Realism

Realism is any philosophical theory that emphasizes the existence of some kind of things or objects, in contrast to theories that dispense with the things in question in favour of words, ideas, or logical constructions. In particular, the term stands for the theory that there is a reality quite independent of the mind. In this sense, realism is opposed to Idealism, the theory that only minds and their contents exist.

Aims of Education

According to Realists, the aims of education are viewed from two perspectives: religious and secular realism. The religious realist believed that matter was not important unless it led to something else. For example, not only looking at a rock's physical characteristics, but also using that information to lead to more philosophical questions such as its beginnings and purpose. Religious realists believe that God created the universe out of nothing, giving it order, and people could get to know God by studying the universe. Secular realists believed in understanding the material world through methods of rigorous inquiry. They promoted the study of science and scientific inquiry with the beliefs that people needed to know about the world in order to promote their survival. Self-preservation was the aim of education. Students needed to be equipped with basics in a no-nonsense approach. The basics also included a moral education. They felt that learned information should be useful and practical, developing rational abilities to their fullest for the achievement of a good life.

Methods of Teaching

Secular realists believe that schools should teach fundamental facts about the universe in ways that make learning interesting and enjoyable. They place much emphasis on critical reasoning which is assisted by observation and experimentation. Realists believe that self-realization is valuable and that it occurs best when students are able to obtain knowledge of the external world by the didactic method and other methods of learning. Regardless of the method, however, realists felt it should be organized and systemic. Locke believed that play was very important in learning and stressed the importance of age important in learning and stressed the importance of age appropriate readiness to receive certain concepts of learning.

Curriculum

Realists agree that the educational curriculum should be practical and useful.

Role of Teacher

They believe that the role of the teacher is that of a person who provides the basics in a fun and interesting way. The basics should include practical studies like reading, writing, drawing, geography, astronomy, and math, with additional physical activities. Many experiences should be provided since children are blank slates coming to school ready to receive information. Most realists believe that children should have a positive learning climate and be provided with rewards as a motivation for learning. The realist's curriculum tends to be one that emphasizes mental and physical development in a very organized and systematic approach.

Conclusion

In conclusion, the realist view of the total world involved both physical and mental possibilities. Negatively, they rejected naturalism because it did not have a place for ideas and concepts and idealism was equally offensive because it led to the "abolition of nature as an independent system."

Ibn Sina

Ibn Sina is one of the brightest intellects of the world. Though influenced both by Al-kindi and Al-farabi he tried to reconcile religion and philosophy through allegorical interpretation. Ibn Sina however, is a great systematic thinker of the highest order. Al-Dahbi describes him as 'the leader of Islamic philosophy'. According to George Sarton, he is the most famous scientist and philosopher of Islam and one of the greatest of all areas, places and times. He is known in the west as Avicenna. He started studying philosophy by reading various Greek, Muslim and other books on this subject and learnt logic and metaphysics from Abu Abdallah Natili, Aristotelian philosopher.

Concerning his philosophy of education, Ibn Sina did not clearly defines education and training but according to his views, we can say that the essence of the education and training from his viewpoint is: “social and personal planning and activities for family health, child growth and making decision about social affairs so that human attains felicity in this world and after death”. The definitions, which are derived from Avicenna’s works, correspond with the definition of Islamic education and both insist on the concept of growth.

Ibn Sina divides knowledge into two major categories; the first category is called as theoretical knowledge while the second category is named practical knowledge.

The theoretical philosophy comprises of three kinds of sciences which are similar to Aristotle's ideas; these are natural sciences, mathematical sciences and theological or metaphysical sciences. In this category, he adds absolute science. On the other hand, practical knowledge covers three branches of knowledge as proposed by Aristotle; those are ethics, the house hold management, the public management. He adds prophetic science in this category. On this matter, we can see Ibn Sina did not imitate the whole ideas of Greek philosophy but as a true Islamic philosopher, he successfully Islamized alien philosophy and made it compatible to Islamic teaching and world-view.

