In The Republic, Plato discusses education as an essential aspect of a more extensive discussion of a societys well-being. Plato establishes what education is worth for both the individual and the state in The Republic, emphasizing the crucial function of those who select the materials to educate the states future guardians (Jowett, 2012). Plato considered men and women as equals in their humanity. He was among the first to advocate for equal education for men and women based on their capacity to study rather than their gender. One of the educational theories Plato used was question and answer methods, which allow students to employ critical thinking. Additionally, he notes in the Allegory of the Cave how necessary experimentation is for people to see the truth (Plato, 2010). Aspects of his philosophy in education have contributed to an organized education system to establish citizenship and leadership qualities.
Platos philosophy on education has influenced learning standards for structured lessons without considering ones age. According to Plato, the quality of a society depends on the kind of education people receive (Jowett, 2012). Therefore, he places importance on the need for education. He acknowledges that children can innately capture knowledge (Tate, 2016). Modern education begins in childhood when a childs character is formed via emotions. They can begin to grasp logical reasoning, science, and philosophy by adolescence. Younger individuals can begin to comprehend more complicated physical and mental versions of reality. Moreover, education is not limited to any age group. Alluding to the truth from The Allegory of the Cave, Plato notes that people who seek experiments gain knowledge. Schools understand the importance of experimenting with practical courses in schools to ensure correct learning. Platos philosophy on education accommodates all ages, requires experimentation, and creates a standard of learning for creating a just society.
References
Tate. (2016). The case against the arts from Plato to Tolstoy and its implications for why and how the arts should be taught in schools. Educational Review (Birmingham), 68(1), 2439. Web.
Platos Allegory of the Cave. (2010). In Milestone documents in world history: Exploring the primary sources that shaped the world, 1, 153165.
Jowett. (2012). The Republic by Plato. (2nd ed.). Andrews UK Ltd. Web.
Islamic thought and practice has been greatly influenced by al-Ghazali, a representative of conciliatory Islam, for almost one millennium. There has been a new wave of combative Islam in the last few decades that has been perceived differently by people, as a danger and cause of destabilization, and as a new revival movement. The new movement is hostile in its objections of modern society, advocating for change in social lifestyles and violent eradication of current regimes.
The new movement is fueled by the teachings of al-Maududi and others, as well as their followers. This movement is due to the belief that Islam holds the solution to all aspects of problems facing the Islamic world and the world. The future of the Arab and Islamic world is dependent on the results of the battle between the teachings of al-Maududi and those of al-Ghazali. In spite of the new movement and the conflict of teachings, al-Ghazali was one of the most dominant philosophers on education in the history of Islam.
Philosophy of Al-Ghazali
The philosophy of al-Ghazali was focused on the relationship between God and his creation. He followed the traditional Sunnite in unfolding the essence and power of God. He also followed the Sufi undercurrents in understanding the association between God and humans. In understanding the mainstream of Islamic fiqh, he proposed his own ideas of the essence, characteristics and deeds of God.
Al-Ghazali divided the universe into two parts, just like the other philosophers, namely the transitory world and the everlasting after this life. According to him, the transitory world was not dependent on science, but by the will of God, who is in control of all events, regardless of its magnitude or timing.
According to al-Ghazali, mankind lives in a society that is so evil that it would be best if man isolated himself from it. At the same time, he acknowledged that an individual was no match to a group, since societies were split into two groups, the elite rulers and the masses, and it was the elite who controlled the society. He also believed that the role of societies was to maintain the religion of God since he was the provider.
The most vital attributes in a person according to al-Ghazali are knowledge and awareness, which are obtained from the reason and inspiration or revelation by God. A virtuous man would be expected to isolate himself from the company of people and all evil, and refocus his life to eternity, in the afterlife. A man of virtue would be expected to rely on God and give up the struggle to achieve dominancei.
Principles of education
Al-Ghazali was a philosopher of religion and ethics, though he ended up teaching his philosophy, which was focused on stability as opposed to change. His teachings were aimed at providing education necessary to allow man to follow the sharia so that he can glorify God, and gain everlasting happiness in the after-life.
When al-Ghazali talked of character formation, he emphasized that the parents and teachers had the obligation to bring up the children with the right kind of influence, since it is at this point that children formed their character. He encouraged parents to take their children to school at an early age, since their minds were more receptive at that point, and good character could be cultivated from that point.
Conclusion
Al-Ghazali referred to scholars as people who sought the truth, and transformed their lives in order to live in accordance to the best of their knowledge, and in so doing serve as examples while disseminating their knowledge to the masses. He believed that the scholars would be rewarded in heaven due to their quest for knowledge, acting on the knowledge and teaching it to the people. He also believed that the teaching process should be selective, taking in mind that not all information was fit for everyone.
Some information was fit for the elite, while some was best kept hidden. Some information that could create confusion regarding religion was also hidden, since it was necessary for the scholars to protect themselves from persecution. Al-Ghazali was also concerned with the relationship between scholars and rulers, and that between scholars and the masses. Al-Ghazali was one of the most profound Islamic thinkers, who lived a short but productive life, influencing not only the Islamic world but also the European Christians.
Bibliography
al-Ghazali, Abu Hamid Muhammad, et al. Al-Ghazalis Path to Sufism: His Deliverance from Error (al-Munqidh min al-Dalal) and Five Key Texts. Louisville, Kentucky: Fons Vitae, 2000.
Hoffman, Valerie. An Islamic Activist: Zaynab alGhazali. In Women and the Family in the Middle East. Austin: University of Texas Press, 1985.
Iqbal, Muhammad. The Development of Metaphysics in Persia a Contribution to the History of Muslim Philosophy. Kila, Montana: Kessinger Publishing, 2005. 67-70.
Mahmood, Saba. Politics of Piety: The Islamic Revival and the Feminist Subject. 2005.
Nofal, Nabil. AL-GHAZALI (A.D. 1058-1111; A.H. 450-505). Prospects: the quarterly review of comparative education (1993): 23(3/4), 519-542.
Shariff, M. M. History of Muslim Philosophy. Connaught Place, delhi: Adam Publishers & Distributors, 2007. 457-513.
Education has always been considered an important part of life, which leads to a higher quality of existence and better understanding of the surrounding environment. Many writers, philosophers, thinkers and psychologists have argued that not only the amount of information matters but also, the way it is understood and used.
