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CR (Critical realism) refers to the branch of philosophy that differs between the observable and real-world (Schiller, 2016). This essay is set to discuss how I would use my knowledge of critical realism to help student coming from another province and has no friends.
There are three major principles of critical realism that I would like to use while dealing with students with diverse religions that have no friends. These principles are ontological realism, epistemological relativism, and judgmental rationality. The ontological realism suggests that preponderance of reality occurs and operate independently of one’s knowledge of it. Further, there is epistemological relativism that means knowledge is socially produced under particular social and language conditions, and hence it is imperfect and changeable. The judgmental rationality principle says that there must be criteria to judge which thing about the world is superior or inferior (Khazem, 2018). I would help the student by making him capable of problem-solving by him using my knowledge of critical realism. In particular, the knowledge of mine about critical realism enables me to empower myself in terms of understanding the power of ignored fundamental structures and mechanisms that may create barriers in learning procurement and development (Ellaway, Kehoe & Illing, 2020).
Furthermore, I would help him with making new friends in class so that he can also interact with others and can solve his problems. This can also be done by using my knowledge of critical realism as it emphasizes on human relations as configurations that establish but do not control the nature of the social activity. These structures further from the nature of communication that is not directly apparent from the interaction. Further, since critical realism offers a realist foundation to examine the pedagogy and to assist pedagogy (Alderson, 2016). I would use this knowledge of mine that would be responsible for engagement with learning prospects in the school. My main aim is to become the mediator in the student experience whose primary concern is producing student learning. Moreover, as a judgmental role, I would monitor the student's progress by my skills, knowledge, and belief system. Additionally, from the perspective of critical realism, assessment is the most essential element that I would like to use in the classroom to help to solve the problem of students from the different provinces (Wiltshire, 2018).
From the above essay, it can be concluded that there are there principles of critical realism that would be taken into consideration by me to help student from another province. These principles are judgmental rationality, ontological realism, and epistemological relativism. Further, it can be inferred that the knowledge of critical realism is extremely helpful for making social interactions and human relations.
Alderson, P. (2016). The philosophy of critical realism and childhood studies. Global Studies of Childhood, 6(2), 199-210.
Ellaway, R. H., Kehoe, A., & Illing, J. (2020). Critical realism and realist inquiry in medical education. Academic Medicine, 95(7), 984-988.
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), 125-134.
Schiller, C. J. (2016). Critical realism in nursing: an emerging approach. Nursing Philosophy, 17(2), 88-102.
Wiltshire, G. (2018). A case for critical realism in the pursuit of interdisciplinarity and impact. Qualitative Research in Sport, Exercise and Health, 10(5), 525-542.
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