Philosophy

An Overview
Presented by : ALEX F. MANTILE Ph..D - Educl Mgt./ A.U. Foundation of Philosophy

DR. TERESITA P. BULANDAN Professor

Introduction

What is Philosophy?

Origin and History of Philosophy

Philean/ Philos= love + Sophia= wisdom Literally love of wisdom What is wisdom?

Knowledge about universe (Pythagoras) The possession of virtue and power (The Sophists) Awareness of ignorance (Socrates) Philosopher = lover of wisdom

Etymology

The introduction of the terms "philosopher" and "philosophy" has been ascribed to the Greek thinker Pythagoras. The ascription is said to be based on a passage in a lost work of Herakleides Pontikos, a disciple of Aristotle. It is considered to be part of the widespread body of legends of Pythagoras of this time. "Philosopher" was understood as a word which contrasted with "sophist" (from sophoi). Traveling sophists or "wise men" were important in Classical Greece, often earning money as teachers, whereas philosophers are "lovers of wisdom" and not professionals.

What is Philosophy?

Philosophy has been called many things and it can have many meanings Those single words or statements on the right side are only some of them What words would you add?

Wisdom Reality Theories Meaning of Life Nature of being human Life perspectives

Definition of Philosophy

Philosophy Rational attempt to formulate, understand, and answer fundamental questions

Another Definition:
Philosophy Putting the nature of the universe, including meaning, people, and relationships, into an understandable or explainable perspective
What is your definition?

Study of Philosophy

Philosophy searches for knowledge through:

Questions Search for fundamental and abstract truth

The Value of Philosophy

Bertrand Russell

Enlargement of the Self Contemplation increases awareness Mind that studies the universe is great because of the greatness of the universe

Philosophy As Historical

Philosophical thought evolves The thought of two different eras are so intimately connected that a genuine understanding of any one of them requires the understanding of the other. What is important for our purposes is simply to be conscious and sensitive to the importance of history and the historical context in our understanding of philosophy.

Philosophy and Society

Philosophy does not take place in a vacuum, and therefore, the social, scientific, literary, economic and cultural context have a bearing upon the evolution of thought.

Branches of philosophy

Logic

The attempt to codify the rules of rational thought. Logicians explore the structure of arguments that preserve truth or allow the optimal extraction of knowledge from evidence. Logic is one of the primary tools philosophers use in their inquiries; the precision of logic helps them to cope with the subtlety of philosophical problems and the often misleading nature of conversational language.

Epistemology

The study of knowledge itself. Epistemologists ask, for instance, what criteria must be satisfied for something we believe to count as something we know, and even what it means for a proposition to be true.

Metaphysics

The study of the nature of things. Metaphysicians ask what kinds of things exist, and what they are like. They reason about such things as whether or not people have free will, in what sense abstract objects can be said to exist, and how it is that brains are able to generate minds.

Axioloy

An umbrella term for different studies that center upon the nature of different types of value. These different studies include aesthetics, which investigates the nature of such things as beauty and art; social philosophy and political philosophy; and, most prominently, ethics, which investigates the nature of right and wrong, and of good and evil, both in theoretical considerations about the foundations of morality, and in practical considerations about the fine details of moral conduct.

Philosophical Systems or Models

The purpose of the next presentation is to acquaint you with various philosophical systems or models. Each system or model can be interpreted in terms of the education or training of adults.

Once you examine a particular system or model, ask yourself such questions as (a) With what parts do I agree and with what parts do I disagree? (b) How might they impact on or affect the way I train or educate adults? (c) What does the model have to say for my role as an adult educator or trainer?

Examine the visual representation of these notions in the next slide.

Various Philosophical Systems or Models

Can be Interpreted in Terms of Educating/Training Adults

With Implications for Training/Educating Adults

With Implications for Adult Educator Roles

IDEALISM

Meaning is in the ideals of life itself Reality is made up of absolute truths However, a truth sometimes is only in the eye of the beholder Educationally this means the use of inductive reasoning, lecturing Plato was an early key proponent of this model

REALISM

Meaning comes through empirically proven facts Reality is made up of natural laws, facts However, empirical facts are always subject to change Educationally this involves scientific reasoning Chisholm and Whitehead proponents

PROGRESSIVISM

Meaning comes through concrete facts Theory based on truth makes up reality Problem solving and experimenting are instructional techniques But does this diminish the teachers role? John Dewey a leading proponent (had a huge impact on American education)

LIBERALISM

Freedom comes through a liberated mind Humans endowed with reasoning ability Thus, educationally you teach learners the classics and develop their minds But, the past may not relate to modern problems and situations Aristotle was an early proponent

BEHAVIORISM

Human behavior tied to prior conditioning External forces control all human behavior Could learning be too complex for the control of certain behaviors? Teaching methods include behavioral conditioning, feedback, drill and practice B. F. Skinner well known proponent (he also impacted heavily on U.S. education)

HUMANISM

Intellect distinguishes humans from animals Humans have potential/innate goodness Thus, educationally you facilitate and encourage self-direction Some educational needs may be missed? Abraham Maslow early proponent

RADICALISM

People themselves create meaning Knowledge leads to an understanding of reality and, ultimately, necessary change This approach can be idealistic in nature and often leads to confrontation Teach by dialogue and problem solving Paulo Freire prominent proponent

ECLECTICISM

Fortunately, there is a way of dealing with all the various models Eclecticism is not a philosophical system or model, but rather is the synthesizing and per-sonal interpretation of various models to draw out the best components for yourself Thus, you pull the best from various models in any effort to build your own statement of personal philosophy

Thank You!
Presented by : ALEX F. MANTILE Ph..D - Educl Mgt./ A.U. Foundation of Philosophy

DR. TERESITA P. BULANDAN Professor