Idealism and Education: Its Major Tenets and African Perspective

Abdulkadir Muhammad Ruwah

doi:doi:10.11648/j.sjedu.20251306.16

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Idealism and Education: Its Major Tenets and African Perspective

Abdulkadir Muhammad Ruwah^*

Published in Science Journal of Education (Volume 13, Issue 6)

Received: 23 August 2025 Accepted: 8 September 2025 Published: 24 December 2025

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Abstract

This paper presents a critical analysis of the philosophy of Idealism-and its application to education-juxtaposed with an examination of its tensions and congruities within traditional African philosophical frameworks. Rooted in the Western canon (e.g., Plato, Kant, Hegel), Idealism asserts the primacy of mind, spirit, or ideas as fundamental reality. Its core educational tenets advocate for the development of the intellect, the transmission of perennial truths and ethical values, a teacher-centred pedagogy with the instructor as a moral exemplar, and a curriculum that privileges intellectual disciplines designed to discipline the mind and spirit. When viewed through the lens of African thought systems, a complex relationship emerges. A significant consonance is evident in the shared metaphysical orientation that recognizes a spiritual foundation of reality. This commonality yields a corresponding emphasis on education as a process of character formation and the preservation of ancestral wisdom. The venerated role of the teacher or elder, who serves as a custodian of knowledge, further aligns with the idealist paradigm. Nevertheless, profound divergences are also identifiable. Although spiritual, traditional African philosophies frequently exhibit a more pronounced pragmatic and communal imperative. Their focus rests on cultivating harmony within the social and natural world, rather than on a disembodied realm of abstract Forms. This distinction is critical: the idealist prioritization of the individual's intellectual journey stands in direct contrast to the African ontological emphasis on communality, relational existence, and the conception of knowledge as a collective good. The study ultimately contends that while Idealism provides a relevant analytical lens, it remains an incomplete model for interpreting the metaphysical and axiological foundations of African educational traditions. A comprehensive African philosophy of education thus integrates idealist emphases on ethics and spirit with a uniquely pragmatic, communal, and holistic orientation, fundamentally directed toward the concrete sustenance and flourishing of the community.

Published in	Science Journal of Education (Volume 13, Issue 6)
DOI	10.11648/j.sjedu.20251306.16
Page(s)	224-232
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Idealism, Education, Tenets, Reality and Philosophical Scrutiny

References

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[2]	Bagudo, A. A. Philosophical Foundations of Education. Ibadan: Saniez Books. 2006.
[3]	Broudy, H. S. Building a philosophy of education. Prentice-Hall. 1961.
[4]	Brubacher, J. S. Modern philosophies of education. McGraw-Hill. 1969.
[5]	Devisch, R. Pillars of Meaning: The Cosmological and Ethical Framework of African Education. Journal of African Philosophy, 12(1), 1996, 45-62.
[6]	Elechi, G. E. Violation of Nigeria’s Ancient Landmarks: The Bane Nigeria’ Indigenous Education System. Inaugural Lecture. Port Harcourt: Ignatius Ajuru University of Education, 2021 P 7.
[7]	Enoh, A. O. Invitation to Philosophy of Education. Jos: Midland press (Nigeria) Ltd 1996.
[8]	Gutek, G. L. Philosophical and ideological voices in education. Pearson. 2009.
[9]	Gyekye, K. An Essay on African Philosophical Thought: The Akan Conceptual Scheme. Temple University Press. 1995.
[10]	Kneller, G. F. Introduction to the philosophy of education. Wiley. 1971.
[11]	Mbiti, J. African Religions and Philosophy. Heinemann. 1969.
[12]	Nyerere, J. Education for Self-Reliance. Government Printer. 1968.
[13]	Olumide O. M and Awoyemi O. K. Issues in African Philosophy and Philosophy of Education. (ed). Babarinde K and Olufowobi O. African Philosophy of Education: Issues and Insights. Ibadan: Safari Books Ltd. 2023 P 41- 59.
[14]	Oruka, H. O. Sage Philosophy: Indigenous Thinkers and Modern Debate on African Philosophy. Brill. 1990.
[15]	Ozmon, H. A., & Craver, S. M. Philosophical foundations of education (9th ed.). Pearson. 2012.
[16]	Plato. Republic (G. M. A. Grube, Trans.). Hackett Publishing Company. (Original work published ca. 380 BCE). 1992.
[17]	Plato. The Republic (Trans. B. Jowett). New York: Dover Publications. 2000.
[18]	Ramose, M. African Philosophy Through Ubuntu. Mond Books. 1999.
[19]	Wiredu, K. Philosophy and an African Culture. Cambridge University Press. 1980.
[20]	Ruwah, A. M. Assumptions, Paradoxes and Challenges of Metaphysics: Implications to Basic Education in Nigeria, a Paper published in Zaria Journal of Studies in Education (ZJSE). Vol. 4 No. 3, pp 209- 215. 2021.

