This document outlines the philosophy of education according to Dr. Duncan Henry Sisya. It discusses key topics in philosophy of education including teachers' challenges in balancing students' emotional and intellectual development, the importance of both humanistic and technical knowledge, and the role of education in developing students' skills to contribute to society and alleviate poverty. It provides definitions of philosophy and discusses its goal of pursuing truth and wisdom through critical examination of beliefs, values, and knowledge.
A PROJECT PROPOSAL FOR POVERTY ALLEVIATION IN SADC REGION:10 th international...Duncanhensisya
This document outlines Dr. Duncan Henry Sisya's presentation on the philosophy of education. It begins with definitions of philosophy and discusses challenges teachers face related to students' emotional, subjective, and ideal worlds. It also covers the importance of humanistic knowledge, technical knowledge, and education's role in developing skills. The presentation concludes with information about Dr. Sisya's poverty alleviation program in Tanzania and references used.
Philosophy aims to search for meanings, truths, and principles through systematic theories about knowledge, truth, existence, causation, and good. It can be studied subjectively based on one's personal beliefs or more systematically through various philosophical approaches and branches. These include ontology concerning reality, epistemology regarding knowledge, and axiology involving theories of value like ethics and aesthetics. As a philosophy of education, idealism sees reality as consisting of ideas and seeks absolute truth, while realism views reality as objective and emphasizes rational inquiry and practical knowledge.
MIS 49100 Week 7 Professional and Personal Philosophyoudesign
This document provides an overview of the MIS-49100 Methodologies of Project Development capstone course. It guides students to emphasize various methodological approaches to software development, understand relevant theories, and quality control techniques. It also covers interdependence between project phases, testing methods, and tools. The document then shifts to discussing personal and professional philosophy, defining philosophy, and writing a personal philosophy statement. It explores the nature of philosophy and different philosophical schools of thought regarding epistemology, metaphysics, axiology, and other topics.
The document discusses the philosophy of realism. Some key points:
- Realism holds that the external world exists independently of human perception or knowledge. Objects have inherent properties that are objective and discoverable.
- Major proponents of realism include Aristotle, John Locke, and Bertrand Russell. Realism views the external world and nature as reality that can be studied through observation, experience, experimentation, and scientific reasoning.
- Education from a realist perspective emphasizes scientific and practical learning, experience over just book knowledge, and relating students to their natural and social environments to prepare them for successful living.
Formal axiology focuses on concepts of values and value. It aims to provide a framework to connect moral philosophy to the study of axiology. This allows for sorting out the value of different disciplines and distinguishing between them. Meta-ethics examines second-order questions about issues, while normative ethics examines first-order questions. Considering both meta-ethical and normative ethical perspectives is important to fully understand issues and potentially find solutions without losing the original essence or meaning. Research in axiology should consider individuals' values and avoid biases to strengthen outcomes.
Is Philosophy the Biggest Threat to Islam? 1 of 9jkninstitute
What is covered:-
What is philosophy?
Why study philosophy?
Meaning and definition
Objectives and Modern Day Implications
An understanding of the relevance of philosophy today and its relationship with Islam
Aristotle believed that education was essential for citizens and the state. He felt that education helped cultivate people's rationality and allowed them to determine right from wrong. Aristotle saw the universe as orderly and balanced, and felt that education created a balanced state by producing good citizens. Only citizens, and specifically men, were to be educated under Aristotle's views, as he believed women and slaves to be intellectually inferior.
A PROJECT PROPOSAL FOR POVERTY ALLEVIATION IN SADC REGION:10 th international...Duncanhensisya
This document outlines Dr. Duncan Henry Sisya's presentation on the philosophy of education. It begins with definitions of philosophy and discusses challenges teachers face related to students' emotional, subjective, and ideal worlds. It also covers the importance of humanistic knowledge, technical knowledge, and education's role in developing skills. The presentation concludes with information about Dr. Sisya's poverty alleviation program in Tanzania and references used.
Philosophy aims to search for meanings, truths, and principles through systematic theories about knowledge, truth, existence, causation, and good. It can be studied subjectively based on one's personal beliefs or more systematically through various philosophical approaches and branches. These include ontology concerning reality, epistemology regarding knowledge, and axiology involving theories of value like ethics and aesthetics. As a philosophy of education, idealism sees reality as consisting of ideas and seeks absolute truth, while realism views reality as objective and emphasizes rational inquiry and practical knowledge.
MIS 49100 Week 7 Professional and Personal Philosophyoudesign
This document provides an overview of the MIS-49100 Methodologies of Project Development capstone course. It guides students to emphasize various methodological approaches to software development, understand relevant theories, and quality control techniques. It also covers interdependence between project phases, testing methods, and tools. The document then shifts to discussing personal and professional philosophy, defining philosophy, and writing a personal philosophy statement. It explores the nature of philosophy and different philosophical schools of thought regarding epistemology, metaphysics, axiology, and other topics.
The document discusses the philosophy of realism. Some key points:
- Realism holds that the external world exists independently of human perception or knowledge. Objects have inherent properties that are objective and discoverable.
- Major proponents of realism include Aristotle, John Locke, and Bertrand Russell. Realism views the external world and nature as reality that can be studied through observation, experience, experimentation, and scientific reasoning.
- Education from a realist perspective emphasizes scientific and practical learning, experience over just book knowledge, and relating students to their natural and social environments to prepare them for successful living.
Formal axiology focuses on concepts of values and value. It aims to provide a framework to connect moral philosophy to the study of axiology. This allows for sorting out the value of different disciplines and distinguishing between them. Meta-ethics examines second-order questions about issues, while normative ethics examines first-order questions. Considering both meta-ethical and normative ethical perspectives is important to fully understand issues and potentially find solutions without losing the original essence or meaning. Research in axiology should consider individuals' values and avoid biases to strengthen outcomes.
Is Philosophy the Biggest Threat to Islam? 1 of 9jkninstitute
What is covered:-
What is philosophy?
Why study philosophy?
