differentschoolsofphilosophy-130425141253-phpapp01

8/21/2019 differentschoolsofphilosophy-130425141253-phpapp01

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DIFFERENTSCHOOLS OF

PHILOSOPHY

Reported by:

LILIBETH A. ROLDANPh.D. student

Dr. Terest! Bu"!nd!nPro#essor Fund!$ent!" o#Ph"osophy


2/33

%. the ph"osophy o# de!"s$&&one o# the o"dest syste$s o# hu$!n

thou'ht.

(A))ordn' to ths )on)ept* +no,"ed'e sndependent o# sense e-peren)e.

So$e de!"st !ssert th!t the true de!se-st nn!te"y nthe sou" o# $!n/man as part of the universe

is a purposive

being.


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So$e o# the $port!nt )on)epts !nd'ener!"0!tons n

the ph"osophy o# de!"s$ !re:

!. $et!phys)s/!"" o# re!"ty s redu)b"e toone #und!$ent!" subst!n)e (spirit).

The n!ture o# the sprt n ne'!t1e ter$ss non

materiality !nd t s des)rbe !s idea npost1e ter$s.

b. epste$o"o'y/there !re t,o d1sons o#

de!"s$: (%Ob2e)t1e de!"s$ 3!4r$sth!t $!n s !b"e to +no, on"y ,h!t heper)e1es.Hs on"y +no,"ed'e s o# hs $ent!" st!tes.

It s s!d


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(Idealism applies to any theorywhich sees the universe as beingmade of mind or reason. Some

believers of idealism recognize bothmind and matter in the universe.Others insist that consciousness orreason form the basis of reality.)


5/33

8Types o# de!"st) ph"osophy9A. Ob2e)t1s$/e$ph!s0es the ob2e)t1e

!nd re!" ndependen)e o# de!s.B. Sub2e)t1s$/e$ph!s0es the sub2e)t1e

$ent!" st!te o# hu$!n $nd.C. Or'!n)/e$ph!s0es the ho"st) st!te o#

$nd.D. Person!"s$/re2e)ts the $person!"

des)rpton o# n5nte $nd !nde$ph!s0es the nd1du!" pheno$en! o#the person!" $nd.


6/33

In edu)!ton* de!"s$ s !'!nst theph"osophy o# pro'ress1e edu)!ton. Ide!"s$h!s h'h re'!rd #or nd1du!"ty !nd #reedo$n edu)!ton. The de!"st) p!ttern o# $odern

edu)!ton s latonic!t )!n be s!d th!t$odern edu)!ton h!s '1en ! derent turnto edu)!ton!" ph"osophy. (Idealism has moreto do with the ideas as mental state.) Edu)!ton )!nnot be )o$p"ete un"ess t sdre)ted to,!rd $!n;s etern!" destny.


7/33

The ph"osophy o# de!"s$ h!s 'ener!"$p")!ton n te!)hn' !nd n "e!rnn'. To the de!"sts* the purpose o# edu)!tons to !ssst n the de1e"op$ent o# the sprt!nd se"# o# the pup". In edu)!ton* t $ust e$ph!s0es the

de1e"op$ent o# the . !re!s o# "#e:!. Inte""e)tu!" !)t1tesb.


8/33

"he school curriculum must be basedupon the spiritual nature of man. "he schoolmust be compose of sub#ects which liberatethe mind of the learner. (ths )on)ept sb!sed on the prn)p"e o# )re!t1ty or

nd1du!" #reedo$ Edu)!ton $ust preser1e the sub2e)t&$!tter )ontent ,h)h s essent!". The )ontent o# the )urr)u"u$ !re

!rr!n'ed #ro$ s$p"e to $ore )o$p"e-*)on)rete to the $ore !bstr!)t !spe)tso# the sub2e)ts. Ths )on)epts s b!sedon the 8L!, o# 7r!du!" Re!)ton

Ch!n'e9 o# Thornd+e.


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6. The ph"osophy o# re!"s$&&t s !n !tte$pt to portr!y "#e !s t s.

The re!"st be"e1es th!t the ,or"d s $!deo# re!"* subst!nt!" $!ter!" enttes. In other,ords* the re!"st st!rts ,th ! thn' !nd end

up ,th the de!. In short* thing is moreimportant than idea. A))ordn' to the ph"osophy* +no,"ed'e sder1ed throu'h sense e-peren)e* ho,e1er*

sense e$perience alone cannot account for%nowledge. To the re!"st* ,h!te1er s )onsstent ,thn!ture s dee$ed 'ood. The st!nd!rd o# ths

1!"ue s hu$!n re!son.


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The ph"osophy o# re!"s$ h!s $p")!tonsto edu)!ton/t re)o'n0es the r'ht o# e1erynd1du!" to !n edu)!ton b!sed upon hsn!ture.(limited only by his capacity to learn).

