Introduction

• 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
• 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
• “Our experience is not independent but
determines reaction to the external objects.
Experiences are influenced by the external
world which has real existence.” It is a new
outlook and this new outlook is termed as
Realism.
 Realism
• in Realism we have a slogan- ‘Things rather
than words’
• Generic Notions…only through studying the
material world is it possible to clarify or
develop ideas…matter is real independent of
ideas
• It gives no place to sentimentalism and
imagination. As such, realism disregards
everything subjective, personal and emotional.
It tries to see things as they are and to
understand reality in its own colour without
• Realism as a school of philosophy regards the
word of physical reality as the fundamental
thing in experience. The physical world alone
is objective and the factual world is something
which can be easily accepted as it is.
 Proponents
• Aristotle (384-322 BCE) • First prominent
Realist philosopher • Father of Realism • A
pupil of Plato
 Meaning
• The term realism come from the Latin “realists”
who is to be really, really real.
• Realism is derived from the Greek word”RES”
which means real which further is related to
object.
• Realism refers to the things exist whether or not
the human mind perceives them.
• Aristotle was the leading proponent of realism
and the first philosopher to develop a systematic
theory of logic. In a more deeper meaning of
realism, it is a philosophy that assumes that there
is a real external world that can be recognized.
 Defintion
• Realism is the reinforcement of our common
acceptance of this world as it appears to us.” -
butler.
• The doctrine of realism asserts that there is a
real world of things behind and corresponding
to the objects of our perception “ -ross
• Realism means a belief or theory which looks
upon the world as it seems to be a mere
phenomenon.” -Swami Ram Tirth
 Forms of realism
• SCHOLASTIC REALISM A demand for truth or
reality rather than beauties of Roman days
arose (faith-reason )
• SOCIAL REALISM A reaction against production
of scholars & professional men & neglect of
practice (social relation and reality). according
to social realists was to prepare the practical
man of the world
• SENSE-REALISM A reaction against realities
found in the classics or everyday human
activities (train the senses)
• HUMANISTIC REALISM A reaction against
emphasis on form & style of old classical
literature ( content and ideas)
• 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’
 Fundamental Principles of Realism
• Phenomenal world is true. 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.
• Senses are the doors of knowledge.- 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.
• Opposition of Idealism
• Man is a part of material world.
• Emphasis on experiment and observation.
• 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.
 Aims of education
• Acc to realism ,education ,is the chief means
of an individual's
physical,mental,moral,&religious development
.
• The realist says that the aim of education is
formation of a complete man, skilled in art
and industry, the development of the whole
man, physically, morally intellectually. The
learner is expected to actualize his potentiality
• 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
• Preparing the child for a happy and successful life- --
Education should prepare the child so that he is able to
solve the problems of life successfully.
• Preparing the child for a real life- ----They believe that
reality of knowledge of external material world is gained
through senses
• Acc to Butler, the chief purpose of the school is to further
through instructions,disciline and pupil activity, the
development of physical,social,mental,and moral training.
• Preparing the Child for happy and successful life
Preparing the child for a real life Developing the
physical and mental powers of the child Developing
and training of senses Acquainting the child with
nature and social environment Imparting vocational
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
 Realism and Curriculum
• Acc to Ross , ’just as naturalism comes on the
educational scene as a protest against system
of training that have become artificial ,so
realism tends to appear as a reaction against
the curriculum consisting of studies that have
become bookish, sophisticated & abstruse .”
• According to realists only those subjects
should included in the curriculum which
prepare the child for day to day living
• Realist emphasized prime importance to
nature, science and vocational subjects
whereas secondary place to arts, literature
and languages.
• Developed according to Utility and Needs
Subjects concerning day to day activities
Main subjects are – natural science, physical
science, health culture, physical exercise,
math, geography, history, astronomy
• Curricula should be practical and useful
• Curricula should concentrate on the “Basics”
and avoid fads and frills.
