Asian Philosophy PDF

EDFD 120 ASIAN PHILOSOPHY BRANCHES OF PHILOSOPHY 1. Metaphysics a. Ultimte Reality b. Symbolizes the curriculum in education 2. Epistemology a. Knowing b. Symbolizes the methods of instruction 3. Axiology / Value Theory a. Ethics i....

EDFD 120 ASIAN PHILOSOPHY BRANCHES OF PHILOSOPHY 1. Metaphysics a. Ultimte Reality b. Symbolizes the curriculum in education 2. Epistemology a. Knowing b. Symbolizes the methods of instruction 3. Axiology / Value Theory a. Ethics i. Good and Right Action ii. Symbolizes the character formation moral education b. Aesthetics i. Beauty ii. Symbolizes the Art and Literature 4. Logic a. Deductive i. General to Specific ii. Symbolizes the organization of curriculum b. Inductive i. Specific to General ii. Symbolizes the strategies for teaching and learning EDUCATION Education has always been a social process by means of which a community, society or nation has sought to transmit to the emergent, those traditional aspects of its culture which were considered fundamental and vital for its own stability and survival The philippines is where the east meets the west Eastern Tradition ○ Nota Bene: The early educational activities were held rather informally and spontaneously in the home or in the religious places at the initiative of inspired individuals Indian Philosophy: Hinsduism Spiritual way of life tied to the rigid caste system Purusas (Human Being) —> Uttama Purusas (absolute or God) Teachers - Brahmins - guru Sacred formulas - mantras Students - sishya Method - upanishad - sitting down beside  Aim - ideal - philosophy and religion Sociental structure - caste system (educatiobn was to presserve the system) Brahmins - priestly class Kshatriyas - warrior / military Vaisyas - reading and business Sudras - servile class Pariahs - outcast ○ There is nothing noble about being superior to some other man. The true nobility is in being superior to your previous self ○ Great minds discusses ideas, medium minds discuss events and little minds discuss people Indian Philosophy: hinduism and Buddhism Vedic Period ○ Indus Valley ○ 2000-600 BCE ○ Peoples are Aryans ○ Sacred Tesxt is Vedas (Rig Veda), Brahma Sutras, Upanishads ○ Brahma or Atman - all pervading God ○ Karma - law of attraction and retribution ○ Samsara - law of rebirth and transmigration of the soul ○ Moksha - liberation from the cycles of transmigration and the material world ○ Nirvana - salvation Epid Period ○ 600 BCE - 200 AD ○ Sacred Text is Mahabharata Bhagavadgita ○ Gurus or swamis (migratory teachers) ○ Buddhism (siddharta guatama) - buddha ANCIENT CHINESE EDUCATION Do not do unto others what you do not want others to do unto you Shang Dynasty (1766-122 BC) - period when writing was already practiced Chou Dynasty (770-256 BC) - the blossoming of Chinese Literature characterized by the rise of great thinkers Confuscius - confucianism Lao Tzu - Taoism Confucian Schools (Ju-chia) and taoism schools were informal and not state supported Aim of school ○ Lead people to struggle towards their destiny. ○ To regain perfec harmony during the age of the yellow emperor Ideal Man: the seer, the wise man Teacher: revered, prestigious position in society Method: dogmatic and absolute The inspiration of chinese education is confucius  ○ The first teacher , the sages of the sage ○ Main aim : pursuit of ethical life ○ Text: analects ○ The teacher The teacher must be creative and not mechanical The accomplished scholar is no utensil Great man is no robot The teacher must be earnest in learning Learn as if you could not reach your object and were always fearing also lest you should lose it If a man keeps cherishing his old knowledge so as continually to be acquiring new he may be a teacher of others If while being a student of the past, a man also understand the new things which surround us, he may be used as a teacher The teacher is a teacher for all In teaching there should be no distinction of classes The teacher teaches best by example IGO before the people with your example and be laborious in their affairs When a prince's personal conduct is correct his government is effective without the issuing of orders. If his personal conduct is not correct, he may issue orders but they will not be followed It is not possible for one to teach others while he cannot teach his own family. Therefore the ruler without going beyond his family, contemplates the lesson for the state There is filial piety-there with the sovereign should be served There is fraternal submission - there with elders and superiors should be served There is kindness - there with the multitude should be treated ○ Filial