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realism vs. idealism

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INTRODUCTION
Education and philosophy are closely inter-related. Philosophy is love of knowledge and
education is acquisition of knowledge. Philosophy is the corner stone of the foundation of
education. Education is practical activity of philosophical thought. Without philosophy, education
would be a blind effort and without education, philosophy would be crippled. Philosophy answers
thousands of questions pertaining to the whole field of education.
            Philosophy of education can refer to either the academic field of applied philosophy or to one
of any educational philosophies that promote a specific type or vision of education, and/or which
examine the definition, goals and meaning of education. “The art of education will never attain
complete clearness without philosophy’’ Fichte. “Education is the Dynamic side of philosophy’’
James Rose.
Idealism is the oldest philosophical thought. Human life has two dimensions- Spiritual and
Material. When the emphasis is on the spiritual life, it is called Idealism. The word idealism is
derived from two distinct sources- the idea and the ideal. Idea means true and testified knowledge.
The word ideal stands for the perfected form of an idea or ideas. An idealist does not have
considerations for material values of life. A thinker who idolizes ‘Mind and Self’ is an idealist.
Protagonists of idealism are- Socrates, Plato, Descartes, Spinoza, Burkley, Kant, Fitche, Schelling,
Hegel, Green, Gentile (the Western); From Vedas and Upanishads to Aurobindo Gosh (the Eastern
philosophers).

DEFINITION OF IDEALISM
            To make the meaning of Idealism more clear give below some important definitions as given
by eminent scholars-
i.                    “Idealism holds that ultimate reality is spiritualism.’’ D. M. Dutta
ii.                 “Idealistic philosophy takes many and varied forms, but the postulate underlying all this is that
mind or spirit is the essential world stuff, that the true reality of  is of a mental character’’  J. S. Ross
p   
iii.                FUNDAMETAL PRINCIPLES OF IDEALISM
            The fundamental principles of idealism are as under-TWO FORMS OF THE WHOLE WORLD
             Idealism believes in two forms of the world-(1).Spiritual world (2).Material world.
Idealists give more importance to spiritual world in comparison to the material world. They
believe that spiritual world is real and the ultimate truth where as the material world is transitory
and mortal. To know the reality of the spiritual world is to know the reality of mind and soul. It is a
sort of self- realization – the main aim of human life. According to Horne- “Idealism holds that the
order of the world is due to the manifestation in space and time of an eternal and spiritual reality.”
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2.1            IDEAS ARE MORE IMPORTANT THAN OBJECTS

