Philosophical Foundation of Education

Total Page:16

File Type:pdf, Size:1020Kb

Philosophical Foundation of Education M.A Education PAPER-I PHILOSOPHICAL FOUNDATION OF EDUCATION Author Shri Nikunja Ranjan Dash D.D.C.E. Education For All DIRECTORATE OF DISTANCE & CONTINUING EDUCATION UTKAL UNIVERSITY: VANIVIHAR, BHUBANESWAR:-751007 M.A Education PAPER-I PHILOSOPHICAL FOUNDATION OF EDUCATION Author Shri Nikunja Ranjan Dash D.D.C.E. Education For All DIRECTORATE OF DISTANCE & CONTINUING EDUCATION UTKAL UNIVERSITY: VANIVIHAR, BHUBANESWAR:-751007 PHILOSOPHICAL FOUNDATION OF EDUCATION Paper-I Author : Mr. Nikunja Ranjan Dash Published by : DIRECTORATE OF DISTANCE & CONTINUING EDUCATION UTKAL UNIVERSITY, VANI VIHAR BHUBANESWAR-751 007 Phone No.: 0674-2376700 © Copyright : PUBLISHER Published : 2015 Copiess : ........... Nos. Printed at : Jigun Graphics Badambadi, Cuttack-1 D.D.C.E. Education For All DIRECTORATE OF DISTANCE & CONTINUING EDUCATION UTKAL UNIVERSITY, VANI VIHAR BHUBANESWAR-751 007 From the Director's Desk The Directorate of Distance & Continuing Education, originally established as the University Evening College way back in 1962 has travelled a long way in the last 52 years. ‘EDUCATION FOR ALL’ is our motto. Increasingly the Open and Distance Learning institutions are aspiring to provide education for anyone, anytime and anywhere. DDCE, Utkal University has been constantly striving.to rise up to the challenges of Open Distance Learning system. Nearly ninety thousand students have passed through the portals of this great temple ofleaming. We may not have numerous great tales of outstanding academic achievements but we have great tales of success in life, of recovering lost opportunities, tremendous satisfaction in life, turning points in career and those who feel that without us they would not be where they are today. There are also flashes when our students figure in best ten in their honours subjects. In 2014 we have as many as fifteen students within top ten of honours merit list of Education, Sanskrit, English and Public Administration, Accounting and Management Honours. Our students must be free from despair and negative attitude. They must be enthusiastic, full of energy and confident of their future. To meet the needs of quality enhancement and to address the quality concerns of our stake holders over the years, we are switching over to self instructional material printed courseware. Now we have entered into public private partnership to bring out quality SIM patterncourseware. Leading publishers have come forward to share their expertise with us. A number of reputed authors have now prepared the course ware. Self Instructional Material in printed book format continues to be the core learning material for distance learners. We are sure that students would go beyond the course ware provided by us. We are aware that most of you are working and have also family responsibility. Please remember that only a busy person has time for everything and a lazy person has none. We are sure you will be able to chalk out a well planned programme to study the courseware. By choosing to pursue a course in distance mode, you have made a commitment for self improvement and acquiring higher educational qualification. You should rise up to your commitment. Every student must go beyond the standard books and self instructional course material. You should read number of books and use ICT learning resources like the internet, television and radio programmes etc. As only limited number of classes will be held, a student should come to the personal contact programme well prepared.ThePf'P should be used for clarification of doubt and counseling. This can only happen if you read the course material before PCP. You can always mail your feedback on the course ware to us. It is very important that you discuss the contents of the course materials with other fellow learners. We wish you happy reading. (S.P. Pani) DIRECTOR CONTENT 1. UNIT-I Relationship between Philosophy Education. Branches of Philosophy: Metaphysics, Epistemology & Axiology. 