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Naturalism Report

Naturalism is an educational philosophy that believes education should follow natural processes of growth and development. It rejects supernatural explanations and believes science is the sole basis of knowledge. Naturalism views the self as constantly developing based on experiences. It values scientific knowledge and sensory learning. Ethics are hedonistic and nature determines beauty. Education aims to develop the whole child through pleasurable, self-directed learning focused on life skills like survival, work, parenting, citizenship and leisure. Teachers act as observers rather than instructors. Discipline involves natural consequences rather than punishment.

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Clarisse Esmores
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512 views2 pages

Naturalism Report

Naturalism is an educational philosophy that believes education should follow natural processes of growth and development. It rejects supernatural explanations and believes science is the sole basis of knowledge. Naturalism views the self as constantly developing based on experiences. It values scientific knowledge and sensory learning. Ethics are hedonistic and nature determines beauty. Education aims to develop the whole child through pleasurable, self-directed learning focused on life skills like survival, work, parenting, citizenship and leisure. Teachers act as observers rather than instructors. Discipline involves natural consequences rather than punishment.

Uploaded by

Clarisse Esmores
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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La Carlota City College

Graduate School
La Carlota City

Clarisse G. Esmores Philosophy of Education


(Sunday, 7:30 – 5:00)

NATURALISM

Naturalism is a term loosely applied in educational theory to systems of training that are not
dependent on schools and books but on manipulation of the actual life of educand. Naturalism is an
artistic movement advocating realistic description: in art or literature, a movement or school advocating
factual or realistic description of life, including its less pleasant aspects. In literature, the doctrine
rejecting spiritual explanations of world: a system of thought that rejects all spiritual and supernatural
explanations of the world and holds that science is the sole basis of what can be known. A belief that
all religious truth is derived from nature and natural causes, and not from revelation.
METAPHYSICAL POSITION OF NATURALISM

For the concept of God, naturalist God is within nature. He is not all nature nor more than nature.
For the Concept of Self, the self seems to be an organization of experience in each individual which is
constantly developing and changing. Naturalists are not much interested in the concept of soul of man.

EPISTEMOLOGICAL POSITION OF NATURALISM

In terms of theory of knowledge, naturalism highlight the value of scientific knowledge.


Naturalism also lay stress on sensory training as senses are the gateways to learning. Simple induction
is the logic of naturalism.

AXIOLOGICAL POSITION OF NATURALISM

Naturalism believes that nature is versatile and values of life are created by the human needs.

Ethical Value – Ethics of naturalism is hedonistic.


Aesthetic Value – Nature itself provides the criterion for beauty.
Social Value – Rousseau’s naturalism rooted man in Nature rather than society.

NATURALISM IN EDUCATION

Naturalism is based on the assumption that nature represents the wholeness of reality.
Education must conform to the natural processes of growth and mental development. It is the make-up
of the learner that determines the character of the learning process, not the designs of teachers of the
learner or there simply will be no learning. Education should be pleasurable. This readiness for specific
kinds of activity is evidenced by their interest. Education should engage the spontaneous self-activity
of the child.

AIMS AND OBJECTIVES OF EDUCATION

The naturalistic hierarchy of educational objectives represents a complete reversal of traditional


purposes of the school. Education is for the body as well as the mind; and this should not be forgotten.
Even if it were possible, there is no point in making a man mentally fit for life and neglecting his physical
fitness. For the child has a body, or, to be more accurate, he is a body, one of his first requirements
therefore, is to be healthy, a vigorous animal, able to stand the wear and tear of living.
Since the naturalist denies the validity of any aims outside the natural sphere, their concern must
be with immediate or proximate aims. Perhaps these aims might be summed in the dictum that schools
should develop the “whole child,” that is, the entire natural organism.

1. Self-preservation is the first of the five objectives. In order to live completely, as man has
first of all to live, he has to continue his own existence
2. Securing the necessities of life. It is especially in the realm of developing economic
efficiency that education helps in preserving life.
3. Raising children. Education should deal unashamedly both with the care of children in the
nursery and the discipline of them as growing boys and girls.
4. Maintenance of social and political relations. Beyond the home in the far-reaching social
structure, man must have some understanding and mastery of social and political processes if living is
to be complete.
5. Enjoyment of leisure. Life is not all serious struggles, keeping physically strong, earning a
living, being a responsible parent and an earnest citizen.

THE CONCEPT OF TEACHER

The teacher’s role is to remain in background. The natural development of child should be
stimulated. According to naturalists the teacher is the observer and facilitator of the child’s development
rather than a giver of information, ideas, ideals and will power or a molder of character.

THE CONCEPT OF STUDENT

Rousseau once commented that, “Everything is good as it comes from the hands of the author
of nature. Man meddles with them and they become evil.” Its curriculum is usually based on the
needs, interests and abilities of the child in relation to its levels of development. So, a child-centered
curriculum forms an amicable answer of the Naturalist.

As a doctrine, naturalism does not favor in imposing any boundary on the children. So advocates
of this theory think that each and every child has the power to and demand of his own to frame
curriculum. Later on naturalism was influenced by scientific development. So the thinkers think that to
give natural pleasure to man, science should be utilized in life. Hence, their concept of curriculum also
changed. They have advised to include the following in the curriculum: 1) Science dealing with nature
will include Physics, Chemistry, and Botany etc; 2) Mathematics and Language; 3) History and Social;
4) Agriculture and Carpentry; 5) Physical Education and Health Training; and 6) Drawing.

METHODOLOGY OF INSTRUCTION

Methods of instruction should be inductive. This follows from Nature’s advice that teaching make
fullest use of the self-activity of the pupil, telling him as little as possible and encouraging him to discover
as much as possible for himself. The educational implications of the naturalistic theory holds that good
education is pleasurable, thus, methods of teaching should be based upon the belief that the child is
not averse to learning, but enjoys it. Teaching methods and materials will appeal to student’s natural
inclination to learn.

The process of discovery is given importance. The activities like excursions, fieldtrips and
practical experiments are recommended to enhance learning.

In the first place, the naturalist is opposed to the formalized teacher-centered methods of the
medieval and Renaissance scholars, many of which persist to this day. Naturalism maintains that all
teaching methods should be based on experience. Since they rely on the inductive method, they insist
that the first criterion for judging the value of a teaching method should be based on self-activity of the
pupil finding the answers for himself. A second characteristic of naturalistic teaching learning methods
is found in their conformity to the natural development of the pupils. A third characteristic of naturalistic
methodology is that all educational activities should be enjoyable to the child.

CONCEPT OF DISCIPLINE

Punishment should be constituted by natural consequences of wrong deeds; should be certain,


but tempered with sympathy. As we should teach in accordance with the rhythms of nature, so we
should also punish as nature punishes. The freedom of child disciplines him and he is naturally
controlled by his own learning and experiences. There is stress given to discipline by natural
consequences.

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