(a) Aims Idealism emphasizes' individual and social aims of education.

It gives importance to the aim of self-realization which leads the child towards perfection and enables him to realize the self. (b) Teacher Idealism has emphasized the position of teacher as Guru. The teacher has been described as a living ideal and coworker with God. He humanizes the child and develops high ideals and values in him. (c) Child Idealists want to develop eternal values in the child so that he may become an ideal human being. (d) Curriculum Idealism paves the way for the construction of a systematic curriculum. (e) Discipline Idealism stresses on self-discipline. Idealists want to develop child's personality through discipline. Idealism Idealism is a philosophical approach that has as its central tenet that ideas are the only true reality, the only thing worth knowing. In a search for truth, beauty, and justice that is enduring and everlasting, the focus is on conscious reasoning in the mind. Plato, father of Idealism, espoused

this view about 400 years BC, in his famous book, The Republic. Plato believed that there are two worlds. The first is the spiritual or mental world, which is eternal, permanent, orderly, regular, and universal. There is also the world of appearance, the world experienced through sight, touch, smell, taste, and sound, that is changing, imperfect, and disorderly. This division is often referred to as the duality of mind and body. Reacting against what he perceived as too much of a focus on the immediacy of the physical and sensory world, Plato described a utopian society in which "education to body and soul all the beauty and perfection of which they are capable" as an ideal. In his allegory of the cave, the shadows of the sensory world must be overcome with the light of reason or universal truth. To understand truth, one must pursue knowledge and identify with the Absolute Mind. Plato also believed that the soul is fully formed prior to birth and is perfect and at one with the Universal Being. The birth process checks this perfection, so education requires bringing latent ideas (fully formed concepts) to consciousness. In idealism, the aim of education is to discover and develop each individual's abilities and full moral excellence in order to better serve society. The curricular emphasis is subject matter of mind: literature, history, philosophy, and religion. 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. Realism Realists believe that reality exists independent of the human mind. The ultimate reality is the world of physical objects. The focus is on the body/objects. Truth is objective-what can be observed. Aristotle, a student of Plato who broke with his mentor's idealist philosophy, is called the father of both Realism and the scientific method. In this metaphysical view, the aim is to understand objective reality through "the diligent and unsparing scrutiny of all observable data." Aristotle believed that to understand an object, its ultimate form had to be understood, which does not change. For example, a rose exists whether or not a person is aware of it. A rose can exist in the mind without being physically present, but ultimately, the rose shares properties with all other roses and flowers (its form), although one rose may be red and another peach colored. Aristotle also was the first to teach logic as a formal discipline in order to be able to reason about physical events and aspects. The exercise of rational thought is viewed as the ultimate purpose for humankind. The Realist curriculum emphasizes the subject matter of the physical world, particularly science and mathematics. The teacher organizes and presents content systematically within a discipline, demonstrating use of criteria in making decisions. Teaching methods focus on mastery of facts and basic skills through demonstration and recitation. Students

must also demonstrate the ability to think critically and scientifically, using observation and experimentation. Curriculum should be scientifically approached, standardized, and distinct-discipline based. Character is developed through training in the rules of conduct. Pragmatism (Experientialism) For pragmatists, only those things that are experienced or observed are real. In this late 19th century American philosophy, the focus is on the reality of experience. Unlike the Realists and Rationalists, Pragmatists believe that reality is constantly changing and that we learn best through applying our experiences and thoughts to problems, as they arise. The universe is dynamic and evolving, a "becoming" view of the world. There is no absolute and unchanging truth, but rather, truth is what works. Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-1914), who believed that thought must produce action, rather than linger in the mind and lead to indecisiveness. John Dewey (1859-1952) applied pragmatist philosophy in his progressive approaches. He believed that learners must adapt to each other and to their environment. Schools should emphasize the subject matter of social experience. All learning is dependent on the context of place, time, and circumstance. Different cultural and ethnic groups learn to work cooperatively and contribute to a democratic society. The ultimate purpose is the creation of a new social order. Character development is based on making group decisions in light of consequences.

