Idealism and Realism are two philosophical concepts that have been drawn upon in education for many centuries to gain a deeper understanding of one’s own philosophical perspective. Idealism has been...

Idealism and realism in education. Relate the topic to early childhood education in Australia. I will send you a paragraph on the topic and I would like you to respond to the paragraph by saying whether you agree or disagree on the content


Idealism and Realism are two philosophical concepts that have been drawn upon in education for many centuries to gain a deeper understanding of one’s own philosophical perspective. Idealism has been described as “the spiritual or ideational view of humankind which can be mentally constructed or immaterial” (Gutek, 2014, p.19). The concept of idealism and realism has stemmed from philosophers around the world for generations which has provoked individuals’ ways of thinking and educational practices. Realism has been described as “a philosophy of education which argues that we inhabit a world, an objective order of reality, that was not constructed by us but that we have the ability to know” (Gutek, 2014, p. 47). The concepts of Idealism and realism are connected through Aristotle and Plato’s close relationships although realism is at the complete opposing end to idealism and idealistic viewpoints (Forkner, 2013). In Education, realism and idealism play an important role in guiding both teachers, students and the curriculum while also challenging beliefs and philosophies of educators. Forkner (2013) suggested that realism in education is driven from both the personality and understanding of the teacher and students, which is closely linked to the Early Years Learning Framework principles and practices (Australian Government Department of Education and Training, for the Council of Australian Government, 2018). While idealism looks at education as a process which is developed using the potential of the individual child and the relationship between the teacher and student (White & Chant, 2014). Idealist teachers use strategies such as modelling, mentoring and discipleship when educating children and advocate for children to search for their own truth through factual knowledge. Gutek (2104) discussed this idea greatly and compared it to Aristotle’s and Plato’s relationship and how Plato took what he learnt and progressed past to answer his own metaphysical questions. Realism and Idealism take a historical perspective and Forkner (2013) discussed that idealism, realism and pragmatism is a group of values that will be passed down over generations just as the concepts were from Aristotle to Plato and many other philosophers over generations. This interesting idea that the values of realism and idealism are passed down over generations is closely linked to the education sector as practices and philosophical beliefs and practices and usually learnt and adapted from other teachers and educators over the years. Where as White & Chant (2014) challenged idealism in a more modern manner and incorporated the students beliefs and understandings. This is closely linked to a child centred curriculum in early childhood education and the importance of building upon children’s ideas and interest in a positive manner. Early childhood educators who take the ideas passed down over generations about realism and idealism and transfer this knowledge into their philosophic and pedagogical practices can help to challenge children’s learning and development in a positive manner. Even though realism and idealism have contrasting viewpoints they are both linked to the principles, practice and learning outcomes of the EYLF and NQS. When educators engage in critical reflection about their own teaching philosophy and practices and the ever changing society, educators can embedded aspects of realism and idealism in their everyday practices (White & Chant, 2014). In conclusion, Gutek (2014), Forkner (2013) and White & Chant (2014) studied greatly the ideas of realism and idealism and gave great insight into the work of philosophers from around the world. The readings work in conjunction with one another and complement the ideas and theories brought up by the authors and would allow one to gain a deeper insight into what realism and idealism is and how it directly relates to early childhood education. The works significantly extend one’s thinking and ideas and can challenges one’s views and ideas as an early childhood educator.