Philosophical Foundation Of

Education

REALISM
Presented by:
Liston Pandiangan
Apostolis Abram
Ulreikhe E. Lanes
Moises I. Olarte

In the beginning God created

the heaven and the earth

Genesis 1:1

Ellen G. White
There are two classes of educators in the world.
Those whom God makes channels of light
Those whom Satan uses as his agents, who are wise
to do evil

There is a great need of elevating the

standard of righteousness in our
schools, of giving instruction that is
after Gods order.

( EGW, Counsels to Parents, Teachers, and Students,

CT 25.1, 25.2)

Philosophical Foundation of Education

R
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Philosophy
Aims
Proponents
Implications to

Education

Teachers Role
Methods of Teaching
Disciplined Content

Philosophical Foundation of Education

REALISM
-Is derived from a Greek word , Res which

means real.
-It is an attempt to portray life as it is.
-The world is real and material.

Nature of Realism

Background and Meaning of Realism

Realism believes in the world as it is.

It is based on the view that reality is what we observe.
It believes that truth is what we sense and observe and that
goodness is found in the order of the laws of nature.

Realism

They believe that the universe is

governed by an orderly system of
natural laws.
Proponents: John Locke, John Amos Comnius and
William Jams.
Educational realist: Johann Heinrich, Pestalozzi,
and John Fredrich Herbart

Universe is governed by an orderly system of natural

laws
Believe in a mechanistic universe
Agree with idealist in their belief in absolutes

The educational beliefs of

the realists are that neither
teachers nor students are
free; they are subject to
natural laws and are
spectators in the universe

Realists can be divided into two groups

1. New realists
One sees the world directly

2. Critical realists.
It seen indirectly

Chief Exponents of Realism

The Classical Realists

Chief Exponents of Realism

1. Classical Realists
a. Aristotle (384-322 B.C.)
.direct observation of nature,
.Science is a theory must follow fact.
.Philosophy

discerning of self-evident,
changeless 1st principle form basis of knowledge.
.Logic necessary tool of any inquiry and the
syllogism was the sequence that all logical
thought follows.

Chief Exponents of Realism

The Classical Realists

Aristotle explained that 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.

Chief Exponents of Realism

The Classical Realists

Aristotle also explained that 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.
Principle: Design and order are present in
the universe.

Chief Exponents of Realism

The Classical Realists

He added that 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.

Chief Exponents of Realism

The Classical Realists

True purpose = think

When we refuse to think, we go against
the design of the universe and the reason for
our creation.
We suffer the consequences of erroneous (NOT
CORRECT) ideas, poor health, and an unhappy
life.

Chief Exponents of Realism

The Classical Realists

St. Thomas Aquinas (1225-1274)

In his system, reason and faith
(revelation) form two separate but
harmonious realms whose truths
complement rather than oppose one
another.
b.

Chief Exponents of Realism

The Classical Realists

He pursued a lifelong passion to reconcile

Aristotelian philosophy with Christianity. He
accepted Aristotle's view that a human has matter
and a mind OR a body and a soul.

Aristotle believed that our highest good comes

through thinking. Aquinas took this to mean that
because we are children of God, our best thinking
should agree with Christian tenets.

Chief Exponents of Realism

The Classical Realists

St. Aquinas Beliefs

God is the Ultimate Teacher; only God can touch

the soul.

A teacher can only 'point' the way to knowledge.

Teaching is a way to serve humankind; it is part of

God's work. Leading the student from ignorance to
enlightenment is one of the greatest services one person can
give to another.

The soul possesses an inner knowledge.

