Idealism, Realism, and Thomism: The Basis for the Social Studies Classroom
...e and common spirituality (Ozmon, 1992). Thomism is not alone in espousing a belief in a catholic or universal educational curriculum. Robert Maynard Hutchins, a prominent twentieth century educator in the idealism school of educational philosophy said, “Education implies teaching. Teaching implies knowledge. Knowledge is truth. The truth is everywhere the same. Hence education should be everywhere the same” (Goldman, 1995, p. 4). Idealism, formulated by Plato, has in common with idealism, realism, and thomism the idea that there is objective truth (Gutek, 1992; Ozmon, 1992). The main difference between the philosophies (for purposes of this paper) is that idealism tends to focus on the reality of ideas and concepts, where as idealism, realism, and Thomism focus on the power of human reason and ability in determining the meaning and purpose of essential truths (Ozmon, 1992). The Convergence of Idealism and Realism Realism and idealism converge in each philosophy’s leading figures. Aristotle was more concerned with the concrete rather than the abstract. He explored the realities and actualities and applied knowledge to practical situations (Butler, 1951). We see this same idea in Bagley (1951) when he states that his categories of knowledge have “their origin in concrete, living human experience” and that their importance is “the aid that they give man in solving problems of his life.” The Convergence of Realism and Thomism Aquinas differed from Aristotle in regards to the greatest achievement for human beings. Aristotle believed humans should pursue happiness, meaning “fulfillment of all human potentiality” and that the purpose of education was “to cultivate, to develop, and to exercise each child’s potentiality to be fully human” (Ozmon, 1992, p. 35). Aquinas differed in espousing the idea that being with God for eternity is the goal and studying philosophy and liberal arts assisted humans in achieving this goal. My educational philosophy is a combination of these three larger philosophies and the ideas that they present. To minimize confusion over these three terms, I use the term idealism throughout this paper when speaking about my philosophy. Is There Convergence in Thomism and Idealism? Is There a Place for Moral Education in an Idealist Classroom? Idealism, as defined in 1938, does not suggest moral education of spiritual development as part of the suggested curriculum. Rather the movement concentrates on core knowledge and subject areas which are intended to give students a framework to examine and make conclusions about the world around them. With idealism defined in this manner, the application of morals education may seem unrelated and disjointed. However, Bagley, a founder of the idealist movements does not view morals as distinct from intellectual pursuits. In 1924, in An Introduction to Teaching, he writes that senior high teachers must understand the importance of “moral education” for students of these grades. Thus, according to Bagley, there is a place for moral education, but it was not expressly included into the typical idealist curriculum suggestion. II. Educational Philosophy and Teaching as a Vocation Arriving at my educational philosophy was not a difficult task. I have always believed that the development of a person must occur in the spiritual as well as intellectual spheres. In fact, the spiritual sphere has always been the most important aspect of education to me and the development of intellectual religious thought the summit of all development. My philosophy was developed long before I discovered a name, however, the research I undertook over the last couple months has given me more insight into this school of thought and additional ideas about how the philosophy lends itself to the classroom. The convergence of the intellectual and spiritual aspects of students, teachers, and the larger community is fascinating to me. To assist students in developing into mature, rational, intellectual beings, I believe that it is necessary to nurture not only their minds, but their souls as well. First, regarding the development of the mind, teachers are given responsibility by parents, the primary educators of their children, to inculcate children into the rigors of the intellect. Teachers can accomplish this by providing knowledge and assisting children in developing the skills needed in the pursuit of knowledge (Goldman, 1995). Secondly, as Aquinas asserted, education must put human spirituality as its core, because the meaning of our life is to attain the vision of God for eternity (Ozmon, 1992). Having this in mind, I came to the conclusion that teaching is a vocation, not a job. In addition, according to my philosophy as outlined, I believe that it is the duty of those in the community to take responsibility for educating the members of the community in the values and knowledge the community possesses. III. Educational Philosophy as an Integral Part of Life In choosing to be a teacher and taking responsibility for the critical task of mental and spiritual formation, my educational philosophy must be more than a motto at the bottom of the letterhead. I believe it is imperative that my philosophy is present throughout my life and work. As an individual who attended Catholic schools guided by Thomism, I have been exposed to situations where the philosophy of the educational experiences is married to the experience of the family life and the larger parish community. The goals and teachings are reinforced on a daily basis through interactions with others in the community. These interactions are at the heart of the