• Curricula should be highly organized,
correlated and aligned throughout the scope
and sequence offered by schools
• Curricula should be based upon pre-
established standards and criteria.
• Curricula should be “experiential” whenever
possible
 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)
 Realism and method of teaching
• Realism changed the traditional system of
bookish knowledge to gaining knowledge
through senses according to the nature of the
child and capacity by the way of observation
and experience.
• Realist insisted to impart knowledge of object
and external phenomenon through senses.
This encouraged the use of audio-visual aids in
education
• Bacon, the famous realist introduced the
inductive method in the process of education.
wherein he child does self learning to a great
extent.
• 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 through direct or indirect
experiences: Field trips, lectures, films, TV,
audio-visual aids, computer technology &
library.
• Learning is based on facts – analysis –
questioning.
• Precision and order: ringing bells, time
periods, daily lesson plans, pre-packaged
curriculum materials
• Children should be given positive rewards
• Direct teaching techniques are preferable.
• Students should be presented information in
an organized, efficient and logical format.
• Given the “information overload” in today’s
society, it is important that “non-essential”
learning should be eliminated.
• Students should be taught based upon their
strengths and abilities.
• Scientific testing should be used to diagnose
and place students in settings most
appropriate to their needs
• Technology should be utilized whenever
appropriate in schools
• 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
 Realism and the Teacher
• The teacher according to realist, is expected to
have full knowledge of the content and needs
of the children.
• 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.
• The teacher must be capable to present before the children
the in a clear and intelligible way by employing psychological
and scientific methods.
• A Realist teacher should be a subject matter expert.
• A Realist teachers should be able to present material in an
organized and systematic way.
• A Realist teacher should be able to explain the lesson
objectives in a way that is understandable to the learner.
• A Realist teacher should be able to effectively assess
students in such a way that all students are challenged and
motivated to learn.
• A Realist teacher should understand current research and
technology and be able to utilize it in the classroom
 Realism in the Classroom
• Focuses on the basics of reading, writing and
arithmetic.
• Classroom environment is highly structured
and organized.
• Utilization of standardized testing.
• Education should be fun and interesting for
the student.
• Education should prepare students for life in
the real world.
 Concept of Discipline in Realism
• stresses the place of mental discipline in the
educational process
 Conclusion
• Use of scientific investigation and senses in
order to learn. Focus on the physical world,
arguing that reality, knowledge and value exist
independent of the mind. This physical world
is composed of matter. Realists believe that
schools should promote human rationality
through observation and experimentation.
Realist teachers believe in the importance of
experimental learning. Students have to take
a hands-on approach.
 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
 Pragmatism
• A 20th Century Philosophy
• Often considered to be the “American”
philosophy.
- C.B Pearce,
- Schiller
– William James
– George Herbert Mead
– John Dewey
• The term pragmatism derives its origin from a
Greek word meaning to do, to make, to
accomplish. So the use of words likes ‘action’
or ‘practice’ or ‘activity’. Action gets priority
over thought. Experience is at the centre of
the universe. Everyone is tested on the touch-
stone of experience.
• Values are instrumental only. There are no
final or fixed values. They are evolved and are
not true for all times and for all situations.
According to an undeviating standard of
worth, pragmatism tends to be individualistic,
selfish; has no values; has no ethics and is thus
superficial.
 Meaning of Pragmatism
• Etymologically the word pragmatism is
derived from the Greek word ‘pragma’ which
means activity or the work done. Some other
scholars think that the word pragmatism has
been derived from the Greek word
‘pragmatikos’ which means practicability or
utility. Thus, according to this ideology great
importance is laid upon practicability and
utility.
 Definitions of Pragmatism
• “Pragmatism offers us a theory of meaning, a
theory of truth of knowledge and a theory of
reality”. James B. Prett
• “pragmatism is essentially a humanistic
philosophy, maintaining that man creates his
own values in the course of activity that reality
is still in the making and awaits its part of
completion from the future, that to an
unascertainable extend our truth are man-
made products”. J.S.Ross
 Forms of Pragmatism
• 1. Humanistic pragmatism According to this
ideology, only those things or principles are
true which satisfy the needs, requirements,
aspirations and objectives of human beings
and cater to the welfare of mankind. In other
words, that which satisfies the human nature
is only true and real. Humanist pragmatists
believe “whatever fulfils my purpose, satisfies
my desire develops my life is true.”