1 2. UNIT-II Modern Schools of Philosophy – Logical Positivism, Analytical Philosophy & Relativism 30 3. UNIT-III Western Schools of Philosophy: Idealism, Naturalism, Pragmatism, Realism, Existentialism, Reconstructivism & Perrinialism 61 4. UNIT-IV Educational Heritage of India: Vedic Education, Buddhistic Education, Purushartha. M.K. Gandhi, Vivekananda, R.N. Tagore & Aurobindo 109 UNIT-I NOTES RELATIONSHIP BETWEEN PHILOSOPHY AND EDUCATION. BRANCHES OF PHILOSOPHY – METAPHYSICS, EPISTEMOLOGY & AXIOLOGY. Unit Structure 1.0 Introduction 1.1 Objectives 1.2 Philosophy 1.2.1 Meaning of Philosophy 1.2.2 Definitions of Philosophy 1.2.3 Features of Philosophy 1.3 Branches of Philosophy 1.3.1 Metaphysics 1.3.1.1 Metaphysics & Education 1.3.2 Epistemology 1.3.2.1 Epistemology & Education 1.3.3 Axiology 1.3.3.1 Axiology & Education 1.4 Education 1.4.1 Meaning of Education 1.4.1.1 Narrower meaning 1.4.1.2 Wider meaning 1.4.2 Definitions of Education 1.4.3 Nature of education 1.4.4 Focus of education in 21st century 1.5 Relation between Philosophy & Education 1.5.1 Dependence of education on philosophy 1.5.2 Dependence of philosophy on education 1.5.3 Objectives of studying Educational Philosophy 1.5.4 Scope of Educational Philosophy 1.5.5 Function of Educational Philosophy 1.6 Let Us Sum Up 1.7 Glossary 1.8 Model Questions 1 NOTES 1.0 INTRODUCTION Broadly speaking each academic discipline (say history, politics, economics and even sciences) have their own philosophy or general guiding principles and theoretical frame works. Education as liberal arts subjects is no exceptions. There is indeed a rich philosophical traditions relating to education in both east and west. Every post-graduate students of education need to be familiar with the theories and philosophy of education. Educational practices and planning in all parts of the world are influenced by theories and philosophy of education and values the state and society desires to promote through education. In this unit we shall attempt to familiarize you with philosophy of education. 1.1 OBJECTIVES After studying this unit, you will be able: • Explain the meaning, features & different branches of philosophy. • Illustrate the meaning & nature of education. • Compare how philosophy & education are related to each other. • Sate the meaning of educational philosophy. • Analysis the value of studying educational philosophy. 1.2 PHILOSOPHY Philosophy in a general sense is conceived a person’s “sum of his fundamental beliefs and convictions”. We have some ideas concerning physical objects, our fellow persons, the meaning of life, death, God, right and wrong, beauty and ugliness, and the like. Of course, these ideas are acquired in a variety of ways, and they may be vague and confused. Philosophy is a guide for living; because the issues it addresses are basic and pervasive, determining the course we take in life. Hence we can say that all the aspects of human life are influenced and governed by the philosophical consideration. Philosophers always ask these questions: Who we are? Is there a higher existence that determines our existence? What is the relationship between nature and human beings? What is the meaning of life? Are our senses reliable in telling us about the truth of the universe? How do we get to know about the world? What is the relationship between the mind and the body? They further ask these questions: What is happiness? What is virtue? What is the relationship between individuals and the collective? How can we organize a society and an economy that promote the common good? What methods should we employ to find out truth from false statements? Can we ever hope to find out the truth of our existence? Philosophy is reflection of the above questions. Hence, philosophy is the study of general and fundamental problems concerning matters such as existence, knowledge, truth, beauty, law, justice, validity, mind, and language. Moreover, philosophy is rationally thinking, of a more or less systematic kind about the general nature of the world – metaphysics or theory of existence, the justification of belief - epistemology or theory of knowledge, and the conduct of life - ethics or theory of value. 1.2.1 MEANING Oxford Collins Cobuild Dictionary (2006) – • Philosophy is the study or creation of theories about basic things such as the nature of 2 existence, knowledge, thought, or about how people should live. • Philosophy is a particular theory that someone has about how to live or how to deal with a NOTES particular situation. Babylon English Dictionary: Study the principle of existence behavior and knowledge; study the nature of human thought & of the world. The word philosophy comes from a combination of two Greek words- “philos” meaning “love” and “sophi” meaning “wisdom.” Etymologically, philosophy means the love of wisdom. To love something is to desire it. So, for many Greeks, the philosopher was the one who desired wisdom. Wisdom is not only knowledge. One may have knowledge, but he may not be wise. Wisdom