Objectives:
1. Determine/explain the definition of each claims.
2. Give examples to each claims.
3. Give some additional ideas or summarization of each claims
Objectives:
1. Determine/explain the definition of each claims.
2. Give examples to each claims.
3. Give some additional ideas or summarization of each claims
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.
Lesson in Introduction to Philosophy of Human Person
"Join me on my YouTube channel for more insightful topics! Don't forget to hit the subscribe button and share with your friends to stay updated on all the latest content!"
https://www.youtube.com/@JehnSimon
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.
Lesson in Introduction to Philosophy of Human Person
"Join me on my YouTube channel for more insightful topics! Don't forget to hit the subscribe button and share with your friends to stay updated on all the latest content!"
https://www.youtube.com/@JehnSimon
Scientific research and it's characteristics- Methods of acquiring knowledge, Intuition, Authority, Rationalism, Empiricism, The Role of the Scientist in Psychological Research, curiosity, patience, objectivity, tolerant of change, induction, deduction, Characteristics of Scientific research, Control, Operationalism, Replication and summary
Radius Images/Photolibrary1
Introducing Philosophy
• Philosophy has a rich and fascinating history.
• Philosophers explore questions ranging from logic and
mathematics to morality and art.
• Philosophy helps us to better understand our beliefs and
those of others and to examine, defend, and criticize
those beliefs.
What We Will Discover
mos66103_01_ch01_001-030.indd 1 12/1/10 7:22 PM
CHAPTER 1Section 1.1 What Is Philosophy?
Philosophy is an unusual discipline, not just because it has an enormously long history, but
because it spends a good bit of time investigating what philosophy itself is. In this chap-
ter, we look at what philosophy is, how philosophers approach their subject, and what the
benefits of philosophical inquiry are. We will also include a brief overview of the rich and
fascinating history of the development of philosophy in the West.
1.1 What Is Philosophy?
Here we will explore what philosophy is, including some of its history. We will focus on Western philosophy, and the most important philosophers of that tradi-tion, but it is good to keep in mind that there are other important traditions in the
history of philosophy. One of the most important things philosophers do is ask questions,
and we will identify some of the questions that have engaged philosophers for thousands
of years.
What Do Philosophers Do?
Plato tells us that philosophy begins in wonder. Human beings wonder about themselves,
about other people, about where they came from, about where they are going, and about
what they should do while they are here. Human beings are naturally curious, and each
question one asks leads to another, then another, and then another. One way of think-
ing about philosophy, then, is that it is the sys-
tematic attempt to answer the general questions
human beings have always asked, and the debate
that naturally follows each proposed answer.
Philosophy combines curiosity—wonder about
the world and all that is in it, and even beyond
it—and criticism—objections to answers, sugges-
tions of new answers, and new objections to those
new answers. As should be clear, philosophical
inquiry has one other important feature: It never
ends. We do, on occasion, seem to discover solu-
tions to specific philosophical questions. But the
pursuit of philosophy will continue as long as
there are things we don’t understand, and as long
as we remain curious.
The word philosophy comes from two Greek
words. We see one of them, philein, or “to love,”
in the name of Philadelphia, “city of brotherly
love,” and in the word philanthropy, love for
human beings. We are familiar with the other
word, sophos, from such words as sophisticated
and sophomore: It means wisdom. Thus, philos-
ophy is, literally, the love of wisdom and refers
to the unending search for answers to questions.
To be successful, then, in philosophy, one must
Hilary Helton/81a/Photolibrary
As humans, we are naturally curi-
ous—something often q ...
Social Justice as a Form of Discourse Impacting Identity for Action.docxwhitneyleman54422
Social Justice as a Form of Discourse Impacting Identity for Action
By Philip S. Mirci, Ph.D. (2015)Introduction
Richard Paul (1992) wrote:
Because we do not come to our experience with a blank slate for a mind, because our thinking is already, at any given moment, moving in a direction, because we can form new ideas, beliefs, and patterns of thought only through the scaffolding of our previously formed thought, it is essential that we learn to think critically in environments in which a variety of competing ideas are taken seriously. … Knowledge is discovered by thinking, analyzed by thinking, organized by thinking, transformed by thinking… There is no way to take the thinking out of knowledge, or the struggle out of thinking, just as there is no way to create a neat and tidy step-by-step path to knowledge that all minds can mindlessly follow … But thinking requires counter-thinking, opposition and challenge, as well as support. We need reasons meaningful to us, some persuasive logic, to move our minds from one set of ideas or beliefs to another. In other words, we must “argue” ourselves out of our present thinking and into thinking that is more or less novel to us if we are to gain genuine knowledge [Critical thinking: what every person needs to survive in a rapidly changing world. Santa Rosa, CA: The Foundation for Critical Thinking, p. xi].
The search for truth and knowledge is one of the finest attributes of man ― though often it is most loudly voiced by those who strive for it the least.
The world we have made as a result of the level of thinking we have done thus far creates problems that cannot be solved at the same level of thinking at which we created them.
Constructivism, as a learning theory, was consistent with neuroscience research: the brain makes sense of experience by accessing its own existing knowledge base in order to interpret that experience. Furthermore, one’s identity is connected to this sense-making process. Thus, one’s own knowledge about self, others, and the world is limited. Intellectual humility is the discipline of bringing this awareness to different methods of knowing. Stephen Freeman (2000) summarized three different methods of knowing that were first stated by Charles Peirce in 1940:
The first method of knowing, the method of tenacity, states that people hold firm to truths they “know” are true. In establishing these truths there may be a tendency to omit evidence that does not support our beliefs and to find and include that, which does. This represents the well-known problem of objectivity. Frequent repetition or re-indoctrination of these assumptions or truths enhances their validity. This, simply stated, means one finds what one looks for…
The second method of knowing is the method of authority or established belief. This method has the weight of tradition and public sanction behind it. Many of the things we think we know have been handed down by tradition. People have also .
