Idealism is the most ancient thought in the world of Philosophy.

According to Sahu (2002), it

has many forms and ideals with certain basic questions of human life. It further shifts
emphasis from the natural or scientific facts of life to the spiritual (more abstract) aspects of
human experience. It assumes that knowledge acquired through the activity, creativity and
exercise of the mind is more important than the knowledge acquired through the senses.

By definition, Ravi (2015) elucidates that words like ‘idea’, ‘ideology’ and ‘idealism’ come
into the vocabulary of philosophy from the Greek work ideain, meaning to see something
figuratively. Rather (2004) emphatically reiterates that Idealism means representation of
things in an ideal form, imaginative treatment system of thought in which the object of
external perception is held to consist of ideas.

Essentially, the term idealism is a combination of two words – ‘idea’ and ‘Ism’. Put it simply,
idealism is a philosophy of life. It is a philosophy of ideals and ideas. The reality of
everything lies in ideas, thoughts and mind and not in material things. Ideas or higher values
are essence they are of ultimate cosmic significance (Sigh, 2007).

Idealism has influenced every sphere of education. It prescribes certain fundamental aims of
education that are directly influenced by the aims and principles of life. In addition, Idealism
has also defined the role of the educator in the teaching and learning processes and suggested
a variety of ideal teaching methods based on ideas and ideals. This paper will discuss the
theory of Idealism with regard to the role of the teacher and methods of teaching.

To begin with, the role of the teacher under idealistic philosophy is the greatest. According to
Taneja (1990), ideal personality is exclusively the product of the teacher’s efforts. In the
words of Ross, “the educator constitutes the special environmental factor whose function is to
lead the child nearer reality, to guide him towards his utmost possible perfection.”

More illusively, Froebel in Sigh (2007) and Ravi (2011) puts it that, “to idealists, the school
is a garden, the educand (learner) a tender plant and the educator the careful gardener.”
Nevertheless, while each plant must develop according to the law of its nature, while it is
impossible, for example, for a cabbage to develop into a rose there is yet room for a gardener
(Taneja, 1990).

From this scenario, it is clear that the role of the teacher according to idealism is, using
various teaching methods, strategies, and his/her exemplary personality sees to it that all the
tender plants in the garden grow into a productive plant. In the same vein, it is the teacher

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who has to provide the right environment in the school. He or she must be himself or herself
an ideal person in order to exercise wholesome influences on the young ones. This point
reveals the modelling role of the teacher in idealism (a teacher is a role model).

The teacher’s role is very important and glorious in the educational process. The teacher
enjoys a place of prestige and respect in education. Accordingly, Taneja (1990) say that His
(the teacher) place is next to God, he carries the child from the darkness of ignorance and
superstition to light. Put it short, the teacher guides the students to find their way to God – he
must assume the role of a Guru.

In continuity, according to Seetharamu (2004) and Sahu (2002), the teacher in idealism is the
key to providing the key to the educative process. He or she decides the opportunities for
learning and growing for the students. In addition, the teacher sets the subject environment
congenial for that. He has to organize the subject matter and is the mouthpiece through which
the pupils learn it. Further, he or she confront the child as master of knowledge which the
child is going to learn.

Concerning methods of teaching, Ravi (2015) stresses that there is no specific method of
teaching in Idealism. The idealists follow different methods of teaching according to their
own interests and the demand of the situation. In addition, according Taneja (1990), the
idealists believe that the educative process must help the growth and the development of the
child in free atmosphere. Thus the exponents of idealism prominently used the following
methods of teaching: Socrates used question – answer method, Plato emphasized discourse
method (discussion method), and Aristotle advocated inductive – deductive method,
Pestalozzi insisted on observation method and Froebel followed play-way method.

Considering all the methods mentioned above, they all link well to the concept of educating
the human mind (ideas). More elaborately, Ravi (2015) projects that considering the learning
environment (the classroom) is the temple of spiritual learning, a meeting place of human
minds and a place for self-education. The pupils have to receive the knowledge and ability to
understand themselves. Hence, the idealists suggests the Socratic, narrations, expositions,
explanation etcetera.

Regarding idealism at its core the lecture method is considered the most important one in
which a delivers lecture and students listen to the teacher. Teacher selects any topic or issue
for teaching first he teaches the topic then asks the questions about that topic. Students

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answer the asked questions, Teacher provides the feedback and students improve themselves
according to the teacher’s feedback (Sigh, 2007).

Conversely, though, this is teacher-centered approach therefore students do not participate in

a well manner and do not understand the taught content, but the teacher is regarded as a
‘guru’ anyway. This method of teaching is not suitable for young or elementary level of
students because they are not habitual for listening long time. This method is only used for
adults. Because their mind is mature and they can understand easily.

In fact, Seetharamu (2004) outlines that for classroom practice, idealists would encourage the
use of the lecture method and the question and discussion method, also known as Socratic
Method, where the teacher raises an issue and the students are encouraged to discuss it in a
dialogue form and reach to a conclusion. Lecture method should not be a phonographic
recitation of facts but a scholarly exposition. It should also not be delivered in an autocratic
way (dictatorial manner). It should be participatory.

Seetharamu (2004) comprehensively resoundingly echoes that idealism advocates the use of
ideal-centered methods of teaching. This is to say, while teaching any subject emphasis is
placed upon the dignity of man, grandeur and worth of human life and the goal of living.
Bottom line, with regard to Idealism, all the teaching methods are supposed to be ideal and
idea based.

In conclusion, the paper has comprehensively discussed the role of the teacher and the
methods of teaching concerning the theory of idealism (ideas and ideals). From the findings,
the role of the teacher is likened unto a careful garden who takes care of the tender plant (the
pupils) and has the art of seeing to it that all the plants (educand) grow into a productive
plant. The teacher is also said to be the light bearer, guiding the learners in the right path
etcetera. On, teaching methods focus on handling ideas through lecture, discussion, and
Socratic dialogue (a method of teaching that uses questioning to help students discover and
clarify knowledge). Introspection, intuition, insight, and whole-part logic are used to bring to
consciousness the forms or concepts which are latent in the mind. Character is developed
through imitating examples and heroes. Other details are well elaborate in the main body.

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REFERENCES

Rather, A.R (2004). Theory and Principles of Education. New Delhi: Discovery Publishing
House.

Ravi, S.S (2011). A Comprehensive Study of Education. New Delhi: PHI Learning.

Ravi, S.S (2015). Education in Emerging India. New Delhi: PHI Learning Private Limited.

Sahu, B (2002). The New Educational Philosophy. New Delhi: Sarup and Sons.

Seetharamu, A.S (2004). Philosophies of Education. New Delhi: Ashish Publishing House.

Singh, Y.K. (2007). Philosophical foundations of education. New Delhi: APH Publishing

Corporation.

Taneja, V.R (1990). Educational Thought and Practice. New Delhi: Sterling Publishers
Private Limited.

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