REA L IS M A ND T H E ER A

OF ENLIG H T M E N T
TOPICS:

•SENSE REALISM
•ROSSEAU AND NATURAL SCHOOL
•JOHANN BERNHARD BASEDOW AND THE
DASSAUPHILANTHROPINUM
SENS E RE A L IS M
DEFINITION

• SENSE REALISM WAS BASED ON THE FUNDAMENTAL BELIEF THAT KNOWLEDGE COMES PRIMARILY
THROUGH SENSES.
• THE STUDY OF NATURAL SCIENCES AND MODERN SOCIAL LIFE.
• ORIGINATED IN THE 7 CENTURY, WHEREBY KNOWLEDGE CAN BY ACQUIRED BY OUR SENSES
TH
AIM:

• TO DEVELOP A HARMONIOUS SOCIETY, WORKING IN ACCORDANCE WITH NATURAL AND UNIVERSAL

LAWS; TO GIVE MAN DOMINANCE OVER THINGS; TO UTILIZE KNOWLEDGE FOR A PRACTICAL AND USEFUL
LIFE; ETERNAL HAPPINESS WITH GOD
SENSE REALISM IN EDUCATION
• REALISM AIMS TO PREPARE LEARNERS FOR REAL AND PRACTICAL LIFE. IT CALLS FOR TEACHING-
LEARNING METHODOLOGIES ON THE BASIS OF SUBJECT AND INTEREST OF THE LEARNERS

• INDUCTIVE METHOD- INDUCTIVE METHOD OF TEACHING ENABLES THE LEARNER TO GENERALIZE THE
TRUTH FROM PARTICULAR FACT.

• ENCOURAGE STUDENTS TO DRAW THEIR OBSERVATION AND CONCLUSIONS FROM THE WORLD AROUND
THEM, RATHER THAN CONFIRMING THEMSELVES TO AN ANALYSIS OF THEIR OWN IDEAS.
IMPACT OF REALISM IN EDUCATION

• REALISM HAS PROBABLY HAD THE GREATEST IMPACT ON EDUCATIONAL PHILOSOPHY, BECAUSE IT IS THE
FOUNDATION OF SCIENTIFIC REASONING.
SENSE REALISTS EMPHASIZED 3 THINGS:
• A. APPLICATION OF INDUCTIVE METHODS (BACON) IN ORDER TO ORGANIZE AND SIMPLIFY THE INSTRUCTION
PROCESS

• B. TO REPLACE INSTRUCTION IN LATIN BY THE INSTRUCTION OF VERNACULAR

• C. TO SUBSTITUTE NEW SCIENTIFIC AND SOCIAL STUDIES IN PLACE OF THE STUDIES IN LANGUAGE AND
LITERATURE.

AS INNOVATOR, THEIR GOAL IS DICOVERY AND UTILIZATION OF THE SECRET OF NATURE FOR THE REAL AND
PRACTICAL BENEFITS THEY COULD BRING TO MAN
 INDIV I D UA LS W HO
RIB U TE D I N E D U C A T IO N
CONT
RICHARD MULCASTER
(1530-1611)

• HEAD MASTER OF MERCHANT TALORS SCHOOL IN

LONDON

• INTRODUCED MUSIC, PHYSICAL EDUCATION AND

DRAMA INTO THE CLASSROOM
BELIEF

• CHILDREN MUST BE STUDIED THOROUGHLY AND THEIR INNATE ABILITIES RESPECTED.

