Philosophy of education, history of philosophy, scope and nature of philosophy and aims of education.

1. By: Richard S. Marcelo
MEE-CpE

2. Critical Thinking
Analytical Thinking
Individual difference
Appreciation of the whole person
Understanding of human thoughts and
behaviour
Professional ethics and conduct
Skills in presentation and persuasion

3. Part I. Philosophy of Education and its meaning
Philosophy is the study of general and fundamental
problems, such as those connected with reality,
existence, knowledge, values, reason, mind and
language. The Ancient Greek (philosophia) was
probably coined by Pythagoras and literally means
"love of wisdom" or "friend of wisdom. Philosophy has
been divided into many sub-fields. It has been divided
chronologically (e.g., ancient and modern); by topic
(the major topics being epistemology, logic,
metaphysics, ethics, and aesthetics); and by style (e.g.,
analytic philosophy).

4. What is a philosophy of education, and why
should it be important to you?
Behind every school and every teacher is a set of related
beliefs--a philosophy of education--that influences
what and how students are taught. A philosophy of
education represents answers to questions about the
purpose of schooling, a teacher's role, and what
should be taught and by what methods.

5. Philosophy of education can refer to either the academic field
of applied philosophy or to one of any educational philosophies
that promote a specific type or vision of education, and/or
which examine the definition, goals and meaning of education.
As an academic field, philosophy of education is "the
philosophical study of education and its problems...its central
subject matter is education, and its methods are those of
philosophy. The philosophy of education may be either the
philosophy of the process of education or the philosophy of the
discipline of education. That is, it may be part of the discipline
in the sense of being concerned with the aims, forms, methods,
or results of the process of educating or being educated; or it
may be metadisciplinary in the sense of being concerned with
the concepts, aims, and methods of the discipline.

6. ! Important: Philosophy of
education should not be confused
with philosophy education, which is
the practice of teaching and
learning the subject of philosophy.

7. Glossary of Terms
Philosophy: Love of wisdom.
Aesthetics: The study of beauty, ugliness, and
maybe even the sublime. The question, What is
art?, is an aesthetical one.
Epistemology: The study of belief, truth,
knowledge, and rationality.

8. Ethics: The study of good and evil, right and
wrong, rules and virtues, character and vice,
success and happiness.
Ethics has lots of sub-areas, including:
Business ethics: What is it okay to do?
Legal ethics: Who is it okay to sue?
Medical ethics: When is it okay to clone?
Techno ethics: Why is it okay to tap a phone?

9. Metaphysics: The study of being, or what really
exists. All the 'ultimate stuff' questions are
metaphysical ones. Meta
means after or transcending.
Wisdom: Practical insight for living.

10. Part II. History, Nature and Scope
A. SOCRATES- Socrates was the big-city philosopher
in ancient Athens. Accused and convicted of
corrupting the youth, his only real crime was
embarrassing and irritating a number of important
people. His punishment was death.
Famous quote: "The unexamined life is not worth
living."
 “There is only one good -- knowledge; and only one evil
-- ignorance.”

11. Socrates didn't write books; he just liked to ask
probing and sometimes humiliating questions, which
gave rise to the famous Socratic Method of Teaching.

12. B. Plato -Plato became an enthusiastic and talented
student of Socrates and wrote famous dialogues featuring
his teacher verbally grappling with opponents. Our
wrestler believed in the pre-existence and immortality of
the soul, holding that life is nothing more than the
imprisonment of the soul in a body. In addition to the
physical world, there is a heavenly realm of greater reality
consisting in Forms, Ideals, or Ideas (such as Equality,
Justice, Humanity, and so on).
As his crowning achievement: He wrote a famous
treatise (The Republic) on the ideal society, in which he
expressed the thought that a philosopher, of all people,
who should be king

13. C. Aristotle-Aristotle was Plato's best student. He
went on to become the very well-paid tutor of
Alexander the Great — probably the highest paid
philosopher in history. Aristotle started his own
philosophical school when he was 50 years old.
Although he lived only ten more years, he produced
nearly a thousand books and pamphlets, only a few of
which have survived.

14. This great thinker was called
a peripatetic philosopher (peripateo ="to walk
around") because he liked to lecture to his students
while taking a walk. Another group of philosophers
were called stoicsbecause they preferred sitting
around on porches (stoa) when they shot the breeze.

15. A key theme in Aristotle's thought is that happiness is
the goal of life. Aristotle was a good deal less other-
worldly than Plato. He voluntarily went into exile
from Athens when conditions became a bit politically
dangerous for him, in his words, "lest Athens sin
twice against philosophy."
The founder of logical theory, Aristotle believed that
the greatest human endeavor is the use of reason in
theoretical activity. One of his best known ideas was
his conception of "The Golden Mean" — "avoid
extremes," the counsel of moderation in all things.