Ths ph"osophy re)o'n0es the $port!n)e o#nd1du!" deren)es n edu)!ton. Pup"s

der n the "e1e" o# ther !b"tes to thn+ n!bstr!)tons ,h)h )!"" #or derent $ethods!nd te)hn=ues n te!)hn' to $eet the$!$on' nd1du!"s.


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to the re!"sts* edu)!ton e-sts #or the .re!sons:

A. To tr!ns$t )u"tureB. To de1e"op thn+n' !nd re!sonn'C. To de1e"op the !b"ty to "1e ! "#e o# re!sonD. To "e!rn to "1e ! "#e n ! h'her p"!)e

. To the re!"sts* the purpose o# edu)!ton s to provide man with the essential %nowledge heneeds to survive in nature./(ths +no,"ed'e

pro1des the nd1du!" ,th the s+""sne)ess!ry #or ! h!ppy !nd !bund!nt "#e.


12/33

The S)hoo" )urr)u"u$ s se"e)ted !nd or'!n0ed"o')!""y !nd psy)ho"o'y.

Lo')!" !rr!n'e$ent $e!ns the sub2e)ts shou"d be!rr!n'ed #ro$ s$p"e to the $ore )o$p"e-.( the

"!, o# Gradual reaction change&"horndi%e)Psy)ho"o')!" !rr!n'e$ent $e!ns th!t the n!ture

o# the "e!rner $ust be t!+en nto )onsder!ton*su)h !s : !b"ty* nterests* !nd needs o# the

"e!rner.


13/33

>. The ph"osophy o# hu$!ns$&&t s ! ,!y o# "oo+n' !t our ,or"d ,h)h

e$ph!s0es the $port!n)e o# man!hisnature and importance in the universe.Hu$!ns$ te!)hes th!t !"" persons h!1e

d'nty !nd ,orth. They ob2e)ted to thes$p"e n!ture o# $!n. Hu$!ns$ s ! ,!y o# thou'ht !nd "#e*,h)h t!+es ts )entr!" )on)ern n the

re!"0!ton o# the #u""est hu$!n )!reer. Hu$!ns$ see+s to enr)h !nd nnob"e the$!n;s e!rth"y "#e by "ber!tn' the "!tentpotent!"tes o# hu$!n n!ture.


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technology. The $odern hu$!nst) de!" o# edu)!ton sthe de1e"op$ent o# ! ,e"" b!"!n)ed person*,ho h!d:

&& +no,"ed'e&&+ne, ho, to "1e ,th hs #e""o,$en&&!ppre)!ted be!uty&&h'h st!nd!rds o# hu$!n 2ud'$ent


15/33

Hu$!ns$ s )"e!r"y re"!ted to

ntern!ton!" !s !n !$ o# edu)!ton.


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In the !pp"ed s)en)es/hu$!n re"!tonsst"" be!rs the pr$t1e pr!)t)es?!n)entpr!)t)es. In hu$!n re"!ton/,here ,sdo$*to"er!n)e* $or!" sense !nd so)!" sprt !rere=ured.

In the s)hoo" o# ph"osophy* hu$!ns$* the

ob2e)t1e o# te!)hn' !nd "e!rnn' s todiscover the emotional order of sub#ect&matter and the order of learning.

A))ordn' to ths edu)!ton!" ph"osophy*8"e!rnn' st!rts ,th the )h"d;se-peren)e.9/(b!sed on the "!, o#Apper)epton o# Herb!rt* th!t "e!rnn' s

e!ser # t st!rts ,th the p!st "e!rnn' o# the


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In other ,ords* the "e!rner $ust st!rt ,ththe concrete !nd particular r!ther th!n the

!bstr!)t !nd un1ers!".


18/33

@. E-per$ent!"s$ pr!'$!ts$

&&n 'ener!"* the ph"osophy o# pr!'$!ts$s 'rouped under the 'ener!" ter$ o#e-per$ent!"s$.(e$perimentalism and pragmatism is closely

related.) To both s)hoo"s o# ph"osophy* re!"ty sdeter$ned by nd1du!" e-peren)e. Dr. ohn De,ey (be"e1er o# pr!'$!ts$

$'ht proper"y be )!""ed e-per$ent!"st* hensst th!t de!s $ust !",!ys be tested bye-per$ent. he !"so be"e1ed th!t no +no,"ed'e s e1erso )ert!n th!t t s not sub2e)t to ne,


19/33

he !pp"ed these b!s) )on)epts to ne!r"y

e1ery !spe)t o# ph"osophy !nd edu)!ton. hs noton th!t de!s !re p"!ns o# !)tondeter$ne hs theory o# truth. (#or h$* if anidea does what it intends as a plan of action'

it is true. If it fails' it is false.)