Meaning and definition
Objectives and Modern Day Implications
An understanding of the relevance of philosophy today and its relationship with Islam
Aristotle believed that education was essential for citizens and the state. He felt that education helped cultivate people's rationality and allowed them to determine right from wrong. Aristotle saw the universe as orderly and balanced, and felt that education created a balanced state by producing good citizens. Only citizens, and specifically men, were to be educated under Aristotle's views, as he believed women and slaves to be intellectually inferior.
Philosophical Foundation of curriculum (Edam 514 curriculum development)Boyet Aluan
This document discusses different philosophical foundations of curriculum development. It outlines several major educational philosophies including idealism, realism, pragmatism, existentialism, and essentialism. For each philosophy, it describes their aims, common teaching methods, the teacher's role, and implications for schooling. Additional philosophies covered include perennialism, progressivism, and social reconstructionism. The document also briefly introduces some Eastern philosophies such as Hinduism, Buddhism, Confucianism, and Taoism that have influenced education.
Idealism emphasizes the primacy of mind and ideas over matter. It sees the spiritual world as the ultimate reality. According to idealism, ideas are more important than objects, and knowledge of the mind and soul can only be obtained through ideas. An idealist philosophy of education focuses on boosting intellectual growth, enhancing individualism, and serving social betterment by ensuring spiritual development. The idealist curriculum emphasizes intellectual, aesthetic, and moral activities to make students ideal or spiritual beings. Teachers serve as ideal models who improve students' thinking and create a spiritual learning environment.
Realism, sometimes called naturalism, in the arts is generally the attempt to represent subject matter truthfully, without artificiality and avoiding artistic conventions, or implausible, exotic, and supernatural elements.
Scientific realism is the view that science aims to produce true descriptions of the world, both observable and unobservable aspects. There are varying definitions but most center around the idea that mature, well-established scientific theories can provide truthful or approximately truthful descriptions. Considerations in favor of realism include the success of theories, corroboration of predictions, and selectively optimistic views. However, critics argue that theories are underdetermined by data, the best explanation may still be incorrect, and previous theories have often been proven false. Antirealist positions such as empiricism and constructivism dispute realism's claims about unobservables. The debate between scientific realism and these "antirealist isms" is complex with
This document discusses different philosophies of education including idealism, realism, and pragmatism. Idealism views reality as spiritual rather than physical, and sees the goal of education as developing students' spiritual nature and moral character. Realism believes that reality exists independently of the mind and can be understood through the senses and scientific inquiry. Pragmatism sees education as a means to solve problems and views truth as determined by what works best in a given situation. The document provides details on how these philosophies influence aims, curriculum, teaching methods, and the role of the teacher in education.
This document discusses the relationship between philosophy and education. It defines philosophy as the systematic study of knowledge and reality, with the goal of understanding the world. The major fields of philosophy - epistemology, metaphysics, and axiology - relate to important areas of education like teaching methods, curriculum, ethics, and character development. Philosophy provides guidelines for educational policies and helps develop well-rounded students. While philosophy informs educational theory, practical education also contributes to philosophical understandings. Overall, philosophy lends direction and methodology to educational practices.
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
1. Idealism holds that reality is fundamentally spiritual or mental in nature, rather than material. The world has a spiritual order and individuals are part of a Universal Mind.
2. Knowledge comes from direct observation but is limited, and we interpret the world through conceptual constructs. Values are rooted in existence and relate individuals to the greater whole.
3. Religion is seen as a rational basis for spiritual experience. People experience God through self-consciousness, relationships, and the world. While God is immanent in the world and people, God also transcends individual limitations.
- Idealism focuses on the idea that reality exists in thoughts and ideas rather than material things, and promotes spiritual development. It emphasizes cultivating truth, beauty and goodness.
- Realism believes that reality exists in concrete, material things that can be observed and experienced. It focuses on preparing students for practical life based on child psychology and interests.
- Both philosophies influence curriculum and teaching methods. Idealism includes subjects that promote self-realization, while realism focuses on skills for life. Teachers in idealism guide self-development, while realist teachers present facts objectively.
Idealism is a philosophy that believes ideas or spirit are the true reality, not material objects. It recognizes that ideas, feelings and ideals are more important than physical things. The document discusses the key principles of idealism, including that the spiritual world is ultimately real, ideas are more significant than objects, and the goal of life is spiritual development through truth, beauty and goodness. It also examines different types of idealism and how it influences education through self-realization, spiritual growth, and cultural heritage preservation.
Plato was one of the earliest proponents of idealism, believing that ideas and forms are more real than the material world. He felt philosophers should seek absolute truths and that education should lead students from opinions to true knowledge. His works like The Republic outlined his vision of an ideal society governed by philosopher-kings. Later thinkers like Augustine incorporated Platonic idealism into Christianity, believing the material world is fallen and truth comes from God. Modern idealists like Descartes, Berkeley, and Kant further developed the notion that reality depends on the mind and ideas rather than external objects alone.
This document discusses the relationship between philosophy and education. It defines philosophy as the study of fundamental problems regarding existence, knowledge, truth, values, and more. Philosophy asks questions about the nature of reality, human existence, knowledge, and ethics. The key branches of philosophy discussed are metaphysics (study of existence), epistemology (study of knowledge), and axiology (study of values). Education is defined as the process of facilitating learning and acquisition of knowledge, skills, values, beliefs, and habits. The document explores how philosophy influences education through its perspectives on the nature of knowledge, learning, and values education aims to promote.
This document discusses the educational philosophy of realism. Realism believes that the purpose of education is to provide learners with the essential knowledge about the real world that is necessary to survive and have a happy, successful life. The role of the learner is to understand the real world and apply critical thinking. The role of the teacher is to utilize objective methods to evaluate learners and relate material to their experiences. Teachers should teach facts about subjects like Latin, Greek, science, and history to help students understand reality.
The document provides an overview of key concepts in educational philosophy, including:
- Philosophy centers on questions of reality, truth, and ethics/aesthetics.
- Educational philosophy examines ideas, traditions, and ways of thinking to develop insights into educational problems.