16. Confucius- Confucius’ philosophical system reveals
the influence of the Chinese tradition such ancestor
worship, loyalty to the family, respect of the elders,
etc.. It was Confucius who introduced the concepts of
benevolence (jen), ritual (li) and proprietary (yi). He
is also remembered for the so-called Golden Rule that
is based on the principle “Do not do to others what
you do not want done to yourself

17. The philosopher’s political thought was centred
around a strong central government and the Mandate
of Heaven which, however, also included his moral
concepts. According to Confucius, the principle of
succession should not be based on blood line but on
moral merits instead. He argued that the society can
progress only if it is led by virtue and as a result, the
rulers should be an example of virtue to their people.

18. Ancient Indian Philosophy-The term Indian
philosophy refers to any of several schools
of philosophical thought that originated in the Indian
subcontinent, including Hindu philosophy, Buddhist
philosophy, and Jain philosophy. Having the same or
rather intertwined origins, all of these philosophies
have a common underlying themes
of Dharma and Karma, and similarly attempt to
explain the attainment of emancipation. They have
been formalized and promulgated chiefly between
1000 BC to a few centuries AD

19. Jose Rizal-Having been a victim of Spanish brutality,
Rizal had already formed the nucleus of an
unfavourable opinion of imperialistic administration
of his country and people. Social evils like inferiority
complex, cowardice, timidity and false pride pervaded
nationality and contributed to the decay of social life.
Famous Quote: “The youth is the hope of our nation”

20. There should be proper motivation in order to boost
the great social forces that make education a success.
There should be proper motivation in order to create
in the youth an innate desire to cultivate intelligence.
The primary reason of education is to elevate the
country to the highest seat of glory and develop the
people’s mentality.

21. Rizal’s social philosophy dealt with;
1. man in society;
2. influential factors in human life;
3. racial problems;
4. social constant;
5. social justice;
6. social ideal;
7. poverty and wealth;
8. reforms;
9. youth and greatness;
10. history and progress;
11. future Philippines.

22. Nature and Scope of
Philosophy
 What philosophy talks about
Philosophy talks about universals and general
realities. It sees things from the widest perspective. It
perceives things as a whole. It considers the entirety
of being as a vast interconnected system. This is why
philosophy is regarded as a universal discipline. For
example; if philosophy were to talk about man, it
would do so in connection with those elements that
are globally and objectively present in all men.

23. What philosophy does not talk about
Philosophy, due to its nature does not talk about
particulars or individual entities. It is not concerned
with specifics. It would never consider reality in
isolation from the whole. For example; considering
the problem of democracy, philosophy is not
concerned with the democracy of a particular country
alone (like Myanmar) but the concept of democracy
on a global scale.

24. The Love of Wisdom
A philosopher is someone who is obsessed with wisdom.
He is an advocate of knowledge and truth. He desires to
understand what it means to know and what it takes to
consistently and constantly apply knowledge rightly. Thus,
he cherishes wisdom (the right application of knowledge).
From this, we can deduce that everyone is and can be a
philosopher. As long as one is curious to know the what,
why, where and how of occurrences around him, one is
definitely demonstrating an important virtue in
philosophy. However, there remains a difference between
“learned” philosophers and “lay-men” philosophers. A few
scholars belong to the former group, while everyone and
anyone with a sound mind belongs to the latter group.

25.  ii. The asking of fundamental questions
Philosophy is the practical act and habit of asking
fundamental questions about reality. These are those
basic and objective questions that strike at the very
heart of any issue that is concerned with existence as
a whole. In order to properly fulfil this role, a
philosopher has to become annoyingly inquisitive.
This is not to foster irritation or to prove intellectual
power, but mainly to dive deep into salient issues in
order to discover what they are really about.

26. Here's a sampling of some of the questions always under
consideration in philosophy:
Can we really ever know anything?
What is the good in life?
Are we actually free, as we seem to be, or are we just robots
programmed by nature or God?
Are we just bodies, or do we have souls?
Do we survive death?
Is there a God?
Does life have meaning?
What are we like and what should we do? (ethics)
Is the world such that we can do it? (metaphysics)
How do we know all this? (epistemology)
How much faith can we place in this knowledge? (logic)

27. iii. A critically rational enquiry
Philosophy as it were actually began in “wonder”;
wonder about the usual and unusual occurrences in the
universe. These “wonder” sprung out of leisure of the
Greeks, whom were the original proponents of
philosophy. Pioneered by “Thales” the first philosopher,
these ancient Greek thinkers wondered about what the
ultimate and unifying principle of the universe could be.
This dimension influenced the growth of philosophy out
of “religion and mythology” which were based on
pseudo-beliefs about the gods. Hence, there was a need
to be rational, sensible and intellectual about sensitive
issues on human existence. This led to the birth of
philosophy “a rational enquiry that is critical”.

