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Realism in Education: A Lesson Plan

The document provides a semi-detailed lesson plan for a class on realism in education. The lesson plan aims to help students understand the meaning of realism, identify facts and reality in the world, and apply realism through writing essays. Key points covered in the lesson include Aristotle's view that ideas can exist without matter but matter cannot exist without ideas, and that realism focuses on developing the whole child physically, mentally, spiritually, and morally by shifting attention from the mind to the body. Students will participate in group activities and answer questions to demonstrate their understanding of realism before writing an essay on the topic.

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Angel Mercader
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0% found this document useful (0 votes)
359 views5 pages

Realism in Education: A Lesson Plan

The document provides a semi-detailed lesson plan for a class on realism in education. The lesson plan aims to help students understand the meaning of realism, identify facts and reality in the world, and apply realism through writing essays. Key points covered in the lesson include Aristotle's view that ideas can exist without matter but matter cannot exist without ideas, and that realism focuses on developing the whole child physically, mentally, spiritually, and morally by shifting attention from the mind to the body. Students will participate in group activities and answer questions to demonstrate their understanding of realism before writing an essay on the topic.

Uploaded by

Angel Mercader
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Christ the King College

COLLEGE OF TEACHER EDUCATION


Calbayog City

SEMI-DETAILED LESSON PLAN IN


ENG104 PRINCIPLES AND THEORIES OF
LANGUAGE AND ACQUISITION

I. LEARNING OBJECTIVES
At the end of the lesson, the students will be able to:

a. Understand the meaning of realism


b. Identify the facts and reality in the existence of the world.
c. The students will apply realism through writing essays.

II. SUBJECT MATTER


Topic: Philosophies of Education “Realism”
Reference:
Hale, B. (1999, July 26). Realism | Definition, Theory, Philosophy, History,
& Varieties. Encyclopedia
Britannica. [Link]
PHILO-notes. (2020, August 20). REALISM in Education (See link below
for a video lecture titled “What is Realism?”) [Video].
YouTube. [Link]
Materials: Visual Aid, TV, Laptop

III. PROCEDURES

A. PREPARATORY ACTIVITIES

1. The teacher calls a student to lead the prayer.


2. The teacher greets the class.
3. The teacher checks the attendance.

B. MOTIVATION

THINK-PAIR-SHARE ACTIVITY

In this activity the students will group themselves.


C. LESSON PROPER

1. ACTIVITY

 The students will analyze

The teacher will teach the following content:


 What is realism?

 Do you think realism can develop the whole child—physically, mentally,


spiritually, morally, and so on?
 What Aristotle is trying to teach about realism?
 Who is the proponent of realism?

2. ABSTRACTION

Realism
Aristotle was a Greek philosopher and polymath during the Classical
period in Ancient Greece. Taught by Plato, he was the founder of the Peripatetic
school of philosophy within the Lyceum and the wider Aristotelian tradition. He is
also a realist needs to be explored and learned.
What Aristotle is trying to teach unlike Plato and Socrates was to move
away on what you can see, feel, what you can experience is the real and it’s the
real that we should be teaching instead of ideal which is in peoples mind
because if I don’t propagate my idea, if I don’t transform it into words the ideas is
still on my mind and it can be lost or forget. We are proposing to teach on what
reality is then what exist (what you can see, touch, feel, and what you experience
in life) and that is what one needs to teach. Moreover, Aristotle, asserted that
ideas can exist without matter, but matter cannot exist without ideas. Realism, in
philosophy, the viewpoint which accords to things which
are known or perceived an existence or nature which is independent of whether
anyone is thinking about or perceiving them.
The ultimate reality is the physical objects, everything that we see, touch,
and feel are real therefore that is what needs to be study or learned. The focus of
this topic is the ‘body’ from the mind the move away is towards the body. The
idealist focus on the mind or ‘thinking’ while realist focus now on the body
because you can touch, feel, see like your hands, your legs, touch, what you
observe, and all the wonderful stuff that you do to experience the ‘reality’ of the
real world and that’s what realism said (what all exists needs to be explored and
learned.
The SHIFT from just looking at the mind to focusing on the body this
brings us to the aspects of biology, chemistry, physics, sociology, and
psychology began to take shape because we started now looking at the reality.