piety Seen the skillful carrying out of the wishes of our forefathers and the skillful carrying forward of their undertakings ○ Reciprocity What I do not wish men to do to me I also wish not to do to men ○ Good families equals to good state since the state is an extension of the family ○ Confucian teaching: civil service, self less and honest service in the government ○ Education is to be able to render government service Lao tzu is the pioneer of taoism ○ Second great master of ancient china ○ Aim of schools With the aim of solving political and social evils of the time he attempted to investiga the law of nature which regulates life and human experience ○ Concept of the Tao  Taoism is a way of life which is once a mystic religion and a philosophy advocating simplicity, frugality and the joys of being close to nature and being in harmony with the whole universe Harmony with nature (ecology) is the universal brotherhood IDEALISM Introduction to IDEALISM Idealism is the oldest philosophy in Western culture. It's a philosophical perspective that emphasizes the importance of ideas, mind, and consciousness in understanding the nature of reality. Idealism, as an educational philosophy, discusses that ideas are the true reality and the foundation of all knowledge. Ancient and Classical Periods In ancient civilizations like Greece and Rome, aesthetics were Intertwined with philosophy and art. Ancient Greek philosophers like Plato and Aristotle discussed the role of beauty and harmony in art, while Roman poets emphasized the importance of aesthetics in crafting poetic language and rhythm. Medieval and Renaissance Periods During the Middle Ages, religious themes often took precedence over aesthetic considerations in literature. However, with the Renaissance, there was a resurgence of interest in the aesthetics of language and form. Writers like Shakespeare explored the interplay of language, imagery, and emotions in their plays and sonnets. 18th and 19th Centuries The Enlightenment period brought forth discussions about the role of aesthetics in literature, often related to concepts of reason and moral value. Writers like Samuel Johnson and Immanuel Kant examined the relationship between aesthetic experience and the human psyche. In the Romantic era, authors like Edgar Allan Poe and Lord Byron delved into the emotional impact of language and atmosphere in their works. 20th Century and Beyond The 20th century witnessed a range of literary movements, each contributing to the exploration of aesthetics. Modernist writers like T.S. Eliot and Virginia Woolf experimented with innovative narrative techniques and fragmented structures, challenging traditional notions of beauty and form. Postmodernism further deconstructed conventions, leading to a more diverse understanding of aesthetics. Criticisms on Idealism 1. George Edward Moore a. "Idealism is a vague philosophy that lacks a clear definition of coherent system of thought" b. This can lead to solipsism -> denial of the existence of anything outside the mind 2. Karl Marx a. Can lead to the denial of the obvious importance of material reality b. Too abstract and theoretical c. Fails to provide practical solutions (solutions to real life problems) CONCEPTS UNDER IDEALISM 1. Subjective Idealism a. To be is to be perceived- Berkeley b. Also known as Solipsism, Subjectivism, Dogmatic Idealism, or Immaterialism c. Main proponent: Bishop George Berkeley d. The only things that exist are minds and their ideas or perceptions. In other words, reality only exists when it is being perceived by someone 2. Transcendental Idealism a. First introduced by Immanuel Kant b. While there is a reality outside of us, we can only know it through our own perceptions and mental structures. c. Our experience of things is about how they appear to us 3. Objective Idealism a. Plato - one of the earliest representatives of Objective Idealism The definitive formulation of the doctrine came from the German Idealist Friedrich Schelling b. It asserts that there is an objective consciousness that exists independently of human minds. This consciousness creates a reality that human minds perceive. 