The document discusses the educational implications of idealism and naturalism in Philippine schools. For idealism, the goals are truth, self-realization, and character development. The curriculum focuses on humanities and cultivating values through lectures and memorization. Teachers are seen as authority figures. For naturalism, the goals are to develop individuals according to natural laws through play and discovery. The curriculum is child-centered focusing on interests, abilities and experiences. Teachers take a background role to allow natural development.

2. OBJECTIVES
During the discussion, the graduate students would be able to
enhance the following values from this course;
 Critical Thinking
 Understand Individual Differences
 Appreciation of the whole person
 Understanding of human thoughts and behavior

3. WHAT IS IDEALISM?
 It is a philosophical belief that material things do not exist
independently in the physical world but only in the mind.
 A belief wherein the nature of humans and the
environment is naturally, constantly and permanently good,
true and beautiful.

4. HISTORY OF IDEALISM
 Plato is the father of Idealism, he believed that the soul is
fully fanned prior to birth and is perfect and once with the
universal being.
 He told that there are 2 kinds of world,
Spiritual and Mental World – “super nature” - spirit,
perfection, eternal, absolute, general, abstract; higher
world
World of appearance – “nature” - material, corrupt,
change, process, concrete, particular, lower world
 Neo Platonism – a philosophical system with mysticism and
Judeo-Christian ideas posting once source of existence,
developed by Plotinus and his followers in the 3rd Century
AD
 George Wilhelm Friederich Hegel (1770-1831) – He believe
that as individuals, our minds attuned to and related to the
divine mind called Absolute Mind the mind of the creator

5. HISTORY OF IDEALISTIC EDUCATION IN THE
PHILIPPINES
Spanish Educators in the Philippines
 The educational system that was established during the
presence of the Spaniards was absolutely idealist in
nature.
 students were passive learners, while the teachers kept on
talking to consummate his lessons.
 In the Philippine classrooms, a teacher is seen as the
master of the class and the students are the receivers of
the information that the lecturer is teaching.

6. EDUCATIONAL
IMPLICATIONS OF
IDEALISM TO
PHILIPPINE SCHOOLS

7. AREAS OF EDUCATIONAL IMPLICATIONS OF
IDEALISM TO PHILIPPINE SCHOOLS
1. The education goals of idealism
2. The school
3. The idealist curriculum
4. The attitudinal dimension
5. Idealist methodology
6. Teacher – learner relationship

8. EDUCATIONAL IMPLICATIONS OF IDEALISM
TO PHILIPPINE SCHOOLS
The education goals of idealism
 Search for Truth (Highest Aim)
i. During their study, they made use of their senses
but more importantly, they process all of their
observations and feelings through reflection. In this
way, the learner examines his own mind and
compares or shares it with others in order to seek for
the truth.
 Self – Realization (Ultimate Aim)
i. Students in the Philippines are taught to identify the
qualities of heroism and be like them. Students are
trained to communicate, debate what is beautiful,
what is true and good.
ii. Students are also trained to be intuitive and have
introspective explorations for their self-
development.

9.  Character Development (Proper Aim)
i. According to Idealism, man is the most beautiful
creation of God. Hence, the advocates of Idealism
lay great stress on the exhalation of human
personality. By exhalation of human personality, they
mean self-realization. Self-realization involves full
knowledge of the self. Hence, the first aim of
education according to Idealism is to develop the
‘Self’ of the individual higher and higher till self-
realization is achieved.
ii. Second, is to develop the child mentally, morally and
above all spiritually. Thus, the teacher should so
organize education as to develop the child spiritually.
iii. To discover and develop each individual's abilities
and full moral excellence in order to better serve
society

10. EDUCATIONAL IMPLICATIONS OF IDEALISM
TO PHILIPPINE SCHOOLS
The school
 Preservation of knowledge and schools exposes them to
the wisdom containing the cultural heritage.
 The cultural heritage is of immense worth and value. It
belongs to whole humanity and it is the purpose of
education to preserve, deserve, develop and transmit it. It
is for education to acquaint the child with cultural heritage
so that he conserves, promotes and transmits it to the rising
generation. This is done through the process of self-
estrangement.
 The students are learned from handling ideas through
lecture, discussion, and Socratic dialogue
 Students are taught to identify the qualities of their heroism
and be like them. They are trained to communicate,
debate even, what is good, what is beautiful and what is
true.

