The document discusses various philosophical concepts relevant to educational philosophy. It defines philosophy as the love of wisdom and examines essential questions in philosophy of education like what constitutes knowledge and the nature of the learner. It explores branches of philosophy including metaphysics, epistemology, and axiology. It profiles influential philosophers like Socrates, Plato and Aristotle and their contributions. It also analyzes philosophical perspectives like idealism, which views reality as existing in the mind, and realism, which sees an external reality knowable through the senses.
- Philosophy is considered the pinnacle of human knowledge and the source from which all other branches of learning originate. It aims to cure moral afflictions in mankind by digging into the root causes of human problems and discovering true solutions and remedies.
- Before the Christian era, philosophers such as Confucius, Plato, and Aristotle were chosen to rule over peoples due to their philosophical wisdom and knowledge. Aristotle in particular taught Alexander the Great.
- Philosophy serves three roles - for rulers, for technological advancement, and as a method of inquiry. It aims to unify, synthesize, universalize, interpret, and deeply explain vast amounts of facts and should combine both reason and experience.
This document discusses several philosophical concepts:
1. Philosophy is defined as the science of the logical foundation of all knowledge and the highest level of generalization from scientific research.
2. Metaphysics is the study of the logical foundations of science and the theory of reality, or the highest generalizations about what exists in the world based on our current knowledge.
3. Key aspects of reality that metaphysics examines include what kinds of things exist, how many kinds there are, and how they are related.
The document provides an introduction to the topic of philosophy. It discusses what philosophy is, stating that philosophy attempts to understand reality and the significance of life through critical reasoning. It contrasts philosophy with science and religion. The document then gives examples of philosophical questions asked by Socrates, Descartes, and Heidegger and the fields of philosophy they relate to. It provides a brief overview of the main branches of philosophy including metaphysics, value theory, and epistemology.
Human: This document discusses the nature and importance of philosophy and logical reasoning. It explains that philosophy involves abstract thinking about existence, knowledge and ethics. Logical reasoning is important for philosophy as it allows us to systematically evaluate arguments and conclusions. The document provides examples of deductive and inductive arguments to illustrate different types of logical reasoning.
Philosophy is the study of fundamental questions about existence, knowledge, values, reason, mind, and language. It involves rationally examining beliefs, developing logical arguments, and considering conceptual frameworks and thought experiments to gain insights into complex topics. Philosophers seek truth and understanding through respectful debate of ideas rather than fighting, with the goal of reaching well-supported conclusions by considering multiple perspectives. Major areas of philosophy include logic, epistemology, metaphysics, ethics, aesthetics, and political philosophy.
This document provides an outline and discussion questions for chapters 13 and 14 of a textbook about metaphysics and philosophical views of personal identity. Chapter 13 introduces the topics of monism, dualism, materialism, and idealism as different philosophical answers to the question of what constitutes a person. Chapter 14 discusses arguments for materialism, including that evolution implies humans have no souls, the possibility of artificial intelligence, and that human behavior and thought can be explained by brain chemistry alone. It also considers objections to the dualist view that minds and bodies interact.
Plato's Allegory of the Cave describes prisoners chained in a cave seeing only shadows on the cave wall from objects carried behind them. The prisoners believe the shadows are reality. When one prisoner escapes and sees the true objects, he realizes the shadows were an illusion. Similarly, our everyday perceptions are like the shadows, while true knowledge comes from contemplating the forms, or true nature of reality outside the cave.
This document discusses fundamental philosophical questions and the nature of philosophy. It begins by listing 14 fundamental questions, such as "What is truth?" and "How should we live?". It then defines philosophy as the love of wisdom and the rational analysis of concepts. The document outlines some key philosophers like Plato, Aristotle, Descartes, and Marx and their views on philosophy. It also lists some functions of philosophy like clarity of ideas, use of logic, and developing understanding.
- Philosophy is considered the pinnacle of human knowledge and the source from which all other branches of learning originate. It aims to cure moral afflictions in mankind by digging into the root causes of human problems and discovering true solutions and remedies.
- Before the Christian era, philosophers such as Confucius, Plato, and Aristotle were chosen to rule over peoples due to their philosophical wisdom and knowledge. Aristotle in particular taught Alexander the Great.
- Philosophy serves three roles - for rulers, for technological advancement, and as a method of inquiry. It aims to unify, synthesize, universalize, interpret, and deeply explain vast amounts of facts and should combine both reason and experience.
This document discusses several philosophical concepts:
1. Philosophy is defined as the science of the logical foundation of all knowledge and the highest level of generalization from scientific research.
2. Metaphysics is the study of the logical foundations of science and the theory of reality, or the highest generalizations about what exists in the world based on our current knowledge.
3. Key aspects of reality that metaphysics examines include what kinds of things exist, how many kinds there are, and how they are related.
The document provides an introduction to the topic of philosophy. It discusses what philosophy is, stating that philosophy attempts to understand reality and the significance of life through critical reasoning. It contrasts philosophy with science and religion. The document then gives examples of philosophical questions asked by Socrates, Descartes, and Heidegger and the fields of philosophy they relate to. It provides a brief overview of the main branches of philosophy including metaphysics, value theory, and epistemology.
Human: This document discusses the nature and importance of philosophy and logical reasoning. It explains that philosophy involves abstract thinking about existence, knowledge and ethics. Logical reasoning is important for philosophy as it allows us to systematically evaluate arguments and conclusions. The document provides examples of deductive and inductive arguments to illustrate different types of logical reasoning.
Philosophy is the study of fundamental questions about existence, knowledge, values, reason, mind, and language. It involves rationally examining beliefs, developing logical arguments, and considering conceptual frameworks and thought experiments to gain insights into complex topics. Philosophers seek truth and understanding through respectful debate of ideas rather than fighting, with the goal of reaching well-supported conclusions by considering multiple perspectives. Major areas of philosophy include logic, epistemology, metaphysics, ethics, aesthetics, and political philosophy.
This document provides an outline and discussion questions for chapters 13 and 14 of a textbook about metaphysics and philosophical views of personal identity. Chapter 13 introduces the topics of monism, dualism, materialism, and idealism as different philosophical answers to the question of what constitutes a person. Chapter 14 discusses arguments for materialism, including that evolution implies humans have no souls, the possibility of artificial intelligence, and that human behavior and thought can be explained by brain chemistry alone. It also considers objections to the dualist view that minds and bodies interact.
Plato's Allegory of the Cave describes prisoners chained in a cave seeing only shadows on the cave wall from objects carried behind them. The prisoners believe the shadows are reality. When one prisoner escapes and sees the true objects, he realizes the shadows were an illusion. Similarly, our everyday perceptions are like the shadows, while true knowledge comes from contemplating the forms, or true nature of reality outside the cave.