4. Absolute Idealism a. Initially formulated by Georg Wilhelm Friedrich Hegel b. Each person's individual consciousness or mind is really part of the "Absolute Mind" c. Everything is interconnected even further d. all reality-thoughts, objects, experiences-are part of one absolute, whole system. e. Reality is constantly developing and evolving through a process of conflict and resolution - dialectic FOCUS ON EDUCATION  AIMS OF EDUCATION: Cultivation of intellectual and moral values (Spiritual Development). Realization of Self. Pursuit for the Absolute Truth CURRICULUM: nonphysical, abstract and universal, specfically social science subjects and arts METHODS OF INSTRUCTION: prepare students to think of bigger ideas and discuss about them, minimal physical homeworks ROLE OF THE TEACHER: be the bridge that teaches a student how to think of greater ideas and pursue them ROLE OF THE LEARNER: life-long learning and Seekers of Truth (Pursuit of Knowledge), while developing the mind and the spirit REALISM HISTORY OF REALISM Aristotle who is a student of Plato (Idealism) is one of the oldest philosophers in western culture Aristotle is the proponent of natural realism which is observation and classification of natural phenomena Aristotle, believe in a material world that is independent of and external to the knowers mind He also believe that there's much to know and turned the idea of teaching as lecturing to efficiently transmit knowledge to students BRANCHES OF REALISM 1. Thomism a. Philosophical and theological school which arose as a legacy of the work and thought of Thomas Aquinas (1225–1274), the Dominican philosopher, theologian, and Doctor of the Church. b. Theologically Based —-> Classical Realism 2. Sense Realism a. use of senses in gaining knowledge and in forming concepts b. Pestalozzi to develop object-based instruction (19th Century) c. Education and schooling - emphasizes the importance of using objects as the primary mode of instruction 3. Scientific Realism a. Scientific Realists assert that objects exist and interact with each other in reality independently of us. b. Epistemology used: scientific method. c. Scientific method is the best way to acquire authoritative knowledge. d. Laboratories as a way to discover and confirm what exists in the physical world. e. Scientific Investigation EXPLAIN observable and the unobservable Reason for Studying Realism  1. Historical Significance 2. Popularity as a commonsense or naive, way of knowing and 3. For its educational importance “If it is out there and I can see it, it must be real” For the idealist, reality possesses a unity - a singularity - a oneness with the absolute For Aristotle, the universe consists of two elements. Two Principles: ○ Potentiality ○ Actualization 4 causes of change ○ Material Cause ○ Formal Cause ○ Efficient Cause ○ Final Cause EPISTEMOLOGY Sensation and Abstraction ○ Sensation - a process used to acquire information about the material the matter of an object ○ Abstraction - sorting of information Sensation —-> abstraction —-> Knowledge AXIOLOGY Rationality Humans as rational Animals People are most human when they act in a rational way LOGIC First Phase: Sensation (Induction) ○ Part of our cognitive process ○ Learners start by Observing and studying real objects in their environment ○ Specific to general Second Phase: Abstraction (Deduction) ○ Authoritative generalization ○ General to specific EDUCATIONAL IMPLICATION “to aid human beings to attain happiness by cultivating their potentiality for excellence to its Fullest” Cultivate human rationality, the human’s highest power through the study of organized bodies of knowledge  Encourage human beings to define themselves by framing their choices rationally, to realize themselves by ordering the various roles and claims of life according to rational and hierarchical order. FOCUS ON EDUCATION AIMS OF EDUCATION:"cultivation of rationality/agency ""eudaimonia"" = flourishing, not happiness" CURRICULUM:liberal arts and sciences, systematically organized subjects METHODS OF INSTRUCTION: lectures and discussions, precursors for experiential learning [sensation-abstraction] ROLE OF THE TEACHER:serve as facilitators (specialist guide) ROLE OF THE LEARNER: "explorers", self-directed and committed to learn SCHOLASTICISM an attempt to synthesize philosophy and christian theology and what implications this had for one’s life. doctrines articulated by religious scholars developed when some of the Greek classics were rediscovered and studied in Western European schools and universities, esp. University of Paris not a philosophy or theology but a tool and method for learning which emphasizes dialectical reasoning inspired by Aristotle. ○ Dialect Reasoning - involves the exchange of arguments (thesis) and counter arguments (antithesis) in the pursuit of a conclusion (synthesis), which leads to a resolution of a problem or contradiction SCHOLASTIC METHOD Involves a thorough and critical reading of a book by a renowned scholar or author, referencing of any other related documents and commentaries on it, and noting down any