This document discusses the history and philosophies of educational realism. It describes three camps of realism: verbal/literary realism, social realism, and sense/scientific realism. Verbal realism focused on studying classical literature for its own sake. Social realism aimed to equip students for successful life in society. Sense realism believed that true reality lies in scientific concepts and laws of nature. Key figures like Montaigne, Bacon, and Comenius advocated for practical, scientific education that prepared students for life through experience and the senses.

1. Prepared by: Charlene P. Aposaga

2. Why educational realism exists?
What is the meaning of realism?

3. Realism
 applies to the position that education should
be concerned with the actualities of life (Wilds
and Lottich, p.254)

4. The intellectual activity in Europe started by
the realists was fanned by the spirit of
Renaissance, the Protestant Reformation, and
the scientific discoveries at that time.

5. Three Camps of Realist
 verbal, literary realists
 social realists
 sense, or scientific realists

7. verbal realistshumanists
Classical
Literature is
the only
material
worth reading
Literature had to
be studied for its
own sake and for
its aesthetic
value.
Literature had to be
studied not for its
beauty but for the
preparation for
practical living

9. A. Aims of Verbal Realism
1. Complete Knowledge and understanding of
environment
2. Development of values
3. Development of the whole man
4. For actual living
5. To study words

10. B. Types of Education
1.Literary education
 for understanding the past and present so that man
could properly react to them
2.Practical education
 prepare men to put to use what they had learned
3.Liberal education
 to develop a whole man for all the requirements of
life

11. Literary Education
Practical Education
Liberal Education

12. C. Content to be Studied
The curriculum was encyclopedic, that is, they
covered almost all subject matters.
Vernacular as a national language
Latin as a universal language
Juan Luis Vives

13. The study of language should be based on usage.
Lower schools: mathematics, natural and physical science,
literature and philosophy, history and geography
Higher schools: technical and professional study such as law,
theology, medicine, architecture, political science and
warfare
For Women: vernacular, Latin, religion, moral conduct, rearing of
children and house keeping

14. He proposed a very comprehensive
curriculum composed of a wide range of
physical exercises, sports and games, the
Bible and religious exercises, instrumental
music, intellectual readings from ancient
literature.
Francois Rabelais

15. He advocated the study of
ancient learning and classics.
John Milton

16. D. Agencies of Education
1. The home
2. Public day school
3. The Academy
4. University

17. E. Organization of Grade Levels
1. From birth to age six
(Home)
2. At age seven
(Public day school)

18. E. Organization of Grade Levels
3. Between ages 12 and 21
(Academy)
4. Upper courses
(University)

19. F. Methods of Instruction
1. Tutorial
2. Individualized Teaching
3. Incidental method
4. Reasoning
5. Reading widely and thoroughly
6. Travel
1
2

20. G. Financing
Pupils in the lower schools were free but those of
the higher schools had to pay tuition fees, especially
private schools.

21. H. Outstanding Contribution to Education
Practical Education that would enable man to
adjust himself to his environment.

23. Social Realism
 an aristocratic educational movement in the sixteenth
and seventeenth centuries
 It held that education should equip the student for a
happy and successful life as a man of the world.
 It stressed modern languages, travel, and study of
contemporary institutions

24. Michel de Montaigne
(February 1533 – 13 September 1592)
was one of the most significant philosophers of the
French Renaissance, known for popularizing
the essay as a literary genre.
 Montaigne's attempt to examine the world through
the lens of the only thing he can depend on
implicitly—his own judgment—makes him more
accessible to modern readers than any other author
of the Renaissance.

25. A. Aims of Social Realism
1. Pragmatic utilitarian
2. Decision-making
3. Social Relations

26. B. Types of Education
1. Practical and social education
 to train young man to get along harmoniously with
other people
2. Physical, moral, and intellectual training
 to harden the young man
 to train him to drink gracefully and to make love
romantically
 to train him make wise judgements and decisions

27. C. Content to be Studied
1. History
2. Philosophy
3. Latin
4. Mathematics, good manners, military arts, geography

28. D. Agencies of Education
1. The tutor 2. Academies 3. Ritterakademie

29. E. Organization of Grade Levels
The boy started with a tutor, then attended either
the academy or the Ritterakademie. For a professional
course, he attended the university.

