What is Philosophy?

The word ‘Philosophy’ is composed of the two Greek words “philien” and
“Sophia” meaning ‘love’ and ‘wisdom’ respectively. Thus, philosophy is ‘love for
wisdom’.
● Philosophy is rational approach to any phenomenon.
● Philosophy is the activity of clarifying our ideas in the light of
wisdom.
● Philosophy is the general study of values, ethics, logical thinking
and theoretical assumption about the nature.
● Philosophy is study of general principles and understanding of all
that comes in the range of human experiences.
Man is always eager to know; his origin, his aim, his relationship with God
and his destiny etc. This constant effort of man to understand reality may be
termed as philosophy. It is an attempt to unfold life’s mysteries and find
meaning in them. Therefore, it is called the ‘Mother of all Arts and science of all
science’.
Definitions of Philosophy
1. Knowledge of search of reality is called philosophy.
Socrates
2. Philosophy is a science which discovers the real nature of supernatural
elements. Aristotle
3. Philosophy is acquisition of knowledge.
Plato
4. Philosophy is that which holds its own era in thought.
Hegel
5. Philosophy is concerned with everything as a universal science.
Herbert Spencer
6. Philosophy is a point of view, outlook on life.
Kilpatrick
7. Philosophy is the acquisition of wisdom which influence the nature of life.
John Dewey
8. Philosophy is love of exercising one’s curiosity and intelligence.
Encyclopaedia of Philosophy

What is Educational Philosophy?

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 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.
Philosophy of education may be defined as the application of the
fundamental principles of a philosophy of life to the work of education.
Philosophy of education offers a certain set of principles and establishes a
confident set of aims and objectives.
The philosophy of education is a practical philosophical discipline that
explores, studies and promotes the basic principles of education. It perceives
and studies education in its wholeness and thoroughness.

Scope of Philosophy
The Scope of philosophy of education is unlimited. It concerned with the
problems of education. These problems mainly include:
● Interpretation of human nature, the world and the universe and
their relation with man.
● Interpretation of aims and ideals of education
● The relationship of various components of the system of education
● Relationship of education and various areas of national life
(economic system, political order, social progress, cultural
reconstructions etc.)
● Educational values
● Theory of knowledge and its relationship to education.

The above-mentioned problems constitute the scope of philosophy

of education and explain its nature. Thus, the formulation of aims and the
objectives of education is the main responsibility of educational philosophy. For
achieving the set objectives, specific curriculum and specific methods are
needed. For example, if the object of education is the development of the
personality of the learner, such methods should be applied which help in the
attainment of this goal. If it is agreed that the aim of education is ‘the progress
in agriculture and industry’, courses related to these fields must be included in
the curriculum. Thus, the plans and policies of education, the choice of subjects
for a suitable curriculum, the textbooks, the employment of methods of
teaching, and the tone of discipline required are all influenced by the philosophy

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of education. Philosophy of education occupies a central place in the
philosophical thoughts.
Branches of Philosophy
While studying the philosophical thoughts of a philosopher, we study his
views in different branches of philosophy. These branches originate from some
basic questions. What do I know? How do I know it? Where do we come from?
What is good? What is beautiful? How do we act?
These branches of philosophy are as follows:

1. Metaphysics
Metaphysics is the branch of philosophy that studies the existence of
a thing. Metaphysics also examines the fundamental nature of reality.
It is the most abstract branch of philosophy. Metaphysics explains the
relationship between God, man, and universe. The word “metaphysics”
comes from the Greek words that literally mean “beyond nature”.
“Nature” in this sense refers to the nature of a thing, such as its cause and
purpose. The metaphysical concepts are visibly reflected in the traditions
and customs of a society. Metaphysics includes questions of ‘being’,
‘becoming’, ‘existence’ and ‘reality’. The favourite questions of
metaphysics are:
Is there a God? ____ Is the world created, or is it eternal? ____ If
created, who was its creator? _____How was world created? ____Why
was it created? _____ Is the world one or it many? _____ Is the reality one
or is it many? _____What is soul? _____What is its relation with body?
_____What is death? _____Is any life after death?

