Philosophy of Realism in Education
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Philosophy of Realism in Education
- 1. THE PHILOSOPHY OF REALISM By: Ann Sheryn L. Vitug PHILOSOPHY OF EDUCATION
- 2. I. QUOTE II. WHAT IS THE PHILOSOPHY OF REALISM? III. FAMOUS PHILOSOPHERS IV. FOUR FORMS OF REALISM a) SCHOLASTIC REALISM b) HUMANISTIC REALISM c) SOCIAL REALISM d) SENSE-REALISM V. IMPLICATIONS OF REALISM IN EDUCATION VI. PERSONAL PHILOSOPHY VII. BIBLIOGRAPHY
- 3. QUOTE “Knowing one’s self is the beginning of all wisdom.” “At the center of your being you have the answer; you know who you are and you know what you want.” ― Lao Tzu Aristotle
- 4. WHAT IS THE PHILOSOPHY OF REALISM? Dictionary: • the doctrine that universals have a real objective existence • represents the theory that particular things exist independently of our perception Books: It is an attitude of mind, a mode of thinking and an attempt to explain the nature of things (Dhiman. 2008) • Matter has its own existence independently of our mind. • A doctrine that the objects of our senses exist independently of their being known or perceived
- 5. FAMOUS PHILOSOPHERS Aristotle (384-322 BCE) • First prominent Realist philosopher • Father of Realism • A pupil of Plato
- 6. ARISTOTLE 1. Design and order are present in the universe. 2. Ideas or forms such as the idea of God or idea of a tree can exist without matter, but no matter can exist without form. 3. Each thing has a purpose or function. 4. Humans are rational creatures fulfilling their purpose when they think. Thinking is their highest characteristic.
- 7. ARISTOTLE 5. Person who follows a true purpose leads a rational life of moderation avoiding extremes. Golden Mean – a path between extremes 6. Chief good is happiness. Happiness: harmony and balance of soul and body, which is through education. Our highest good comes through thinking.
- 8. ARISTOTLE 7. The knowledge of a thing, beyond its classification and description, requires an explanation of causality (why it is) or Four Causes: MATERIAL CAUSE (THE SUBSTANCE OF WHICH THE THING IS MADE) FORMAL CAUSE (ITS DESIGN THAT SHAPES THE MATERIAL OBJECT) EFFICIENT CAUSE (ITS MAKER OR BUILDER) FINAL CAUSE (ITS PURPOSE OR FUNCTION) -- wood, bricks, and nails -- the sketch or blueprint -- the carpenter who builds it -- is that it is a place in which to live: House
- 9. ARISTOTLE 8. Developed a method for testing the truth of statements, which he called the syllogism. Example: All men are mortal. Socrates is a man Therefore, Socrates is mortal. *Deductive logic
- 10. FAMOUS PHILOSOPHERS ST. THOMAS AQUINAS (1225-1274) • Italian priest • Thomism – Roman Catholic • Reconciled Aristotelian philosophy with Christian concepts • Word of God (faith) = thinking of Aristotle • Reason and faith = harmonious realms
- 11. THOMAS AQUINAS 5 WAYS TO PROVE GOD’S EXISTENCE (SUMMA THEOLOGICA) : l) The Proof from Motion - The First Mover 2) The Proof from Efficient Cause - The First Maker 3) The Proof from Contingency - The Necessary Being 4) The Proof from Degrees of Perfection - The Most Perfect Being 5) The Proof from Design - The Designer/ Creator
- 12. THOMAS AQUINAS • God made it possible to acquire true knowledge so that we may know Him better. • Because we are children of God, our best thinking should agree with Christian tenets. • Each person is born with an immortal soul. • Aquinas epitomized the scholasticism of the Middle Ages. • Scholasticism is an approach that emphasized the human’s eternal soul and salvation.
