Critical Examination of Realism as a Philosophy of Education

Realism is one of the oldest traditional schools of thought in philosophy of education. It has its origin in the writings of Aristotle, Thomas Aquinas, John Locke, David Hume and George Berkeley.

Realists argue that things in the world exist independent of the human mind. They contend that the world is basically materialistic in nature. Put in another way, the world is physical and objective. The meaning of this, for the realists, is that matter is the ultimate reality.

These philosophers are the exponents of correspondence theory of truth. For them, truth is evident when there is an agreement between the object of experience and truth claim. The implication of this, for the realists, is that knowledge is perceivable, not conceivable (Olaiya, N. D).

This school of thought opines that the human mind is blank at birth. Hence, it is the responsibility of the classroom teacher to engrave the content of instruction on the child’s mind. Consequently, for the realists, nothing enters into the mind of the learner except through sense perception.

The realists’ metaphysical theory reveals that the parts are more important than the whole. In contrast, the idealists aver that the whole is more important than the parts.

Another major difference between the idealists and the realists is that the former basically focuses on analyzing ideas; while the latter are more interested in analyzing observable phenomena.

Realism argues that the mind and the body are closely related and inseparable. For these scholars, none of these is superior to the other. Particularly for Aristotle, the father of realism, matter never exists by itself without form; nor can form ever exists on its own without matter (Omoregbe, 1991). This is referred to as the Aristotelian theory of Hylemorphism.

Definition of Education according to Realism:
Like the idealists, the realists’ notion of education is sociological in nature. They (the realists) believe that education is a systematic process of socialization. They contend that learners should be integrated into the norms, ethos and values of the society.

Aims of Education According to Realists:

1. Education should contribute to the intellectual development of the individual. According to Aristotle, education is an instrument for the cultivation of man’s basic rationality.

2. Education should facilitate interaction between the mind and the environment. This interaction is expected to take place through active participation and sense experience.

3. Realists opine that education should inculcate moral and religious values in the learner.

4. Education should be designed with a view to exposing learners to gymnastics and psycho-motor related activities.

Curriculum Recommended by Realists:

Realists’ curriculum lay emphasis on nature and observable phenomena. It promotes such subjects as arithmetic, literacy and language study, societal norms and values, and science-related courses.

Particularly for Aristotle, between ages 1 – 6, infants should be exposed to play, sings, educative stories and physical activities. As a follow up, between ages 7 – 14, he postulates that the school system should lay emphasis on moral and physical education.

During adolescence (i.e,. 15-21), Aristotle argues that emphasis should be placed on intellectual pursuits, incorporating such subjects as mathematics (geometry, arithmetics, astronomy); humanistic subjects such as grammar, literature, poetry, rhetories, ethics and politics; and speculative subjects like physics, biology, zoology, psychology, logic and metaphysics (Aladejana, 1990).

Methods of Teaching Suggested by Realists:

Realists recommend such techniques of teaching as lecture method, object study; play way method, learning by observation and activity method.

Strengths of Realism As a Philosophy of Education:

1. Realism lays a strong emphasis on nature, observable phenomena and the environment.

2. Like Idealism, it equally supports the intellectual development of learners.

3. Realists argue that the application of scientific method is necessary if learners are to discover truth.

4. Like Plato, Aristotle argues that the state should be responsible for the education of the citizens.

5. Realists believe that instructional materials such as charts, maps, film strips, excursion, electronic devices and realia should be given priority during the process of teaching and learning (Olaiya, N. D).

Weaknesses of Realism As a Philosophy of Education:

1. Realists do not lay a significant emphasis on vocational skills. Like the idealists, they demonstrate predilection for liberal curriculum and rigor of academics.

2. Realist curriculum is society-centred rather than child-centered (Isichei & Olufowobi, 2012).

3. For the realists, social interests and needs are more important than the individual needs of the learner.

4. Realism has a tendency to promote anti-metaphysical educational content (Olaiya, N. D).

5. It is fundamentally a teacher-centred philosophy of education (Farayola, 2001).

Review Question:

Critically examine realism as a philosophy of education. To what extent do you consider this philosophical ideology useful to educational practice in post-independent Nigeria? Discuss extensively.

NB: you do not have to submit this assignment.

Summary (20 Key Points):

1. Realism, a traditional philosophy of education, traces its roots back to philosophers like Aristotle, Thomas Aquinas, John Locke, David Hume, and George Berkeley.
2. Realists assert that the world is materialistic and objective, existing independently of the human mind.
3. Correspondence theory of truth is pivotal for realists, emphasizing the agreement between experience and truth claims.
4. Realists believe the human mind is blank at birth, and education is the process of engraving content through sense perception.
5. In realism, parts are deemed more important than the whole, distinguishing it from idealism.
6. Realism emphasizes the inseparability of the mind and body, rejecting the notion of one being superior to the other.
7. Aristotle’s theory of Hylemorphism states that matter and form are interdependent in the realist perspective.
8. Realists view education sociologically, emphasizing socialization and integration into societal norms, ethos, and values.
9. Aims of education in realism include intellectual development, interaction between the mind and the environment, inculcation of moral values, and exposure to gymnastics and psycho-motor activities.
10. Realists’ curriculum focuses on nature, observable phenomena, arithmetic, literacy, language study, societal norms, values, and science-related courses.
11. Aristotle suggests age-specific educational emphases, ranging from play for infants to intellectual pursuits for adolescents.
12. Realists recommend teaching methods like the lecture, object study, play-way, learning by observation, and activity methods.
13. Strengths of realism include an emphasis on nature, observable phenomena, and the environment, supporting intellectual development, and prioritizing instructional materials.
14. Application of the scientific method is considered essential by realists for learners to discover truth.
15. Realists share the belief with Plato that the state should be responsible for citizens’ education.
16. Weaknesses of realism include a lack of emphasis on vocational skills, a society-centered curriculum, and a tendency to prioritize social interests over individual learner needs.
17. Realism tends to promote anti-metaphysical educational content.
18. Realism is fundamentally a teacher-centered philosophy of education, as opposed to being learner-centered.
19. Realists, like idealists, demonstrate a preference for a liberal curriculum and academic rigor.
20. The review question prompts a critical examination of realism’s utility in post-independent Nigeria, urging an extensive discussion

