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EDUCATON become realistic in context and significance of realism as well as the naturalism of the educational scene to protest against the education systems that have artificial. Realism seems to be a response to the curriculum that have a bookworm, a complex and abstruse. Since we have a slogan in naturalism “Back to nature” – in reality, we have a motto: “The things that words.” Idealism is engaged in “Spirit and Self,” said material naturalism “and the physical world, and pragmatism” and refuses to speculate on the page, is not beyond the experience. “And after the realism of the outside world of imaginary objects. There really is,” Our experience is not independent, but to determine the response to external objects. The experience of the outside world has influenced the real existence. ” (Dr. Ram Pandey shakal: An Introduction to major philosophies of education, pp. 149-50). This is a new perspective. And this new attitude is called realism. The realistic movement in education 16th century began. The 16th and 17th centuries, great inventions and discoveries, the time of decision increased the storage of human knowledge. They have broadened the horizons of human knowledge. The development of scientific research had opened up new perspectives for the human mind. (Bacon formulation and presentation of new scientific method.) All these lead to a new spirit of inquiry into the realities of nature. People began to believe more in themselves. It thought to conquer the world with the highest gift of reason. The interest in language and literature began to decline and people are more and more interest in people and their environment. Thus was born a request from / to a new type of training, in truth instead of beauty, were the realities of life instead of the beauties of the day, old age is education, there was a considerable premium on people and human effort associated with science and common sense. This new approach has been characterized by an awakened interest in natural phenomena and social institutions. This new perspective has been described as “realism in his education. “The realistic enters its emphatic protest against a division between work and school life of the world there.” (Rose, James S.: floor work of education, p. 214). “Education is what makes people happy by creating awareness of the real facts of life, instead of a fight with a disadvantage in life. Realistic training is connected with the necessities of life. “(Dr. Chaube, SP and Akilesh: philosophical and sociological research, the Foundation for Education, p. 171). Essential assumptions and main lines: 1) the outside world is a solid reality, known or unknown to man. The reality is already present and in the invention of man. There must be independent of being perceived, or in connection with the spirit known. One can not understand through senses. should dive under the surface, knowing the reality. 2) realism attaches great importance to human activity and human, which means it must be coupled with science and common meaning. But he says that “The man is finally, and learning is necessary for a man over, education is the process by which it stands out.” Realists want to become a man, a business man, practical, and always in search of the profound truth and reality “(Taneja, VR: socio-philosophical approach to education, p. 241). 3) The realists say that the “spirit” is like any physical thing mechanical operation. They create their ability to discount. “Perhaps all the objects in the universe” true “or” false “is the same spirit as ‘true’ or ‘false’. The development of intelligence is the part of the development process in the world. “(Dr. Chaube, SP and Akilesh: sociological and philosophical foundations of education, p. 171)” The mind is what he studies . (Herbert). If this concept is the realism in education, then we are forced to believe that child’s head must be registered cameras only, the reality of the world has accepted. “Philosophers say that the mind has great opportunities for enriching sea level and creativity. 4) realism tries to build a set of systematized knowledge that is specific and fact and agree with the position of the physical sciences. He claims that all reality can be proved by observation, experience, experience and scientific reasoning, because it is the experience of the touchstone of what is real. Whenever determine the simple and direct experience can not provide the objective truth, the common sense of the truth in scientific research. Autumn in the world today are idols and ideals, realists emphasize the role of intelligence as very important, because it makes the abstract and general concepts and develop ideas. 