4. Methaphysics
Meta means beyond the most abstract branch of reality
- Concerned with ultimate reality and deals about beingness beyond the physical
entity.
It seeks to identify and establish the relationships between the categories , if any,
of the types of existent things.
It is the study of what is really real. Metaphysics deals with the so –called first
principles of the natural order and the ultimate generalizations available to the
human intellect.
5. Methaphysics
Study of the nature of reality, of what exists in the world, what it is
like and how it is ordered.
It seeks to identify and establish the relationships between the
categories , if any, of the types of existent things.
It is the study of what is really real. Metaphysics deals with the so –
called first principles of the natural order and the ultimate
generalizations available to the human intellect.
6. It finds answers to the questions such as:
Is there a God?
What is truth?
What kind of things exist?
What is a person? What makes a person the same through time?
Do people have minds? If so, How is your mind related to your body?
What is it for one event to cause another?
7. EPISTEMOLOGY
A branch of philosophy that considers how people come to learn what they
know.
It derives from the Greek word episteme which means knowledge or
understanding. It refers to the nature and origin of knowledge and truth.
It also deals with nature, sources, limitations and validity of knowledge.
(Soccio2007). It investigates the origin structure, methods and integrity of
knowledge.
8. EPISTEMOLOGY
It is the study of knowledge. It is primarily concerned with what we can
know about the world and how we can know it.
As theory of knowledge, it delves into the definition , scopes, and
parameters of knowledge and knowledge formation
In particular, it is the study of nature, scopes and knowledge. It seeks to
seeks to explain how knowledge relates to notions like justifications, truths
and beliefs and how and where it falls in the spectrum of certainty and error.
9. It finds answers to the questions such as:
What is knowledge?
What can we know for certain?
How do we know what we know?
Do we know anything at all?
Can we be justified in claiming to know certain things?
How can we justify beliefs and what makes it justified?
10. LOGIC
Comes from the greek word LOGIKe which means thought and coined
by Zeno , the Stoic .
Branch of philosophy that studies reasoning. It deals with truth and the
validity of our arguments regarding such objects.
It teaches us how to differentiate between good and bad reasoning and
how to construct valid arguments.
The theory of correct reasoning which seeks to investigate and establish
the criteria of valid inference and demonstration.
11. It finds answers to the questions such as:
What is valid reasoning?
How can you distinguish between good and bad argument?
How can you spot fallacies or errors in an argument?
What constitutes good or bad reasoning?
Can we be justified in claiming to know certain things?
How can we justify beliefs and what makes it justified?
12. AXIOLOGY
Branch of philosophy that considers the study
of principles and values.
Concerned with value theory attempts to prescribed
what is good and right conduct.
It is the study of value, the investigations of its nature
, criteria and metaphysical status.
13. AXIOLOGY
The term value theory is used instead of axiology in contemporary
discussions even though the term theory of value is used with
respect to the value or price of good and services in economics.
To put it simply, Axiology looks at the concept of value in
terms of its philosophical terms and argues questions
about nature and what actually is valued.
15. ETHICS
Comes from the Greek word ethos which means
customs, usage or character.
The study of values in human behavior or the study
of moral problems
Explores the nature of moral virtue and evaluates
human actions.
16. ETHICS
Comes from the Greek word ethos which means
customs, usage or character.
The study of values in human behavior or the study
of moral problems
Explores the nature of moral virtue and evaluates
human actions.
17. ETHICS
also known as philosophy of morals as it tries to seek for a means on how to
determine as to whether teh action is to be considered good or evil.
rightness and wrongness of actions
kinds of things which are good or desirable and whether actions are
blameworthy and praiseworthy
18. ETHICS
Everyone in their day to day life tries to conduct themselves
according to some established ethical norms. This philosophical
concept has different applications in a person’s real life. For instance,
there are certain organizations that have ethical committees which lay
down rules of behavior for its employees. Ethics is concerned with
the definition of right and wrong. It elucidates schools of thought
that instruct us how to act in a given situation, which has always been
a matter of contention between philosophers. Every philosopher has
defined it according to their own subjective understanding.
19. It finds answers to the questions such as:
What is good?What makes action or people good?
How should we act?
How do we mean by virtue?
What doies right even mean?
What is right? What makes action right?
How should i treat others?
20. AESTHETICS
Comes from the Greek word aethetis which means harmony.
Branch of philosophy that deals with beauty and harmony.