            According to Idealists, knowledge of mind and soul can be obtained through ideas only.
Hence, they have given more importance to ideas over the objects and material or later. In the ideas
are realities and ultimate entities of the material world. In the words of Plato-“Ideas are of the
ultimate cosmic significance. They are rather the essences or archetypes which give form to
cosmos. These ideas are eternal and unchanging.”
IMPORTANCE OF MAN OVER NATURE
            To Idealists, man is more important than material nature. It is because man can think and
experience about material objects and material phenomena. Hence, the thinker or the one who
experiences is more important than the object or the phenomena experienced. Man is endowed
with intelligence and a sense of discrimination. Thus, he is not a slave of the environment as
animals are, but the moulds and transforms the environment for his on good and welfare of the
society. In short, he creates his own world of virtue and his creativity achieves higher and higher
levels of art in many areas. The following words speak this truth-“The spiritual and cultural
environment of man’s   own making, it is a product of man’s creative activity.” – R. R. Rusk
FAITH IN SPIRITUAL VALUES
            According to Idealists, the prime aim of life is to achieve spiritual values. They are- Truth,
Beauty and Goodness. These spiritual values are undying and permanent. The realization of these
values is the realization of God. In the pursuit of these absolute values man rises higher and higher
in the moral plane till he attains Divinity. For the achievement of these spiritual values of all the
capacities of man are to be harnessed to the full. These capacities are – knowing, feeling and willing.
By the fullest use of these capacities man can achieve the highest spiritual values and thus realize
 his true and ultimate self. J.S. Ross also opines-“Goodness, truth and beauty are seen to be absolutes
each existing in its own right and entirely desirable in it.”
IMPORTANTS OF PERSONALITY DEVELOPMENT
            Idealists give much importance to the Self of the individual. Hence, they insist upon the fullest
development of the personality of an individual. According to them the development of personality
means achievement of Perfection. Plato rightly speak that each individual has an ideal Self. He tries
to develop that ideal Self more and more. This is self- realization in the true sense of the term. It
may be noted that self -realization means knowledge of the self or soul. The self -realization can
only be achieved in society. In short, Idealism believes in the welfare of whole human community.
FULL SUPPORT TO THE PRINCIPLE OF UNITY IN  DIVERSITY
            Idealists give full support to the principle of Unity in Diversity. This underlying divine force
maintains the existence and working of all entities. Idealists call this power as God, the Supreme
Force which is omnipotent and omnipresent. Realization of this Supreme force in one’s Self is to
attain divinity and fullest development of personality which may be called spiritual fulfillment. 
IDEALISM AND AIMS OF EDUCATION 
 The following are the aims of education according to the philosophy of Idealism.
3.1            SELF REALIZATION OR EXHALTATION OF PERSONALITY
            According to Idealism, man is the most beautiful creation of God. Hence, the advocates of
Idealism lay great stress on the exhalation of human personality. By exhalation of human
personality, they mean self-realization. Self-realization involves full knowledge of the self. Hence,
the first aim of education according to Idealism is to develop the ‘Self’ of the individual higher and
higher till self-realization is achieved.
3.2            TO ENSURE SPIRITUAL DEVELOPMENT
            Idealists give greater importance to spiritual values in comparison with material attainments.
Thus, according to them, the second aim of education is to develop the child mentally, morally and
above all spiritually. Thus, the teacher should so organize education as to develop the child
spiritually.
3.3             TO CULTIVATE TRUTH, BEAUTY AND GOODNESS
            Idealists assert that to develop spiritual values in the individuals, pursuit of highest ideals
namely- Truth, Beauty and Goodness should be encouraged more and more. The more an individual
realizes these ideals, the more spiritually developed he will become. Hence, education should strive
its utmost in developing the child morally and spiritually so that he achieves self-realization.
CONSERVATION, PROMOTION AND TRANSMISSION OF   CULTURAL HERITAGE
            The cultural heritage is of immense worth and value. It belongs to whole humanity and it is
the purpose of education to preserve, deserve, develop and transmit it. It is for education to
acquaint the child with cultural heritage so that he conserves, promotes and transmits it to the
rising generation. This is done through the process of self-estrangement.
CONVERTION OF INBORN NATURE INTO SPIRITUAL NATURE
            Idealists hold the view that the inborn instincts and inherent tendencies of the child should
be sublimated into spiritual qualities and values. This is real development of the individuality. Only
then, it will be possible for the individual to attain fullest and highest development of personality.
 PREPARATION FOR HOLY LIFE
            In the words of Frobel “the object of education is the realization of a faithful, pure, inviolable
and hence holy life”. This may be possible by developing courtesy i.e. politeness good breeding,
urbanity, docrum, modesty, respect for public opinion, liberty etc; Justice i.e. honesty, speaking
truth, integrity, uprightness etc; respect for low.
