INTRODUCTION
While Naturalism
and Idealism are the philosophies of life, Pragmatism and realism are only
attitudes of mind. Realism is the doctrine that the objects of our senses exist
independently of their being known or perceived by the mind.
DEFINITIONS OF REALISM
According to Ross,
“The doctrine of realism asserts that there is a real world of things behind
and corresponding to the objects of our perception”.
“Realism is the
reinforcement of our common acceptance of this world as it appears to us”-
Butler.
REALISM IN EDUCATION
As already stated,
Realism is a reaction against the book centered, academic, intellectual,
liberal, literacy or humanistic education. It favours child centred, practical,
specific, scientific and psychological education. Applied to education the new
spirit manifested itself in these three forms:
FORMS OF REALISM
(1) Humanistic Realism
(2) Social Realism
(3) Sense Realism
1. Humanistic Realism
Erasmus, Rabelases
and English Poet Milton are the most prominent representatives of humanistic
realism. Humanistic Realism represented the survival of the idea of Renaissance
but it did that in a different way. While the classical humanists placed
emphasis on ‘form’ and ‘style’, the humanistic realist opposed it in favour of ‘content’
and ‘ideas’.
2. Social Realism
The purpose of
education, according to social realists was to prepare the practical man of the
world.
“Social realism was
the natural reaction of practical men of the new world against a type of
education that tended to perpetuate the pedantry of an earlier age, by devoting
its energies of the production of scholars and professional men to the neglect
of men of affairs. The exponents looked upon humanistic culture as insufficient
for producing a man of the world” (Cubberley). Montaigue was its chief
representative. According to him, “If the mind be not better disposed by
education, if the judgement be not better settled, I had much rather my scholar
had spent his time at tennis”.
Montaigue takes a utilitarian view of education and
interprets it as a preparation for life of the man of the world. He pleaded for
direct contact with men and things particularly through level.
The curriculum of
realism included besides travel, study of geneology, riding, fencing, gymnastics,
study of modern languages and customs and institutions of neighbouring
countries. About methods of teaching, Montaigue suggests to negate memory work
and practice. Practice plays an important role in learning.
‘Living well’
rather than ‘learning’ is the main concern of social realism. Knowledge which
is acquired through senses is of greater value than that which comes through
books. He believed that a sound body is the basis of a sound mind.
3. Sense Realism
The sense realists
emphasized the training of senses. They held that senses are the conveyors of knowledge
and learning takes place through the operation of senses. The aims of the sense
realists were
(1) To apply inductive method in the field of
education with a view to organize and simplify the instructional process.
(2) To replace the instruction in Latin by
instruction in vernacular and to substitute new scientific and social studies
in language and literature.
It was also
realized that all the studies should be adopted to the needs and interests of
the child and that child should acquire the ‘idea’ rather than the ‘form’ and should
understand the object. This attempt of their led to the formulation of
Educational Psychology. Emphasis was laid on rationality rather than authority.
BASIC PRINCIPLES OF REALISM IN
EDUCATION
Following are the
basic principles of realism
(1) Phenomenal world is
real
There is nothing
beyond this world. According to Ross, “Realism accepts only the reality of
external world. That is why, it is antithesis to subjective idealism.
(2) Senses are the
gateways of learning
According to
realism whatever sensation we get while coming in contact with objects through
our senses, is the only reality. So like naturalism, realism also lays emphasis
on sense training, study of science, diversified curricula, catering education
to varied interests, making methods of teaching interesting and basis theme on
psychological principles.
(3) Theory of Organism
According to
realism animate and manimate substances make an organism.
(4) Man is only a part of
material world
Man is only a part
of material world. He becomes conscious of this material world with the help of
his senses.
(5) Emphasis on experiment
Realism emphasizes
the importance of observation and experimentation. That is the reason why
realism does not believe in the existence of any god, soul, other world etc.
They consider these worlds only to be a figment of imagination. A philosophy of
education should be based on the realities of life and it can prove its worth
by being practical. Realism is opposed to bookish knowledge.