• MAKE USE OF GAMES, PLAY AND EXERCISE FOR LEARNING PURPOSES
 FRANCIS BACON (1561-
1626)
•1 VISCOUNT ST ALBAN, KT PC QC ALSO KNOWN AS
ST

LORD VERULAM

• BEST KNOWN FOR HIS PROMOTION OF THE

SCIENTIFIC METHODS, WHEREBY THE LAWS OF
SCIENCE ARE DISCOVERED BY GATHERING AND
ANALYZING DATA FROM EXPERIMENTS AND
OBSERVATION, RATHER THAN USING LOGIC-BASED
ARGUMENTS

• USE THE INDUCTIVE METHOD OF LEARNING

COMENIUS (1592-1670)

• JOHN AMOS COMENIUS WAS A MORVIAN PHILOSOPHER,

PEDAGOGUE AND THEOLOGIAN FROM THE MARGRAVIATE OF
MORAVIA

• CONSIDERED TO BE THE FATHER OF MODERN EDUCATION

• HE INTRODUCED PICTORIAL TEXTBOOKS, GRADUAL LEARNING OF
COMPREHENSIVE CONCEPTS, EQUAL OPPORTUNITIES FOR POOR
CHILDREN AND WOMEN AND PRACTICAL UNIVERSAL EDUCATION
BELIEFS
•LEARNING SHOULD BE PROCEED FROM THE KNOWN TO THE UNKNOWN.
•CHILDREN LEARN TO DO BY DOING.
•WORDS MUST NOT BE PREPARED.
•INSTRUCTIONS SHOULD BE FITTED TO CHILD’S UNDERSTANDING.
•LEARNING TO BE EFFECTIVE, MUST FIRST BE IN THE VERNACULAR.
•SENSES, MEMORY, IMAGINATION AND UNDERSTANDING SHOULD BE
EXERCISED DAILY.
•EDUCATION SHOULD APPEAL TO CHILD’S NATURAL INTEREST.
•LEARNING STARTS FROM THE SENSES.
•WHATEVER IS LEARNED MUST BE PRATICAL VALUE.
•GENERAL PRINCIPLES SHOULD BE EXPLAINED FIRST AND DETAILS FOLLOWS.
•ALL THE THINGS SHOULD BE TAUGHT IN SUCCESSION AND ONLY ONE.
•A SUBJECT SHOULD NOT BE LEFT UNLESS THOROUGHLY.
 WOLFGANG RATK (1571-1636)

• GERMAN EDUCATIONAL REFORMER, ESPECIALLY IN THE

TEACHING OF LANGUAGE, WHOSE PIONEERING ACHIEVEMENTS
LAID THE GROUNDWORK FOR THE WORK OF COMENIUS

• HE DEVISED A NEW METHOD FOR TEACHING LANGUAGE QUICKLY

• HIS EDUCATION WAS BASED UPON FRANCIS BACON’S
PHILOSOPHY, THE PRINCIPLE OF BEING THAT PROCEEDING FROM
THINGS TO NAMES, FROM PARTICULAR TO GENERAL, AND FROM
MOTHER TONGUE TO FOREIGN LANGUAGES
PRINCIPLES:
• ALL LEARNING SHOULD FOLLOW THE COURSE OF NATURE.
• LEARNING SHOULD ONLY BE THE ONE THING AT A TIME.
• REPETITION MUST BE DONE OFTEN AS POSSIBLE.
• EVERYTHING SHOULD LEARNED FIRST IN THE MOTHER TONGUE.
• LEARNING SHOULD BE WITHOUT COMPULSION.
• NOTHING IS TO BE LEAREND BY ROTE.
 ROS S E A U A N D
NATU R A L IS TI C S C HO O L
JEAN JACQUES ROUSSEAU
• A GENEVAN PHILOSOPHER,WRITER AND
COMPOSER

• HIS POLITICAL PHILOSOPY INFLUENCED THE

PROGRESS OF THE ENLIGHTMENT THROUGHOUT
EUROPE, AS WELL AS ASPECTS OF THE FRENCH
REVOLUTION AND THE DEVELOPMENT OF
MODERN POLITICAL, ECONOMIC AND
EDUCATIONAL THOUGHT
ROUSSEAU’S AIM