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. 1. Group the class into 6 groups
2. Each group must appoint for a
leader and secretary.
3. Once you hear “what is your
score” the group must announce
their score.
4. The first group who announce
their score will be get an
additional points.
19. Asia is the largest continent in the world.
God made the world in seven days.
Man has the right to life, liberty, and the pursuit of
happiness.
China’s continued presence in the Spratlys is a
violation of international law.
A person must always consider the interests of his
family before his own happiness.
Citizens have the right to take up arms and overthrow
an oppressive government.
The President has done very little to upload democracy
and look after the interests of the Filipino people.
The sun is the center of the solar system
Put a check in the box of the statement
that is true.
20. ANALYSIS
1. Were you able to judge easily the
truthfulness of the statements? Why?
2. Which of the statements are obviously
true?
3. Which of these statements may be true
for others but not true in the judgement?
4. Which of these statements do you
personally believe to be true but may be
disputed by other people?
22. In today’s society, we are often
bombarded with a lot of information.
Most of these are helpful, but there are
some that seem to mislead us or even
utterly false.
23.
24. These kind of information often have a
negative impact in our lives.
People have been mislead by claims of
“miracle drugs” which were eventually
proven to have a no significant effects
on health.
27. How do we know that
what they are telling is
true
28. TRUTH lies at the heart of any
inquiry.
Knowledge must be truthful to gain
validity and acceptance. But the
concept of truth remains a
controversial and much-discussed
topic among philosophers.
29. What is true, or even a
definition of truth, is tricky
concept in Philosophy.
Philosophers agree that
there is no absolute measure
of truth.
30. Concept of truth:
- Rooted in an ancient Greek
philosophy’s concept of
knowledge as “justified, true
belief”.
- This concept states that
something is true because you
believe it is be true, and there is
justification for such belief.
31. CORRESPONDENCE THEORY
states that something is true if it
corresponds to reality or the actual
state of affairs.
- This theory assumes a direct
relationship between an idea and
reality and that can be taken as
“fact”.
32. Example:
“A mammal is an animal which is warm-
blooded, has hair, and feed its young
with milk” is considered to be true.
“a dog barks” is also true
“ pigs can fly” however, is false since
in reality pigs do not have the capability
to fly.
37. RELATIVISM is a philosophical
concept which contends that there are
no absolute truths.
Abortion is
acceptable
practice for
Catholics.
38. CONSTRUCTIVIST THEORY holds
that knowledge is shaped by social
forces and influenced by culture and
history.
This is reflected
by laws and
traditions.
39. CONSENSUS THEORY views
knowledge as based on argument, and
that something is true if almost
everyone agrees that is true.
Pluto’s classification
into a “dwarf planet”
40. PRAGMATIC THEORY holds the view
that something is true if we can put it
into practice or is useful in real life. It
also believes that ideas should be
continually treated to confirm their
validity.
A related theory, verification, considers
that ideas must be verified using the
senses of experience.
42. Determining the truth of any statement
Ideas and claims are often presented in
the form of ARGUMENTS
These kinds of arguments are called
FALLACIES
43. 1. Ad hominem
2. Appeal to force
3. Appeal to emotion
3. Appeal to the popular
4. Appeal to tradition
5. Begging the question
6. cause-and-effect
7. Fallacy of composition
8. Fallacy of division
Fallacies:
45. One should also know the difference
between fact and opinion.
Facts are generally established truths,
easily verified, and do not easily
change from one situation to another.
Opinions on the other hand, are aware
of bias or personal views of the person
presenting it.
50. 1. Correspondence bias or attribution effect
2. Confirmation bias
3. Framing
4. Hindsight
5. Conflict of interest
6. Cultural bias
Biases:
51. CORRESPONDENCE BIAS OR ATTRIBUTION EFFECT
Tendency to judge a person’s personality
by his or her actions, without regard for
external factors on influence.
Ex:
These soldiers who fought in the war are
all bloodthirsty murderer.
52. CONFIRMATION BIAS
Tendency to look for and readily accept
information which fits with one’s own
beliefs or views and to reject ideas or views
that go against it.
Ex:
How can I accept his view that there is no
God? I am a Christian!
53. FRAMING
Focusing on a certain aspect of a problem while
ignoring other aspects.
Ex: Preliminary evidences have still not
pointed out the actual cause of the plane
crash, but investigators are currently focusing
on the possibility of pilot error.
54. HINDSIGHT
The tendency to see past events as
predictable, or to ascribe a pattern to
historical; events.
Ex: Magellan’s assault on Mactan Island
was a foolhardy venture, made by an
overconfident, careless man who
underestimated the valor of the native
Filipinos.
55. CONFLICT OF INTEREST
A person or group is connected to or has a
vested interest in the issue being
discussed.
Ex:
As the daughter of the accused, I believe I
have the right to express my opinion on the
issue of his alleged corrupt practices.
56. CULTURAL BIAS
Analyzing an event or issue based on
one’s cultural standards.
Ex:
I do not agree with this Western practice of
placing aged parents in retirement homes.
We Filipinos take care of ur family
members.
57. THEORY Something is
true if…
We can determine
truth if…
THINK
Compare the various theories on knowledge by
completing the table.
APPLICATION
58. 1. What are some of your personal
biases?
2. How do these biases affect the
way you deal with other people’s
views and opinions?
