THE throughout the Lahore public schools from




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the philosophical view, the system of idealism that highlights the significance
of spirit, mind or soul.  As an
educational philosophy of idealism is alienated into various schools, but for
the objective one will be recognize the content which have communal conventions
of the idealists in metaphysics, epistemology, and theory value, due to respect
of the different schools.

as philosophy of education is oldest philosophy. In this philosophy, teacher
has play central role, so that students will follow the teacher as model to
become a good citizen.  In this
philosophy lecture method is most important in which teacher delivers his/her lecture
and students only listen their teacher.  Teacher through lecture method on any content,
topic and issues by the Idealist teacher to students and they asked questions
about the issue which is taught by the teacher.. Idealism is a teacher centered
approach in which emphasize is given to the teacher and students only follow
the teacher. Socratic Method which is use by the teacher to student and involve
them in learning activities. In this method, teacher gives a topic to the
students and they discuss it in exchange of ideas from and reach to a

that researcher identify that idealism as philosophy of education will be
implemented and the perspective of teachers how they perceived the philosophy
of idealism.


of the problem

are several philosophies like idealism, realism, pragmatism, existentialism and
Reconstructionism in the western world which are stood time to time. All the
educational philosophies have different perspectives regarding methods of
teaching, which might be accompaniments for each other. Idealism as an old
educational philosophy that why educators consider this philosophy seriously.
Philosophy of idealism is giving emphasis on mind, soul of spirit so if this
philosophy will be implemented in schools than its enable student to think
intellectually and critically.

researcher in this study will be investigate that idealism as a philosophy of
education implementing in Lahore schools as perceived by primary teachers. In
current era, no one study investigate that’s idealism as philosophy of
education implemented as an theory of education throughout the Lahore public
schools from the perspective of primary school teachers. So this study will be
identify “the Implications of idealism as an educational philosophy in Lahore
as perceived by primary teacher”.


Objective of the Study

The following is
study objective:


Ø  Identify teachers
‘perspective toward the implication of idealism as an educational philosophy



The research questions of the study is:

Ø  What
are the primary teachers’ perspective toward the implications of idealism as an
educational philosophy in Lahore schools?




Philosophy of idealism is known as an
ancient.  Its ancestries go back to
prehistoric India in the East, and to Plato in the west. Idealism gives
emphasis on the spirit of human as the most significant component in life. The
world is observed as fundamentally nonmaterial in its definitive nature.
Philosophers of idealism fluctuate immensely on many specifics.

Idealism as philosophy of education

The forefather’s philosophy of idealism Plato
(427-347) and Socrates (469-399 BC) has had many social repercussions, mainly
on the idea of the exemplary state government activity as well as education (Brickhouse,
and Nicholas, 2000). There was a need to proposal an applicable social environment
would be mandatory provided that the Sate wishing mulct prospective of its
teens is apprehended and ideal to their fullest electric potential. In other viowpoint,
the State department must acquaint with an extraordinary social and educational
structure which is capable of fostering children’s growth (Butler, 1966).


Philosophy of idealism is define as who are you
and what are you, it is very modest to other which catch ones consideration.
Idealism as an philosophy of education, students are teach in a way, they
understand what the teacher is teach to the students by using a very simple
examples and specifically application to lead broad presentation in life, in
which students reflect their future (Magora, 2008).

Idealistic philosophy
in education give importance to ‘the acclamation of personality’, in which i the
consequence of self-realization, attained by non-physical knowledge,
self-discipline and dignified teacher. Idealism allocates a very significant
place to the teachers who are appreciated as a director, and philosopher. They
underline the significance of ethical and spiritual education and highlight the
values of humanities, social sciences, art and literature. It highlights man’s
rightness in various facts of life-physical, spiritual, intellectual, moral,
aesthetic and social.

Idealists’ imperativeness the meaning of
educational ideas and concepts. Idealist one have confidence in abstract
thought but interrogative sentence the use of scientific method and sense of
view. Idealist have assurance in ideas that linger constant through clock time
and topographic point. One is come under teaching, idealists have systematized
religion in allocation pronounced works and ideas which are universal as well
as long-lived. Idealist believe that each one students should have one teacher
who teaches so that student can learn cultural norms. According to idealist,
the instructional method performing idealists have given importance on lecture,
discussion and synthetic (Homer, 2010).

When it comes to teaching students, philosophy of idealism believe in
sharing ideas and great works that are universal, as well as long-lived.
Idealists believed students should have at least one teacher who they look up
to, so they can learn cultural norms. In the classroom, idealists put a raft of
focus on lecture, discussion and imitation.

