Özet:

The discussions on the effect of idealism on education and educational administration are broad; however, academic studies are limited. In a sense, it can be observed that the literature on idealism as one of the first outcomes of thinking, perspectives on life and systematic thought is limited in that there is a lack of studies investigating its reflection on educational administration and institutional administration processes. Therefore, it is essential to examine the reflections of idealism on education and educational administration through a scientific and systematic approach. Accordingly, the main purpose of this study is to discuss the effects of idealist philosophy on educational administration and classical administration approaches within the framework of general features of idealist philosophy. The method of this study is document review. This study has been designed using the general screening model of document review, which constitutes one type of qualitative research method. The study examined the effects of idealist philosophy on the administration of curriculum and classical administration approaches, and presented the literature review in a coherent and systematic manner. According to the results of the study, idealism has affected the management of curriculum in terms of creating the ideal person, increasing commitment to the ideal, and conveying culture and knowledge. In perennialist approach, educational systems have classical characteristic. Idealism has affected classical management approaches in terms of its main features such as working for  ideals,  rationalism,  division  of  labor,  reward  and  punishment  systems,  hierarchy  and coordination. The administration of educational systems and institutions has directly or indirectly, consciously or unconsciously come under the philosophical influences. Idealist philosophy is effective on the development of society in terms of realizing ideals and improving the mind. Idealism influences education in the dimensions of curriculum and institutional administration, as well. Particularly, with its perennialist notion, it provides an intellectual base for the function of transmitting knowledge and culture by influencing educational systems in the curriculum dimension. As such, even today, no matter what their purposes are, one of the most important aims and functions of educational institutions is to transmit knowledge and culture, which, in other words, means the socialization of masses. In this respect, it is observed that idealist philosophy and its reflection of perennialist perspective converts education into a classical structure.

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