1. PHILOSOPHIES OF EDUCATION
Introduction
The broad knowledge of philosophy can be synthesized in to distinct systems of thought.
Njoroge and Bennars (1986:20) puts it that when philosophy used in plural form it refers to system of thought presented in a unified, systematic manner and can be divided into different types.
These systems of thought can enable us to distinguish one from another and have a comprehensive understanding of philosophy.

2. In terms of history these systems can be categorized in to four groups as seen by Moore and Bruder (1990:12)
Categorization to time
Ancient /traditional philosophies (Idealism & Realism)
Medieval (Neo-platonic, Christian )
Modern Philosophies (Pragmatism & Existentialism)
Contemporary Philosophies (Analytic philosophy, Phenomenology

3. Ancient Philosophies (Idealism and Realism)
These philosophies emerged between 6th century BC and 3rd century AD
We study them in order to acquire some tools of analysis and expand our ideas in education.
They provide a framework of theories applicable in education.

4. Idealism
Popkin & Stroll (1981:120) write that it is a theory that holds that the most important element in the nature of reality is mind or spirit.
So this means that physical or material world is less important in understanding reality.
Njoroge and Bennaars (1987): the system that holds that reality is an expression of mind.
In this case knowledge or understanding is based on the recognition and remembrance of latent or inborn ideas already present in the mind.

5. The entire universe or any physical object exists in and depends on the mind. Without being perceived by the mind no object can be known.
Physical objects are not ultimately real. They are just manifestations of what is perceived in the mind.
Ultimate reality is spiritual in nature rather than physical, mental rather than material. Everything exists in the form of ideas.

6. Popkin & Stroll (1981) basing on the ideas of Berkeley ( ) put it that physical objects are families of sense experience. If experiences can not exist un-experienced so physical object can not exist un-experienced.
We can only prove and verify the existence of physical objects through experience. If not experienced what is the basis of saying it exists or has existed.

7. Berkeley: (read Halverson:1981pp88-95; Moore & Bruder: 1990 pp84-90) the strongest exponent of idealism who believes that there are no material things or physical world that exists independently of mind. They are only collection of ideas in infinite minds. They are sensations and perceptions of a thinking being.
Our minds have ability to form patterns of the things we perceive

8. Plato (427-347 B. C): man’s reality is soul. Man is a spiritual being
Plato ( B.C): man’s reality is soul. Man is a spiritual being. The child is part of spiritual universe, has spiritual destiny to fulfill.
Everything that exists derives its shape and meaning from its form-that can only be grasped intellectually. Examples of form are ideas of things like book, trees, justice, freedom or beauty. We do not see the stone but the idea of a stone or freedom or idea of justice.

9. For Idealists, there are two realms, the world of appearance perceived by the senses and the world of reality perceived by the intellect or mind.
The physical world is a mere shadow. It can only be understood by referring it to the mind.
The spiritual part of man is more important than the physical part. Other creatures depend on human mind for order and purpose.

10. Idealism and education
The philosophy emphasizes the relationship between the child/learner and the spiritual elements (attitude, values, intellect and characters). So, the aim of education is to:
Develop or to mould these elements.
Develop innate abilities and characteristics to the highest potential.
Develop the child’s ability to communicate, read, count and draw

11. Develop human ideas, intellect and virtue emphasis on liberal education; general education for the overall development of the child’s mind, intellectual capacity; critical thinking and imagination; power of reasoning, analysis, creativity and organization of ideas; reflection, recall and dealing with concepts.
A teacher is considered as:
A highly knowledgeable person in content, a master of skills and a supervisor of learners’ values and discipline

12. A model of quality behaviour, high intellectual ability, virtuous,
Authoritarian as his role to impart knowledge
A leader, motivator and inspirational person, knowledgeable of students’ needs.
Method of teaching is expository: lectures and discussions organized, monitored and supervised by the teacher.