(6) Importance of Present
Life
The immediate
reality of the material world is real. It is more important than the ultimate
reality of the spiritual world. Main place is given to scientific subjects.
(7) Since we live in the world which is rapidly changing, it is
necessary that we remains prepared to adjust ourselves to any psychological,
intellectual or social changes that occur at any time.
(8) No ‘Ism’ can solve the problem of education. To be useful education
must be organized by harmoninsing values, past and present. Similarly
individual and society must be given equal importance.
(9) Things and objects exist independently. They are dependent on
mind for their existence. For their knowledge emphasis is laid on training of
senses.
10. Realism places more emphasis on curriculum and contents of
studies than on behaviour training like pragmatism.
11. Unlike naturalism, realism advocates limited freedom for child.
12. Regularity in the
material world
This ideology
accepts regularity in the material world. The change is also due to regularity.
Here this philosophy becomes different from the physical world. It considers
all the things as a part of the totality and their forms are changing and not
eternal. The development of society also takes place according to regularity.
Realism considers
states as an institution for his welfare and happiness. It is not a divine
organisaton. Therefore it is obligatory for the state to make arrangements for
the means of happiness and convenience of the citizens.
REALISM IN EDUCATION
As earlier stated,
realism is a revolt against traditional education. It was born in the form of
opposition to the idealistic system of education and the development of science
gave support to it.
Realism is based on
reality. By realistic education is meant that education should be able to make
the life of a man happy and successful. Realism has given emphasis to liberal
education.
According to Milton
Spencer has defined
education which supports scientific realism. According to him, “Education is
the preparation of life”. Hence realistic system of education throws light on
all the aspects of education which are as follows.
1. Preparing the child for
a happy and successful life
The first aim of realistic
education is to prepare the child to lead a successful and happy life. Thus,
education should be such that the child is able to solve his problems of life
successfully and lead a happy life promoting the welfare of society as well.
2. Preparing the child for
a real life
The second aim of
realistic education is to prepare the child for a real and practical life.
Realists believe in the reality of knowledge of external material world gained
through senses. Thus, they wish to prepare the child for the real life of
material world.
3. Developing the physical
and mental powers of child
According to
Realism, mind as well as the physical organs together constitute an organism
composed of matter. Hence, according to this ideology, the third aim of education
is to develop the physical and mental powers of the child so that with the help
of his developed intelligence, discrimination and judgement, he is able to
solve all the problems of life successfully.
4. Developing and Training
of senses
Realists believe
that unless the senses of the child are developed fully well, he will not be
able to have full knowledge about the external world. Thus, the fourth aim of
realistic education is to develop and train the senses of the child through
varied experiences.
5. Acquitting the child
with nature and social environment
According to
Realism, a child is related both to the external nature and the social
environment. Hence, the fifth aim of education is to provide the child full
knowledge of both the society and the external nature so that he is able to
strike a balance between the two.
6. Imparting vocational
education
According to
Realism, education should be a practical utility to child. The sixth aim of
education is to provide vocational education to the child.
REALISM AND CURRICULUM
According to
realism curriculum should be many sided and it should be presented to the
children a rounded view of the universe. Only those subjects be included in the
curriculum which are useful to the students and prepare them to meet the
challenges of time in their actual life.
- Nature study, physical sciences and vocational training are given primary importance in the scheme of curriculum of realism.
- Comenius divided the educational period of the child into 4 stages and suggested curriculum and text books for each stage. He was of the opinion that all those things which are useful to the child in his life, the knowledge of these things must be given to the child. As the life being lived is real he gave importance to mother tongue and vocational subjects to be successful in life. According to him mother-tongue is the foundation stone of the development of man and vocational training helps one to earn one’s livelihood.
REALISM AND METHODS OF TEACHING
- Realism gives more emphasis to sense training. Lominius emphasized the importance of sense training in education.
- Locke emphasized the importance of observation and experimentation.
- Inductive – Deductive method is also advocated by them.
‘Things rather than
the words’ or ‘First objects and then their exposition’ are their watch words.