constitutes knowledge plus its implication in all circumstances. Thus philosophy gives man that wisdom with the help of which they understand the whole universe and its implication in relation to themselves & the people around. Hence philosopher could also be characterised as the “friend of wisdom”. In this regard, Plato in his “Republic” stated that “He who has a taste for every sort of knowledge and who is curious to learn and is never satisfied may be termed philosopher”. It means a philosopher is interested in all type of knowledge where as a physicist in physical process of universe, an historian in the past events, a geographer in the natural condition of the universe, a biologist in the biological process etc. But a philosopher has a multidimensional outlook and interest. The philosopher is thoughtful, remains in a thoughtful mood, being in search of new ideas, new knowledge with the help of his growing wisdom. Philosophers are interested in the first principle and the final conclusion of all branches of knowledge.
Recommended publications
  • Philosophy in Education: Questioning and Dialogue in Schools by Jana Mohr Lone and Michael D
    Philosophical Inquiry in Education, Volume 26 (2019), No. 1, pp. 102-105 Review of Philosophy in Education: Questioning and Dialogue in Schools by Jana Mohr Lone and Michael D. Burroughs. New York: Rowman and Littlefield, 2016 TREVOR NORRIS Brock University For several decades philosophers and educational theorists have advocated for the inclusion of philosophy into the K-12 school system instead of reserving it for the post-secondary context. Lone and Burroughs’ Philosophy in Education: Questioning and Dialogue in Schools avoids extensive philosophical considerations about the nature of philosophy or philosophical education, though much emerges implicitly through the activities they present. Instead, it is more of a practical handbook, guidebook, or reference. While Lone and Burroughs outline dozens of simple and effective ways to engage students of younger ages in philosophy, the book is more than just a “how to”: the authors present several compelling arguments that can be used to persuade students, parents, administrators and the general public that philosophy is worthwhile for those of younger ages. Recent years have seen a boom in literature arguing that philosophy in schools is both possible and worthwhile. Even the Stanford Encyclopedia of Philosophy now has an entry for philosophy for children.1 Early founders of P4C include Matthew Lipman and Gareth Matthews, who helped its establishment in the northeastern US in the 1960s and 70s. Examples of recent scholarship include Philosophy in Schools: An Introduction for Philosophers and Teachers by Goering, Shudak, & Wartenberg (2013) which is divided into distinctive approaches for elementary and secondary contexts. Its editors provide a convincing and thorough description of the merits of including philosophy in schools.
    [Show full text]
  • Life Without Meaning? Richard Norman
    17 Life Without Meaning? Richard Norman The Alpha Course, a well‐known evangelical Christian programme, advertises itself with posters displaying the words THE MEANING OF LIFE IS_________, followed by the invitation ‘Fill in the blanks at alpha.org’. Followers of the course will discover that ‘Men and women were created to live in a relationship with God’, and that ‘without that relationship there will always be a hunger, an emptiness, a feeling that something is missing’.1 We all have that need because we are all sinners, we are told, and the truth which will fill the need is that Jesus Christ died to save us from our sins. Not all Christian or other religious views about the meaning of life are as simplistic as this, but they typically share the assumptions that the meaning of life is to be found in some belief whose truth we need to recognize, and that this is a belief about the purpose for which we exist. A further implication is that this purpose is the purpose intended by the God who created us, and that if we fail to identify and live in accordance with that purpose, our lives will lack meaning. The assumption is echoed in the question many humanists will have encountered: if you don’t believe in a God, what’s the point of it all? And many people who don’t share the answer still accept the legitimacy of the question – ‘What is the meaning of life?’ – and assume that what we need is a correct belief, religious or non‐religious, which will fill the blank in the sentence ‘The meaning of life is …’.