DEVELOPMENT OF INTELLIGENCE AND RATIONALITY
            Adams has defined education from the point of view of an Idealist. According to him there is a
purpose in all objects and natural phenomena. He has further said that the world is planned and
well-organized. There are set principles working in this creation. An Idealist always tries to
discover and understand this principle so that on the basis of moral elements the world remains
organized.
EDUCATION TO THE LEVEL OF CAPACITY
            The individual aim of education has been clearly expressed by Sir Pery Nunn; “Nothing good
enters into the human world except in and through the free activities of individual men and women,
and the educational practice must be shaped to accord with the truth’’.
‘Education’, therefore must serve for everyone “the conditions under which individuality is
most completely developed’’.
 IDEALISM AND CURRICULUM
            While structuring curriculum, Idealists give more importance to thoughts, feelings, ideals and
values than to the child and his activities. They firmly hold that curriculum should be concerned
with the whole humanity and its experiences. These experiences can be imbibed by two ways
namely- (1) from the physical environment and (2) from contacts with other fellowmen. In this
way, in an Idealistic curriculum, both the scientific subjects as well as the humanities are included.
In the following discussion we are throwing light on the ideas of Plato, Herbart, Nunn and Ross
about curriculum.
A.                 PLATO
            Plato was staunch idealist. According to him, the aim of life is to realize God which is possible
only by pursuing high ideals namely Truth, Beauty and Goodness. These high ideals can be attained
by three types of activities namely intellectual, aesthetic and moral.
B.                 HERBART
            According to Herbart the Idealistic aim of education is the promotion of moral values. Hence,
he gave prime importance to subjects like Literature, History, Art, Music, Poetry, together with
other Humanities and secondary place to scientific subjects.
C.                  NUNN
            Views of Nunn about curriculum are also based on the philosophy of Idealism. According to
him, it is the function of schools to promote and maintain morality and the historical tradition to
preserve and develop its achievements more and more. This is possible only when the school
includes those activities and subjects in its curriculum which reflect the achievements of human
culture and civilization. Hence, Nunn emphatically advocates the inclusion in the curriculum, those
attainments which reflect the highest creations of human mind and those activities which involve
the noblest expressions of human ingenuity and creative intelligence. Nunn has divided these
activities into two categories: (1) Physical, Social, Moral and Religious and (2) Literary and
Aesthetic.
D.                 ROSS
            He holds the view that one can develop spiritually when he is developed physically and these
are both important for physical skill and health education. He wanted to teach physical exercise,
intellectual exercise with the help of literature, language, history, geography, science and
mathematics along with ethics for moral development. For spiritual development he wanted
aesthetics to be taught with fine arts and religion with religion and metaphysics.
 IDEALISM AND TEACHER
            In the realm of Idealism, the role of teacher is very important and glorious. Idealistic
philosophy believes that this planned creation has two parts-(1) The teacher and (2) The child as
student. Both aims at one target only- The development of the individual child in a spiritual way.
The realization of this great aim is possible only through education and the essential agent, the
teacher. In reality an Idealist teacher is imbued fully with high degree of self-knowledge, self-
dynamism and essential qualities of spiritualism. By his own model of life, he tries to shape the
individuality of the child to a life of purity, virtue and great achievements. He creates a wholesome
conducive atmosphere by his own activities and planned experiences for the child. He guides the
child with such genuine love, affection and sympathy that he attains his full mental and spiritual
development. J. S. Ross aptly remarks- “The Naturalist may be content with the brains, but the
Idealist wants fine roses. So the educator by his efforts assists the educand, who is developing
according to the laws of his nature to attain levels that would otherwise be denied to him.’’
 IDELISM AND TEACHING METHODS                                                          
            The aims of Idealism are concrete and definite. But there is no specific method for achieving
them. Socrates used Question-Answer method Plato emphasize Discourse Method and Aristotle
advocated Inductive-Deductive method. In the works of Hegel, Logical Measuring is evident.
Descrates employed the device of   Simple to Complex. Pestalozzi laid stress on education of
the physical organs and allied activities. Herbart advocated Instruction Method. Frobel insisted
upon Play – way Method. Not only this, other Idealists advocated many more methods namely –
Discussion, Lecture, Talk in groups. In this way, according to Idealists no specific method is to be
adhered to. In their opinion any and every method may be employed to realize the ideals set and
determined before. Butler has rightly remarked – “Idealists consider themselves as creators and
determiners of methods, not devotees of someone method”. 
IDEALISM AND DISCIPLINE
             Discipline is to be inculcated through morals for which the following needs to be
remembered.

