G28_MAEM 601

ADVANCED CURRICULUM DEVELOPMENT

Topic:
“REALISM”
Fundamental Foundations of Curriculum

Reporter

CAVITE, ELIANNRY B.
 I. TITLE: “REALISM” Fundamental Foundations of Curriculum

II. INTRODUCTION

The concept of realism is the philosophical framework that underpins the investigation
of the world in which we currently exist. It is a method of thinking that distances itself from
the realm of ideas and spiritual matters. The term “real" in realism refers to something that is
actual or that already exists. It refers to objects or occurrences that take place in the world
on their own merits as an independent entity. It stands in opposition to the thing or event that
is imaginable only in the mind's eye. It holds the notion that knowledge obtained by the
senses is accurate, and that what we observe and perceive through our own senses is what
constitutes reality and the genuine essence of the world. It asserts that the material world is
true and objective, whereas sentiments and wants that are unique to an individual are
subjective and secondary. Because of this, this school of thought is sometimes
referred to as objectivism.

Realism is the refinement of our common acceptance of the world as being just what it
appears to be. According to it, things are essentially what they seem to be, and, furthermore,
in our knowledge they are just the same as they were before entering our consciousness,
remaining unchanged by our experiencing them. Although some of the early pre-Christian
thinkers dealt with the problems of the physical world (most notably the early Greek
physicist- philosophers, Democritus and Leucippus) the first detailed realistic position is
generally attributed to Aristotle.

Reality, according to Aristotle was distinguishable into form and matter. Matter is the
substance that all things have in common. For Aristotle these to substance were logically
separable although always found together in the empirical world. The more closely anything
approaches pure form, the higher it reigns in the Aristotle hierarchy. At the top of this
hierarchy is pure form, which may be viewed as the highest form of reason. It is the Prime-
Mover which gives the universe its orderly nature. Matter, which is at the base of the
hierarchy, is nothing by itself. Further up the scale come man, the heavens, and finally the
Prime-Mover which is pure form and reason.

III. OBJECTIVES

 Define Realism
 Identify the Forms of Realism
 Explain the importance of realism in education

IV. DISCUSSION

REALISM DEFINITION (Philosophy)

Aristotle
The term realism comes from the Latin “realists” who is to be really, really real. Realism
is a philosophy that assumes that there is a real external world that can be recognized.
Therefore, realism holds that sensory perception and sense objects really exist, regardless
of the senses and the mind that it was him because the object can be investigated,
analyzed, studied by science, nature discovered by science and philosophy.

 Realism is that school of western philosophy which considers matter as real and
true.
  Then we find that the word ‘realism’ has been derived from the word ‘real’ and
the word ‘real’ has been derived from the Greek word ‘res’ which means matter.

So, the etymological meaning of the word ‘realism’ comes to the ideology concerning the
existence of matter.

 Greek philosopher Aristotle {384-322 B.C.} is considered the founder of realism.

 Aristotle, at first, accepted the independent existence of matter.

METAPHYSICS OF REALISM

According to realism, this universe is made from matter and matter has its existence. They
consider matter as the basic element of the universe and as the ultimate reality.

EPISTEMOLOGY OF REALISM

 The sense organs [eyes, ears, nose, skin and tongue] are the means of attaining
knowledge. They argue that the knowledge of the matter that we get through sense
organs is the true knowledge. Realists emphasize the knowledge got through words
to be accepted only after it has been experienced through sense organs.

AXIOLOGY AND ETHICS OF REALISM

 Realism considers this material world is true. According to them, protection of one’s
life and living happily are the aims of human life .
 HERE man symbolizes all men of the world and not an individual. It is not definite
which person would get happiness, how and at what place and time. So, neither
similar values can be determined for all persons nor similar rules of conduct can be
formed for them all.

FUNDAMENTAL PRINCIPLES OF REALISM

1. Phenomenal world is true.

2. Sense is the gateway of knowledge.
3. Theory of Organism.
4. Opposition of Idealism.
5. Development of man is according to regularity of the world.
6. Man is a part of material world.
7. Knowledge of the material world is essential for happy living.
8. Emphasis on experiment and observation.
9. Emphasis on the present practical life of man.
10. The aim of human life is to live happily.