• Experimental pragmatism According to this
ideology, that thing or principle is true which
can be verified as true by experiment. Hence
according to experimental pragmatists,
‘whatever can be experimentally verified is
true or what works is true’.
• Biological pragmatism This form of
Pragmatism considers the power or capacity
of a human being valuable. This power
enables a man to adjust in the society and
with the environment. It also enables him to
change his environment according to his
needs and objectives. This form of
pragmatism has its roots into Darwin’s theory
of evolution and natural selection. According
to it, there is always struggle for existence
 Principles of Pragmatism
• Truth is ever changing Truth always changes according to
time, place and situation. A certain thing which was true to a
person yesterday need not be the same for him today or will
remain the same tomorrow.
• 2. Truth is formed by its result Truth is not fixed and definite
entity. The change in situations brings about new problems to
be solved by new thoughts and new efforts. Truth is not
absolute or predetermined for all times to come.
• 3. Problems are the motives of truth Human life is a
laboratory where each individual undertakes various
experiments to solve problems he confronts, in his growth
and development. The success of the experiment is a search
for truth.
• Emphasis on social and democratic value Man
is a social being. He is born in society and all
his development takes place in society.
Pragmatists uphold social and democratic
attitudes and values.
• 5. Opposition to fixed ideals and values Ideals
and values are not pre-determined and fixed.
Values and ideals are man-made and they
change according to changes in circumstances,
times and places. It has an indifferent attitude
towards moral and spiritual ideals and values.
• Emphasis on the principle of utility Any idea
which is useful to us is proper and right. In
case, it is of no use it is improper, wrong and
untrue.
• 7. Importance of man power Man has the
power to create an environment useful,
beneficial and conducive for his own
development and welfare of society.
• Importance of present and future Man is an active
being. He learns through his activities in his life. Ideas
are born out of activities.
• 9. Faith in present and future The past is dead and
gone. Each individual has to solve the problems of his
present and future.
• Opposition to social customs and traditions Old
customs, traditions, restrictions and taboos are
denied. It believes in the realities of life, human
intelligence and mental capacity which results in
human welfare and happiness.
• 11. Faith in pluralism The ideals and values which are
testified by experiences are true and real. It believes
in pluralism.
• Reality in making The attitude is optimistic,
progressive and developing. To call the
present world as fully made up, absolutely
beautiful and complete is wrong. The world is
still in the process of formation and
development.
• 13. Faith in flexibility The world is changing
and everything is under a process of change.
Nothing is fixed and final in this world. He
employs all his mental faculties, learns from
his experience and experiments to the path of
progress and development.
• Pragmatism in Education Education is not the
preparation of a child for his future but it is life
itself. Life is not possible without education.
Life here means social life. It is because man is
a social animal. His activities are directed and
determined by the society by living there. So
collective activities are organised in the
school. Participation in the collective activities
gives him knowledge of social efficiency and
sociability.
• Education as life -Traditional education is dead
and lifeless. The students are passive recipients
without any dynamism and push. Real
knowledge can be gained by activity
experiments and real life experiences.
• Education as growth -Society is undergoing a
process of continual change. Education should
correspond its activities to suit the changes in
society. Education should develop the inherent
capacities of the child according to his interests,
inclinations and aptitudes, so that he can create
his own values to face the problem.
• Education as continuous reconstruction of
experiences- Bookish knowledge is
condemned. Real knowledge is gained by
experiments and experiences. They transform
the behaviour and personality of the child.
• Education as social process Education should
develop desirable qualities that he is a
sociable person. An individual gains more
knowledge from his interaction with his
friends, family and society rather than the
books.
