MOD2-FORUM1-Philosophy and Main Branches of

Philosophy

 Discuss the six main branches of philosophy. Write down how these branches
affected your life as a teacher.

METAPHYSICS. The study of what is really real. Metaphysics deals with the so-called first
principles of the natural order and "the ultimate generalizations available to the human intellect."
Specifically, ontology seeks to identify and establish the relationships between the categories, if any,
of the types of existent things.
Metaphysics is the branch of philosophy that considers the physical universe and the nature of
ultimate reality. It asks questions like, what is real? What is the origin of the world? What is beyond
the stars? Your consideration of reality as an external creation or an internal construct can influence
your metaphysical beliefs and perspectives and your teaching. Regardless of your definition of
reality, the exploration and categorization of the physical universe form the foundation of several
school subjects.
Metaphysics in teaching. The term metaphysics literally means "beyond the physical." This
area of philosophy focuses on the nature of reality. Metaphysics attempts to find unity across the
domains of experience and thought.

EPISTEMOLOGY. The study of knowledge. In particular, epistemology is the study of the

nature, scope, and limits of human knowledge. Epistemology is the branch of philosophy that
considers how people come to learn what they know. Derived from the Greek word episteme,
meaning knowledge or understanding, epistemology refers to the nature and origin of knowledge and
truth. Epistemology proposes that there are four main bases of knowledge: divine revelation,
experience, logic and reason, and intuition. These influence how teaching, learning, and
understanding come about in the classroom.
Epistemology in teaching.  As a teacher operates knowledge by many means. As
a teacher knows that he must possess much knowledge, and therefore needs to understand the deeper
foundations for it.

LOGIC. Logic is the branch of philosophy that seeks to organize reasoning. Students of logic
learn how to think in a structurally sound manner. Logic has two types: deductive and inductive
reasoning. Deductive reasoning involves examining a general case, deducing a general set of rules or
principles, and then applying these rules to specific cases. Inductive reasoning involves taking
specific examples and considering the general principles, rules, or cases that caused them.
Logic in teaching. As teachers ourselves, we can attest to the considerable difficulties students
face in dealing with the logical issues that arise when they attempt to learn about the process of proof
in mathematics. Teaching requires far more logic than other abilities. Much of what one learns is
based on building on frame work of prior knowledge, not rote memorization.

ETHICS. The study of values in human behavior or the study of moral problems: e.g., (1) the
rightness and wrongness of actions, (2) the kinds of things which are good or desirable, and (3)
whether actions are blameworthy or praiseworthy. Ethics is the questioning of morals and personal
values.
Ethics in teaching. As a teacher it is to facilitate two necessary features of teachers' moral
understanding of their practice. It promotes awareness of the plurality of normative considerations
that must be made when reflecting ethically on one's own practice.

AESTHETICS. The study of value in the arts or the inquiry into feelings, judgments, or
standards of beauty and related concepts. Philosophy of art is concerned with judgments of sense,
taste, and emotion. Aesthetics is the examination of what is beautiful, enjoyable, or tasteful. 
Aesthetics in teaching. It is a way of regaining touch with the process of learning something
new, of being introduced to a medium never known in a particular way before.

POLITICAL PHILOSOPHY. Closely related to ethics, this is a study of government and

nations, particularly how they came about, it makes good governments, and obligations citizens have
towards their government, and so on.
Political Philosophy in teaching. Why we need to teach political philosophy in schools? It is
important to have political philosophy because students and teachers get wide knowledge through it.

Submitted by:
RV EUNICE M. GARCIA
MAEd – SPEd
EDUC 202A
Philosophical, Psychological, and Socio-Historical Foundation of Education