Branches of Metaphysics
Aristotle originally split his metaphysics into three main sections and
these remain the main branches of metaphysics:

I. Ontology
The study of being and existence, including the definition and
classification of objects, physical or mental, the nature of their properties.
Ontology is one of the most active areas of metaphysics. Ontology asks
“what” while metaphysics asks “how”.

II. Natural Theology

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 The study of God, including the nature of religion and the world,
existence of the divine, questions about the creation, and the various
other religious or spiritual issues.

III. Universal Science (Cosmology)

A central branch of metaphysics that studies the origin,
fundamental structure, nature, and dynamics of the universe.

2. Epistemology
Epistemology refers to the branch of philosophy that deals with the
sources, limitations, possibilities and nature of human knowledge. The
word ‘epistemology’ derived from Greek words ‘episteme’, meaning
“knowledge” and ‘logos’, meaning “logical discussion” or “reason”.
Epistemology criticality evaluates the nature, limits, sources and validity
of knowledge.
The favourite questions of epistemology are:
What is knowledge? ___ What is fountainhead of knowledge? ___
Whether knowledge is inborn or acquired? ___ If acquired, how is
knowledge acquired? ___ Does knowledge come from divine revelation,
our own minds, scientific evidence, or other sources?____ What are the
measures to check the authenticity of knowledge? ___ Is human
knowledge trustworthy? ___ Can our senses be trusted? ___ Difference
between opinion, knowledge and wisdom.

3. Axiology
Axiology is the study of values and how those values come about in a
society. Axiology seeks to understand the nature of values and value
judgments. The word axiology derived from Greek words ‘axios’, meaning
“worthy”, and ‘logos’, meaning “logical discussion” or “reason”. Axiology
also called ‘theory of value’. The main questions of axiology are:
What is value? ___ What is good? ___ What is evil? ___ What is the
fountainhead of values? ___ Are values subjective or objective in nature?
___ Are values permanent or temporary?
Almost all our social life rests on this branch of philosophy. It influences
man’s perceptions, decisions and actions.

Branches of Axiology
Axiology has two main branches:

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 I. Ethics
Ethics or moral philosophy is a branch of philosophy that "involves
systematizing, defending, and recommending concepts of moral values,
that is, right and wrong behaviour". Ethics seeks to resolve questions of
human morality by defining concepts such as good and evil, right
and wrong, goodness and badness, justice and crime in individual and
social conduct.
II. Aesthetics
Aesthetics is the branch of philosophy concerned with the nature and
appreciation of art, beauty and good taste. It has also been defined as
"critical reflection on art, culture and nature". In very general terms, it
examines what makes something beautiful, sublime, horrible, fun, cute,
silly, entertaining, conflicting, pleasant, boring, humorous or tragic.

Relationship of Education and Philosophy

Every educational system in the world bases on a philosophy. Education
is the only source by which a nation transfers her philosophical thoughts and
ideology of life. A philosophy determines the ideology of life of a nation and
education shapes these thoughts into practical form. We can say, practical
aspect of philosophy is education and ideological aspect of education is
philosophy. Philosophy cannot survive without education and without
philosophy, education is like a passenger who does not know his destination.
Mutual interaction of philosophy and education can explain by these
points:

1. Philosophy and Objectives of Education

A system of education is based on a particular philosophy. This philosophy
makes the nation familiarize with the national ideology of life. A system of
education is developed for the acquiring of particular objectives. Therefore,
it is the function of philosophy to determine the objectives of education
matching to the national values and traditions. Education is just a course of
action to attain the objectives set by the philosophy.

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 For example, the major aim of Pakistani education is to develop socially
and morally sound person on the principles of Islam. This aim is set by Islamic
Philosophy. So, our whole educational setup aim is the make that kind of
persons.

2. Philosophy and Sources of Knowledge

The question of sources of knowledge is significant in a system of
education. No system of education can become meaningful without decision
of selection of sources of knowledge. Philosophy of education decides the
authentic sources of knowledge in the light of national ideology of life. For
instance, Islam is the life philosophy of the Muslims. For this reason,
revelation would be the most authentic and valid source of knowledge in the
Islamic system of education. Philosophy of a secular society will recommend
reasoning and rational knowledge as a source of knowledge.