- 13. FAMOUS PHILOSOPHERS Francis Bacon (1561-1626) • Father of modern • “sKcineonwcleedge is Power.” John Locke (1632-1704) • Medical researcher & followed the work of Francis Bacon
- 14. FRANCIS BACON • Challenged the Aristotelian logic and use of theological methods for examining scientific principles • Focused on scientific—or inductive—method uncovered errors in assumptions previously taken for granted • Science is a tool for creating new knowledge. • Human knowledge is divided into 3: History, Poetry, Philosophy
- 15. FRANCIS BACON • He believed we should analyze all previously accepted knowledge and we should rid ourselves of the four idols that we 'bow down' before: Idol of the Den/Cave (beliefs due to limited experience) Idol of the Tribe (believing because most people believe) Idol of the Marketplace (beliefs due to misuse of words) Idol of the Theatre (subjective beliefs colored by religion and personal philosophy)
- 16. JOHN LOCKE • Ordered sense data and reflected on them • No such things as innate ideas—mind at birth is a tabula rasa (young mind not affected by experience). • As an empiricist, he believed we gain knowledge from what we experience. • Educational views: children should be taught as emerging adults because they are rational creatures. • “A sound mind in a sound body" is a short but full description of a happy state in this world.
- 17. THE PHILOSOPHICAL POSITION OF REALISM HOLDS THAT: • External world is the reality. • Man will discover reality with the use of science and common sense through education or learning. • Mind is functioning & is geared towards creativity. • Reality can be proved by observation, experience, experiment and scientific reasoning. • Values must be studied to be applied in the actual setting.
- 18. ARISTOTLE (384-322 BCE) FATHER OF REALISM FORMS OF REALISM 1) SCHOLASTIC REALISM A demand for truth or reality rather than beauties of Roman days arose 2) HUMANISTIC REALISM A reaction against emphasis on form & style of old classical literature 3) SOCIAL REALISM A reaction against production of scholars & professional men & neglect of practice 4) SENSE-REALISM A reaction against realities found in the classics or everyday human activities ST. THOMAS AQUINAS (1225-1274) MIDDLE AGES E X P O N E N T S O F R E A L I S M FRANÇOIS RABELAIS (1483-1553) JOHN MILTON (1608-1741) MICHEL DE MONTAIGNE (1533-1592) FRANCIS BACON (1561-1626) JOHANN AMOS COMENIUS (1592-1670) JOHN LOCKE (1632-1704)
- 19. 1. SCHOLASTIC REALISM • It started when medieval thinkers wanted to bring together a relation between faith (Christian theology) and reason (Classical Philosophy). • St. Thomas Aquinas who wrote Summa Theologica used philosophy to help explain the doctrine and mysteries of the church. • Characteristics: Relied on authorities from the past; Synthesizing of knowledge; Deductive approach to reasoning; Use of syllogistic logic • Scholastic schools had two methods of teaching: 1."lectio" (the simple reading of a text by a teacher/ no questions were permitted); 2. "disputatio" (where question to be disputed was announced beforehand) • Education is the process by which he lifts himself up to the eternal.
- 20. 2. HUMANISTIC REALISM • Reaction against the emphasis on form and style of the old classical literature. Humanist realist emphasized content and ideas. • Aim: To acquire meaning & spirit of the classics • Purpose: to master his own environing life, natural & social thru knowledge of broader life of ancients • The study of old literature (Literature of the Greeks & Roman) is a means to understand the practical life. • Humanists believed that classical literature should be studied for the information and the knowledge of the facts of the pasts so that such knowledge could be used for the preparation for practical living (answer to any problem that man might need). • Basic concerns in education: Physical, moral and social development
- 21. 3. SOCIAL REALISM • Reaction against a type of education that produces scholars and professional men to the neglect of the man of 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 realists follow the method of travel of journey method. • Direct contact with things, people & social conditions thru travel rather than books. • Study of gymnastics, sports, riding, modern languages, customs of other countries • Study of one’s self but also others • Social realism explains that education should equip learners for a happy and successful life as a man of the world.
