Culture Example #2 Essay Example

of perception and their names was initially introduced by Pre-Socratic philosophers like Thales, Heraclitus, and Parmenides. Plato further solidified this idea with his theory of Forms (refer to the section on Platonic Realism below). Realism includes different types and levels, which will be explained in the following sections. Furthermore, other forms of Realism will be briefly discussed in the section about Other Types of Realism.

Idealism is a philosophical belief that upholds the refined wisdom of individuals. It perceives reality as existing within one's own mind. The consistency of ideas is seen as the basis for truth. Aspire to goodness is considered as an ideal state. Idealism would support schools that emphasize subjects related to the mind, which is commonly found in most public school classrooms. According to idealists, teachers should serve as role models for exemplary behavior. The purpose of schools, as perceived by idealists, is to enhance intellectual processes, present the wisdom accumulated throughout history, and provide models of exemplary behavior.

In schools that utilize this teaching approach, students typically play a passive role in which they receive and commit information taught by the teacher. Any changes made to the school curriculum are often regarded as disruptions to the organized educational process. Metaphysics, which investigates the essence of reality, can be classified into four overarching philosophical perspectives regarding the world. These philosophical outlooks aim to establish a balance between different areas of experience and thinking and can be applied to present-day education.

The four general frameworks of educational philosophies are idealism, realism, pragmatism, and existentialism. These frameworks serve as the foundation for various educational philosophies. Idealism, for instance, emphasizes that

ideas are the only true reality and the most valuable knowledge. Plato, who is considered the father of idealism, expressed this viewpoint in his book, The Republic, around 400 BC.

Plato believed in the existence of two distinct worlds. There is the eternal, orderly, and universal spiritual or mental world, as well as the imperfect and disorderly world of appearance that we perceive through our senses. This division is referred to as the duality of mind and body. Plato aimed to counter society's excessive emphasis on the physical world by envisioning an ideal utopian society where priority would be given to educating both the body and soul, nurturing their beauty and perfection.

According to Plato's allegory of the cave, reason or universal truth can help us rise above the shadows of the sensory world. Understanding truth requires embracing knowledge and aligning ourselves with the Absolute Mind. Plato also believed that our souls are perfect before birth and merge with the Universal Being. However, this perfection is disrupted during birth, so education involves revealing latent ideas to consciousness.

The goal of education in idealism is to uncover and cultivate each person's talents and complete moral excellence in order to serve society more effectively. The subject matter of the mind, such as literature, history, philosophy, and religion, is emphasized in the curriculum. Teaching techniques concentrate on engaging with ideas through lectures, discussions, and Socratic dialogue(an instructional method that employs questioning to assist students in discovering and clarifying knowledge). Reflection, intuition, understanding, and comprehensive-part reasoning are employed to bring the latent forms or concepts within the mind into consciousness.

Character is built by emulating

examples and heroes. Idealism is a category of philosophical systems that argue reality is reliant on the mind rather than separate from it. Radical forms of Idealism reject the existence of any external 'world' beyond our minds. More limited forms of Idealism argue that our perception of reality primarily stems from the workings of our minds – meaning the properties of objects hold no independent status apart from the minds that perceive them.

The concept of the "mind" that reality relies on has been a subject of disagreement among different idealists. They have varying beliefs about whether the mind exists outside of nature, is the universal power of reason, is the collective mental faculties of society, or is solely connected to individual human beings. Platonic Idealism asserts the existence of a perfect realm of Form and Ideas, with our world being a mere reflection of that realm. Subjective Idealism also plays a role in this discussion.

Subjective Idealism, also referred to as solipsism, maintains that only ideas can be known or possess any reality. Transcendental Idealism, which was formulated by Kant, posits that all knowledge arises from perceived phenomena organized by categories. Absolute Idealism, also known as Objective Idealism and advocated by Hegel, asserts that all objects are identical with certain ideas and ideal knowledge constitutes the system of ideas. Unlike other forms of idealism, this viewpoint is monistic in nature where reality is constructed within a singular mind.

