Realist Classroom There Are Many Differences Among

Realist Classroom

There are many differences among philosophers known as realists, yet they generally agree upon certain assumptions. They believe that the world is made of real, substantial, material entities. There are natural laws that clearly determine and regulate the existence of all articles in the world of nature. When born, the human mind is blank. From then on throughout the remainder of life, myriad of sensations are impressed on the person's brain. These impressions encourage learning. Therefore, knowledge is derived through the experience of the senses. Humans can leverage this knowledge by relying on reason to discover objects and relationships, which can or cannot be perceived. This is proved by commonsense, which shows it is reasonable to assume that objects exist separate from one's mind and that humans can discover these things by using their senses.

The realist educational classroom is based on this foundation of substantial and clear-cut entities. Rather than on the ethereal and theoretical areas of study, realists believe that the basic purpose of education is to provide the learner with the essential knowledge required to survive successfully in the world and to achieve a healthy, happy and successful life.

Thus, realists believe that the educational curricula are best structured according to subject matter. It should be subject-centered based on the psychological principles of learning that it is best to teach subjects proceeding from the easiest to the more complex. These topics must include science and mathematics; humanities and social sciences; and values. The humanities are not as essential as science and mathematics. Yet they must not be overlooked. Since it is essential for each student to adjust to the prevailing social environment, the curricula should stress the effects of this environment on the individual's life. By recognizing the forces that impact one's life, an individual is in a position to control them. Objective scientific values must be stressed. When teaching values, one needs to us critical analysis rather than normative methods. Rewards should be given to encourage positive behavior.