• HE SAID THAT THE CHIEF AIM OF EDUCATION WAS ATTAINMENT OF FULLEST NATURAL GROWTH OF THE
INDIVIDUAL, LEADING TO BALANCED, HARMONIOUS, USEFUL AND NATURAL LIFE. THE RAIL AIM OF
EDUCATION IS TO HELP THE CHILD TO LEAD AN ENJOYABLE, USEFUL AND NATURAL LIFE.
KNOWN FOR

• BELIEVED IN A DIRECT DEMOCRACY IN WHICH EVERYONE VOTED TO EXPRESS THE GENERAL WILL AND TO
MAKE THE LAWS OF THE LAND.
JEAN JACQUES ROUSSEAU
• GENEVA’S PHILOSOPHER EMILE EXPLORED EDUCATIONAL PROBLEMS RELATED TO NATURE VALUES (RUSSELL 2002).
• ROUSSEAU PROPOSED THAT INDIVIDUALS SHOULD LEARN FROM NATURE, HUMAN BEINGS OR OBJECT (PERRY ET
AL.1982) AND SHARE HIS NOTIONS ABOUT EDUCATING CHILDREN AND ADOLESCENTS (BINBASIOGLU, 1982).

• ROUSSEAU BELIEVED THAT CHILDREN SHOULD BE ABLE TO GROW AND LEARN ACCORDING TO THEIR NATURAL
INCLINATIONS, BUT A TEACHER WHO MANIPULATED HIS PUPIL’S RESPONSE CUNNINGLY ACCOMPLISHED THIS GOAL
IN EMILE (DAMROSCH 2007). THE FORGOING SCHOOLING WAS CALLED “NATURAL EDUCATION” OF PUBLIC OR
EDUCATION WHICH WILL CREATE NATURAL HUMAN BEINGS (AYTAC 1980).
NATURALISTIC SCHOOL

• NATURALISM, IN PHILOSOPHY, A THEORY THAT RELATES SCIENTIFIC METHODS TO PHILOSOPHY BY

AFFIRMING THAT ALL BEINGS AND EVENTS IN THE UNIVERSE (WHATEVER THEIR INHERENT CHARACTER
MAY BE) ARE NATURAL

• CONSEQUENTLY, ALL KNOWLEDGE OF THE UNIVERSE FALLS WITHIN THE PALE OF THE SCIENTIFIC
INVESTIGATION
FATHER OF NATURALISM IN EDUCATION

• ÉMILE ZOLA (1840-1902)

• BEST-KNOWN PRACTITIONER OF THE LITERARY
SCHOOL OF NATURALISM, AND AN IMPORTANT
CONTRIBUTOR TO THE DEVELOPMENT OF THEATRICAL
NATURALISM.
CONCEPT OF NATURALISM

• NATURALISM, IN PHILOSOPHY, A THEORY THAT RELATES SCIENTIFIC METHODS TO PHILOSOPHY BY

AFFIRMING THAT ALL BEINGS AND EVENT IN THEE UNIVERSE (WHATEVER THEIR INHERENT CHARACTER
MAY BE) ARE NATURAL.
NATURALISM IN EDUCATION
• STANDS FOR DOCTRINE OF “FOLLOW NATURE” IN EDUCATION. IT WANTS ALL EDUCATION TO BE STRICT
CONFORMITY WITH NATURE OF THE CHILD.IT STAND FOR COMPLETE FREEDOM TO BE GIVEN TO THE CHILD
LEARNING. WHOLE EDUCATION WILL BE ACCORDING TO THE NATURAL LAW OF HUMAN DEVELOPMENT.