disagreements and points of contention. sythesized using logical analysis MEDIEVAL TIME Universities used the scholastic method to universalize the catholic faith Scholastics ○ The schoolmen ○ Doctors of the church ○ Teachers of the faith ○ Founder Anselm of Caterbury (1033-1109) ○ Other known scholastics Bernard of Clairvaux (1091-1153)  Peter Abelard (1079-1142) Albertus Magnus (1200-1280) MOST FAMOUS: Thomas Aquinas (1225-1274) ST. THOMAS AQUINAS Dominican theologian Born into an Italian noble Family He devoted his life to reconciling the claims of faith Using faith and reason, sought to answer questions dealing with: ○ Christians perception of God ○ The nature of the universe ○ Relationship between God and humans He is know to be the founder of Theistic Realism THEISTIC REALISM Also Known as Thomism Founded by Thomas Aquinas Has been associated historically with roman catholicism Based on two major thought ○ Aristotle Natural Realism Belief that there is an objective external world that follows natural laws ○ Thomas Aquinas Christian Scholastic Theology Adds the belief in God as the creator of the universe Theistic Realism focuses on the belief in God (Thomism) and the idea that the world operates according to natural, unchanging laws (Realism) CHRISTIANITY Entered the western world by way of greece and rome Classical philosophies was overshadowed by religion Saint Augustine, a theologian, on the other hand said that classical philosophies and theology are connected. studying philosophy and liberal arts encourage a person to search for higher truth that led to the Bible 2 DIFFERENT APPROACH BY AQUINAS 1. System building a. Aquinas like Hegel and later Karl Marx aimed to create large all encompassing systems that combine different intellectual traditions to explain all of existence 2. Deconstruction a. Philosophical analysis i. Focuses on breaking down philosophical language to test it for empirical (real world) evidence ii. Rather than building large systems, it looks to simplify ideas b. Postmodernism i. Argue that such systems like Thomism or Hegelianism are often ways for powerful groups to justify their control over society THOMAS VIEW ON 1. Metaphysics a. Belief in an all-powerful, perfect, and supernatural God as the Creator of the universe. b. Humans are made with both a spiritual soul and a physical body. c. The soul, destined for eternal life, experiences complete happiness (beatific vision) with God after death. d. Original sin (from Adam and Eve) caused humans to be spiritually deprived, but salvation comes through Jesus Christ. e. The Christian Church, established by Christ, aids in the spiritual journey with teachings and sacrame f. Christian faith and divine grace complete the natural process of human knowledge g. While aristotle believed in a purposeful universe and that happiness comes from living rationally, aquinas added that true happiness is fully realized in heaven not just on earth through the souls eternal union with God h. The ultimate purpose of human existence is the beatific vision of being with God beyond earthly happiness 2. Axiology a. Values are timeless transcultural and grounded in God the universal creator b. Emphasizes living according to religious guidelines and rationality, focusing on love for others and God 3. Epistemology a. Two sources of knowledge i. Divine revelation - knowledge revealed by god through sacred texts accepted on faith ii. Natural sensation and abstraction - based on aristotelian realism where humans acquire knowledge through the senses and abstract sensory data into concepts 4. Logic a. Deductive reasoning - thomist logic is based on the right reason where general moral principles guide specific actions and decisions b. Deductive approach - specific actions must align with higher moral principles. If conflicts arise decisions are made in conformity with the higher principles AQUINAS VIEW ON EDUCATION It is a lifelong journey aimed at achieving spiritual and intellectual excellence in the virtuous life It involves various social agencies and informal educators but the school plays the key formal role in partnership with parents as the primary authorities in their childrens education FOCUS ON EDUCATION AIMS OF EDUCATION:Cultivating rationality on religious beliefs  CURRICULUM:SCHOLASTIC METHOD, Integration of both religion and liberal arts/sciences METHODS OF INSTRUCTION:Lectures and Discussions + Model teaching ROLE OF THE TEACHER: Specialist guide, Role models. Engages in both contemplation (research, planning) and action (teaching). ROLE OF THE LEARNER: Spiritual. Seen as a person of dignity and worth, possessing