11.  Students are also taught to be intuitive learners because
learning does not stop, for the search of the truth is part of
their lives.
 According to Froebel, 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
perfection.
 The students in an idealistic set-up are expected to be truth
seekers as they study the subjects that bring out critical
thinking
 School is a place where the capacities of logical
thinking, reasoning and evaluating of the child are
progressively sublimated and developed by teachers
and the school environment into desirable channels so
that high spiritual ideals and values are gained. Such
noble mission, according to Idealism may be achieved
through proper guidance of teacher given in school.
Hence, Idealists considered school and its impressionistic
environment as greatly essential

12. EDUCATIONAL IMPLICATIONS OF IDEALISM
TO PHILIPPINE SCHOOLS
The idealistic curriculum
Idealists give more importance to thoughts,
feelings, ideals and values than to the child and his
activities. They firmly hold that curriculum should be
concerned with the whole humanity and its
experiences. These experiences can be imbibed by two
ways namely- (1) from the physical environment and (2)
from contacts with other fellowmen. In this way, in an
Idealistic curriculum, both the scientific subjects as well
as the humanities are included.
 Science and Art should be taught as fully integrated .
 To preserve and advance the culture of human race, as
subject like Religion, Ethics, Philosophy, History, and
Literature.
 Designed to prepare students for adult life
 It can be viewed as a hierarchy in which the summit is
occupied by the most general disciplines: Philosophy and
Theology.

13.  Cultivates the basic skills of literacy, numeracy, and civility
that prepare a person for more advanced learning
 Idealism prepares an individual for a holy life. Froebel
says.”The object of education is the realization of a faithful,
pure, inviolable and hence holy life.”

14. EDUCATIONAL IMPLICATIONS OF IDEALISM
TO PHILIPPINE SCHOOLS
The idealist methodology
Teaching Methods – lectures followed by reaction, writing rote
memorization and assigned reading. Learners listen to the
instruction of the teacher and perform individual task.
- Idealists assert that to develop spiritual
values in the individuals, pursuit of highest ideals namely-
Truth, Beauty and Goodness should be encouraged more
and more. The more an individual realizes these ideals, the
more spiritually developed he will become.

15. Role of Teacher – To interpret the law and will of God as well
as the authority. Teachers are expected to be a
charismatic persuader and an inspiring academic
leader expert in the use of the words. Also, the teacher
acts as the model of cultural heritage.
- In reality an Idealist teacher is imbued fully with
high degree of self-knowledge, self-dynamism and
essential qualities of spiritualism. By his own model of life,
he tries to shape the individuality of the child to a life of
purity, virtue and great achievements. He creates a
wholesome conducive atmosphere by his own activities
and planned experiences for the child. He guides the
child with such genuine love, affection and sympathy
that he attains his full mental and spiritual development
The Classroom – The center of attraction is the teacher’s
table and chair. The setting of the classroom is elevated
platform and is found in front where the podium is
located, so that the teacher can be seen and heard by
the learners. Learners occupy their traditional seats by
rows facing the instructor.
Value Education – students should be exposed to worthy
examples and models and exemplars

16. EDUCATIONAL IMPLICATIONS OF IDEALISM
TO PHILIPPINE SCHOOLS
Teacher – Learner Relationship
I. Desired qualities of a teacher
i. Personify culture and reality for the student
ii. Encouraging students to ask questions and to provide
suitable environment for learning
iii. Infuses the students with a desire to improve their thinking in
the deepest possible way
iv. Through teacher’s guidance the child can make his natural
development into a process leading to perfection and
beauty
v. Merit student’s friendship.
vi. Realize that teaching’s moral significance lies in it’s goal of
perfecting human beings
vii. Aid in the cultural rebirth of each generation
viii. It considers teacher as a spiritual guide for the child. The
teacher serves as a living model for the student. He sets the
environment in which education takes place. He carries the
child from darkness to light.

