EDF 821-08/14

EDUCATIONAL PHILOSOPHIES AND THEIR METAPHYSICAL UNDERPINNINGS (PART ONE)

PERENNIALISM AND ESSENTIALISM

I PERENNIALISM

A. Definition

     

 It is a subject-centered Educational Philosophy based on the metaphysics of Idealism and realism. It is however heavily biased towards Idealism

B. Idealist Metaphysical Foundation of Perrenialism

1.      Ontology: The main tenet of idealism is that ideas and knowledge are the truest reality

2.      Rational Psychology: The most important part of a person is the mind. It is to be nourished and developed.

3.      Theodicy: Envisions an immaterial perfect God whose existence is the perfect world of forms

4.      Cosmology: Physical/material world is an ever changing mirage and illusion.  Many things in the world change. Ideas never change therefore they the most real

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5.      The more things change, the more they stay the same(Permenides)

C. Realist Metaphysical Foundation of Perrenialism

I. Ontology:

1.      Realism believes in the world which we see to be real.

2.      They distinguish between ‘appearance' and ‘reality'.

3.      They believe that there is an objective reality apart from that which is presented to the consciousness

4.      Realists believe in the present life. And that the truth of life and aim of life are in the development from the present unsystematic life.

5.      Reality is already in existence and it is not an invention of the mind

6.      The individual doesn't make reality, he only discovers it

II. Rational Psychology:

1.      Holds that man is both a material being (body) and formal being (mind)-Hylemorphic being

2.      Knowledge is real and can be assimilated by the human mind through senses.

3.      Experiences are influenced by the external world which has real existence and not in the invention of man.

III. Cosmology:

1.      Realism recognizes material universe which can only be comprehended through senses.

2.      Material universe exists independently of being known, perceived by or related to the mind

3.      According o realists, the external world is a solid Reality, whether known or unknown to man.

IV. Theodicy:

1. Depending on the version of realism the question of God's existence does not arise as long he cannot be perceived by senses.

2. Naïve realism admits the existence and reality of God as different from material existence. He is divinely real and reveals himself through material reality

D. Notable Proponents: Hutchins, Adler, Maritain

E. Educational Implications

I. Aims of Education

1. The main purpose of Education is to cultivate the intellect through mastery of content and development of reasoning skills.

II. The Concept Learner

1.      Should read great books and know concepts that underline human knowledge

2.      Develop ambition to reason critically

III. The Concept of Teacher

1.      The goal of a perennialist educator is to teach students to think rationally and develop minds that can think critically.

2.      Teacher is the main actor on the stage.

III. The curriculum

1.      Curriculum is constant; Some knowledge content areas are eternally valid

2.      Perennialism values knowledge that transcends time.

3.      Some common disciplines: Arts, Philosophy, religion. Literature, Mathematics, Geometry, Music

IV. Instructional Methodology

General notes

In this philosophy skills are developed sequentially

Methods

Textual analysis: Reading, Understanding and appreciating the great works; works of literature written by history’s finest thinkers that transcend        time and never become outdated.

Lecture Method

G. Common criticisms of Idealism

1)      Exclusion of normative, creative and dialogical dimensions of Education

G. Food for thought

II. ESSENTIALISM

A. Definition

     

 Subject centered Educational Philosophy based on the metaphysics of Realism and Idealism with the postulation that there is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way . It is more inclined to Realism than it is to idealism

B. Realist Metaphysical Foundation of Perrenialism

I. Ontology:

1)      Realism believes in the world which we see to be real.

2)      They distinguish between ‘appearance' and ‘reality'.

3)      They believe that there is an objective reality apart from that which is presented to the consciousness

4)      Realists believe in the present life. And that the truth of life and aim of life are in the development from the present unsystematic life.

5)      Reality is already in existence and it is not an invention of the mind

6)      The individual doesn't make reality, he only discovers it

II. Rational Psychology:

1)      Holds that man is both a material being (body) and formal being (mind)-Hylemorphic being

2)      Knowledge is real and can be assimilated by the human mind through senses.

3)      Experiences are influenced by the external world which has real existence and not in the invention of man.

III. Cosmology:

1)      Realism recognizes material universe which can only be comprehended through senses.

2)      Material universe exists independently of being known, perceived by or related to the mind

3)      According o realists, the external world is a solid Reality, whether known or unknown to man.

IV. Theodicy:

1)      Depending on the version of realism the question of God's existence does not arise as long he cannot be perceived by senses.

