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ano hibig Sabihin Ng konsepto

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Abstract

Philosophy raises questions that address fundamental issues and beliefs and which require complex thinking rather than empirical research to answer. When we take a philosophical approach to these questions, we do not seek to provide settled answers but to develop new perspectives and alternative ideas so we can make sense of issues that are incongruent. Philosophical questions are best understood as seeking a distinctly “philosophical” resolution to a distinctly “philosophical” problem. We do not resolve philosophical problems by discovering new facts, providing accurate information or filling gaps in our knowledge. We resolve them by making sense of issues that do not seem to make sense even when we have all the information.

Answering Philosophical Questions

The aim of this essay is to give an account of what is distinctive about philosophical questions on education. The account I present draws heavily on the work of educational philosopher Matthew Lipman and the Philosophy for Children movement he founded.

To begin with, there are a variety of different types of questions that can be asked about education, requiring different ways to answer. For example, the question “How does the brain function when we learn?” can be given a settled answer that we discover by scientific research. “How has education changed?” invites historical analysis. “What subjects are taught in Australian schools?” is answered by collecting information about the school system in Australia. “Does student inquiry lead to improved grades?” requires empirical research.

Philosophical questions such as “What does it mean to understand something?” and “What obligations do teachers have to their students?” are answered in a different way. They cannot be given settled answers by gathering empirical facts, consulting expert opinions or doing calculations. These questions arise even when we have all the settled knowledge. “Philosophy attempts to clarify and illuminate unsettled, controversial issues that are so generic that no scientific discipline is equipped to deal with them” (Lipman, 1988, p. 91). No matter how much information is gathered about what happens when we learn, this will not be enough to answer our question “What does it mean to understand something?”

Because the facts do not determine the answers to philosophical questions and do not allow us to prefer one answer to another, these questions always remain contestable and problematic. There are no final answers that can be given to philosophical questions because they can always be opposed by contrasting views.

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