         Moral education is training in habits and not an inculcation of mere theoretical views.

         A mechanical virtue, in which a youth exercise a minimum moral choice and obeys an external rule
prescribed for him, is to be inculcated. In this lowest species of moral discipline the youth learns
self denial and self control. There are to be inculcated as an elementary base of moral code of
discipline.
Lack of discipline in a school scope the moral character of the pupil. It allows him to work merely as
he pleases, and he never can reinforce his feeble will by regularity, punctuality and sympathetic
industry. He grows up in such a way that neither he does unreasonable and nor allows others to do
so.
Too strict discipline undermines moral character by emphasizing too much the mechanical duties
and especially the phase of obedience to authority, and it leaves the pupil in the state of perennial
minority. He does not assimilate the law of duty and makes it his own. The law does not touch his
heart but is on his lips only. He fears it but not love it. The tyrant teacher produces hypocrisy and
deceit in his pupils. Even when there is simple implicit obedience in the place of fraud, there is no
independent character development to take correct decision.
The best help that one can give to his follows is that which enables him to help them. The best
school is that which enables the teachers to help themselves. The best instruction is morality makes
the pupil a law up to himself.
IDEALISM AND SCHOOL
            School is a place where the capacities of logical thinking, reasoning and evaluating of the
child are progressively sublimated and developed by teachers and the school environment into
desirable channels so that high spiritual ideals and values are gained. Such noble mission, according
to Idealism may be achieved through proper guidance of teacher given in school. Hence, Idealists
considered school and its impressionistic environment as greatly essential
EVALUATION OF IDEALISM
            Proper evaluation of Idealism is possible only when one reviews its merits and demerits in
greater detail.
DEMERITS OF IDEALISM
            The common criticism regarding Idealism is that it is an abstract and vague doctrine. It
avoids the present realities and prepares the child for the next world. It is concerned with the
ultimate end of life. It avoids the real problem day to day living. Education should be such as to
make individuals capable to solve the problems to confront them from time to time and are able to
lead happy and contented life. Idealism lays more emphasis on thinking and mental activities. This
increases the importance of intellectualism unnecessarily. It emphasizes upon the achievement of
immortal VALUES NAMELY, Truth, Beauty and goodness. These values are not absolute. Idealistic
education gives more importance to teacher in relation to the child. Modern psychology emphasizes
the prime and central importance of child.  Idealistic methods of teaching emphasize cramming and
rote memory. In modern education, these methods are given little importance. In idealistic
education humanities are given greater importance for the spiritual development of the child, while
the present age of science lays great stress upon scientific subjects in the curriculum.
MERITS OF IDEALISM
            In the realm of aims of education, Idealism has made signal contribution. It is only this
philosophy wherein a detailed exposition of aims has been emphasized. Idealistic education
emphasizes the inculcation of highest values namely, Truth, Beauty and Goodness. This will lead to
the development of a moral character of the child. It aims at self – realization of all individuals by
one’s own efforts. Hence, it promotes universal education. In the process of idealistic education, the
teacher assigned a very important role. The teacher influences the child by his high ideals of life and
by his sympathetic encouraging behavior. This achieves the fullest development of child’s
personality. Idealism respects the individuality of the child and tries to stimulate his creative
energies. Thus, Idealism has influenced other philosophies as well. Idealism emphasizes the
principle of self-discipline. This principle leads to the development of the ‘Self’ of an individual.
Because of the Idealistic philosophy and education, the school has grown into an important social
organization. 
            The above discussion clearly shows that Idealism has merits as well as demerit. In the
present world of today which is full of stresses, strains, conflicts, envies and material struggles, the
need of idealistic education is greatly essential for peaceful living of human beings devoted to social
good and national welfare.  
CONCLUSION
            Idealism is basically a philosophy of life and it has exercised, like all philosophies of life, a
general rather than a specific influence on education. In philosophy it has taken many forms but all
of them agree to the view that the universe is an expression of intelligence and will; that there are
certain absolute and eternal truths of life; that the ultimate reality is in the nature of mind rather
than in the nature of mater. The latter is perishable and changing; it is an external manifestation of
a reality which is not affected by the phenomenon of change. Through the whole of the universe is
running a spirit which along is a reality, and knowledge of and reconciliation with that spirit of the
individual’s soul is real knowledge. That is the real truth. Appreciation of that truth in its various
forms is real art- a thing of real beauty. Conformity of the human will with the moral administration
of the universe is real goodness. The difference between idealism and materialism is fundamental-
whereas idealism regards mind as the sole explainer of reality, materialism regards that as a
phenomenon of matter.
            Idealism lays emphasis on the study of all subjects but stresses the importance of literature,
ethics and religion which are recognized to that degree by other philosophies. The teacher has a
very important role in education for it is he who leads the individual from darkness into light and
who helps him to exalt his personality. As a philosophy idealism with its old form has been
sometimes dubbed as rigid and conservative but the modern idealistic outlook is broader and the
world is fast realizing how a rejection of the eternal values of life is creating a vacuum into which
have crept in so many evils and which may be ultimately fatal to the whole civilization. In India
idealism in the form of spiritualism was developed very early as the sole philosophy of life and
throughout the ages the same philosophy has kept inspiring the Indian mind and evoking a
reverence for it.
IDEALISM AND AIMS OF EDUCATION
Idealism prescribes certain fundamental aims of education which are directly
influenced by the aims and principles of life. In this context Ross puts forth the
view, “The function of education is to help us in our exploration of the ultimate
universal values so that truth of the universe may become our truth and give
power to our life.’’ Some of the important aims of education as laid down by
idealists are given below 

(1) SELF REALIZATION.