This document discusses fundamental philosophical questions and the nature of philosophy. It begins by listing 14 fundamental questions, such as "What is truth?" and "How should we live?". It then defines philosophy as the love of wisdom and the rational analysis of concepts. The document outlines some key philosophers like Plato, Aristotle, Descartes, and Marx and their views on philosophy. It also lists some functions of philosophy like clarity of ideas, use of logic, and developing understanding.
Philosophy is defined as the love of wisdom and seeks truth through logical reasoning. It encompasses various disciplines that study different aspects of reality such as aesthetics, epistemology, logic, metaphysics, and ethics. Aesthetics examines the nature of beauty and art. Metaphysics deals with questions about the essence and existence of things and tries to build a picture of reality's structure based on reason. Logic studies correct thinking and the science of reasoning.
1. The document discusses several philosophical topics including the nature of the human person and human nature, interpretations of the human condition, philosophy of religion, philosophy of ethics, and the traditional branches of philosophy.
2. It explores questions about the relationship between mind and body, personhood, human nature, existential anxiety, freedom and responsibility. It also examines whether it is possible to prove God's existence and what it means for something to be good.
3. The main branches of philosophy are identified as logic, aesthetics, metaphysics, ethics, and epistemology and questions within each branch are provided.
This document provides an introduction to a course on philosophy. It defines philosophy as the love of wisdom and the search for meaning. It outlines the course, which will cover definitions of philosophy, why it is studied, its major fields and issues. It discusses perceptions of philosophy and provides reminders for students. Specifically, it emphasizes developing skills in analysis, criticism and synthesis through careful reading. It also explains how the study of philosophy helps prepare students for theological studies by developing rigorous thinking habits and understanding philosophical foundations of religious doctrines.
There are 5 main branches of philosophy: logic, aesthetics, metaphysics, ethics, and epistemology. Logic deals with reasoning and determining whether arguments are sound or conclusions valid. Aesthetics examines beauty in art and music. Metaphysics considers questions about reality and existence. Ethics, also called moral philosophy, analyzes right and wrong. Epistemology studies the nature of knowledge and what can be known with certainty. The document then prompts the reader to classify claims within these philosophical branches.
Plato's allegory of the cave describes the journey from ignorance to knowledge. Prisoners are chained in a cave seeing only shadows on the wall from objects carried behind them. One prisoner is freed and sees the real objects, experiencing pain from the light. After adjusting, he understands the shadows were not reality. If he returns to the cave, his knowledge is ridiculed. Plato uses this to represent the intellectual journey from opinions based on appearances to true knowledge grasped by reason. His divided line further shows progressing from lower to higher thought - from images to intelligence of the forms.
This document provides an overview of philosophy, including its meaning, branches, history, and key figures. Philosophy is defined as the love of wisdom and attempts to answer life's big questions. The main branches discussed are ethics, epistemology, metaphysics, politics, aesthetics, logic, religion, and science. The origins of philosophy are traced back to ancient Greek thinkers like Socrates, Plato, and Aristotle, who asked fundamental questions about reality, knowledge, and how to live.
This document provides an overview of the meaning and nature of philosophy. It begins by explaining that philosophy comes from the Greek words for "love" and "wisdom" and means the love of wisdom. It describes how Pythagoras was the first to call himself a philosopher. The document then discusses how philosophy involves studying fundamental problems about existence, knowledge, values, reason, and language. It also explains that philosophy aims to formulate and answer fundamental questions and look at the world as a whole. The document concludes by outlining some of the main branches of philosophy, including logic, metaphysics, epistemology, ethics, aesthetics, and social and political philosophy.
1. Philosophy analyzes the foundations of other disciplines like science, art, and theology. It investigates concepts like what constitutes good art or how we distinguish truth from error.
2. Philosophy seeks to develop a comprehensive worldview by integrating knowledge from different fields of study. It reflects on life as a totality.
3. Philosophy critically evaluates our most deeply held beliefs and attitudes, especially those held uncritically, to remove elements of irrationality.
Philosophy literally means love of wisdom. It is concerned with epistemology, metaphysics, and ethics. Epistemology deals with questions about knowledge, metaphysics deals with questions about the nature of reality, and ethics deals with questions about morality. Socrates' method of philosophy involved asking questions to unpack philosophical issues and weed out incorrect understandings, moving towards clearer truth. His use of reductio ad absurdum arguments aimed to show the weakness in others' positions by deducing an absurdity or contradiction.
The document discusses the philosophy of the human person from several perspectives:
1. It examines the origins and characteristics of wonder, which Plato identified as the starting point of philosophy. Wonder emerges from mystery, surprise, and the realization that reality is unexplainable.
2. It outlines different philosophical approaches to studying human nature, ranging from the ancient Greek view of humans as part of the cosmos, to the modern emphasis on rationalism and the contemporary focus on existentialism.
3. It explores the beginnings of philosophizing, including wonder, doubt, limit situations, and a restless drive to understand one's identity and find meaning in life. Philosophical inquiry aims for a coherent understanding of human existence as
This document outlines the history of philosophy from ancient to modern times. It discusses major philosophers and philosophical movements throughout different periods including Greek/Hellenistic, Medieval, Modern, and contemporary eras. Key philosophers mentioned include Plato, Aristotle, Aquinas, Descartes, Locke, Kant, and existentialists. Major topics of philosophy covered include rationalism, empiricism, idealism, pragmatism, and existentialism. The document also discusses the scientific revolution sparked by Copernicus and Galileo and influence of philosophers like Bacon, Hobbes, and Rousseau during the Enlightenment era.
Philosophy is defined as the love of wisdom and seeks truth through logical reasoning. It encompasses various disciplines that study different aspects of reality such as aesthetics, epistemology, logic, metaphysics, and ethics. Aesthetics examines the nature of beauty and art. Metaphysics deals with questions about the essence and existence of things and tries to build a picture of reality's structure based on reason. Philosophy helps make knowledge alive and useful, connects us to culture, and allows us to live more deeply.
The document provides an overview of philosophy, including its meaning, nature, scope, goals, importance, branches, and epochs. It discusses how philosophy begins from wonder and wandering. Key points include:
- Philosophy is defined as the love of wisdom and arises from curiosity and desire to learn and understand things.
- Major branches of philosophy discussed are ethics, epistemology, metaphysics, politics, aesthetics, logic, religion, and philosophy of science.
- The origins and early development of philosophy are traced back to ancient Greek philosophers like Socrates, Plato, and Aristotle. Socrates used questioning to arrive at truth and believed the unexamined life was not worth living.
This document discusses various philosophical concepts and debates around epistemology and metaphysics. It covers Plato's theory of forms, Aristotle's four causes, rationalism vs empiricism, Descartes' foundationalism, skepticism, objective vs subjective truth, and thinkers like Kierkegaard and Dostoevsky. Key debates include the nature and limits of knowledge, whether truth resides in the intelligible or physical world, and whether truth is objective or subjective.