Education should be
given through co-curricular activities.
REALISM AND TEACHER
Realism has
balanced approach so far as the position of the teacher is concerned.
The teacher must
have knowledge of the subject matter and nature of the child. He must know
their needs. He must also be conversant with the scientific and psychological
methods and techniques of teaching. He must present the objects and activities
before the child in their actual form.
For accomplishing
all these, the teacher himself must be trained and bestowed with intellectual,
social and moral qualities.
REALISM AND DISCIPLINE
Realism does not
favour expressionistic type of discipline which is based on punishment, fear
and repression. The school emphasizes the importance of discipline based on
love and sympathy.
Like naturalism,
realism also believes in ‘discipline through natural consequences’.
This school wants
to provide such a physical environment to the pupils in which they may learn to
lead a disciplined life and this in turn may become a part of their habit.
In this way,
realism believes in impressionistic and emanicipationastic discipline.
MERITS
1. It lays emphasis on
practical knowledge
Realism gives
emphasis to practical knowledge and functional knowledge. It is only such type
of knowledge which makes a person successful in life.
2. The aim of the
development of a dynamic and adaptable mind
The aims of education
given by realism may not be very exalting but atleast they are very useful and important.
To develop dynamic and adaptable mind to cope with life situations is really a
very important aim.
3. Due importance to
science and technology
Realism gives due
importance to science and technology in its scheme of curriculum
It is only science
and technology which can raise the standard of living of teeming millions
throughout the world. No nation can make progress without the help of science
and technology.
4. Progressive methods of
teaching
Heuristic method,
inductive-deductive method, correlation, Dalton
5. Proper concept of
discipline
Realism favours
impressionistic and emancipationsitic type of discipline.
According to this
school discipline should be based upon love, sympathy and understanding rather
than on authority.
6. Emphasis on objectivity
Realism lays
emphasis on objectivity. It is an account of the efforts of the school of
thought that teachers encourage students to analyse the subject mater
objectively.
7. Development of proper
attitudes among the students
Realism advocates
the development of proper attitude among the students like objective thinking
and rational judgement.
Love, sympathy and
fellow feeling are also emphasized.
8. Physical health
Should have a
definite purpose. That of improving health and not only being the gentlemanly
sport.
9. Instructions are given on a uniform scientific method.
10. Emphasis on vocational education is in tune with the modern
conditions and aspirations of society.
DEMERITS
There are some
limitations which are as follows.
1. Emphasis on the
immediate reality of the physical
World critics are
of the opinion that realism ignores the ultimate reality of the spiritual world
on account of its zeal for immediate reality of material world. But the
immediate reality as perceived through the senses and interpreted by intellect
derives its significance only from ultimate reality and the former cannot by
any logical reasoning be isolated from the latter. In fact, it is such an
unnatural divorce of the physical from the spiritual reality that has led to
the moral and spiritual backruptchy of the present generation.
2. Realism ignores the importance of emotions, imaginations etc.
which are also equally important in human life.
3. No place for intuition
and meditation
According to realism
all the knowledge is derived from observation and experimentation. It does not
accept the claims of intuition and meditation as a much superior source of
getting knowledge.
4. More importance only to
scientific subjects
Realism gives too
much emphasis to science and technology and altogether ignores the importance
of the non-material. Subjects like art, culture, religion and mortality etc.
but according to this critics, science and technology do not by themselves have
any value unless they serve as instruments for developing our moral and
aesthetic life.
5. No faith in eternal
values and high ideals of life
Realism has no
faith in eternal values and highest ideals of life. It has faith only in the
harsh realistics of daily life.
CONCLUSION
Realism has
exercised a very potent influence on modern education. The movement was not
popular in the beginning but it gradually gained momentum and spread to
different parts of the world. The increased interest in scientific studies,
preference to study of things before words, faith in the truth of science,
enthusiasm for making curriculum broad based, making methods of teaching
interesting, sense training, direct experience-all these bear out the influence
and contributions of realistic trends of education.
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