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Philosophies and Education it starts of by discussing the function and limitations and labels,it
First it establishes, that any system for the classification of philosophic schools is, at best, only
loosely accurate. And that one should not think that philosophers may all be neatly categorized
into five or six boxes and that each of these groups is completely distinct from the rest,
Secondly it talks about overreliance of, labels to be a substitute for thought about the
significance of the differences between the systems and the variations between philosophers
within a particular school. Gaining an idea of the significance of the labels is the beginning
rather than the end of understanding the nature of philosophy. Thirdly it says that, labels
must be seen for what they area simplification of a complex field, so that a starting place can
be found and despite its limitations they still have a great deal of value.beacause the human
mind demands classification systems. As it tries to separate large amounts of data into
manageable segments based on various factors.It gives a it thengives two functions of a label
which are , to serve as handles by which we can get ahold of an area of thought, to aid us in
evaluating new material in the framework of what we already know.Next the Chapter discusses
Idealism by first talking about its background to which it defines idealis as a philosophic position
that is concerened with the eternal truths of reality.The philosophic position of idealism is then
discussed by first talking about the Areality of the mind it is re-emphasized that reality for the
idealist is dichotomous there is the world of the apparent, which we perceive through our senses,
and the world of reality, which we perceive through our minds. The world of the mind focuses
on ideas, and these eternal ideas precede and are more important than the physical world of
sensation. ,it then talks about truth as ideas it says that Knowing reality is not an experience of
seeing, hearing, or touching; it is taking hold of the idea of something and retaining it in the
mind.,it continues with Values from the ideal world. Where it states that The axiology of
idealism is firmly rooted in its metaphysical outlook.and If ultimate reality lies beyond this
world, and if there is an Absolute Self who is the prototype of mind, then the cosmos can
be thought of in terms of macrocosm which is the world of the Absolute Mind and microcosm.
Which is the earth and its sensory experiences may be a shadow of that which is ultimately real.
It then conludes idealism by discussing idealism and education, it talks about the learner who
strives for perfection,the teachers who serve the students as an example of what they can
become,the subject matter of idealism viewewed from epistemology where it says if truth is
ideas, then the curriculum must be formed around those subjects that bring students into contact
with ideas.The chapter moves on to Realism it forst gives a background which it describes
Realism as a reaction against the abstractness and otherworldliness of idealism. The basic
starting point for the realist is that the objects of our senses exist in their own right quite
independently of their being known by a mind.It moves onto Philosophic Position of Realism
which discusses a reality of things which For a realist, ultimate reality is not in the realm of the
mind. The universe is composed of matter in motion, so it is the physical world in which people
live that makes up reality. it is a straightforward approach, Truth through observation. Which
bases its method upon sensory perception. It utilizes the inductive method in investigating the
natural world and in arriving at general principles from observations , Values from nature.which
are obtained by the observation of nature. Through which one comes to know the laws that
provide the basis for ethical and aesthetic judgment. Values derived from this source are
permanent, since they are rooted in a universe that is stable it closes realism by talking about
Realism and education talks about the student being viewed as a programmable observer
allowing the teacher to be viewed as a sophisticated and knowledgable guide to the the natural
laws of the universal machine as learnt through research refraining from injecting their own
movement that was developed in western Europe and had dominated the educational system.,it
hen moves onto Philosophic Position of Neo Scholatasism and discusses A reality and real of
god which is where the physical and spiritual reals are seen as two different things all together ,it
discusses truth through rationalism and insptiration where neo-scholastics believe in a hierarchy
of truth. At the lower level people rely on reason. This is the realm of nature and science and is
quite limited. The higher level is the realm of first principles and faith. These two realms often
overlap, and thus they form two routes to the same truth.Values realayted to rationality is then
discussed to which it says that it is a concept built upon the desire of people to give to their
material wants