The document provides an overview of the history of Western philosophy from ancient Greek philosophers like Plato and Aristotle through the Middle Ages and Renaissance. It discusses key philosophical concepts and debates around topics such as the nature of reality, knowledge, ethics, politics, and the relationship between faith and reason. Major figures and philosophical schools discussed include Socrates, the Stoics, Neoplatonists, Augustine, Aquinas, Copernicus, Galileo, Martin Luther, and Francis Bacon.
Philosophy is the love of wisdom and the systematic search for general opinions and concepts through defining terms, analyzing concepts with logic, and asking questions. It involves thinking about and making sense of the world. There are differing views on what philosophy is, and it may involve continuing to philosophize after basic needs are met. It is a process that can incorporate ambiguity and contradiction rather than require a single definite answer.
Philosophy is defined as the love of wisdom. It is derived from the Greek words "philia" meaning love and "sophia" meaning wisdom. Philosophy involves asking fundamental questions about human thought, knowledge, existence, and reality. It aims to understand the meaning and purpose of life through reasoning. Some key philosophers mentioned include Aristotle, Thales, Empedocles, Democritus, and Heraclitus. Philosophy can be studied both formally as an academic discipline involving fields like ethics, epistemology, and metaphysics, and informally as a personal philosophy to resolve existential questions about the human condition.
1. Philosophy is defined as the love of wisdom and the rational attempt to understand fundamental problems regarding existence, knowledge, values, reason, mind, and language.
2. The main branches of philosophy are logic, metaphysics, epistemology, and value theory. Logic studies rules of reasoning. Metaphysics examines reality. Epistemology considers the nature and sources of knowledge. Value theory encompasses ethics, aesthetics, and social/political philosophy.
3. Ethics examines concepts of right and wrong through descriptive, normative, and metaethical approaches. Aesthetics concerns theories of art and beauty.
Philosophy is a search for meaning and truth. It involves asking questions about fundamental concepts like love, freedom, and justice. Philosophy examines topics through different lenses, like logic, epistemology, metaphysics, ethics, and politics. Studying philosophy provides value by helping people develop arguments to support their beliefs and causing personal growth. For Kierkegaard, philosophy's highest goal is self-understanding, which requires honest reflection on life's most difficult issues.
Ontology refers to theories of reality and existence. There are several categories of ontological theories: monism believes there is only one type of reality; dualism believes there are two (e.g. mind and body); pluralism believes reality is composed of many kinds of things. Descartes' dualism defined mind and body as completely distinct substances that interact mysteriously. Other theories like behaviorism, identity theory, and functionalism are monist attempts to explain mind and body as one substance. Pluralism argues reality is too complex to fit into just one or two categories.
This document discusses the definitions and areas of philosophy. Philosophy is defined as the rational inquiry into basic principles of reality through introspection and rational synthesis. The main areas of philosophy discussed are metaphysics, which investigates principles of reality; epistemology, which studies the nature of knowledge; and axiology, which is the study of values. Philosophy differs from science in that it uses introspection rather than experiments and deals with abstract rather than concrete concepts. Religion is also discussed and defined as the belief in a superhuman controlling power like God.
Philosophy is defined as the love of wisdom and seeks truth through logical reasoning. It encompasses various disciplines that study different aspects of reality such as aesthetics, epistemology, logic, metaphysics, and ethics. Aesthetics examines the nature of beauty and art. Metaphysics deals with questions about the essence and existence of things and tries to build a picture of reality's structure based on reason. Logic studies correct thinking and the science of reasoning.
1. The document discusses several philosophical topics including the nature of the human person and human nature, interpretations of the human condition, philosophy of religion, philosophy of ethics, and the traditional branches of philosophy.
2. It explores questions about the relationship between mind and body, personhood, human nature, existential anxiety, freedom and responsibility. It also examines whether it is possible to prove God's existence and what it means for something to be good.
3. The main branches of philosophy are identified as logic, aesthetics, metaphysics, ethics, and epistemology and questions within each branch are provided.
This document provides an introduction to a course on philosophy. It defines philosophy as the love of wisdom and the search for meaning. It outlines the course, which will cover definitions of philosophy, why it is studied, its major fields and issues. It discusses perceptions of philosophy and provides reminders for students. Specifically, it emphasizes developing skills in analysis, criticism and synthesis through careful reading. It also explains how the study of philosophy helps prepare students for theological studies by developing rigorous thinking habits and understanding philosophical foundations of religious doctrines.
There are 5 main branches of philosophy: logic, aesthetics, metaphysics, ethics, and epistemology. Logic deals with reasoning and determining whether arguments are sound or conclusions valid. Aesthetics examines beauty in art and music. Metaphysics considers questions about reality and existence. Ethics, also called moral philosophy, analyzes right and wrong. Epistemology studies the nature of knowledge and what can be known with certainty. The document then prompts the reader to classify claims within these philosophical branches.
Plato's allegory of the cave describes the journey from ignorance to knowledge. Prisoners are chained in a cave seeing only shadows on the wall from objects carried behind them. One prisoner is freed and sees the real objects, experiencing pain from the light. After adjusting, he understands the shadows were not reality. If he returns to the cave, his knowledge is ridiculed. Plato uses this to represent the intellectual journey from opinions based on appearances to true knowledge grasped by reason. His divided line further shows progressing from lower to higher thought - from images to intelligence of the forms.
This document provides an overview of philosophy, including its meaning, branches, history, and key figures. Philosophy is defined as the love of wisdom and attempts to answer life's big questions. The main branches discussed are ethics, epistemology, metaphysics, politics, aesthetics, logic, religion, and science. The origins of philosophy are traced back to ancient Greek thinkers like Socrates, Plato, and Aristotle, who asked fundamental questions about reality, knowledge, and how to live.
This document provides an overview of the meaning and nature of philosophy. It begins by explaining that philosophy comes from the Greek words for "love" and "wisdom" and means the love of wisdom. It describes how Pythagoras was the first to call himself a philosopher. The document then discusses how philosophy involves studying fundamental problems about existence, knowledge, values, reason, and language. It also explains that philosophy aims to formulate and answer fundamental questions and look at the world as a whole. The document concludes by outlining some of the main branches of philosophy, including logic, metaphysics, epistemology, ethics, aesthetics, and social and political philosophy.
1. Philosophy analyzes the foundations of other disciplines like science, art, and theology. It investigates concepts like what constitutes good art or how we distinguish truth from error.
2. Philosophy seeks to develop a comprehensive worldview by integrating knowledge from different fields of study. It reflects on life as a totality.
3. Philosophy critically evaluates our most deeply held beliefs and attitudes, especially those held uncritically, to remove elements of irrationality.
