Chapter 10: Nature and Scope of Philosophy

1. Who are the Milesians or Ionians? Explain the birth of Philosophy.

 Miletus was a city-state in Ionia (modern-day Turkey) on the shore of the Aegean
Sea that served as the epicenter of the Ionian insurrection against the Persian
Empire. The Milesian School refers to the first ancient Greek philosophers,
Thales, Anaximander, and Anaximenes, who were all from Miletus. Ancient
Greek philosophy is a school of thought that emerged in the sixth century BCE
and is characterized by a concentration on the First Cause of visible things. Thales
is traditionally regarded as the first philosopher (c. 624-545 BCE). Philosophy in
the West begins with Thales (about 585 BCE) in the Ionian Greek colonies of
Asia Minor, who inspired the subsequent writers known as the Pre-Socratic
philosophers, whose views would then enlighten and influence Plato (around
428/427-348/347 BCE) and his disciple Aristotle of Stagira.

2. What is philosophy of education?

 Philosophy of education is a field of applied or practical philosophy concerned
with the nature and goals of education, as well as the philosophical issues that
arise from educational theory and practice. It is a declaration or combination of
statements that identifies and clarifies an individual's or group's educational ideas,
values, and understandings.

3. What are the educational aims and character development of the following educational
philosophies?
a) Realism
 The goal of realism is to educate students for real-world situations. It
encourages students to use their senses to observe and experiment. This
educational philosophy helps students to derive a specific truth from basic
principles.
b) Idealism
 The goal of education, according to idealism, should be to maintain, cultivate,
and transmit culture from time to time, person to person, and place to place.
Man's moral, intellectual, and artistic actions contribute to the preservation,
promotion, and transmission of culture from generation to generation.
c) Pragmatism
 The pragmatist educator seeks the growth of the students on all levels
physical, intellectual, social, and aesthetic. Thus, the goal of education is to
steer the impulses, interests, desires, and abilities toward 'the satisfaction of
the child's felt wants in his surroundings.
d) Essentialism
 Essentialism seeks to implant in all students the most fundamental or
fundamental academic information and abilities, as well as character
development. The content progresses to more complicated abilities and
extensive understanding. Essentialists say that classrooms should be centered
on the teacher.
e) Existentialism
 Existentialists think that each person is unique and that education must
accommodate these variances. As a result, the goal of education is to enable
each individual to develop his or her unique talents, to harness his or her
potential, and to cultivate his or her individualities.
f) Perennialism
 Perennialists think that education should center on principles that have stood
the test of time. Essentialists believe that studying these works and ideas can
help students appreciate learning.
g) Progressivism
 Individuality, growth, and change, according to progressivists, are essential
components of education. A progressivist education aims to educate students
what they believe is most important to their lives. Curriculum designed by
progressivists is based on students' needs, experiences, interests, and abilities.
h) Reconstructionism
 The educational goals of reconstructionist are to improve and reconstruct
society as needed, as well as to educate for change and social reform. As a
result, the study of modern social problems has become the focal point of
curriculum content.
i) Experimentalism
 Experimentalism holds that things are always evolving. It is founded on the
belief that reality is what is currently working and that goodness results from
group decisions. As a result, schools exist to discover and broaden the society
in which we live. Students investigate social situations and problem-solve.
Chapter 11: Key Proponents of Educational Philosophies
1. Key proponents and Educational Philosophies
a. The Degree of Knowledge
 “The Degree of Knowledge” is a work of Jacques Maritain and the philosophy
is Perennialism.
b. Fear and Trembling
 Fear and Trembling is a philosophical book released in 1843 by Soren
Kierkegaard and the educational philosophy is Existentialism.
c. Live a Good Life
 Harris Broudy is the key proponent of "live a good life," and Realism is the
educational philosophy.
d. Man is born free but everywhere is in chain
 "Man is born free, but everywhere is in chain," according to Jean Jacques
Rosseau, and Realism is the educational philosophy.
e. Allegory of the cave
 Plato is the main proponent of the "Allegory of the Cave," and Idealism is the
educational philosophy.
f. Nature is primarily self-evident reality, a starting point of philosophizing.
 Aristotle is the key proponent and the educational philosophy is Realism.
g. Theory of knowledge is the theory of truth.
 William James is the significant proponent of "Theory of knowledge is the
theory of truth," and the educational philosophy includes pragmatism and
experimentalism.
h. The unexamined life is not worth living.
 "The unexamined life is not worth living," says Socrates, and Idealism is the
educational philosophy.
i. Pedagogy of the oppressed
 Paulo Reglus Neves Freire is the key proponent of “Pedagogy of the
oppressed” and Reconstructionism is the educational philosophy.
j. A good life was a life of pleasure
 "A good life was a life of pleasure," says John Locke, and his philosophy is
Realism.
k. Deschooling Society
 “Deschooling Society” is an excerpt from Ivan Illich and the philosophy is
Reconstructionism.
l. Teaching should proceed from the known to unknown.
 Johann Henrich Pestalozzi is the key proponent and the philosophy is
Realism.
m. Being ang nothingness
 The key proponent of “Being and nothingness” is Jean Paul Sartre and
Existentialism is the educational philosophy.
n. Reworks Pragmatism
 Richard Porty is the key proponent and the philosophy is Pragmatism.
o. Mind is like a human receiving image from the physical world.
 John Comenius is the significant proponent and the educational philosophy is
Realism.
Chapter 12: Eastern Philosophies
1. Identify the following
a. Eastern Philosophy
 Eastern Philosophy encompasses the many philosophies of China, Japan,
Korea, India, and, to a lesser extent, Iran (Persia).
b. Hundred schools of thought
 The Hundred Schools of Thought were ideologies and schools that flourished
in ancient China during the Spring and Autumn period and the Warring States
period.
c. Legalism
 Han Fei's pragmatic political philosophy, with an essential concept such as
"when the epoch changed, the ways changed," defends the rule of law and is
thus a theory jurisprudence.
d. Sharia
 Sharia is the framework of ultimate truth and ethical advice derived by
Muslim scholars from Allah's direct revelation to man.
e. Karl Barth
 Barth, a German survivor of both World Wars, wrote the vast Chruch
Dogmatics, which he left incomplete at around six million words when he
died in 1968.
f. Tertullian
 He was a philosopher before converting to Christ, and he remained a prolific
writer in the second century A.D., earning the title "Father of the Western
Church."
g. Thomas Aquinas
 He is a disciple of Albert the Great, a renowned Dominican experimentalist,
similar to the 13th century Franciscan Roger Bacon of Oxford.
h. Taoism
 a philosophy and religion based on the Tao Te Ching and the Zhuangzi texts.
Tao is a Chinese character that signifies "road" or "way."
i. Zen Buddhism
 It is a synthesis of Mahayana Buddhism's Dhyana school with Taoist
principles.
j. Neo-Confucianism
 It was a resurrected form of traditional Confucian ideals that developed
around the Song dynasty, incorporating Buddhist, Taoist, and Legalist
elements.