Schools, colleges, universities and other educational institutions provide a vast amount of knowledge that directs and helps anyone in life and choices being made. An important argument of many philosophers and thinkers is that arts and liberal education adds another very important component to the mindset and understanding of a person. The comprehension of the surroundings and structure of the world depends not only on bare reasoning but also on feelings and special sensing. In order for any information to be useful, it must be understood and used practically, to the best of ability. A large amount of information by itself is useless, if a person cannot apply it in the real world and demanding settings. One example of more in-depth and comprehensive thinking was made by Stephen Gould in his Nonmoral Nature . He talks about the way nature runs its course and the laws that govern the order. He compares it to the world that humans have created and how much it is different from the animal kingdom (Gould 37). This creates a perspective for humans that they are not the rulers of the world and nature. There are forces that are at work, which are very hard to comprehend and quantify. People are not the ones who made these laws and so, people just follow them, trying to figure out best solutions on the way. This fact cannot be taught by simply remembering vast amounts of information. People must use their soul or the part of mind that answers to the liberal arts . Machiavelli is another person who has deepened the human understanding of the concepts in the world. He teaches ethics and gives qualities of a leader that must be present for him to be successful. His specific statement that the way a certain result is reached must be unimportant, comparing to the end result, raises questions of morals and justice (Jacobus 36). This is crucial to human reasoning because people must understand how far they are prepared to go to reach a goal and what rules and laws they are prepared to break. The key concept here is the greater good and what it is for different people. Everyone has their own perspective but in reality, truth is one and the same. Something that causes pain to anyone who is not deserving or unaware of its causes is considered unjust, no matter what part of the world they are in. A higher state of opposition and fighting for human rights can be seen in the work and life of Martin Luther King. His non-violent protesting is the highest moral reasoning that can be achieved by any human (King 220). Every person must know that there are many avenues when striving towards a goal and the most just one must be taken. Education must be centered on a persons feelings and moral make up, in order to show and teach the right way to act and think. The same is true in the work of Virginia Woolf. Her work represents another fight for human rights and moral freedoms (Woolf 842). This form of knowledge and understanding cannot come from information by itself. It must come from a deep comprehension and feeling. The understanding of suffering and hardships a person experiences towards others are the greatest type of feeling. When an individual is able to see what makes others hurt, walk in their shoes and find ways to help and reassure, it truly says a lot about the sensitive nature of a person. This sort of quality can be reached through close relationships with art and education of the human mind and soul. There is no denying that education must include emotions and soul, so necessary for everyone.
Works Cited
Gould, Stephen. Nonmoral Nature, Further Reflections in Natural History. New York, United States: W. W. Norton, 1994. 32-44. Print.
Jacobus, Lee. A world of ideas. New York, United States: Bedford/St. Martins, 2013. Print.
King, Martin. Letter from Birmingham Jail. A World of Ideas. Ed. Jacobus, Lee. New York, United States: Bedford/St. Martins, 2013. 211-231. Print.
Woolf, Virginia. A Room of Ones Own. Peterborough, Canada: Broadview Press, 2001. Print.
There have been several attempts by different people to define philosophy. The term constitutes two Greek words Philos which is love and Sophos which is wisdom. From this, it can be deduced that philosophy is the love of wisdom. Another definition of philosophy is the world view. The main definition for a philosophy that shall be considered in this article is that which defines it as a conceptual framework that is vital in the synthesis and evaluation of the existing system of values which aid in the projection of future knowledge. This is vital for education as well as training.
The three major paradigms of philosophy are reality, truth, and value. These paradigms are quite instrumental in the description of assumptions, beliefs, and perceptions. The reality, which is also referred to as ontology, entails the description of our views on the nature of reality. It helps in determining whether the mentioned reality exists objectively or subjectively and whether it exists in real life or it is an illusion or just a creation of the mind.
We all have some ontological assumptions that affect our views of reality and might affect our research findings if they are not determined. Such assumptions might cause us not to question or inquire into certain phenomena. Once we realize that different views concerning what constitutes reality exist, learners have to be compelled to find out what constitutes these realities and knowledge of such realities. This then leads to truth, which is also referred to as epistemology.
Truth or epistemology can be defined as a methodology used to know what constitutes reality and the limits of such knowledge. It helps in determining the basis for knowledge to be considered as real and what constitutes such reality. It entails the description of the methods used to know what exists and the criteria used for the findings to be considered as knowledge.
Just like in ontology, there exists objective and subjective epistemology. A researchers ontological assumptions might influence the decision about the methodology to be used in that research as well as the conclusions that are made. Due to my ontological positions as a researcher, I might be biased in determining what entails reality or the knowledge of such a reality.
For research finding to be considered as objective, there is a need to have the data presented in a statistical form and not the narrative form to avoid any biases. Such kind of data can be challenged if it does not meet the expected threshold for it to be considered as knowledge. This, therefore, leads us to the different research paradigms which put into consideration both the ontological and epistemological view points.
There are different positions regarding what constitutes reality or knowledge and the methodology to be adopted in the search for such knowledge. In the positivists view point, for instance, whatever constitutes reality or the knowledge of that reality must be observable or comply with the existing universal laws or theories. This position is derived from the natural sciences which stipulate that whatever constitutes true knowledge must be objective, and it should be observable and able to be tested scientifically before it can be accepted as the knowledge.
The methodology for finding such knowledge includes the use of surveys as well as experiments, and the findings have to be ascertained quantitatively. This, therefore, implies that for a teacher to effectively impart knowledge to a student, the knowledge being imparted should be analyzable statistical statistically. The findings must be by the existing universal laws for them to be considered as knowledge.
Realism is the second view point, which stipulates that knowledge and reality are socially conditioned and exists independent of physical or empirical proof. There are underlying factors that shape reality. According to realism, the reality and the knowledge of that reality exist beyond human consciousness. There is, therefore, need to accept some realities that are claimed to exist but cannot be seen or observed. There is a difference between social and natural science. This is because social science is usually pre-interpreted.
Science must, however, be objective, and reality should be proved scientifically. According to this view point, whatever happens in the physical is only a small representation of the underlying factors that shape reality in the physical world. A researcher, therefore, needs to look into the explanations of why things happen the way they do while considering the underlying factors. Reality must be studied at different levels rather than the physical only. This position is quite vital in helping the teachers in teaching their students to understand certain realities. It explains as to why things happen the way they do.
According to the constructivists point of view, like in the case of realism, there is a difference between social science and natural science. This view point stipulates that meaning is usually constructed according to someones experience, expectation, or memories. This, therefore, implies that truth is constructed and reconstructed as people undergo different experiences hence resulting in different explanations to reality. Given that there exist different realities, there is a need to understand the circumstances under which a certain reality was constructed.
The understanding of such a reality is what constitutes theory building. As a researcher, I must, therefore, understand reality from a certain point of view given that such reality is constructed depending on the existing circumstances. Such a reality can not be generalized universally. This viewpoint makes use of the qualitative research method. To avoid biases, the researcher must take certain measures like self-reflection.
