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Realism
'Matter is the ultimate reality: hills, trees, cities, and starts are not simply ideas in the mind of observing individuals ... "This quote assumes that an objective reality is not impacted by the observer; that there is a reality "out there" that is completely independent. It is up to us, the observer, to learn about and interpret that reality. We can therefore be mistaken about the fundamental nature of reality: as when the earth was believed to be flat. Similarly, when change occurs in nature, it always does so in accordance with the laws of nature. If human beings are surprised, they should not attribute such anomalies to supernatural forces. Rather, they should acknowledge that they need only learn more about the physical universe.
Similarly, realists believe that values, as well as reality, are "permanent and objective." The purpose of education is to ensure that each student becomes an integral part of his or her social universe. Students are not taught so that they become superior or unique individuals. The aim is to create students that are "tolerant and well-adjusted," in harmony with their physical environments and social realities. A teacher is entrusted with the responsibility to impart the tools required for such psycho-social and mental adjustments.
The student, in turn, is responsible for doing his or her part in mastering the tolls of education. Both in academic advancement and in social adaptation, the student must rise to the expectations of the teacher. The ideas the teacher imparts are time-tested and true. All human beings are rational beings, capable of critical thought and reason. Science, reading, writing, and math are the key subjects in early childhood education. In a realistic classroom, the student also learns the material within a proscribed time frame according to the historical norms of the society. Absorption refers to retaining the subject matter; the "traditional method" refers to the Socratic method of lecture-based instruction. The school serves as a sort of training ground; while not necessarily an atmosphere a student will always appreciate, the work of the school in a "necessary but unattractive task." Especially in early childhood, such methods work in lieu of the student being unable to truly exercise the muscles of educated free will.
Realism In the early- to mid-1800s, Europe began undergoing a major transformation. The Industrial Revolution, as it is known by historians, radically changed the manner in which the world produced its goods. It also altered society from primarily agricultural to industrial and manufacturing. This new revolution brought significant levels of poverty and despondency to the new working class. The artistic form of Realism emerged as a result of these socio-economic changes.
She tells Laura to stay "fresh and pretty for gentlemen callers" (348) because they "come when they are least expected" (348). There is no excuse for this kind of behavior, especially a mother. Hope emerges in the play through Laura and Tom. Laura demonstrates hope when her favorite unicorn is broken. She is clearly saddened by the act but somehow, she manages to see something positive in it. She realizes
Realist Painting Style and Realism The Realist style owes its existence to the Realist concept. "Realism is democracy in art," Courbet believed. (Nochlin, xiii) Taking that as the credo upon which the works of the artists were constructed, the style itself can be nothing if not anti-academic, anti-historical, anti-conservative. Indeed, whether brushstrokes or pen markings or etching into stone or metal form the image, the underlying attitude is one of freedom,
Additionally, it is important to note that the perceptual nature of truth, even as it is unexamined does not in itself make truth genuine -- and that all is not relative. Instead: Bhaskar contrasts a relative and developing ethical naturalism with a rational moral realism. Ethical naturalism is at the level of moral rules designed to guide actions, and these change over time with changes in our ethical concepts (for
sociological readings. One is by Herbert J. Gans, and the other by Peter L. Berger. While the readings are interesting, they are also relevant, even though, in the case of Gans, the narrative goes back to 1971, The Uses of Poverty: The Poor Pay All By attempting to associate poverty with "positive functions" Gans is stepping out into a narrative that would seem at the outset to be risky. After all,
Magical Realism in Juan Rulfo's 'Pedro Paramo' and Gabriel Garc'a-Marquez's 'Death Constant Beyond Love' The use of Magical Realism, as a technique, in Pedro Paramo and Death Constant Beyond Love, is essentially one whereby elements of the unreal are inextricably woven into real life to question the difference, if any, between illusion and reality. The use of the technique is apparent in the overall story as well as in the way