- 22. 4 . SENSE-REALISM • Emphasizes the training of the senses: Senses = gateways of knowledge; Learning takes place = operation of the senses. • Amalgam of humanistic & social realism • Sense-realism attached more importance to the study of natural sciences and contemporary social life. • Aim: To develop a natural society by working in accord with the laws of nature • Purpose: Happiness with God • Thru education, man can still know laws of nature and thereby control nature. • 2 characteristics of representatives: • formulation of basic assumptions • formulation of new curriculum based on natural sciences & contemporary life
- 23. 4 . SENSE-REALISM The sense-realists emphasized the 3 things: a. Application of inductive method (Bacon) in order to organize and simplify the instructional process b. To replace instruction in Latin by the instruction in Vernacular c. To substitute new scientific and social studies in place of the studies in language and literature As Innovators, their goal is discovery and utilization of the secrets of nature for the real and practical benefits they could bring to man
- 24. IMPLICATIONS OF REALISM IN EDUCATION AIMS CURRICULUM METHODS OF TEACHING TEACHER SCHOOL
- 25. AIMS OF REALIST EDUCATION • Understanding the material world through inquiry • A study of science and the scientific method • A need to know the world in order to ensure survival and good life • Basic, essential knowledge with a no-nonsense approach • Transmit culture and develop human nature
- 26. THE REALIST CURRICULUM • Problem-centered (subject-centered) • Practical and useful • Highly organized and systematic • Physical activity has educational value (Locke) • Extensive use of pictures (Comenius) • Attention to the complete person (Locke) • Use of objects in education (Maria Montessori) • Highly organized, separate and systematically arranged (Science, Social Sciences and Mathematics)
- 27. REALIST METHODS OF TEACHING: • Emphasis on critical reasoning through observation • Supports accountability and performance-based teaching • Scientific research and development • Mastery of facts: Recitation, experimentation, demonstration, drills, exercises • Education should proceed from simple to complex and from concrete to abstract. • Enhanced learning thru direct or indirect experiences: Field trips, lectures, films, TV, audio-visual aids, computer technology & library. • Learning is based on facts – analysis – questioning. • Vernacular to be the medium of instruction. • Precision and order: ringing bells, time periods, daily lesson plans, pre-packaged curriculum materials • Children should be given positive rewards
- 28. REALISM AND THE TEACHER • A teacher should be educated and well versed with the customs of belief and rights and duties of people, and the trends. • He must have full mastery of the knowledge of present life. • He must be able to expose and guide the student towards the hard realities of life. (neither pessimist, nor optimist) • He must be able to co-relate between utility in daily life and education. • He should define simple rules. • He should teach subjects in proper order. • He needs to find out the interest of the child and to teach accordingly.
- 29. SCHOOL ORGANIZATION INFLUENCED BY REALISM 1) School organization would be based on the real needs of society. (not due to politics) 2) The opening of science classes in every school is a must. 3) Co-education is a natural happening so it cannot be rejected. 4) School is the mirror of the society. It is a miniature form of society and it presents the real picture of the society.
- 30. REALISM Reality (ontology) A world of things Truth or knowledge (epistemology) Correspondence and sensation (as we see it) Goodness (axiology) Laws of nature Teaching reality doctrine Subjects of physical world: math, science, social studies Teaching truth Teaching for mastery of information: demonstrate, recite Teaching goodness Training in rules of conduct Why schools exist To reveal the order of the world and universe What should be taught Laws of physical reality Role of the teacher Displays, imparts knowledge Role of the student Manipulates, passive participation School's attitude towards Always coming toward perfection, change orderly change
- 31. PERSONAL PHILOSOPHY Question: Am I a Realist?