The pr!'$!tst does not be"e1e th!t!nythn' s 8se"#&e1dent9.

Pr!'$!ts$ h!s been )!""ed p!rt)u"!r"y8A$er)!n Ph"osophy9. Pr!'$!ts$ s !"so )onsdered !s the "o')th!t de! "es behnd s)ent5) $ethod.


20/33

A))ordn' to the ph"osophy o#e-per$ent!ton !nd pr!'$!ts$* education

must be problem centered. Ths prob"e$ $ust be #e"t by the "e!rner!nd shou"d be )entered upon hs !b"tes*needs !nd nterests.

The #!)t th!t $!n "e!rns throu'he-peren)e* the e-per$ent!"st !nd thepr!'$!tst su''est !n edu)!ton ,h)hstresses learning by doing and living. 8An nd1du!" "e!rns throu'h se"# !)t1tyor "e!rnn' by don' or re!)tn'.9

They !"so su''est th!t te!)hn' $ust


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&&It )!n be s!d th!t to the e-per$ent!"sts

!nd the pr!'$!tsts* the !$ o# edu)!ton s8the development of the total child throughe$periencing or through the use of the theoryof self&activity.

To !))o$p"sh ths !$ o# edu)!ton* thes)hoo" )urr)u"u$ $ust be se"e)ted !ndor'!n0ed n ter$s o# !)t1tes !nd pro2e)ts

,h)h !re re"e1!nt to the needs* !b"tes !ndnterests o# the "e!rner.


22/33

Ther edu)!ton )on)epts !re b!sed on theedu)!ton!" ph"osophy o# ohn De,ey : 8edu)!ton s "#e* edu)!ton s 'ro,th*edu)!ton s ! so)!" pro)ess* !nd edu)!ton

s the )onstru)ton o# hu$!n e-peren)e.9

L+e,se* the e-per$ent!"s$ s)hoo" o#ph"osophy s )on)erned ,th the ,or"d o#

hu$!n e-peren)e.8truth s 1er5ed throu'h the use o#

e-peren)e or throu'h the use o# s)ent5)$ethod.9


23/33

. Ph"osophy o# s)ho"!st)s$&&stresses the de! th!t $!n s ! n!ton!"

ben' possessn' ! body !nd sou". 8e!)hhu$!n ben' h!s !n $$ort!" destny9

Ths s)hoo" o# ph"osophy be"e1es

th!t not !"" the truth )!n be +no,n by re!sonbe)!use o# the restr)tons present n senseo# +no,"ed'e./9so$e truths )!n be!)he1ed throu'h the '#t o# #!th9. Ths s)hoo" o# ph"osophy be"e1es n theuse o# re!son n !))o$p"shn' truth. Inother ,ords* 8re!son do$n!tes Scholastic

philosophy 9.


24/33

The !$ o# edu)!ton* $ust be dre)ted tothe de1e"op$ent o# the ,ho"e $!n/th!t !

person $ust be de1e"op $ent!""y*phys)!""y* e$oton!""y* so)!""y !ndsprtu!""y. Ths s)hoo" o# ph"osophy be"e1es th!t

edu)!ton $ust !$ !t the de1e"op$ent o# the,ho"e )h"d by n)"udn' both the prep!r!ton#or ths "#e !nd the "#e to )o$e.

It !"so be"e1es th!t re"'on $ust be

!p!rt o# the edu)!ton.L+e,se* ths s)hoo" be"e1es th!t'ener!" edu)!ton $ust be ! p!rt o# the)o""e'e )urr)u"u$ to pro1de #or the

de1e"op$ent o# the 1rtue o# ,sdo$


25/33

. Ph"osophy o# pro'ress1s$&&)"ose"y re"!ted to pr!'$!t) ph"osophy o#

edu)!ton. A))ordn' to ths edu)!ton!" ph"osophy*the child grows and develops as a wholethrough his own e$perience or through self&

activity. The outst!ndn' "e!ders o# ths s)hoo" !re:Hor!)e


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Pro'ress1s$ s ! protest !'!nst#or$!"s$.

E$ph!ss n ths )on)ept s p"!)ed uponnterests* desres o# the nd1du!"* upon#reedo$* !nd upon the "e!rner r!ther th!n thesub2e)t&$!tter.

Fro$ the pro'ress1sts* 8"e!rnn' s !n!)t1e pro)ess9* (n ,h)h the "e!rnerh$se"# s de5nte"y n1o"1ed.

(ths pont o# 1e, st!tes th!t the "e!rnn'

pro)ess s essent!""y e-peren)n'* don'!nd underst!ndn'/ths )on)ept )!""s #or!)t1e don' ,h)h n1o"1es the $nd* thebody* !nd the e$oton o# the nd1du!".