- Content of philosophy includes activities like analysis and attitudes like flexibility.
- Metaphysics, epistemology, axiology, ethics, and aesthetics are the main branches of philosophy.
- Metaphysics deals with existence and reality, epistemology with knowledge, and axiology with values.
Report in foundation of education 101 final reportDaredevil
The document discusses different educational philosophies including idealism, realism, humanism, and pragmatism. It explains that philosophy aims to provide students a logical and systematic theory of education by developing intellectual abilities. Idealism views ideas as more important than material things and focuses on developing the spirit, while realism believes the world consists of material entities and education should transmit culture and develop reasoning. Humanism centers on human dignity, values, and rights. Pragmatism believes concepts should be tested by experience and ideas are true if they work in practice.
This document discusses various philosophies and their implications for education. It defines key philosophical concepts like metaphysics, axiology, epistemology, and logic. It also outlines major schools of philosophy including idealism, realism, pragmatism, and existentialism. Educational philosophies covered are perennialism, essentialism, progressivism, and social reconstructionism. Psychological perspectives on learning like behaviorism, humanism, and constructivism are also defined. The document examines how these different philosophies influence approaches to teaching.
This document discusses the concept and meaning of philosophy. It defines philosophy etymologically as the love of wisdom. A philosopher is described as someone with a curiosity to learn about various topics. The document outlines the specific, wider, and various scholarly definitions of philosophy. It discusses philosophy as a mental activity, way of life, and science. Key characteristics of philosophy include its search for truth and principles through conceptual inquiry. The functions of philosophy are establishing norms, speculative thinking, and critical analysis.
This document discusses the philosophical school of idealism. It defines idealism as the belief that ideas are the only true reality and that the material world is imperfect and changing. It notes that idealists believe we should be primarily concerned with the search for truth, which is found in perfect, eternal ideas rather than the material world. The document outlines some of the key exponents and principles of idealism, such as Plato, that spirit and mind constitute reality, and that values are absolute. It also discusses the epistemology, metaphysics, and axiology of idealism and how it influences education through a focus on character development, self-realization, and preservation of culture.
This document outlines four major philosophical schools of thought in education: idealism, realism, pragmatism, and existentialism. It provides brief descriptions of the key philosophers and beliefs underlying each approach. Idealism focuses on ideas and values, realism believes in objective reality, pragmatism emphasizes problem-solving and experience, and existentialism sees individual perception as reality. The purpose is to present the major tenets of these philosophical perspectives as they relate to educational practice and curriculum.
The document discusses the domains of teaching competence, including educational foundations. It covers the anthropological, philosophical, psychological, and moral foundations of education.
For the anthropological foundation, it discusses how anthropology studies humans and influences education. The philosophical foundation examines different philosophies like idealism, realism, and essentialism that impact education.
The psychological foundation outlines several influential psychologists and their theories. It also discusses theories of motivation such as instinct, drive-reduction, and cognitive theories.
Finally, the moral foundation presents important philosophers from history and their perspectives on morality, including Confucius, Buddha, Socrates, Aristotle, Jesus Christ, and Muhammad. It examines concepts like virtue, good, duty
PROJECT PROPOSAL FOR POVERTY ALLEVIATION IN SADC REGION:10 th international c...Duncanhensisya
I, being the UN./Clinton Foundation Organization Representative seeks for financial support for vulnerable, orphans and widows who are less privileged people in various communities within the SADC Region. I have discovered that there are farms of which can be bought in Tanzania, Malawi and Zambia where Vocational Training Centers can be built including International Schools. Later on, these less privileged people will be self-reliant.So, let us come up together to reduce poverty, hunger and disease in SADC Region and the entire of Africa.
This document provides an overview of a course on Values Education, Ethics, and Moral Education. It discusses key concepts like self, self-concept, values, and values education.
The course aims to help students develop moral well-being by acquiring values that guide appropriate choices and behaviors. It also introduces a framework for ethical decision-making. The course objectives include increasing self-awareness, explaining the evolution of human values, examining values formation, and demonstrating how values and ethics often conflict with realities.
The document outlines the first module which defines terms like self, self-concept, and social identities. It also discusses the Philippines' Values Education Program and conceptual framework, which are meant as guides for implementing values education
Philosophical Foundation of curriculum (Edam 514 curriculum development)Boyet Aluan
This document discusses different philosophical foundations of curriculum development. It outlines several major educational philosophies including idealism, realism, pragmatism, existentialism, and essentialism. For each philosophy, it describes their aims, common teaching methods, the teacher's role, and implications for schooling. Additional philosophies covered include perennialism, progressivism, and social reconstructionism. The document also briefly introduces some Eastern philosophies such as Hinduism, Buddhism, Confucianism, and Taoism that have influenced education.
Idealism emphasizes the primacy of mind and ideas over matter. It sees the spiritual world as the ultimate reality. According to idealism, ideas are more important than objects, and knowledge of the mind and soul can only be obtained through ideas. An idealist philosophy of education focuses on boosting intellectual growth, enhancing individualism, and serving social betterment by ensuring spiritual development. The idealist curriculum emphasizes intellectual, aesthetic, and moral activities to make students ideal or spiritual beings. Teachers serve as ideal models who improve students' thinking and create a spiritual learning environment.
Realism, sometimes called naturalism, in the arts is generally the attempt to represent subject matter truthfully, without artificiality and avoiding artistic conventions, or implausible, exotic, and supernatural elements.
Scientific realism is the view that science aims to produce true descriptions of the world, both observable and unobservable aspects. There are varying definitions but most center around the idea that mature, well-established scientific theories can provide truthful or approximately truthful descriptions. Considerations in favor of realism include the success of theories, corroboration of predictions, and selectively optimistic views. However, critics argue that theories are underdetermined by data, the best explanation may still be incorrect, and previous theories have often been proven false. Antirealist positions such as empiricism and constructivism dispute realism's claims about unobservables. The debate between scientific realism and these "antirealist isms" is complex with
This document discusses different philosophies of education including idealism, realism, and pragmatism. Idealism views reality as spiritual rather than physical, and sees the goal of education as developing students' spiritual nature and moral character. Realism believes that reality exists independently of the mind and can be understood through the senses and scientific inquiry. Pragmatism sees education as a means to solve problems and views truth as determined by what works best in a given situation. The document provides details on how these philosophies influence aims, curriculum, teaching methods, and the role of the teacher in education.