The study of value in the arts of the inquiry into feelings, judgements, or
standards of beauty and relates concepts. Philosophy of ARts is concerned
with judgements of sense, taste and emotions.
21. AESTHETICS
Comes from the Greek word aethetis which means harmony.
Branch of philosophy that deals with beauty and harmony.
The study of value in the arts of the inquiry into feelings, judgements, or
standards of beauty and relates concepts. Philosophy of ARts is concerned
with judgements of sense, taste and emotions.
23. It finds answers to the questions such as:
What is art?
What makes an artwork succesful ?
Is art an expression of feelings?
Can it be a vehicle of truth?
Is good taste innate or learned
Is art and morality connected?
30. KEYPOINTS
PHILOSOPHY IS DIVIDED INTO THREE MAJOR BRANCHES
: METAPHYSICS, EPISTEMOLOGY AND AXIOLOGY
AXIOLOGY IS THE STUDY OF VALUE AND IS DIVIDED
INTO TWO MAIN PARTS: ETHICS AND AESTHETICS
ETHICS IS THE STUDY OF VALUES IN HUMAN BEHAVIOR
OR THE STUDY OF MORAL PROBLEMS
31. KEYPOINTS
AESTHETICS IS THE STUDY OF VALUE IN THE ARTS OR THE INQUIRY INTO
FEELINGS, JUDGEMENTS, OR STANDARDS OF BEAUTY AND RELATED CONCEPTS.
EPISTEMOLOGY IS THE STUDY OF KNOWLEDGE. ITS IS THE STUDY OF NATURE,
SCOPES AND LIMITS OF HUMAN KNOWLEDGE
LOGIS IS THE BRANCH OF PHILOSOPHY THAT STUDIES REASONING
METAPHYSIOCS DEALS WITH THE SO-CALLED FIRST PRINCIPLES OF THE
NATURAL ORDER AND THE ULTIMATER GE
33. PURPOSES OF EDUCATIONAL
PHILOSOPHY
The word philosophy is derived from two Greek words-
‘Philos’ and ‘Sophia’. Philos means love and Sophia
means wisdom. Thus philosophy means love of wisdom.
Search of wisdom or truth is called philosophy and the
man who engages himself in this search is called a
philosopher. Plato- “He who has a taste for every sort of
knowledge and who is curious to learn and is never
satisfied may be justly termed a philosopher”.
34. PURPOSES OF PHILOSOPHY
Philosophy of Education is the branch of applied or practical
philosophy concerned with the nature and aims of education and
the philosophical problems arising from the educational theory and
practice.
it is a statement (set of statements ) that identifies and clarifies the
beliefs and values and understanding of an individual or group
with respect to education.
35. PURPOSES OF PHILOSOPHY
AS A TEACHER, WHAT IS YOUR
PHILOSOPHY OF EDUCATION?
WHY IS IT IMPORTANT FOR A TEACHER
TO STUDY PHILOSOPHY OF
EDUCATION?
36. PEDAGOGY
it is a term that helps and describe how teachers cultivate, nurture, sustain
and indeed transform learners.
It also encompasses the goals the professional knowledge and beliefs, the
selection of curriculum, the design of learning, the classroom organization,
the teaching and learning strategies, the style of lesson delivery, the nature of
student interaction, the forms of control and discipline and the methods of
assessment chosen by the teacher and enacted in the classroom.
37. PEDAGOGY
A Philosophy of Education should serve to inspires and
direct educational planning, programs and processes in any
given setting.
A philosophy of Education may influence of what subjects or
topics where taught, how they are taught, and perhaps more
importantly, the supporting beliefs and values that are
taught both implicitly and explicitly within and around the
core curriculum .
38. YOU AS A TEACHER
Your Philosophy of Education is your “ window “ to the
world and your “compass” in life
Your attitudes towards problems and life as a whole has
an underlying philosophy.
Your Philosophy of Education is reflected in your
dealings with students , colleagues, parents and
administrators
39. Helps to Decipher The Path of
Learning
Teaching philosophy has been defined as the map, which
provides directions to move ahead.
One may feel lost without a map. In the same way, you are
going to be missed while teaching if a specific path is not
decided.
Hence, a map is always needed to make informed movements.
It is not possible to make students learn something until the
teacher knows why and how he/she wants to teach.
Once you know your path, you will be helping your students to
plan to reach their destinations.