27/33

Ch!r!)terst)s o# pro'ress1s$:!. The )h"d s $!"e the )enter o# the

edu)!t1e pro)ess !nd not the sub2e)t&$!tter. ()h"d&)entered )on)ept o#edu)!ton

b. Le!rnn' by don' !nd e-peren)n' !re

e$ph!s0ed n the edu)!t1e pro)ess.(te!)hn' s 'ood ,hen t ut"0es theprn)p"e o# se"#&!)t1ty

). Thn+n' !nd re!sonn' !re ,e""

e$ph!s0ed. (!n!"yss !nd synthess !reut"0ed to st$u"!te thn+n' !ndre!sonn'.

d. The s)hoo" )urr)u"u$ s b!sed on !)t1tes!nd pro2e)ts th!t !re n "ne ,th the pup"s;


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#. E$ph!ss s n 'roup p"!nnn'* ds)usson*se"# e-presson* )re!t1eness* !nd

responsb"ty.(p"!nnn' o# !)t1tes s done by the te!)her!nd the pup"s done )ooper!t1e"y to thete!)her.

'. E1!"u!ton s b!sed on Ge-b"e st!nd!rdsor th!t 'r!dn' $ust be b!sed on thenor$!"&prob!b"ty&)ur1e.

(h'her st!nd!rd #or the br'ht* "o,erst!nd!rd #or the s"o, pup"s.

h. 7ud!n)e s $!de !n nte'r!" p!rt o#te!)hn' !nd "e!rnn'.

(se"# e-presson* nt!t1e* !nd )re!t1eness


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. Ph"osophy o# e-stent!"s$&&the $ost re)ent to !ppe!r upon the

nte""e)tu!" sense.

&&so$e ph"osophers )"!ss#y ths !s e-tre$e

nd1du!"s$.

To ths s)hoo" o# ph"osophy* re!"ty s !$!tter o# nd1du!" e-sten)e/th!t e!)hhu$!n ben' e-sts n ! ,or"d th!t s ,thoutpurpose !nd s #und!$ent!""y !bsurd.

The on"y s'n5)!n)e #ound n "#e s the$e!nn' th!t e!)h nd1du!" '1es to hs"#e&&&9e!)h person s #ree to $!+e ,h!te1er)ho)es he ,shes.9


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So$e e-stent!"sts !ssert th!t 7OD e-st.(they !d$t the $possb"ty o# pro1n' ths byre!son

They be"e1e the e-sten)e o# 7OD throu'h#!th* on the b!ss th!t ths !)t o# #!th ye"ds !s'n5)!nt "#e ,h)h $!y or $!y not bere,!rded !t ts ter$n!ton. To the e-stent!"sts* the purpose o# edu)!ton s toser1e. The nd1du!" hu$!n ben' by 'udn' h$nto !,!reness o# hs )ondton !nd pro$otn' hssu))ess#u" )o$$t$ent to ! s'n5)!n)e e-sten)e.L+e,se* )o$p"ete nd1du!" #reedo$ n the

)"!ssroo$ s re)o$$ended by ths s)hoo" o#ph"osophy* !nd th!t nd1du!" )h"d $ust )hooseh$se"# those !)t1tes ,h)h he be"e1es !res'n5)!nt* !nd the te!)her ser1es !s ! 'ude !nd !

resour)e person.(b!sed on de$o)r!t) prn)p"e o#ohn De,e


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. An!"yt) ph"osophy&&Ths s)hoo" o# ph"osophy !sserts th!t the

#un)ton o# ph"osophy s b!s)!""y ! type o#"o')!" !nd "n'ust) !n!"yss.

&&Ths ph"osophy s other,se +no,n !s"o')!" !n!"yss.

A))ordn' to ths s)hoo" o# ph"osophy*8re!"ty s )onssts o# ,h!t s +no,!b"e*&th!ts 1er5ed by e-peren)e.

&&Ths !"so !sserts th!t $!n s derent#ro$ other !n$!"s to the e-tent th!t he h!sthe )!p!)ty to en'!'e n reGe)ton.

&&!"so !sserts th!t the $ethod o#

ph"osophy $ust be the $ethod o# s)en)e #orthn s !re +no,!b"e on" throu h e- eren)e


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It s +no,n th!t $!n s ! r!ton!" ben' !ndth!t hs re!son s $ost $port!nt dstn)ton. In An!"yt) ph"osophy* the !$ o# edu)!tons to promote the intellectual and socialdevelopment of the individual.(ths )on)ept s b!sed on the prn)p"e th!t !n

nd1du!" s ! so)!" ben'. Ths !$ o# edu)!ton )!n be !))o$p"shedby de1e"opn' the s)ent5) !tttude o# open&$ndedness !nd ob2e)t1ty n e!)h

pup"?student. To the be"e1ers o# ths ph"osophy* theedu)!ton $ust be b!sed on the e-peren)eso# the "e!rner.


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