4 Realism and Education
LEARNING OUTCOMES
At the end of this section, students will be able to:
1. Discuss Realism in general.
2. Discuss the realist metaphysics.
3. Discuss the realist epistemology.
4. Discuss the realist axiology.
5. Describe the implications of Realism in the
educational systems and processes.
REALISM: AN INTRODUCTION
Another traditional system of thought
Dating back as far back as Aristotle, but reformulated and reinterpreted over the
ages.
Like Idealism, it has been overtaken by other more current philosophies like
Pragmatism and Existentialism.
Nevertheless, the influence of both Idealism and Realism as well as their
expressions to certain truths of lives still remain in the contemporary world.
Among the followers of the school of Realism were:
~ Thomas Aquinas (1225-1274), Frances Bacon (1561-1626), John Locke (1632-
1704), Alfred North Whitehead (1861-1947), Bertrand Russell (1872-1970),
Hilary Putnam (1926-) and John R. Searle (1932-).
THE REALIST’S METAPHYSICS
The Realist’s metaphysics constitutes of three core principles:
1. The Principle of Independence of Matter
Matters or objects which we see exist absolutely
- The world exists by itself
- As a reality, the world is independent of whatever there are humans to know it
or not.
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Unlike idealism, the realists believe that the world is not the construct of the human
mind.
They argue that for a person to claim that he knows an object, that object must
have existed prior to/before his knowing it.
If the object does not exist, then there is nothing for the mind to know.
The realists conclude that objects have a reality independent of our knowledge or
our desire to know them.
Hence, to them, the physical world is the reality, not the spiritual world.
2. The Orderliness of the Universe
The world gives every evidence/proof that there is some orderliness behind its
organizations.
Law and order exist in the universe
Although there are occasional disorders, the world is in reality not chaotic – it is
orderly, stable and well –structured. E.g. the night follows the day.
3. Respect towards the Truth of Science
The world is real and it is what the sciences tell us it is
The basic facts discovered by the sciences about the world are true and real.
The fact that they are discovered by the sciences proves that they have always
existed and will continue to exist even if no scientist ever discovers them.
The truths of the sciences are important truths because they portray situations as
they really are.
Therefore, the truths of sciences must be respected.
THE REALIST’S EPISTEMOLOGY
They argue: Since the world exists as a matter of fact and just as it is, it is possible
to have an objective knowledge of it.
The process of knowing:
a. The mind responding to impressions that are made based on the external
sources.
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b. It is an act of grasping and understanding what is presented to the mind
from outside.
c. Thus, what our common sense tells us is considered to be the true
knowledge.
- We can verify this knowledge (whether it is true or not) by comparing what
it tells us with the actual situation.
d. Our senses are the sources of knowledge and our statement of that
knowledge is true if it corresponds to what we later find to be the case.
THE REALIST’S AXIOLOGY
The realist’s conception of values is also rooted in their metaphysics.
Values exist objectively in things whether we appreciate them or not.
Values are not our reactions, tastes or desires.
They exist in the objects for us to discover
E.g. Honey is sweet – Sweetness is therefore a property that honey has, whether
anybody tastes it or not; or whatever individuals’ descriptions about it.
Thus, value is not relative or according to each person’s taste – but it is objective
and capable of being discovered.
Similarly, there are objective values in cultures, objective norms and standards of
conduct – They not depend upon what each citizen thinks or feels.
Such objective cultural values and standards of conduct must form the core
curriculum of a good education
THE IMPLICATIONS OF REALISM ON EDUCATION
1. The Realists Philosophy In Education
Education is regarded as:
- The process of developing the capacities of a man to enable him to know the truth
as it is.
The ultimate aim of education is the achievement of:
- The knowledge of the nature and the inner workings of the universe.
This is important in helping students to:
a. Consciously adjust himself to what is real
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b. Form habits and tendencies to search for truth
c. To grasp the truth and use it in every aspect of their daily lives.
These truth are found in their culture – have been accumulated over the years and
contain the best wisdom of past generations.
In other words, education is:
- The transmission of inherited culture from one generation to another so that
there may be cultural continuity.
2. The Realists View on School Curriculum
The disciplines of the curriculum contain the element of culture.
- The element must be learnt for students’ survival in their lives, as well as for
knowing the cultural values.
Education serves two purposes:
b. The transmission of specific cultural values
c. The development of a student’s ability for further learning.
The curriculum represents the whole scope of the culture of the society.
- It is reduces to size and expressed in different disciplines and subject matters.
Each discipline is a partial view of the culture
e.g. Economics is the whole culture seen from one point of view; history gives the
historical perspectives of the culture.
Therefore, to rely on just one single subject or discipline is not enough to convey
the whole truth found in a culture.
The education system must provide a basic core curriculum
- It must be the same for all levels of education
- It should start with the simple, basic principles
- As the level increases, it becomes more details and complex.
- The subject or discipline is best introduced to students as early as possible and
must be presented in ways that he can easily understand and follow.
3. The Content of the Curriculum from the Realists View.
The curriculum consists of:
a. Literacy and numerical skills
- Help students to know the aspects in culture in a written form.
b. The basic principles of science
- Introduce students to the laws of nature and develop their ability to
understand the nature.
c. Aesthetic subjects
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- Drama, painting, sculpture that reveal the objective beauty of nature and
help refine students’ taste and appreciation.
d. Humanities subjects
- Great classical literatures – products of great minds considered as the mine
of wisdom and ideas.
4. The Nature of Teachers from the Realists Perspective.
In general, the realists view education as disciplined-centered and teacher-
centered.
The teacher, who is responsible to transmit the truth, has an important role to play.
The teacher is the representative of the culture and in him is the collection of
knowledge and wisdom.
The teacher must be loyal to his discipline and to convey the truths of his discipline
as faithfully as possible.
5. The Nature of Students from the Realists View
It is the duty of the students to assimilate or absorb the truths that had been
taught to him.
They have to learn the habit of self-discipline in order to master the subjects.
6. The Realists Overall View on Education
Education is described as traditional, discipline-centered and teacher-oriented one.
Learning is always difficult and implies self-discipline
The purpose of education is to develop in students the habit of self-study.
Compiled from the following references:
Akinpelu, J.A. (1981). An Introduction to Philosophy of Education. London: Macmillan
Publishers Ltd.
Gutek, G.L. (1988). Philosophical and Ideological Perspectives on Education. New Jersey:
Prentice Hall.
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