2. 1. THE
SIGNIFICANCE,
NATURE AND ROLE
OF PHILOSOPHY
OF
EDUCATION

3. Philosophy in
Relation to
Education

4. PHILOSOPHY
Is defined as the science of
all things studied from the
viewpoint of their ultimate
causes, reasons, or
principles by the light of
human reason alone.

5.  Is also seen as a reflective
technique applied to lived
experience.
 It a science which verifies all
things in one
weltanschauung (world-view)

6. All men, by
nature, desire
to know
There is in man a
philosophical drive to want to
know and explanation of all
that he has.

7. *HE REFLECTS ON UPON
HIS EXPERIENCE AND ASKS
QUESTIONS OF HIMSELF.
*HE ASKS ABOUT THE
ULTIMATE MEANING THAT
CAN BE GIVEN TO HUMAN
EXPERIENCE.
*THE METHOD IS
REFLECTION
Man as
a
“thinkin
g man”

8. Science is
in the
pursuit of
truth
Philosophy
is in the
pursuit of
meaning.

9. NEW AGE
High priority concern for
development.
95% of the greatest scientists
live in this age.
Thus, there is an inevitable
knowledge explosion which
carries with it the power of
development and the power
of destruction.

10. Mans knowledge is,
therefore, ambivalent.
Ambivalent –
unsure: having mixed,
uncertain, or conflicting
feelings about
something.

11. TECHNOLOGICAL AND SCIENTIFIC AGE
automation
computer
cybernetics
This
phenome
non
places
tremendo
us power
in the
hands of
MAN.

12. Modern man is called SECULAR MAN.
Man’s reputation as a sacred being created
after
God’s image and likeness has been challenged
And reduced because of the event of the
Scientific revolution. He is supposed to be a
steward of the creation but has fallen short of
his stewardship.

13. So, man needs……….

14. BBM

15. Is Philosophy a valid
science?
Does Philosophy
possess a method all
its own?
What does Philosophy
have to tell about man?

16. “The empirical and positivist
assumed simply that there is NO
KNOWABLE REALITY beyond what we can
see, hear, measure, test, etc.” – Bacon and
Hume
rejection
Philosophical method -reflective and abstract
and aims at an understanding of nature and
purpose = METAPHYSICAL (lying beyond
what we see, hear)
OBJECTIONS

17. Imperical Science
(Bacon & Hume)
Imperical Science (Bacon & Hume) Metaphysical - Philosophers
Have brought about the progress which
has allowed man to master the physical
world around him.
Beyond the physical
Philosophical questions concern the
nature of things, purpose, meaning,
values, causes and so on.
Any progress wrought by philosophy
seems insignificant because of scientific
feats like man’s landing on the moon,
etc.
Answers are not found in the realm of
tangible or empirical.
Dismiss philosophy as a pseudo-
science, mere juggling of ideas, a non-
significant mental exercise.
Philosophical questions cannot be
answered with empirical facts and
tangible evidence, there will always be
room for further questions.
________________________________
__
=PHILOSOPHY destined to the
plagued by
There are as many philosophies as
there are philosophers.

18. WHAT IS MAN?
biologist Man is a gregarious mammalian biped.
Sociologist The patterns of behavior he exhibits in societal living.
Philosophical Man can talk and dogs cannot. Man possesses a superior or
higher nature than dogs.
A. Experience
Q: What is the source of all philosophical
questions?

19. The Philosophical method is the
observation of common experiences.
Certain simple facts are considered such
as:
>existence
>change
>motion
>multitude, etc.

20. The Philosophical
Method is, therefore
the study of common
experience in order to
come to some
understanding of that
experiences.

21. Man as Defined by
Philosophy

22. MAN
> End of God’s creation and King of all
creations. - Philosophy and Theology
>contra factum non valet argumentum (Against
facts there is no argument)
- Science
>was always believed to be a special reserved
of philosophy
>Man has lost the mysterious sacredness that
he possessed since time immemorial.

23. Man is no longer that special
creature among creatures
because he has been
explained away by science.
Man can be
predicted.

24. Guidance of
Philosophy

25.  Philosophy judges reality from the viewpoint
of the total context.
 Philosophy is necessary in order to
humanize the sciences, to regulate the
sciences in view of man’s growth and
development.
“Science can produce an atomic bomb but
science cannot say when or what condition it
may be used.”
-Sec. of Educ. Alejandro
Roces

26. Man according to Socrates
>rational being
>knowing being
>man is aware of himself
>man is free
FREEDOM establishes man’s
dignity. Without it, man
ceases to exist as man. With
it, he is a “Little less than
God”

27. Man is
free to
love.

28. In loving, that
man finds
happiness.
All
philosophers
agree that
man is made
to be happy,
says Aristotle,
but they
disagree on
what

29. Love leads to the
perfection of man
because it unites
man with others. In
a spirit of
OPENNESS and
SELF-GIVING, the
“I” and the “you”
commune and

30. GOD
Philosophy, in
its analysis of
love, already
lays the
foundation for
the existence of
God.

31. Philosophy in
Relation to
Education

32.  Education has to do with influencing
man to become what he ought to be.
We must understand man as he is
today.
 Man is what he is because of what he
was and because of his relationships
with other people and with his changing
environment.
 The wisdom of the intellect makes a

33. Aristotle has said that the
virtuous man is a happy man
and that happiness is the
ultimate goal of man.
Plato has declared: “The best
man makes the best citizen”

34. Wisdom is the comprehensive
view of reality which in
integrates all kinds of
understanding.
Understanding is more specific.
It can refer to mathematical,
historical, scientific, linguistic or
technological understanding.

35. Philosophy of education and
the Science of Education must
go in hand. Philosophy of
Education without the science
of education is empty: on the
other hand, science of
education without philosophy
of education is blind. There is
no sense of direction, there is
no compass, no guiding star.

36. A Philosophy of education
provides the guiding
principles received from
general philosophy. The
science of education gathers
from the data of experimental
psychology of the details
which go together to form the
mosaic of concrete reality.

37. Together, they form a
complete picture of the ends
and means of education.
Divorced from one another,
they will inevitably end in
sweeping contradictions of
each other. Separating them
will do violence to their

38. THANK YOU FOR LISTENING AND
PARTICIPATING……
GOD BLESS YOU