40. ANALYTICAL PHILOSPHY
Analytic Philosophy (or sometimes Analytical Philosophy) is
a 20th Century movement in philosophy which holds
that philosophy should apply logical techniques in order to
attain conceptual clarity, and that philosophy should be
consistent with the success of modern science
Analytic philosophy, also called linguistic philosophy, a loosely related set of
approaches to philosophical problems, dominant in Anglo-American philosophy
from the early 20th century, that emphasizes the study of language and the
logical analysis of concepts.
41. Why is analytic philosophy
important in education?
Analytic philosophy provides a basis for addressing prominent and pressing
questions because it presents findings arising from a systematic study of ordinary
concepts that can offer guidance about how to understand ordinary questions.
The goal of education for an analytic philosopher is making
individual aware of the meaning of homeless, of being at
home, and of the ways of returning. In the strict sense the
teacher is concerned principally with open ended education.
43. What are the characteristics of
Analytical Philosophy?
Analytic philosophy is characterized by an
emphasis on language, known as the
linguistic turn, and for its clarity and
rigor in arguments, making use of formal
logic and mathematics, and, to a lesser
degree, the natural sciences.
45. PRESCRIPTIVE PHILOSOPHY
Prescriptive philosophy is the kind
of philosophy that looks to explain
how the world should be.
Prescriptive claims need to be seen
in contrast with descriptive claims.
46. PRESCRIPTIVE PHILOSOPHY
A prescriptive philosophy is
designed to tell people what they
need to hear in order to maximize
the apparent quality of society.
47. PRESCRIPTIVE PHILOSOPHY
Prescriptive philosophy means to establish
standards for assessing values, judging conduct
and appraising art. It examines what we mean
good and bad, right and wrong, beautiful and
ugly. It seeks to discover and recommend
principles for deciding what actions and qualities
are worthwhile and why they should be.
48. PRESCRIPTIVE PHILOSOPHY
Religion is the world’s biggest
experiment in prescriptive
philosophy – because if we hear
the standard of what is right is the
claim of prescriptive philosophy.
50. INVESTIGATIVE PHILOSOPHY
Investigative philosophy is the thinking
and research we do in order to arrive
at our philosophical ideas; once we
have arrived at them, the investigation
itself withers away to some extent.
51. INVESTIGATIVE PHILOSOPHY
For example, God is good we
investigate some biblical
passages to support some good
deeds, blessings, and others
that could be related to the
goodness of God
52. INVESTIGATIVE PHILOSOPHY
“Education is beautification of the inner world and the outer
world.”
“The possibility of the dream gives
strength.” “Every person has two educations,
one which he receives from others, and one,
more important, which he gives to himself.”
“It is great to do what you love but greater
with the great team.”
53. INVESTIGATIVE PHILOSOPHY
“Education is beautification of the inner world and the outer
world.”
“The possibility of the dream gives
strength.” “Every person has two educations,
one which he receives from others, and one,
more important, which he gives to himself.”
“It is great to do what you love but greater
with the great team.”
56. EDUCATIONAL THEORY
Educational theory is a study
area that seeks to understand
how people learn, how people
apply what they have learned and
how to imporved the efficiency
of educational programs
57. EDUCATIONAL THEORY
It is an overarching term that describes a
collection of theories that explain the
application, interpretation, and purpose of
learning and education.
Theoretical concepts help to explain the
learning process and have the potential to
inform educational approaches, curricula, and
assessments.
58. EDUCATIONAL THEORY
They can also help the learner reflect upon and
understand their own unique learning processes
thereby maximising opportunities for the intended
learning outcomes to be achieved. As such, they are
important as they enable us to understand, evaluate,
and improve the methods of teaching.
59. EDUCATIONAL THEORY
They can also help the learner reflect upon and
understand their own unique learning processes
thereby maximising opportunities for the intended
learning outcomes to be achieved. As such, they are
important as they enable us to understand, evaluate,
and improve the methods of teaching.
60. EDUCATIONAL PRACTICE
Wide range of individual activities, policies and
programmatic approaches to achieve positive
changes in students attitudes or academic
behaviors.
The instructional tasks and strategies that promote learning at each
level and how to sequence and individualize those learning activities-
knowledge on how to cultivate both content knowledge and learning
competencies as part of evryday instructional practices.
61. EDUCATIONAL PRACTICE
CREATE A STUDENT CENTERED LEARNING ENVIRONMENT
Examine how physical set up and teacher role affects student
expectations.
Build relationships that promote a safe and positive environment in
which students are responsible , self motivated and self evaluating.
