Philosophy: Scientific Branches

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Table of Contents

Introduction
Education
Curriculum Components
Role of Teachers and Administrators
Conclusion
Works Cited

Introduction

The word philosophy comes from two Greek words: Philo, which means love, and Sophos, which means knowledge. The Greek words form a complete definition of philosophy when combined (McMurrin and Sterling 60). Therefore, philosophy is knowledge combined with a love of the natural world. Education philosophy studies the fundamentals of reality, existence, and understanding. Philosophy is knowledgeable about the various branches, including axiology, epistemology, and metaphysics, and how they relate to educational theory and practice (Akhwanudin 26). By happing proper understanding of the various aspect of philosophy, an individual may find it easier to relate the different aspects entailed.

The term metaphysics has a straightforward literal and technical meaning. It is a subfield of philosophy that studies the difficulties of life. It makes an effort to address these problems. For instance, the nature of the Ultimate World, the source and purpose of energy, the foundation, and basis of all existence (Kauka 43). The world in which man lives, whether or not he has a soul, how his soul works, and what will happen to his soul when he dies. However, Aristotle referred to metaphysics as the first philosophy—the study of theories that go beyond the laws of nature.

Axiology is the study of value, which refers to the origin of something’s worth. Axiology poses queries, and these values-related queries explore ideas of what a person or group deems desirable or preferable (Sie et al.). It is compared to metaphysics and epistemology, which are the cornerstones of educational endeavors. A subfield of epistemology studies the origins, environments, methods, and constraints of human experience. Epistemology describes how individuals believe that choosing a reliable way of evaluation is essential to distinguish between the fact and false (McMurrin and Sterling 60). Utilizing and achieving knowledge of the environment is crucial. The degree to which a person could understand the facts serves as a gauge for how accurate their epistemology is. In this article, we will analyze the relationship between three branches of philosophy in terms of Education, curriculum components, duties of teachers, and administration.

Education

The border of human existence, the ideology of the natural meaning and reason of the world, and the cause for man’s being in the world are all suggested by metaphysics in Education (Kauka 43). Philosophers think about these difficulties and how they affect Education. The Athenians were the first to recognize that studying man was more important than learning about the sun, moon, trees, and other inanimate objects. Man, thus, becomes the focus of philosophical inquiry (McMurrin and Sterling 60). These metaphysical problems impact man, who must find the answers on his own to elevate him to the position of the ruler on earth.

Within the Education division, Axiology components attempt to evaluate the various standards of beauty that serve as people’s justifications for favoring particular artistic endeavors over others (Noll and David 288). The nature of learning, in large part, gives people an appreciation of, say, an activity of art or ethics (Kauka 43). However, there has recently been a corresponding amount of effort put into operations of art and ethics to restore Africa’s luster.

The progressive sub-department of education philosophy is the foundation for education epistemology. In terms of internal consistency, philosophy significantly influences the task of choosing and identifying a coherent learning aim. It enables the accurate description of an educational condition to be sent to the observers (Alanoğlu et al.). The difficulties in locating the sources of knowledge are the subject of epistemology. The goal is to understand the body of knowledge in education science as it relates to learning as education epistemology. The final significant factor explored in education epistemology is the definition and understanding of specific types and strategies for accepting the unique reality of Education and aspects associated with personal knowledge sources (McMurrin and Sterling 60). Despite the distinctive characteristics of the different types and sources of knowledge in learning, their applications in scientific studies can be analyzed.

Curriculum Components

Cosmology is one of the components of the metaphysics philosophy curriculum that deals with the origins of nature. The two main theories on the origins of temperament are that it can be seen as having started when God first created it or, on the other extreme, that everything in nature happened accidentally, which is how it is typically understood. In axiology, it has been demonstrated that curriculum design should consider pertinent factors to prioritize knowledge acquisition while also allowing for a return to the circumstances that provide individual events of greater human significance (Beatty 543). Because they believe that the values-based courses are mature, the curriculum is a remnant from the past and has no real purpose via other fundamental curriculum subjects.

Rationalism is one of the key concepts in the epistemology curriculum since it emphasizes the importance of human purpose in acquiring knowledge. According to rationalism, learning is achieved independently of sensory abilities through logic (Okpara and George). The problem lies in determining the foundational sources of human knowledge and the appropriate procedures for confirming what people believe they know between the two schools of thought (Ahmad 79). This idea, related to epistemology, seeks to understand how propositions and beliefs can change.

