Realism Fundamental Postulates and Their Relation to the Educational Discipline

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Table of Contents

Introduction
Discussion
Conclusion
Reference List

Introduction

This is a philosophy of education that views the world as it is. In addition, it is founded on the principle that reality is what we see and judge as to the truth (what we sense and view). It also postulates that goodness is obtained from the laws of nature. Schools, therefore, exist to expose laws of nature by imparting information to the students. The Realistic movement began in the 16^thand 17^th centuries, a period that saw great discoveries being made which led to an increase in mans store of knowledge. The attention given to literature and language began to decline as the focus was diverted to the study of man and his environment. This led to a demand for education that addressed truth instead of beauty. Realities of life were important as opposed to its beauties and a general interest in the natural occurrences and social institutions. This came to be known as Realism (Chaugule, 2010).

Discussion

Fundamental Postulates of Realism

The main assumptions of this philosophy are as follows:

The outer world is a solid reality irrespective of mans knowledge of its existence. This reality exists independently from the minds perception and man can only understand it through his senses.
Realism bestows great values on man and on human undertakings that should be merged with science and logic. It states that man is finite and education is a necessity for a finite man.
Realism asserts that the mind is like any other matter and therefore has its mechanical workings.
It attempts to build up a system of organized knowledge by ensuring that is firm and conforms to the perspective of physical sciences. It states that every reality can be verified by observation, familiarity, practice, and scientific interpretation.
Finally, the philosophy avows that values are eternal. Even though institutions and perspectives differ by magnitude, the basic values of a society should not be altered.

The practicality of Realism in education is the training of senses since they act as gateways of knowledge through which learning occurs. Sense-realists assert that the senses can act as treasure houses for knowledge.

Social realism is a view against education that produces scholars and experts in different fields in total disregard of the affairs of society. Social-realists state that education should not be productive members of the society who are unfit (Chaugule, 2010). My choice of Realism is based on my recognition of science as a core subject in schools as proposed by the philosophy.

Alfred Whitehead (1861- 1947)

Alfred North Whitehead was a Mathematician-turned-philosopher who did works on logic, algebra, mathematics, and science. Elements that Whitehead attributed include:

Trying to merge some facets of Idealism with Realism;
The main things to be learned are ideas;
Education should be aimed at addressing living ideas (ideas related to students experience).
He also affirmed that philosophy is an exploration of a pattern in the universe.

Impact of Realism on the Educational Discipline

Realism states that the learning process should proceed from easy to complicate and then from concrete to abstract. An educator should himself be taught and be well informed of the tradition and culture of his learners. The philosophy recognizes the importance of the learner as an actual unit with real existence and feelings, desires, and some authority. Besides, the child is to be recognized as a creature of the real world. He is not supposed to be made God but should be taught to become a man (Pandey, 2010). On school organization, the philosophy says that these should be focused on addressing the needs of the society. The establishment of science classes in the school is necessary. Finally, Realism recognizes discipline as an alteration to objectivity that is necessary to enable a learner to suit the environment and focus on his work (Chaugule, 2010).

Conclusion

The Realism movement can be attributed to two contributions; it attempted to remove the rift between life and education, secondly, it put forward the theory of experimentation and observation as applied in education.

Reference List

Chaugule, S. S. (2010). Realism in Education.
Pandey, R. S. (1982). An Introduction to Major Philosophies of Education. ISBN EBK0037416

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