Philosophy literally means love of wisdom. It is concerned with epistemology, metaphysics, and ethics. Epistemology deals with questions about knowledge, metaphysics deals with questions about the nature of reality, and ethics deals with questions about morality. Socrates' method of philosophy involved asking questions to unpack philosophical issues and weed out incorrect understandings, moving towards clearer truth. His use of reductio ad absurdum arguments aimed to show the weakness in others' positions by deducing an absurdity or contradiction.
The document discusses the philosophy of the human person from several perspectives:
1. It examines the origins and characteristics of wonder, which Plato identified as the starting point of philosophy. Wonder emerges from mystery, surprise, and the realization that reality is unexplainable.
2. It outlines different philosophical approaches to studying human nature, ranging from the ancient Greek view of humans as part of the cosmos, to the modern emphasis on rationalism and the contemporary focus on existentialism.
3. It explores the beginnings of philosophizing, including wonder, doubt, limit situations, and a restless drive to understand one's identity and find meaning in life. Philosophical inquiry aims for a coherent understanding of human existence as
This document outlines the history of philosophy from ancient to modern times. It discusses major philosophers and philosophical movements throughout different periods including Greek/Hellenistic, Medieval, Modern, and contemporary eras. Key philosophers mentioned include Plato, Aristotle, Aquinas, Descartes, Locke, Kant, and existentialists. Major topics of philosophy covered include rationalism, empiricism, idealism, pragmatism, and existentialism. The document also discusses the scientific revolution sparked by Copernicus and Galileo and influence of philosophers like Bacon, Hobbes, and Rousseau during the Enlightenment era.
Philosophy is defined as the love of wisdom and seeks truth through logical reasoning. It encompasses various disciplines that study different aspects of reality such as aesthetics, epistemology, logic, metaphysics, and ethics. Aesthetics examines the nature of beauty and art. Metaphysics deals with questions about the essence and existence of things and tries to build a picture of reality's structure based on reason. Philosophy helps make knowledge alive and useful, connects us to culture, and allows us to live more deeply.
The document provides an overview of philosophy, including its meaning, nature, scope, goals, importance, branches, and epochs. It discusses how philosophy begins from wonder and wandering. Key points include:
- Philosophy is defined as the love of wisdom and arises from curiosity and desire to learn and understand things.
- Major branches of philosophy discussed are ethics, epistemology, metaphysics, politics, aesthetics, logic, religion, and philosophy of science.
- The origins and early development of philosophy are traced back to ancient Greek philosophers like Socrates, Plato, and Aristotle. Socrates used questioning to arrive at truth and believed the unexamined life was not worth living.
This document discusses various philosophical concepts and debates around epistemology and metaphysics. It covers Plato's theory of forms, Aristotle's four causes, rationalism vs empiricism, Descartes' foundationalism, skepticism, objective vs subjective truth, and thinkers like Kierkegaard and Dostoevsky. Key debates include the nature and limits of knowledge, whether truth resides in the intelligible or physical world, and whether truth is objective or subjective.
The document provides an overview of the history of Western philosophy from ancient Greek philosophers like Plato and Aristotle through the Middle Ages and Renaissance. It discusses key philosophical concepts and debates around topics such as the nature of reality, knowledge, ethics, politics, and the relationship between faith and reason. Major figures and philosophical schools discussed include Socrates, the Stoics, Neoplatonists, Augustine, Aquinas, Copernicus, Galileo, Martin Luther, and Francis Bacon.
Philosophy is the love of wisdom and the systematic search for general opinions and concepts through defining terms, analyzing concepts with logic, and asking questions. It involves thinking about and making sense of the world. There are differing views on what philosophy is, and it may involve continuing to philosophize after basic needs are met. It is a process that can incorporate ambiguity and contradiction rather than require a single definite answer.
Philosophy is defined as the love of wisdom. It is derived from the Greek words "philia" meaning love and "sophia" meaning wisdom. Philosophy involves asking fundamental questions about human thought, knowledge, existence, and reality. It aims to understand the meaning and purpose of life through reasoning. Some key philosophers mentioned include Aristotle, Thales, Empedocles, Democritus, and Heraclitus. Philosophy can be studied both formally as an academic discipline involving fields like ethics, epistemology, and metaphysics, and informally as a personal philosophy to resolve existential questions about the human condition.
1. Philosophy is defined as the love of wisdom and the rational attempt to understand fundamental problems regarding existence, knowledge, values, reason, mind, and language.
2. The main branches of philosophy are logic, metaphysics, epistemology, and value theory. Logic studies rules of reasoning. Metaphysics examines reality. Epistemology considers the nature and sources of knowledge. Value theory encompasses ethics, aesthetics, and social/political philosophy.
3. Ethics examines concepts of right and wrong through descriptive, normative, and metaethical approaches. Aesthetics concerns theories of art and beauty.
Philosophy is a search for meaning and truth. It involves asking questions about fundamental concepts like love, freedom, and justice. Philosophy examines topics through different lenses, like logic, epistemology, metaphysics, ethics, and politics. Studying philosophy provides value by helping people develop arguments to support their beliefs and causing personal growth. For Kierkegaard, philosophy's highest goal is self-understanding, which requires honest reflection on life's most difficult issues.
Ontology refers to theories of reality and existence. There are several categories of ontological theories: monism believes there is only one type of reality; dualism believes there are two (e.g. mind and body); pluralism believes reality is composed of many kinds of things. Descartes' dualism defined mind and body as completely distinct substances that interact mysteriously. Other theories like behaviorism, identity theory, and functionalism are monist attempts to explain mind and body as one substance. Pluralism argues reality is too complex to fit into just one or two categories.
This document discusses the definitions and areas of philosophy. Philosophy is defined as the rational inquiry into basic principles of reality through introspection and rational synthesis. The main areas of philosophy discussed are metaphysics, which investigates principles of reality; epistemology, which studies the nature of knowledge; and axiology, which is the study of values. Philosophy differs from science in that it uses introspection rather than experiments and deals with abstract rather than concrete concepts. Religion is also discussed and defined as the belief in a superhuman controlling power like God.
Aristotle was a Greek philosopher born in 384 BC. He studied at Plato's Academy and later founded his own school called the Lyceum. Aristotle made contributions to many fields including logic, metaphysics, politics, and natural sciences. He was a realist who believed that reality exists independently of the mind. Aristotle saw the universe as being in a balanced, orderly state. He believed education was essential for achieving happiness and that it created good citizens. However, he held that only men of noble birth and citizens should be educated, while women and slaves had lesser roles.
of the PDC+++ in Integral Permaculture
see www.PermaCultureScience.com
What is the Integral Model & how does it work? Why is it so significant for this time in history?
In this class we study the integral model in depth & ask why it could be one of the most important maps for directing us in the creation of more sustainable human societies.