• 5. Education as the responsibility of the state
Education is the birth right of the child. The
state should shoulder the responsibility of the
education of the child otherwise the whole
nation will suffer and lag behind.
 Aims of Education
• It is to provide dynamic direction and guidance to the child
according to his natural interests, aptitudes and capacities in
the field of academic activities that he grows up and develops
more and more and is endowed with capacities to confront
the ever changing problems and challenges of modern life
successfully achieving a happier, a better and a richer life. For
this education should develop such a dynamic flexible and
adaptable mind which is always resourceful and enterprising
and is able to create new values for an unknown future.
Following are the some of the aim of pragmatism.
• To reform and reconstruct the society
• To enable the individual to adjust with the changing
social environment
• To develop the child fully according to his interest,
abilities and needs
• To create social efficacy in the child
• To develop democratic values and ideals in the child
• To provide educational opportunities to all citizens on
equal footing
• To instil habit of experimentation in the children
• To remove social evils and make the society a good
place for living
• To enable the child to discover the truth himself 10. To
make child self reliant
 Curriculum
• The curriculum must grow out of child’s
interests, experiences, impulses and needs.
The curriculum must be child-centred.
Pragmatists stressed that school subjects
should be woven around the child’s activities.
Lesson should begin with social topics such as
food, shelter, modes of communication,
speech reading, drawing, and modelling.
• Ability and interest of the child Child’s ability
and his personal inclination should be kept in
mind before constructing the curriculum and
nothing imposed on him.
• 2. Flexibility Every society is dynamic. So
curriculum should be constructed according to
the changing need of the society. Vision is
required for this purpose so that it may last
long.
• Usefulness Curriculum must have utility for a
child. He should be taught only what is useful
for him
• Social efficiency Curriculum must make a child
socially efficient and democratic in his
behaviour. It should enable the students to get
fully adjusted in the society.
• 5. Experimental It should develop the habit of
self experience and experimentation in the
child. Different kinds of problematic situations
are presented before him and he reaches the
solution to these problems through activities
and experimentation
• Life related Only those subjects should be included in
the curriculum which have direct link to the lives of
children. It will make them self reliant and a
productive member of the society. Vocational
subjects are preferred for this purpose. Subjects of
social sciences and humanities are also taught but
only after creating some harmony with the subjects
of natural sciences.
• 7. Principle of integration Curriculum deals with the
integration of subjects and activities. The teaching of
various units should be inter-linked and co-related to
form right concept and proper understanding in
children.
 Methods of Teaching
• Whatever is to be taught to a child must be
correlated with the natural activities of the
child. For this purpose following methods are
adapted:
• 1. Learning by doing- Child learns the best
when he performs some action along with the
theoretical knowledge of a subject. Teacher
guides the students for these activities by
which child develops his own natural abilities
• Collective approach -Children participate in
these activities collectively. It develops in
them social efficiency. They are assigned
various types of jobs by the teacher and they
complete them collectively.
• 3. Integrated approach -A subject is taught
only after integrating it with other subjects as
well as life. In this way knowledge becomes
compact, useful and systematic.
• Individual approach Each child is unique and
different from his fellow flock. Teacher should
regard individual differences and teach a child
according to his level of understanding and
specific interest.
• 5. Purposive process of learning A child should
try to achieve some aim or goal according to
his natural interests, abilities and experiences.
Self learning through self effort is
acknowledged.
 Role of Teacher
• The teacher works as friend, philosopher and
guide to the students
• 1. He should have the capacity to know the
interests of the students.
• 2. He should understand the conditions and
situation of changing society.
• He puts forth problems for the students to be
solved according to their interests. 4. He also
creates situations to develop social interests,
attitudes and habits for welfare of the society.