    [Show full text]
  • Philosophical Theory-Construction and the Self-Image of Philosophy
    Open Journal of Philosophy, 2014, 4, 231-243 Published Online August 2014 in SciRes. http://www.scirp.org/journal/ojpp http://dx.doi.org/10.4236/ojpp.2014.43031 Philosophical Theory-Construction and the Self-Image of Philosophy Niels Skovgaard Olsen Department of Philosophy, University of Konstanz, Konstanz, Germany Email: Niels.Olsen@uni-Konstanz.de Received 25 May 2014; revised 28 June 2014; accepted 10 July 2014 Copyright © 2014 by author and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract This article takes its point of departure in a criticism of the views on meta-philosophy of P.M.S. Hacker for being too dismissive of the possibility of philosophical theory-construction. But its real aim is to put forward an explanatory hypothesis for the lack of a body of established truths and universal research programs in philosophy along with the outline of a positive account of what philosophical theories are and of how to assess them. A corollary of the present account is that it allows us to account for the objective dimension of philosophical discourse without taking re- course to the problematic idea of there being worldly facts that function as truth-makers for phi- losophical claims. Keywords Meta-Philosophy, Hacker, Williamson, Philosophical Theories 1. Introduction The aim of this article is to use a critical discussion of the self-image of philosophy presented by P. M. S. Hacker as a platform for presenting an alternative, which offers an account of how to think about the purpose and cha- racter of philosophical theories.
    [Show full text]
  • International Centre for Philosophy, Education and Citizenship
    International Center for Philosophy, Education and Citizenship PlayWise Olympiads George Ghanotakis, Ph.D. and Pleen le Jeune, University of Sherbrooke student (M.A) «Philosophy thrives on the understanding of, respect and consideration for the diversity of opinions, thoughts and cultures that enrich the way we live in the world. As with tolerance, philosophy is an art of living together, with due regard to rights and common values. It is the ability to see the world with a critical eye, aware of the viewpoints of others, strengthened by the freedom of thought, conscience and belief». Irina Bokova. UNESCO Director-General Extract, World Philosophy Day 2016 Critical acclaim of the game (PlayWise) “An excellent tool in the form of a parlour game. Satisfying for the stimulation and the chance to appreciate each individual’s unique way of seeing things.” – CM Reviewing Journal of Canadian Materials for Youth vol 7/3 Canadian Library Association. “... adapts itself to all ages: it is fun to play for children, interests teens and stimulates adults ...contributes to the development of basic skills in language arts, mathematics, science, and social studies.” - Vie Pédagogique, Quebec Ministry of Education. “ The built in debating aspects of the game provided fun to all players, be they students or adults. Would no doubt enlarge the students understanding of self and others in various life situations, teach students to be analytical and evaluative in judgment making, decision making and problem solving in the learning process. These evaluators all made strong recommendations for their institutions to purchase the game” Professor Louis K.Ho Librarian, Fellow Canadian College of Teachers “ ..has been assessed by the English and French Consultants.
