REALISM

REALISM

 Realism is a philosophy of the twentieth century. However, like naturalism and idealism its roots also can be traced far back to the times of the Greeks. Realism is based on the belief that the physical world alone is objective quite contrary to idealism; realism regards the worldly realities of everyday life as true.

What is Realism?

               According to realism, the external world is a reality. It is a world of objects and not ideas. The material creation is mortal and flexible but it does not mean that it has no existence. The idealist regards the existence of this creation as dependent on ideas. According to the realist the universe does not depend on ideas. The origin of ideas took place in the mind of man who is a creature of this earth originated and hence the existences of creation cannot be said to depend on ideas.

                    According to realism our experiences is not independent but related to our reaction to the external objects. Experiences are influenced by the external world which has real existence. According to the realist man should have through knowledge of his environment. He should know whether he can change the environment or not, and he should act according to this knowledge. Here in lies his wisdom.

1.      Different forms of realism

Realism is of two kinds. The old form of realism is scholastic realism and the new form is scientific realism.

2.      Chief exponents of realism

a.      Aristotle (384-322 B.C)

b.      St. Thomas Aquinas (1225-1274 A.D)

c.       John Locke (1690-1781 A.D)

EDUCATIONAL IMPLICATIONS

1.      Principles of education according to realism:

#. Education is preparation for life

#. Truth has to be discovered with the help of scientific methods

#. All knowledge is derived from experience.

2.      Aim of education :

According to the realist the aim of education should be to equip students with knowledge and skills needed to understand and master their physical environment. The aim of education is to enable students to adjust themselves to the realities of the physical world and to adjust with approved patterns of adult behavior.

3.      Curriculum:

      According to realism curriculum should be a detailed one. The child should have freedom to choose suitable subjects from that detailed curriculum, according to his ability. The student should be taught only those subjects which he is capable of mastering and which will make his future life successful. The student should be taught various subjects, so that he can adjust himself to various circumstances. The realist prefers a system general education extending over a period of time during the earlier stages and specialization at a later stage. During the latter stage a vocational bias may be given to the curriculum. Subject of the curriculum should include physics, chemistry, mathematics, life science and their application social science in an integrated way and also literature, biography, psychology philosophy and art. They do not advocate a separate curriculum for moral education.

4.      Methods of teaching:

         According to realism, any good method of teaching should enable the student to gain understanding. Whatever is taught must be learnt easily, pleasantly meaningfully and thoroughly only one thing should be proper sequence in teaching. Socratic Method of teaching is preferable. Lavish employment of audio-visual methods in teaching is advocated, as this will help to develop sensory powers in children. Motivation is considered very important for effective-learning.

5.      Discipline :

         The school should be organized in such a way that the child could attain self- discipline. He should learn to control his feelings and desires and to perform his duties. Discipline, is adjustment to objectivity. It is required to enable the child to adjust to his environment. It helps the child in concentrating on his studies. Every student is a part of the diverse stimuli. Discipline however, is not withdrawal. The students should remain in close touch with the harsh realities of life.

6.      Role of teachers:

        Realism does not attach much importance to the personality of the teacher. The realist also does not give any importance to the opinion of the teacher. The realist also does not give any importance to the opinion of the teacher. The teacher is only a guild to children. He guides the children towards the hard realities of life. He must expose children to the problems of life and the world around.

7.      Contribution of realism of education

1.      Systematic organization of teaching and learning

2.      Scientific evaluation

3.      Use of standardized tests

8.      Weaknesses and limitation of realism in education

1.      It is weak in its treatment of the learner who is considered merely as a physical organism with a highly developed nervous system.

2.      It is not found to be sufficiently efficient in presenting lessons for the realization of cognitive and effective development.  

SAJITHA.S

NATURAL SCIENCE

       

N A T U R A L I S M

N A T U R A L I S M

Naturalism is related to nature.  It is the oldest philosophy in the western world.  Naturalism is a philosophical theory that affirms that all beings and events in the universe are natural and therefore can be fully known by methods of scientific investigation.  It is based on assumption the nature is the whole of reality and the material world is the only real world.

Naturalism is nature – centric.  Material or nature is real.  Naturalism oppose the idealism  “Nature is god” by Tagore.  It reject the supernatural events, forces or entities, naturalism have no belief in spiritual values, divine, inspiration, intuition etc,  are illusions of the mislead human mind.  Sensory  experiences are more important than abstract thinking.  Mind is subordinate to matter.  It is a function of brain.  Mind and its process can be studied through senses.  Science is the source of soul & knowledge.  Matter under go changes.  These changes are governed by laws & nature.  Laws & nature are unchangeable  and the while universe is governed by them.