This document discusses the relationship between philosophy and education. It defines philosophy as the systematic study of knowledge and reality, with the goal of understanding the world. The major fields of philosophy - epistemology, metaphysics, and axiology - relate to important areas of education like teaching methods, curriculum, ethics, and character development. Philosophy provides guidelines for educational policies and helps develop well-rounded students. While philosophy informs educational theory, practical education also contributes to philosophical understandings. Overall, philosophy lends direction and methodology to educational practices.
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
1. Idealism holds that reality is fundamentally spiritual or mental in nature, rather than material. The world has a spiritual order and individuals are part of a Universal Mind.
2. Knowledge comes from direct observation but is limited, and we interpret the world through conceptual constructs. Values are rooted in existence and relate individuals to the greater whole.
3. Religion is seen as a rational basis for spiritual experience. People experience God through self-consciousness, relationships, and the world. While God is immanent in the world and people, God also transcends individual limitations.
- Idealism focuses on the idea that reality exists in thoughts and ideas rather than material things, and promotes spiritual development. It emphasizes cultivating truth, beauty and goodness.
- Realism believes that reality exists in concrete, material things that can be observed and experienced. It focuses on preparing students for practical life based on child psychology and interests.
- Both philosophies influence curriculum and teaching methods. Idealism includes subjects that promote self-realization, while realism focuses on skills for life. Teachers in idealism guide self-development, while realist teachers present facts objectively.
Idealism is a philosophy that believes ideas or spirit are the true reality, not material objects. It recognizes that ideas, feelings and ideals are more important than physical things. The document discusses the key principles of idealism, including that the spiritual world is ultimately real, ideas are more significant than objects, and the goal of life is spiritual development through truth, beauty and goodness. It also examines different types of idealism and how it influences education through self-realization, spiritual growth, and cultural heritage preservation.
Plato was one of the earliest proponents of idealism, believing that ideas and forms are more real than the material world. He felt philosophers should seek absolute truths and that education should lead students from opinions to true knowledge. His works like The Republic outlined his vision of an ideal society governed by philosopher-kings. Later thinkers like Augustine incorporated Platonic idealism into Christianity, believing the material world is fallen and truth comes from God. Modern idealists like Descartes, Berkeley, and Kant further developed the notion that reality depends on the mind and ideas rather than external objects alone.
This document discusses the relationship between philosophy and education. It defines philosophy as the study of fundamental problems regarding existence, knowledge, truth, values, and more. Philosophy asks questions about the nature of reality, human existence, knowledge, and ethics. The key branches of philosophy discussed are metaphysics (study of existence), epistemology (study of knowledge), and axiology (study of values). Education is defined as the process of facilitating learning and acquisition of knowledge, skills, values, beliefs, and habits. The document explores how philosophy influences education through its perspectives on the nature of knowledge, learning, and values education aims to promote.
This document discusses the educational philosophy of realism. Realism believes that the purpose of education is to provide learners with the essential knowledge about the real world that is necessary to survive and have a happy, successful life. The role of the learner is to understand the real world and apply critical thinking. The role of the teacher is to utilize objective methods to evaluate learners and relate material to their experiences. Teachers should teach facts about subjects like Latin, Greek, science, and history to help students understand reality.
The document provides an overview of key concepts in educational philosophy, including:
- Philosophy centers on questions of reality, truth, and ethics/aesthetics.
- Educational philosophy examines ideas, traditions, and ways of thinking to develop insights into educational problems.
- Content of philosophy includes activities like analysis and attitudes like flexibility.
- Metaphysics, epistemology, axiology, ethics, and aesthetics are the main branches of philosophy.
- Metaphysics deals with existence and reality, epistemology with knowledge, and axiology with values.
Report in foundation of education 101 final reportDaredevil
The document discusses different educational philosophies including idealism, realism, humanism, and pragmatism. It explains that philosophy aims to provide students a logical and systematic theory of education by developing intellectual abilities. Idealism views ideas as more important than material things and focuses on developing the spirit, while realism believes the world consists of material entities and education should transmit culture and develop reasoning. Humanism centers on human dignity, values, and rights. Pragmatism believes concepts should be tested by experience and ideas are true if they work in practice.
This document discusses various philosophies and their implications for education. It defines key philosophical concepts like metaphysics, axiology, epistemology, and logic. It also outlines major schools of philosophy including idealism, realism, pragmatism, and existentialism. Educational philosophies covered are perennialism, essentialism, progressivism, and social reconstructionism. Psychological perspectives on learning like behaviorism, humanism, and constructivism are also defined. The document examines how these different philosophies influence approaches to teaching.
This document discusses the concept and meaning of philosophy. It defines philosophy etymologically as the love of wisdom. A philosopher is described as someone with a curiosity to learn about various topics. The document outlines the specific, wider, and various scholarly definitions of philosophy. It discusses philosophy as a mental activity, way of life, and science. Key characteristics of philosophy include its search for truth and principles through conceptual inquiry. The functions of philosophy are establishing norms, speculative thinking, and critical analysis.
This document discusses the philosophical school of idealism. It defines idealism as the belief that ideas are the only true reality and that the material world is imperfect and changing. It notes that idealists believe we should be primarily concerned with the search for truth, which is found in perfect, eternal ideas rather than the material world. The document outlines some of the key exponents and principles of idealism, such as Plato, that spirit and mind constitute reality, and that values are absolute. It also discusses the epistemology, metaphysics, and axiology of idealism and how it influences education through a focus on character development, self-realization, and preservation of culture.