- 32. BIBLIOGRAPHY Bauzon, Prisciliano T. Fundamental Philosophies of Education 2004. National Book Store Brennen, Annick M. Coursework booklet: Philosophy of Education. Northern Caribbean University. 1999 Cordasco, Francesco. A Brief History of Education. Reprinted in USA 1987 Dhiman, O.P. Foundations of Education. APH Publishing, New Delhi. 2008 Forkner, Carl B. The Influence of Realism on Modern Education: A Historical Review. Global Education Journal, 2013(1), Mar 2013 Garder, Jostein, Sophie’s World: A Novel about the History of Philosophy. New York: Farrar, Straus & Giroux, 2007. Hopson, Teresa. http://www.slideshare.net/writemind/realism-and-its-role-in-education. Cheyney University of Pennsylvania. 2007 ’Realism', Dictionary.com. http://dictionary.reference.com/browse/realism?s=t. “Realism’ http://simple.wikipedia.org/wiki/Main_Page
Editor's Notes
- Introspection, self-discovery To gain wisdom > physical us, live as the spiritual and mental beings Modern man has achieved quite a lot: moon, ocean technology allows us to explore just about anything. Out of all that we have discovered, most important is SELF DISCOVERY physical beings, priorities are based around that of our 5 physical senses. we are a complex creation composed of a body, a mind, and a spirit. Just feed your physical body Make effort nourish mental and spiritual aspects. learning, and building knowledge of all sorts. Spiritual: praying, meditation, yoga, attending church, giving, and self-reflection Lao Tzu is a Chinese philosopher & is the father of Taoism.
- a way of thinking about the world in which things have existence even if no one is studying them (looking, hearing, smelling, touching them). It is the quality of the universe existing independently of ourselves; “what actually is”; deals with the fact that reality has an absolute existence independent from our thoughts, ideas and even consciousness.
- PLATO ARISTOTLE DEALING WITH UNIVERSALS INTERESTED IN PARTICULARS ABSORB IN IDEAS FASCINATED BY THINGS ENVISIONED IDEAL ENDS PRESENT ACTUALITIES
- Design and order are present in the universe Each object “had its own ‘soul’ that directs it in the right way.” Statement: A kitten is a kitten is a kitten. A kitten will grow into a cat but it will never become a tree. Each thing has a purpose or function. The most important thing we can ask about objects is about their purposes. Question: What is the purpose of humanity? Answer: “Because humans are the only creatures endowed with the ability to think, their purpose is to use this ability.” Ideas or forms such as the idea of God or idea of a tree can exist without matter, but no matter can exist without form. Question: How can a tree exist without matter—how is that possible? Answer: Before they were made, they started as an idea in someone's head and it did not exist. Logical Explanation: A chair can exist in someone's head; you can sit on a chair but not on an idea of a chair. Humans are rational creatures fulfilling their purpose when they think. We achieve our true purpose when we think. We go against this when we do not think or do not think intelligently (by not paying attention or by misdirecting our thinking) When we refuse to think, we go against the design of the universe and the reason for our creation. “Suffer the consequences of erroneous ideas, poor health, and an unhappy life.” When we think erroneously, we go to extremes – (too much-excessive or too little-deficiency)
- The proper perspective is the Golden Mean – a path between extremes. Example: Cowardice ----Courage -----rescklessness Good education helps achieve the Golden Mean. Chief good is happiness. However happiness is achieved through harmony and balance of soul and body, which is through education. Good educ – harmony & balance of the soul --- happiness – chief good Aristotle believed that our highest good comes through thinking.
- instead of unknown forms, he theorized reality and identified its 4 causes Believed that the first efficient cause is God.
- Deductive reasoning works from the more general to the more specific. We may start by thinking up a theory about our topic, and then narrow it down to a more specific hypotheses that we can test. We then narrow it down even more where we use observations to address the hypothesis, and then draw our conclusion. Begin with empirical research Speculate or use dialectic reasoning Culiminate in a sylogism System of logic that consists of Major premise Minor premis Conclusion Syllogism works if all parts are correct.