When we talk about the body, we have a lot of questions: how does it
work? what can it do?, and what is it made of? We develop many other areas of
study that would not have developed under idealism. This is the key to realism
because what you can see is also what you have questioned, but you can never
experience, feel, or touch ideas unless they are expressed in words. So, for
realists, the key is to develop the human body; to summarize, realism focuses on
developing the whole child—physically, mentally, spiritually, morally, and so on.
The shifting of attention from the mind to the body

Realism has important implications for how students should be educated


in a specific topic. If there is a mind-independent reality, then students must learn
to overcome their own biases and impressions in order to discover this reality
and what existing objects are actually like. Realism in education suggests that
students should be taught methods that will help them discover objective truths.
Therefore, realist educators emphasize critical thinking, logic, and the scientific
method, believing these approaches will help students look for evidence for their
conclusions, overcome their biases, test their views for coherence, and look for
regularity in their experience as a symptom of objective reality.

The teacher will give an activity about the topic.

MIND MAPPING

TRUTH PHYSICAL
OBJECT

REALISM

EXPERIENCE NATURE

The students will answer different questions regarding to the topic.

1. Who is Aristotle?
2. In your opinion what is Realism?
3. Do you consider yourself as a part of reality?
4. What Aristotle is trying to teach unlike Plato and Socrates?
5. Why is realism necessary in education?

3. APPLICATION
The students will make an essay:
1. In a paragraph or three, write an essay that defines realism and why realism
is important in education? What Aristotle mean by this words ‘Ideas can exist
without matter, but matter cannot exist without ideas’.
ESSAY RUBRIC
Use: This rubric is intended for grading an assigned personal response essay with three
writing prompts and a 500 word limit. The student has the opportunity to work on the
rubric outside of class with explicit instructions that the essay is graded on content and
writing. The grading point value is 14 points.

Category 3 2 1 0
A. Response to Written Written response Response to Response lacks
Essay Question response addresses at least writing prompts any
Writing addresses all 2 of 3 essay is unclear or comprehension of
Prompts essay writing prompts vague and/or the essay
(content) question clearly and addresses only question or
writing directly. one writing appears to
prompts prompt in a address a
clearly and clear, direct different essay
directly. manner. question.
No essay
response
provided.
B. Quality and Response Response Response lacks Response is
Clarity of indicates indicates focus or unfocused,
Thought depth and simplistic or demonstrates illogical or
(content) complexity of repetitive thoughts confused or incoherent.
thought in in answering the conflicting No essay
answering the essay question. thinking. response
essay provided.
question.
C. Organization Response is Response is Response is Response is
& Development well organized organized and fairly organized disorganized and
of Ideas and developed developed with and developed, underdeveloped,
(writing) with general presenting providing little or
appropriate supporting ideas generalizations no relevant
support to provided without support.
make meaning (reasons/general adequate No essay
clear (well- examples). support. response
chosen provided.
examples).

D. Grammar, Response is Response has 3 Response has 4- Response has 6


Usage, and free from any or less errors in 5 errors in or more errors in
Mechanics errors in grammar, usage, grammar, usage, grammar, usage,
(writing) grammar, and mechanics. and mechanics. and mechanics.
usage, and No essay
mechanics. response
provided.

D. GENERALIZATION
1. What you have learned about realism?
2. Do you think that we need to face our real problems instead of hiding in our
own shadows? Why?
3. Do you believe that everything you see, feel and experience is part of
realism? Why?
4. Do you think you can build a part in realism? How?

IV. ASSESSMENT

The teacher will give ten (10) sentences that will be answered in a True of False
form.

