theory of realism in education

Theory of realism in education Section III – Philosophical Perspectives in Education Part 2 Four General or World Philosophies The term metaphysics literally means “beyond

theory of realism in education

Theory of realism in education
Pragmatism (Experientialism)
For pragmatists, only those things that are experienced or observed are real. In this late 19th century American philosophy, the focus is on the reality of experience. Unlike the Realists and Rationalists, Pragmatists believe that reality is constantly changing and that we learn best through applying our experiences and thoughts to problems, as they arise. The universe is dynamic and evolving, a “becoming” view of the world. There is no absolute and unchanging truth, but rather, truth is what works. Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-1914), who believed that thought must produce action, rather than linger in the mind and lead to indecisiveness.
* A fifth metaphysical school of thought, called Scholasticism, is largely applied in Roman Catholic schools in the educational philosophy called “Thomism.” It combines idealist and realist philosophies in a framework that harmonized the ideas of Aristotle, the realist, with idealist notions of truth. Thomas Aquinas, 1255-127, was the theologian who wrote “Summa Theologica,” formalizing church doctrine. The Scholasticism movement encouraged the logical and philosophical study of the beliefs of the church, legitimizing scientific inquiry within a religious framework.

Theory of realism in education
Since the realist place so much value on the natural law and the moral law as found in the behavior or phenomena in nature, it is readily apparent that the realist will find beauty in the orderly behavior of nature. A beautiful art form reflects the logic and order of the universe. Art should attempt to reflect or comment on the order of nature. The more faithfully and art form does this, the more aesthetically pleasing it is.
There is great variety in the metaphysical beliefs of realists. There is so much variety, in fact, that realists could never be grouped together if they did not have certain common ground. They believe that the universe is composed of matter in motion. It is the physical world in which we live that makes up reality. We can, on the basis of our experiences, recognize certain regularities in it about which we generalize and to which we grant the status of laws. The vast cosmos rolls on despite man. It is ordered by natural laws which control the relationships himself with it or not. It is not unlike a giant machine in which man is both participant and spectator. This machine not only involves the physical universe, it operates in the moral, social and economic sphere as well. The realist sees the immutable laws governing man’s behavior as part of the machine; they are natural law.

Further, with a view to making education practical and useful, the realists stressed upon Travelling, Tour, observation and direct experience. Lord Montaigne (1533-1552) condemned cramming and favored learning by experience through tours and travels. He opposed knowledge for the sake of knowledge and strongly advocated practical and useful knowledge.
According to realists, the world around us is a reality; the real knowledge is the knowledge of the surrounding world. Senses are the gateways of knowledge of the external world. The impressions and sensations as a result of our communication with external world through our sense organs result in knowledge which is real.

Theory of realism in education

Reaction against a type of education that produces scholars and professional men to the neglect of the man of affairs i.e. practice
Aim: to train a “gentleman” for active participation in social life and social judgment and to prepare the practical man of the world
Social realism was generally recommended for the people of the upper social class/strata.
Social realists follow the method of travel of journey method.
Published on May 2, 2016

Theory of realism in education
Modern realism was fashioned by the philosophers Francis Bacon (1561–1626) and John Locke (1632–1704). Locke conjectured that everything we know comes from experience and from reflecting on that experience. We are not born with any innate or preconceived ideas, but rather are a blank slate. Bacon attempted to change the structure of realism from deductive reasoning to an inductive approach. The inductive approach would reform realists’ thinking from a specific idea in the physical world to a more general assumption, ignoring preconceived notions. Bacon identified the origins of our preconceived notions, encouraging humanity to disregard these ideas.
Military schools tend to promote a realist approach. By developing the character of each soldier, or student, they promote honor and dignity. They promote nationalism: the one truth that is common to each participant. Military schools are orderly and systematic and depend on the process to develop excellence in each man or woman. Military schools maintain a distinct separation from the outside world in order to block distractions and allow the trainees to focus.