Humanistic
Realism

Forms Social
Neo of Realism
Realism Realism

Sense
Realism
HUMANISTIC REALISM

 It studies the present solution to each problem of life.

 Education must prepare one for life in the real world.
 Humanistic except the happy living as the aim of human life. Some of these realists
consider that man can get bliss from the knowledge of ancient Roman and Greek
literature because it discusses the means of happiness.

Humanistic Realists

Irasmus

SOCIAL REALISM

 Socialistic Realism considered that man can get real happiness only when he adjusts
in the society.
 The purpose of education, according to social realists to prepare the practical man of
the world.
 Social realists follow the method of travel of journey method.
 He emphasized a teaching method which was according to the natural tendencies
and development of a child.
 He was against expressionistic discipline.

SENSE REALISM

 Sens Realists consider that man can get real happiness by real knowledge of matter
and the real knowledge of matter can be got through sense organs.
 The sense realism in education emphasizes the training of the senses.
 It has preferred education of nature, observation, science in place of language and
literature.
  Teaching methods should be scientific inductive, based on observation, analysis,
synthesis.
 The inductive method is given by Bacon.

Some Formula propounded by –Ratke.

1. Teach only one subject at a time.

2. The medium of instruction should be mother tongue
3. Follow Nature.
4. Learning should not be based on Rote memory.
5. Knowledge should be through senses and experience.
6. Things should be introduced first than words.
7. Students should not be repressed.

Sense

NEO REALISM

 New Realism a really philosophical thought.

 It appears the methods and results of modern development in Physics.
 They do not consider the scientific principles everlasting while they express the
changeability in them.
 They support the education of art with the science and analytical system of education
with humanistic feelings.
REALISM AND EDUCATION
CONCEPT OF EDUCATION

 Realists consider education as the process of development.

 Realists have opposed 'knowledge for knowledge’s sake' and 'knowledge for
emancipation’.
 They have propounded the principle of ‘knowledge for life. ‘

“Education is the
creation of sound
mind in a sound
body.”

ARISTOTLE

"I call a complete and generous education that

which fits a man to perform justly skillfully and
magnanimous all the offices both
private and public at peace and war.”

JOHN MILTON
REALISM AND AIMS OF EDUCATION

1. To prepare the child for real life.

2. To prepare the child for a happy life.
3. To acquaint the child with a natural and social environment.
4. Development of scientific attitude.
5. Development of mental power.
6. Development and training of the senses.
7. Providing Vocational Education.

REALISM AND CURRICULUM

 Realism wants to prepare man for this life by education.

 Therefore, the realists in the curriculum have emphasized the following points:

1. Extensive Curriculum
2. Freedom to choose subjects.
3. Emphasis on education through mother tongue
4. Interrelationship between subjects
5. Child centered social curriculum.
6. Most emphasis on vocational education

REALISM AND METHODS OF TEACHING

 Realism considers the sense organs as the gateways of knowledge, so they

emphasize the training of sense organs of the children.
 Milton emphasized excursion and tour; LOCK emphasized learning by observation,
excursion, and experience.
 Realistic lays emphasis on learning by doing and learning by self-experience, which
has increased the importance of workshop and laboratory methods in the field of
education.
 Realism considers objects as the basis of experience, so they started to use these
objects as means of teaching.
 As a result of this, audio-visual aids, excursion and co-curricular activities are
accepted as significant for teaching learning.
 Encouraged the correlation method in the field of education.
 Inductive method- The child himself learns by observation and testing.

TEACHING FORMULA

1. Proceed from simple to complex.

2. Proceed from known to unknown.
3. Proceed from concrete to abstract.
4. Proceed from indefinite to definite.
5. Proceed from empirical to rational knowledge.
6. Proceed from direct to indirect.
REALISM AND DISCIPLINE

 According to them, a disciplined student abides by the rules of the school, does not
flee in the face of difficulties, rather makes himself able to overcome them; but they
oppose any type of discipline imposed from outside by the use of punishment or
force.
 They want to give the children such an environment in which they may learn to
maintain order and it becomes their habit.
 Realism does not believe in soft Pedagogy.
 Education is labor-intensive work, and it needs to be done seriously.
 The discipline itself is to harmonize with scientific materialism.