30. F. Methods of Instruction
1. Tutorial system
2. Travel
3. Understanding and judgment
4. Observation and social contacts
5. Application

31. G. Financing
The pupils had to pay fees to the school and to
their tutors.

32. H. Outstanding Contributions
 Tutorial system
 Finishing schools
 Private military academies

34. Sense or scientific realism was the belief that
true reality lies in concepts, forces, and laws of
nature.

35. Heliocentric theory of the solar
system
Nicolaus Copernicus

36.  Motions of the planets
Johannes Kepler

37.  Invented the telescope
Galileo Galilei

38.  Development of logarithms
 Analytical Geometry
 Calculus
John Napier
Rene Descartes
Gottfried Wilhelm Von Leibniz

39.  Law of GravitationSir Isaac Newton

40.  Theories of the gases and the vacuum
Robert Boyle

41. Theory of the Circulation of the
blood
Invention of the Barometer
William Harvey
Evangelista Torricelli

42. Invention of the compound microscope
Marcello Malpighi

43. Four great educational philosophers who
espoused sense realism
Richard Mulcaster
(1531 – 1611)
Francis Bacon
(1561 – 1626)
Wolfgang Ratke
(1571 – 1635)
John Amos Comenius
(1592 – 1670)

44. A. Aims of Sense Realism
1. For a harmonious society
2. Scientific
3. Religious, intellectual, and practical
4. Scientific method

45. B. Types of Education
1. Science type of training
2. Liberal Education
3. Religious and moral education
4. Practical type of training
5. Linguistic and intellectual education
6. Democratic and vernacular education

46. C. Content to be Studied
 In Mulcaster’s six-year elementary school, children of
both sexes were taught reading, writing, vernacular,
English, drawing and music, physical exercise and group
sports.

47. C. Content to be Studied
 In Ratke’s lower three grades, the German vernacular and
in the higher grades classical languages

48. C. Content to be Studied
 To Bacon, the most
important subject was
science, especially its laws

49. C. Content to be Studied
 Comenius’ curriculum was the most comprehensive because
every subject was taught.

50. D. Agencies of Education
1. Model education institution for scientific investigation
2. Six-year vernacular elementary school
3. The School on the Mother’s Knee (home)
The vernacular school (hamlet)
The Latin school (city)
The University (province)
College of Light (for advanced research)

51. D. Agencies of Education
4. Textbook
5. Teacher
6. A group of schools organized by Francke
 university
 Volkschule
 Pedagpoium
7. Realschule

52. E. Organization of Grade Levels
1. Ages six to twelve. Six-year elementary school
2. From Comenius, there were four educational periods:
a. School of the Mother’s Knee, pre-school
b. Vernacular elementary school for all (7-12 yrs. old)
c. Latin school (13-18 yrs. old)
d. University (19-24 yrs. old)

53. Recommendations for internal administrative school
organization:
1. All schools should begin on the same date each
year and students should not be admitted except on
the same date.
2. There should be a systematic organization of the
schedule of class work.

54. 3. Each class should have a separate (room, teacher,
textbooks, tests)
4. School days should be organized in accordance
with the age of the child.
5. No homework
6. A half hour’s relaxation should follow each study
period.

55. 7. Morning hours for intellectual subjects
Afternoon for physical and aesthetic subjects

56. F. Methods of Instruction
1. Knowledge comes through the senses,
2. Mulcaster:
a. Children must be studied thoroughly and
their innate abilities respected.
b. Make use of games, play, and exercises
3. Bacon:
Use the inductive method

57. F. Methods of Instruction
4. Ratke:
a. All learning should follow the course of nature.
b. Learning should be only one thing at a time.
c. Repetition should be done as often as possible.
d. Everything should be learned first in the mother
tongue.
e. Learning should be without compulsion.
f. Nothing is to be learned by rote.

58. F. Methods of Instruction
4. Ratke:
g. Similar subjects must be taught the same way.
h. Learning by the sense should precede
exploration
i. Learning should be inductive and
experimentation

59. F. Methods of Instruction
5. Comenius:
a. Education should appeal to the child’s natural
interests
b. Learning starts from the senses.
c. Whatever is learned must be of practical value.
d. General principles should be explained first
and details follow.

60. F. Methods of Instruction
5. Comenius:
e. All things should be taught in succession and
only one at a time.
f. A subject should not be left unless thoroughly
mastered
g. Learning should proceed from the known to
the unknown.

61. F. Methods of Instruction
5. Comenius:
h. Children should learn to do by doing.
i. Words must not be repeated.
j. Instruction should be fitted to the child’s
understanding
k. Senses, memory, imagination, and
understanding should be exercised daily.

62. F. Methods of Instruction
5. Comenius:
l. Learning to be effective, must be in the
vernacular

63. G. Financing
Lower vernacular school: free
Higher schools: students had to pay school fees

64. H. Outstanding Contributions
1. The emphasis on science in the curriculum
2. The teaching of science by the laboratory method
3. Several tested methods of teaching
4. The use of the vernacular in teaching
5. Development of the textbook
6. The internal administrative organization of the school

65. H. Outstanding Contributions
7. The ladderized system of grade level organization
8. The emphasis placed on the training of teachers and
organization of training schools for teachers