THE

REALISTIC
MOVEMENT

https://annasmv.wordpress.com/2013/02/10/the-painting-who-led-to-the-realistic-
movement/
REIMON R. MANERA
• Aristotle
• Etymologically means “about a thing” or “concerning
some object”
• refers to the philosophy which holds that education should REALISM
be concerned with the actualities of life.
• Literary movement that stressed the actual (reality) as
opposed to the imagined or fanciful.
Why did this movement come about?

• A reaction against Idealism and Romanticism

• The harsh reality of frontier life and the Civil War
shattered the nation’s idealism
 REALISM IDEALISM
• Body • Mind
• Truth • Ideas
• Objectively Real • Imagination
• Focuses on directing attention to the • Escape from reality
problems at hand
FUNDAMENTAL PRINCIPLES OF REALISM
• Phenomenal world is true
• Senses are the doors of knowledge
• Theory of Organism
• Opposition of Idealism and Romanticism
• Man is a part of material world
• Emphasis on experiment
• Importance of present applied life
Forms of Realism
Humanistic Realism

Social Realism

Sense Realism
 HUMANISTIC OR LITERARY REALISM
• They agreed with the humanist that classical language and literature
were the ideal means to liberal education.
• Such an education only can promote human welfare and success.
AIMS

 theyaimed at a complete knowledge and understanding

of human society
 study of classical literature for the preparation for life
Literary
 Vives – education should develop personality Realism
 Rabelais – development of a whole man
 Milton – to prepare for actual living
TYPES

 very practical
 liberal
 intellectual, moral, social, religious Literary
Realism
Physical education
CONTENT

 Encyclopedic

• Learning of • Physical • Everything, Literary

ancient and
the exercises, Realism

MILTON
vernacular games and literary
VIVES

RABELAIS sports classics had

• Bible study to be studied
• Intellectual
readings of
the classics
AGENCIES AND ORGANIZATIONS

• Parents • Tutor Literary

RABELAIS
• Academy
Realism
VIVES

MILTON
METHOD

• All learning is to

RABELAIS
• Reading is done

MILTON
VIVES

• The teacher be made for content and

should study pleasant not for syntax
each pupil
individually
• Natural • Use of resource Literary
activities person in the
• Adapt school • Reasoning classroom Realism
work to the substituted for • Discussions and
abilities and rote learning lectures by
interests of his • Reference books academic
pupils
authorities
• Hold quarterly
conferences with
teachers
 SOCIAL REALISM
• The social realists protested against the uselessness of preparing individuals to
fit in the society where they belong by the study of classical literature.
• They believed that education could be had best by direct contact with people
and social activities and not through books.
AIMS

 prepare the aristocratic youth for the life of a gentleman Social Realism
in the world of affairs.
 Michael de Montaigne – advocate a highly
individualistic education that will enable the individual to
get along efficiently with his fellows and enjoy his leisure
hours.
 Practical judgement and social disposition were the best
means in the art of living
TYPES

 advocated a practical type

 Physical Education
 Moral training
Social Realism
 Intellectual training
CONTENT, AGENCIES and ORGANIZATION

 Montaigne – travel proved most suitable so that schools

had very little use
 experience was more important than books
 Private tutorial system Social Realism
 Finishing schools
 Private Military academy
METHODS

 Montaigne – understanding and judgement rather than

memorization
 Social contracts rather than books
 learning should be pleasant and avoided harshness Social Realism
 Encouraged competition, independent thinking,
application of what had been learned
 Lessened the authority of the teacher
 SENSE REALISM
• This movement was the outgrowth of the scientific discoveries of the 16th and
17th centuries.
• Advocated the type of education in which scientific content would be
introduced and the scientific method used.
AIMS

 to develop a harmonious society, working in accordance

with natural and universal laws. Sense Realism
AIMS

eternal

COMENIUS
• education

MULCASTER
BACON

to give man happiness should not

dominance
over things,
with God,
and
repress the
natural
Literary
to utilize
knowledge
education tendencies of Realism
should man but help
for a prepare for “nature to
practical and the activities perfection”
useful life. of life
through
knowledge.
TYPES

 emphasized a practical type of education, a

comprehensive curriculum with stress on scientific Sense Realism
training.
 favored democratic education and the use of vernacular
TYPES