2)      Naïve realism admits the existence and reality of God as different from material existence. He is divinely real and reveals himself through material reality

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6.      Change is the only permanent thing. In permanence there is change (Heraclitus )

C. Idealist Metaphysical Foundation of Perrenialism

1)      Ontology: The main tenet of idealism is that ideas and knowledge are the truest reality

2)      Rational Psychology: The most important part of a person is the mind. It is to be nourished and developed.

3)      Theodicy: Envisions an immaterial perfect God whose existence is the perfect world of forms

4)      Cosmology: Physical/material world is an ever changing mirage and illusion.  Many things in the world change. Ideas never change therefore they the most real

D. Notable Proponents:

 Plato. Aristotle, Bestor, William Bagley, James D. Koerner (1959), H. G. Rickover (1959), Paul Copperman (1978), and Theodore Sizer (1985).

E. Educational Implications

I. Aims of Education

1. The main purpose of Education is to cultivate the intellect through mastery of content and development of reasoning skills for good citizenship

II. The Concept Learner

3.      Should read great books and know concepts that underline human knowledge

4.      Develop ambition to reason critically

III. The Concept of Teacher

1)      Teach Basics core competencies of Intellect and moral soundness

2)      Teachers are to help students keep their non-productive instincts in check, such as aggression or mindlessness

III. The curriculum

1)      Content that promotes Intellectual and moral standards Content should emphasize on academic rigor and values such as hard work, respect for authority, and discipline.

IV. Instructional Methodology

General notes

1)      In this philosophy skills are developed sequentially: Subjects are focused on the historical context of the material world and culture and move sequentially to give a solid understanding of the present day

Methods

1)      Experiments

2)      Projects

3)      Lecture

 G. Common criticisms of Idealism

1)    Exclusion of Creative and Dialogical dimensions of Education

G. Food for thought

EDF 821-07/14

METAPHYSICAL SYSTEMS OF THOUGHT AND EDUCATION (PART TWO)

PRAGMATISM AND EXISTENTIALISM

III. PRAGMATISM AND EDUCATION

A. Definition

1.       The origin is Greek ‘pragma’ meaning ‘use. Pragmatic theory states that, truth can be known only through its practical consequences and is thus and individual or a social matter rather than an absolute.

2.      Pragmatic means dealing with matters according to their practical significance or immediate importance. Means doctrine that evaluates any assertion solely by its practical consequences and its bearing on human interests.

B. Metaphysical notes

Ontology:  Reality is utility-that which serves the benefit of an individual or a group individuals' adaptation to general life

Rational Psychology: The human person is a multi-faceted being with capacity to adapt. His mind serves his physical needs while his physical being nourishes his mind

Cosmology: The universe is adjustable to one's benefits

Theodicy: God is a contextual being

C. Notable Proponents:

John Dewey

D. Educational Implications

I. Aims of Education

1.      Educational Aims of pragmatism

2.      Pragmatists believe that the aims are always determined by individual not by any organization or any structure.

3.      The aim for education is to teach children to be comfortable in their learning environment: the environment is not a preparation for life but life. Educators should thus know the things that motivate and interest children and plan accordingly.

4.      Help of the child to develop in such a way as to contribute to his continued growth.

5.      An educational aim must be founded upon the intrinsic activates and needs (including original instinct and acquired habits) of the given individual to be educated.

6.      An aim must be capable of translation into a method of cooperation with the activities of those undergoing instruction.

7.      Educators have to be on their guard against ends that are alleged to be general and ultimate. Pragmatist's sole aim in education is to provide the conditions that make growth possible.

II. The Concept Learner

1.       The student is an experiencing organism capable of using intelligence to resolve its problems. As a thinking organism his experiences and his reflections upon those experiences become a part of him determining his likes, dislikes, and the future direction of his learning.

2.      The student is a whole organism constantly interacting with the environment. The school is both a part of this environment and a special manmade environment designed to provide the best possible educative experience to the learner.

3.      The whole organism which is the child consists of the biological child, the psychological child, and the social child. The experiencing organism that is the learner brings to school with him all the meanings, values, and experiences that constitute his personality: his self.

III. The Concept of Teacher

1.      The role of the teacher is important in successfully educating children.

2.      The teacher must capture the child’s interest and build on the natural motivation that exists.

3.      Teachers need to vary their teaching methods to accommodate each individual learning style because not all children learn at the same pace or are at the same point.