This document outlines four major philosophical schools of thought in education: idealism, realism, pragmatism, and existentialism. It provides brief descriptions of the key philosophers and beliefs underlying each approach. Idealism focuses on ideas and values, realism believes in objective reality, pragmatism emphasizes problem-solving and experience, and existentialism sees individual perception as reality. The purpose is to present the major tenets of these philosophical perspectives as they relate to educational practice and curriculum.
The document discusses the domains of teaching competence, including educational foundations. It covers the anthropological, philosophical, psychological, and moral foundations of education.
For the anthropological foundation, it discusses how anthropology studies humans and influences education. The philosophical foundation examines different philosophies like idealism, realism, and essentialism that impact education.
The psychological foundation outlines several influential psychologists and their theories. It also discusses theories of motivation such as instinct, drive-reduction, and cognitive theories.
Finally, the moral foundation presents important philosophers from history and their perspectives on morality, including Confucius, Buddha, Socrates, Aristotle, Jesus Christ, and Muhammad. It examines concepts like virtue, good, duty
PROJECT PROPOSAL FOR POVERTY ALLEVIATION IN SADC REGION:10 th international c...Duncanhensisya
I, being the UN./Clinton Foundation Organization Representative seeks for financial support for vulnerable, orphans and widows who are less privileged people in various communities within the SADC Region. I have discovered that there are farms of which can be bought in Tanzania, Malawi and Zambia where Vocational Training Centers can be built including International Schools. Later on, these less privileged people will be self-reliant.So, let us come up together to reduce poverty, hunger and disease in SADC Region and the entire of Africa.
This document provides an overview of a course on Values Education, Ethics, and Moral Education. It discusses key concepts like self, self-concept, values, and values education.
The course aims to help students develop moral well-being by acquiring values that guide appropriate choices and behaviors. It also introduces a framework for ethical decision-making. The course objectives include increasing self-awareness, explaining the evolution of human values, examining values formation, and demonstrating how values and ethics often conflict with realities.
The document outlines the first module which defines terms like self, self-concept, and social identities. It also discusses the Philippines' Values Education Program and conceptual framework, which are meant as guides for implementing values education
Realism is a philosophy that believes objective reality exists independently of the mind. It emphasizes that knowledge comes from experience of the material world, which can be studied scientifically. According to realism in education, the curriculum should focus on practical subjects that prepare students for real life, teaching should be direct, and assessment should objectively measure what students have learned. Both advantages and disadvantages exist, such as a focus on results but also pressure on teachers and students.
This document discusses perspectives in education and educational philosophy. It begins by defining philosophy and explaining how philosophers think about meaning and interpretation. It then outlines four major educational philosophies: Perennialism, which focuses on teaching enduring ideas and cultivating the intellect; Essentialism, which emphasizes transmitting a core body of knowledge; Progressivism, which emphasizes learning through experience and the interests of the student; and Reconstructionism/Critical Theory, which focuses on social reform and addressing real problems. The document also discusses related theories of learning, including Information Processing, Behaviorism, Constructivism, and Humanism. Each provides a different perspective on how learning occurs.
This document discusses different philosophical foundations of education including idealism, realism, pragmatism, and existentialism. It describes the key aspects of each philosophy including their originators, curricular emphasis, and teaching methods. Idealism focuses on the mind and ideas, realism emphasizes the physical world and facts, pragmatism is concerned with problem solving through experience, and existentialism views reality as subjective to the individual. The document provides an overview of the different philosophical approaches to education.
Tamaso ma Jyotirgamaya: From Darkness to Lightbaidya
Share your knowledge, go from darkness to Light .
In a formal teaching environment, various content and subjects are exchanged between teachers and learners. A student’s learning is assessed only through the contents -its retention, its depth, and width. However, none of these give any measure to the amount of luminance of light that a learner has acquired and passed on during his/her learning processes using content as a vehicle. Thus the acquired luminance of light acts as the learner’s North Star of life – a guiding path. With this, the learner achieves success, builds family, contributes to society, and becomes part of the bonafide citizenry of any nation.
This document discusses three conceptions of philosophy: philosophy as wisdoms, philosophy as ideology, and philosophy as critical inquiry. Philosophy as wisdoms refers to personal reflections and prophetic sayings that are generally accepted without challenge. Philosophy as ideology provides organized principles to structure organizations, but can stretch original intents. Philosophy as critical inquiry focuses on careful questioning and appraisal of any statement, with the goal of determining truth through established rules of inquiry. The document suggests critical philosophy can help educators select among competing wisdoms and ideologies in their practice in a reasonable, unbiased way by analyzing educational debates.
PHILOSOPHICAL PERSPECTIVES IN EDUCATION PREPARED BY SAUD K. KAMAD.pptxSaudKKamad
This document provides an overview of philosophical perspectives in education. It defines four main branches of philosophy - metaphysics, epistemology, axiology, and four world philosophies of idealism, realism, pragmatism, and existentialism. For each branch and philosophy, examples are given of how they relate to and can influence education, including perspectives on the nature of knowledge, reality, morality, and teaching methods. The document aims to help students understand different educational philosophies.
This document provides an introduction to the philosophy of man. It defines philosophy as the study of fundamental questions about existence, knowledge, values, and language through human reason. Philosophy involves thinking about and asking questions about the world, universe, and society. The document then discusses some notable ancient Greek philosophers such as Socrates, Plato, and Aristotle and their contributions. It also explains the difference between holistic and partial thinking perspectives. Holistic thinking considers large-scale patterns while partial thinking focuses on specific aspects. The document emphasizes that philosophy utilizes holistic thinking to make sense of problems related to the human experience.
The document discusses educational psychology and defines key concepts. It provides 3 definitions of educational psychology as the scientific study of human behavior in educational settings (Crow and Crow), the application of psychological findings to education (modern view), and the science that studies the "internal experiences" in education (Wilhelm Wundt, 1892). It then discusses the role of the teacher in students' physical, cognitive, and social development at the secondary school level. The teacher should support cognitive development through scaffolding, promote healthy physical development, and help with socio-emotional development and identity formation during this stage.