Integral theory is an all-inclusive framework that draws on the key insights of the world’s greatest knowledge traditions.
The awareness gained from drawing on all truths and perspectives allows the Integral thinker to bring new depth, clarity and compassion to every level of human endeavor — from unlocking individual potential to finding new approaches to global-scale problems.
This document provides an overview of the field of philosophy by defining what philosophy is, exploring its origins and purposes, and outlining its major branches. It begins by explaining that philosophy arises from human curiosity and desire to understand fundamental questions. It then discusses the etymological roots of the word "philosophy" and defines it as the love of wisdom. The document concludes by listing and briefly describing the main branches of philosophy, including ethics, epistemology, metaphysics, politics, aesthetics, logic, religion, and the philosophy of science.
Philosophy aims to understand the fundamental nature of the world and humanity's place within it. It does so through a love of wisdom and critical examination of knowledge from different perspectives. Philosophical inquiry addresses problems that have no definitive answers and explores alternative interpretations. Philosophy's functions include providing a unified worldview, identifying methodologies, focusing on humanity, and promoting ethical virtue.
This document provides an introduction to philosophy. It defines philosophy as the love of wisdom and the study of fundamental questions about existence, knowledge, values, reason, mind, and language. The document outlines several key branches of philosophy, including metaphysics, ethics, epistemology, logic, aesthetics, political philosophy, and the philosophy of the human person. It also discusses influential ancient Greek philosophers such as Socrates, Plato, and Aristotle and their important contributions to different areas of philosophy.
Following the eye to find the why is a model of behaviour development. The Model ' The Micro-Forum Technique' is based on the work of Augusto Boal and is Forum Theatre for small groups. Available at : - www.alixharrow.wordpress.com
The document discusses three main educational paradigms: traditional, liberal/progressive, and transformative education. It provides an overview of each paradigm, including their views on knowledge, the role of the teacher and student, and dominant learning theories. For traditional education, knowledge is viewed as "truth" and learning involves memorization. For liberal/progressive education, knowledge is still viewed as truth but learning is facilitated through constructivism. Transformative education sees knowledge as socially constructed and aims to give voice to marginalized groups through critical constructivism.
This document provides an overview of philosophy, including:
1. Definitions of philosophy from various philosophers like Plato, Aristotle, Al-Farabi, and Ibn Sina that see philosophy as understanding nature, assessing wisdom, or a combination of theory and practice.
2. The main areas of philosophy like ontology, epistemology, and axiology.
3. Specific branches of philosophy like the philosophy of religion, science, law, education, history, and mathematics.
4. The relationship between philosophy and religion in addressing fundamental problems.
Pythagoras coined the term "philosophy" to mean "love of wisdom". Philosophy involves critically examining fundamental questions about existence, knowledge, values, reason, and language. It can be understood as a set of beliefs about life, a process of reflection and criticism of beliefs, or an attempt to understand the world as a whole. The main branches of philosophy are logic, metaphysics, epistemology, and value theory, which includes ethics, aesthetics, and social/political philosophy.
This document provides an introduction and definition of philosophy. It states that philosophy is the study of the nature and meaning of the universe through questioning, critical discussion, and argument. Philosophy examines fundamental questions about existence, knowledge, reason, mind, and ethics. It aims to understand reality as a whole in a rational and systematic way. The document also outlines some of the key branches and objectives of philosophy as a field of study.
Ancient Greek philosophers such as Socrates, Plato, and Aristotle developed theories of education and learning. Socrates used questioning to lead students to truth through dialectic. Plato believed knowledge comes from recollection of ideas and the role of education is to transform students' souls. Aristotle was a realist who believed knowledge comes from experience and study of the material world. He viewed education as developing citizens' rational abilities through habituation and instruction. Their theories emphasize using questioning, discussion, and applying ideas to develop critical thinking skills.
1) A worldview is a fundamental orientation or story that provides a foundation for how we understand reality, humanity, knowledge, morality, and our most basic problems.
2) Engaging with other worldviews involves identifying their key components, evaluating their coherence and correspondence with reality, and finding both points of contact and tension with the Christian worldview.
3) The goal of Christian apologetics and spirituality is to lead people into a relationship with Christ that transforms their entire worldview and life, not just their intellectual beliefs.
1) The document discusses Aristotle's virtue ethics, which emphasizes cultivating moral character through practicing virtues. It focuses on Aristotle's concept of eudaimonia or human flourishing as the goal of ethics.
2) Aristotle believed virtues are excellent moral qualities developed through habit. They are the mean between vices of excess and deficiency. Practical wisdom is needed to determine the right actions in various situations.
3) For Aristotle, happiness comes from living according to reason and exercising virtues like courage and justice. This allows humans to fulfill our unique capacity for rational thought and achieve eudaimonia.
This document provides an overview of a study on the development of education in Bidar District, Karnataka, India from 2000 to 2011. It includes the following key points:
1. The introduction outlines the importance of education as an instrument for individual, societal and economic transformation in India since independence in 1947.
2. The need and importance of the study is to understand trends and patterns in educational attainment in Bidar District over the past decade and identify areas for improvement.
3. The objectives of the study are to examine the development of primary, secondary, higher, technical and professional education as well as overall educational progress and gender differences in Bidar District from 2000 to 2011.
This document provides an overview of a study on the development of education in Bidar District, Karnataka, India from 2000 to 2011. It includes the following key points:
1. The introduction outlines the importance of education as an instrument for individual, societal and economic transformation in India since independence in 1947.
2. The need and importance of the study is to understand trends and patterns in educational attainment in Bidar District over the past decade and identify areas for improvement.
3. The objectives of the study are to examine the development of primary, secondary, higher, technical and professional education as well as overall educational progress and gender differences in Bidar District from 2000 to 2011.
The document discusses several challenges facing higher education in India. It notes that while the government has introduced reforms, bills aimed at structural changes are facing issues being implemented. It highlights problems with accessibility, equity, and quality of higher education. Private institutions have grown to meet demand, but privatization also creates new issues. Overall, the challenges reflect needs for improved infrastructure, curriculum innovation, research, and addressing disparities across regions and socioeconomic groups. Government funding limitations mean greater private sector involvement is needed, but the non-profit structure creates financial constraints.
This document discusses nano-teaching, a new technique for teacher training and development. Nano-teaching aims to develop teaching skills in a more focused way using technology. It involves student-teachers practicing specific teaching skills through self-evaluation recordings using tools like mobile phones, videos, and computers. Student-teachers then evaluate their own performance continuously to improve their skills. The goal is to help student-teachers gain self-confidence and acceptance through comprehensive self-evaluation of their teaching abilities in a technologically-assisted manner.
- Rural education in India faces many challenges including poor infrastructure, lack of access, financial support and qualified teachers. While enrollment has increased, education quality and attendance rates remain low.