Value or axiology is the third paradigm of philosophy. It encompasses a persons beliefs and preferences which greatly influence his/her decisions. If I consider primary data to be of more importance and free of bias in comparison to secondary data, I might opt for a method that shall give me primary data while doing any research. Such data can be attained by using the appropriate methods of collecting data, which include surveys, interviews, and the use of questionnaires. The desire to have information that has not been subjected to any biases might greatly influence the methodology and sources used in attaining that particular knowledge or data.
As a researcher, learner, or even tutor, the best approach for acquiring or imparting knowledge is the realists point of view. This point of view puts into consideration certain aspects of reality or knowledge from the positivists and constructivists view points. This is because there are those aspects of reality that can be observed or analyzed statistically and can, therefore, be proved scientifically. On the other hand, there are some aspects of reality which cannot be proved empirically although they exist and might influence aspects of reality in the physical world. As a learner, to understand reality or the knowledge of that reality, I have to use both the statistical as well as non-empirical findings while explaining reality (Brameld, 2007).
Reference
Brameld, H. (2007). Patterns of educational philosophy: a democratic interpretation. Michigan: The University of Michigan.
Philosophy of education is an academic field that is involved with the application of philosophies in order to define as well as explain goals and meaning of education (Noddings, 1995). It is imperative to note that education has its own challenges, goals and related theories. In this case, philosophy of education involves the study of educational process, aims, forms and methodologies of study. This field highly focuses on the process of educating individuals in various fields.
Research has revealed that philosophy of education also focuses on how learning takes place (Schunk, 1996). In addition, it exposes the theories involved in learning and the practice of teaching. Moreover, the discipline legitimizes and exposes the limits of certain educational practices and theories (Schunk, 1996). Notably, different people have various thoughts on education, the concepts of learning and truth.
It is against this scope that this paper intends to explore the meaning of truth, how it is taught and the theoretical basis of learning and teaching. Additionally, the paper will also elaborate the process of learning and effective teaching and learning strategies that can be adopted in a classroom environment. Moreover, it will also shed light on the role of schools and teachers in a multicultural society besides the integration of personal faith in philosophy of education and how it manifests itself in teaching.
What is truth?
Studies have shown that truth is one of the central aspects in philosophy (Groff, 2000). Nevertheless, the concept has various meanings. For instance, truth can be defined as the state of being in accord with reality. Moreover, the concept can also be used to mean sincerity of the matter or action (Groff, 2000).
Explain why what a person believes about truth is important
It is notable that a person believes that truth is important since it helps in understanding and accepting reality. In this case, truth helps an individual to overcome falsehood (Groff, 2000). As a matter of fact, it enables a person to work towards a particular target in accordance to reality. It is also worth noting that truth has a unifying effect since it solidifies the actual essence of reality.
What should be taught and how should it be taught?
Truth is all about reality and thus individuals should be taught about it right from childhood age (Schunk, 1996). Quite a number of persons have problems coping with reality which can only be learnt through experiences. In this case, truth should be taught in all aspects of life through formal, non-formal and informal education systems.
For instance, individuals should be taught about reality in vocational and non-vocational settings. This can be done through the use of mentors, teachers, counselors and guardians (Groff, 2000). The latter category of individuals is quite instrumental in the process of teaching.
What is the theoretical basis of your personal philosophy of learning and teaching? Describe this theory or theories, including the individuals associated with these theories
In terms of John Lockes idea on learning; I strongly believe that learning and teaching are active and two-way processes that take place between the learner and teacher. Theoretically, it is evident that learning and teaching have two phases namely sociological and psychological (Noddings, 1995).
In line with this, there are theories that can be used to support this fact. For example, we have philosophy-based and psychology-based theories that explain how learning and teaching take place. Notably, theorists have emerged in the past to explain how the process of learning takes place.
As a result, different viewpoints have been presented. Needless to say, these viewpoints have been used to explain how education and learning processes occur. It is vital to point out that the philosophy-based theory of learning was spearheaded by early philosophers and scholars such as Socrates, Aristotle, and Plato (Schunk, 1996). In this case, they argue that effective learning occurs in tandem with the desired outcomes.
Therefore, these philosophers debated on why and how people learn and eventually concluded that the desired outcomes shape both the nature and process of teaching and learning. The ancient scholars perceived learning as a training of the mind in order to make new discoveries (Frank, 2005).
Nevertheless, there are scholars who appreciate learning as vocational training through apprentice method. In this case, it is arguable that vocational training encourages inherent learning that is characterized by inquiry, reflection and discourse (Locke, 1996).
On the other hand, psychology-based theory of learning emerged in the 19th century and it is all about the scientific study of learning. Notably, scholars who proposed this theory included Descartes, Thorndike, Skinner and Kant (Schunk, 1996). Research has revealed that these scholars were influenced by the studies of Darwin.
The theorists studied how people learn and also attempted to explain the best teaching strategies. Notably, the theory addresses how a human mind is influenced by psychological and behavioral mechanisms, a factor that makes one to construct knowledge depending on stimulus derived from the environment through senses (Schunk, 1996).
These theories derived a scientific approach to explain how the human mind develops mental connection with positive stimuli in the environment. In this case, they argue that learning occurs due to association of impression from senses with impulse action. The latter may occur either consciously or subconsciously.
How do you believe learning occurs? Describe the learning process
There are numerous processes through which learning can occur. Therefore, it is imperative to note that though quite a number of theories have emerged to explain how learning occurs, there are those that appear more precise than others (Noddings, 1995). In this respect, John Lockes theory of learning is apparently explaining how learning occurs more effectively.
By adopting his idea, I believe that the human mind at childhood is like a blank slate or tabula rasa bearing in mind that there is nothing recorded in it. In regards to how learning occurs, experiences encountered from childhood to adulthood shape human minds (Locke, 1996).
As a matter of fact, the human mind gathers information, skills and knowledge through experiences. This enables the learner to create more complex ideas (Gutek, 2009). It is also imperative to note that education system is structured in a manner that it will provide adequate experiences to learners depending on the discipline of study.
How does this understanding of learning affect your teaching?
This understanding affects my teaching positively since I will be able to enrich learning environment with necessary resources to facilitate effective acquisition of knowledge. In my position as a teacher, I will be able to employ numerous teaching strategies in classroom in order to shape the minds of learners effectively.
Notably, this approach will also enables me to apply good moral standards since learners are likely to copy from what they encounter. Therefore, in case they observe negative aspects in classroom; they are likely to portray the same in future. Additionally, this will also help me to present the much needed information, knowledge and skills that are updated to learners. It will further ensure that they get the best form of knowledge through firsthand experience.
