The metaphysician might study such things as where the lines are properly drawn between identifying something as living or nonliving, whether our perception of being alive necessarily means that we are alive, and whether or not we can trust that we are awake and not merely dreaming that we are awake (Taylor, 2002). The epistemologist might study whether (and how) one can know whether our assumptions and perceptions are capable of yielding information on the basis of which any conclusions can be drawn at all. The epistemologist would be concerned with how we know what we know and with what we can possibly know, whereas the metaphysician would be concerned with understanding the nature of what we perceive around us (Taylor, 2002).
Axiologists are ethicists and artists depending on whether they study relative virtue or relative beauty, respectively (Hursthouse, 1999; Rosenstand, 2008; Taylor, 2002). The ethicist is primarily concerned with differentiating moral right (or good) from moral wrong (or evil); the aesthetist is primarily concerned with what tangible things or ideas (such as poetry or even mathematics) are beautiful. Finally, the logician studies the relationship and degree of consistency or inconsistency between conceptual ideas. His tools consist of formal rules of argument and deductive reasoning that enable him to distinguish conceptually valid conclusions from those that are not supported by the evidence or information upon which they are supposedly based (Rosenstand, 2008; Taylor, 2002; Wiley, 1999).
Theory
Theory refers to a process of formulating an idea that proposes to explain observed phenomena (Rosenstand, 2008; Taylor, 2002; Wiley, 1999). More specifically, a theory consists of a formal hypothesis (or set of hypotheses) that make testable claims about a phenomenon or series...
Education fulfills personal psychological needs: the innate desires for understanding and the acquisition of knowledge that facilitates understanding. Individual differences, however, suggest that students may not all agree as to what facts or figures are important to learn. We all remember wondering in school, "How is this going to help me find a job?" Or "When am I going to need to know this when I grow up?" While structure
" (Anon.) Sentiments, such as these, are widespread. Philosophies such as behaviorism assert that the environment compels the nature of a child. Biological perspectives believe that the child may be evolutionarily ingrained to act in a certain manner. My philosophy is that the educator is a necessary component in a child's life and that, as remarkable educators have taught us again and again -- such as Marva Collins who created her own
Education Philosophies Philosophy is an extensive branch of knowledge that deals with the notions of reality and existence with a solid correlation to wisdom. Therefore, education philosophy is an applied field of specification dealing with conventional development of educative standards, for example, from ethics. For years, the development of education has undergone several transitions from fields of concern and especially through theoretical pedagogic philosophies. These theories and philosophies have had a
pragmatism and analytic philosophy uniquely American movements? What elements of American culture (way of life) connect to why those two movements evolved in the U.S. What ideas make them different from the way Europeans of the same period were thinking? Pragmatism could be called a kind of anti-philosophy. It stresses 'what works' rather than attempts to provide an overarching theory about the nature of the universe. William James, the founder
History Of Theory Behind Curriculum Development The evolution of curriculum theory by and large reflects the current of thought found in the academic-political landscape. The essence of the ancient maxim cuius regio, eius religio applies here: who reigns, his religion. In this case, who reigns, his curriculum. This has been true throughout all the centuries where education was deemed important by a group of individuals or a State. For example, in
Gerl (2010) points out in his advocacy of metaphysics as a way of approaching the philosophy of special education that this helps to construct a legal perspective which is evolving in a way that is consistent with the evolution of ethical perspectives of human dignity, individual rights and the treatment of those with disabilities. While this strikes as relevant, Gerl even concedes that one may not be suited for
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