Critical realism is a meta-theory that is explicitly grounded in ontology, the study of being,

existence, or how the universe is (Fleetwood, 2014:182). Moreover, critical realism ontology
involves layered, emergent, and transformational things, relationships, and processes.
However, critical realism as a meta-theory has no significant impact on sociology, social
theory, or organizational studies; there is no such thing as ‘critical realism of worker
resistance’. In contrast, the impact of critical realism extends beyond ontology to encompass
a variety of factors such as aetiology, epistemology, methodology, research procedures, mode
of reasoning, aims, and theories. Furthermore, this is referred to as a chain of meta-theoretical
concepts. (Fleetwood, 2014:182).

As a science philosophy that originated as transcendental realism, critical realism holds that
the world is real, structured, and complicated (Bhaskar,1975:2). Additionally, it argues in
favour of ontology, or being which is real and separate from epistemology or knowledge, and
maintains that the real, actual, and empirical domains make up our reality with the real
structures and mechanisms producing the actual events. In contrast, the empirical (human
experience) is distinctive from the real. Critical realism posits that knowledge is socially
created, dynamic, and flawed, and that science is a social activity in constant transformation
(Bhaskar,1975:2).

Epistemological relativism implies that our knowledge of the universe is based on entities
and structures that exist independently of us are casually independent. Knowledge is socially
constructed, resulting in diverse interpretations and experiences of the world among
individuals. In addition, the critical realistic principle of judgemental rationality when
combined with epistemological relativism suggests that even though knowledge is fallible,
socially, and linguistically mediated, we can still have reasons to support one belief or theory
over others (Bhaskar,2016:26)

Critical realism offers a variety of philosophical, epistemological, and methodological

approaches that can help with global learning and improve evidence for policymaking.
Furthermore, the emphasis on ontological realism implies that nature and the environment are
real rather than socially constructed. This supports the case for sustainability, sustainability
education, and limiting human activity to mitigate the effects of climate change. Furthermore,
critical realism is useful in defining the ecological plane of social action, making it
appropriate for global learning and sustainability education (Khazem,2018:132)
Critical realism assists us in placing the natural world in reality, independent of human
thought and so protects against the anthropic fallacy which is the “exegesis of being in terms
of a human being” (Bhaskar,1993:205). It does this by arguing for ontology and against the
epistemic fallacy which views being as knowledge about meaning. In other words, nature and
the environment have value in and of themselves, independent of our human ideas and beliefs
about the natural world because they exist in the intransitive realm of the real and not
transitive, factual fabrication. This argument fits in well with the concept of global learning
and is highly supportive of the environmental concerns articulated within education for
sustainability. Critical realism emphasizes the reality of nature and advocates for
sustainability, protecting the natural environment, people, and the planet (Khazem,2018:127)

A critical realist framework classifies different aspects of risks, providing a deeper

understanding of the underlying determinants of environmental problems. Additionally, the
environmental risk in a local space can be evaluated using a critical realistic paradigm.
Furthermore, it makes the case that understanding urban risk and vulnerability requires an
understanding of the contingent circumstances that provide the background for risk events, as
well as the causal mechanisms that shape those events (Oelofse,2003:262)

References

Bhaskar, R.1975. A realist theory of science. Leeds books, pp. 2-3

Bhaskar, R. 1993. Dialectic: The pulse of freedom. London: Verso, pp.205. DOI
https://doi.org/10.18546/IJDEGL.10.2.02

Bhaskar, R. & Hartwig, M. 2016. Enlightened common sense. The philosophy of critical
realism. Routledge, pp. 26-27

Fleetwood, S. 2014. Bhaskar and critical realism. Oxford Handbook of Sociology, Social
Theory, and Organizational Studies: Contemporary Currents, pp.182-219.
10.1093/oxfordhb/9780199671083.001.0001
Khazem, D. 2018. Critical realist approaches to global learning. A focus on education for
sustainability. International Journal of Development Education and Global Learning, 10(2),
pp. 125-134

Oelofse, C. (2003) ‘A Critical Realist Perspective on Urban Environmental Risk: A case

study of an informal settlement in South Africa’, Local Environment, 8(3), pp. 261–275. doi:
10.1080/13549830306658.