Branches Of Philosophy 1

Topics: Philosophy, Truth, Epistemology Pages: 6 (1219 words) Published: April 5, 2015

Branches of Philosophy
Adrienne Byrd
PHIL201 - 1404A – 12

Branches of Philosophy
We all fight with philosophy and where to go from there once we make a decision what our sets of ideas are. Once we put our philosophy in place, we then struggle with changing our philosophy. I believe that philosophies can be always changing any given situation and in order for growth as an educator we have to be aware to the situations that can change our philosophy, as well as being true to our core beliefs. However, in order for this to happen we must understand what philosophy is, and what it is not and how it fall in line with ideology and theories. For this assignment, I will compare and contrast philosophy, ideology, and theory.  Philosophy is the most beliefs about what is true or real according to individual values. Philosophy is our beliefs that will determine what we do professionally and personally. Not having a philosophy set in place, it will be difficult to make decisions within the classroom, creating curriculums and evaluate progress. Although a person can set goals without having a philosophy implemented, not having the foundation of a set philosophy (core set of beliefs) achieving the goals can be a very difficult challenge.  Educators need a starting point to understand why we think and act the way we do in our classrooms. Having a philosophy allows an educator to reflect on how to make classroom actions consistent with our beliefs related to learning. However, before we lost our “beliefs” we need to delve deeper into what makes up our philosophy. There are four major components to philosophy – Metaphysics, Epistemology, Axiology, and Logic. In order to be able to understand philosophy we need to be able to understand its components.  Metaphysics is the branch of philosophy that deals with the nature of reality. In metaphysics, one asks themselves what is really real; what is the nature between being and reality; what is the origin of the universe; these questions lead to more questions that lie beyond physics, more of the what if’s, does it really exist. Invariably, each answer to the questions we ask ourselves in the realm of metaphysics is going to vary from person to person because there is NO right answer.  How does metaphysics play a part in education? Well, again, it is about foundation. Every educational program needs to be based upon reality and facts, not imagination or illusion. Having differing metaphysical beliefs can lead to varying different educational approaches – methods can be dramatically different as whether the universe was created by the big boom, or created by God, or if mankind evolved from apes. Metaphysics can be a huge underlying factor of everything we do within the classroom. Another component of philosophy is epistemology. Epistemology seeks vary simplistic answers, but can be considered to be closely related to metaphysics. Epistemology allows us to ask questions such as how do we know what we know; what is the truth; how do we learn; for this component, we deal with issues of dependability of the knowledge and the validity of the sources of the knowledge.  In regards education, epistemology deals with the knowledge process and in understanding this, educators are engaged in this undertaking. It has a direct impact upon the assumptions of the sources of knowledge and how it is reflected in teaching methodologies. In referring back to metaphysics, and determining on what truth we believe in factors in how we choose curriculums for our classroom. For example, if we believe that God created the universe, our curriculum may have more of a faith base versus a more “worldly” view as most public school districts may have. However, the factor of epistemology is that our beliefs and truths about the knowledge and its sources will have a persuasion on how we implement our classroom...

References: Archie, Lee C, "The Divisions of Philosophy" Introduction to Philosophy(August 16, 2007) URL=
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