In line with the aforementioned elements, enhanced understanding will also affect my strategies for teaching bearing in mind that I will transform my delivery strategy from teacher-centered to learner-oriented.
In this case, my lessons will be directed to the learners in order to give them room for exploration. Consequently, the learner will be able to gather knowledge and skills from the environment. Nevertheless, it is also vital to mention that knowledge and information should be presented to the learner before experiencing the real situation.
What teaching and assessment strategies do you believe are effective, based upon how you believe students learn?
Empirical research studies have revealed that learning is an active process that involves both a teacher and learner. Since learners gain a lot from experience, it is essential to use numerous teaching strategies to ensure that they participate actively in classroom (Frank, 2005).
For instance, other than just using lecture method, it is important to make the process of learning to be learner-centered. Needless to say, the teacher should give learners assignments to do on their own. In line with this, group work and projects assist learners to cooperate and remain active in finding out new sources of knowledge on their own.
In terms of the above perspective, the teacher should also allocate variety of teaching materials in classroom such as books, objects and reference materials (Frank, 2005). Besides, it is essential for a teacher to employ effective assessment methods to identify how learners progress in classroom.
For instance, one of the effective assessment methods is through keen observation of learners in order to study their level of motivation and attitude toward specific concepts. For instance, according to behavioral theorists, one can be able to understand and assess learners ability by observing their behavioral patterns. Another effective method of assessment may entails posing questions in classroom to evaluate learners ability to understand and comprehend concepts that have been taught (Frank, 2005).
What is the role of the school in a multicultural society?
It is definite that school is a social institution that plays crucial role in society (Frank, 2005). It is also imperative to note that society uses the institution of school as a tool which assists children in gaining skills, knowledge, values as well as etiquettes related to life. In this regard, a school fosters socio-cultural development in the sense that it prepares learners to become reliable individuals in future.
Notably, learners who come from a multicultural society are bound under one culture at school (Smith, 2009). For instance, every school has a syllabus that is being used to guide and educate learners. Therefore, it is arguable that a school is an institution that fosters oneness in society regardless of the prevailing cultural differences.
That notwithstanding, a school establishes balance in multicultural society by enabling learners from different cultures to explore, learn, discover, create and construct new ideas from the experiences gained through education (Smith, 2009).
What is the role of a teacher in multicultural classrooms?
From a careful review of literature, it is evident that a teacher plays a crucial role in enhancing harmony and effective learning in a multicultural classroom (Frank, 2005).
For instance, a teacher often acts as a decision maker in classroom by ensures that all the activities being done in classroom are geared towards attaining major values in society such as harmony, integration and equal participation in classroom regardless of learners individual differences (Smith, 2009).
In addition, a teacher acts as a planner in classroom. As part and parcel of the teaching responsibility, a teacher allocates resources to learners and organizes how learning will take place (Frank, 2005). In line with this, a teacher also plays the role of a craftsman. This involves a case whereby he or she assists learners to acquire skills and attain knowledge related to life through demonstration, asking questions, motivating and guiding learners in a classroom set up.
How is your personal faith integrated into this philosophy of education? How does your faith manifest itself in your teaching?
It is essential to note that religion plays a key role in philosophy of education and hence it is an indispensable aspect in learning. Additionally, personal faith helps to instill morals and values in the learning process. Therefore, it is definite that my personal faith is very much integrated in the philosophy of education and is also manifested in various methods of teaching.
For instance, when interacting with learners, I guide them on how to apply moral virtues such as obedience and honesty in classroom. By so doing, it helps them to adhere to instructions and rules and eventually prepares their minds in readiness to learn.
References
Frank, C. (2005). Teaching and Learning Theory: Who Needs It? College Quarterly, 8(2), 1-12.
Groff, R. (2000). the truth of the matter: Roy Bhaskars critical realism and the concept of alethic truth. Philosophy of the Social Sciences, 30(3), 407-435.
Gutek, L. (2009). New Perspectives on Philosophy and Education. New Jersey: Pearson Education, Inc.
Locke, J. (1996). Some Thoughts Concerning Education and Of the Conduct of the Understanding. Indianapolis: Hackett Publishing Co, Inc.
Noddings, N. (1995). Philosophy of Education. New York: West view Press.
Schunk, H. (1996). Learning theories. New Jersey: Prentice-Hall, Inc.
Smith, E. (2009). Approaches to Multicultural Education in Pre-service Teacher Education: Philosophical Frameworks and Models for Teaching. Multicultural Education, 16(3), 45-50.
Education is a liberal discipline and it is practical in nature, while philosophy is a theory, therefore, philosophy of education is referred to as the branch of philosophy that addresses philosophical questions concerning the nature, aims, and problems of education (Louman, 2011). Hence, philosophy is the cornerstone of the foundation of education and without philosophy, education would be a blind effort, and without education, philosophy would be crippled, as philosophy answers thousands of questions pertaining to the whole field of education. However, this academic writing endeavours to compare and contrast the idealist and realist (schools of thought) concept of reality relating to the teaching and learning process in the 21st Century classroom. It should be noted that there are different schools of philosophy depending on the answers they seek to the question of reality. It is a search for understanding of man, nature, and universe, and these schools of philosophy include; Idealism, Realism, Pragmatism, and Existentialism. In this case this academic writing will focus on Idealism and Realism as the schools of philosophy and relating these schools to teaching and learning in the 21st Century classroom. All these and more are addressed in the essay that follow.
Both, Idealism and Realism are the two competing philosophies in the field of education. Dating back to ancient Greece, these theories influence the philosophy of education to this day. Anthony (2010) highlighted that Idealism is the school of educational thought promoted by Plato in 400 B.C. Plato thought that humans could improve from within, by correcting their thoughts and discovering knowledge already there since birth. Idealism is a philosophical approach that has as its central tenet that ideas are the only true reality, the only thing worth knowing. In this view, the world exist solely in the minds of people and that ultimate truth relies on a consistency of ideas. Anthony (2010) also quoted, Emmanuel Kant’s idealism, which state that the world exists, but our minds are separate from it. While Realism is the school of educational thought promoted by Plato’s student, Aristotle. Realism holds that the only reality is the material world, that study of the outer world is the only reliable way to find out the truth; the world is an objective phenomenon that our minds must adhere to. In Realism, a person is an empty vessel for knowledge, which can only come from outside of the self, through observation. This philosophy was the progenitor of the scientific method, a system of inquiry relying on objective facts.