28.  iv. Subjectivity and Objectivity
Man (subjectivity) and the universe (objectivity) are the
dual beings that philosophy is generally concerned with.
The ontological issue of what man is and how he relates
interactively with the universe around him is deeply
grounded in the very presupposition of philosophy. In
relation to this, the concept of “change but basic
continuity” is synonymous with the nature of man and
the universe as philosophical issues. For example, man
is born today and dies tomorrow (change); but, as some
men die, some others are born automatically (basic
continuity). Likewise, we have dry seasons now, and
then rainy seasons next (change); but this is a cyclical
process which goes on continually unending. Thus,
philosophy seeks to analyse the relationship between
these beings and their usual occurrences.

29.  v. Dialectical Argumentation
The art of “dialectics” entails the verbal
communication between a subject and an
interlocutor, of which there is a systematic
pattern of “question and answer” in order to dive
deep into issues, and reach for its underlying
truth. In doing this, there entails some level of
argumentation and logical reasoning, which
asserts a very unique quality of philosophy.

30. Philosophy vs Science
Both philosophy and science are intellectual
enterprises, but they differ in their essential nature
and methodology. Science is an objective study of the
world supposedly existing independently of any
thinking mind. Hence nature it is realistic. But
philosophy does not have any compulsion to be
realistic-though there are realists among
philosophers. There are idealists too, who declare that
the world outside the thinking that the world outside
the thinking mind depends on human experience.

31. Philosophy vs Common Sense
Common sense thrives on what is given by senses. It
does not go deeper into our beliefs and
understanding. It rests contented with the prima
facie- based on the first impression; accepted as
correct until proved otherwise or disprove.
Philosophy is a deep inquiry and asks for the reason
for making any statement about any phenomenon.

32. Core Scope of Philosophy
Epistemology- is the philosophy of knowledge. It is
often called theory of knowledge also. We have the
experience or concept or phenomenon of knowledge.
Philosophy explains that concept. And that is called
epistemology. It is not knowledge of any other thing,
but discussion on the problem of knowledge itself.

33. Metaphysics is the philosophy or theory of the ‘real’.
Knowledge that is studied in epistemology
automatically leads us to the question of the ‘known’.
Knowledge is different from mere thought or
imagination

34. Ethics. Any consideration that you will bring to bear
on your choices will have what is commonly called
the ‘moral’ implication. The sense of goodness or
propriety or duty is central to all human thought and
behaviour. Ethics is the study of human conduct
based on moral impulses and wisdom.

35. Logic is concerned with proper reasoning. The study
of logic features most prominently in the subjects
of philosophy, mathematics, and computer science.
Logic is generally considered formal when it analyzes
and represents the form of any valid argument type

36. Aesthetics and theology are also important
branches of philosophy. The first is concerned with
the inquiry into the nature of beauty and the second
investigates the nature of religious experiences. In
fact aesthetics is concerned with the creation and
appreciation of all arts. Theology, which constitutes a
deep inquiry into religious phenomena, is more
commonly called philosophy of religion.

37. Aim of Education
The aim of education in the fullest and deepest sense
of the word is to foster natural human psychological
growth and development for personal maturity of
moral consciousness or 'conscience' in
conjunction with the unfolding of human
potential in conditions of personal freedom as inner
freedom.
The primary aim of education is to enable the child to
be resourceful in the solution of the problems
connected with his own needs.

38. Critical Thinking and its importance
Critical thinking is the ability to think clearly and
rationally. It includes the ability to engage in reflective
and independent thinking. Someone with critical
thinking skills is able to do the following :
understand the logical connections between ideas
identify, construct and evaluate arguments
detect inconsistencies and common mistakes in
reasoning
solve problems systematically
identify the relevance and importance of ideas
reflect on the justification of one's own beliefs and values

39. Critical Thinking is evaluating information and
evaluating our thoughts in a disciplined way. It is
also the act of analyzing, conceptualizing,
defining, examining, inferring, listening,
reasoning, questioning, and synthesizing. It helps
us refine our thought processes so that we can
think and assess information more
comprehensively. It helps us identify and reject
false ideas and ideologies

40. Analytical Thinking and its importance