17. MERITS OF IDEALISTIC EDUCATION
 It is only this philosophy wherein a detailed exposition of
aims has been emphasized. Idealistic education
emphasizes the inculcation of highest values namely, Truth,
Beauty and Goodness. This will lead to the development of
a moral character of the child. It aims at self – realization of
all individuals by one’s own efforts.
 it promotes universal education. In the process of idealistic
education, the teacher assigned a very important role. The
teacher influences the child by his high ideals of life and by
his sympathetic encouraging behavior. This achieves the
fullest development of child’s personality.
 Idealism respects the individuality of the child and tries to
stimulate his creative energies. Thus, Idealism has
influenced other philosophies as well. Idealism emphasizes
the principle of self-discipline. This principle leads to the
development of the ‘Self’ of an individual. Because of the
Idealistic philosophy and education, the school has grown
into an important social organization.

18. DEMERITS OF IDEALISTIC EDUCATION
 The common criticism regarding Idealism is that it is an abstract and
vague doctrine.
 It avoids the present realities and prepares the child for the next world.
It is concerned with the ultimate end of life.
 It avoids the real problem day to day living.
 Idealism lays more emphasis on thinking and mental activities. This
increases the importance of intellectualism unnecessarily. It
emphasizes upon the achievement of immortal VALUES NAMELY, Truth,
Beauty and goodness.
 Idealistic education gives more importance to teacher in relation to
the child. Modern psychology emphasizes the prime and central
importance of child.
 Idealistic methods of teaching emphasize cramming and rote
memory. In modern education, these methods are given little
importance.
 In idealistic education humanities are given greater importance for the
spiritual development of the child, while the present age of science
lays great stress upon scientific subjects in the curriculum.

19. REFERENCES
IDEALISM AND PRESCHOOL EDUCATION, http://goo.gl/qzRSFt
IDEALISM, http://goo.gl/0vTEwV
IMPLICATION OF IDEALISM IN MODERN EDUCATIONAL SYSTEM,
http://goo.gl/21taJL

21. OBJECTIVES
During the discussion, the graduate students
would be able to enhance the following values
from this course;
 Critical Thinking
 Understand Individual Differences
 Appreciation of the whole person
 Understanding of human thoughts and
behavior

22. WHAT’S NATURALISM?
 It is the belief that only natural laws and forces operate in the world
 Stresses the mental, moral, and spiritual nature of an individual and his
universe
 Naturalism has too kinds, Ontological and Methodological
1. Ontological – refers to the Philosophical study of the nature of
reality. Such as the study of the principle of mass, energy, and
other physical and chemical properties accepted by the
scientific community
2. Methodological – it is the systematic and theoretical analysis
of the applied to a field of study. It comprises the the
theoretical analysis of the body of methods and principles
associated with a branch of knowledge.
 The word naturalism believes that people are restricted to the
phenomenal world of a scientific education as its theory revolves
around nature and other physical elements.
 Education does not only mean to memorize or store information and
knowledge rather it is the process which results in the development of
the child’s nature and personality internally (Rousseau, 1778).

23. EDUCATIONAL IMPLICATIONS OF
NATURALISM TO PHILIPPINE SCHOOLS
1. The education aims of Naturalism to education
2. The school
3. The naturalist curriculum
4. The student
5. Teacher – learner relationship

24. EDUCATIONAL IMPLICATIONS OF
NATURALISM TO PHILIPPINE SCHOOLS
The aims of Naturalism in Education
 To develop the individual in accordance with laws of
nature and human development
 The natural mode of self expression is Play and learning
should be done through cheerful spontaneous and
creativity of play. The process of discovery is given
importance. The activities like excursions, fieldtrips and
practical experiments are recommended to enhance
learning.
 Biological Naturalism has various educational implications
and its aim is self expression. There is no control on any kind
over the developing organism is allowed and there has to
be complete freedom given. In other words, there is no
predetermined aim at all.