3. Philosophy and Curriculum

Curriculum development is also a function of philosophy. When the
objectives of education are decided by philosophy, a new question arises,
how to realize these objectives. Philosophy extends valuable services in
this regard. Curriculum development for different levels of schooling is
not possible without the application of the general principles of
philosophy of education.
This is compulsory to philosophy to decide the content in the light
of ideology of life of a nation. For example. If a philosophy realize that
senses are reliable source of knowledge, then knowledge derived by
senses, i-e, science and technology play main roll in curriculum
construction and ethical and spiritual values have no space in this
curriculum. On the other side, if a philosophy realizes that the revelation
as a reliable source, then Quran and Hadith and their allied knowledge
and subjects occupy central position in curriculum.

4. Philosophy and Methods of Teaching

Every educational system is based upon specific teaching methodologies.
What should be the teaching methodology? And what kind of teacher should
be? And what kind of curriculum be taught to the students? All the answers
are given by philosophy. So, education is dependent on philosophy for
guidance in these areas.

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 Teaching methods means, all those activities, practical wisdom and
resources, with the help content of curriculum is conveyed to students.
Mode of teaching should be presented according to philosophical point of
view. Is it enough to put forth both point of views which is under discussion
in front of students? Should it be left to students to accept or reject it, or only
important aspect of a topic should be learnt to students, the philosophy of a
nation decides this. For example, in progressive philosophy “academic
freedom” can be adopted to teaching strategy. On the other hand, in
traditional philosophy, “mind control” is given preference.

5. Philosophy and Educational Administration

It is the primary responsibility of philosophy of education to provide
fundamental principles for maintaining discipline in the educational
institutions. In the democratic societies, the school administration would
follow the democratic attitudes and conducts. On the other hand, there
would be dictatorial style of school administration in the non-democratic
societies. In the Islamic society, the school administration would be based on
the golden universal principles of equality, brotherhood, justice and respect
for humanity.
Regarding the nature of discipline, the philosophers differ in their views.
The conservatives are of the opinion that human nature has evil tendencies.
Therefore, strict discipline in school is essential to help the child to become
disciplined. On the other hand, the liberalists hold that the teacher is not an
absolute authority. He is an integral part of the educative process. He
possesses rich experiences but he has no right to control the students.

6. Philosophy and Role of Teacher

A good teacher enjoys an important status in a system of education.
Philosophy of education explains the role of teacher. Some system of
education declares the central status of the teacher. On contrary, some
others hold the learner as the pivot of the educative process.
Philosophy gives growth to the tendency of thought and wisdom
among teachers. It enlightens his abilities of wisdom and thought process.
After using these abilities, teacher discovers new dimensions in his field.

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 Philosophy also capable the research and analytical abilities of the
teacher to set aside all out dated traditions and introduce objective
principles to the educative process.

Role of Philosophy in Educational Policy and Practice

Philosophy and education are two different fields of studies but they both
are integrally and interdependently related to each other, because without any
rational thinking, the whole educational process is directionless. Without
education, philosophy cannot apply its assumptions to verify. Two things are
essential for completing any task (1) Thought or plan and (2) Application or
practicality. Philosophy is the thought or plan side and education is the practical
side. Philosophy determines the aims of life and education follows for achieving
the set aims. Education translates these principles and ideas into practice,
because the purpose of education is to shape human behaviour.

It is strongly argued that there is a relationship between philosophy and

educational policy and practice, because philosophy provides a unique and
critical reflection on the how, what and why of policy formulation. Indeed,
philosophers, in no small way, contribute to clarification of complications,
analysis and defence of values that support educational policies and practice. It
contributes a lot to the deeper study of the educational policies that are relevant
in a given educational set up. In effect, this makes philosophical thinking very
authoritative in educational policy formulation and implementation.

Philosophy addresses stressful questions facing educational policy by

creating a smooth ground of getting solutions in a more logical way. It also
contributes a lot in the upbringing of education as a whole. It practices the limits
and justification of education as an academic discipline and relationship
between educational theory and practice.

Philosophy bonds pedagogy, curriculum, learning theories and the

purpose of education and this is grounded in a specific metaphysical
epistemology and axiological assumptions upon which educational policy is
formulated.

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