• HELPS IN SOLVING THE PROBLEM OF LIFE AND ADJUSTING THE INDIVIDUALS TO THE ENVIRONMENT. THIS
FORMS OF NATURALISM HAS A GREAT IMPACT ON THE THEORY OF PRACTICE OF EDUCATION. IT
MAINTAINS THAT REAL EDUCATION LIES IN THE MODIFICATION AND TRAINING OF MAN’S INSTINCT AND
EMOTIONS
 B E R N H A RD B A S ED O W A N D
JOHAN N
A S S AU P H I L A N T H RO P I N U M
TH E D
JOHANN BERNHARD BASEDOW
• CONSIDERED THE FOUNDER OF PHYSICAL EDUCATION
• FIRST TO USE PHYSICAL EDUCATION, OR GYMNASTIC
AS PART OF SCHOOLWORK AND SUMMER COURSES

• CONDUCTED THE FIRST PUBLIC PHYSICAL

EDUCATION CLASS, IN A PARK, WHERE BOYS AND
MEN COULD PARTICIPATE

• HES IS THE AUTHOR OF THE BOOK CALLED

"ELEMENTARWERK"
JOHANN BERNHARD BASEDOW
• BORN IN 1724, CLAIMED THAT DIGNITY AND SOCIAL WELFARE WERE PROPORTIONATE TO GENERAL
SATISFACTION AND THAT SCHOOLING WAS THE BEST WAY TO DO THIS (AYTAC 1980).

• HE STRESSED REALISTIC KNOWLEDGE OF ACADEMIC PREPARATION AND EXERCISE, AND BY INSISTING ON

REGULAR BREAKS HE CRITICIZED THE RIGID DISTINCTION BETWEEN “WORK” AND “PLAY”.

• HE ALSO ADVOCATED TEACHING LANGUAGE NOT BY ROTE MEMORIZATION, BUT AS A GAME.

• RECOGNIZED AS A PIONEER OF THE “PHILANTHROPY” MOVEMENT, IN ACCORDANCE WITH THE EXAMPLE
GIVEN BY THE ANCIENT GREECE.
 DEVELOPED "PHYSICAL CULURE"

• WHICH MEANS A LIFESTYLE SEEKING MAXIMUM PHYSICAL DEVELOPMENT THROUGH TRAINING, DIET,
AEROBIC ACTIVITY, ATHLETIC COMPETITION, AND MENTAL DISCIPLINE. SPECIFIC BENEFITS IS TO
IMPROVE FLEXIBILITY, SPEED, STRENGHT ANS APPEARANCE AS WELL AS GREATER PROFICIENCY IN
SPORT- RELATES ACTIVITIES.
SPORTS
FENCING WRESTLING RUNNING

RIDING DANCING
PHILANTHROPINUM

• THE PHILANTHROPINUM (FROM GREEK: ΦΊΛΟΣ = FRIEND,

AND ΆΝΘΡΩΠΟΣ = HUMAN) WAS A REFORMIST,
PROGRESSIVE SCHOOL IN DESSAU, GERMANY FROM 1774
TO 1793. IT WAS BASED ON THE PRINCIPLES OF
PHILANTHROPINISM, AN EDUCATIONAL MOVEMENT
DEVELOPED IN THE GERMAN-SPEAKING AREA DURING
THE AGE OF ENLIGHTENMENT.
WHO ESTABLISHED THE PHILANTHROPINUM?

• EDUCATOR JOHANN BERNHARD BASEDOW

• PHILANTHROPINUM, LATE 18TH-CENTURY SCHOOL (1774–93) FOUNDED IN DESSAU, GERMANY, BY THE
EDUCATOR JOHANN BERNHARD BASEDOW TO IMPLEMENT THE EDUCATIONAL IDEAS OF JEAN-JACQUES
ROUSSEAU.

• IMPLEMENT THE EDUCATIONAL IDEAS OF JEAN-JACQUES ROUSSEAU. AIMING TO FOSTER IN ITS

STUDENTS A HUMANITARIAN WORLDVIEW AND AWARENESS OF THE COMMUNITY OF INTEREST AMONG
ALL PEOPLE, IT TAUGHT RICH AND POOR BOYS TOGETHER REGARDLESS OF RELIGIOUS OR CLASS
DISTINCTIONS.
END OF R EP O R T
TH A N K Y OU