PHILOSOPH

Y
Module 2 – Part 1

Prepared By:
Mary Mildred P. De Jesus
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EPISTOMOLOGY
 It comes from the Greek episteme,
meaning knowledge, and logos,
meaning reason or argument.
 Is the study of knowledge: what it is, how
it is acquired, and what its limitations
are.
 Knowledge enabled man to survive,
prosper and reach the present level of
our civilization.
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PURPOSE OF EPISTOMOLOGY
 To show how we can acquire knowledge.
 To give us a method of demonstrating
whether the knowledge we acquired is
really knowledge (i.e., true).
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Epistemology asks questions like:

 "What is knowledge?”
 "How is knowledge acquired?”
 "What do people know?”
 "What are the necessary and sufficient
conditions of knowledge?”
 "What is its structure, and what are its
limits?”
 What makes justified beliefs justified?”
 "How we are to understand the concept of
justification?"
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How do we acquire knowledge?

 Empiricism
We acquire knowledge through our sensory
experience.
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How do we acquire knowledge?

Proponents:

John Locke George Berkley David Hume

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How do we acquire knowledge?

 Rationalism
We acquire knowledge with the use of our
minds (rational faculty).
Proponents:

Gottfried Wilhelm
Rene Descartes Baruch Spinoza Liebniz
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Process of Acquiring Knowledge

1. Reality
 To know is to know something.
 If nothing exists, knowledge is impossible.
 This “something” is what philosophers call
reality, existence, being.
 "Existence" - it is everything that we can
perceive (animals, plants, humans, objects)
and everything in our heads (thoughts and
emotions).
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Process of Acquiring Knowledge

2. Perception
 Our first and only contact with
reality is
through our senses.
 Knowledge begins with perceptual
knowledge.
 At first our senses give us knowledge of
things or entities: Dog, Cat, Chair,
Table, Man.
 Then we become aware of certain aspects
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Process of Acquiring Knowledge

3. Concept
 After we perceive things we begin to
notice that some of the things we perceive
are similar to other things.
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Process of Acquiring Knowledge

4. Proposition
 A statement that expresses either an
assertion or a denial that an existent being
belongs to a class or possesses a certain
attribute.
 "Men are mortals“
Affirmative Proposition
 "Men are not mortals“
Negative Proposition
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Process of Acquiring Knowledge

5. Inference
 How do we demonstrate if a
statement is true? By providing an
argument/evidence.
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METAPHYSICS
The word metaphysics comes from the
Greek word meta, meaning after, and the
Greek word physika, meaning physics.
Thus, the word metaphysics literally means
after or beyond physics and science.
is the branch of philosophy concerned with
the nature of existence, being and the
world.
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METAPHYSICS
Additionally, metaphysicians investigate the
concepts people use to understand the
universe, such as object hood, property,
space, time, causality, and possibility.

Metaphysics ask question like:

"What is the purpose of life?"
"Can we control our destiny?"
"How do we know what is real?"
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ETHICS OR MORAL PHILOSOPHY

 The word "ethics" is derived from the Greek
word "ethos" (meaning "custom" or "habit").
 is concerned with questions of how people
ought to act, and the search for a definition of
right conduct (identified as the one causing
the greatest good) and the good life (in the
sense of a life worth living or a life that is
satisfying or happy).
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ETHICS OR MORAL PHILOSOPHY

 Ethics differs from morals and morality in
that ethics denotes the theory of right action
and the greater good, while morals indicate
their practice. Ethics is not limited to specific
acts and defined moral codes, but
encompasses the whole of moral ideals and
behaviors, a person's philosophy of life (or
Weltanschauung).
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Ethics asks question like:

 “What is Morality?”
 “How can we judge if an action is good
or bad?“
 “Are people inherently good/evil?
 “What do people think is right?”
 “How should people act?”
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AESTHETICS
 The word "aesthetics" derives from the
Greek "aisthetikos", meaning "of sense
perception".
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".
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AESTHETICS
In practice, we distinguish between aesthetic
judgments (the appreciation of any object, not
necessarily an art object) and artistic judgments
(the appreciation or criticism of a work of art).
Thus aesthetics is broader in scope than the
philosophy of art. It is also broader than the
philosophy of beauty, in that it applies to any of
the responses we might expect works of art or
entertainment to elicit, whether positive or
negative.
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Aesthetics ask questions like:

 “What is a work of art?“
 “What makes a work of art successful?”
 “Why do we find certain things beautiful?”
 “How can things of very different categories be
considered equally beautiful?”
 “Is there a connection between art and morality?”
 “Can art be a vehicle of truth?”
 “Are aesthetic judgments objective statements or
purely subjective expressions of personal
attitudes??”
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Aesthetic Judgements
 Judgements of aesthetic value rely on our
ability to discriminate at a sensory level, but
they usually go beyond that. Judgments of
beauty are sensory, emotional, and intellectual
all at once.
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LOGIC
 Logic (from the Greek "logos", which has a
variety of meanings including word,
thought, idea, argument, account, reason
or principle)
 is the study of reasoning, or the study of the
principles and criteria of valid inference and
demonstration. It attempts to distinguish
good reasoning from bad reasoning.
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What is the purpose of logic?

 The primary purpose of logic is to
demonstrate how to make valid inferences.
Logic provides a systematic way of showing
how we can arrive at a conclusion through
applying inferential rules to premises
(premise = a proposition that is believed to be
known).
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Why is logic important to our life?

 It provides a way for us to learn from new
experiences through the process of continual
self-assessment. Critical thinking, then,
enables us to form sound beliefs and
judgments, and in doing so, provides us with
a basis for a 'rational and reasonable'
emotional life.
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Example:

Is the mind and

the brain the
same?
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Example:
 The mind and the brain are not identical. How can
things be identical if they have different properties?
 There is a property that the mind and brain do not
share: the brain is divisible, but the mind is not.
 Like all material things, the brain can be divided into
parts—different halves, regions, neurons, etc.
 But the mind is a unity. It is my thinking essence, in
which I can discern no separate parts.
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Example:
1. Identical objects must have the same properties.
2. The mind and the brain do not have the same
properties.
3. The brain is divisible, whereas the mind is not.
4. The mind and the brain are not identical.

3
1 2

4
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Activity: 1

1.Research of the Philosopher

stated about Epistemology and
discuss and cite an example
regarding their theory.
2.Research about Aristotle 3 main
parts of metaphysics and cite
examples on each part.
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Activity: 1
3. Define and explain these branches of ethics:
 Normative Ethics
 Contractarian Ethics
 Virtue Ethics
 Meta-Ethics
 Descriptive Ethics
 Applied Ethics
4. Research about Aesthetic Universals and
explain the seven universal signatures in
human aesthetics?
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REFERENCES:
 https://philosophy-question.com/library/lecture/read/146120-w
hat-is-partial-and-holistic-perspective-in-philosophy#0
 https://www.philosophybasics.com/branch_epistemology.html
 https://study.com/learn/lesson/epistemology-examples-types.ht
ml
 https://www.slideshare.net/CareSamontina/methods-of-
philosophizing-102536936