- Issues include not enough schools, girls lacking access, families needing children to work, and higher dropout rates at secondary levels. Urban schools have better resources and advancement than rural schools.
- Recent data shows rural enrollment is high but attendance remains around 73%. While private school attendance is rising, government schools still educate most rural children. Overall, solving India's rural education challenges requires a holistic approach.
This document summarizes a study on schizophrenic factors among adolescents in relation to socioeconomic and educational aspects. The study found that male adolescents faced more stress from parents and school environment than females. Adolescents aged 15-17 faced more stress than other age groups. Adolescents whose parents had lower levels of education faced more problems. Family income and private school attendance were also linked to increased stress levels. Tenth and twelfth grade adolescents showed higher levels of schizophrenic factors. The study provides implications to help adolescents, teachers, parents, and administrators address stress and mental health issues.
The document discusses Ebola virus disease (EVD), also known as Ebola hemorrhagic fever. EVD is a severe disease in humans and other primates caused by Ebola virus. It can be transmitted through contact with blood or bodily fluids of infected animals or humans. Fruit bats are believed to carry and spread the virus without being affected. Common symptoms include fever, headache, muscle pain, weakness, diarrhea, vomiting and abdominal pain, and may appear 2-21 days after exposure. There is currently no approved vaccine or treatment, though efforts are being made to develop treatments. Prevention focuses on avoiding contact with infected animals and people in outbreak areas.
The document discusses the history of women's empowerment and gender equality movements in India, from early struggles during British colonial rule to more recent grassroots campaigns focused on land rights, environmental protection, and challenging systems of oppression. It analyzes how women's participation in movements like the Bodhgaya land rights campaign and Ganga River protection efforts led to a greater sense of agency, empowerment, and the development of ecofeminist ideas and actions in India. The document concludes that empowering women and addressing ecological issues require challenging deeply entrenched social attitudes through sustained grassroots organizing and political will.
This document provides an overview of the formation of the solar system. It describes the key components of the modern solar system model, including the sun, terrestrial planets like Earth and Mars, gas giants like Jupiter and Saturn, ice giants like Uranus and Neptune, and dwarf planets. The sun dominates the solar system, containing over 99% of its mass. Terrestrial planets are rocky and located close to the sun, while gas and ice giants are larger and composed of lighter elements, located farther from the sun.
The document provides a critique of contemporary teacher education programs in India and Sri Lanka. It outlines the objectives of the study as comparing the objectives, forms and features, administration, management, organization, trends and issues of pre-service secondary teacher education programs between the two countries. The key objectives of secondary teacher education programs in both India and Sri Lanka are to promote quality education of teachers with subject knowledge, computer/English literacy, and experience with needs-based learning methods. Both countries also aim to improve course structure and curricula at the secondary level of teacher education to develop competent teachers who can spread awareness of national development.
1) The study aimed to determine the social intelligence of inclusive education resource teachers in Kalaburagi and Yadagiri districts of Karnataka, India. It examined how their social intelligence differed by gender, social status, and locality.
2) A total of 100 inclusive education resource teachers, with 50 males and 50 females, were surveyed using a social intelligence scale.
3) The results found that male teachers had significantly higher social intelligence than female teachers. Additionally, urban teachers had higher social intelligence than rural teachers.
This document provides an outline for a lesson plan template based on the 5E instructional model, with suggestions for incorporating technology into each phase.
The phases include Engage, Explore, Explain, Elaborate, and Evaluate. For each phase, examples are given of how different technologies like videos, blogs, presentations, and collaborative tools can be used. The document also provides examples of learning objectives and success criteria for a lesson on energy.
This document discusses educational issues and opportunities for mainstreaming tribes through sustainable development goals. It notes that while access to education has improved for tribes, quality remains dependent on factors like curriculum, teaching materials, and teacher support. It advocates for empowering tribes through education by making the curriculum and language of instruction more relevant to tribal communities and culture. The document recommends infrastructure upgrades, increasing vocational programs, improving quality, and ensuring attendance to achieve improved and sustainable access to education for tribes.
This document discusses challenges in educational research. It identifies several challenges researchers face including coping with change after completing a PhD, lack of support from supervisors, time management issues, and doubts about academic careers. Specific challenges for researchers in India are also outlined, such as a lack of scientific resources, insufficient interaction with other researchers, lack of confidence, and a lack of awareness about available research funding opportunities.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Pursuing an EducationalPursuing an Educational
PhilosophyPhilosophy
Dr.Omprakash H M, ProfessorDr.Omprakash H M, Professor
Head, SMRS M.Ed P.G CollegeHead, SMRS M.Ed P.G College
Reshmi VidyabhavanReshmi Vidyabhavan
Kalaburagi-585 106, KarnatakaKalaburagi-585 106, Karnataka
2. Philosophy of EducationPhilosophy of Education
Essential Questions:Essential Questions:
What can be known?What can be known?
What is the good life?What is the good life?
What is the nature of the learner?What is the nature of the learner?
What is the nature of the subject matter?What is the nature of the subject matter?
What is the nature of the learning processWhat is the nature of the learning process
3. The value of philosophyThe value of philosophy
1.1. Brings new interpretation and syntheses asBrings new interpretation and syntheses as
well as analyzing, refining, modifyingwell as analyzing, refining, modifying
existing concepts and proceduresexisting concepts and procedures
2.2. Acts as a clearinghouse for analyzing andActs as a clearinghouse for analyzing and
clarifying ideas and problemsclarifying ideas and problems
3.3. Offers a source of ethical guidanceOffers a source of ethical guidance
4.4. Induces habits of mind like tolerance,Induces habits of mind like tolerance,
impartiality, and suspension of judgmentimpartiality, and suspension of judgment
4. PhilosophyPhilosophy
Love of wisdomLove of wisdom , the quest for, the quest for
knowledgeknowledge
Philosophers often concerned with suchPhilosophers often concerned with such
things asthings as power, provocation,power, provocation,
personalitypersonality offering ideas to peopleoffering ideas to people
caught up in the whirlwinds of socialcaught up in the whirlwinds of social
crisis, ideological argumentscrisis, ideological arguments
Philosophers of education concernedPhilosophers of education concerned
with questions of schools and societywith questions of schools and society
5. My approach to life is…My approach to life is…
Live
fortoday,tom
o...
R
each
forthe
stars.
Expectlittle
and
you...
Itdoesn’tm
atterw
ha...
0% 0%0%
100%1.1. Live for today, tomorrowLive for today, tomorrow
we die.we die.
2.2. Reach for the stars.Reach for the stars.
3.3. Expect little and youExpect little and you
won’t be disappointed.won’t be disappointed.
4.4. It doesn’t matter what youIt doesn’t matter what you
believe as long as you’rebelieve as long as you’re
sincere.sincere.