A I M S   O F   E D U C A T I O N

The general aim would be ‘self expression ‘  or “unfolding of the self ” according to naturalism the original nature of the child is good.  The naturalists who consider man as a  good machine would like to make the human machine a good machine by attending to its construction by elaborating it and making it capable of doing more and more complicated tasks.  The second aim would be self preservation that is   individual aim. Education should enable the child to preserve and protect his body. Then third would be to put the individual harmony with his environment and to make him adjust with the environment most effectively.  It gives complete freedom for the individual  and permits no control of any kind.  Percy Nunn advocated the free and full development of the individuality of each child.  The next one is struggle for existences.  Education should prepare the child for the struggle of his existence and thus to ensure his survival.

C U R R I C U L U M

Naturalism based curriculum would be flexible, it is based up on the psychology of the child, like expends on their age and development.  It should not rigid curriculum.  Earlier stages ply, stories, music are the lesions.  Then child come to be developed stage enter in to subjects from sensory experiences to learning experiences.  The subjects are basic science physiology, Biology, physics, chemistry, Home science etc.,  Then come in to physical education such as sports games etc.  Then study of past experiences is included in this curriculum.  Naturalists like Spencer, Huxley etc.  stresses the importance of studying past experiences of the race as it explain the origin of the present.

Methods of teaching

Naturalistic method of teaching emerged out of a revolt against the old traditional and bookish methods of teaching where the child had little role in the teaching learning process.  Rousseau said that “ Burn the books and break the walls.  Here allow observation, experimentation, learning by doing, self education, play way method, heuristic method.

Play is natural activity of the child and hence play – way is the method of learning, in naturalism.  Play way not stressed to play, it is the method of learning which promote sprit of joyous, spontaneous, creative and active activity.

Learning by doing activities that way child will get effective and meaningful learning.  Learning by observing and learning by observing are other way of methods child performs certain tasks for getting results.

Heuristic method for learning through self directed activity; learner encouraged to learn by discovering things for himself.

Discipline

Naturalism said that discipline means to give full freedom.  It gives maximum freedom for children’s expansion.  No external discipline, Discipline by natural consequences, No expressionistic measure, Discipline through self government.

We give the child to freedom to do allow wrong thinks.  And leaned by doing wrong thinks.  And the consequences faced themselves.  Naturalists disapprove the practice of giving punishment of children the doctrine of natural consequence will work in discipline the child.  It the child breaks the window pane of his room he should not be punished physically.  The individual’s freedom is curtailed when its affects others.

According to naturalists, students self government with the rules and regulations framed with the consent of all is the best means to regulate the conduct of pupils in schools.  Children should learn about the right and duties of citizenship through participation in such a society and not through lectures.  Blocking of natural interest  and energies would lead to  poor mental health.  Positive attitude to the nature should be develop a good children or individual.

ROLE OF TEACHER

·         Teacher not interfering the children’s interest.

·         Teacher should be wire puller.

·         The teacher  is merely a stage setter or manager proving opportunities, conditions, 

Facilities, etc.  for the natural development of the child.

·         Teachers duty is to guide the child in the process of learning, rather than to pour in information and ideas.

·         Teacher in the Montessori and such other nursery school is often qualified as director.

·         Teacher should be promoter, supporter, wire puller.

·         Teacher as an observer and facilitator.

Contribution of Naturalism of Education

·         Naturalism encourage self education.

·         The emphasis of naturalism in education is the development of child according to his natural interest, inclinations, aptitudes and capacities.  This view gave an impetus to the development of child psychology and introduction of psychological and sociological tendencies in the field of education.

·         The great importance attached  by the naturalists to the social tendency  of the child in education gave birth to the scientific  study of society and social process.

·         Naturalism has shifted from a subject centered curriculum to an experience centered curriculum which is essential need of modern life society.

·         Practical methods of teaching such as learning by doing, heuristic method, diatom  plan, play way method, observation method, Montessori method etc, are contributions $ naturalism.

·         Naturalism helped to set forth the individuality, activity, and freedom of the learner as the basis of educational process.

Limitation of Naturalism in Education

·         Naturalism in its extreme form neglects books.  It is very difficult to assume that we can neglect books, especially in view of the explosion of knowledge.

·         Physical nature alone is not sufficient for providing education.

·         Absolute freedom to child is a myth.  It cannot exist child cannot be allowed freedom to hang himself.

·         Naturalism ignores the higher ends in the process of education.

·         It is very difficult to find naturalistic surrounding for location educational institutions.