V. ASSIGNMENT
In a paragraph or two, write an essay about this quotation: “Realism simply
affirms the existence of an external world and is therefore the antithesis of
subjective idealism.” - Ross

Prepared By:

Faith Mikaela Jenn T. Panzo


Pre-Service Teacher
BSED – 2ENG

Checked By:

Mark Dhen Y. Sarmiento


Cooperating Teacher

Common questions

Powered by AI

Realism shifts educational emphasis from mental constructs to bodily development by prioritizing the study and understanding of the physical world over abstract ideas. This approach emphasizes practical learning through sensory experience and the study of material existence. By focusing on tangible realities and developing the whole child—including the physical, mental, spiritual, and moral aspects—realism encourages engagement with the world as it is experienced, promoting an education that is grounded in the body’s interaction with its environment .

Realism represents a philosophical shift in education from a focus on abstract ideas, which is central to idealism, to a focus on the observable and tangible aspects of reality. Realism emphasizes the study of physical objects, experiences, and the development of the human body, questioning how it works and what it is made of. This shift promotes the application of scientific methods, such as critical thinking and logic, to understand objective reality, moving away from the idealistic emphasis on the mind to a more grounded focus on the body and physical world .

Aristotle's view of realism differs from Plato and Socrates in that he emphasizes the importance of perceivable and tangible reality over abstract ideals. Unlike Plato and Socrates, who focused on ideal forms and the world of ideas, Aristotle posited that ideas can exist without matter but matter cannot exist without ideas. He advocated for teaching what one can see, touch, feel, and experience, thus grounding education in the physical and observable aspects of life, which contrasts with the more conceptual focus of his predecessors .

This statement signifies the realism philosophical view that while ideas, which are intangible and conceptual, can exist independently of physical matter, the existence of physical matter is meaningless without ideas to describe, interpret, and give context to them. It underscores the interplay between tangible reality and the conceptual frameworks that define and make sense of it. By highlighting this interdependence, realism promotes a comprehensive understanding of the world that values both empirical observation and theoretical insight .

Realism in education addresses real-world problems by encouraging the application of critical thinking, the scientific method, and practical engagement with the physical environment. This approach advocates for teaching students to understand and analyze tangible issues using evidence-based reasoning. By focusing on real and observable phenomena rather than abstract ideas, realism aims to equip students with the skills necessary to tackle societal and personal challenges in informed and practical ways .

The scientific method is emphasized in the realist philosophy of education because it provides a structured way to discover objective truths and develop critical thinking skills. By encouraging students to seek evidence for their conclusions, test their ideas for coherence, and identify regular patterns in their experiences as signs of objective reality, the scientific method aligns with realism's focus on the physical and observable world. It allows students to learn to distinguish between subjective impressions and mind-independent realities .

Realism is considered the antithesis of subjective idealism because it affirms the existence of an external world independent of the mind. While subjective idealism posits that reality is mentally constructed and dependent on perception, realism asserts that objects have a reality and nature that exist regardless of whether they are perceived. This stark contrast highlights realism's commitment to the belief in objective truths and physical realities that exist outside of human thoughts and perceptions .

Realism plays a crucial role in developing disciplines like biology, chemistry, and physics by shifting the focus of education and inquiry from abstract reasoning to the physical world’s observable and measurable phenomena. This philosophical stance encourages the exploration of how the body functions, what it is made of, and how these elements interact with the environment. Realism's emphasis on tangible experiences and empirical evidence forms the foundation for scientific inquiry, fostering a deeper understanding of the natural world through disciplines that rely on logic, experimentation, and physical observation .

Realism influences education by emphasizing the development of the whole child in various dimensions—physically, mentally, spiritually, and morally. It encourages teaching methods that are aimed at discovering objective truths and learning to overcome personal biases and impressions. Realist education stresses critical thinking, logic, and the scientific method, which are believed to help students identify evidence, test coherence, and recognize patterns in their experiences. This holistic approach aims to help students develop practical skills through engagement with tangible realities .

Realism encourages students to overcome biases by teaching them to rely on objective methods, such as critical thinking and the scientific method, which require evidence-based conclusions and logical consistency. This approach helps students to discern objective truths and separate their subjective perceptions from mind-independent realities. By focusing on observable phenomena and the empirical study of the physical world, realism enables students to move beyond personal impressions and misconceptions to achieve a more accurate understanding of reality .

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