- (Incorporated Greek ideas into Christianity by showing Aristotle's thought to be compatible with church doctrine) Showed that the word of God faith is consistent with thinking of Aristotle (Reason and faith form two harmonious realms whose truths complement rather than oppose one another He theorized that there are 2 ways to arrive at the TRUTH – thing can be understood thru logic & faith
- St. Thomas, in his Summa Theologica, sets forth five separate proofs for the existence of God. St. Thomas' proofs rely on the world of our experience-what we can see around us. In these proofs we can easily see the influence of Aristotle and his doctrine of the Four Causes: l) The Proof from Motion. We observe motion all around us. Whatever is in motion now was at rest until moved by something else, and that by something else, and so on. But if there were an infinite series of movers, all waiting to be moved by something else, then actual motion could never have got started, and there would be no motion now. But there is motion now. So there must be a First Mover which is itself unmoved. This First Mover we call God. 2) The Proof from Efficient Cause. Everything in the world has its efficient cause--its maker--and that maker has its maker, and so on. The coffee table was made by the carpenter, the carpenter by his or her parents, and on and on. But if there were just an infinite series of such makers, the series could never have got started, and therefore be nothing now. But there is something everything there is! So there must have been a First Maker, that was not itself made, and that First Maker we call God. 3) The Proof from Necessary vs. Possible Being. Possible, or contingent, beings are those, such as cars and trees and you and I, whose existence is not necessary. For all such beings there is a time before they come to be when they are not yet, and a time after they cease to be when they are no more. If everything were merely possible, there would have been a time, long ago, when nothing had yet come to be. Nothing comes from nothing, so in that case there would be nothing now! But there is something now-the world and everything in it-so there must be at least one necessary being. This Necessary Being we call God. 4) The Proof from Degrees of Perfection. We all evaluate things and people in terms of their being more or less perfectly true, good, noble and so on. We have certain standards of how things and people should be. But we would have no such standards unless there were some being that is perfect in every way, something that is the truest, noblest, and best. That Most Perfect Being we call God. 5) The Proof from Design. As we look at the world around us, and ourselves, we see ample evidence of design--the bird's wing, designed for the purpose of flight; the human ear, designed for the purpose of hearing; the natural environment, designed to support life; and on and on. If there is design, there must be a designer. That Designer we call God
- God made it possible to acquire true knowledge so that we may know Him better. (truth was passed from God to humans but He endowed them with reasoning ability to seek out the truth) Our highest good comes through thinking. --because we are children of God, our best thinking should agree with Christian tenets.
- Bacon was a politician jailed Writer
- Human knowledge is divided into 3: History – activity of memory Poetry – activity of imagination Philosophy – activity of reason Science is a tool for creating new knowledge. -- by experimenting In induction, we find a general rule by using a large number of particular cases. For example, watching water in many different situations, we can conclude that water always flows downhill. Induction is the method of science. A scientist makes a large number of observations, and then suggests a general rule that all of these observations follow. He then publishes his ideas, and they are checked in many other cases by other scientists. The general rule becomes a scientific theory only if it passes all of these tests. If it fails even one test, then the theory must be either changed or thrown out. The major scientific theories of today have been tested many thousands of times and have passed every test. Deductive reasoning works from the more general to the more specific. We may start by thinking up a theory about our topic, and then narrow it down to a more specific hypotheses that we can test. We then narrow it down even more where we use observations to address the hypothesis, and then draw our conclusion. Inductive reasoning works the other way, moving from more specific observations to broader generalizations and theories we begin with specific observations and measures, begin to detect patterns and regularities, formulate some tentative hypotheses that we can explore, and finally end up developing some general conclusions or theories. Aristotle: DEDUCTIVE REASONING: TAKING GENERAL CASES AND MAKING SPECIFIC EXAMPLES IF Quadrilaterals have 4 sides;THEN a square is a quadrilateral. Bacon: INDUCTIVE - takes specific examples and general conclusions. My math teacher is skinny My last math teacher was skinny Conclusion: All math teachers are skinny.