    [Show full text]
  • Introduction to Philosophy. Social Studies--Language Arts: 6414.16. INSTITUTION Dade County Public Schools, Miami, Fla
    DOCUMENT RESUME ED 086 604 SO 006 822 AUTHOR Norris, Jack A., Jr. TITLE Introduction to Philosophy. Social Studies--Language Arts: 6414.16. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 72 NOTE 20p.; Authorized Course of Instruction for the Quinmester Program EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Course Objectives; Curriculum Guides; Grade 10; Grade 11; Grade 12; *Language Arts; Learnin4 Activities; *Logic; Non Western Civilization; *Philosophy; Resource Guides; Secondary Grades; *Social Studies; *Social Studies Units; Western Civilization IDENTIFIERS *Quinmester Program ABSTRACT Western and non - western philosophers and their ideas are introduced to 10th through 12th grade students in this general social studies Quinmester course designed to be used as a preparation for in-depth study of the various schools of philosophical thought. By acquainting students with the questions and categories of philosophy, a point of departure for further study is developed. Through suggested learning activities the meaning of philosopky is defined. The Socratic, deductive, inductive, intuitive and eclectic approaches to philosophical thought are examined, as are three general areas of philosophy, metaphysics, epistemology,and axiology. Logical reasoning is applied to major philosophical questions. This course is arranged, as are other quinmester courses, with sections on broad goals, course content, activities, and materials. A related document is ED 071 937.(KSM) FILMED FROM BEST AVAILABLE COPY U S DEPARTMENT EDUCATION OF HEALTH. NAT10N41
    [Show full text]
  • EDUA 7200 A01 — PHILOSOPHY of EDUCATION Faculty of Education, University of Manitoba Department of Educational Administration, Foundations, and Psychology
    EDUA 7200 A01 — PHILOSOPHY OF EDUCATION Faculty of Education, University of Manitoba Department of Educational Administration, Foundations, and Psychology PROFESSOR: Dr. David G. Creamer, S.J. Office: Room 124, St. Paul’s College Phone: 474-9141 Fax: 474-7613 E-Mail: creamer@ms.umanitoba.ca I am normally available before class on Thursday. Full office hours are posted on my door. Feel free to just drop by or arrange for an appointment. If I am not in the office, Gladys Broesky (474- 9165) — Jesuit Centre (room 118) — will be happy to set something up. (Gladys is here Tuesday, Wednesday, & Thursday — 8:30 am-4:30 pm.) COURSE TIME & LOCATION: Fall Session: Thursday evenings: 5:30–8:30 pm (R5) — St. Paul’s College, Room 123 (by Library, lowest level). COURSE OBJECTIVE: To introduce students to major movements, thinkers, issues and debates in Philosophy (Foundations) of Education. The focus question for this course is “What are the nature and aims of education?” The question will be addressed from a variety of and the thinkers I have selected for study represent both the diversity and unifying themes of the field. Readings will be drawn from Plato, Aristotle, Augustine of Hippo, Thomas Aquinas, Ignatius Loyola, John Amos Comenius, John Locke, Jean-Jacques Rousseau, Mary Wollstonecraft, and Bernard Lonergan. TEXTBOOKS 1. Because of the variety of readings on the philosophy of education drawn from ancient and modern sources, no single textbook is appropriate for the course. A bound compilation of the readings from Plato, aristotle, Augustine, Aquinas, Ignatius Loyola, Comenius, Locke, Rousseau, and Wollstonecraft is available from the Jesuit Centre ($20.00).
    [Show full text]
  • Comment Fundamentalism and Science
    SISSA – International School for Advanced Studies Journal of Science Communication ISSN 1824 – 2049 http://jcom.sissa.it/ Comment Fundamentalism and science Massimo Pigliucci The many facets of fundamentalism. There has been much talk about fundamentalism of late. While most people's thought on the topic go to the 9/11 attacks against the United States, or to the ongoing war in Iraq, fundamentalism is affecting science and its relationship to society in a way that may have dire long-term consequences. Of course, religious fundamentalism has always had a history of antagonism with science, and – before the birth of modern science – with philosophy, the age-old vehicle of the human attempt to exercise critical thinking and rationality to solve problems and pursue knowledge. “Fundamentalism” is defined by the Oxford Dictionary of the Social Sciences 1 as “A movement that asserts the primacy of religious values in social and political life and calls for a return to a 'fundamental' or pure form of religion.” In its broadest sense, however, fundamentalism is a form of ideological intransigence which is not limited to religion, but includes political positions as well (for example, in the case of some extreme forms of “environmentalism”). In the United States, the main version of the modern conflict between science and religious fundamentalism is epitomized by the infamous Scopes trial that occurred in 1925 in Tennessee, when the teaching of evolution was challenged for the first time 2,3. That battle is still being fought, for example in Dover, Pennsylvania, where at the time of this writing a court of law is considering the legitimacy of teaching “intelligent design” (a form of creationism) in public schools.
