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REALISM

The philosophy of realism holds that [1] objective reality exists independently of human perception or beliefs, [2] knowledge is derived from sensory experiences of the physical world, and [3] the purpose of education is to cultivate virtue and develop character through mastery of facts, skills, and rules of conduct. Major proponents discussed in the document include Aristotle, John Locke, Jean-Jacques Rousseau, and Avicenna, all of whom emphasized balancing theoretical and practical learning based on observations of the natural world.

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51 views

REALISM

The philosophy of realism holds that [1] objective reality exists independently of human perception or beliefs, [2] knowledge is derived from sensory experiences of the physical world, and [3] the purpose of education is to cultivate virtue and develop character through mastery of facts, skills, and rules of conduct. Major proponents discussed in the document include Aristotle, John Locke, Jean-Jacques Rousseau, and Avicenna, all of whom emphasized balancing theoretical and practical learning based on observations of the natural world.

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anecita calamohoy
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WHAT IS PHILOSOPHY OF REALISM?

• From Encarta.msn
• Theory that things exist objectively: the theory that things such as
universals, moral facts, and theoretical scientific entities exist
independently of people’s thoughts and perceptions.
• Theory of objectively existing world: the theory that there is an
objectively existing world, not dependent on our minds, and that people
are able to understand aspects of that world through perception.
WHAT IS THE PHILOSOPHY OF REALISM?

• The ultimate reality is the world of physical objects.


• The focus is on the body/objects.
• The Realist curriculum emphasizes the subject matter of the
physical world, particularly science and mathematics.
• Teaching methods focus on mastery of facts and basic skills
through demonstration and recitation.
• Character is developed through training in the rules of conduct.
 
PROPONENTS OF REALISM
• 1. ARISTOTLE
• Aristotle considered human nature, habit and
reason to be equally important forces to be
cultivated in education
• Aristotle
placed great emphasis on balancing the
theoretical and practical aspects of subjects taught.
• One of education's primary missions for Aristotle,
was to produce good and virtuous citizens for the
polis.
• Virtue is not possession of knowledge but state
of the will.
• The end of education is not knowledge alone,
but the union of the intellect and the will, or
knowledge expressed in action.
• Reality, not ideas, but the performance, is the
highest function.
• Objective and scientific method of education.
ARISTOTLE PHILOSOPHY OF PLATO ARISTOTLE
REALISM Dealing with Interested in particulars
universal

Absorb in ideas Fascinated by things


• The knowledge of a thing, beyond its
classification and description, requires
an explanation of causality or FOUR Envisioned ideal ends Kept his nose to the grindstone of present
CAUSES: actualities
A. material cause- (that which composes
a thing). Recognized various Ardently advanced the cause of science
B. Formal cause-( form or the model of sciences of his day s by spelling out the detail of a number of
things). they fitted into the sciences with surprising fullness for his
total scheme of day.
C.Efficient cause- ( The source from
knowledge.
which the movement or rest comes.)
D. Final cause- ( the end goal of a thing).
JOHN LOCKE’S PHILOSOPHY OF REALISM:
• 1. There are no innate ideas in the mind.
• 2.Primary qualities exist in the external world just as we experience them.
• 3. Secondary qualities are different in our experience from what they are in their
potential forms in the object; they are yet caused in us by the external world.
• 4. The external world makes its impression upon our minds by somehow setting
impulses in motion which reach our minds through the gateway of the senses.

• Knowledge:
• 1. Intuitive
• 2. demonstrative
• 3. sensitive
Rousseau’s Philosophy of Education
• Philosophy of education concerns itself not with particular techniques of
imparting information and concepts, but rather with developing the pupil's
character and moral sense.
• His novel Émile was the most significant book on education after Plato’s
Republic. (all children are perfectly designed organisms, ready to learn
from their surroundings so as to grow into virtuous adults, but due to the
malign influence of corrupt society, they often fail to do so).
• The disciplinary method of "natural consequences“. ( experiencing the
consequences of his own acts, he advises himself).
The Five Stages of Human Development on Emil’s Book.

• Stage 1: Infancy (birth to two years)


• Stage 2: The age of Nature’ (two to 12)
• Stage 3: Pre-adolescence (12-15)
• Stage 4: Puberty (15-20)
• Stage 5: Adulthood (20-25)
Avicenna- 980 AD-1037 AD
• 
Avicenna’s Philosophy of Realism
• 1. Islamic philosopher and known as Avicenna in the West.
• 2. Wrote a chapter dealing with the Maktab elementary pupils; “The role of
the Teacher in the Training and Upbringing of Children”.
• 3. He wrote that children can learn better if taught in classes instead of
individual tuition from private tutors.
• 4. Citing the value of competition and emulation among pupils as well as the
usefulness group discussions and debates.
TWO STAGES OF CURRICULUM EDUCATION:
1. PRIMARY EDUCATION STAGE: 6-14 YEARS OLD
2. SECONDARY EDUCATION STAGE: 15 YEARS OLD - ONWARDS
• Refers to the secondary education stage of maktab schooling as the
period of specialization, should begin to acquire manual skills
regardless of their social status.
• 5. Also developed the empiricist theory of ‘tabula rasa’.
• 6. Argued that the ‘’human intellect at birth is rather like a tabula
rasa, a pure potentiality that is actualized education and comes to
know”
• 7. Knowledge is attained through “empirical familiarity with objects
in this world from which one abstracts universal concepts”.

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