COMENIUS
• Learning should

MULCASTER
BACON

 stressed the Sympathy for the be adapted to

study of masses the needs of the
nature and  Championed an students. Literary
he was more
interested in
education for all
in the same
• 6 year Realism
elementary for
content than schools both boys and
in method  to know all girls and taught
things, to do all reading and
things, and to say writing in
all things vernaculars
AGENCIES AND ORGANIZATIONS

 Comenius’ 4 levels of education

Sense Realism
- The School of the Mother’s knee, a pre-school in every
home
- A vernacular elementary school in every hamlet
- A Latin school in every city
- A university which was rigidly selective in every
province.
METHODS

 All school shall begin on the same date each year

 Systematic organization of the schedule of class work
Sense Realism
 School days should be organized in agreement with the
child’s nature.
 A half hour relaxation should follow each study period.
 There was to be no homework
 Morning hours to be devoted to intellectual subjects and
the afternoon to physical and aesthetic subjects.
 THE
NATURALISTI
C
MOVEMENT

https://annasmv.wordpress.com/2013/02/10/the-painting-who-led-to-the-realistic-
movement/
REIMON R. MANERA
NATURALISM
• Attitude of mind which denies the
existence of an order transcending nature
and sense experience
• Nature is the whole reality
• Follow nature
• The most influential movement of the 18th
century
• Jean Jacques Rousseau
Basic Principles of Naturalism
• The universe is a huge machine
• Life comes out of dead and is a sum total of physical and chemical reactions
• All capacities of an individual are delimited by its nature
• Man is the supreme creation of nature
• The present life is the real life
• Reality is of the external Nature only
• God , Soul, and everything supernatural are all illusions
Naturalism in Education
• Naturalism as a philosophy of education
has exercised a great influence on the
theory and practice of education. It decries
all external restraint in education and it
condemns all unnecessary formalities in
education.
AIMS Naturalism

 self expression
 self-preservation and self-satisfaction (Spencer)
McDougall (1871-1983)- sublimation of the native instincts and
energies of the individual — the redirection, coordination and harmonious
working of the native impulses.
WILLIAM MCDOUGALL
 equip the individual for struggle for existence and thus to ensure his
survival
 Rousseasu - development of the child in conformity with his nature.

JEAN JACQUES ROUSSEOU

CURRICULUM

 The naturalists strongly advocate inclusion of natural sciences — such as

physics, chemistry, zoology, botany — in the curriculum.
 As regards language and mathematics they opine that only such
knowledge of these subjects should be acquired as is essential for
scientific studies. They also want that the pupil should not be plunged into Naturalism
poetry and literature.
 Naturalism does not attach much importance to spiritualism or religion in
the curriculum.
 does not include music and painting
METHODS OF TEACHING

 attaches no importance to formal schools and textbooks as these hinder

the natural development of children
 condemns note-learning and encourages learning by doing
 emphasize auto-education and self-development, and learning through
personal experience of the child. Naturalism
  to gather direct experience from nature, men and things
 Rousseau’s advice was: “Give your scholar no verbal lessons, he should
be taught by experience alone.”
 prominent place to the play-way method
NATURALIST TEACHER

 The educator should not interfere in the natural development of the child.
He should not impose ideals or ideas on him.
 He has to provide suitable opportunities and create conditions which are
conducive to the natural development of the child.
 The role of the educator is that of a friend, philosopher and guide.
Naturalism
 They contend that the child’s nature is essentially good, and any
intervention is, therefore, harmful.
LIMITATIONS