·         Naturalism assigns very little importance to the teacher.

Naturalistic Tendency in Education

Naturalism, has been a great force in bringing about ‘ renaissance ‘ in education.  As a protest against the rigidity and formality of school education as naturalistic form of education resents a refreshing humanistic attitude towards learning and methods of instruction.

Naturalism promote negative education.  It threw away books. Naturalism  prefer to study the nature.  Here nature is the text books and environment is the lesions to be learn

           SANDHYA.N

NATURAL SCIENCE

EXISTENTIALISM

EXISTENTIALISM

Existentialism is a twentieth century philosophical movement which place emphasis on individual existence, freedom and choice.  It is based on the principle that concrete, individual existence takes precedence over abstract, conceptual essence and holds that human being are totally free and responsible for their acts and that this responsibility is the source of their feelings of dread and anguish.  Soren Kierkegaard, a Danish philosopher is considered to be the Founder of existentialism.  The term existentialism, however is coined by the French Philosopher Gabriel arcel in 1943.  Existentialism  was  as  much a literary phenomenon as a philosophical one.  Chief exponents of existentialism are Soven Kierkegard, Friedrich Nietzsche, Karl Jaspers, Gabriel Marcel, Sarte, Dostoyevsky, Tolstoy.

BASIC TENTS OF EXISTENTIALISM

Existentialism is a philosophy concerned with finding self and the meaning of life through free will, choice and personal responsibility.  The following are the basic tents of existentialism.

1.      The essence of man lies in existence.  Existence is the source from which thinking and acting springs.

2.      Existence precedes essence.  Individuals create the meaning and essence of their lives, and that this essence follows from their existence.  In other words, you need existence to have essence.

3.      The centre of existence is man, not the truth.  The physical world has no inherent meaning outside & human existence.

4.      Knowledge is intuitive.  Mind is the source and substance of all knowledge.

5.      There are no absolute or fixed values.  The source of value is always internal.  The individual creates the value which is to be found in his existence.

6.      The only authority which any person has is himself; he is answerable only to himself as well.

7.      There exists no universal form of human nature; each of us has the free will to develop as we see fit.

8.      Subjectivity is truth.  Existentialism rejects the existence of any source of objective, authoritative truth.

9.      The nature of reality is subjective, and lies within the individual.  The ultimate and final reality resides within the individual.

10.  Man is defined by his actions.  Man is nothing but what be makes of himself.  He is free, capable of shaping his own life and choosing his own destiny.

IMPACTS OF EXISTENTIALISM ON EDUCATION

The major thrust of existentialism is on individual existence, freedom and choice.   It believes in the personal interpretation of the world.  It is based on the view that the individual defines reality, truth and goodness.  As such the existentialist system of education should provide freedom and variety that permits the learner to chose what he wants, creating one’s own reality and grows to a Free Man.  It influences on contemporary educational theory and practices.

EXISTENTIALISM AND AIM OF EDUATION

Education, according to existentialists, should help the individual to become an authentic man (one who has permeation of his values and choices by clear awareness of death). It should suggest ways and means to preserve the freedom of man, even if that freedom leads him to anguish and despair. The following are the other aims of existentialist education.

a)      The fundamental aim of existentialist education is to impart knowledge of self-existence.

b)      Realization of inner truth (a sense of self-identity) and subjective consciousness.

c)      Existentialist education emphasizes the development of all aspects of the learner’s inner self (his feeling, emotion, thinking etc.) realizing ultimately what he is, what his purpose of living is, and what he has to become,

d)     Since existentialism stress on subjective knowledge, teaching of literature and arts is emphasized by existentialists.

e)      To develop on awareness among the students about freedom in life.

The ultimate aim of education is to make man conscious of his destination, to give understanding of his `being’ and ultimately leas him to his heavenly abode.  So it is clear that the existentialism accepts the principles of liberal education.

CURRICULUM OF EXISTENTIALISM

1.      Since the existentialists believe in the individuals freedom, they do not advocate any rigid curriculum.

2.      They recognize the `individual differences’ and wish to have diverse curricula suiting the needs, abilities and aptitudes of the individual.

3.      Curriculum, they say should not primarily satisfy the immediate needs but also ultimate needs.

4.      The central place is given to `humanities’, poetry, drama, music, art, novels etc. as they exert the human impact in revealing man’s inherent guilt, sin, suffering, tragedy, death, fate and love.  Humanities have spiritual power.  Art and Literature, they say should be taught, as they represent a priori (cause effect) power of human nature.  Through these the students profit from the ideas and judgement of others.