a soul and intellect. PRAGMATISM PRAGMATISM is the philosophy that evaluates ideas based on their practical results and real-world applications. Truth is what works on a practical level Truth is not permanent, rather it is subject to revision or verification Pragmatic Method/Inquiry ○ The Pragmatic Method/Inquiry emphasizes actions and method-based rather than doctrine. It values experience over principles with the focus on practical consequences instead of seeking for absolute truths, beliefs, and theories. ○ IDEAS → VERIFY → TRUTH → USEFULNESS HISTORY - Pragmatism originated in the United States during the late 19th Century as people pursued focusing on what was useful - Key Founders: - Charles Sanders Peirce - Published the book “How to Make Our Ideas Clear” in 1878, which originated the idea of Pragmatism - Often considered as the founder of pragmatism - Peirce introduced the empirical method of using the scientific method to validate ideas - William James, - Popularized the ideas of pragmatism - "Truth is what works" - James emphasizes that ideas only gain meaning when it is used in real-life situations - John Dewey. - Connected pragmatism to education, society, politics, and ethics. - "The process of learning by doing" - Dewey emphasized problem-solving and the interaction between the individual and their environment - It has been influential in education, law, and social policies. PHILOSOPHY AND PRINCIPLES OF PRAGMATISM 1. Metaphysics  a. Concepts of reality are based on experience and the interaction with the environment, it is always changing 2. Episemology a. Knowing results from experiencing the use of scientific method 3. Axiology a. Values are situational or relative 4. Logic a. Inductive reasoning THE PRAGMATIC SCHOOL 1. AIMS a. Prepares student to be interested in and ready to help solve real world problems 2. CURRICULUM a. Dynamic - everchanging no predetermined goals b. Integrated - connects different subjects and activities c. Social - democratic and co operative d. Individualized - based on students need interest aptitudes and abilities without predetermined goals e. Usefulness - arguably the heart of pragmatism 3. METHODS a. Balance between the individual student and the curriculum i. Hands on, flexible and involves a teacher b. Discipline is based on self determination not force and is not set on predetermined values 4. THE TEACHER a. Teacher is a helper, guide and philosopher who guides students to become well adjusted, well rounded and someone who helps solve real world problems b. The teacher suggests problems and encourages c. Is vigilant to continuously change their values as the world continually changes 5. THE STUDENT a. Actively solves problems and develops an interest in real world issues while accepting insight from the teacher FOCUS ON EDUCATION AIMS OF EDUCATION:Develop interest and capability to solve real-world problems. Specifics change with the times CURRICULUM:Dynamic, integrated, social, individualized, useful METHODS OF INSTRUCTION:Project/performance-based learning; discipline is based on self determination of student; instruction is contextualized to cater to students experiences and interests. ROLE OF THE TEACHER: focused on encouraging the use of problem-solving processes & sharing the experience of applying the scientific method ROLE OF THE LEARNER: actively solves real-world problems & interested in real-world issues EXISTENTIALISM THE CRAVE FOR MEANING Human Desire for Meaning ○ Puruit of meaning is a universal aspect of human experience ○ Seeking purpose through various avenues (religion love career and personal interest) Aspect of Essence ○ Plato and aristotle posited that beings have an essence ○ A core set of properties essential to identity Thinkers such as Nietzsche and Kierkergaard began to question the existence of a predetermined essence EXISTENTIALISM Is a philosophical movement in belief that we are responsible for creating purpose or meaning in our own lives (The Ethics Centre, 2018). Its core is individual existence, freedom, and choice. Initially established in 19th century by Søren Kierkegaard Movement about philosophizing (rejects an all-explaining architectonic or systematic philosophy) Human beings first exist and through freedom of choice, they construct their own essence, their own meaning of life. Human choices are made freely without a guide that is outside of the person. Individuals know that their existence is temporary and that they will disappear, living with this knowledge is a source of anxiety 19TH CENTURY DEVELOPMENT Primary Proponents ○ Soren Kierkegaard (Theistic Existentialism) A Danish