According to idealism man is the most beautiful creation of god-His grandest

work. It lays great stress on the exaltation of human personality it is self-
realization The aim of education is to develop the self of the individuals higher
till self-realization is achieved It is in fact making actual or real the highest
potentialities of the self.

(2) UNIVERSAL EDUCATION.

Education according to idealism should be universal in nature. The universe is

regarded as a thought process. Education should be based on the teaching of
Universal truth from the stand-point of rationality of the Universe

(3) SPIRITUAL DEVELOPMENT.

Idealists give greater importance to spiritual values in comparison with material

attainments. According to Rusk, “Education must enable Mankind through its
culture to enter more and more fully into the spiritual realm, and also enter
more and more fully into the spiritual realm, and also enlarge the boundaries of
spiritual realm”.

(4)TRANSMISSION AND PROMOTION OF CULTURAL HERITAGE

The aim of idealistic education is the preservation ; enrichment and

transmission of culture, Education must contribute to the development of
culture .It should help in enlarging the boundaries of spiritual realm

(5)CULTIVATION OF MORAL VALUES

According to idealism, man is essentially a moral being. Therefore, moral,

intellectual and aesthetic aspects of his personality should be promoted.
According to Dr.Prem Nath “The process of education must lead to the deepest
spiritual insight and to the highest moral and spiritual insight and to the highest
moral and spiritual insight and to the highest moral and spiritual conduct .”

(6) PREPARATION FOR A HOLY LIFE

Idealism prepares an individual for a holy life. Froebel says.”The object of

education is the realization of a faithful, pure, inviolable and hence holy life.’’

(7) DEVELOPMENT OF INTELLIGENCE AND RATIONALITY

Idealism wishes that education should develop the mind fully. It makes a person
rational as well. Only the highly developed mind can understand the all
pervading force. The idealists believe that education must help in the full
evolution of mind , the emancipation of spirit, self realization and the realization
of higher values of life and to train the whole man completely and fully for
manhood and not some part of man.

IDEALISM AND CURRICULUM

While developing curriculum, idealists give more importance to thought,
feelings, ideals and values than to the child and his activities. They firmly hold
that curriculum should be concerned with the whole humanity and its
experiences. It must consist of humanities.

The curriculum should give good mental experience of all types. So cognition
(knowing) affecting (feeling) and conation (striving) should find due place.
Sciences and art should be taught as fully integrated. Since the main aim of
education according to the philosophy of idealism is to preserve and advance
the culture of human race ,so subjects like Religion, Ethics, philosophy, History,
Literature etc, should be provided in the curriculum. Healthy mind is found in
healthy baby only. So health, hygiene, games and sports should find an
important place in the curriculum.

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 IDELISM AND TEACHING METHODS                                                          

            The aims of Idealism are concrete and definite. But there is no specific method for
achieving them. Socrates used Question-Answer method Plato emphasize Discourse
 Method and Aristotle advocated Inductive-Deductive method. In the works of Hegel,
Logical Measuring is evident.
Descrates employed the device of   Simple to Complex. Pestalozzi laid stress on
education of the physical organs and allied activities. Herbart advocated Instruction
Method. Frobel insisted upon Play – way Method. Not only this, other Idealists advocated
many more methods namely – Discussion, Lecture, Talk in groups. In this way, according to
Idealists no specific method is to be adhered to. In their opinion any and every method may
be employed to realize the ideals set and determined before. Butler has rightly remarked –
“Idealists consider themselves as creators and determiners of methods, not devotees of
someone method”. 

16
 
 
 
 
“Realism means a belief or theory which looks upon the world as it seems to us to be a mere
phenomenon.”——Swami Ram Tirth.

Introduction: Realism is the doctrine that is associated with the study of the world we live in. It
is a philosophy away from the world of ideas or spiritual things. In Realism the word ‘real’
denotes actual or the existing. It indicates those things or events which exist in the world in its
own right. It opposes the thing or event which is imaginary or fictitious. It holds the view that
knowledge acquired through senses is true and what we observe and perceive through our own
senses is real and the true entity of the world. It says that physical world is objective and factual
whereas personal feelings and desires are subjective and secondary. That is why this philosophy
is also known as objectivism. Aristotle is generally regarded as the father of Realism. John
Locke, Erasmas, Rabelias, Comenius, Bertrand Russell, Francis Bacon, Milton are the chief
protagonists of Realism.

                         According to C.V. Good, “Realism is the doctrine that objective reality or the
material universe exists independently of conscious mind, its nature and properties are being
affected by being known.”

