SHORT PAPER ON TRADITIONAL AND ANALYTIC PHILOSOPHY

1) Is there a need for the teachers, regardless of their area of specialization, to familiarize themselves with
traditional philosophy as applied in education? Comprehensively and thoroughly justify your answer.

Teachers have an essential role in the transformation of learning and making the world a better
place. Since philosophy has many philosophies underneath, teachers can only share effectively if they have
delved deeper into what they are supposed to teach and how they are supposed to teach. It is said that
traditional philosophy serves as a basis for deciding what to teach and what ought to be taught. It targets to
answer inquiries about reality, truth, knowledge, moral goodness, and beauty. All of these are an integral
part of one’s development. Teachers must then do their utmost to look back to where it all started for them
to be able to understand and have more awareness of the necessary methods, and the implications of
different areas of traditional philosophy to the 21st century’s teaching and learning process. Therefore, I
believe that there is a need for teachers to familiarize themselves with traditional philosophy.

Like a compass, traditional philosophy can guide teachers on transmitting essential skills such as:
effectively using the senses; evaluating reasons; investigating the foundations of knowledge; awakening the
awareness of what is acceptable; contributing positively to human welfare; developing a personality;
incorporating art across settings; and providing an opportunity for students to combine their inner thoughts,
analysis, and feelings to better understand something. When teachers have a good background on this, they
will be able to thoroughly examine the pitfalls and advantages of using philosophy inside the classroom, thus
improving their teaching methods tailored-fit to the needs of the learners. Teachers who are familiar with
traditional philosophy have a better grasp of knowledge and awareness necessary to examine present skills,
think critically, modify teaching styles, and effectively help the learners achieve their maximum potential for
them to contribute meaningfully to society.

(2) Articulate the value of analytic philosophy in education. Comprehensively and thoroughly illustrate your
answer by using or citing realistic educational situations. What could the students possibly lose if they are
unable to carry out a good case of conceptual, linguistic, or philosophical analysis?

With much attention to fine details and the composition of words, analytic philosophy is very significant
in education because it clarifies terms or language being used. It allows room for arguments that encourages
learners to be open-minded about things. It clarifies unclear concepts, investigates socially relevant
problems, and examines claims rather than believing right away. It hones the mind to think critically, and
logically examining the language being used. Since the clash of ideas could not be avoided but rather
encouraged, it could help learners to choose better options and look deeply at what is/are being taught to
them.

One realistic example of philosophical analysis can be applied to “equal opportunity in education”. The
term “equal” in its dictionary form means the same measure and is identical in value. If there is equal
opportunity in education, why are screening procedures present in schools? Why is it that special education
students need a doctor’s assessment before they can be admitted to the school? Why is special consideration
given to learners who perform slower than their peers? Isn’t it that screening procedures, additional
requirements, and consideration simply imply unfairness? Does equal opportunity in education go against
inclusive education? Is there really “an equal opportunity” in education? Therefore, I believe that equal
opportunity must be clearly defined since it has a lot of unclear areas. I believe that everyone has an equal
SHORT PAPER ON TRADITIONAL AND ANALYTIC PHILOSOPHY

opportunity to inquire for education be it at the primary/secondary/tertiary level, but the equal opportunity
to be chosen and be admitted is being put into question. Furthermore, let us say that everyone has an equal
opportunity to be admitted, but it doesn’t mean that everyone has an equal opportunity to graduate and
access services. “Equal opportunity in education” for me then is very subjective because a lot of factors have
yet to be considered.

Going back to the very nature of the philosophical analysis, if students cannot carry out a good case of
analysis, then their open-mindedness and creative thinking would less likely to be enhanced. Without open-
mindedness and creative-thinking students will never learn to ask questions, but rather accept everything
given to them. We know that “spoon-feeding” doesn’t challenge students to think critically. Since critical
thinking is a salient activity that is done on a day-to-day basis in all areas of life, students who lack the skill
to think beyond what is given to them will simply act as recipients of knowledge, not generators of one. If
students fail to generate new ideas or question existing ideas, how can they be able to positively contribute
to society? If the vision and mission of education always go back towards nation-building, how can learners
who are just mere “recipients of ideas” and “society’s puppets” can realize their roles in building the nation?