    [Show full text]
  • History and Theory of Philosophy
    FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "BASHKIR STATE MEDICAL UNIVERSITY" OF THE MINISTRY OF HEALTHCARE OF THE RUSSIAN FEDERATION (FSBEI HE BSMU MOH Russia) HISTORY AND THEORY OF PHILOSOPHY Textbook Ufa 2020 1 UDC 1(09)(075.8) BBC 87.3я7 H90 Reviewers: Doctor of Philosophy, Professor, Head of the department «Social work» FSBEI HE «Bashkir State University» U.S. Vildanov Doctor of Philosophy, Professor at the Department of Philosophy and History FSBEIHE «Bashkir State Agricultural University» A.I. Stoletov History and theory of philosophy:textbook/ K.V. Khramova, H90 R.I. Devyatkina, Z.R. Sadikova, O.M. Ivanova, O.G. Afanasyeva, A.S. Zubairova-Valeeva, N.R. Mingazova, G.R. Davletshina — Ufa: Ufa: FSBEIHEBSMUMOHRussia, 2020. – 127 p. The manual was prepared in accordance with the requirements of the Federal State Educational Standard of Higher Education in specialty 31.05.01 «General Medicine» the current curriculum and on the basis of the work program on the discipline of philosophy. The manual is focused on the competence-based learning model. It has an original, uniform for all classes structure, including the topic, a summary of the training questions, the subject of essays, training materials, test items with response standards, recommended literature. This manual covers topics related to the periods of development of world philosophy. Designed for students in the specialty 31.05.01 «General Medicine». It is recommended to be published by the Coordinating Scientific and Methodological Council and was approved by the decision of the Editorial and Publishing Council of the BSMU of the Ministry of Healthcare of Russia.
    [Show full text]
  • The Implications of Naturalism As an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers
    Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.11, 2016 The Implications of Naturalism as an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers Omar Khasawneh Ahmed Khaled Mohammad Al Momani Al Ain University of Science and Technology Al Ain, United Arab Emirates & Yarmouk University- Jordan Abstract The purpose of this study was to identify the educational implications of naturalism as an educational philosophy from the Jordanian childhood education teachers' perspectives. Each philosophy simply represents a unique conviction concerning the nature of the teaching/learning process. This study could serve as a grounded theory for Jordanian childhood teachers to comprehend the need for a clear educational philosophy within the Jordanian educational system. In addition, this research study would draw Jordanian childhood teachers' interest to be acquainted more with the educational principles of such philosophical theory. The researchers employed a questionnaire consisted of twenty one items, which correspond to the educational principles of naturalism. The quantitative approach is used to gather data as one of the techniques and descriptive due to its suitability for this study. The study findings revealed that Jordanian childhood education teachers' perspectives toward the implications of naturalism as an educational philosophy were positive for all domains; curriculum, aims, and activities. Based on the findings, the researchers provided some relevant recommendations. Keywords : Naturalism, Educational Philosophy, Childhood Education Teachers, Jordan. 1. Introduction Teachers’ educational philosophies and their value systems influence their teaching styles and the way they deal with their students. So, the impact of teachers’ beliefs and values on teaching and learning is evident in each classroom (Conti, 2007).