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Ruwah, A. M. (2025). Idealism and Education: Its Major Tenets and African Perspective. Science Journal of Education, 13(6), 224-232. https://doi.org/10.11648/j.sjedu.20251306.16

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Ruwah, A. M. Idealism and Education: Its Major Tenets and African Perspective. Sci. J. Educ. 2025, 13(6), 224-232. doi: 10.11648/j.sjedu.20251306.16

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Ruwah AM. Idealism and Education: Its Major Tenets and African Perspective. Sci J Educ. 2025;13(6):224-232. doi: 10.11648/j.sjedu.20251306.16

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@article{10.11648/j.sjedu.20251306.16,
  author = {Abdulkadir Muhammad Ruwah},
  title = {Idealism and Education: Its Major Tenets and African Perspective},
  journal = {Science Journal of Education},
  volume = {13},
  number = {6},
  pages = {224-232},
  doi = {10.11648/j.sjedu.20251306.16},
  url = {https://doi.org/10.11648/j.sjedu.20251306.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251306.16},
  abstract = {This paper presents a critical analysis of the philosophy of Idealism-and its application to education-juxtaposed with an examination of its tensions and congruities within traditional African philosophical frameworks. Rooted in the Western canon (e.g., Plato, Kant, Hegel), Idealism asserts the primacy of mind, spirit, or ideas as fundamental reality. Its core educational tenets advocate for the development of the intellect, the transmission of perennial truths and ethical values, a teacher-centred pedagogy with the instructor as a moral exemplar, and a curriculum that privileges intellectual disciplines designed to discipline the mind and spirit. When viewed through the lens of African thought systems, a complex relationship emerges. A significant consonance is evident in the shared metaphysical orientation that recognizes a spiritual foundation of reality. This commonality yields a corresponding emphasis on education as a process of character formation and the preservation of ancestral wisdom. The venerated role of the teacher or elder, who serves as a custodian of knowledge, further aligns with the idealist paradigm. Nevertheless, profound divergences are also identifiable. Although spiritual, traditional African philosophies frequently exhibit a more pronounced pragmatic and communal imperative. Their focus rests on cultivating harmony within the social and natural world, rather than on a disembodied realm of abstract Forms. This distinction is critical: the idealist prioritization of the individual's intellectual journey stands in direct contrast to the African ontological emphasis on communality, relational existence, and the conception of knowledge as a collective good. The study ultimately contends that while Idealism provides a relevant analytical lens, it remains an incomplete model for interpreting the metaphysical and axiological foundations of African educational traditions. A comprehensive African philosophy of education thus integrates idealist emphases on ethics and spirit with a uniquely pragmatic, communal, and holistic orientation, fundamentally directed toward the concrete sustenance and flourishing of the community.},
 year = {2025}
}

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PY  - 2025
N1  - https://doi.org/10.11648/j.sjedu.20251306.16
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UR  - https://doi.org/10.11648/j.sjedu.20251306.16
AB  - This paper presents a critical analysis of the philosophy of Idealism-and its application to education-juxtaposed with an examination of its tensions and congruities within traditional African philosophical frameworks. Rooted in the Western canon (e.g., Plato, Kant, Hegel), Idealism asserts the primacy of mind, spirit, or ideas as fundamental reality. Its core educational tenets advocate for the development of the intellect, the transmission of perennial truths and ethical values, a teacher-centred pedagogy with the instructor as a moral exemplar, and a curriculum that privileges intellectual disciplines designed to discipline the mind and spirit. When viewed through the lens of African thought systems, a complex relationship emerges. A significant consonance is evident in the shared metaphysical orientation that recognizes a spiritual foundation of reality. This commonality yields a corresponding emphasis on education as a process of character formation and the preservation of ancestral wisdom. The venerated role of the teacher or elder, who serves as a custodian of knowledge, further aligns with the idealist paradigm. Nevertheless, profound divergences are also identifiable. Although spiritual, traditional African philosophies frequently exhibit a more pronounced pragmatic and communal imperative. Their focus rests on cultivating harmony within the social and natural world, rather than on a disembodied realm of abstract Forms. This distinction is critical: the idealist prioritization of the individual's intellectual journey stands in direct contrast to the African ontological emphasis on communality, relational existence, and the conception of knowledge as a collective good. The study ultimately contends that while Idealism provides a relevant analytical lens, it remains an incomplete model for interpreting the metaphysical and axiological foundations of African educational traditions. A comprehensive African philosophy of education thus integrates idealist emphases on ethics and spirit with a uniquely pragmatic, communal, and holistic orientation, fundamentally directed toward the concrete sustenance and flourishing of the community.
VL  - 13
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Abdulkadir Muhammad Ruwah

Educational Management, Shehu Shagari University of Education, Sokoto, Nigeria

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http://orcid.org/0009-0007-8930-7998

