SOCIAL REALISM

Philosophical, Historical and Legal

Foundation of Education
Educ 403

ELIENA O. LAUZ
MAT – General Science
REALISM Realism is a philosophy started by the ancient
Greek writer, Aristotle. It states that there is a
true reality, and things exist whether humans
perceive them or not.
 What Is Social Realism?

Social realism was an aristocratic educational

movement in the sixteenth and seventeenth
centuries. It held that education should equip the
student for a happy and successful life as a man of
the world. It stressed modern languages, travel
study of contemporary institutions.
The best representative of social realism was
Michel de Montaigne (1533-1592), a French
aristocrat, lawyer and mayor of Bordeaux.
 A. Aims of Social Realism

Most of the aims of social realism were

advocated by Montaigne.

1. Pragmatic Utilitarian – Most of the

aims of social realism were of this kind.
Education was to prepare the
aristocratic youth for the life of a
gentleman and how to deal with the
affairs of life.
A. Aims of Social Realism

2. Decision-making- To train the aristocratic youth to make wise and

practical judgement, proper decisions, and right choices.
 A. Aims of Social Realism

3. Social relations – To prepare and train the aristocratic youth to have the
right relationships with his fellowmen to achieve joyful living with them.
 B. Types of Education

1. Practical and social education- This was to train the young man to get
along harmoniously with other people.
 B. Types of Education

2. Physical, moral and intellectual training- Physical training was to

harden the young man; moral training was to train him to drink gracefully
with others and to make love romantically, and intellectual training was to
train the young man to make wise judgements and decisions.
 C. Content to Be Studied

1. History as a study of man’s experiences of the past.

2. Philosophy as a study of human behavior, responsibilities and
duties.
3. Latin as part of education of a gentleman and French for
conversation at home.
4. Mathematics, good manners, military arts, geography. These
subjects were in addition to or revised part of the usual school
curriculum.
 D. Agencies of Education

1. The tutor- Advocated by Montaigne, this was adopted by the

nobility.
2. Academies- Established by some social realists, these schools
emphasized mathematics, good manners, modern languages,
military services.
3. Ritterakademie- This school was established solely for the
sons of the nobility. This school was under the influence of French
court life.
E. Organization of Grade Levels

The boy started with a tutor, then attended either the academy or
the Ritterakademie. For a professional course he attended a
university.
 F. Methods of Instruction

1. Tutorial system- One teacher taught one pupil.

2. Travel – Foreign languages were to be learned through travel aside from
learning by experience.
3. Understanding and judgement- These were emphasized instead of
memorization.
4. Observation and social contacts- Gathering information was drawn
from observation and social contacts rather than from books.
5. Application- Pupil activity was stressed more than teacher activity.
Independent thinking by students was encouraged.
G. Financing

The pupils had to pay fees to the school and to their

tutors.
H. Outstanding Contributions to Education

Tutorial system
Finishing schools
Private Military academies.
To acquire knowledge,
one must study;
but to acquire wisdom,
one must observe.
– Marilyn Savant