    [Show full text]
  • Philosophy of Science and Educational Research: Strategies for Scientific Effectiveness and Improvement of the Education
    Philosophy of Science and Educational Research: Strategies for Scientific Effectiveness and Improvement of the Education Omar a. Poncea, José Gómez Galánb and Nellie Pagán-Maldonadoc a Professor (Metropolitan University, AGMUS, Puerto Rico-United States). um_oponce@suagm.edu b Research Professor and Director of CICIDE (Metropolitan University, AGMUS, Puerto Rico-United States & Catholic University of Avila, Spain). jogomez@suagm.edu & jose.gomez@ucavila.es c Professor (Metropolitan University, AGMUS, Puerto Rico-United States). npaganm@suagm.edu Abstract This article is a theoretical study on the effectiveness of educational research in the context of philosophy of science. This topic of discussion, in the area of educational research, has been the subject of intellectual debate and arises again at the beginning of the 21st century. This article outlines the challenges and opportunities for scientific effectiveness facing educational research if it aspires to contribute to the ideal of an education of excellence and quality. Nine strategies to improve scientific effectiveness in educational research are identified and discussed. As a conclusion, it is argued that the foundations of contemporary educational research need to be revisited and reformulated, parallel to the new concepts present in the philosophy of science, to face the new problems present in our society*. Keywords: Educational Research; Philosophy of Science; Scientific Knowledge; Scientific Effectiveness; Education. 1. Introduction Philosophical thinking centered on science has been an object of intense debate for centuries. Thus, when we speak today of philosophy of science, we refer fundamentally to any reflection produced around the scientific methodology and its results. It faces, from the point of view of reason, the nature of science and the philosophical problems generated around it, with a direct implication in its results and applications.
    [Show full text]
  • Study of Ontology, Epistemology and Axiology on Management
    The Second International Conference on Entrepreneurship STUDY OF ONTOLOGY, EPISTEMOLOGY AND AXIOLOGY ON MANAGEMENT Rahmat Setiawan1 Airlangga University, Surabaya INDONESIA Email: 1rahmatsetiawan@hotmail.com ABSTRACT There is still a difference of opinion among experts in the field of management of what is meant by management, namely whether the management is a science, an art or a profession. In addition, the management theory and studies have also experienced rapid growth, especially until the 19th century until the present. These developments have given rise to various groups of schools of thought about the management, which is a group of classical management perspective, a group of behavior management perspective, and a group of quantitative management perspective. Therefore, it is necessary to study on the development of management in terms of the philosophy of science perspective. By doing this assessment, management will be studied ontological, epistemological and axiological. Ontologically, management is the science, art and profession of work done through others. Material object is a behavior management work done through others. In management development, ontologically most experts view reality of social management in management as something objective, not subjective. Epistemologically, in management development, the approach most widely used by management experts is a deductive approach. However, the trend also shows that the inductive approach is also widely used lately. In axiological, largely through the efforts of study and research in the development of management is not value-free because the paradigm used by most bear management experts in developing management are positivist or functionalist paradigm. However, in applying the results of research to take a policy, then the leader of the company must still pay attention to the values of ethics and humanity.
    [Show full text]
  • Idealism and Realism in Western and Indian Philosophies
    IDEALISM AND REALISM IN WESTERN AND INDIAN PHILOSOPHIES —Dr. Sohan Raj Tater Over the centuries the philosophical attitude in the west has never been constant but undulated between Idealism and Realism. The difference between these two appears to be irreconcilable, being more or less bound up with the innate difference of predispositions and tendencies varying from person to person. The result is an uncompromising antagonism. The western scholars, who were brought up in the tradition of Kant and Hegel, and who studied Indian philosophies, were more sympathetic towards the Idealistic systems of India. In the 19 th century, there was a predominant wave of monism and scholars like Max Muller were naturally attracted towards the metaphysical views of Sankara etc. and the uncompromising Monism of Vedanta was much admired as the cream of the oriental wisdom. There have been different Idealistic views in Western and Indian philosophies as follows : Western Idealism (i) Platonic Idealism The Idealism of Plato is objective in the sense that the ideas enjoy an existence in a real world independent of any mind. Mind is not antecedent for the existence of ideas. The ideas are there whether a mind reveals them or not. The determination of the phenomenal world depends on them. They somehow determine the empirical existence of the world. Hence, Plato’s conception of reality is nothing but a system of eternal, immutable and immaterial ideas. (ii) Idealism of Berkeley Berkeley may be said to be the founder of Idealism in the modern period, although his arrow could not touch the point of destination.
    [Show full text]