REALISM AND TEACHER

- A realistic teacher should have the following characteristics-

1. Try to understand everything from a scientific point of view and try to develop a
scientific attitude in the students also.
2. He prefers objective and useful knowledge over imagination.
3. He is a true explorer. He believes only in the knowledge discovered by the scientific
method.
4. He becomes familiar with the needs, interests and desires of his students and verifies
them scientifically.
5. He does not impose his scientific beliefs on his students, but he interprets things in a
neutral way.
6. He is familiar with child psychology and adolescent psychology.
7. The realistic teacher uses the principle of conditioning to help the students adjust to
their environment.
8. Realistic teacher presents objects and actions to students in their real form and gives
them opportunities to observe and experience and make decisions.

According to them, each teacher should know what, when and how he has to teach the
children. For it, they emphasize teacher training.

REALISM AND STUDENTS

 The realist thinker Lock considered the child a plain slate. He considered that the
children become according to the environment given to them.
 Comenius emphasized behaving with children with love and sympathy. According to
him, children should be made to perform activities according to their physical and
mental capabilities and interests.
 Realists provide education to students to keep their needs in view.
 They consider the student to be the focal point of the educational process.

REALISM AND SCHOOL

 Realists take school as workshops for creation of man.

 Realists feel the need of schools, where trained teachers make opportunities
available to the students to develop according to their interests, aptitude and abilities.
 Realism do not support any one type of school. They argue that there is a great
difference in the needs of children, so there should be different types of schools for
different types of children.
  Realists want to keep schools away artificially and want to maintain real environment
in them.
 School organization would be based on the real needs of society.
 The opening of science classes in every school is a must.
 Co-education is a natural happening so it cannot be rejected.
 So, they supported co-education.
 School is the mirror of society. It is a miniature form of society, and it presents the
real picture of society.

CONTRIBUTION OF REALISM TO EDUCATION

1. Emphasis on practical education.

2. Emphasis on liberal and vocational education.
3. Emphasis on scientific subjects.
4. Emphasis on co- education.
5. New teaching methods and teaching formulas were given.
6. Introduced the concept of teacher training.
7. Emphasis on the social nature of the school.
8. Equal Importance to individual and society.

Dark Side of Realism

1. The realist claims to be objective. Objectively in knowledge is nothing but the

partnership of personal knowledge. Knowledge is always subjective.
2. The realist recognizes the origin of knowledge from the datum achieved by senses
and asserts that only objects are main and it is through their contact that knowledge
is acquired. Then how does our illusion arise? How does knowledge become
fallacious? Where does the external object go in dream? The realist is unable to
answer these questions satisfactorily.
3. The realist does not accept the existence of transcendental (not based on experience
or reason) being. How could be know the non-existence of that which does not exist?
Has non-existence got no existence? Void ness and non-existence also are the parts
of existence. Here the realist is completely dumb.
4. Today the effect of realism has given rise to the wave of science. It is right, but there
should be no indifference towards art and literature. The realists support this
negligence.

V. ASSESSMENT

1. Discuss the important roles of realism in the classroom. Site some examples. (10pts)
2. Give at least 3 negative effects or dark side of realism. Elaborate your answer.
(10pts)
3. How was realism integrated in the curriculum? Give an example & explain. (10pts)
References

Breed, Frederick, “Education and the Realistic Outlook,” Philosophies of Education. National
Society for the Study of Education, Forty-first Yearbook, Part 1. Chicago: University of
Chicago Press, 1942.

Broundy, Harry S., Building a Philosophy of Education. Englewood Cliffs, N.J. : Prentice-
Hall, Inc., 1961..

Butler, J. Donald, Four Philosophies and Their Education and Religion. New York: Harper &
Row.

Comenius, John Amos, The Great Didactic. London : A & C Black, 1910. The application of
Comenius’ sense-realism to education.

Herbart, J.F., The Science of Education. Boston : D.C.Heath & Company, 1902.

Locke, John Essay Concerning Human Understanding. Oxford : Clarendon Press, 1902.
The basic statement of Locke’s epistemological position.

Weber, Christian O., Basic Philosophies of Education. New York : Holt, Rinehart and
Winston, Inc., 1960. This book, especially in chapters 11-14,.

Wild, John, “Education and human Society: A Realistic View,” Modern Philosophies and
Education. National Society for the study of Education, Fifty-fourth Yearbook, Part I.
Chicago: University of Chicago Press, 1955.