Professional Documents
Culture Documents
Scope &
Importance
of Philosophy
of Education
“A complete philosophy
includes a world view, a
doctrine of values, meanings
and purpose of human life.” –
(J.A. Leighton)
Definition of Terms:
Philosophy
Reality
Ultimate Truth
Immediate Truth
Education
Philosophy of Education
Philosophy
comes from the Greek word –”philo” and “sophos”,
which together means love and wisdom.
is sometimes considered as a group of theories or
system of thoughts by which it sought to understand
the world, its meaning and its values.
Philosophy
“It is the endeavor to achieve comprehensive view
of life and its meaning, upon the basis of the results
of various sciences.” – E. S. Amos
“Unusually stubborn attempt to think
clearly.”
Sound philosophy must take into accounts
Philosophy
Individual Society
Society
Consideration of society must include that society’s
conception of good life, its mores, and its folkways.
Individual
A conception of individual must take into accounts
his being biological organism and a national and
passionate creature.
Both Society and Individual are results
of interaction.
Reality
Reality is the state of things as they actually exist,
rather than as they may appear or might be
imagined.
Reality includes everything that is and has been,
whether or not it is observable or comprehensible. A
still broader definition includes that which has
existed, exists, or will exist.
Ultimate Truth
The ultimate Truth can be realized only through meditation, and not
theorizing or speculating.
The ultimate truth in Buddhism is how things really are.
They are ever-changing and dependent on circumstances.
The ultimate truth (in science) is that an observer sees particular
visual effects, dependent on the position of the moon and the Earth,
and dependent on the observer's position on the Earth.
All things in life are temporary. If going well, enjoy it, they will not last
forever. If going wrong, don’t worry, they can’t last long either.
Ultimate Truth
Ultimate truth (paramārtha-satya)—and that the reality of all the
objects of knowledge, the text says, is exhaustively comprised of the
two truths (Sde Dge, dkon brtsegs nga, 60b).
Ultimate truths of Buddhism are different from the conventional
truths of everyday life. This can be confusing for the thoughtful
person. For instance, they might think, if there is no self theory in
Buddhism, how come I write referring to myself and to others? One
reason is that writing which does not refer to the self is difficult to
understand.
Immediate Truth
Immediate truth – Temporal contiguity between a cognitive
problem and its solution determines experienced veracity of
the solution
Immediately implies the statement, It is objectively true that
nothing anyone ever says is objectively true.
To be acquainted with something is to be directly and
immediately aware of it, without the action of an
intermediary.
Immediate Truth
Russell defines immediate knowledge of truths as
intuitive truths. These are concepts that, to Russell, are
so clearly self-evident that we just know they must be
true. “1 + 1 = 2” is an example of such a self-evident
truth. Derivative knowledge of truths involves
deduction and inference from immediate, self-evident
truths.
EDUCATION
Education is a continuous process of experiencing
and of revising or reorganizing experiences.” – Dr.
John Dewey
Education is a cultural process by which successive
generations of men take their places in history.
EDUCATION
“Education is the sum of all equities acquired through
individual maturation and social training.” – Webster
The aggregate of all processes by which person
develops ability, attitudes, and other forms of
behavior of practical values, in the society in which
he lives in.
Philosophy of Education
Serves as the Alpha Omega or the beginning and the
end of teaching and learning.
Philosophy of Education
Considered with what ought to be in educational
practice.
Suggests the necessity for all educational disciplines
to follow direction and philosophy to be effective and
meaningful.
Philosophy of Education
Gives direction and points of destination to the
teachers, administrators, and supervisors in
formulation their educational aims and
objectives to be achieved, in selecting and
organizing subject matters to be taught, in
selecting methods of teaching and techniques
to be used and evaluate the results of teaching
and learning.
Educational
Philosophy
Aims and Ideals of Educational Philosophy