Running Head The value of philosophy1The value of philosophy.docxtoltonkendal
Running Head: The value of philosophy 1
The value of philosophy 5
THE VALUE OF PHILOSOPHY TO THE SOCIETY
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In the society, people view the philosophy as being the most irrelevant discipline amongst all others. This is due to the impression that philosophy has very little to deal with the reality. Additionally, the definition of philosophy also has a major rift arising from the fact that the philosophers cannot form an agreement on particular definition due to the nature if the discipline. Moreover, the world has diverse characteristics of disorder and conflict and therefore the philosophy can only but try to understand reality through pointing out different viewpoints as everything in the universe is not known by man.
Perspectives of philosophy
1. As a search for reality
In this context, philosophers perceive the discipline as being a search for the realities that exist in the world and how mainly how everything in the world exists i.e. the philosophers seek to acquire basic knowledge or ideas about something in the world. Some examples in history include Thales, Anaximenes and Anaximander’s attempts to understand the role and importance of water, air and limitlessness and infinity respectively.
2. As a nature explanation
Philosophers perceive the discipline as being critical in the explanation of nature itself. This can be related to the fact that the ancient Greeks philosophers utilized human reasoning in their effort to understand the world. They sought to understand nature through reasoning that was separate from religion and myths but they did not obliterate their existence.
3. Metaphysical systems
This deals with efforts aimed at understanding every object that exists in the world and the correlations between them.
4. Critical analysis of language
The discipline seeks to produce clarity on specific terms while also explaining the logic parts of the terms. Philosophers argue out that having a clear definition of the terms puts us in a position to know what we are specifically talking about.
5. Searching for the ideal ,life
Philosophers argue out that the discipline helps determine what life is and the ideal way to live it.
6. Overall existence of man
Some philosophers perceive the discipline as being the search for the truth with man being the most critical determinant its discovery. In essence, man’s interests, relationships with other people, experiences and reasoned would be critical in achievement of the truth.
The role of philosophy in the society
Despite the various perceptions philosophy, the discipline has extreme importance to the society. A nonexistence of philosophy would be detrimental to the society judging from the fact there would be no importance of what was good, of value or ethically correct. Philosophy is very critical in dealing with problems in the society as it helps man to solve these problems. In the event that these problems ar ...
A brief summary of my report in our class.
Credits to the author of the book 'Philosophy of Education in Phil. Setting'
by Herman C. Gregorio & Cornelia M. Gregorio
And to Mr. Sunga as our professor.
Philosophy is the loving pursuit of wisdom and truth. It influences education by determining aims, curriculum, methods, and evaluation. Naturalism is a philosophy that believes only natural laws govern the world, excluding supernatural elements. It emphasizes the physical world and evolution. In education, it focuses on child-centered learning through activities, play, and exploration guided by the teacher. However, it lacks emphasis on ideals and spiritual values.
Philosophy module 1 - The Meaning and Method of Doing PhilosophyRey An Castro
Philosophy Module 1: The Meaning and Method of Doing Philosophy of Rey An C. Castro, LPT., was created as a tool for teaching Philosophy in senior high school students.
The author aims to help educators and students in teaching and learning Philosophy.
The document provides an overview of the study of philosophy. It discusses key figures and theories in the history of philosophy and provides definitions of philosophy from different philosophers. It also outlines different areas of philosophy including theoretical philosophy which examines metaphysics, epistemology, and ethics as well as the importance, functions, and meaning of philosophy.
RELATION BETWEEN PHILOSOPHY AND EDUCATIONGIZELLEPEERO2
Here are the answers to the questions:
1. Philosophy and education are related in the sense that philosophy provides the theoretical foundation for education while education applies philosophical ideas in practice. Philosophy determines the aims, objectives and principles of education. It helps establish a value system to be imparted through education. For example, ideas from philosophy of existentialism influence how we design education to help students find meaning and purpose.
2. The three main branches of philosophy are:
- Metaphysics - concerns reality and existence. It deals with fundamental questions about the nature of being and the structure of reality.
- Epistemology - concerns knowledge, truth and justification. It deals with questions about the origin, nature, limits and validity of
RELATION BETWEEN PHILOSOPHY AND EDUCATIONGIZELLEPEERO2
This topic focuses only on the branches of philosophy and the relationship between philosophy and education. It also consist definitions, aims and implications of the philosophy in education.
Objectives
1.Discuss branches of philosophy named as metaphysics, epistimology and axiology.
2.Explain the meaning of the three branches of philosophy and its implications in education
3. Understand the philosophy and ethical principle under the field of education
4.Compare how philosophy & education are related to each other.
Lesson 1 introduction to the Philosophy of the human persongoddesshera
The document discusses the importance of philosophy and philosophical reflection. It provides examples of philosophical questions at different levels - simple, serious, and deep. Philosophy is defined as the love of wisdom, and philosophers are those who engage in philosophical thinking and reflection. The document also distinguishes holistic from partial thinking and discusses how philosophy utilizes more of a holistic perspective. It provides examples of how reflection and philosophical thinking can benefit individuals.
Realism is a philosophy of education that believes the world is made up of real, substantial material entities. It emphasizes practical and scientific education based on real-world experiences over theoretical ideas. The key aspects of realism discussed in the document are:
1. It believes education should be grounded in the real world through observation, experimentation, and developing useful skills.
2. There are several types of realism discussed, including social realism, humanistic realism, sense realism, and scientific realism.
3. The objectives of education according to realism are to develop practical and vocational skills to enable students to adjust to life and fulfill their duties as citizens.
4. The educ
Teaching Philosophy, Theories, And Pedagogies Work For...Heather Dionne
This document discusses and compares three major learning theories: behaviorism, cognitivism, and constructivism. Behaviorism believes that learning is based on associations between stimuli and responses through reinforcement. Cognitivism focuses on how the brain processes information and memory. Constructivism holds that learners construct knowledge based on their experiences. The document explores the key aspects and differences between these three theories.
