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Ramadhan. According to Peters (1975), philosophy is the study of general and fundamental problems concerning matters such as existence, knowledge, truth, beauty, law, justice, validity, mind, and language. This paper sought to identify and explain the four branches of philosophy and under each highlighting the things that used to happen during ...
- Shaban K . Ramadhan
Jun 2, 2008 · Philosophy of education is the branch of applied or practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practice. Because that practice is ubiquitous in and across human societies, its social and individual manifestations so varied, and its influence so profound ...
- Harvey Siegel, D.C. Phillips, Eamonn Callan
- 1997
Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the questions of learners that arise through experiencing the world. It is active, not passive.
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- 5
It is derived from the larger discipline of philosophy itself, which generally consists of three branches: ontology (or metaphysics; the study of being or reality); epistemology (the study of what knowledge is, what is worth knowing, and how we know); and axiology (the study of value, or aesthetics and ethics).
Ethics refers to the philosophical study of moral values and conduct. Aesthetic is concerned with the study of values in the realm of beauty and art. Some school subjects such as art, drama, music, dancing etc. fulfill aesthetic sense and make human life, harmonious, balanced and beautiful.
Jan 1, 2010 · Abstract. This introductory article explains the coverage of this book, which is about the philosophical aspects of education. It explains that the philosophy of education is the branch of ...
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was bluntly told by a senior colleague that I belonged in a philosophy department, not an education school.) With these structural and organizational changes, then, a different conception of philosophy of education as an ‘applied’ branch of philosophy came to the fore.