4.      Teacher should organize knowledge and relate it to current experiences.

5.      The teacher, for the pragmatist, is a member of the learning group who serves in the capacity of helper, guide, and arranger of experiences. He is as involved in the educative process as are these students.

6.      The pragmatic teacher does not abdicate responsibility. Uses child centered approach not lasses faire (free style)

7.      The teacher is responsible for wiring with the students and helping them develop their own projects that arise out of the felt needs of the students rather than those of the teacher.

III. The curriculum

1.      Any educative experience is the subject matter of the pragmatist's curriculum: any experience contributing to growth.

2.      The curriculum is learner- centered. In changes and shifts as the needs of the learners vary.

3.      Pragmatists see subject matter as an arbitrary and wasteful system to which all learners have been forced to conform. They reject this system in order to center the subject matter on the problems and needs of the learner.

4.      The curriculum for the pragmatic philosophy supports a connection between knowledge and experience. It is important for children to connect the two so learning can become meaningful.

IV. Instructional Methodology

General note: Pragmatic method is rooted in the psychological needs of the students rather than in the logical order of the subject matter.

Methods

1.      Methods range from almost complete laissez- the relatively structured.

2.      The project method is the most common.

3.      Classroom discussion in a free and open atmosphere

4.      Individual problem solving research.

5.      Intensive reading, studying, and traditional subject matter mastery.

Sample classroom procedure

The teacher will as well as possible help the learners at each stage of the effort:

(i) To initiate the activity (to form or choose the purpose);

(ii) To plan how to carry the activity forward,

(iii) To execute to plan:

(iv) To evaluate progress during the activity and the result at the end.

While the above is going forward the teacher will also

 (v) Encourage the learners to think up and note suggestions or new leads for other and further work;

(vi)  Help them to formulate these suggestions both for clarification of thinking and for later recall and possible use (perhaps writing them in a book or on the board for future reference);

(vii) Help pupils criticize their thinking en route or at the close, as may seen wise; and finally (viii) Look back over the whole process to pick up and fix important kinds of learning as well as draw lessons for the future from both successes and failures.

E. Common criticisms of Existentialism

1. Weak Ontology: the whole structure of the pragmatic position is relatively unstable due to its lack of a sound ontological base.

2 Anti-Intellectualism: the main area of concern for pragmatists is the marketplace of daily life thus not rationalistic.

3. Theory of Truth: all other major philosophical systems are concerned with the nature of truth, but pragmatism challenges the existence of this core making it a dangerous and radical philosophy.

4. School as Instrument of Social Change: Traditionally the school has been viewed as society’s instrument for the preservation and continuation of our cultural heritage but pragmatists argue that, the school and the whole process of education should be an instrument of social change and social

1.      .

F. Food for thought

  Critique the postulate "Kenyan Competency Based Curriculum is a Pragmatic curiculum"

  

IV. EXISTENTIALISM

A. Definition

     It refers to a metaphysical system that lays emphasis on the existence of the individual      person as a free and responsible being with the capacity to determine their own            development through voluntary acts.

B. Metaphysical notes

Ontology:

1.      Individualism: Existentialism rejects the existence of any source of objective, authoritative truth about metaphysics, epistemology, and ethics. Instead, individuals are responsible for determining for themselves what is "true" or "false," "right" or "wrong," "beautiful" or "ugly." Argued that traditional approaches to philosophy do not adequately respect the unique concerns of each individual.

2.      Precedence of Existence over Essence: "Existence precedes essence"--means that there exists no universal, inborn human nature. We are born and exist, and then we ourselves freely determine our essence (that is, our innermost nature

3.      Nature of man: Man is nothing else but what he makes of himself (First principle of existentialism). Jean Paul Sartre. There exists no universal form of human nature

Rational Psychology:

1.      For the existentialist, each of us has the free will to develop as we see fit

C. Notable Proponents

1.      Soren Kierkegaard (1813-1855),

2.      Friedrich Nietzsche (1811 1900)

3.      Jean Paul Sartre(1905-1980)

4.      Gabriel Marcel(1889-1973)  

D. Educational Implications

    Note: Just as its namesake sprang from a strong rejection of traditional philosophy,             educational existentialism sprang from a strong rejection of the traditional, essentialist       approach to education. Although elements of existentialism occasionally appear in public             schools, this philosophy has found wider acceptance in private schools and ill alternative public schools founded in the late 1960s and early 1970s

I. Aims of Education

1.      To enable the learner to understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions.

2.      The existentialist demands the education of the whole person (includes feelings), not just the mind.

II. The Concept Learner

III. The Concept of Teacher

     The teacher's role is to help students define their own essence by exposing them to            various paths they may take in life and creating an environment in which they may freely             choose their own preferred way.