Idealism is a philosophical belief that asserts the primary reality comprises ideas or thoughts. It proposes that consciousness, or its contents, are the sole objects of true knowledge, while the certainty of matter

and anything in the external world is not assured. Consequently, mental entities represent the only genuine entities, and physical things exist solely based on perception. Idealism falls under Monism and stands in opposition to other Monist beliefs such as Physicalism, Dualism, and Pluralism.

Materialism asserts that only physical matter can be proven to exist, while realism posits that things exist independently from our knowledge or perceptions. Subjective Idealism, also referred to as Solipsism, Subjectivism, Dogmatic Idealism, or Immaterialism, contends that only the mind and ideas can be known to exist or have any reality. It maintains that knowledge of anything beyond the mind is unjustified.

Subjective idealism posits that objects exist as ideas in our consciousness and in the consciousness of God. Bishop George Berkeley, an 18th Century Irish philosopher, developed this theory based on principles of Empiricism. Like John Locke and David Hume, other British philosophers, Berkeley emphasized the importance of experience and sensory perception in influencing our ideas and dismissed the concept of innate ideas.

Berkeley's belief was that existence is connected with experience, where objects are perceived rather than being separate from perception itself. He stated that "To be is to be perceived or to perceive", implying that the external world has a reality that is only relative and temporary. He argued that if he or someone else observed a table, it meant the table existed; however, if nobody saw the table, it would only continue to exist if it resided in the mind of God.

Berkeley proposes that God directly induces our perception of physical objects, obviating the necessity for their creation. Transcendental Idealism, or Critical Idealism,

asserts that our understanding of things relies on their outward manifestation rather than their inherent nature. It recognizes the presence of an objective external realm but posits a superior reality beyond human comprehension known as noumenon or the "thing-in-itself".

The concept of "things-in-themselves" implies that these entities serve as the basis for our perceptions. However, we cannot directly know them and they are inseparable from our thoughts. Immanuel Kant first introduced this idea in his book "Critique of Pure Reason", which was later supported by Johann Gottlieb Fichte and Friedrich Schelling. In the 20th Century, Edmund Husserl revived this concept.

The type of Idealism called "transcendental" is based on the recognition that our understanding has limitations and we are unable to fully comprehend things as they truly exist, separate from our perception. Despite its confusing name, Kant preferred to call it Critical Idealism. On the other hand, Objective Idealism argues that the outside world is a manifestation of Mind interacting with our human minds. It suggests that there is only one perceiver who is interconnected with the perceived reality.

The text presents the acceptance of common sense Realism, which acknowledges the existence of independent material objects. However, it rejects Naturalism, which claims that the mind and spiritual values have evolved from material things. Plato is considered an early proponent of Objective Idealism, although there is a debate regarding whether his worldview was truly Idealistic or dualistic. The definitive formulation of this doctrine was introduced by Friedrich Schelling, a German Idealist, and later adapted by G. W. F. Hegel in his Absolute Idealism theory. More recent proponents of Objective Idealism include C. S.

Peirce and Josiah Royce (1855 - 1916).

Schelling's Objective Idealism is akin to Berkeley's notion that matter does not exist in the materialist sense and that spirit represents the true essence of reality. Nonetheless, Schelling contends that there exists a flawless correspondence between the natural world and our perception of it. This might not be accurate for an individual ego but remains valid for absolute consciousness. Additionally, Schelling questions the concept of God being distinct from the world and instead asserts that reality constitutes a unified, all-encompassing mind known as "The Absolute Spirit" (or simply "The Absolute"). Hegel also shares this belief.

Objective Idealism posits that the Absolute encompasses all aspects of reality, such as time, space, relations, and events. The Absolute is in a constant state of change and growth because it contains all possibilities within itself. According to this viewpoint, individuals, celestial bodies, and even galaxies are not separate entities but rather essential components of a greater entirety - comparable to cells or organs within a body. Nonetheless, critics contend that Idealism's idea of reducing the physical to the mental contradicts common sense and lacks credibility.