Fill-in-the-Blank Questions:

1. Realism as a philosophy of education has its origins in the writings of __________. a) Confucius b) Plato c) Aristotle d) Socrates
2. Realists argue that the world is fundamentally __________ in nature. a) Spiritual b) Materialistic c) Idealistic d) Abstract
3. Correspondence theory of truth emphasizes the agreement between __________ and truth claims. a) Experience b) Imagination c) Intuition d) Emotion
4. Realists believe that the human mind is blank at birth, and education engraves content through __________. a) Rational discourse b) Sense perception c) Intuition d) Memorization
5. Aristotle’s theory of Hylemorphism states that matter and form are __________ in the realist perspective. a) Independent b) Interchangeable c) Inseparable d) Irrelevant
6. Realists view education as a systematic process of __________. a) Individualization b) Specialization c) Socialization d) Commercialization
7. Aims of education in realism include intellectual development, interaction between the mind and the environment, inculcation of moral values, and exposure to __________ activities. a) Artistic b) Athletic c) Scientific d) Cultural
8. Realists’ curriculum focuses on nature, observable phenomena, arithmetic, literacy, language study, societal norms, values, and __________ courses. a) History b) Geography c) Science-related d) Fine Arts
9. Realists recommend teaching methods like the lecture, object study, play-way, learning by __________, and activity methods. a) Reflection b) Participation c) Memorization d) Visualization
10. Realists prioritize instructional materials such as charts, maps, film strips, excursion, electronic devices, and __________. a) Virtual reality b) Abstractions c) Realia d) Theoretical models

Answer to review question

Critical Examination of Realism as a Philosophy of Education:

Realism, as a philosophy of education, emphasizes the objective existence of the external world, independent of human perception. This perspective has both strengths and weaknesses that warrant a thorough examination.

Strengths of Realism:

1. Emphasis on Nature and Observable Phenomena: Realism’s focus on the tangible world and observable phenomena aligns with fostering a practical understanding of the environment.
2. Intellectual Development: Prioritizing intellectual development, realism aims to cultivate rationality, a valuable trait for individuals in a knowledge-driven society.
3. Scientific Method Application: Realists advocate for the application of the scientific method, promoting critical thinking and evidence-based reasoning in education.
4. State Responsibility for Education: Similar to Plato’s ideas, realism supports the notion that the state should take responsibility for the education of its citizens, ensuring a standardized and accessible education system.
5. Instructional Material Priority: Realism emphasizes the use of instructional materials like charts, maps, and realia, enhancing the learning experience through visual aids.

Weaknesses of Realism:

1. Limited Emphasis on Vocational Skills: One notable weakness is the minimal emphasis on vocational skills, which may be crucial in addressing practical workforce needs.
2. Society-Centered Curriculum: Realist curriculum tends to be society-centered, potentially overlooking individual learner needs and interests.
3. Overemphasis on Social Interests: Prioritizing social interests over individual learner needs may lead to an education system that neglects personal development.
4. Tendency for Anti-Metaphysical Content: Realism’s tendency to discourage metaphysical content could limit exploration of abstract and philosophical concepts, hindering a holistic education.
5. Teacher-Centered Approach: Realism is fundamentally a teacher-centered philosophy, potentially reducing student engagement and participation in the learning process.

Applicability to Post-Independent Nigeria:

The utility of realism in post-independent Nigeria depends on various factors, including cultural, economic, and social considerations.

1. Cultural Alignment: If realism aligns with the cultural values and practical needs of Nigerian society, it can serve as a foundation for an education system that resonates with the populace.
2. Economic Relevance: Assessing the relevance of realism to post-independent Nigeria involves considering its contribution to producing individuals with skills and knowledge relevant to the country’s economic landscape.
3. Individualized Education Needs: Realism’s limitation in addressing individual learner needs may be a concern in a diverse society like Nigeria, where personalized approaches might be essential.
4. Incorporating Vocational Skills: The degree to which realism incorporates vocational skills into the curriculum will influence its usefulness in preparing students for practical roles in the workforce.
5. Adaptation to Cultural Diversity: An extensive examination should explore how realism can adapt to Nigeria’s cultural diversity, ensuring inclusivity and relevance across regions.

In conclusion, the application of realism in post-independent Nigeria requires careful consideration of its strengths and weaknesses in the context of the nation’s unique educational, cultural, and economic landscape. A balanced approach that incorporates aspects of realism while addressing its limitations may offer a more comprehensive educational philosophy for Nigeria’s evolving needs.