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CALL PAPER OF PHILOSOPHY:Paper of philosophy botwana international university
1. BOTSWANA INTERNATIONAL
UNIVERSITY OF SCIENCE & AMP
TECHOLOGY:
PHILOSOPHY OF EDUCATION
PRESENTED BY: DR. DUNCAN HENRY SISYA,
POVERTY ALLEVIATION,
DEPARTMENT OF EDUCATION,
P.O. BOX 25632, SEGEREA,
DAR-ES-SALAAM, TANZANIA.
E-MAIL:duncanhensisya@yahoo.co.uk; dr.duncanhensisya@gmail.com;
hensisya@gmail.com
WEBSITE: http://www.LinkedIn.com
2. TABLE OF CONTENTS:
• DEFINITION OF PHILOSOPHY
• TEACHERS’ CHALLENGES
• HUMANISTIC KNOWLEDGE
• TECHNICAL KNOWLEDGE
• THE ROLE OF EDUCATION IN
ACTUALIZING MAN’S SKILLS
• POVERTY ALLEVIATION PROGRAM
• BIBLIOGRAPHY/SOURCES OF
INFORMATION
3. PHILOSOPHY OF EDUCATION:
DEFINITION: Philosophy is the love of wisdom. This is the most
historical definition which has carried over to the contemporary days.
The definition is a literal translation of two Greek concepts “Philia”
and “Sophia” which mean “love” and “wisdom” respectively.
Looking at this definition from a different angle, it simply means
search for wisdom. Some philosophers interpret it as pursuit of truth.
The pursuit is focused on people’s opinions or thoughts. It may also
focus on the assumptions you or other people make about the world,
people themselves and values they cherish. You will discover that in
philosophy, the basis for wisdom is the search for truth.
Also philosophy focuses on reality as opposed to superficiality. At the
same time, it concerns itself with that which ought to be or the real
ideal. This is contrast with that which is widely believed in without
consistent reasoning about it.
In the final analysis, philosophy is a subject which exposes you to:
• The Science and art of systematic thinking. It engages you in
philosophical activity. Philosophical activity is, in part, asking
philosophical questions; actual pursuit of truth and wisdom.
• Re-examining the basic foundations of your outlook or the
attempt to acquire another nature or life which is examined,
coherent, consistent and rationalized.
• Re-examining your thoughts, beliefs and values which you have
guarded jealousy up to now without subjecting them to the
sieve of reason.
As you will realize, philosophy is a subject that will give you
genuine principles which will help you to:
• Unearth or rediscover the truth in what you think you as an
individual and about others know. This includes the
scientific discoveries which are made all the time.
• Rediscover the truth behind traditional values and
convictions you have held and cherished over the years.
4. • Refocus and re-examine your personal views about
particular and general experiences.
So, philosophy will expose all your conceptions of the universe,
all human and your personal affairs to intensive critical
examination. It will prove to you whether or not your
conception has been based on sufficient or adequate foundation.
It will train you to reasonably, earnestly and seriously peruse
truth for wisdom. It will lead you into realizing that everyone
holds a set of beliefs and principles which guide one’s life and
actions. But you will notice that is not true, that every
individual does, by conscious study and reflection, systematize
those beliefs and principles into a consistent whole. It should
guide you into correct thinking. This means: defining,
rationalizing and systematizing issues. It will guide you into
straight and not crooked thinking.
The activity of learning can be divided into three broad fields
namely:
• The Natural Sciences: These include Physics, Chemistry
and Biology.
• The Social Sciences: These include Sociology and
Psychology.
• The Arts: These include fiction and drama.
It is possible that some of the subjects in the three categories
may overlap but the common characteristics in all these
subjects which differentiate them from philosophy, is that
they can be demarcated into definable particular roles. For
example, Biology has got its role different from that of
Physics and Psychology. We shall notice that one basic
characteristic which distinguishes Philosophy from all these
other disciplines is that while all these disciplines play
particular roles, the role of Philosophy is general. Because of
this unique characteristic, Philosophy becomes a general
subject playing a universal role. It is this generality which
makes Philosophy comprehensive and fundamental.
Philosophy as a discipline is divided into four main branches
and viz:
5. • Epistemology: This is a branch charged with the
responsibility to examine the edifice of knowledge
and truth.
• Metaphysics: The task of Metaphysics is to examine
reality as manifested in the universe.
• Axiology: This branch is divided into ethics and
aesthetics. Its responsibility is to examine values as
manifested in both phenomena and noumena.
• Logic: This is a branch which deals with reasoning
and the examination of arguments in the Sciences and
the Humanities.
According to Philosophy of Education in today’s
world, will be focused on the teachers’ challenges, humanistic
knowledge, technical knowledge, and the role of education in
actualizing man’s skills.
• TEACHERS’ CHALLENGES:
As regards the nature of man, as a teacher, will face
challenges at three levels. You will find problems
with the emotional nature of man. The elements
within emotion are mainly innate. That is to say, they
are inborn. These elements work on the principle of
enhancing pleasure and avoiding pain at any cost.
Maximization of pleasure works in close
collaboration with the human inner energy of desire,
feeling, wish, need and want. In its attempt to avoid
pain both physical and psychology, this inner energy
is always in constant conflict with the expectations
of society or other individuals.
As a teacher, you are faced with a formidable
problem of harmonizing this inner world of
subjective experience with the world of objective
reality. As you know the inner energy of desires can
be generated as a result of inner excitation of the
psychic of the individual or external stimulation by
6. influences outside the control of the individual. So,
the onus is on you as a teacher to ensure that the
inner self of the individual is allowed to grow and
develop without being destroyed by selfish
expectations of society by the wanton selfish needs
of the individual.
After the emotional level, you will yourself face to
face with the level of reality. The problem arises
here because the subjective real component works
hand in hand with the objective real component. For
instance, the feeling of thirst emerges from the inner
subjective self. But the satisfaction of thirst which is
a drink is found in the external objective world. So
conflicts are likely to emerge regarding the means by
which this drink is obtained. If the means is wrong,
the individual may be offended or society may be
offended while emotion aims at taming the excesses
of subjective emotion. As a teacher, your challenge
is to ensure that the student develops into a balanced
being, or an individual capable of controlling his
emotions without allowing the demands of society to
destroy his inner subjective natural self.