For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and projects, often having students work in groups. Curriculum should bring the disciplines together to focus on solving problems in an interdisciplinary way. Rather than passing down organized bodies of knowledge to new learners, Pragmatists believe that learners should apply their knowledge to real situations through experimental inquiry. This prepares students for citizenship, daily living, and future careers. Education must conform to the natural processes of growth and mental development. This root principle, already touched upon, stems from a concern to understand the nature of the child and follows from naturalisms conception of the pupil. It is the make up of the learner that determines the character of the learning process, not the designs ofteachers of the learner or there simply will be no learning. Education should be pleasurable; for children have a good time when they are doing things which the present development of their physical and mental equipment makes them ready to do. This readiness for specific kinds of activity is evidenced by their interest. Consequently, interest in a subject and interest in ways of doing things are guides to parents and teachers, both as to subjects of study and methods of teaching for which children have a natural readiness at any given stage of development. Education should engage the spontaneous self-activity of the child. As already noted, the child educates himself in

great measure, most of his knowledge is base on what he discovers in his own active relations with things and people. Especially is this the case with our perceptions, developed almost completely by our own unconscious efforts inearly childhood but constituting the machinery for a high percentage of our adult experiences. Adults are foolish, therefore, if they do not use this native self-activity as an ally in their teaching. The way to do this, Spencer advised, is to tell the learner as little as possible and induce him to discover as much as possible. AIMS AND OBJECTIVES OF EDUCATION The naturalistic hierarchy of educational objectives represents a complete reversal of traditional purposes of the school, chiefly, perfecting of mans highest powers via study of literature, philosophy, and classics Education is for the body as well as the mind; and this should not be forgotten. Even if it were possible, there is no point in making a man mentally fit for life and neglecting hisphysical fitness The naturalist, as Herbert Spencer represents them, first regards the pupil from the physical side. For the child is at bottom a little animal, whatever else he may be. He has a body, or, to be more accurate, he is a body one of his first requirements therefore is that he be healthy, a vigorous animal, able to stand the wear and tear of living Mind and body must both be cared for and the whole being of the student unfolded as a unit. . A child is bad because he is weak, make him strong and he will be good.

Rousseaus aim is to show how a natural education, enables mile to become social, moral, and rational while remaining true to his original nature. For it he is educated tobe a man, not a priest, a soldier, or an attorney, he will be able to do what is needed in any situation. Since the naturalist denies the validity of any aims outside the natural sphere, their concern must be with immediate or proximate aims. Perhaps these aims might be summed in the dictum that schools should develop the whole child, that is, the entire natural organism. Whereas traditional education had placed major emphasis upon intellectual function, the naturalist proposes that the child be given opportunity to grow physically, mentally , socially, emotionally, aesthetically, vocationally, under the auspices of the school. According to Spencer this can be achieved by that education which prepares for direct and indirect selfpreservation; that which prepares for parenthood; that which prepares for citizenship; that which prepares for the miscellaneous refinements of life. Thus the schools most important job as an educational agency is to see to it that the child learns how to preserve his own physical health and well-being. Preparation for citizenship and leisure time activities appear at the end of the list and are of lesser importance. Complete living is the general aim As this is not very explicit term, it may be made more understandable by a parallel attempt at generalization. This impression is borne

out by the specific objectives which are now to be discussed. 1. Self-preservation is the first of the five objectives. In order to live completely, as man has first of all to live, he has to continue his own existence. While instinct is the chief guarantee of this objective, education may also help by acquainting the learner with the laws of health and enabling him to earn a living. 2. Securing the necessities of life. It is especially in the realm of developing economic efficiency that education helps in preserving life. Money is not life, but it is a necessity in maintaining life. Education should train directly for success in this important function. 3. Raising children. Though a bachelor, Spencer held that the most important function that most men and women have to perform is that of being parents. Therefore education should deal unashamedly both with the care of children in the nursery and the discipline of them as growing boys and girls. 4. Maintenance of social and political relations. Beyond the home in the far-reaching social structure, man must have some understanding and mastery of social and political processes if living is to be complete. He must be a wise citizen who is equipped for effective social and political action. 5. Enjoyment of leisure. Life is not all serious struggles, keeping physically strong, earning a living, being a responsible parent and an earnest citizen. Complete living also includes freedom from struggle some of the time for gratification of the tastes and feelings.