As a philosophy of education can be define as
the implementation thoughts of philosophy to the problem of education, so many
philosophies were apprehensive about education because they observed it as an
essential component of life that it is difficult to reflect (Ozmon &
Craver, 1981; Momany & Khasawneh, 2014). The enduring and perpetual
significance of philosophy of education by Plato is approximately successful
and symphonic in modern education. His observations and considerations take
several forms because of   convenient adaptations (Klemke, Kline, &
Hollinger, 1986, Momany & Khasawneh, 2014).

Idealism’s Educational Implications

Idealism proclaims a worldwide principle of
generalization according to which more exact, instantaneous, and particular
goals are derived from those that are higher, more abstract, general and
inclusive. If the primary goal of education is that student’s spiritual or
intellectual development, then the primary determination and functions become
clear. Schools are organizations, recognized by society, for the primary
purpose of developing a student’s spirituality or intellectuality.

If the primary goal of schooling is students’
spiritual and intellectual development, than the teacher’s role also become
very clear. Teacher must assist students in develop opining to their potential
and achieving their fullest spiritual and intellectual growth. To perform their
role, teachers need to realize that they are required to be more than classroom
managers. As spiritual and intellectual agents, teacher should be engaged in
the great moral calling of assisting students in their spiritual and
intellectual self- development (Colman, 1967).

According to J. Donald Butler, the idealist
teacher is to personify realty for students, “be a specialist in the knowledge
of pupils,” be an ethical model that commands their respect, and be able to
awaken their desire to learn ( Harper and Row, 1966).

Students are immature persons regarding
socially and physically, spiritually and intellectually. Students are those
persons whose purpose is stimulate, externalized and fulfil their inner
potentiality. Like Socrates, motivate their students to search within
themselves to find the truth and latently present. So that teacher has play a
central role in idealism philosophy because students follow their teacher as
model to become a good citizens.

Meta physics deals with
questions of what is ultimate real, it has strong influence on curriculum, or
the “whatness” of education. What it is hold to be most real and important? How
do our beliefs about reality determine what skills and subjects are taught? In
considering these question from the idealism perspective, guided by the major
principles already discuss:

Which is ultimately real is spiritual or ideational;
 Which is
immediate and particularly is to agree with that which is more abstract
and general;
Spirituality and
rationality are encourage by the schools

Idealistic viewpoints are found in subjects
such as fine arts, classic humanities, theology, philosophy, history and
literature. These subjects emphasize intellectual processes and acuity of the
mind. They form a major part of liberal the implication in education holds that
students will tend to choose classes that appeal to their intellects. Taken to
an extreme, an idealist will not be attracted to sign up for a particular major
course just to find a job to earn a living or be interested in any ambitious
undertaking to acquire wealth and power (Wilson, 2007)

The curriculum of school is developed to
prepare the students for social life. Idealism sustenance students to improve
the skills and knowledge to identify and indeed, to want learn that which is
important for the future of students. Teacher who administer the school and
develop the curriculum are mature, educated, knowledgeable adults. Students are
undeveloped persons but have to learn. The doctrine of groundwork suggests that
teachers are well-informed grownups know what is in the best in students learn,
whether or not they are instantaneously interested in learning it at specific

According to the philosophy of idealism,
preschool, early child hood education and kinder garden should provide children
with an environment that encourages to them to find areas of interest that
stimulate their desire to learn. The key to learning lies in the children own
self-activity, which, in turn, arises from the inner needs, drives and
resources of the child (Henry, 1997).
































The research design of
the study will be quantitative. This design will help to generate broad
information about primary public schools teachers. The quantitative method will
convenient because researcher will able to generate extensive information form
the sample of the study.



of the study

The population will be
consisted on the primary school teachers of Lahore. All schools Public and private
will be targeted as a population of the study.

of the study

The sample of the study
will be consisted on 100 primary teachers (50 male and 50 female teachers.
Participants of the study will be selected randomly.

of the study

instruments of the study will be adopted from an article with the permission of
the author
(Momany & Khasawneh, 2014). The research design will be quantitative that’s
why researcher will be use questionnaire, closed ended questions. The
quantitative research design will be able to gather information from the large
sample in a short time. Teacher information related to demographic, teaching
experience and gender will add to the questionnaire items.


researcher will be analyze data obtain form 100 questionnaires which will
completed by primary teachers, selected from the public and private school. The
sample of the study will consist of teacher at different level of experience,
area of specialization and gender representing of the independent variable. On
the other hand depend variable will be aims of education in idealism, role of
learner and teacher in idealism , curriculum in idealism and teaching methods
in idealism. Questionnaire will be based on depend variables, which will study
the each teachers response.