13. The teacher a dispenser of knowledge, students are receivers
Teaching approach; teacher-centred classroom interaction dominated by the teacher; explaining, giving examples and instructing.
Curriculum must be well organized, content carefully structured.
Subjects: humanities; history, literature language, math and arts, subjects that develop reasoning capability

14. Realism
Rooted in the ideas of Aristotle ( ), a disciple of Plato ( )
It is a contrasting view of idealism which holds that the physical world has separate existence independent of the mind.
Hospers (1967:494) contends that realism is the belief that the physical world exists whether we perceive it or not and that we can know various things about that.

15. Experience on something is not a condition to make it exist
Experience on something is not a condition to make it exist. Everything can be known by its qualities whether we are aware of it or not.
Its existence is separate from consciousness, mind or awareness.
Religious realists believe that everything that is divinely created must be real although spirit is more important.
Kneller (1971) writes that the basic principle of realists is that matter is the ultimate reality

16. Basic assumptions of realism according to Hospers (1967:494)
There exists a world of physical objects; chairs, trees, hills or buildings.
Statements or qualities about these objects can be known to be true through sense experience.
These objects exist when they are perceived or not. They are independent of our perception (thinking, consciousness or awareness)

17. By means of our senses, we perceive the physical world as it is and our knowledge we claim about it can be justified.
The sense impressions we have about physical things are caused by physical things themselves. The experience of the book is caused by the book itself not by the qualities we have in our mind of the things to be perceived

18. Main points There is a separate material world.
The general principles or laws of the natural world can be discovered through empirical methods (observation, experimentation and by observing specific events or objects’ qualities and properties and generalize them)
The physical world and its content are in a particular order and it can be known through our senses. It has its laws, relationships and particular pattern of operation

19. Acquisition of knowledge depends on the interaction between our mind and material objects. We can claim that something is true only when we observe and discover it.
The values that guide and control our behavior are formed by our experiences with the natural world.
Without experience, we can not form our moral laws and values because we can not know what suits, fits or harmonizes our living and our interrelationship. We can only judge our moral values through practical experiences.

20. As realists believe in natural order, it is only through discovery of the natural order that we can be able to discover ethical and moral values through observation and experience. So, ethical and aesthetic values are stable, orderly and rooted in nature.
Aristotle (classical realist)
The most reliable source of knowledge is sense experience. Reasoning is important for understanding the essence of things. Reasoning can enable us to check the truth of observation and experience.

21. John Locke (1632-1704) a critical/scientific realist
Man is born tabula rasa (empty slate). He is not born with knowledge of anything.
The only way we can acquire knowledge is through experience. There is no innate or natural ability. Knowledge only comes through senses
True knowledge is learned. We understand our world through studying our surroundings

22. Realism in education
The goal of education: to enable the learner to understand laws of nature. Learners should be left to explore the world through their senses.
Methods: emphasize on practice and engagement in discovery.
Those that permit students to use their senses; observation, manipulation and using of real objects, experimentation and verification of the natural environment in order to understand it.

23. Inductive approach: learning the specifics characteristics of objects or particular facts and coming out with general principles.
Role of the teacher: provide opportunities for students’ to conduct their own discoveries through active interaction with their environment.

24. The teacher is expected to have high knowledge of natural laws and principles of the subject; mastery of scientific knowledge, ability to verify knowledge through scientific procedures.
Teacher’s mastery of knowledge is useful for organizing learners’ activities and discoveries.
Teaching must focus on the subject matter mainly science subjects so as to understand the nature and orderliness of the universe

25. Emphasis on common values in school, based on natural laws
Emphasis on common values in school, based on natural laws. Harmonizing school rules and regulations with laws of nature.
Every teacher and student must adhere with certain conventions as these conventions are derived from nature and are collectively applied
Teacher is the supervisor of school conventions, rules and regulations.

26. Subjects: science (physics, chemistry and biology) mathematics and geography.
Social science subjects should be taught to develop learners’ rational powers and their understanding of the natural world and natural principles.
Realists prefer separate subjects rather than integration but must be well organized.