THE CONCEPT OF TEACHER The teachers role is to remain in background. The natural development of child should be stimulated. Since, Nature is considered to be best educator, According to naturalists the teacher is the observer and facilitator of the childs development rather than a giver of information, ideas, ideals and will power or a molder of character.In the words of Ross teacher in a naturalistic set up is only a setter of the stage, a supplier of materials and opportunities, a provider of an ideal environment, a creator of conditions under which natural development takes place. Teacher is only a non-interfering observer. For Rousseau, the teacher, first of all, is a person who is completely in tune with nature .He has a profound faith in the original goodness of human nature. He believes that human beings have their own time-table for learning. Emile organized education according to Emiles (a boy) stages of development. For each stage of development, the child, shows certain signs that he is ready to learn what is appropriate to that stage. Appreciating the educative role of the natural environment as an educative force the teacher does not interfere with nature, but rather cooperates with the ebb and flow of natural. forces. Significantly, the teacher who is aware of human nature and its stages of growth and development, does not force Emile to learn but rather encourages learning, by insulating him to explore and to grow by his interactions with the environment.

Rousseau opines that teacher should not be in a hurry to make the child learn. Instead he should be patient, permissive and non-intrusive. Demonstrating great patience the teacher can not allow himself to tell the student what the truth is but rather must stand back and encourage the learners own self discovery. According to him the teacher is an invisible guide to learning. While ever-present, he is never a taskmaster. Naturalists are of the view that teacher should not be one who stresses books, recitations and massing information in literary form, rather he should give emphasis on activity, exploration ,learning by doing. Great emphasis was placed upon the study which teachers should make of the environmental background of each student, since unacceptable behavior was rooted there rather than in the pupils ill will. Teachers were advised to learn of the racial, national, and religious backgrounds of their students if a pupil caused trouble or lacked initiative in school, the home conditions should be studied to see whether a home broken by divorce, death, or marital conflict is responsible for the childs difficulties. If a teacher were unable to manage a class , he was held responsible because he lacked insight into child nature. METHODOLOGY OF INSTRUCTION Methods of instruction should be inductive. This follows from Natures advice that teaching make fullest use of the self-activity of the pupil, telling him as little as possible and encouraging him to discover as much as possible for

himself. To tell a child this and to show him that only make him a recipient of anothers observations. If the learning intellect is to be guided to its appropriate food, children must master the art of independent observation and direct acquaintance. The educational implications of the naturalistic theory holds that good education is pleasurable, thus, methods of teaching should be based upon the belief that the child is not averse to learning, but enjoys it. Teaching methods and materials will appeals to students natural inclination to learn. Difficult tasks are not to be excluded, however, for even they can be made pleasant It is the area of methodology, perhaps, that naturalism has had the greatest effect on education. Since this philosophy constitutes both a reaction against traditional educational methods and a proposal for substituting natural methods in their place .The natural mode of self expression is Play and learning should be done through cheerful spontaneous and creativity of play. The process of discovery is given importance. The activities like excursions, fieldtrips and practical experiments are recommended to enhance learning Educations methodology perhaps exemplifies this shift from traditionalism most clearly. All of Rousseaus recommendations on how to teach is based on the belief that experience is the only teacher. Spencer, the scientific

naturalist, enthroned experimentation, the usual method of empirical sciences, as the only valid method of teaching. In the first place, the naturalist is opposed to the formalized teacher-centered methods of the medieval and Renaissance scholars, many of which persist to this day. In such methods the teacher was viewed as the teachinglearning process, whereas the student was presumed to be the recipient of the Knowledge presented to him. In their worst form such approaches made of the pupils role a very passive one indeed. His only activity was giving back to the teacher that which he had learned from the teacher or from books. This pupil activity usually took the form of recitation or written and oral examinations. It might be argued that such passivity on the pupils part a characteristic of all traditional teaching methods. Another characteristic was the repression of the pupils natural instincts and desires. In some instances educators such as Cotton Mather believed that educations most important task was to drive the devil out of the pupil. Therefore, the naturalist objected to all harsh methods of discipline; he opposed the view that Children should be seen and not heard Originally applied specifically to (young) women. Hyt ys an old Englysch sawe [saying]: A mayde schuld be seen, Naturalism maintains that all teaching methods should be based on experience. Since they relies on the inductive method, they insists that the first criterion for judging the