 It altogether ignores the spiritual and moral aspects of human nature. It

totally neglects the moral development of the child.
 Naturalism takes into account only the present needs of the child and
ignores his future needs and the ultimate goals and purposes of man’s life.
 Naturalism throws the teacher with superior knowledge and experience
into the background
Naturalism
 Naturalism allows complete freedom to the child from the very start of
his life, even when he has no yet learnt the right use of freedom.
 DEVELOPMENTALIS
M TO THE PRESENT

https://annasmv.wordpress.com/2013/02/10/the-painting-who-led-to-the-realistic-
movement/
REIMON R. MANERA
• Developmentalism is an educational doctrine that
presumes natural development to be optimal and requires
that teaching practices overcome a presumption that they
interfere with an optimal developmental trajectory
Developmentalism
• Education aimed to unfold the natural capacities of the
child and this development was influenced by methods
used by schools to retard or enhance this development.
 Johann
CHARACTERISTICS OF PESTALOZZI’S SCHOOL
Heinrich
Pestalozzi
 The atmosphere was generally permissive. - (1746-1827) was Swiss
The content was made up of physical exercises, play activities, and nature educator who agreed
studies with Rousseau’s idea
that human beings
Learning came through the senses were naturally good
Used the object lesson but spoiled by a
corrupt society.
Teachers should be warm and emotionally secure
All learning was based on pupil’s activity
CHARACTERISTICS OF FROEBEL’S EDUCATIONAL IDEAS
Friedrich
Froebel
 Reliance on nature as the chief educator (1782-1852) – a German
Schools must have primitive atmosphere educator was known for
his Kindergarten
Children should not be taught what they don’t understand
- Aim of education was
The teacher must be an active instructor instead of hearer of memorized the development of the
facts child
Emphasis was placed on names, play songs, stories and crafts.
Teacher should be an approachable and open person.
CHARACTERISTICS OF HERBARTIAN EDUCATION
Johann
Herbart
1. Formal steps of instruction (1776-1841) – a German
a. preparation – the teacher motivated the students so that they philosopher known for
were mentally ready to receive the lessons his contribution to moral
development in education
b. presentation – teacher presented the new lesson
- Aim of education was
c. association – new lesson was deliberately related to past lessons moral development
d. generalization – used examples to illustrate principles taken
e. application – tested whether the students understand the lesson
presented
CHARACTERISTICS OF EDUCATION
Maria
Montessori
Learning was spontaneous (1870-1952) – an Italian
The curricula included 3 major types; practical skills; sensory and educator, introduced a
muscular skills; formal skills method of early
childhood education that
Activities were primarily individualized rather than group centered enjoys international
The method of instruction was carefully pre-planned and followed popularity.
patterns of human growth and development - Casa de Bambini
IDEAS PROPUONDED BY DEWEY

John Dewey
Children were socially active human beings and they wanted to explore (1859-1952) – was the
their environment and gain control over it. American philosopher
Children used their collective knowledge to solve problems both personal known for his philosophy
and social of pragmatism

Education was a process by which the young were introduced to their

cultural heritage.
Believed in democratic education and schooling
PIAGETIAN SCHOOL ENVIRONMENT CHARACTERISTICS

Jean Piaget
Teachers encouraged children to explore and experiment (1896-1980) – a Swiss
Children could learn maximally in accordance with their own readiness, psychologist was known
instruction was individualized. for his contribution to
early childhood education
Children should be provided with concrete materials to touch, manipulate in the field of cognitive
and use development
THANK YOU !!!
REFERENCES
Books
- Foundation of Education II (Third Edition) by Rosalinda A. Mateo, Maura G. Tangco
- Philosophical Foundation of Education by K.K. Shrivastava

Links
https://www.slideshare.net/victorhasheart/the-realistic-period
https://www.slideshare.net/ewaszolek/realism-introduction
https://www.slideshare.net/Gari125/realism-58754466
https://www.yourarticlelibrary.com/education/naturalism-meaning-principles-and-contribution-education/6
9153