
stage] he learned
to express himself in language: how to say what he had to say elegantly and persuasively. At this
point, any tendency to express himself windily or to use his eloquence, so as to make the worse
appear the better reason would, no doubt, be restrained by his previous teaching in Dialectic.”
In
this stage which, in its theory, extends beyond high school years into one’s secondary education
years, learners are taught to rely upon the virtue and logic that they gained in earlier stages to
demonstrate their deep knowledge and understanding of the world (Sayers, 1947)
While there has been a reinvigorated enthusiasm for classical education in the West,
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including private k-12 classical schools popping up all over the US and across the west, this
model also faces criticism for being overly “teacher-centered, rigid, and disconnected from
practical, real-world skills” (Momany et al, 2014).
For all the reasons that classical education
has been criticized, educational models that are formulated with a progressive philosophy in
mind have emerged.
Today, there is a rising momentum to shift the curriculum towards STEM
(Science, Technology, Engineering, and Mathematics) education with its progressive-pragmatic
approach.
STEM education is seen as essential for preparing students for the demands of the
modern job market and technological advancements, emphasizing problem-solving, critical
thinking, and practical skills over classical knowledge, and has therefore embraced a student-
centered
design thinking
model, and has relied heavily on inquiry-based learning and teaching.
In many ways, STEM learning could be recognized as a direct response to the criticisms or
‘outdatedness’ of classical education, and has constructed its core tenets in a way that places
much less value on the ideas that are stressed in the
dialectic
and
rhetorical
stages that are
described in Sayers’
Trivium
.
The STEM model undeniably offers some advantages where it pertains to the practical
value of education, by aligning with the needs of a rapidly evolving society. It equips students
with skills that are highly sought after in the job market, contributing to economic growth and
innovation. However, it can be criticized for its narrow focus on utilitarian skills at the expense
of broader intellectual and ethical development, which is a central tenet of idealism. While
STEM provides important skills, it may fall short in fostering holistic personal growth and an
understanding of universal truths.
Comparison of Idealism with my own Educational Beliefs
My educational philosophy aligns with the central ideas of idealism in some key aspects.
Both idealism and my own developing philosophy emphasize the pursuit of knowledge and the
importance of seeking truth. Both philosophies recognize the role of teachers in guiding students
towards a deeper understanding of reality and moral development. Idealism's emphasis on moral
and ethical development as well as the pursuit of universal truths is mirrored in my belief that
education should foster virtuous individuals and guide students towards wisdom that comes from
a divine source—the Triune God of the Holy Bible.
However, the significant difference lies in the balance between idealism and pragmatism
as educational philosophies, particularly in terms of age-appropriate content and practicality.
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While idealism encourages a strong focus on classical literature, philosophy, and history, my
philosophy acknowledges the need for practical, STEM-related knowledge in the early years of
education.
Additionally, I believe the design thinking pedagogy—that is, “an extension of
innovation that allows you to design solutions for end users with a single problem statement in
mind” (Harvard, 2022). From my own perspective, a higher importance of empirical faculties
and the development of rational understanding which can be found in STEM models of early
education is critical for young learners. This pragmatist approach is a practical recognition of the
demands of the modern world (Ornstein, 2017), where STEM skills are essential for
technological advancement.
As students progress to higher levels of education, my philosophy
incorporates the idealist notion of seeking truth, beauty, and goodness through the study of great
works, classical philosophy, and religious texts, particularly at a time that they can begin to
absorb these higher-level abstract ideas in real terms.
This approach recognizes that different
stages of education may require different emphases while maintaining a core belief in the pursuit
of truth. My philosophy would combine elements of idealism and pragmatism to create a well-
rounded educational perspective that acknowledges the evolving needs of students in a modern
context, but also seeks to inculcate the ideas of virtue and moral development when the student is
ready.
Implications for Today’s Education and Classroom
Idealism continues to exert a significant influence on today's education and modern
classroom approaches, particularly through the resurgence of classical education in the West.
Idealism's central tenets, including the primacy of ideas and the pursuit of universal truths, have
fostered an enthusiasm for classical education, emphasizing the study of classic literature,
philosophy, and history. This resurgence aligns with the idealist belief that a well-rounded
education should include the exploration of timeless wisdom and the cultivation of moral and
ethical virtues, some of which we can find in features of social-emotional learning (SEL)
standards of education throughout modern American schools.
A central feature of idealism is the pursuit of higher-level thinking.
Idealist teachers
encourage the student to think critically, engage with classical texts, and grapple with profound
philosophical and ethical questions. The idealist values of mentorship, personal introspection,
and the pursuit of truth continue to shape the classroom experience, leading to a richer and more
holistic approach to education. In this context, the resurgence of classical education underscores
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the enduring relevance of idealism in shaping educational philosophies and practices that go
beyond the acquisition of practical skills, striving to develop individuals who are morally
grounded and intellectually capable of addressing complex societal challenges.
References
Cothran, M. (2018, April 19). Classical education is more than a method. Memoria Press.
https://www.memoriapress.com/articles/classical-education-is-more-than-a-method/
Momany, M. A., Khasawneh, O., & Alrefaie, A. (2017). The Implications of Idealism as an
Educational Philosophy in Jordanians’ Elementary Curriculum Stage as Perceived by Teachers .
European Journal of Educational Sciences , (42 P.1), 9–21. https://doi.org/10.12816/0043014
Ornstein, A. C., Levine, D. U., Gutek, G. L., & Vocke, D. E. (2017). Foundations of Education (13th
ed.). Cengage Learning.
Sarkar, S., & Al Mamun, F. (2023). IDEALISM AND EDUCATION: EXPLORING THE
PHILOSOPHICAL FOUNDATIONS OF TEACHING AND LEARNING . International
Research Journal of Modernization in Engineering Technology
and Science , 5(8), 1052–1060.
https://doi.org/chrome-DOI
:
https://www.irjmets.com/uploadedfiles/paper//issue_8_august_2023/44001/final/fin_
irjmets1692207621.pdf
Sayers, D. (2021, December 21). "The Lost Tools of Learning. Association of Classical Christian Schools
(ACCS). https://classicalchristian.org/the-lost-tools-of-learning-dorothy-sayers/
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