The major goal of education was the perfection of

the human being and the ultimate reunion of the
soul with God. (parallel with the Final Cause)

Hebrews 11:1

Now faith is the substance

of things hoped for, the
evidence of things not
seen

EGW- The Act of Faith

Faith is not the ground of our salvation, but is the
great blessing the eye that sees, the ear that hears,
the feet that run, the hand that grasps. It is the means,
not the end. (White, Ellen Our Father Cares, 151.2)

Chief Exponents of Realism

The Modern Realists

2. Modern Realists
a. Francis Bacon (1561-1626)
.In

Novum Organum, he challenged

Aristotelian logic. He believed that science
was 'delayed' by Aristotelian thinking

Past thinking flawed due to theological dogmatism and

prior assumptions which led to false deductions

Science must be concerned with inquiry and not preconceived notions.
Science is a tool for creating new knowledge.
Originator of the expression: Knowledge is Power

Realism in the Historical Context of Education

The Modern Realists

b. John Locke (1632-1704)

.Oxford scholar; medical researcher, physician
.No such things as innate ideasmind at birth

is a tabula rasa
All ideas are acquired from sources independent of the

mind, through experience.

Influenced the later writings of Alexander Hamilton,
Thomas Jefferson, and James Madison (Wikipedia, 2007)
The little and almost insensible impressions on our tender
infancies have very important and lasting consequences."

Realism in the Historical Context of Education

The Contemporary Realists

3. Contemporary Realists

Alfred Whitehead and

Bertrand Russell
.Both born in England
.Collaborated on mathematical writings
.Eventually came to teach in the United
States
.Both wrote about education
.Co-authored Principia Mathematica

Realism in the Historical Context of Education

The Contemporary Realists

a. Alfred Whitehead (1861-1947)

.Led to philosophy through the study of

mathematics at age 63
.Tried to reconcile some aspects of Idealism
with Realism
Process is central to his philosophyreality is a process.
Philosophy is a search for a pattern in the universe
The most important things to be learned are ideas.
Education should be concerned with living ideasideas
connected to the experience of learners.
Preferred Realism because it helped people correct the
excesses of subjective thought.

Realism in the Historical Context of Education

The Contemporary Realists

b. Bertrand Russell (1872-1970)

.Two kinds of reality: hard data and soft

data

Education is key to a better way; we should be using

our knowledge to erase some of the ills of society.

Realism in the Historical Context of Education

The Contemporary Realists

c. Hilary Putnam (1926- )

.The

changes in science influence the

philosophy of realism.

Physicists have introduced a 'cut' between the observer and

the universe. The universe is too large and too complex for
us to understand. Forced to observe universe with our own
limited resources.
Science will continue to influence the philosophy of realism.

Realism in the Historical Context of Education

The Contemporary Realists

d. John R. Searle (1932-)

.Accepts the traditional view of Realism
.Coined the term 'social reality'
.Does

reality in the universe just

consist of physical particles and fields
of force?
.Social reality created by human
consciousness

Pestalozzi

The childs innate capacities should be

awakened by a series of experiences arranged
according to his maturation and that method
should follow the order nature (Gruber, 1973)
Developed his psychology in actual practice,
and interested in the education of childhood
and youth through sense perception

Herbart -- blank tablet (Tabula Rasa)

Prepare the
students to
received new
information

Present the new

knowledge

APPLICATION
Association of in
which new
information is
compared to the
new knowledge
learned

Generalizatio
n

Realism Applied in Education

Aims of Education

Aims of 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
Basic,

essential knowledge with a no-nonsense

approach
Intellectually-gifted student is a precious resource
Should use the Great Books of the Western World
Adler's Paideia Proposal: school should be a one-track
system, general (non-specialized), and non-vocational

Educational aims are viewed from two perspectives:

Religious realism and Secular realism

Religious perspective : The religious realist

believes that matter is not important unless it leads to
something else.
Secular perspective : The secular realist believes in
understanding the material world through methods
of rigorous (done carefully and with a lot of attention
to detail) inquiry. Self-preservation is the aim of
education.