121121 122122 123123 124124 125125 126126 127127 128128 129129 130130 131131 132132 133133 134134 135135 136136 137137 138138 139139 140140
141141 142142 143143 144144 145145 146146 147147 148148 149149 150150 151151 152152 153153 154154 155155 156156 157157 158158 159159 160160
6. MetaphysicsMetaphysics
Greek word – “what is the nature of reality?”Greek word – “what is the nature of reality?”
What is real – “real nature” or “ideas?”What is real – “real nature” or “ideas?”
Is reality absolute and unchanging?Is reality absolute and unchanging?
Is reality ever changing and evolving?Is reality ever changing and evolving?
Some of our understandings areSome of our understandings are a prioria priori
Some of our understandings areSome of our understandings are a posterioria posteriori
7. I believe that the world (reality) is…I believe that the world (reality) is…
50%50%
Changeless, etern... Evolving, dynamic...
1.1. Changeless, eternal,Changeless, eternal,
and absoluteand absolute
2.2. Evolving, dynamicEvolving, dynamic
and unstableand unstable
8. Branches of PhilosophyBranches of Philosophy
Metaphysics…what is the nature of realityMetaphysics…what is the nature of reality
For Schools: What is worth Knowing?For Schools: What is worth Knowing?
Epistemology…what can be known and what is the nature of what is knownEpistemology…what can be known and what is the nature of what is known
For Schools: What is Learning? What is good teaching?For Schools: What is Learning? What is good teaching?
Axiology…ethics and aesthetics: the good, the true and the beautifulAxiology…ethics and aesthetics: the good, the true and the beautiful
For Schools: What is the role of the school in society?For Schools: What is the role of the school in society?
Logic…principles of right reasoning: induction and deductionLogic…principles of right reasoning: induction and deduction
For Schools: What is good thinking?For Schools: What is good thinking?
Politics…what is just?Politics…what is just?
What is the role of school in society?What is the role of school in society?
9. Socrates, Plato, AristotleSocrates, Plato, Aristotle
Socrates (470-399B.C.E.) philosophy was a way ofSocrates (470-399B.C.E.) philosophy was a way of
life to Socrates Socratic dialogue, dialectic methodlife to Socrates Socratic dialogue, dialectic method
of questions and answers…what makes humans sinof questions and answers…what makes humans sin
is the lack of knowledgeis the lack of knowledge
Plato (427-347B.C.E.) founder of the AcademyPlato (427-347B.C.E.) founder of the Academy TheThe
RepublicRepublic outlines a plan for a perfect society ruledoutlines a plan for a perfect society ruled
by the philosopher king, knowledge consistent withby the philosopher king, knowledge consistent with
temperance and justice…for women as well as mentemperance and justice…for women as well as men
Aristotle (384-322B.C.E.) founded the Lyceum, theAristotle (384-322B.C.E.) founded the Lyceum, the
first person to classify knowledge by dividing andfirst person to classify knowledge by dividing and
subdividing, developed syllogistic, deductive logicsubdividing, developed syllogistic, deductive logic
10. IdealismIdealism
Roots in ancient Greece….Roots in ancient Greece….
Reality lies in the mind….Reality lies in the mind….
Deductive Reasoning…our power to reasonDeductive Reasoning…our power to reason
clearly from general principles.clearly from general principles.
11. The opposite of Idealism is…The opposite of Idealism is…
Nihilism – the absolute belief that no meaningNihilism – the absolute belief that no meaning
or ideals or understanding can be found byor ideals or understanding can be found by
human beings.human beings.
Note: Teenagers often ‘flirt’ with varieties ofNote: Teenagers often ‘flirt’ with varieties of
nihilism.nihilism.
12. PlatoPlato
From text,From text, The Republic.The Republic. Plato recounts thePlato recounts the
teaching and dialogues of Socrates.teaching and dialogues of Socrates.
Socratic Dialogue.Socratic Dialogue.
““The Allegory of the Cave.”The Allegory of the Cave.”
13. RealismRealism
Reality can be found in the world available toReality can be found in the world available to
the senses.the senses.
A sensible, orderly functioning.A sensible, orderly functioning.
EmpiricismEmpiricism
Roots in Aristotle …the ‘forms.’Roots in Aristotle …the ‘forms.’
Enlightenment ValuesEnlightenment Values
Empiricism– Francis BaconEmpiricism– Francis Bacon
Tabula Rasa– John LockeTabula Rasa– John Locke
14. AristotleAristotle
Focuses philosophical attention on the ‘realFocuses philosophical attention on the ‘real
world.’world.’
Perception…the senses.Perception…the senses.
CategoriesCategories
Logical Propositions.Logical Propositions.
Foundational to Western Scientific MethodFoundational to Western Scientific Method
15. All fish can swim. This is a fish.All fish can swim. This is a fish.
Therefore….Therefore….
25%
25%25%
25%
This is a Platoni... This is Socratic...
This is Aristotel... This is metaphysics
1.1. This is a PlatonicThis is a Platonic
dialecticdialectic
2.2. This is SocraticThis is Socratic
questioningquestioning
3.3. This is AristotelianThis is Aristotelian
logic (a syllogism)logic (a syllogism)
4.4. This is metaphysicsThis is metaphysics
17. Versions of IdealismVersions of Idealism
Perennialism…there are absolute truths andPerennialism…there are absolute truths and
standards…related to idealism, experiencesstandards…related to idealism, experiences
are a mental representation rather than aare a mental representation rather than a
representation of the world, classicalrepresentation of the world, classical
humanism refers to the Greek philosophershumanism refers to the Greek philosophers
dedicated to discovering reason and truth fordedicated to discovering reason and truth for
humankindhumankind
Essentialism…preserve the basic elements ofEssentialism…preserve the basic elements of
human culture and transmit them to thehuman culture and transmit them to the
youngyoung
Romantic Idealism….innocence of youth…Romantic Idealism….innocence of youth…
truth in natural world (senses).truth in natural world (senses).
18. Versions of ‘Realism’Versions of ‘Realism’
Behaviorism….behavior can be managed,Behaviorism….behavior can be managed,
shaped, reinforced. Learning is the “real”shaped, reinforced. Learning is the “real”
consequence of sensory input. Mechanistic.consequence of sensory input. Mechanistic.
Pragmatism….a compromise between the IdealPragmatism….a compromise between the Ideal
and the Realistic….Education should be ‘whatand the Realistic….Education should be ‘what
works.’ In its Progressive form, Pragmatismworks.’ In its Progressive form, Pragmatism
was associated with democratic ideals; i.e. thewas associated with democratic ideals; i.e. the
work of John Dewey.work of John Dewey.
19. For me, life is ….For me, life is ….
25%
25%25%
25%
A trial to be end... A wonderful gift ...
Survival of the f... Without any parti...