Critics argue that Hegel's system of Objective Idealism merely replaces God with the Absolute, leading to a lack of clarity. First proposed by G. W. F. Hegel, Absolute Idealism asserts that in order for human reason to grasp the world, there must be a harmony between thought and existence. Without this harmony, our comprehension of the world would be incomplete and our knowledge would be uncertain.

Both Hegel and Plato argue that reason enables individuals to achieve a type of reality known as

self-determination, which cannot be attained by physical objects like rocks. Pragmatism, also referred to as experientialism, asserts that only things observed or experienced are considered real. This philosophical standpoint emerged in late 19th century America and emphasizes the reality of experience. Unlike realists and rationalists, pragmatists believe that reality is continually changing and the most effective way to gain knowledge is by applying our experiences and thoughts to current problems. The universe is seen as dynamic and evolving, offering a perspective of the world always "becoming." There is no fixed truth; instead, truth is determined based on whether something functions effectively or not. Pragmatism can be traced back to Charles Sanders Peirce (1839-1914), who stressed the significance of action resulting from thought rather than indecisiveness. John Dewey (1859-1952) applied pragmatic philosophy to his progressive approaches in education, advocating for learners to adapt to their environment and each other. Dewey believed schools should prioritize subject matter derived from social experiences.

All education is reliant on the specific circumstances of location, time, and situation. Various cultural and racial communities learn to collaborate and contribute towards a democratic society. The ultimate aim is to establish a fresh societal structure. The development of personal traits is founded on making decisions as a group while considering the outcomes. According to Pragmatists, teaching techniques concentrate on practical problem-solving, experimentation, and assignments that usually involve group work. The curriculum should integrate different subjects to concentrate on finding solutions in an interdisciplinary manner.

Pragmatists believe in the importance of experimental inquiry for new learners, allowing them to apply their knowledge in real-life situations rather than solely receiving established knowledge. This approach

helps students prepare for various aspects of life such as citizenship, daily living, and future careers. Conversely, existentialists hold the belief that reality is subjective and exists within each individual. They argue that the physical world lacks inherent meaning beyond human existence. Instead of adhering to external norms, emphasis is placed on personal choice and individual standards. Ultimately, prioritizing our existence takes precedence over defining our essence.

Creating our own identity and not relying on another's philosophical system is crucial. Freedom and the development of authentic individuals should be prioritized as we search for meaning in life. Existentialist philosophy, founded by Soren Kierkegaard, provides diverse viewpoints. Kierkegaard, a Danish minister and philosopher, was influenced by Christian beliefs.

European existentialists, who are largely distinct from a different group of thinkers, contend that rather than depending on God for salvation, it is crucial to recognize our earthly limitations and mortality. This viewpoint introduces a feeling of conflict between hope and despair as uncertainty surrounds what happens after death. European existentialists perceive the universe as lacking significance when confronted with our inescapable demise. Conversely, American existentialists prioritize human potential and the pursuit of individual significance.

Values clarification is a concept that emerged after World War II, as proposed by French philosopher Jean Paul Sartre. Sartre argued that young individuals go through an existential moment in which they become conscious of their capacity to make choices and take responsibility for themselves. This prompts them to question their identity and purpose in life. In the field of education, classrooms influenced by existentialism promote the idea that individuals should have the freedom to select the subjects they want

to study. Teachers perceive students as members of society who require exposure to various perspectives in order to gain a better understanding of and define their own beliefs and values.

Character development underscores the importance of personal responsibility in decision-making. Authentic thinking leads to genuine answers that come from within oneself, rather than relying on external authority. Existentialists reject the notion of treating students as objects subject to evaluation, supervision, or standardization. Instead, they focus on creating an environment that promotes self-guidance and fulfillment in education. These educators prioritize the individual student over curriculum content.