Realism Applied in Education

Methods of Teaching

Methods of Teaching
Not only facts, but method of arriving at facts
Emphasis on critical reasoning through observation
Supports formal ways of teaching
Children should be given positive rewards (Locke)
Precision and order: ringing bells, time periods, daily

lesson plans, pre-packaged curriculum materials

Supports accountability and performance-based
teaching
Scientific research and development

Realism Applied in Education

Methods of Teaching

Methods used includes recitation, experimentation,

demonstration Education should proceed from simple

to complex and from concrete to abstract.
Things before rules and words.
Students to be taught to analyze rather than
to
construct.
Vernacular to be the medium of instruction.
The order of nature to be sought and followed.

Realism Applied in Education

Realism and the Teacher

Realism and the Teacher

1) Be educated, well versed
2) Knowledge Full mastery of present life.
3) Guide the student towards the hard realities of life. He is
neither pessimist, nor optimist.
4) Able to expose children to the problems of life and the
world around.
5) There should be a co-relation between utility in daily life
and education.

Realism Applied in Education

Realism and the Teacher

Realism and the Teacher

6) The child should be told the utility of whatever is
taught.
7) The simple rules should be defined.
8) All the subjects should be taught in proper order.
9) Various organs of education should be taught in
chronological order.
10) The topic should not be given up unless the boys
understand it well.
11) To find out the interest of the child and to teach
accordingly.

Realism Applied in Education

Realism and the Child

Realism and the Child

1) Recognize the importance of the child.
2) Child can reach near reality through learning by
reason.
3) Child has to be given as much freedom as possible.

Realism Applied in Education

Realism and the Child

Realism and the Child

4) The child is to be enabled to proceed on the basis of
facts.
5) The child can learn only when he follows the laws of
learning.
6) The child is to be understood a creature of the real
world there is no sense in making him a God . He has to
be trained to become a man only.

Realism Applied in Education

Realism and the Child

School Organization Influenced by Realism

1) Based on the real needs of society.
2) The opening of science classes in every school is a must.
Only academic and literary subjects are not sufficient to
fulfill the needs of the society.
3) Realism doesn't oppose co-education. It 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

1 Samuel 2:3 (NKJV)

Talk no more so very proudly; let no

arrogance come from your mouth
for the Lord is the God of
knowledge and by Him actions are
weighed.

Thank you
for you
attention
and
God Bless
You

References

Books Electronic Materials Internet Sources

Books
Calderon, J. F. (1998). Foundations of Education. Manila:

Rex Book Store.

Marmysz, J. (2012). The Path of Philosophy: Truth, Wonder
and Distress. USA: Wadsworth Cengage Learning.
Pande, R. S. (1982). An Introduction to Major Philosophies of
Education. Agra, Vinod Pustak Mandir
Yambao, R. P. (2011). Social Dimensions of Education. In e.
Roel P. Yambao, et. al., Licensure Examination for Teachers
NCBTS Oriented LET Reviewer (pp. 271-293). Manila:
Modern Education for Teachers.
Wilds, E. H., et. al. (1970). The Foundations of Modern
Education. New York: Holt, Rinehart and Winston, Inc.

References

Books Electronic Materials Internet Sources

Electronic Material Sources

Brennen, A. (1999). Philosophy of Education.
Haanel, C. (2006). Mental Chemistry.
Hopson, T. (2007). Philosophy of Education.
Marrapodi, J. (2003). Educational Philosophers.
Natad, J. (2009). Definition of Philosophy of Realism & Its

Brief History. Surigao City.

Sell, S. (2010). Educational Philosophies: Humanism and
Realism.
Spade, P. V. (1996). Jean-Paul Sartres Being and Nothingness.
Villenes, R. M. (2012). PNULQ March 2012 LET Review:
Professional Education Philosophical Foundations of
Education. Lopez, Quezon

References

Books Electronic Materials Internet Sources

Internet Sources
http://oregonstate.edu/instruct/ed416/PP2.html
http://www.school-for

champions.com/education/philosophies.htm
http://www.articlesbase.com/education-articles/realismin-education-1319851.html
http://encarta.msn.com/dictionary_1861700796/realism.h
tml
http://en.wikipedia.org/wiki/Aristotle
http://en.wikipedia.org/wiki/Philosophical_realism