5) The realists of all brands that average values are permanent and objectively and say that even if the institutions and practices are many, the fundamental values of society does not change. Children must be the values to be sustained in the course of history are taught. They should be taught the nature of “right” and “bad” and what is objectively good and beautiful. In short, realism believes in making the world and the material existence in their field of action. He believes that what is real is independent. What is, and exists. Its presence does not depend on the existence of the knower. (With comparisons idealistic position.) The individual is not reality, it discovers. Outline: i) realism believes in the world we see, perceive that to be real. They believe it is wrong to say OIE ÃÖŸ?ÖÓ • O ²? Oyo × ‘Ö £ I ÖË?ÖÖ ii) realistic to believe in this life. Iii) they believe that the truth of life and end of life in the development of life presents a systematic character. Iv) knowledge is real and can be treated by the people. v) The distinction between realistic “false” and “reality”. vi) The realism believes it has an objective reality outside of what consciousness is presented. The development of realism in education four points: i) humanistic realism, ii) social realism, iii) common sense realism, and iv) has adopted the neo-realism. i) realism humanistic education humanist realism is a reaction against the stress on the shape and style of the ancient classical literature. He has great respect for ancient literature, but focuses on the study of content and ideas in the ancient classical literature, social life and the current environment to understand. Our goal is not to form and style of ancient literature to the study, to control to have them. The study of ancient literature is a way to understand the practical life. history, geography, Kautilya Arthashastra are the themes and books to this effect must be considered. Erasmus (1446-1537), Rabelais (1483-1553) John Milston (1608-1674) were the followers of this faculty. ii) Social realism in education and socialist realism in education is a reaction against the kind of education, scholars and men of art produced by the negligence of the business man that is the practice . Education is not men who are unable, in social life. The purpose of the training, the social realists, the practical man of the world is ready. Montaigue Michael (1533-1592) was the mainstay of this option. iii CAN) The sense of realism in the field of education, a sense of realism emphasized in training, training of the senses. senses are the doors of knowledge and learning is the operation of the senses. After the realistic nature of the senses is the treasure house of all knowledge and expertise through the training of the senses are obtained. The realistic feel stressed three things: a) the application of the inductive method of Bacon made to organize and simplify the teaching process. b) replace the instruction in Latin by the teaching of mother tongue, and c) replace, new science and social studies in place of language studies and literature. Richard Mulcaster (1531-1611), Francis Bacon (1561-1626), Ratke (1571-1635) and Comenius (1592 – 1670) were the followers of this faculty. iv) The neo-realism neo-realism in education is really a philosophical thought. It seems that the methods and results of modern developments in physics. you do not take into consideration the scientific principles of eternal while the variability bring them to term. It supports the creation of art with science and analysis system of education with the feelings humananistic. They see the United Nations Food and live all organs and target the development of organs is the main objective and all-round development of the objects is the main feature of education. Bertrand Russell and Whitehead were the followers of this faculty. REALISM AND OBJECTIVES OF EDUCATION: “realistic not, in general, and common goals of education to believe. After they are specific to each individual and its prospects. (Seetharamu, AS: Philosophies of Education, p. 74). And everyone has different perspectives. The aim of education should be to teach the truth rather than beauty, to understand the practical life today. The purpose of the training, according to the social realists, the practical man of the world is ready. The realistic scientific expresses that education should be conducted on a universal basis. Stress should be placed more on the observation of nature and science education. are neo-realists on the development of all-round development of objects with the development of its institutions. Realism and programs: After a humanist realism of classical literature should be studied, but not to study their form and style, but by the content and the ideas it contains. Milton, followers of a humanist realism, has a training program are formulated as follows: 1st year – Latin, grammar, arithmetic and geometry. read simple Latin and Greek. 