Aims of Education

According to Rosnani, Ibn Sina's view of the aims of education is similar to other Muslim philosophers', such as Al-Farabi. These two aims of education identified in his view, firstly the ultimate aim of education that is "the cultivation of intellect." Secondly, another important aim of education that is "to prepare children for their calling in life." The first aim reflects obviously his belief of the uniqueness and distinctive intellect of man from other creatures whereas the second aim is more vocational and practical in the sense that preparing the students for appropriate jobs and life-earning.

Role of Teacher

About the teacher’s manner, Ibn Sina said: “Teacher should keep the child away from bad deeds and make him choose good friends, sometimes encourage and sometimes threaten him and if the threatening did not work then punish him. Be a moderate teacher, means not being so strict that the child does not dare to pose a question or ask for an explanation and not being so mild that the child becomes so bold and ignorant to the teacher’s statements and orders or to degrade them. The teacher must know the child and evaluate his nature and talents and examine his intelligence so he can choose an art and a career which is appropriate for the child’s talent and intelligence, consider the child’s enthusiasm in choosing an art and make him get accustomed to earn a livelihood through an art or a career that he has learnt.”

Ibn Sina believed that, since the essence of the child is impressible, and forming the habits and manners begins from infancy and even prepartum period (embryonic period), so we have to do our best regarding his health, hygiene, education, and teaching from very early stages of his life. In addition, the nurturing is a slow and gradual process, and paying attention to the cares and lessons given to the child from the early stages of life is essential in the process of education. These lessons can augment his mental and physical growth, which have a mutual correlation with each other.

Behaviorism

Behaviorism is a branch of psychology that when applied to a classroom setting, focuses on conditioning student behavior with various types of behavior reinforcements and effects called operant conditioning. In another words, behaviorism, is a theory of learning based on the idea that all behaviors are acquired through conditioning. This conditioning occurs through interaction with the environment.  Behaviorists believe that our responses to environmental stimuli shape our actions.

The principles and techniques of behavioral engineering go back to Pavlov, Watson, and Skinner.

Although many people refuse the concept of behavioral engineering, it has increasingly become part of the educational process.

 Watson believed that psychology could become a science when it became possible to predict responses from stimuli, psychology should be objective and experimental.

Methods

According to Behaviorist, teachers have many rewards or reinforcement at their disposal, including praise, a smile, a touch, stars, or candies. Many people have questioned the use of intrinsic rewards but behaviorist claim that they are only to be in place of intrinsic one that should be encouraged later. Studies indicate that rewards need to be given every time. Many outcomes are observed such as:

1.      Specify the desire outcome, what needs to be changed, and how it will be evaluated.

2.      Establish a favorable environment by removing unfavorable stimuli that might complicate learning.

3.      Choose the proper enforcers for desired behavioral manifestation.

4.      Begin shaping desired behavior by using immediate reinforces for desired behavior.

5.      Once a pattern of desired behaviors has begun, slacken the numbers of times reinforces are given.

6.      Evaluate results and reassess for future development.

Role of Teacher

Concerning the role of teacher in behaviorism, all teachers use behavioral techniques of one of another in their classrooms. Teacher condition students through grades, their attitudes toward them, gestures, and in many other ways.

Also, teacher may fail to reward an appropriate behavior in a timely manner. This often happens in a school were one teacher might reward a particular behavior but another teacher might mot.

Skinner and other behaviorist would like to see some consensus among educators as to the kinds of behavior they would like to see reinforced and then use proven methods of conditioning to achieve such behaviors.

One of the most important things a teacher can do is to learn the theory and the techniques of conditioning process. Teachers must not learn the techniques of conditioning but also use them effectively.

Conclusion

As a conclusion, according to Pavlov, Watson and Skimmer, the Behavioral Approach is based on the learning theory, excluding feelings and thoughts. People behave on some way as a learned response that has previously been reinforced from stimulus.