The third challenge which you will grapple within
your classroom is harmonizing the real objective
world of the student and the real world of society.
The ideal world comprises of instruments such as
laws, rules, regulations, norms and generalized
experiences based on specific cultures, customs and
traditions. The standards are put in place in order to
ensure proper functioning of your society. As a
teacher, one of your important challenges is to train
your students to think in a manner which is original.
Sometimes original thought and reason conflicts
7. with traditional standards. Yet as you know, it is
original thought and reason which leads to creativity.
Creativity leads to revolution and it is revolution
which sometimes revamps culture and leads to better
society.
As a teacher, your challenge is to ensure that you
develop individual original creative thought in your
students and at the same time helping them to respect
authority based on societal standards.
• HUMANISTIC KNOWLEDGE:
Before man act successfully in any profession, he
must first of all acquire knowledge which will enable
him behave and function as a human being in any
society. This knowledge will be acquired from
humanities. So, technical knowledge which
orientates an individual towards a certain specialized
profession must either be preceded by knowledge
from humanities or you must teach your students the
two components concurrently. It is the humanities
which will help your student to tame his emotional
nature. If this aspect is neglected in favour of
technical knowledge, your students, however skilled,
they will be in their professions. They will always be
in conflict with their fellow workers. So, you should
use knowledge first of all to shape your students to
behave like human beings at their places of work.
Unlike animals, man uses his powers of reason
which must be consciously trained to help him
coexist with fellow man. However technical
knowledge is equally important. It is this knowledge
which provides man with the skills of survival. It is
to this type that we now turn our attention.
8. • TECHNICAL KNOWLEDGE:
After training the powers of thought, you need to
match this knowledge with the gaining of limbs. It is
true that some professions require only intellectual
skills but in the fast moving world; it is necessary to
train both the powers of the intellect and the powers
of the limbs. When you look at man closely, you
discover that he was designed to work. His hands are
designed to grasp things, his spine is designed to lift
and sustain heavy loads. Man is a problem solver.
When confronted with problems, he uses his mind to
think of a solution. Then he identifies the proper
limb to do the action. Success in this endeavor calls
for creativity. For instance, the problem of satisfying
hunger, led man into inventing tools for cultivation,
and cooking food. In this exercise, the brain and the
limbs are involved.
You should emphasize it to your student that is the
actionable nature of man which has helped to
transform the universe into what it is now. The
wonders of Science and technology, the break-
through in the world of medicine, the sophistication
in communication and telecommunication, in
transport, agriculture, warfare and computer
technology; all these break-through are a
consequence of man’s creative mind working in
conjunction with his limbs. At this juncture, we need
to ask ourselves the role of education in this mental
and limb sophistication.
9. • THE ROLE OF EDUCATION IN
ACTUALIZING MAN’S SKILLS:
Man’s environment is physical, biological, and social. These
different aspects of the environment though different, do
work hand in hand. Man needs to cultivate, through
education, the intellectual and the technical skills in order to
cope with the complexities of the environment. It is
education which frees man from his emotions. It is still
education which exposes man to the objective reality as it
exists from inner reality and it is still education which brings
man to grip with ideals of his society. Man, because of his
actionable nature feels of his society. This is because by
nature, man is made to value work. Without work, man
cannot survive. His body depreciates into diseases and
finally it decays. So, as a teacher you are professionally
obliged to teach your students the value of work. As it is
said, “idleness is the mother of evil”. Due to idleness,
research shows that many youths have indulged in drug
abuse and alcohol; they have become addicts of drugs
and alcohol; they have turned to be sex workers
(prostitutes), murderers, thieves, armed-robbers and
thugs. Also, the Bible in II Thessalonians 3: 10-12, says,
“For even when we were with you, we gave you this
command: If anyone will work, let him not eat. For we
hear that some of you are living in idleness, mere
busybodies, not doing any work. Now such persons we
command and exhort in the Lord Jesus Christ to do their
work in quietness and to earn their own living”. So, it is
work which enables man to acquire material and social
possessions. It is work which answers man’s problems of
needs and desires. Without work, man cannot acquire the
basics of life such as food, shelter and clothing. Without
work, man cannot change the environment to suit him. He
cannot invent tools to help him solve his problems. When
man fails to work, he turns into an anti-social being or a
nuisance to society. As a teacher, it is your principle role to
mood your students into actionable beings as nature
10. intended them to be. Without education, man may find it
difficult to value work.
• POVERTY ALLEVIATION PROGRAM:
Since not all have gone to school to obtain education and
due to the epidemic disease of HIV/AIDS, there are groups
of people who are less privileged and they need basic needs.
These less privileged groups of people are orphans,
vulnerable children, street children and widows who are
sixty (60) years) and above according to the Bible. It states
that young widows are encouraged to get married but real
widows are those who are sixty (60) years old (Read I
Timothy 5: 3-16.)
• BIBLIOGRAPHY [REFERENCES/SOURCES OF
INFORMATION]
1. Stroll, A. Popkin R.H. (1976), Introduction to
Philosophy USA Rinehart & Winston, Inc.
2. Wallace, W.A. (1977), The Elements of Philosophy
[Chapter 1]. New York: Society of Saint Paul.
3. Schofield, H. (1972), The Philosophy of Education
[Chapter 1]. London: George Allen & Unwin.
4. Ewing, A.C. (1989), The Fundamental Questions of
Philosophy [Chapter 1]. New York: Rout Ledge.
5. O’ Hear, A. (1988), What Philosophy Is [Chapter 1-
3]. London: Cox & Wyman.
6. Hincliff, P. (1981). The Human Potential. London:
Longman.
7. Donceel, J. (1967), Philosophical Anthropology. New
York: S & W.
8. Breger, L. (1974), From Instinct to Identity. New
Jersey: Prentice-Hall.
9. Midgeley, M. (1981), Heart and Mind. London:
Methane.