5.      Second place is given to social sciences as they lead the man to feel that he is nothing more than an object. They however, wish to teach Social Sciences for inculcating moral obligation and for knowing the relationship of the individual to a group.

6.      History should be taught in order to help the students to change the course of history and to mould future.

7.      The specialization in any field must be complemented by liberalising studies for it is the man who counts and not the profession.

8.      The study of the world’s religion should be made so as to develop religious attitude freely within the students.  Religion keeps him aware of death.

9.      Realisation of self-form part of the curriculum.  Self-examination and social obedience are the first lesson.  The child must be saved from his own unexamined self and from those who interfere with the free exercise of his moral decision.

10.  Scientific subjects and mathematics should be included in the curriculum but they should not be given more stress, as they deal with objective knowledge.  Self-knowledge precedes universal knowledge.

In short, they don’t believe in formal curriculum consisting of set of body of studies to be pursued but a curriculum, which features the reverberatory effect upon heart, and mind of passionate good reading and then personal contact.  The curriculum should be chosen, sorted out and owned by the learner.

METHOD OF TEACHING

1.      Existentialists favour the Socratic Approach of teaching, as Socratic Method is personal, intimate and an I-thou affair.

2.      Socratic `Problem Method’ should be accepted if the problem originates in the life of the one who has to work out the solutions.  But it is unacceptable if the problem is derived fro the needs of the society.

3.      Like Socrates `Personal reading’ should be stressed.

4.      They reject the group method, because in-group dynamic, the superiority of the group decision over individual decision is prominent.  There is a danger of losing unique individualism and free choice.

5.      Method of teaching must develop the creative abilities in children.  The world and man reveal themselves by their undertakings.

THE TEACHER AND EXISTENTIALISM

1.      Existentialists do not wish the teacher to be social minded umpire or provider of free social activity (as the pragmatists want) or a model personality (as the idealist say) to be limited, by the students.  He must himself be a free personality engaged in such relations and projects with individual students that they get the idea that they are too are free personalities.

2.      He may indirectly influence them about his values but he should impose his cherished values on them, his values become the code of conduct for the students, who may begin to accept them without thought.  Instead of expecting them to imitate he should help them to be `original’ and `authentic’.

3.      The role of teacher is vey important because he is the creator of such as educational situation in which the students can establish contact with his self by becoming conscious of his self and can achieve self-realization.

4.      The teacher must build positive relationships between himself and his students.

5.      The teacher should avoid applying labels to children (such as lazy, slow learner etc.).  For individuals may indeed come to think of themselves they this way.

6.      The teacher is also changing and growing as he guides the pupil in his discovery of self.

THE CHILD AND THE EXISTENTIALISM

1.      The existentialists want to give full freedom to the child.  But the child should know the nature of his `self’ and recognize his being and convert imperfection into perfection.

2.      They do not want the child to become selfish, autocratic and irresponsible.  Freedom is needed only for natural development.

3.      Education should be provided according to the child’s powers and the needs.  The relation of the child with his self should be strengthened rather than served.

4.      The child has to make choices and decisions.

5.      Child needs positive evaluation, not labels.

6.      Primary emphasis must always be on the child as learner and not on the learning programme.

7.      Child thrives better when relieved from intense competition, harsh discipline and fear of failure. Thus each child can grow to understand his own needs and values and take charge of the experiences for changing him.  In this way self-evaluation is the beginning and end of the learning process, as learning proceeds, child is freely growing, fearless, understanding individual.

LIMITATIONS OF EXISTENTIALISM

1.      Existentialism emphasizes the learning of subjective knowledge.  Acquisition of subjective knowledge is largely invalid in the present age of science and technology.

2.      Existential method of teaching may be useful in moral and religious education but it will not work in the teaching of science and technology.

3.      Existential aim of education is one-sided and thus neglects the development of complete man.

4.      It over emphasizes the learning of humanities art and literature neglects science and productive subjects.

5.      Existentialism forgot the livelihood (utilitarian) aim of education while over emphasizing the development of inner-self.

6.      Existentialist method focus on the individual.  This will impede socialization function of education.

7.      Carried to extremes, existentialism is a companion of anarchy.

The existential view of development is not without its critics, many of whom view of theory and its practices as representing a neurotic, narcissistic philosophy of pain and anguish.  Existentialism is an attitude and out look that emphasises human existence, the qualities of individual persons rather than man in abstract of nature and the world in general.  Education therefore, must edify and enrich man’s mind so that it may be respectable in his own eyes and in the eyes of others.  It should help him to make him human.

SATHYABHAMA

NATURAL SCIENCE

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