theologian and philosopher. Regarded as the Father of Existentialism Proponent of religious existentialism. Critiqued the Thomist and realist-dominated philosophies of the time, as well as the institution of the church. Religion is a leap of faith. To believe in a given God despite the meaninglessness of your surroundings. ○ Friedrich Nietzche (Atheistic Existentialism) German philosopher regarded as a founder of Atheistic Existentialism. Proclaimed that "God is dead" to signify that modern science had made belief in the supernatural irrelevant. Replaced Aristotle's dictum that "man is a rational animal" with the claim that "man is an evaluating animal." The human project is to create by free choice a life that is a noble and beautiful self-construction. 20TH CENTURY DEVELOPMENT Primary Proponents ○ Jean Paul Sartre (Aestheistic Existentialism) French psychologist and playwright Lived through World War 2 and saw the Western world devolve into fanaticism (consciousness about the reality of a situation) Introduced "existence precedes essence” Emphasized radical freedom and the burden of responsibility that accompanies it, arguing that individuals must confront the absurdity of life and create their ownvalues. ○ Simone de Beauvoir (Second Sex) Existence Precedes Essence: individuals must exist first and define their essence through their actions and choices. Absence of Predetermined Purpose: humans are not born with a specific purpose, contrasting essentialist beliefs. Concept of Absurd: conflict between the human desire for meaning and the indifferent universe devoid of inherent purpose. Romantic partner of Satre Mainly used existentialist themes in feminist work Contributed to existentialism through her feminist lens work “The second sex” 1949 Sex is a biological given: A person is born as either a female or male. However, the lived-in situation, the context, constructs the meaning of being a woman or man. For the female, becoming a woman is traditionally defined by men who are masters in patriarchal societies. Explored the construction of gender and the societal constraints placed on women emphasizing the importance of freedom and identity Called for a recognition of the interconnectedness of freedom and oppression “one’s freedom is often tied to the freedom of others” ○ Gabriel Marcel (Theistic Existentialism) Leading voice for Theistic Existentialism Contends that human existence is a gift from God. As a Roman Catholic, Marcel integrated his religious faith into his philosophy of Existentialism. Focused on hope, faith, and the relational aspects of existence. Emphasized the importance of interpersonal relationships, search for meaning in connection with others, contrasting Sartre’s individualistic approach. EXISTENTIALISM IN EDUCATION  Emphasizes a learner-centered approach to encourage the discovery of one’s purpose and meaning in life Education should cultiva an intensity of awareness in the learner, recognizing that as individuals they’re constantly freely, and creatively choosing (to determine how one wants to live and to create one’s self definition) EXISTENTIALIST MOMENT VAN CLEVE MORRIS ○ Arises when people become conscious of their presence as a self in the world (varies w/ individuals) ○ Generally occurs around puberty and is characteried by an awareness of one’s presence in the world and an insight into one’s consciousness and responsibility for conduct ○ Is a period of great power FOCUS ON EDUCATION AIMS OF EDUCATION:cultivate an "intensity of awareness" in the learner, recognizing that as individuals they’re constantly, freely, and creatively choosing (to determine how one wants to live and to create one's self-definition) CURRICULUM:Flexible curriculum, must have the 'given' and 'open areas', humanities and arts are crucial since they raise consciousness and encourage self definition METHODS OF INSTRUCTION:Learner-centered appproach, Socratic dialogue to bring questions to learners (although not same as the idealist used; no definite answer) ROLE OF THE TEACHER: Facilitators, create the right learning environment ROLE OF THE LEARNER: Explore their own interest, values, and identity, take responsibility for ttheir own values and actions PHILOSOPHICAL ANALYSIS LANGUAGE Verbal and written communication system used by people in a particular group/locality/district/country ○ Speech, diction, syntax, grammar Terminology used in an academic area of specialization ANALYSIS Separate or divide something into its constituent parts/elements to find out what each contains Examine the individual parts closely Study the structure as a whole (how parts relate to