- Science is a tool for creating new knowledge: Bacon believed that observation and empirical fact were important to gain true knowledge, as opposed to the common belief of the time when religious doctrine explained events and natural phenomenon. He believed that knowledge had begun to stagnate but improvements to learning & scientific method could fix this. The 4 idols are the faults or natural defects that prevent the mind from accurately understanding nature. Cave – culture, cannot decide on one thing Market place – problem with language/ people make up things
- No such things as innate ideas—= relevant to training of the young Believed ideas comes from what we experience --Focused on how we develop knowledge or ideas Also an early advocate of education for women, to include a role for women as teachers.
- External world is the reality. External world is a solid reality, whether known or unknown to man. Reality is already in existence and in the invention of man. It exists independently of being known to perceived by, or related to mind. Man can only comprehend it, through senses. One should dip below the surface to know the reality. Man will discover reality with the use of science and common sense through education/learning. Realism places great premium on Man and human endeavor, which it says, should be combined with science and common-sense . It, however, asserts that ‘Man is finite' and learning is necessary for a finite man . Education is the process by which he lifts himself up to the external . "The Realists wish man to be a man of affairs, practical and always seeker of deeper and deeper truth and reality.” Mind is functioning and is geared towards creativity. The realist say that ‘Mind' like any other material thing has mechanical functioning. They discount its creating ability . " Just as any object of universe can be ‘true' or ‘false' similarly mind is also ‘true' or ‘false'. The development of mind is the part of the process of development of the world." ‘Mind is what it studies' (Herbert). If this concept of the realists is accepted in education then we are forced to believe that children's mind are ‘mere cameras’ to register the reality of the universe . Philosophers say that mind has lot of scope for enrichment elevation and creativity. Reality can be proved by observation, experience, experiment and scientific reasoning. Realism tries to build up a body of systematized knowledge, which is certain and objective and agrees with the standpoint of physical sciences. It says that every reality can be proved by observation, experience, experiment and scientific reasoning. For them, experience is the touchstone of what is real. Whenever the simple and direct experience can't determine the objective truth, the common sense puts its truth in scientific research. In the present world of falling idols and falling ideals, the realists emphasize the role of intelligence as great significant, as it formulates the concepts and develops general and abstract ideas. Values must be studied to be applied in the actual setting. The realists of all brands aver that values are permanent and objective and say that although institutions and practices vary a great deal, the fundamental values of society should not change. The children should be taught those values, which have proved enduring throughout history. They should be taught the nature of ‘right' and ‘wrong' and what is objectively good and beautiful. In brief, Realism believes in the usefulness of the world and the material existence in its field of action. It believes that whatever is real is independent. Whatever it is, it exists . Its presence of existence does not depend upon the knower (vs. the idealist's standpoint. ) The individual doesn't make reality, he only he only discovers it.
- Coming into the field of education (15-17th), realism has acquired different meanings and even contradictory ones at different periods of history. Applied to education, realism manifested itself in 4 forms namely: Scholastic: Humanistic Social Sense
- Medieval scholastics – Christian theologians & philosophers who tried to make sense of their world by using their gift of reason and believe that reason can lead their path to God holasticism comes from the Latin word scholasticus which means "that [which] belongs to the school", and is the school of philosophy taught by the academics (or schoolmen) of medieval universities 12th-16th Characteristics: Relied on authorities from the past – what needed to be known was described in the books of the past written by authorities Synthesizing of knowledge – not to uncover new knowledge but to present what is existing that all of creation pointed to one goal: to describe was was there (description of the world & build up to description of God) Deductive approach to reasoning – first asserting the known truths: example is God is love go to the scripture & find evidence to support it Use of syllogistic logic/ an approach of arguing that begins from a general principle to a specific conclusion Example: all humans are mortal john is a human Scholastic schools had two methods of teaching: the "lectio" (the simple reading of a text by a teacher, who would expound on certain words and ideas, but no questions were permitted); and the "disputatio" (where either the question to be disputed was announced beforehand , or students proposed a question to the teacher without prior preparation , and the teacher would respond, citing authoritative texts such as the Bible to prove his position, and the students would rebut the response, and the argument would go back and forth, with someone taking notes to summarize the argument). john is mortal
- Reaction against the emphasis on form and style of the old classical literature Classical humanist placed emphasis on form & style; Humanist realist emphasized content and ideas The study of old literature (Literature of the Greeks & Roman) is a means to understand the practical life. Humanists believed that classical literature should be studied not for its beauty but for the information and the knowledge of the facts of the pasts so that such knowledge could be used for the preparation for practical living (answer to any problem that man might need). Basic concerns in education: Physical, moral and social development Aim: To acquire meaning & spirit of the classics Purpose: to master his own environing life, natural & social thru knowledge of broader life of ancients
- 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. Direct contact with things, people & social conditions thru travel rather than books Study of gymnastics, sports, riding, etc & modern languages, customs of other countries Study of one’s self but also others Social realism explains that education should equip learners for a happy and successful life as a man of the world. Example: Play tennis rather than be a bookworm if education could not develop social qualities in him.