2. What are the central duties of Islam?

 The central duties of Islam are The Creed, Prayer, Almsgiving, Fasting, and
Pilgrimage.
3. What are the four inspired books of Scripture?
 The four inspired books of Scripture are The Law of Moses, The Psalms of
David, The Gospel of Jesus Christ, and the Koran (Quran or Quor’an).
4. What are the four noble truths?
 The four noble truths are the Dukkha, Samudaya, Nirodha, and Marga.
5. What are the eight-fold paths?
 The eight-fold paths are Right Understanding, Right Speech, Right Conduct,
Right Vocation, Right Concentration, Right Effort, Right Mindfulness, and
Right Thought.
Chapter 13: Philippine Philosophies of Education
1. How did Rizal support his ethical philosophy in life?
 Rizal's guiding political theory was the study and execution of reforms, the
extension of human rights, the training for self-government, and the stirring of
a spirit of dissatisfaction against injustice, cruelty, inhumanity, sensitivity, and
self-love.
2. What are the different functions of the philosophies of Education?
 It provides guidelines in the formulation of educational policies and programs
and in the construction of curricula.
 It provides direction toward which all educational efforts should be exerted.
 It provides theories and hypothesis in education that may be tested for their
effectiveness and efficiency.
 It provides norms or standards for evaluation purposes.
3. Give the characteristics of the Teachers’ philosophy of teaching?
 In accord with the philosophy of education of the State and that of the
educational institution he serves.
 The teacher’s philosophy of teaching must have a religious outlook.
 The teacher’s philosophy of teaching must be in accord with the acceptable
social, spiritual, and ethical standards.
 The teacher’s philosophy of teaching must be characterized by love and
service, for pupils and students.
 The teacher’s philosophy of teaching must be characterized by a strong desire
to mold the individual child into a self-reliant, independent, and reasonable
citizen equipped with a proper cooperative and leadership qualities.
4. Give the philosophy of the following related education:
a. Camilo Osias
 Osias felt that education should provide every person with the maximum
amount of freedom, efficiency, and happiness. He expected efficiency, in
the sense that one must be able to collaborate with other members of
society to advance the common good.
b. Rafael Palma
 Palma was an outspoken supporter of academic freedom and education for
both service and national development. He also linked education to
hospitality, morals, and religion. All of them were debated afterwards by
educators and educational theorists.
c. Manuel L. Quezon
 Quezon's educational concept is primarily native or Philippine in nature. It
reflects a colonial people's drive to improve themselves intellectually,
ethically, and economically through the process of education.
d. Lourdes Quisumbing
 Lourdes Quisumbing believes that education must develop the learner's
dignity as a human being.
e. Francisco Benitez
 He was opposed to any style of education that would give rise to any type
of intellectual or social aristocracy. He was a strong supporter of
democratic principles in classroom management and supervision, and he
advocated for an educational system that was tailored to the needs of the
people.
f. Jorge Bocobo
  He emphasized the importance of Filipino culture and tradition as the
foundations of education in the Philippines.

Chapter 14: Social Philosophy

1. What is social philosophy?
 The philosophical study of interesting problems about social conduct is known
as social philosophy. It is a normative science that deals with the ideal of
justice and creates judgments that justify real or imaginary political and social
systems.
2. What is metaethics?
 It is an attempt to comprehend the metaphysical, epistemological, semantic,
and psychological assumptions and commitments that underpin moral
thought, speech, and activity.
3. What are the divisions of ethics?
 Divisions of ethics includes:
- General Ethics
- Special Ethics
4. What are the three contexts considered in the concept of morality?
 The concept of morality can be considered in at least three distinct but
interconnected contexts:
- Institutional
- public discourse
- embodied dispositions
5. Give the twelve (12) key personal and social values.
 The twelve key personal and social values are:
- Cooperation
- Freedom
- Happiness
- Honesty
- Humility
- Love
- Peace
- Respect
- Responsibility
- Simplicity
- Tolerance
- Unity