III. The curriculum

1.      Learner involvement: Although many existentialist educators provide some curricular structure, existentialism, more than other educational philosophies, affords students great latitude in their choice of subject matter.

2.      Freedom of Choice: In an existentialist curriculum, students are given a wide variety of options from which to choose.

3.      Humanities: Humanities are commonly given tremendous emphasis as a means of providing students with vicarious experiences that will help unleash their own creativity.

4.      Science and Maths: De-emphasis of math and the natural sciences may be de-emphasized, presumably because their subject matter would be considered "cold," "dry," "objective," and therefore less fruitful to self-awareness.

5.      Vocational education:  Vocational education is regarded more as a means of teaching students about themselves and their potential than of earning a livelihood. In teaching art, existentialism encourages individual creativity and imagination more than copying and imitating established models.

IV. Instructional Methodology

General notes

Learning is self-paced, self directed, and includes a great deal of individual contact with the teacher, who relates to each student openly and honestly.

Methods

1.      Projects

2.      Research

3.      Discussions

4.      Note making

5.      Note taking

6.      Brainstorming

E. Common criticisms of Existentialism

1.      However, the individualistic approach in education defeats the purpose of education's role in proper socialization.

2.      The Laissez Faire attitude is likely to lead to less learning and acquisition of half truths   which has been precursors of fundamentalism and despair.

3.      Its   disfavor for the   human's essence leads   to disintegrated   worldview  and   some   form   of   ontological egocentrism yet humans are both individuated    and universalized beings.

4.      We can best know our humanity when we encounter the humans.  But  when  we  encounter  them  we  do  so  objectively, not unless we become them but this not possible

5.      Furthermore, the aims   of education are too broad.  They  are  not  specified hence  difficult  for  the  teacher  to  evaluate  learners

6.      Unmitigated freedom   placed upon learners may be counterproductive and may create a state of anarchy where everybody believes he is right.

7. It forgets about the role of the society and in some cases it is against any codes of     rules and regulations that bring people together.

F. Food for thought

Discuss the concept of authenticity in Education

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EDF 812-06/14

METAPHYSICAL SYSTEMS OF THOUGHT AND EDUCATION (PART ONE)

IDEALISM AND REALISM

I IDEALISM AND EDUCATION

A. Definition

            Idealism was often referred to as “idea-ism”. Philosophical position that ideas and             knowledge are enduring and can change lives.

B. Metaphysical notes

1.      Ontology: The main tenet of idealism is that ideas and knowledge are the truest reality.             

2.      Rational Psychology: The most important part of a person is the mind. It is to be nourished and developed.

3.      Theodicy: Envisions an immaterial perfect God whose existence is the perfect world of forms

4.      Cosmology: Physical/material world is an ever changing mirage and illusion.  Many things in the world change.

C. Notable Proponents: Socrates, Plato, Descartes, Kant, Hegel, Royce Bishop George   Berkeley

D. Educational Implications

            I. Aims of Education

1.      The purpose of education is to contribute to the development of the mind and self of the learner.

2.      It emphasizes intellectual activities, moral judgments, aesthetic judgments, self-realization, individual freedom, individual responsibility, and self-control in order to achieve this development.

3.      The school has a responsibility to find and to train future leaders

4.      Education should maintain and transmit the established values of the past

            Education outcome

            A literate  person with good moral character in order to better serve the society.

            II. The Concept Learner

1.      The Idealist learner is characterized by that admirable trait

2.      He/she has the will to perfection-whatever he does, he does as it well as he can.

3.      He is ambitious to deserve honors in scholarship.

4.      He wants to grow in knowledge and wisdom, to appreciate the aesthetic things in life to deserve approbation, and to be a worthy person.

5.      He strives for perfection because the ideal person is the perfect person

III. The Concept of Teacher

1.      The teacher must be excellent, in order to serve as an example for the student, both intellectually and morally.

2.      Is the most important element in the school to train learners on perfection.

3.      Excel in knowledge and in human insight into the needs and capacities of the learner.

4.      Demonstrates moral excellence in personal conduct and convictions.

5.      Exercises great creative skill in providing opportunities for the learners' minds to discover, analyze, unify, synthesize and create applications of knowledge to life and behavior.