Various aspects of Realistic Education: There are various aspects of education such as

curriculum, teaching methodology, discipline, aims of education and the like which are
influenced by realistic education.

1. Realism and Aims of Education: Realism explains the aims of education in different

perspectives.
2. Preparation for a Happy and Successful Life: The first and most important aim of realistic
education is to prepare learners for a happy and successful life. The American educationist,
Franklin Bobit has given following activities for achieving happiness in life:
 Activities related to language
 Activities concerned with hygiene
 Citizenship activities
 Social activities
 Leisure activities
 Religious activities
 Vocational activities
 Activities of mental health
 Activities related to vocational behaviour
 Activities related to race-preservation

1. Preparation for Practical Life: Realism recommends preparing students for real and
practical life of material world which can be gained through senses.

 Training of Senses: Realism believes that fullest development of personality can be possible

through proper training of senses. The learners will not have a proper knowledge about the
material world unless their senses are trained and improved properly.

1. Developing Physical and Mental Powers: The physical and mental powers are required for
developing intelligence, discrimination and judgements by which learners will be able to
overcome the challenges of life.
2. Developing Vocational Efficiency: This type of realistic aim makes education craft-centric.
Realism is in favour of developing vocational efficiencies among learners so that they can
prepare themselves for fulfilling livelihood demands.
3. Realism and Method of Teaching: Realism aims to prepare learners for real and practical
life. It calls for teaching-learning methodologies on the basis of subjects and interests of the
learners.
4. Inductive Method: Inductive method of teaching enables the learners to generalize the truth
from a particular fact. It encourages the construction of knowledge from particular to general.
At first, the object is shown to the learners and then its description is demonstrated. It
encourages learners to observe and experiment by means of their senses.
5. Deductive Method: This method of teaching enables learners to arrive at a specific truth from
general principles. It encourages the construction of knowledge from general to particular. It
improves the reasoning capacity of learners.

 Observation Method: This technique calls for education from direct experiences so that all
senses are involved in the learning process. It augments the strength of mind, knowledge and
experiences of learners.

1. Experimental Method: Realism recommends to give emphasize on the learning of science

subjects which can be learned effectively through experimental method. This method prepares
the learners to face the challenges and to solve these taking systematic procedures.
2. Field Trip: Realism is in favour of learning by direct experiences. Realism discourages rote
learning and bookish knowledge and prefers hands-on experience for the purpose of learning.
 It gives importance on field trips which facilitate learners to correlate classroom learning with
reality.
3. Realism and Curriculum: Realism recommends the designing of curriculum for realistic
education which enables learners to solve different problems of life and to lead a happy and
successful life.
4. Subjects of study: It prescribes to include science subjects such as physics, chemistry,
biology, astrology, physiology etc.
5. Vocational subjects: Realism recommends the study of handicrafts, farming etc. in the
curriculum because it aims at preparing learners for practical life with respect of their
livelihood.

 Utilitarian subjects: Realism is in favour of including contemporary subjects in curriculum

for facilitating individual and social life of learners.

1. Language study: Realism gives importance to language study in curriculum and prefers

mother language as medium of instruction. The language study facilitates learners in reading,
writing and conducting all types of social interactions.
2. Practical studies: Realism lays stress on the inclusion of reading, writing, drawing,
Geography, Mathematics with additional physical activities in curriculum.
3. Realism and Discipline: Realism lays stress on synthetic form of impressionistic and
emancipator discipline on the basis of natural and social procedures. Realism calls self-
discipline for the learners by controlling their feelings, desires and perform duties. Realism
tells teacher to treat learners with affection and sympathy and it allows considerable freedom
to the learners so that moral and religious education in the curriculum are recommended.
4. Realism and Teachers: Realism is in favour of training of teachers before they involve in
teaching. Realism believes that teachers should have full knowledge of the subject matter,
psychology of learners and the scientific way of delivering education. The teachers must
encourage the learners to observe and experiment the natural objects and phenomena so that
learners will be able to find out new facts with respect of construction of knowledge. They
should inform learners about the scientific discoveries, inventions and researches in different
fields of knowledge.

 Conclusion: Realism provides a new light and wisdom which produces remarkable changes in
the principles and practices of education. It should be mentioned that in the realm of Indian
Philosophy, the doctrine of Realism has been pronounced since the time of Vedas. On the other
hand, the notion of Realism was evident in the thoughts of Buddhism and Jainism.