2nd year – Greek, agriculture, geography, natural philosophy, mathematics, engineering and architecture. The following year, 5 – written by former chief of the prose and poetry on these issues. remaining years – ethical instruction, the Bible, Hebrew, Greek, Roman and Saxon law, economics, politics, history, logic, rhetoric, poetry, reading Choose from all wrong. Social realism has been widely recommended for people of higher social strata or. It combines elements of literary ideals of chivalric education. Of course, the study of literature, heraldry (the science that deals with weapons and people has been added the right to wear them), horse genealogy (study of the evolution of plant and animal forms earlier) , fencing, gymnastics, the study of modern languages and customs and institutions of neighboring countries. sense of realism attaches more importance to the study of science and contemporary social life. study of languages is not as important as the study of science and contemporary life. Neo-realism is to highlight the issues on physics and humanistic feelings, physics and psychology, sociology, economics, ethics, politics, history, geography, agriculture, arts, languages and so on, are the main themes will be studied after the neo-realists. Realism and methods of education: education should proceed from simple to complex things and concrete to the abstract. and before the rules are words. Students learn to analyze the building instead. vernacular language of instruction. To obtain the order of nature and will be prosecuted. (The child can dominate nature, when natural laws are respected.) Repetition is necessary to maintain. Individual experiences and the spirit of research is more important than authority. CRAM No unintelligent. more important issues and understanding. methods of scientific thinking of Sir Thomas Bacon made. (Inductive method of education). “(There is and can only two possibilities for exploration and discovery of the truth of being. A bird from the meaning and detail to these common beliefs and principles and the infallible truth and identified intermediate axioms discovered …. The other axioms of meaning construction and details, in ascending slowly and steadily, so that the most general axioms teach the last of all.) “- Bacon 10. social realists by the method of travel to the method of travel, the actual experience of various aspects of the life of the improvement of knowledge and intellectual skills will be. realism and teachers: 1) The teacher must be such that he even trained and familiar with the customs authorities of the faith and the rights and duties of man and development of all ages and places. 3) It must have full control of knowledge of contemporary life. 4) It must be the student guide to the harsh realities of life. It is neither a pessimist nor an optimist. 5) He must remain in the situation, children, the problems of life and the world around. (For the master own natural living environment, social life through the knowledge of the other elders.) A teacher must always keep in mind-Re-capitulation is necessary to improve knowledge permanent. A topic should be taught both. No pressure or stress being placed on the child. CRAM this practice should be abandoned. Consistency is the fundamental principle of all things. Things must first be presented, then the words. All knowledge must be in accordance with previous experience. This knowledge should be taught on the basis of the institutions being. Straight methodology should be adopted for the doctrine. 10 It must be a report co-benefits in daily life and education. 11 A child must be taught the benefits of what can be said. identifies 12 simple rules should be 13. All subjects should be taught in the correct order. 14 different educational institutions are taught in chronological order. 15 The question should not be abandoned, unless the guys understand that. 16 To find the interest of the child and be informed accordingly. Realism and children: 1) “Realism in Education recognizes the importance of the child. The child is a real, real existence. He has feelings, desires and specific skills. All this can not be neglected. These powers of the child must be taken into account in planning education. “1 2)” The child can reach close to reality by learning from scratch. “1 3)” child is as much freedom as possible there. “1 4)” The child is on, proceed on the basis of facts “, 1 5) The child can learn, if he follows the laws of learning.” 1 (if only one answer for a raise to repeatedly that conditioned stimuli. Now that this situation is, the response is similar, but the fact.) 6) “The child is understood, is a creature of the real world, it makes no sense in fact a God. He has an education as a human being. “1 (Dr. Ram Pandey are shakal: An introduction to the philosophy major in education, pp. 160th 161). Realism and the organization of the school: 1) the organization of the school should be based on the real needs of society. It is not just a college to be established by political pressure in one place when not in use. 2) The opening of science education in all school needs. Only academic and literary topics are not sufficient to meet the needs of society. 3) realism has no objection to the mix. libido is a real feeling. It is a natural phenomenon, so it can not be rejected. 