value of a teaching method should be based on self-activity of the pupil finding the answers for himself. The pupil himself must observe nature in order to find facts and discover answer to his problems. To tell the pupil all the facts, to show him the procedures, to give this the answers, merely makes him a recipient of reports of others experiences. The child has not learned but merely memorized or absorbed what he has been told. Thus all teaching methods should be characterized by pupil activity involving direct or at least vicarious experience; the pupil must educate himself. A second characteristic of naturalistic teaching learning methods is found in their conformity to the natural development of the pupils. It means readiness of the organism for any given learning. Negatively stated, this principle means that it is not the teacher or society that determines what the child should learn, but his own developmental level. Positively stated, it means that when the organism is ready for a certain type of learning activity it will seek in naturally, that is, without being forced by the teacher or by adult society. Thus the pupil will learn about his physical environment when his interests and instincts lead him to such learning; boy-girl relationships will be developed when children reach the age for such relationships; pupils will learn to read when they are ready. A third characteristic of naturalistic methodology is that all educational activities should be enjoyable to the child. The

tasks assigned by traditionalist teachers were designed to discipline the student and therefore were considered unpleasant by the student, but the naturalist felt that any task that went against the grain for the pupil should be avoided. Note how quickly and easily children (or adults) learn what they enjoy. Number games, word games (Scrabble), reading interesting stories, studying plants or animals in their natural habitats, the skills of wood wording, household arts, dramatics, and the like, constitute real enjoyment for the learner.. Thus any teaching-learning methods which make the material distasteful to the pupils should be avoided. Rousseau advocates negative education which is typical of naturalistic philosophy the subordination of the child to natural order and his freedom from the social order. He defines negative education as one that tends to perfect the organs that are the instruments of knowledge before giving them this knowledge directly. The child should be left free to develop his body and senses. He attaches great importance to sense training as he believes senses are the gate ways of knowledge. CONCEPT OF DISCIPLINE Punishment should be constituted by natural consequences of wrong deeds; should be certain, but tempered with sympathy. As we should teaches in accordance with the rhythms of Nature, so we should also punish as Nature punishes.

Naturalism emerged at a time when education was confined within the rigid rules of discipline by the influence of Idealism. Naturalism aims at making education free from the bondage of rigid discipline under which children were tortured. A child born lives and dies in a state of slavery. At the time of his birth he is stitched in swaddling clothes and at the time his death he is nailed in a coffin. And as long as he preserve the human form he is fettered by our institutions. Man was born free and everywhere he is in shackles.- Jean-Jacques Rousseau Naturalism, as a philosophy of education advocates maximum freedom for the child and further stresses in freeing the child from the tyranny of rigidity, interference and strict discipline.. The freedom of child disciplines him and he is naturally controlled by his own learning and experiences. There is stress given to discipline by natural consequences. Since classroom discipline usually is associated with methodology the naturalist asserts a fourth characteristic of sound teaching, namely that all discipline should derive from the natural elements of the situation. The situation will provide a form of innate discipline that should replace that of the teacher. To illustrate, a child learns to avoid hot objects because he has experienced the discomfort and pain which follow his touching them the pupil learn to cooperate with other pupil when he finds himself ostracized by his class mates. .for example- Every time a child puts his finger into the candle flames he gets a burn. Always it happens; always it is a burn. Their are no harsh words, no snapping and snarling, just a burn proportionate to the size of the

flame and the extent and duration of the contact. But always there is that much. By this means Nature quickly teachers the normal child the dangers of fire, and exemplifies for parents and teachers what is desirable in corrective relations with children. If a child is slow in dressing, for a walk, leave him at home. If he breaks a window, let him sit in the cold. If he over eats, let him be sick. In fact, let him suffer the consequences for which he is responsible himself for going against nature. When a child begins to expect such consequences as certain to follow if he does not measure up to what is expected of him, he will act so as to enjoy the benefits which follow from appropriate conduct. Furthermore, when punishment of this sort is used, ruffled feelings do not get mixed up with discipline. It is easier for parent or teacher to hold a firm position with the child and yet not lose rapport with him completely. Even the disobedient child should feel that he has not lost all the sympathy of his guardians. But in the common snapping and snarling of parents, the emotional break between parent and child is too sharp and may do more damage than the punishment does good.