25. EDUCATIONAL IMPLICATIONS OF
NATURALISM TO PHILIPPINE SCHOOLS
The school
 Naturalist teaching and learning values experiences over books, depth
over breadth, wisdom over intelligence. In short, naturalist teaching is
about doing. It is one thing to read about making fire by friction, but it's
completely different to actually carve a kit and make fire.
 Books are useful, of course, especially field guides, but without
accompanying experiences, the knowledge can be virtually lifeless.
For example, the simple identification of animals without
understanding their habitats, growth cycles, behaviors and more.
Because naturalists often seek deep knowledge, they can happily sit in
the same spot every day, noting and valuing even minute changes.
 Whereas science classes are often about abstract processes like
global warming, photosynthesis, and mitosis, naturalist classes are
about tangible experiences such as identifying a tree by the texture of
its bark, or tracking an animal across various surfaces, or exploring
what edible plants grow in the neighborhood. These differences are
bigger than they first appear to be.
 Finally, naturalist teaching often incorporates many other components
drawn from indigenous cultures, including storytelling,
hunting, cooking, ceremony, mentoring, philosophy and many more.
Those interested in other areas typically outside the scope of the
traditional classroom can get more ideas for teaching.

26. EDUCATIONAL IMPLICATIONS OF
NATURALISM TO PHILIPPINE SCHOOLS
Naturalist curriculum (Child – Centered Curriculum)
 Its curriculum is usually based on the needs, interests and
abilities of the child in relation to its levels of development.
 It helps the Naturalist to recognize individual differences
and experiences of the child should form the core element
of the curriculum.
 Education must satisfy the basic needs of a man as an
individual. It is the role of the education to provide
knowledge and skills that are fundamental forces within the
individual to seek satisfaction
 Education is geared to individual growth. Each child follows
a logical pattern of growth and development and that
education must be attuned to these natural patterns.
 Education is not simply mental in nature, but advocates the
education of both mind and body. It encourages the
development of moral character, discipline and physical
well being.

27. EDUCATIONAL IMPLICATIONS OF
NATURALISM TO PHILIPPINE SCHOOLS
The student
 The freedom of child disciplines him and he is naturally
controlled by his own learning and experiences. There is
stress given to discipline by natural consequences. There
should be believers of self-government by the students and
co-education has to be adopted as it is more natural
means.
 Students educate themselves, and it involves self activity.
Activities are offered for explanatory purposes and for the
development of aesthetics and self expression.

28. EDUCATIONAL IMPLICATIONS OF
NATURALISM TO PHILIPPINE SCHOOLS
The teacher – learner relationship
 The teacher’s role is to remain in background. The natural
development of child should be stimulated. Since, Nature is
considered to be best educator, the teacher should
remove himself from the scene.
 The teacher has an awareness of the nature of the child.
Awareness that natural environment is responsible for the
development of the individual differences, each child has
a distinct learning needs that require individualized learning
activities
 Teacher as a guide in the intellectual process. The
education and instruction used must be based on the
understanding level of the children to naturally develop
them according to their needs and interests

29. EDUCATIONAL IMPLICATIONS OF
NATURALISM TO WESTERN COUNTRIES
Rousseau’s Contribution
 Education is first of all the benefit of child, not for the sake of any
conception. However, of hallowed of function of the teacher, or
curriculum or the school
 Education should be a practical preparation of life
 Naturalistic education is a method of instruction that should be based
upon the psychological principles governing the development of the
child
 This must be provided first-hand contact with physical environment.
Added by Spencer
 All knowledge should be evaluated in terms of evolutionary naturalistic
principles of education which must conform to them
 The knowledge that the individual acquires through experiences and
verifies and uses to solve his life problems, is utterly superior to that
knowledge supplied by traditional sources.
Added by Epictus
 Education teaches the moral primacy of the will

30. MERITS OF NATURALISM TO EDUCATION
 It gives the child a very important place in the educational
process. It treats a child as child and not as an adult. The
child is good and pure at the time of birth
 It considers Nature as the best teacher in whose company
the child learns better.
 It lays stress on the psychological development of the child
in the lap of Nature
 It considers individual interests, aptitude, inclination, needs
and capacities while structuring the curriculum
 It introduces different methods of teaching techniques such
as play-way, observation, and learning by doing, which
occupy an important place in modern education

