Chapter Analysis Theistic Realism - Essay Example

Educational Philosophy of Theistic Realism As an educational philosophy, ‘theistic realism’ describes an approach in which knowledge is gained objectively, but with the acknowledgement of the existence of God. As with naturalism, there is an emphasis on clarity, orderliness and knowledge that is discernible (Young et al., 2004), but at the same time, there is also an acceptance of matters of faith, especially on the guiding role of religion. In Christendom, the concept originates from the ideas of St.

Thomas Aquinas based on scholastic philosophy, which combined Christian theology with the Aristotelian philosophy of realism. The term ‘theistic realism’ was defined by Gutek to describe this kind of approach (Hart, 2006: 56).View of human natureMan is perceived as a rational being with free will exercised through choice and capable of acquiring knowledge of reality. Human conduct is thus guided by objective truth and values. Reality though is accepted as both material and spiritual. Having free will and conscience also means people are responsible for their own behaviour (Young et al.

, 2007: 84).Role of the school The role of the school is to provide an enjoyable environment with the goal of assisting the students in acquiring knowledge and skills that would help them in arriving at the truth. Role of the teacherUnder theological realism, the teacher would likely employ a range of methods with an emphasis on helping to develop skills of observation and critical reasoning. The teacher would also provide copious facts and guide the student to becoming knowledgeable about the world around them as a route to self-realisation.

The lecture method would therefore be common with skilful use of audio-visual aids, and teachers would encourage discussion among students.Teacher-Student relationshipThe teacher is very much sympathetic towards her students, and students in turn would be given choice in the activities they can engage in. As John Locke advocated, the children would not be pushed beyond their ability or natural inclinations.How students learnTo assist students in their learning, the use of objects features prominently, which includes pictures and illustrations.

This practice was promoted by the theologian and educator Comenius who also stressed on learning by doing (Gordon & Browne, 2010: 10). The overall objective is to perfect students’ natural abilities through training their senses. Also, rather than stressing on memorisation, students learn by understanding and applying knowledge. As Thorndike in the empiricist tradition believed, this higher level thinking ability in students develops from the aforementioned basic habits (Cox et al., 2009).Curriculum emphasisThe curriculum emphasis under theological realism is on subjects that are deemed practical and useful.

In particular, the study of nature would be considered as very important, which would include the sciences, as well as theology for moral guidance and comprehending reality. In the early stages, this curriculum is likely to be broad and specialisation would be made later. Vocational training would also feature in this curriculum. However, the curriculum would not necessarily be standardised for all students; rather, as Comenius said, it should reflect the desire to know and to learn (Gordon & Browne, 2010: 10).

ReferencesCox, Brian; Geary, David; Brogan, Ray et al. (2009). Cognitive development. Retrieved November 2012 from http://www.education.com/reference/article/cognitive-development2/.Gordon, Ann Miles & Browne, Kathryn Williams. (2010). Beginnings and beyond: foundations in early childhood education. Cengage Learning.Hart, Randall. (2006). Increasing academic achievement with the trivium of classical education: its historical development, decline in the last century, and resurgence in recent decades.

iUniverse Books.Young, A.; van Niekerk, CF. & Mogotlane, S. (Eds.). (2007). Juta’s manual of nursing. Juta and Company.