each other) LINGUISTIC ANALYSIS Philosophical method used to establish meaning in a language Applied to:  ○ Philosophical statements ○ Specialized & ordinary discourse How??? ○ breaking down or reducing larger and more ○ complex compound statement ○ define and redefine the words in the original statement. PHILOSOPHICAL ANALYSIS “Linguistic Analysis” Philosophy that examines and clarifies our use of language by establishing meaning of what we say / write Problems are most logically resolved by asking questions about the use of words in specific contexts. HISTORY AND CONTEXT Proponents ○ George Edward Moore As a bridge from Realism, Emphasized the common-sense view that objects really exist. Instead of metaphysically based framework, focused on language used to express conception of reality ○ Bertrand Russell Instead of metaphysics, he based philosophy (especially epistemology) on scientific logic. Analyzed the logical structure of language ○ Gilbert Ryle Developed Analytical Philosophy (philosophical method) that clarified & analyzed meanings conveyed by language VIENNA CIRCLE Language analysis as a mode of philosophical thinking Philosophy should model itself after science Hostile to metaphysical philosophies MORITZ SCHLICK Developed Logical Empiricism, applying scientific method to philosophical issues Intense critical analysis of language used by philosophers, detected faulty definitions ad misuse of terms LUDWIG WITTGENSTEIN Wrote a book that stimulated Logical Positivism (field of language analysis), used the language for stating scientific propositions in analyzing ordinary discourse “Meaningful statements are either logically true or can be verified empirically. AUGUSTE COMTE Positivisim The truth of knowledge claims must be validated by testing according to scientific method POSITIVISIM Logical Positivists ○ Only statements that could be verified empirically were candidates for meaning Logical Analysis ○ Reducing statements to a point where they could be tested empirically. ○ metaphysical & religious statements couldnt be proved true or false because they depend on their “irreducible”. ACCEPTANCE AND DOMINATION Philosophers of education in United States, Canada, Australia Found it useful in clarifying often jargon-laden & ambiguous language used in education field which heavily borrowed from social sciences (anthropology, sociology, psychology) PURPOSE The purpose of philosophizing is to establish and clarify language. It is not to make claims, as done by the speculative philosophies, about the nature of reality. MEAL TIME Metaphysics - study of reality and existence ○ Analytical philosophers are not concerned with metaphysics, which they regard as purely speculative and lacking the prospect of being verified empirically. Epistemology - study of knowledge acquisition ○ Philosophical analysts are not concerned about theories of knowledge that are speculative. ○ They are concerned about the meaning of our language. ○ 3 types of statements Analytical - predicate is equal in meaning to the subject Synthetic - predicate can be empirically verified and measured Emotive - conveys feelings , meaning cant be shared with others the same way as the speaker feels it Axiology - study of value ○ Philosophical analysis is used to separate fact and value. ○ Analytical and Synthetic statements - Facts ○ Emotive statements - Values Logic - study of reason ○ Language has a logical structure. ○ Logic can be used as a tool to clarify ambiguous statements and to make them meaningful. ○ use symbol and express it mathematically EDUCATIONAL IMPLICATIONS Philosophical and Ideological Policy Statements ○ There will always be policies in which emotive statements are used. With that, policies have been an avenue to change systems even though its neither analytical nor synthetic. The purpose of schools  ○Does not seek to prescribe the purpose and role of schools. Rather, they seek to analyze the tools of analyisis to what others have to say about the purpose of schools. Curriculum and Instruction ○ Analytical Philosophy is used to clarify policies and recommendations FOCUS ON EDUCATION AIMS OF EDUCATION:Does not attempt to formulate the purpose of education or to prescribe function of the school. However, it seeks to devise new modes of curriculum and instruction. It also seeks to clarify the language used in education CURRICULUM:Seek to apply the tools of analysis to what others have to say about the purpose of schools METHODS OF INSTRUCTION:Used to clarify policies and recommendations ROLE OF THE TEACHER: Ensure that statements made are less emotive ROLE OF THE LEARNER: Analyze statements