6.      Serves as a living ideal model for the student by teaching through example and guidance the lifelong habits of patience, tolerance and perseverance towards a goal. He thus represents, to some degree, what the student can become.

7.      In teaching, teacher’s role is to be a skillful questioner who encourages students to think and ask more questions in an environment that is suitable for learning.

            III. The curriculum

1.      The ideal curriculum teaches children to think.

2.      Teachers should help students to explore texts for ideas about the purposes of life, family the nature of peer pressures, and the problems of growing up.

3.      Idealists believe that ideas can change lives: classical literature, history and biographies can be used and explored to help solve problems in today’s world.

4.      Ideal curriculum selects subject matter that deals with ideal man and ideal society: subjects essential for the realization of mental and moral development.

5.      Idealists rely on the world of the mind; their curriculum has little contact with the experiential universe characterized by field trips and empirical or sensory data.as the curricular emphasis is subject matter of mind: literature, history, philosophy, and religion.

IV. Instructional Methodology

General notes

1.      All thinking begins with a thesis (opinion) where all points of view are looked at.

2.      Idealist education involves teaching the whole rather than its parts.

3.      The idealist is not concerned with turning out students with technical skills but to have a broad view and understanding of the world in which they live.

4.      Idealism emphasizes the role of the teacher, as skillful questioner

Methods

1.      Discussion Dialectics: It’s a dialectic, a process where ideas are put into battle against each other, with the most significant idea winning the battle.

2.      Discussion/Analysis/Synthesis: At the end of the discussion, the ideas or opinions will begin to synthesize as they work closer to truth.

3.      Questioning (eg Socratic questioning): Knowledge can be attained through skillful questioning.

4.      Lecture Method: The lecture method in an idealist’s education system is considered more of a way to convey information and to help students comprehend ideas.

5.      Project Method: Idealists prefer project based learning as a form self directed learning activity where learning can occur without a teacher’s presence.

6.      Imitation: Imitation should be of some exemplary person or persons who by their behavior give evidence that they are close to the nature of reality.

E. Common criticisms of Idealism

1. Sets Unobtainable Goals: if perfection is unreachable there is very little desire on the part of most to become perfect.

2. Ignores the Physical Self. The body cannot be ignored. To try to separate mental activity from the physical and to try to place Ideas in a realm unrelated to the existent world becomes nothing more than an exercise in futility.

3. Deemphasizes Experience: Many ideas cannot have meaning apart from experience: to deny the validity of this experience is to make the universe sterile.

4. Leads to Totalitarianism: Some of the critiques of idealism is that is discourages the progress of science and our modern discovery.

5. Emphasizes Humanities: humanities oriented outlook, may lead to a rejection of the whole concept of a technological society which is mechanistic and “scientifically” oriented.

6. Overlooks possibility of Error: it fails to take into account the possibility that it may be in error. This is especially true of idealism since its truth is immutable and unchanging.

F. Food for thought

  Discuss the extent to which idealism is manifest in Kenyan Educational System

(II) REALISM AND EDUCATION

A. Definition

            Realism is metaphysical system of thought that holds the position that whatever exists is   independent of thought and perception.

B. Metaphysical notes

I. Ontology:

1.      Realism believes in the world which we see of perceive to be real.

2.      They distinguish between ‘appearance' and ‘reality'.

3.      They believe that there is an objective reality apart from that which is presented to the consciousness

4.      Realists believe in the present life. And that the truth of life and aim of life are in the development from the present unsystematic life.

5.      Reality is already in existence and it is not an invention of the mind

6.      The individual doesn't make reality, he only discovers it

II. Rational Psychology:

1.      Holds that man is both a material being (body) and formal being (mind)-Hylemorphic being

2.      Knowledge is real and can be assimilated by the human mind through senses.

3.      Experiences are influenced by the external world which has real existence and not in the invention of man.

III. Cosmology:

1.      Realism recognizes material universe which can only be comprehended through senses.

2.      Material universe exists independently of being known, perceived by or related to the mind

3.      According o realists, the external world is a solid Reality, whether known or unknown to man.

IV. Theodicy:

1. Depending on the version of realism the question of God's existence does not arise as long he cannot be perceived by senses.