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Ruwah, A. M. (2025). Idealism and Education: Its Major Tenets and African Perspective. Science Journal of Education, 13(6), 224-232. https://doi.org/10.11648/j.sjedu.20251306.16

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ACS Style

Ruwah, A. M. Idealism and Education: Its Major Tenets and African Perspective. Sci. J. Educ. 2025, 13(6), 224-232. doi: 10.11648/j.sjedu.20251306.16

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AMA Style

Ruwah AM. Idealism and Education: Its Major Tenets and African Perspective. Sci J Educ. 2025;13(6):224-232. doi: 10.11648/j.sjedu.20251306.16

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@article{10.11648/j.sjedu.20251306.16,
  author = {Abdulkadir Muhammad Ruwah},
  title = {Idealism and Education: Its Major Tenets and African Perspective},
  journal = {Science Journal of Education},
  volume = {13},
  number = {6},
  pages = {224-232},
  doi = {10.11648/j.sjedu.20251306.16},
  url = {https://doi.org/10.11648/j.sjedu.20251306.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251306.16},
  abstract = {This paper presents a critical analysis of the philosophy of Idealism-and its application to education-juxtaposed with an examination of its tensions and congruities within traditional African philosophical frameworks. Rooted in the Western canon (e.g., Plato, Kant, Hegel), Idealism asserts the primacy of mind, spirit, or ideas as fundamental reality. Its core educational tenets advocate for the development of the intellect, the transmission of perennial truths and ethical values, a teacher-centred pedagogy with the instructor as a moral exemplar, and a curriculum that privileges intellectual disciplines designed to discipline the mind and spirit. When viewed through the lens of African thought systems, a complex relationship emerges. A significant consonance is evident in the shared metaphysical orientation that recognizes a spiritual foundation of reality. This commonality yields a corresponding emphasis on education as a process of character formation and the preservation of ancestral wisdom. The venerated role of the teacher or elder, who serves as a custodian of knowledge, further aligns with the idealist paradigm. Nevertheless, profound divergences are also identifiable. Although spiritual, traditional African philosophies frequently exhibit a more pronounced pragmatic and communal imperative. Their focus rests on cultivating harmony within the social and natural world, rather than on a disembodied realm of abstract Forms. This distinction is critical: the idealist prioritization of the individual's intellectual journey stands in direct contrast to the African ontological emphasis on communality, relational existence, and the conception of knowledge as a collective good. The study ultimately contends that while Idealism provides a relevant analytical lens, it remains an incomplete model for interpreting the metaphysical and axiological foundations of African educational traditions. A comprehensive African philosophy of education thus integrates idealist emphases on ethics and spirit with a uniquely pragmatic, communal, and holistic orientation, fundamentally directed toward the concrete sustenance and flourishing of the community.},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Idealism and Education: Its Major Tenets and African Perspective
AU  - Abdulkadir Muhammad Ruwah
Y1  - 2025/12/24
PY  - 2025
N1  - https://doi.org/10.11648/j.sjedu.20251306.16
DO  - 10.11648/j.sjedu.20251306.16
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 224
EP  - 232
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20251306.16
AB  - This paper presents a critical analysis of the philosophy of Idealism-and its application to education-juxtaposed with an examination of its tensions and congruities within traditional African philosophical frameworks. Rooted in the Western canon (e.g., Plato, Kant, Hegel), Idealism asserts the primacy of mind, spirit, or ideas as fundamental reality. Its core educational tenets advocate for the development of the intellect, the transmission of perennial truths and ethical values, a teacher-centred pedagogy with the instructor as a moral exemplar, and a curriculum that privileges intellectual disciplines designed to discipline the mind and spirit. When viewed through the lens of African thought systems, a complex relationship emerges. A significant consonance is evident in the shared metaphysical orientation that recognizes a spiritual foundation of reality. This commonality yields a corresponding emphasis on education as a process of character formation and the preservation of ancestral wisdom. The venerated role of the teacher or elder, who serves as a custodian of knowledge, further aligns with the idealist paradigm. Nevertheless, profound divergences are also identifiable. Although spiritual, traditional African philosophies frequently exhibit a more pronounced pragmatic and communal imperative. Their focus rests on cultivating harmony within the social and natural world, rather than on a disembodied realm of abstract Forms. This distinction is critical: the idealist prioritization of the individual's intellectual journey stands in direct contrast to the African ontological emphasis on communality, relational existence, and the conception of knowledge as a collective good. The study ultimately contends that while Idealism provides a relevant analytical lens, it remains an incomplete model for interpreting the metaphysical and axiological foundations of African educational traditions. A comprehensive African philosophy of education thus integrates idealist emphases on ethics and spirit with a uniquely pragmatic, communal, and holistic orientation, fundamentally directed toward the concrete sustenance and flourishing of the community.
VL  - 13
IS  - 6
ER  -

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