Idealism and Realism they both focus on the aims of education. Maheshwari (2011) documented that in idealism, the aim of education is to contribute to the development of the mind and self of the learner. He avers that the education-imparting institutes should emphasize intellectual activities, moral judgements, aesthetic judgements, self-realization, individual freedom, individual responsibility, and self-control in order to achieve this development. The issues that are mentioned here are also very critical to the teaching and learning process in the 21st century classroom in order to develop the minds of the learners. Beside that Maheshwari also indicated that in an idealist education system emphasis should be placed on developing the mind, personal discipline, and character development and that a person should be literate and of good moral character. In addition to that the aim of education in Idealism is to bring the leaner as close to absolute truth as possible. It should also be noted that all aims of the idealist as educator find their ground in the conception of ultimate reality and the students; relation to this reality. Furthermore, Maheshwari (2011) maintains that the aim of education is to discover and develop each individual’s abilities and full moral excellence in order to better serve society. The school, as one of institutions concerned with the absolute must make judgements as to what is right and what is wrong; thus, one of the aim of education would be to develop morality. While in Realism, Realists do not believe in general and common aims education. Pak (2014) argues that to the realists to them aims of the education are specific to each individual and his perspectives and that each one has different perspectives. Therefore, the aim of education according to the realists should be to teach truth rather than beauty, to understand the present practical life. Pak (2014) also wrote that the purpose of education, according to social realists, is to prepare the practical man of the world. In addition to that, Akinpelu (1981:139) in his own contribution, he stated that in the view of the realists, education is in one sense the process of developing the capacities of a man to enable him to know the truth as it is. He also holds the view that in Realism the ultimate aim of education is the achievement of the knowledge of the nature and the inner workings of the universe, so that the learner may consciously adjust himself to what is real. In more specific terms, is to help the individual learner to form habits dispositions and tendencies to search for the truth, to grasp it, enjoy it and use it in every aspect of his life.
Idealism and Realism both philosophical school of education thoughts also focuses on the role of the teacher. However, Idealism and Realism are fundamentally opposing views, and a teacher philosophy will be evident in the classroom. An idealist, for instance, will seek the role of a facilitator, guiding students towards the truth. Students will be able to seek the truth independently, thinking freely with the careful guidance of the teacher. Anthony (2010) a teacher as a facilitator will not act as an absolute authority but as a gentle guide for the student. A realist, on the other hand, will seek to infuse students with knowledge from without. Anthony maintains that a realist will seek to employ the scientific method of hypotheses and careful study over a use of pure logic and reason, as found in an idealistic education. Maheshwari (2011) also indicated that Realism is consistent with behaviourism, which is a system of learning through punishment and reward. And be reliant solely on information from external world, realism discounts the original thought of the student. Therefore, the teacher then will be seen as the highest authority, a figure to which students must answer rather than a guide who can be question. Thence, according to realists a teacher should be such that he himself is educated and well versed with the customs of belief and rights and duties of people, and the trends of all ages and places. He must have full mastery of knowledge of present life, he must also guide the students towards the hard realities of life and more importantly, he must be able to expose children to the problems of life and the world around. Hence, it is necessary for the teachers to know these facet in order for them to know their role as a teacher in the teaching and learning process in the 21st Century classroom.
In addition to that Idealists and Realists both have interest on the nature of curriculum that is being used to teach leaners in these learning institutions. However, they have difference views the important factor in education at any level for idealist is teaching children to think. Maheshwari (2011) pointed out that teachers should help students to explore texts for ideas about the purposes of life, family, the nature of peer pressure, and the problems of growing up. He also emphasized that idealist believe that ideas can change lives and that classical literature can be used to help solve problems in today’s world and that creativity will be encouraged when students immerse themselves in the creative thinking of others and when they are encouraged to reflect. Therefore, the idealist curriculum places considerable emphasis on the study of history and the reading biographies. Certainly, it is assumed by the idealists that through the study of the past, we can find appropriate truths around which to model our present behaviour. On the other hand, Akinpelu (1981:139) noticed that the curriculum, according to Realists, is essentially the whole spectrum of the culture of the society, reduced to side and expressed in different disciplines and subject matter. Akinpelu maintains that each discipline is partial view of the culture; that is, it is the whole culture seen from one point of view. For instance, Economics is the whole culture looked at from the economic point of view, and history gives the historical perspective, and so on. Therefore, no one single subject or discipline can be adequate to express the whole truth to be found in a culture. Akinpelu (1981:140) adds that there is a needed what realists call a basic curriculum, which contains the essential truths and to which every learner should be exposed in the course of his school education. And this curriculum should be the same for all levels of education only that it should start with the simple, basic principles and increase in details and complexity as levels rise higher and higher. Thence, the curriculum in the 21st Century should be scientifically approached, standardized, and distinct-discipline based approach.
Furthermore, Idealists and Realist also have much interest on the methods of teaching that are being applied in these learning institutions. From idealist point of view, idealism has exercised more influence on the aims and objective of education than on methods of teaching. Ivory (2006) recorded that speaks to the general methods of teaching, and the great Greek idealist Plato, however, advocated the Socratic method-dialects a series of questions that lead the learner to greater knowledge. Ivory (2006) also maintains that idealism is not much concerned with the choice of methods as long as its essential objective is fulfilled, which is the enrichment of personality of the public. Hence, idealism lays stress on instruction, activity, and experience, here the word instruction implies sympathetic guidance by the teacher. Another which idealism emphasizes in the method of teaching is an activity or learning by doing. Anthony (2010) documented that the normal child should learn through activity, and that idealism does not decry questioning, discussion, and lecture method of teaching. But that it extols the method and spontaneous mental activity, it does so because creative activity leads to self-expression and realization of the highest potentialities of the learner. While, Realism on the other hand, seeks to instruct students as though they were empty vessels for knowledge. Any practical methods are appropriate, including technology. This theory also accepts the scientific testing of students to place them in appropriate classrooms. Pak (2014), stated that the methods of the realists involves teaching for the mastery of facts in order to develop an understanding of natural law. This can be done by teaching both the materials and their application. In fact, the real knowledge comes only when the child or learner can organize data of experience. The realists prefers to use inductive logic by going from the particular facts of experience to the more general laws deducible from these data. Therefore, the teacher in the 21st Century classroom has to be aware of the idealist and realist notions before applying their methods of teaching in order for them to achieve and produce the desired outcome by the end of the day.
It should also be noted that between these two schools of thought, Idealism has faced a wave criticism from various scholars. Rockmore (2007) highlighted some of the critiques in idealism and these include that it neglects the child’s psychological nature. It is alleged that it neglects the physical nature of the child and is more inclined towards spiritualism. It also ignores the physical self. Besides that Idealism does not contribute much to the field of methods of teaching as it de-emphasizes experience. In addition to that it overemphasizes on humanities, as it under-rates the study of science and technology, it overlooks the possibility of error and that its truth is unchanging. Furthermore, it does of taking note of individual differences and special abilities of the learner and subject them, one and all, the same course of studies. Thence, idealistic scheme of education, by and large, pay less attention to the physical industrial, social and electronic environment of today.
