Realism philosophy of education

Realism
Submitted by
Ma’am ………
Lecturer in Psychology
Department of Psychology
Submitted by
……………….

Realism And Education
Student of Bachelor in Science of Psychology (3rd
Semester)
29th
Nov, 2017.
Government College Women University,
Sialkot.
2

Contents:
Realism and Education....................................................................................................................3
Development of Modern Realism ...................................................................................................3
Classical Tradition ..........................................................................................................................4
Religious Realism............................................................................................................................4
Contemporary Realism ...................................................................................................................4
Realism as a Philosophy of Education.............................................................................................5
Role of Teacher ………………………………………..………………………………………….6
Realism in the Classroom ……………………………………………………………...…………7
Critique of Realism in Education ....................................................................................................7
Realism
3

Like idealism, realism is one of the oldest philosophies in Western culture and dates back at least
as early as ancient Greece. Realism derived from a Greek word, “Res" which means real. It is an
attempt to portray life as it is. The world is real and material.
Development of Modern Realism:
Of all the philosophers’ engaged in this effort, perhaps the two most outstanding
realist thinkers. They were involved in developing systematic methods of thinking and ways to
increase human understanding.
Francis Bacon (1561-1626);
He claimed to take all knowledge as his field of investigation. Perhaps his most
famous work is Novum Organum, in which he challenged Aristotelian logic. Bacon believed
“knowledge is power,” and it was through the acquisition of knowledge that we could more
effectively deal with the problems and forces that beset us on every side. In order to accomplish
these things, he devised what he called the inductive method.
John Locke (1632-1704);
Locke sought to explain how we develop knowledge. For Locke, there are no such
things as innate ideas. At birth the mind is like a blank sheet of paper, a tabula rasa, upon which
ideas are imprinted. In this way, all knowledge is obtained from the free sources of mind. In other
words, all ideas are derived from experience by way of sensation and reflection.
He argued, and they are characterized by two kinds of qualities;
Such as solidity, size, and motion, is also call primary qualities objective
1. Such as color, taste, smell, sound, and other “sense” qualities, is also called secondary
qualities subjective.
Classical Tradition:
4

Aristotelian realism;
According to Aristotle, ideas (or form), such as the idea of god or the idea of a tree,
can exist without matter, but there can be no matter without form. Sound comes from things that
exist. For example; a falling tree makes sound. Therefore, tree exists (Aristotle 384-322 B.C).
Aristotle's Concept of the Four Causes:
 The Material Cause; the substance of which the thing is made (wood, bricks, and nails).
 The Formal Cause; its design that shapes the material object (the sketch or blueprint).
 The Efficient Cause; its maker or builder (the carpenter who builds it).
 The Final Cause; its purpose or function (is that it is a place in which to live: House).
Difference between Plato and Aristotle;
Aristotle (384-322 B.C.)
 Should study matter.
 Logic reasoning through his syllogism.
Plato (428-347 B.C.)
 Most study ideas.
 Truth and logic through the logical discussion.
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Religious Realism:
Thomas Aquinas (1225-1274); According to Aquinas, God created matter out of nothing and
God is the unmoved mover who gives meaning and purpose to the universe. Primary agencies of
education are family, God, and state, respectively.
Contemporary Realism:
Two of the most outstanding figures in contemporary realism were Alfred North
Whitehead and Bertrand Russell.
Alfred North Whitehead (1861-1947);
According to Whitehead the important things to be learned are ideas, but the ideas
need to be connected with experiences.
Bertrand Russell (1872-1970);
He believed philosophy should be analytical and based on science.
Realism as a philosophy of Education:
1. Aims of Education
2. Methods of Education
3. Curriculum
4. Role of Teacher
Aims of education;
 Preparing the child for a happy and successful life.
 Developing the physical and mental powers of child.
 Acquainting the child with nature and social environment.
 Imparting vocational education.
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 Developing and training of senses.
 Preparing the child for a real life.
 Character Development (wisdom, moral conviction, good will and loyalty).
Methods of Education;
 Herbart developed a five-step method as follows:
o Preparation, Presentation, Association, Generalization, Application
 Not only facts, but method of arriving at facts.
 Emphasis on critical reasoning through observation.
 Supports formal ways of teaching.
 Children should be given positive rewards (Locke).
 Scientific research and development.
 Precision and order: ringing bells, time periods, daily lesson plans, and prepackaged
curriculum materials.
 Supports accountability and performance-based teaching.
 Most recent development: computer technology.
Curriculum;
According to Locke, they are in agreement that studies be practical and useful. Locke
emphasized the educational value of play and physical activity. He believed that children should
spend much time in the open air. He focused his attention upon the complete person. Locke was
the first to use images in the educational process. He was believed that it is possible to get all the
knowledge provided by a person with a proper education.
Role of Teacher;
 The teacher according to realist is expected to have a full knowledge of the content and
7

needs of the students.
 Should have knowledge of child psychology & should have undergone training.
 Prepares the students to receive new information.
 Organizes and presents content systematically within a discipline, demonstrating use of
criteria in making decisions.
 Inspires and encourages the student sympathetically.
 Imparts knowledge of this reality to students or display such reality for observation and
study.
Realism in the Classroom;
 Focuses on the basics of reading, writing and arithmetic.
 Classroom environment is highly structured and organized.
 Utilization of standardized testing.
 Education should be fun and interesting for the student.
 Education should prepare students for life in the real world.
Critique of Realism in Education;
 Great stress upon physical world.
 Realism accepts real needs and real feelings only. It doesn't believe in imagination and
sentiments.
 Realism emphasizes on scientific subjects and neglects art and literature. This creates
imbalanced curriculum.
 Doesn't give any importance to ideals and values.
 Fails to answer illusion and faulty knowledge.
Conclusion:
8

Use of scientific investigation and senses in order to learn. Focus on the physical world, arguing
that reality, knowledge and value exist independent of the mind. This physical world is
composed of matter. Realists believe that schools should promote human rationality through
observation and experimentation. Teachers believe in the importance of experimental. Students
have to take a hands-on approach.
9

Reference:
Bauzon, Prisciliano T. Fundamental Philosophies of Education 2004. National Book Store.
Forkner, Cad B. The Influence of Realism on Modern Education: A Historical Review. Global
Education Journal, 2013(1), Mar 2013.
Teresa. http://www.slideshare.net/writemind/realism-and-its-role-in-education. Cheyney
University of Pennsylvania, 2007.
Howard A. Ozmon & Samuel M. Craver. Philosophical foundations of Education. Merrill
Publishing Company.
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