 Discipline
• Pragmatism condemns enforced discipline. It
advocates social discipline based on child’s
interest, activities and a sense of
responsibility. Self discipline is learnt by the
students in the proper democratic and social
environment of the school. They participate in
collective activities and learn cooperation and
control. Child is given full freedom to develop
his natural abilities. Teacher does not consider
himself superior to the child. He works in the
class as a supervisor only. He also takes the
individual difference among children into
 Merits
• 1. Construction of project method A child, who
indulges in various activities, is able to solve
problems which cater to his natural progress and
development. 2. Importance of child Child centred
education where a great emphasis is laid in the
development of the child’s individuality by his own
efforts. 3. Emphasis on activity Pragmatism
emphasizes upon activity rather than ideas. ‘Learning
by doing’ is the method followed here. 4. values in
applied life Education should prepare the child for
the practice of values in life in an effective manner.
• Social and democratic education It induces a spirit of
freedom, initiative, equality and also a sense of
responsibility in relation to rights and duties of a
citizen. It develops a love for democratic values and
social efficiency which brings harmonious
adjustment and development of personality. 6.
Infusion of new life in education It has revolutionized
the process of education and infused a new life and
zest in education. The concepts of New Education,
Progressive Education and Activity Centred
curriculum are the contributions of pragmatism.
• Progressive and optimistic attitude
Pragmatism is a way of living which opposes
old doctrines of Idealism and Naturalism,
inspires the individual to look ahead and
create new values for a better and happier
life. It develops a dynamic, flexible and
adaptable mind which gives direction to new
purpose to education
 Impacts on Modern Education
• 1. Inculcation of democratic values and social
responsibilities have been included in the aims
of education today. 2. Activity and self
experience methods of teaching are very
much recognized today. 3. Special emphasis
on vocational and professional courses 4.
Organization of co curricular activities in the
school 5. Updating of curriculu
• Updating of curriculum after every five years
according to the changing needs of the
society. 6. Promotion of self discipline 7.
Respect for democratic values 8. Promotion of
free and compulsory education from 6 to 14.
9. Proposes universalisation of elementary
education
 Criticism
• 1. Difficulties of not accepting truth to be permanent.
Pragmatist philosophy does not treat truth as permanent and
objective. Instead for pragmatists all truth is relative to time
and space. No philosophy is always true or correct. It has its
utility only in a particular set of circumstances. And utility is
the final criterion of truth. In actual practice pragmatic
philosophy is fairly useful, but when its own principles are
applied to its own theories, the latter also becomes relative to
time and space and thus has only a limited utility. Hence the
principle of pragmatism itself becomes only true because it
does not accept truth as something permanent. Truth
changeable with time and space may prove very dangerous
for the society.
• Materialistic bias. Pragmatism was born out of
reaction to idealism, and consequently it
manifests a distinctly materialistic bias, in
contradiction of the spiritual bias of idealist
philosophy. At the same time, pragmatists
realize democratic ideals of freedom, equality
and fraternity through education. But it is
difficult to understand how this can be done
unless they accept an idealistic basis of his
system of education.
• Absence of any aim of education. According to
pragmatists, education is life itself and it is not
possible to determine any objective for its
continuous change in the pattern of living.
This idea is also unbelievable. Changes do take
place immediately but they take time. Specific
aims of life must be there before the changes
occur.
• Excessive emphasis upon individual difference.
Modern educational psychology accepts in principle
that the curriculum of education must take into
account the individual difference of children and that
children must be educated according to their
individual and unique interests and inclinations both
in respect of curriculum and also of the method of
teaching. While in theory this is quite acceptable any
attempts to apply it in practice lead to immediate
complications. It is completely impossible to provide
a separate educational plan for every individual child
in the school.
• Limitations of learning through doing. There is no doubt that
the child should learn by actually doing things. But the theory
has its limitations too. Many facts known to an individual are
acquired from another person. It is almost impossible for one
individual to experience every fact known to him.
• 6. Pragmatists want to improve the world by experimentation.
They reject the experience of others and believed in self
experience of man.
• 7. Pragmatists reject the experience of others and believed in
self experience of man. Pragmatists advocated full freedom
for the child who may spoil his career because of his
immaturity and lack of experience