4) The school is the mirror of society. It is a miniature form of society and it shows the true face of society realism and discipline: discipline is the adaptation of objectivity. It is necessary for the child to adapt to its environment and facilitate its work necessary. Building on the change in the real world is impossible. The student is in itself a part of this world. He has to admit this fact and adapt to the world. A disciplined student is one who does not pass through the atrocities, tyranny, needs and shortcomings not escape the world. Realism has violently removing the face of life. Must adapt to this material world. Thus, the realism of large effect in several areas of education has brought. The objectives, programs, methods of teaching the views of children, teachers, discipline and education system have all been young. Realism in education training dragged the old traditions, idealism, and the flow and ebb of the real surface. Dark Side of realism: 1) “realism recognizes the real existence of the material world. This finding is in contradiction with the UN unless it affirms that only the material world really exists. The question-there is no force behind this material world? He has his own existence, what is the limit of the universe? The realistic response to these questions, but answers are not satisfactory. The real existence of the material world can be admitted, but how can the existence of a late entrant in the world itself? “1 2)” The realist claims to be objective. objectivity of knowledge is nothing else than the company’s personal knowledge. Knowledge is always subjective. “1 3)” The realist acknowledges the origin of knowledge attained by the fact of his mind and argued that only objects are important, and it is through their contact, that knowledge is gained. So how do create our illusion? How knowledge becomes misleading? Where does the external object are in a dream? Realism can answer these questions satisfactorily. “1 4)” Realism does not accept the existence of transcendent (not based on the empirical or rational). How to know, the non-existence of what is not? If the non-existence is not existence? Void Ness and the non-existence are also parts of life. Here the realist is completely silent. “1 5) feeling of realism” and the real needs of life are, firstly, there is no place where imagination and feeling, on the other. What a contradiction? are ideas, feelings and sensations are not the real needs of human life? Is not life without emotion, almost living dead? Then life would proceed on the basis of facts alone? 1 6) “No Inspiration for eliminating defects of modern education can not be achieved if the intensity of pure thought, and above is approved and the attitude is not confined only to attend, because Realism on facts simply by filling the needs are met everyday and do not care raised to life. “1 7)” Today is the effect of realism has reason to wave science. It is true, but it should not be an indifference to art and literature. The realist takes support this negligence. “1 8″ Deception realism enthusiastic students and teachers. No progress can be made by faith in the ideals of the facts of everyday life, and deeply moving faith. But life is full of misery and battles. Sorrow is more than offset the joy in the world. A person is disappointed feeling. Therefore, realists often seem to be skeptical (the person seeking the truth of a specific claim, theory, doubt, etc.). Objectionists pessimistic, “1 (Mr Pande, Ram shakal: An Introduction to major philosophies of education, pp. 170-171.) Conclusion: Some of the points raised against realism may be true, but some are raised in ignorance of the study in the strict sense of realism. His contributions to modern education should not be overlooked. Today, attention to technical education and vocational education in all corners of the world is paid. There are many engineering schools in India too. Everywhere there is an arrangement of higher education, medical and law. The growing interest in the sense of empirical educational research is the application of the realistic attitude. There are two important contributions to education based on realism. First they tried to close the gap between life and education. Second, it established the principle of experimentation and observation in education. It was introduced realism, the idea that institutions, how the door to knowledge and knowledge gained by the inductive method. Education Bookworm verbose and knowledge are not sufficient. The true lesson is what makes the union between nature and society on their own experience. References 1 M. Pande Ram shakal: An Introduction to major philosophies of education, 1982: Agra, Vinod Pustak Mandir, Section Six chapters 25-30, pp. 149-173. 2nd Rose, James S.: Grouondwoek Education, Ltd. 1969: London, George G. Harrap and Co., 182 High Holborn, London, WCI, Chapter X, pp. 211-236. Dr. Chaube third, Akhilesh SP: Philosophical and Sociological Education, 1981: Vinod Pustak Mandir Agra, Agra – 2 Chapter 12, pp. 171-174. 4th: Socio-Philosophical Education, 1987, New Delhi, publishers and distributors of the Atlantic, B-2, Vishal Enclave, Najafgarh Road, New Delhi – 110 027th Chapter – Twenty, pp. 239-251. 5th Seetharamu, AS: Philosophy of Education, 1989: New Delhi SB Nangia, Ashish Publishing House, 8 / 81, Punjabi Bagh, New Delhi – 110 026. Chapter – 6, pp. 72-77.

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