Idealism and The Philosophy of Education

Schools of philosophy idealism proved enough attention to education issues, so it is quite influential on the thinking and practice of education. William T. Harris is a character stream idealism education highly influential in the United States. In fact, the figures of contemporary American philosopher not as much as the characters of contemporary idealism with Herman Harrell Horne (1874-1946). Herman Harrell Horne is a philosopher who teaches philosophy wing idealism more than 33 years at the University of New York.

Later, came the Michael Demiashkevitch, who writes about idealism in education with special effects. Similarly B.B. Bogoslovski, and William E. Hocking. Then came the Rupert C. Lodge (1888-1961), professor of logic and history of philosophy at the University of Maitoba. Two bukunnya Rupert reflecting the brilliance of thought in philosophy of education is the Philosophy of Education and the study of Plato pemikirian in the field of educational theory. In Italy, Giovanni Gentile Minister for Public Instruction in Mussolini’s first cabinet, out of the education reform because it adhered to the principles of philosophical idealism as resistance to two streams of living in the country before, namely positivism and naturalism.

Idealism is very concerned about the existence of the school. This is the only stream that performs a fundamental opposition to naturalism. Education should continue to exist as correctional institutions for the man as spiritual needs, and not just the needs of nature alone. Movement of philosophical idealism in the 19th century specifically to teach about human culture and institutions kemanuisaan as an expression of spiritual reality.

The students are enjoying the ideals of education in the flow are taught intensively, getting an education to get the approach (approach) in particular. Therefore, the approach is seen as a very important way. Giovanni Gentile had argued, “The teacher can not rest only in the middle pengkelasan students, or not watching one by one student or his or her behavior. A teacher must enter into the innermost thoughts of the students, so that if necessary he gathered together the lives of students. Teachers do not just read a couple of times a child spontaneously arising or just a small explosion which is not much meaningful.

For the flow of idealism, is a personal protégé of its own, as spiritual beings. Those who adopts idealism that always show what they are doing is an expression of his belief, as the main center of his personal experience as a spiritual being. Of course, the model of philosophical idealism can be easily transferred into the system of teaching in the classroom. The teacher who adopts usually believes that the spiritual idealism is a reality, they do not see students as it is, without the spiritual.