31. MERITS OF NATURALISM TO EDUCATION
 It assigns importance to science subjects, which are real. It
prepares and encourages the child to engage in
experimentation, discoveries and inventions.
 It considers man as a social animal and he has to build
societies to meet his requirements. Individual life is not
possible on the earth.
 It advocates full freedom for the child for his natural
development. It motivates the child to acquire more
knowledge in the natural environment
 It revolts against old, traditional methods and bookish
system of education, based on the rote method
 It gives direct inspiration to the concept of psychological,
sociological and scientific education

32. DEMERITS OF NATURALISM TO EDUCATION
 Unsatisfying aim of education: Naturalists concentrate on natural
environment and natural development of the child. If the child is
developed according to his natural in the laps of Nature only, the
child will become unsocial with no feeling of social service. Thus, the
aim of naturalistic education is one sided unsatisfactory
 Neglects spiritual world: Naturalism ignores the spiritual world and
considers the material world one. For balanced development of the
child, it requires knowledge of both the spiritual and the material
worlds. The material attitude of the people makes them selfish which
is dangerous for a society
 Neglects future: Naturalism lays stress on solutions for only the present
needs and problems of an individual and neglects his future needs
and problems. It has failed to prepare the child for the future life.
 Neglects moral and spiritual values: Naturalism advocates for the
spiritual values and the remote future. But these values are essential
for the balanced development of a child. But these values are
essential for the balanced development of a child. Education is futile
if it avoids moral and spiritual values.

33. DEMERITS OF NATURALISM TO EDUCATION
 Neglects books: Naturalists neglect the bookish system of
education. We cannot neglect the treasure of knowledge
contained in the printed materials. They insist that the
education of the child should be based on his activities and his
life experiences. But these activities and experiences cannot
bring about the total development of a child’s personality.
Therefore, the role of books in the education system cannot be
ignored.
 Emphasis on science subjects: Naturalists emphasize scientific
education. Like Spencer has given priority to scientific subjects
and only a secondary place to humanities in the curriculum. In
fact, both are equally important and essential in the
development of child’s personality.
 Unlimited freedom to child: Naturalism advocates unrestricted
freedom for the child to develop himself naturally. This may
lead to self-assertion resulting in arbitrary behavior without any
consideration for others. This is undesirable, and harmful to the
child. Full freedom will never exist in a civilized society.

34. DEMERITS OF NATURALISM TO EDUCATION
 Little role for teacher: Naturalism minimizes the role of the teacher
in the educative process. A teacher is an observer, a sympathetic
guide and helper in structuring experiences for the child. This
attitude is not considered very healthy and desirable in modern
democratic countries where various social, moral, and spiritual
qualities are to be inculcated among the children by the
educational processes. Even in the electronic age, a teacher
occupies an important place in the teaching – learning process.
 Unappealing principles of discipline: the principle of discipline by
natural consequences is quite unsuitable and very often harmful.
For instance, lighting of a matchstick without proper guidance
may start a conflagration of a gigantic magnitude. This, this
principle appears very unjust, hazardous, rash and unhealthy.
 Ignores the development of society: Naturalism emphasizes
individual development ignoring the society which is equally
important. The development of an individual maybe achieved
with the close cooperation and development of the others. They
are like two sides of the same coin. But this philosophy has failed to
emphasize the development of the society.

35. REFERENCES:
MAJOR PHILOSOPHIES IN EDUCATION, http://goo.gl/Kp2zrW
THE PHOLOSOPHICAL FOUNDATIONS OF EDUCATION,
http://goo.gl/TUQX4O
NATURALISM – ANOTHER WAY TO EDUCATION A CHILD,
http://goo.gl/N5emm4
NATURALIST TEACHING AND LEARNING, http://goo.gl/hTBb7u
A COMPREHENSIVE STUDY OF EDUCATION, https://goo.gl/FU4ma4