success of idealism in the educational sphere. According to Aristotle, one must “acquire moral knowledge” prior to “mastering moral virtues” (Carr, 1996, p. 8). This is parallel to Aquinas’ idea that the study of philosophy and liberal arts is the method by which we prepare our soul to meet God (Ozmon, 1992). In addition, Bagley (1924) writes about the link between knowledge and morality when he says that “. . . literature is probably the most effective vehicle at the command of the schools for imparting the fundamental ideals of life and conduct.” However, instruction also is not sufficient to create a moral or reasoning being. Intellectual and spiritual pursuits must be reinforced and strengthen through action. In other words, “The palace of reason is entered through the courtyard of habit” (Carr, 1996, p. 2). Without the mentorship of elders and support of a larger community, the teaching of an absolute truth in combination with the belief of the supremacy of religious development would not be possible. It is at this point, that teaching takes on added importance. Serving as a moral role model is one of the most important functions when espousing idealism, because being moral underscores the rational, reasoning nature of human beings. Teaching Well Becoming good at a chosen profession is important to most people. I want to become a good teacher. The first way I can accomplish this is to seek out environments already conducive to my chosen philosophy and work within the existing framework with personal instruction and methods to accomplish the mission of education and moral formation. Secondly, I must approach all of my chosen subject areas in light of idealism by examining the topic for essential material and then connecting this material to the human and spiritual side of my students. Lastly, it is important that I develop personal relationships with students, colleagues, parents, and the religious active in the educational and community setting. To accomplish this mission, I must, as stated above, find a setting where expression of my philosophy is welcomed. I should find a school in which moral underpinnings are clearly delineated and publicly expressed. Specific religious tenets, although helpful, are not necessary, as long as morality, virtue, God and spirituality can be discussed, debated and explored in freedom. Strengths and Weaknesses of Idealism in the Classroom and Regarding the Student As with any philosophy, there are strengths and weaknesses in idealism. Idealism’s most important strength is the focus on truth and the idea “that only truth should be taught” (Goldman, 1995, p. 4). Truth in the nature of subject areas, facts, human nature, and religion all combine to create a philosophy that covers all aspects of education and intellectual and moral development. The all encompassing search and dissemination of truth gives idealism validity because it should be viewed as an objective philosophy searching for truth. This concept comes from the idea that if an individual speaks truth about 100 issues or facts, one ought to be able to believe the 101st thing the same individual says. A second strength of idealism is its implication for the student’s soul. If idealism, as defined in this paper, is a combination of objective truth and using known truths to grow closer to God, students who are exposed to an idealist education may have a better chance of developing their souls, spiritual life, and intellectual religious nature to assist them in reaching a state of bliss with God for eternity. A third strength of idealism is the options and avenues open to students of a truth centered, truth-seeking education. The brain is a muscle and like all muscles it must be worked and strengthened to stay fit. By engaging in scholarly pursuits, students will have an opportunity to discover and explore the objective world and the knowledge it has in store for them. There are also weaknesses to idealism. Firstly, for individuals who do not subscribe to a Judeo-Christian or Catholic belief, the focus on spirituality and God may be disconcerting. Secondly, a total lack of modern, multiculturalism may be lacking to some individual’s perceptions. The focus on truth in idealism is not specific, but rather the studies concentrate on the knowledge about the world gained mainly through Western philosophers and intellectuals. The focus on God and the importance of the spiritual life along with the lack of subjective truth regarding multicultural outlooks may be perceived as a weakness. IV. Practicality in the Social Studies Classroom Any educational philosophy is only as useful as its application within the classroom. Idealism manifests itself in the social studies classroom primarily through its aforementioned strength of being focused upon the all-encompassing truth. Social studies is a seven-part discipline including many subjects dealing exclusively with the human being and its interaction with the world and others. Sociology, Psychology and Anthropology are just three of the areas in which it is necessary that a student possess the ability to seek and recognize truth. In combination, the seven disciplines of the social studies involve human beings and our relation to our temporal, physical, and spiritual world. It is essential that a curriculum involve all dispositions of the student and work to create a human being who has mastered basic educational ideas and obtained a foundation from which life long learning and exploration can be assembled. Potency of Knowledge A student in a social studies classroom has the potential of gaining knowledge, however, the teacher must become a catalyst for the student to realize this kno...