- 4. Sense Realism (Scientific Realism) REALISM Emphasizes the training of the senses. Senses are the gateways of knowledge and learning takes place through the operation of the senses. Amalgam (mixture of different elements) of humanistic & social realism Sense-realism attached more importance to the study of natural sciences and contemporary social life. “The child should acquire the idea rather than the form and should understand the objects before the word, or through the object.” Aim: To develop a natural society by working in accord with the laws of nature Purpose: Happiness with God Goals: discovery and utilization of the secrets of nature for the real and practical benefits they could bring to man in the everyday work of the world. Thru education, man can still know laws of nature and thereby control nature 2 characteristics of representatives: formulation of rudimentary science or philosophy of education based on investigation (basic assumptions) formulation of new curriculum based on natural sciences & contemporary life (replace existing literary in the school curriculum) The sense-realists emphasized the three things: a. Application of inductive method formulated by Bacon in order to organize and simplify the instructional process b. To replace instruction in Latin by the instruction in Vernacular c. To substitute new scientific and social studies in place of the studies in language and literature Innovators; Example: Use of vernacular (using a language or dialect native to a region or country rather than a literary, cultured, or foreign language)
- Inquiry - seeking or questioning in search for information or truth No non-sense - Not tolerating irrelevancies; direct, efficient, and practical
- Inquiry - seeking or questioning in search for information or truth No non-sense - Not tolerating irrelevancies; direct, efficient, and practical Realism’s ultimate objective: Man’s eternal happiness with God Realism believes that education should: Transmit culture Develop human nature Provide man with basic education needed for his survival IMPT: The GOAL OF EDUCATION IS TO HELP INDIVIDUALS UNDERSTAND & APPLY THE PRINCIPLES OF SCIENCE TO HELP SOLVE THE PROBLEMS IN THE WORLD
- emphasis on Science, Social Sciences and Mathematics
- academic and literary subjects are not sufficient to fulfill the needs of the society.
- I hold philosophical views from these three schools of thought. As an idealist: I believe that God is the Absolute Reality and that teacher leads a child toward absolute perfection, who is God. I am also a realist: I hold the view that for education to be valid, it must relate to the actual realities of life in all its aspects. Problems and concepts presented in the classroom must be similar to those that students have encountered, or are likely to encounter, in life beyond the classroom. There must be a connection between the classroom and reality. Like the sense realist, I believe that education should aim at encouraging students to work in accord not only with the laws of nature, but with the moral, mental, and spiritual laws of God. John Locke’s notion of the mind as a tabula rasa is particularly relevant to the concept of the training of the young. I believe that the formative years of children, from 1-7, are very important and that parents should dedicate time and energy in nurturing them. Since children acquire the knowledge through experience, parents should expose them to what is true. Parents should introduce children to the love of God as reflected in their own lives and as revealed in nature. I am also a empiricist or experientialist. I believe that knowledge is rooted in experience. At the educational level, I believe that students learn best when they interact with the material presented to them thru projects and hands on. I believe education is a lifelong process. I also believe that education should be learner-centered and that the curriculum and my teaching methods and strategies should be adapted to the needs of students.