In light of the above, both idealists and realist have influence on the philosophy of education, however, they have different approaches. As it has evidenced in this writing that idealists believes that ideas are the only true reality, and they focuses on a subject matter curriculum that concentrate on culture, great and enduring ideas, and in idealism that teaching methods should focus on handling ideas through lecture, discussion and to help students discover and clarify knowledge and to the idealists, the aim of education is discover, develop each other individual’s abilities and full moral superiority in order to better serve the society. On the other hand, realists exist independent of human mind and that the role of a teacher is to present material systematically with a discipline demonstrating the use of criteria in decision making. Besides that, realists believe that students also demonstrate the ability to think critically and scientifically, and that curriculum should be scientifically approached, standardized, and distinct-discipline based. These are the school of thought the teacher needs to consider when executing their tasks in the 21st Century in order to facilitate the teaching and learning process.
References
Louman, 2011. Education System; Implications of Idealism in Modern Education. Retrieved from: https://educational-system.blogspot.com/2011/11/implication-of-idealism-in-modern.html. Accessed on 23rd September, 2019.
Antony, H. 2010. Idealism and Realism in the Philosophy of Education. Retrieved from: https://classroom.synonym.com/metaphysics-education-12006104.html. Accessed on 23rd September, 2019.
Maheshwari, V.K. (posted in 2011). Idealism in Education. Retrieved from: http://www.vkmaheshwari.com/WP/?p=159. Accessed on 22dn September, 2019.
Pak, 2014. Idealism and the Aims of Education. Retrieved from: http://pakphilosophy.blogspot.com/2014/03/idealism-and-aims-of-education.html. Accessed on 24th September, 2019.
Akinpelu, J.A, 1981. An Introduction to Philosophy of Education. London: Macmillan
Ivory, G. 2006. Encyclopaedia of Educational Leadership and Administration. Retrieved from: https://dx.doi.org/10.4135/n28. Accessed on 24th September, 2019.
Rockmore, T. 2007. Some Critics of Idealism. Retrieved from: https://yale.universitypressscholarship.com/view/10.12987/yale/9780300120080.001.0001/upso-9780300120080-chapter-4. Accessed on 24th September, 2019.
Holistic education is an educational theory built on the assumption that everyone wants sense, identity, and aim in lifetime via community networks to the natural world, and to humanitarian principles like empathy and reconciliation. Holism in education requests to bring people forward and inherent respect a deep desire for life and learning (Miller, 1992). No doubt holistic approach in education is education for 21st century, aimed at advancing globally conscious individuals, harmony, an image of peace and brainpower (Nava, 2001).
Holistic education is an approach designed to prepare people to overcome any challenges they might encounter in their lives and academic careers. Learning about oneself is the most important theory behind holistic education, health development and positive societal lifestyles, emotional and social growth, strength, experience greatness, and truth. Physically, psychologically, and emotionally, affects the whole total effect of child learning. As holistic education’s main purpose is to ‘develop the incentives found in human progress’ (Rudge, 2008).
Holistic education often declares that its aim is to, 1) bring up the whole kid (the whole pieces of the child), 2) teach students as a whole (not just an assembly of portions), and 3) a whole contains the child as one of the parts (civilization, human race, the atmosphere, heavenly whole) (Forbes, 2003).
Holistic education has its origins documented which says the all-encompassing perfect is followed back to original societies. When all is said in done, the indigenous individual and natives consider the cosmos as mixed through importance and holistic teachers try to earn the sense of meaning and purpose in education (Miller, 2005). The concept of comprehensive consistency comes from the Greek idea of holon, which considers it to be made up of organized wholes that cannot be reduced in sections (Lee, 1997).
Holism in education reflects the need to develop academically as well as the survive in the modern world, teaching human beings the joy of living in trial and success.
Socrates can be seen as a thorough teacher, as he encouraged everyone to audit their own lives: ‘know thyself’ (Miller, 2007). The holistic concept emerged in the 1980s as a lively and cohesive intellectual movement and was articulated by thinkers in diverse fields. While the approach to education was more humanistic than holistic, it offered some basis for holistic education. Rousseau (1975) the child was essentially good and claimed that the child’s soul was allowed to unfold in accordance with its own instinctive form. The conception of the infant as safe is a fundamental assumption of holistic education, contrary to the religious conviction that children are born in initial evil (Miller, 2007).
Holistic instructor calls attention to six significant speculations or perspectives supporting modern holistic training: perennial philosophy indigenous views of the universe, philosophy of life, ecological outlook, theory of systems and feminist thinking (Nacagawa, 2000). Perennial philosophy, among other contemporary holistic educators, has driven the practice of John Miller, Parker Palmer (Nacagawa, 2000). Perennial theory typically accepts multiple dimensions of nature. Huxley (1968) says the perennial philosophy is concerned primarily with the only, fundamental divine truth of the manifold world of things and of life and thoughts. The primary topics of perpetual way of thinking are divine truth, harmony, unity, and multiple aspects of existence through detailed instruction (Miller, 2007). Indigenous (or aboriginal) worldviews from all over the world are burdened with reverence for nature, the earth, the cosmos and the spirit. All things considered, they reinforce the natural interconnections (Nakagawa, 2000).
Life philosophy, for some holistic educators the notion of ‘life’ has a core significance (Miller, 1997: 88) refers to the word ‘life-centered education’ to describe ‘spiritually embedded holistic education’. The life right now both a supernatural and inalienable standard of the grandiose world. This direction of holistic instruction imagines training as a vital piece of the more prominent process of life; that is, instruction is an indication of life and simultaneously a van in the administration of rejoining human existence with the basic life. Life logic recognizes that there is a fundamental force of life, or a general cycle of life. This force of life ‘makes and composes all beings in the universe. This perceives that we are concerned with the creation of life and the universe at a deep and important stage (Miller, 1991).
The theory of systems is a philosophical attempt to investigate complex, cosmological models of the infinite universe. In addition, frameworks theory often perceives the interaction of all aspects from a natural perspective, yet its analysis of the topic relies on ‘systemic interpretations of the universe’s complex structure’ or on the celestial environment (Nacagava, 2001). This structural worldview is present in Clark’s ‘holistic philosophy ‘ (Miller, 1990), a model based on ‘multiple levels of wholeness. In Clark’s ‘integrated curriculum’, a foundational educational plan based on ‘system thinking’. Also, in crafted by hardly any different researchers, most eminently Thomas Berry and Atsu’hiko Yoshida on holistic teaching.