1.1. A trial to beA trial to be
enduredendured
2.2. A wonderful giftA wonderful gift
from the creatorfrom the creator
3.3. Survival of theSurvival of the
fittestfittest
4.4. Without anyWithout any
particular meaningparticular meaning
20. Notions of Philosophy in EducationNotions of Philosophy in Education
Modern –PostmodernModern –Postmodern
Existentialism….truth is impossible. Life is absurd, onlyExistentialism….truth is impossible. Life is absurd, only
‘existence.” Some existentialism shades toward the ideal; i.e.‘existence.” Some existentialism shades toward the ideal; i.e.
if we must endure our trial in life, it is best to ‘live as if’ truth,if we must endure our trial in life, it is best to ‘live as if’ truth,
god, beauty, etc. were possible to achieve.god, beauty, etc. were possible to achieve.
Reconstructionism…seeks to reconstruct society throughReconstructionism…seeks to reconstruct society through
education. Based on Progressive notions, civil rights eraeducation. Based on Progressive notions, civil rights era
learnings, and multicultural realities of a Postcolonial world.learnings, and multicultural realities of a Postcolonial world.
Anticipated by Gandhi….Anticipated by Gandhi….
Liberationism….basis in Marx. Class struggle, politicalLiberationism….basis in Marx. Class struggle, political
literacy, critical literacy. An impetus toward the dynamic ofliteracy, critical literacy. An impetus toward the dynamic of
‘critical reflection.’‘critical reflection.’
21. ExistentialismExistentialism
What is it like to be an individual living in the world?What is it like to be an individual living in the world?
What we have isWhat we have is existence…nothing else.existence…nothing else.
Life characterized by absurdity and imminence ofLife characterized by absurdity and imminence of
death.death.
Passionate encounter with the problems of life andPassionate encounter with the problems of life and
the inevitability of deaththe inevitability of death
Kierkegaard, Nietzsche, Heidegger, Sartre, Camus,Kierkegaard, Nietzsche, Heidegger, Sartre, Camus,
Buber, Simone de BeauvoirBuber, Simone de Beauvoir
Important decisions with limited knowledgeImportant decisions with limited knowledge
22. ReconstructionismReconstructionism
Origins in Dewey, so progressive. WorldOrigins in Dewey, so progressive. World
needs workable change (progress). Learningneeds workable change (progress). Learning
is about construction of worthwhile societalis about construction of worthwhile societal
structures.structures.
Global, trans-cultural perspective.Global, trans-cultural perspective.
George Counts – reaction to U.S. Depression:George Counts – reaction to U.S. Depression:
Something new needed to be built….Something new needed to be built….
23. Paulo Freire:Paulo Freire: Pedagogy of thePedagogy of the
Oppressed (Oppressed (1970); Liberationism1970); Liberationism
““This then is the great humanistic andThis then is the great humanistic and
historical task of the oppressed: to liberatehistorical task of the oppressed: to liberate
themselves and their oppressors asthemselves and their oppressors as
well….True generosity lies in striving so thatwell….True generosity lies in striving so that
these hands whether of individuals or of wholethese hands whether of individuals or of whole
peoples– need be extended less and less inpeoples– need be extended less and less in
supplication, so that more and more theysupplication, so that more and more they
become human hands which work, andbecome human hands which work, and
working, transform the world.”working, transform the world.”
24. Philosophies of EducationPhilosophies of Education
Postmodernism…de-centers the subjectPostmodernism…de-centers the subject
There is no linear path to truth. Truth isThere is no linear path to truth. Truth is
variable, flexible, flattened. “The World isvariable, flexible, flattened. “The World is
Flat.”Flat.”
25. PostmodernismPostmodernism
Roots in 1950s world of artRoots in 1950s world of art
Themes including truth, language and itsThemes including truth, language and its
relation to thought, human nature and the self,relation to thought, human nature and the self,
the Otherthe Other
““What kind of power is embedded inWhat kind of power is embedded in
educational issues, problems, and traditions?”educational issues, problems, and traditions?”
Michel Foucault, Cleo CherryholmesMichel Foucault, Cleo Cherryholmes
26. Indian PhilosophyIndian Philosophy
Karma…what a person does influences whatKarma…what a person does influences what
will happen to that person in the futurewill happen to that person in the future
Study, meditation, yoga can lead one toStudy, meditation, yoga can lead one to
transcend cares and sufferingtranscend cares and suffering
Buddha…Siddhartha Gautama (6Buddha…Siddhartha Gautama (6thth
centurycentury
B.C.E.)…all suffering is based on an inabilityB.C.E.)…all suffering is based on an inability
to discern what is real and what is fictitiousto discern what is real and what is fictitious
Gandhi (1869-1948) nonviolence toward livingGandhi (1869-1948) nonviolence toward living
things Satyagraha…holding fast to the truththings Satyagraha…holding fast to the truth
27. Far Eastern PhilosophyFar Eastern Philosophy
2121stst
century technology, global commerce, and populationcentury technology, global commerce, and population
demographics demand that we know something of Easterndemographics demand that we know something of Eastern
philosophyphilosophy
Confucianism…concerned with ethics and moralityConfucianism…concerned with ethics and morality
(foundation of Chinese civilization) five key relationships:(foundation of Chinese civilization) five key relationships:
ruler and subject, father and son, husband and wife, elderruler and subject, father and son, husband and wife, elder
brother and younger brother, friend and friendbrother and younger brother, friend and friend
Confucius (Kung Fu-tzu, 551-479B.C.E.)those mostConfucius (Kung Fu-tzu, 551-479B.C.E.)those most
capable, should govern…moral and ethical men make thecapable, should govern…moral and ethical men make the
best rulers, principle ofbest rulers, principle of li…li…courtesy and ceremonycourtesy and ceremony
Confucianism…a language of morals and lawsConfucianism…a language of morals and laws
Taoism…oneness with nature, noninterferenceTaoism…oneness with nature, noninterference
28. Michel FoucaultMichel Foucault
““Power is not an institution, and not a structure; neither is it aPower is not an institution, and not a structure; neither is it a
certain strength we are endowed with; it is the name that onecertain strength we are endowed with; it is the name that one
attributes to a complex strategical situation in a particularattributes to a complex strategical situation in a particular
society.”society.”
““The work of an intellectual is not to mould the politicalThe work of an intellectual is not to mould the political
will of others; it is, through the analyses that he does in hiswill of others; it is, through the analyses that he does in his
own field, to re-examine evidence and assumptions, to shakeown field, to re-examine evidence and assumptions, to shake
up habitual ways of working and thinking, to dissipateup habitual ways of working and thinking, to dissipate
conventional familiarities, to re-evaluate rules and institutionsconventional familiarities, to re-evaluate rules and institutions
and to participate in the formation of a political will (where heand to participate in the formation of a political will (where he
has his role as citizen to play).”has his role as citizen to play).”