Before we begin it is important to understand the basic definitions of Idealism and Philosophy. As a branch of practical philosophy, its practitioners look both inward to the parent discipline of philosophy and outward to educational practice, as well as to developmental psychology, cognitive science more generally, sociology, and other relevant disciplines.
In his textbook Building a Philosophy of Education he has two major ideas that are the main points to his philosophical outlook: The first is truth and the second is universal structures to be found in humanity’s struggle for education and the good life.
His method excluded writing, but focused on dialogues where series of questions are discussed by the teacher and the student until the analysis goes as far as both can take it. This way of teaching is known now as the “Socratic method.” Plato’s way of teaching was tailored to create competent adults to meet the needs of the state.
Chapters illustrate how a grounding in the theoretical and ethical dimensions of teaching, learning, and education systems contribute in meaningful ways to being a good teacher, and trace the consequences of a decline in philosophy on individuals’ professional development and on the evolution of the teaching profession more broadly.
The objective of this study is the works of “founding fathers” (especially Bung Karno) of Pancasila, and the works of Ki Hajar Dewantara, Notonagoro and Driyarkara about the Pancasila philosophy, about education and nationality, and a dialogue with the works of other relevant figures, and a reflection on the various national education philosophical issues.