And lastly, in the area of holistic education feminist thoughts also had an influence, especially the thoughts verbalized by Eisler and Noddings. Her thoughts on caring relationships were Noddings most important work to comprehensive instruction. Noddings (1992) suggested a care-focused instruction including the maintenance of care relationships at school, that incorporates: thinking about oneself, for the inward hover, for removed others, for creatures, the earth and plants, and for the universe of thoughts. Eisler (2000) planned an instruction model, which she called ‘organization training’. Her ‘association training model’ incorporates subjects, for example, popularity based and libertarian structure; equivalent rights to females and guys; regard; quiet compromise; compassion; mindful; peacefulness; shared obligation; and associations with the Earth.
The value and meaning of education have surely changed over time. Having an education was often seen to be more of a privilege than what education stands for today. Many people see early education as preparation for adulthood, whilst further education as a means to develop one’s own understanding of a subject. Argued to be one of the most influential philosophical accounts of education is Plato’s ‘Allegory of the Cave’. The ‘Allegory of the Cave’ can be found in Book 7 of ‘The Republic’.
In Plato’s ‘Allegory of the Cave’, Socrates asks Glaucon to picture a group of human beings living in an underground cave. They are only able to see what is in front of them as they bound chains and unable to move. Behind the people there is a fire which is a little higher up and between them and the fire is a small wall. Socrates describes this like a screen at a puppet theatre. People walk behind this wall carrying numerous objects. The objects project shadows onto the wall in front of the prisoners formed by the light of the fire. Socrates suggests that the prisoners would take these shadows to be real things as they have no knowledge on how these shadows are made. Socrates asks what would happen if one of the prisoners were to be set free and released from the chains and look towards the light of the fire situated behind him. The prisoner takes comfort with what is familiar and refuses the knowledge that the shadows are simply created by the objects that are carried in front of the fire. The prisoner is unable to realize the truth. The freed prisoner is forcibly dragged out of the cave and into the light of the outside world. Socrates suggests that that when outside the cave, he would be more confused and “completely dazzled by the glare of the sun” and “would not be able to see clearly”. At first, he would only be able to look at the shadow-like objects such as the shadows and reflections and gradually, he would be able to look at the sun without using reflections in the water. Socrates then asks Glaucon to think about what would happen to the liberated prisoner if he were then to return to the cave. He would be blinded by the darkness and he would not be able to recognize the shadows like the prisoners remaining in the cave. Socrates suggests that he would be ridiculed and mocked and if he tried to lead others out of the cave as “they would kill him if they could lay hands on him”.
The allegory presents a relation between ignorance and understanding. It is this gap between ignorance and understanding what we can call education. In order to understand what the allegory tells us about education, we have to interpret what it means. The prisoners in the cave do not want to be free as they are comfortable in their own ignorance. The prisoners are hostile to people who give them information in order for them to be free too. This is demonstrated in the allegory when the freed prisoner returns to the cave. The people in the cave represent society and Plato is suggesting that we are the prisoners simply looking at the shadow of things.
The process of getting out of the cave can be compared to getting educated but the process of getting out of the cave is difficult as we are often blinded by the light. The process of getting out of the cave requires assistance. This implies that throughout our education, there is sometimes a struggle involved. This can be said to be the struggle to see the truth. Ignorance is sometimes bliss as seeing the truth can be painful. The prisoner who was able to leave the cave would question his beliefs whereas the prisoners in the cave accept what they are shown as they know nothing else apart from what the shadows they can see that are cast by the light of the fire that is behind them. Although they do not see things exactly how they are, they are also not aware of the true nature of the things that they see. To an extent, they are ignorant, but they are not lacking in all knowledge.
The essential function of education is not to give us the truth but help guide us towards the truth. For Plato, education allows us to see things differently. Therefore, when the perception of truth changes and so does education. Everyone has the capacity to learn, however not everyone has the desire to learn just like the trapped prisoners in the cave. Consequently, desire and resistance are important when it comes to education because you have to willing to learn the truth in order to be educated. One must have the desire to free their soul from the chains and darkness.
In this essay, I will discuss Hamm’s notion of education, which is divided into three general applications of education: sociological use (E1), institutional use (E2), and general enlightenment use (E3). I will also critically evaluate the three uses of education, presenting a distinct and compatible argument.
In the sociological application (E1), socialization is defined as the process of supporting young people in becoming members of society by teaching them social skills that are similar to virtues. In other words, socialization is correctly defined as “grooming a youngster into becoming a member of society”. They are ‘educated’ (acculturated, socialized) in a variety of ways, ranging from apprenticeship modeling to formal didactic training. It is crucial to clarify that this use of the term ‘education’ does not always refer to formal schooling (the institutional use, referred to as E2) or the attainment of general illumination (referred to as E3). This view of education also believes that a person is expected to take on social duties in the community in question. The emphasis is on practices that integrate the youngster into the existing culture. It makes no difference whether the beliefs acquired are false or correct, whether the practices and skills developed are or are not morally acceptable from a universalizable standpoint, or whether the outcome of the training and rearing process results in blind adherence to the cultural group’s doctrines and rituals. The way children come to behave in a certain way as a result of their particular familial upbringing is an example of a sociological understanding of education. Indoctrination or ‘brainwashing’ can also be called education insofar as it emerges from informal social practices because it is used regardless of whether the ideals or practices that individuals acquire are accurate, valid, good, or worthwhile. This is referred to as ‘miseducation’ at times.
In the institutional application (E2), the schooling or institutional usage of the term ‘education’ simply refers to a person’s growth as a consequence of influences from schools or other official ‘educational’ institutions. When a person says, “I did my schooling at X”, he or she is referring to the institution where he or she obtained official educational instruction. In this context, ‘being educated’ is equivalent to ‘attending a certain institution’. This is another way of looking at the phrase ‘education’. It is fairly common in everyday conversation to refer to what happens in schools as education. However, with equally legitimate and no doubt more significant meaning, the same people will use ‘education’ in a more profound and thoughtful sense when they say things like “I went to school all those years, but failed to get an education”, or “I gained a good education though I never went to school”. Here we are referring to a notion of ‘educational’ that is neither E1 nor E2, but rather to what we will refer to as the ‘universal enlightenment’ understanding of education.