2. Naïve realism admits the existence and reality of God as different from material existence. He is divinely real and reveals himself through material reality

C. Notable Proponents:

             Proponents include: Aristotle,  Mills, Comenius, Russel, Locke, Rouseau

D. Educational Implications

I. Realism and Aims of Education

1.      Realists do not believe in general and common aims of education. The aim of education should be to teach truth rather than beauty and to understand the present practical life.

2.      The purpose of education is to prepare the practical man of the world.

3.      Neo-realists aim at developing all round development of the objects with the development of their organs.

II. Realism and Curriculum

1.      Classical literature should be studied not simply for its form and style but for  its content and ideas contained.

2.      Essentials: Essential subject from ancient times: natural sciences and contemporary social life

3.      Humanities: Humanistic feelings including subjects like physics and psychology, sociology, economics, Ethics, Politics, history, Geography, agriculture varied arts, languages

III. Realism and methods of teaching

General notes

1.      Education should proceed from simple to complex and from concrete to abstract.

2.      Tangible things before rules and words.

3.      Vernacular to be the medium of instruction.

4.      The order of nature to be sought and followed.

Methods

1.      Analysis: Students to be taught to analyze rather then to construct.

2.      Repetition: Repetition is necessary for retention.

3.      Individual's experience and spirit of inquiry is more important than authority.

4.      Questioning:  No unintelligent cramming. More emphasis on questioning and understanding.

5.      Experiments: Methods of scientific thinking (Inductive).

6.      Experience: Method of travel of journey method – field trips (give real experience of varied aspects of life improves knowledge and mental faculties).

IV. Realism and the learner

1.      Realist education recognizes the importance of the child as a real unit which has real existence. He has some feelings, some desires and some powers.

2.      Child can reach deeper reality through learning by reason.

3.      Child has to be given as much freedom as possible.

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 (perfect). He has to be trained to become human.

V. The realist teacher

1.      Is himself is educated and well versed with the customs of belief and rights and duties of people, and the trends of all ages and places.

2.      He must have full mastery of the knowledge of the present life.

3.      He must guide the student towards the hard realities of life.

4.      He is neither pessimist, nor optimist.

5.      He must be able to expose children to the problems of life and the world around.

6.      A teacher should always keep in mind-

a.       Re-capitulation is necessary to make the knowledge permanent.

b.      One subject should be taught at one time.

c.       No pressure or coercion be brought upon the child.

d.      The practice of cramming should be given up.

e.       The uniformity should be the basic principle in all things.

f.       Things should be introduced first and then the words.

g.      The entire knowledge should be gained after experience.

h.      The knowledge should be imparted on the basis of organs.

i.        Straight forward method should be adopted for teaching.

j.        There should be a co-relation between utility in daily life and education.

k.      The child should be told the utility of whatever is taught.

l.        The simple rules should be defined.

m.    All the subjects should be taught in proper order.

n.      Various organs of education should be taught in chronological order.

o.      The topic should not be given up unless the students understand it well.

p.      To find out the interest of the child and to teach accordingly.

VI. Realism and school organization  

1. School organization would be based on the real needs of society. It should be established d at a place where it is not needed.

2. The opening of science classes in every school is must. Only academic and literary subjects are not sufficient to fulfill the needs of the society.

3. Realism doesn't oppose co-education. Sex-drive is a real feeling. 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

VII. Realism and discipline

1.      Discipline is adjustment to objectivity. It is necessary in order to enable the child to adjust himself to his environment and concentrate on his work.

2.      A disciplined student is one who does not withdraw from the cruelties, tyrannies, hardships and shortcomings pervading the world. Realism has vehemently opposed withdrawal from life. One has to adjust oneself to this material world.

E. Some criticism against Realism

1.      Realism recognizes the real existence of the material world. This recognition remains unobjected unless he says that only material world really exists.

2.      The realist claims to be objective. Objectivity in knowledge is nothing but the partnership of personal knowledge. Knowledge is always subjective.

3.      The realist recognizes the origin of knowledge from the datum achieved by senses and asserts that only objects are main and it is through their contact that knowledge is acquired.

4.      The realist does not accept the existence of transcendental (not based on experience or reason) being.

5.      Realism admits real feelings and needs of life on the one hand, gives no place to imagination and sentiment, on the other.

6.      The realist is satisfied simply by the fulfillment of the needs of daily life and be does not care to make life sublime.

F. Food for thought

            Assess Kenya Educational system in the light of Realism