Role of Teachers and Administrators

The goal of educational philosophers is to assist teachers in explaining their views on teaching as a whole. Teachers have been introduced to reflecting on their training beliefs and how they manifest in learning institution activities through certain pre-service coursework (Alemdar et al. 284). However, through their design of classroom procedures, teachers impact these fundamental aspects of children’s social development (Beatty et al. 543). Teachers largely see philosophy as an activity that includes the metaphysical ideologization of abstract ideas that have little to do with the injustices in modern classrooms.

A school administrator who adheres to realism’s ideals typically thinks that one may comprehend the true natural and social world for what it is. As a result, the observer can create a duplicate of the environment. No matter who is watching, the real world is there. Realist administrators may believe in implementing manageably mentioned aims in teaching and learning because the real world can be known as it is (Ahmad 79). As a result, existence can be determined and managed rather precisely. Science and math content, particularly literature, geography, history, and even morality, have target content that has endured over time and is well regarded. A school administrator who emphasizes realism in Education may also subscribe to the management by objectives theory (McMurrin and Sterling 60). Administrators and teachers then decide on measurable goals. The endings are agreed upon at the beginning of the new school year. Administrators and teachers must evaluate if enough progress is being made toward the planned goals as the school year progresses.

Conclusion

It is obvious that teaching the three branches of philosophy as a subject and philosophical injury is difficult to work in the sphere of Education, but it is nevertheless helpful to people. The knowledge gained from these inquiries is crucial for daily life and should be welcomed. The truth is that philosophy is entwined with analysis and narration, suggesting that it is not a topic distinct from other subjects but rather an essential component of all disciplines. The three branches intertwine as they struggle to come up with answers to the challenging philosoquisite concerns. Epistemology is a method of formulating knowledge about how nature works. The philosophers’ famous formulation is the belief in the senses and ability; they are referred to as empiricists. The challenge for both rationalism and empiricists are to achieve beyond the appearance of the issues to the actuality behind them.

Lastly, the investigation discovered that there are psychologies that scale the motivations of administrators and other personnel of educational organizations. The features emphasize positive enforcement. The use of gifts to reward desired behavior is then possible. Target’s top management has focused a lot of attention on the value of clearly stated goals created by administrators and other school staff members. Humans are aware of their responsibilities and expectations due to the implementation and approval of quantifiable targets, whereas motivations increase as intent and rationale become more obvious. It is necessary for administrators to study, investigate, and develop workable, secure motivational theories. To obtain effectively, people must be motivated to get objectives of the school and curriculum more comprehensively than would be true if not encouraged.

Works Cited

Ahmad, A. N. A. S., and Indonesia Ahmad Zayadi. “Fundamentals of The Science Philosophy: From Ancient Greece to Islamic Philosophy.” Emergency Remote Teaching in Quarantine Time. Views of Primary Education Teachers, vol. 6, no. 7, 2021, p. 79. Web.

Akhwanudin, Afith. “Sains Modern Dan Urgensi Centralities Nilai Transenden Dalam Engelmann Ilmu Pengetahuan.” Farabi, vo1. 6, no. 2, 2019, pp. 105–26. Web.

Alanoğlu, M., Aslan, S. & Karabatak, S. “Do Teachers’ Educational Philosophies Affect their Digital Literacy? The Mediating Effect of Resistance to Change.” Education and Information Technologies, vol. 27, no. 3, 2021, pp. 3447-3466. Web.

Alemdar, Melek, and Alper Aytaç. “The impact of teachers’ educational philosophy tendencies on their curriculum autonomy.” Journal of Pedagogical Research, vol. 6, no. 1, 2022, pp. 270-284. Web.

Beatty, Joy E., Jennifer SA Leigh, and Kathy Lund Dean. “Republication of: Philosophy Rediscovered: Exploring the Connections between Teaching Philosophies, Educational Philosophies and Philosophy.” Journal of Management Education, vol. 44, no. 5, 2020, pp. 543-559. Web.

Kauka, Elvis Omondi. “Analysis of the Implications of Ubuntu Metaphysics on Educational Praxes.” International Journal of Novel Research in Education and Learning, vol. 5, no. 1, 2018, pp. 43-52. Web.

McMurrin, Sterling M. “On the Meaning of the Philosophy of Education.” The Monist, 2019, pp. 60-69. Web.

Noll, Samantha. “David Kaplan. Food Philosophy: An Introduction.” Environmental Ethics, vol. 43, no. 3, 2021, pp. 287-288. Web.

Okpara, George Chizoba. “Correlational Review on Core Branches of Philosophy and Education.” Interdisciplinary Journal of African & Asian Studies (Ijaas), vol. 7, no. 1, 2021,

Sie, Maureen, and Bart Engelen. “Second Thoughts: First Introductions to Philosophy,” 2021,. Web.

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