In the general enlightenment application (E3), the enlightenment was a time in philosophical thinking during which individuals came to depend more on their own abilities to think or reason rather than religious faith or belief in God. In other words, religion no longer shackled people’s power to reason, choose, and act. The acknowledged enlightened meaning of the term ‘education’, which is one of the authorized meanings of the term, has frequently been referred to as the item’s individual sense. This definition and usage of ‘education’ can also be linked to concepts like ‘illumination’, ‘understanding’, or ‘clarification’. When the term ‘education’ is used in an enlightened context, it does not always relate to socialization or formal schooling. In this context, the term refers to a type of human success, including the growth of the human mind, as defined by the knowledge and understanding that a person gains. The term is specifically used to allude to a person’s vast knowledge and how well he or she knows it. At this time, education becomes a distinct type of human achievement from socialization and schooling, respectively. According to the general enlightenment, education is not a tool to monetarily empower individuals, but rather the information they get to transform the way they think by broadening their understanding. The two are also separate because, according to Hamm (1989), general enlightenment schools should not be educational institutions because individuals may obtain any type of information they desire. “If an educated person is one who has mastered a wide variety of diverse forms of information, this classification goes beyond superficial familiarity with things” (Divala and Mathebula, 2013: p.253).
Our schooling requires a learner to pass from grade 1-12 before he can be labeled as educated, however, if a learner drops out having reached the 12th grade, he is considered uneducated, our society doesn’t differentiate between a dropout and someone who has never attended school. This is proven when one seeks employment a matric certificate is required. If a learner has reached matric and failed, he is considered a dropout. Because he was formed for this purpose, the primary goal of education is to steer the person toward perfection. The purpose of humanity’s existence on this planet is to achieve happiness, which is the pinnacle of perfection. The ideal human being is one who possesses theoretical morality, intellectual knowledge, and practical moral ideals. Education is the blend of classroom instruction and hands-on experience. The goal of knowledge is to put it to use, and the ultimate level is when it is translated into action. If it could be demonstrated that information is fundamental to mind growth and that mental development is critical to one’s development as a person, much of the question over the goal of education would evaporate, because one does not puzzle over the point and purpose of developing as a person. Personal and social adjustment are all formed not for their own purpose, but to suit man’s individual and societal demands. As each individual is expected to address a wide range of issues throughout his life, the goal of education should also be the formation and growth of a dynamic adaptive, resourceful, and enterprising mind. Individual growth on all levels is also an essential goal of education. The person grows physically, cognitively, ethically, and artistically. It is commonly accepted that successful citizenship, whether in well-established democracies or in nations transitioning to democracy, necessitates some educational preparation. A democratic state of education is commonly justified on the grounds that it fosters a shared type of educational authority among the state, parents, and individuals. It also cultivates democratic citizens by encouraging an engaged personality or active citizenship.
The term ‘education’ has been used and acknowledged to imply a variety of things over the years and in a variety of works. There have also been several points of view on why education is necessary. Understanding education from an enlightened perspective necessitates viewing education as significant or worthwhile in and of itself. In other words, education is vital for the sake of knowledge or human understanding, and I totally support E3 education as a separate sort of human achievement from socialization and schooling. When a youngster attends a certain school, we say that the child is educated at that school. Although we are focusing on the kid being taught through organized practices and teachings at a school, we cannot ignore that the same youngster has also been socialized in certain ways outside of school and classroom activities. Because schools are intended to be in the business of growing knowledge and understanding, we might deduce that the general enlightened notion of education (or, to put it another way, the growth of the mind) takes precedence over other perspectives on education. This mental growth is the foundation upon which society may prepare individuals for meaningful futures through education. However, the socialization of individuals to assume societal obligations cannot be divorced from the concept of education.
Education is the process of learning, teaching and discussion in acquiring proper learnt results of knowledge, skills, values, and beliefs. As to be known, the education systems is differentiate formally within few stages such as preschool, primary school, secondary school and then college or university. In the education system, it is compulsory up to certain ages while beyond the limit were to believe that achieving their education is independently through previous raisings and past lessons to grant. A philosophy in education is a set of statement that seeks to discover the unillustrated version of syllabus and norms but, accordingly in beliefs and values that focuses on vision and missions. Reconstructionism defines as a continuation of reforming oneself or themselves to establish social networks through learnings without correcting based on theory and it cannot be construct without foundation. Its concept is to analyze the world’s event where all beings has their own purpose to live and to use in transforming the existing society with empowerment through deep thinking and advancing from what is learnt.
Firstly, the aim of the education under the philosophy of reconstructionism is a quest to make the world a better place and a better society through experienced learnt in the education systems. Education is an activity liberating the individuals from a chaotic absurd world. It is a part of human’s desire in wanting to bring unity, peace and control to the current world for the purpose of better life as times goes by. Life is beautiful but not always easy, it has problems too, and the challenge lies in facing them with courage which allows to make the pain bearable by providing hope. Reconstructionism helps in transforming the present to a future landscapes from the aid of innate learnings by being ahead and proceed with major aspects of changes with improvements and reconstruction of society.
Secondly, the aim of education is to reconstruct the way students perceive the world in a different manner. The beneficial of the younger generations is that they have the opportunity to learn from the knowledgeable ones who’d lived ahead before them to promote differences in believing, teaching, and opinions. It also helps in approach in changes through differences in generation gaps and miscommunications. A good education is one that emphasizes individually through intellectual journeys so that one can see and understand themselves better. It will teach the students and the future generations to know that there is more answers beyond theories and the stack of textbooks and paperwork’s on office desk. Other than that, reconstructivism makes one to understand the method of how to conduct themselves through life by grasping rules and regulations and gaining a sense of conscience.
Next, the aim of education is to reconstruct the young generation’s mindset to be more open-mindedness in acceptance of differences in knowledge of the diversity of one’s country. In Malaysia, there are 3 main nations which are Malay, Chinese and India. Each of their race has their own differences and uniqueness which can be identify in both direct and indirect manner. In the same cultures can also be judge by mixed raise due to their mind set of stereotypes. Due to these factors, opinions and suggestion of the minority were remained neglected from the majorities despite the potential ideas that was discharged egoistically. Many adults have a sense of ignorance in developing a good relationship establishment among different race due to the stereotypes rumoured. Thus, the development of open-mindedness should be spread amongst the generations not only for a good rapport between each other in one society but, to also evolve one’s thinking skills against the world’s perspectives. Variously, one will obtaining new information of the contrary between cultures, ways of living, dissimilarities in opinions and formalities in discussion of any curiosities.
Lastly, the aim of education is to help individual, mainly students to examine the abnormal side of life, the irrational as well as the good side. It helps in enhancing the independently aspects of searching for answers through exploring the list of questions of what’s wrong and why it is wrong. It also helps in strengthening one’s individual’s control in seeking their definition of truth and seeking the interests of the overwhelming majority of mankind. Every action that was taken has their individual’s consequences to be judge such as an opportunity of freedom with limitations. Through education, it will support as guidance to each of the individual’s purpose of understanding and to make the right decisions.