SCHOOL OF EDUCATION

Division of Curriculum Studies and Special &

Inclusive Education

ECS 418 – Introduction to Curriculum Theory and Practice

Assessable Task #1- Essay

GIVEN NAME ROBIN

SURNAME MIAG
ID No 2021311352
PROGRAM B. Sci.Edu - Chemistry
TUTORIAL TIME TUESDAY (5pm-6pm)
TUTOR MR K. YAKO
LECTURER MR K. YAKO
How Realism influence curriculum practices in PNG.

Introduction

The heartbeat of every education system around the world is its curriculum (Kawage, 2023). And
philosophical theories are the foundation for every curriculum and its education system. It
develops a broad outlook and helps answering what schools are for, what subjects are important,
how students should learn and what materials and methods should be used. (Ogwara, et.al,2013).
Curriculum development and practices is shaped by various philosophical theories, and one
influential theory in Papua New Guinea’s education system is Realism .It 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(Dutta.S ,2020). Realism emphasizes the importance
of practical knowledge and skills that are directly applicable to real-life situations. This essay
explores how Realism influences curriculum practices in Papua New Guinea (PNG), focusing on
the key aspects of subject matter, teaching methods, Assessments and

Background of Realism

Aristotle is credited with the development of realism. Realism is about viewing the world in terms
of what a person experiences through their senses. This is almost the opposite of idealism and its
focus on the mind. Realist focus on experiencing things through as you may have guessed,
experiences. Experiments in many ways are really just experiences people have had that were
conducted in a scientific manner (Thomas, 2014). According to (Daniel, Boyd & Chapel., 2023),
Realism is the belief developed by Aristotle that there is an absolute reality, and educational
realism attempts to teach students how to find that reality through logical processes. Study of the
natural world, as well as the skill of inquiry, and the scientific method, are all important parts of a
realist classroom.

Just as Plato was reacting to the change that was surrounding him when he developed his views
on idealism, his pupil Aristotle react to idealism by proposing realism. Realism states that objects
we perceive with our senses are independent of our mind. In other words, what see exist
independently of us and our mind (Thomas, 2014)
However, realism is not a rejection of idealism but in many ways an extension of it. Aristotle
thought that everything was made of a combination of form and matter. Form was similar to the
ideals of Plato’s idealism and matter was the new contribution that Aristotle was making which is
a focus on the material aspect of an object. Form or ideas can exist without matter, such as the
ideal or form democracy. Yet matter cannot exist with a form, such as a physical chair with the
idea or form of a chair.

Aristotle further proposed that studying the world or matter would lead to a better understanding
of universal ideas. This concept has had a strong impact on research in the development of
inductive methodology also known as the scientific method.

Subject Matter

Realism advocates for a comprehensive curriculum encompassing science subjects like physics,
chemistry, biology, astrology, and physiology, alongside vocational subjects such as handicrafts
and farming, to equip learners for practical life skills. It emphasizes utilitarian subjects to enhance
individual and societal functioning, while prioritizing language study, particularly in the mother
tongue, to foster effective communication and social interaction skills. Practical studies including
reading, writing, drawing, geography, and mathematics, supplemented by physical activities, are
integral to realism’s educational framework. The experimental method is encouraged for learning
science subjects, enabling learners to tackle challenges systematically. Additionally, realism
promotes field trips to provide direct experiential learning opportunities, discouraging rote
learning in favor of hands-on experiences that bridge classroom knowledge with real-world
contexts (Dutta, 2020)

Furthermore, Realism in curriculum practices in PNG advocates for a culturally relevant

education. It recognizes the significance of incorporating local knowledge, customs, and traditions
into the curriculum. This approach helps students connect their education with their cultural
identity, fostering a sense of pride and belonging.
Teaching Methods

According to (Thomas, 2014) a realistic teacher stresses that students learn through their senses.
This involves teaching methodologies that have students doing and experiencing things rather than
just listening. This can include such activities as field trips, group work, projects. Realism aims to
prepare learners for real and practical life. It calls for teaching-learning methodologies based on
subjects and interests of the learners. According to (Dutta, 2020) realism emphasizes on inductive
and deductive methods of teaching. 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. While deductive 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.

Furthermore, realism also recommend observation and experimental methods of teaching.

Observation methods of teaching 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. While experimental methods recommend giving 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 (Dutta, 2020)

Assessments

Realism in education promoted the idea of preparing students with the practical challenges they
would face in the real world. It emphasizes on assessment that would require critical thinking,
problem solving and analysis of concrete situations. This leads to the development of assessments
such as Performance Based Assessments. This type of assessments measures student’s ability to
perform specific tasks or demonstrate skills rather than recalling Informations. (Kaitlin and
Melissa, 2023) also added that performance-based assessment measures students learning based
on their ability to perform what they learned. Unlike traditional assessments like selecting a
multiple-choice answer from prechosen answers. For instance, in a science class, students might
be asked to design and conduct an experiment to test a hypothesis, with their performance
evaluated based on their experimental design, data collection, analysis, and conclusions drawn.

Furthermore, realism also recommend field trips and case studies. In field trips 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 (Dutta, 2020). While case studies,
assessments often included case studies or simulations that presented students with complex
scenarios to analyze and solve. For example, in business education, for instance, students might
be presented with a case study of a struggling company and tasked with developing a turnaround
strategy, considering factors such as market conditions, financial data, and organizational
dynamics.

Challenges and Considerations

Despite the benefits of Realism in curriculum development, PNG faces challenges in its
implementation. Resource constraints, cultural sensitivity, and professional development are key
considerations. Limited funding and infrastructure hinder the effective implementation of
Realism-aligned practices (Smith, 2018). Additionally, ensuring cultural sensitivity in curriculum
development requires collaboration with local communities (Johnson, 2019). Professional
development is essential to equip educators with the skills needed to facilitate experiential learning
and integrate vocational education (Brown, 2020). Addressing these challenges is critical to
ensuring the success of Realism-aligned curriculum practices in PNG.

Conclusion

In conclusion, Realism significantly shapes curriculum practices in Papua New Guinea (PNG),
emphasizing subject matter, teaching methods, and assessments to provide students with a
practical education. By prioritizing core subjects, hands-on activities, and critical thinking skills,
Papua New Guinea’s curriculum prepares students for real-world challenges. As PNG evolves,
Realism’s influence will continue to play a crucial role in equipping students with the knowledge
and skills needed for their personal and professional growth.
References

Brown, A. (2020). Professional development for Realism-aligned education: Challenges and

strategies. International Journal of Professional Development, 12(2), 145-162.
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