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Philo and Fil
Philo and Fil
Ang wika ay bahagi ng ating kultura. Ang wika bilang kultura ay koliktibong kaban ng
karanasan ng tao sa tiyak na lugar at panahon ng kaniyang kasaysayan. Sa isang wika
makikilala ng bayan ang kanyang kultura at matututuhan niya itong angkinin at
ipagmalaki.
Itinuturing ang wika bilang saplot ng kaisipan; gayunman, mas angkop marahil sabihing
ang wika ay ang saplot-kalamnan, ang mismong katawan ng kasipan. (Thomas Caryle)
Kahalagahan ng Wika
a. Ponolohiya o fonoloji – pag-aaral ng fonema o ponema; ang fonema ay tawag sa
makabuluhang yunit ng binibigkas na tunog sa isang wika. Halimbawa ay ang
mga
fonemang /l/, /u/, /m/, /i/, /p/, /a/ at /t/ na kung pagsama-samahin sa
makabuluhang
ayos ay mabubuo ang salitang [lumipat].
Makikita na nang ginamit ang pandiwang [inakyat] ang panghalip ng aktor sa
pangungusap ay [niya] at ang pantukoy sa paksa ay [ang]. Samantalang sa
ikalawang pangungusap ang pandiwa ay napalitan ng [umakyat] kaya
nakaapekto
ito sa panghalip ng aktor na dati’y [niya] ngayo’y [siya] na. Imbis na pantukoy
na
[ang] ay napalitan na ng pang-ukol na [sa]. Nagkaiba na ang kahulugan ng
dalawang pangungusap.
2. Ang wika ay binubuo ng mga tunog. Upang magamit nang mabuti ang wika,
kailangang maipagsama-sama ang mga binibigkas na tunog upang makalikha ng mga
salita. (Tingnan ang ponolohiya)
4. Ang wika ay may kakanyahan. Lahat ng wika ay may sariling set ng palatunugan,
leksikon at istrukturang panggramatika. May katangian ang isang wika na komon sa
ibang wika samantalang may katangian namang natatangi sa bawat wika.
Halimbawa:
Wikang Swahili – atanipena (magugustuhan niya ako)
Wikang Filipino – Opo, po
Wikang Subanon – gmangga (mangga)
Wikang Ingles – girl/girls (batang babae/mga batang babae)
Wikang Tausug – tibua (hampasin mo), pugaa (pigain mo)
Wikang French – Francois (pangngalan /fransh-wa/)
Mapapansin sa wikang Swahili (isang wika sa Kanlurang Afrika) isang salita lamang
ngunit katumbas na ng isang buong pangungusap na yunik sa wikang ito. Sa
Filipino
lamang matatagpuan ang mga salitang opo at po bilang paggalang. Sa Subanon
naman,
mayroong di pangkaraniwang ayos ng mga fonema gaya ng di-kompatibol na
dalawang
magkasunod na katinig sa iisang pantig na wala sa karamihang wika. Sa Ingles
naman,
isang fonema lamang ang idinagdag ngunit nagdudulot ng makabuluhang
pagbabago.
Sa Tausug naman ang pagkabit ng fonemang /a/ ay nagdudulot na ng paggawa sa
kilos
na saad ng salitang-ugat. Sa French naman, mayroon silang natatanging sistema
sa
pagbigkas ng mga tunog pangwika.
9. Nasusulat ang wika. Bawat tunog ay sinasagisag ng mga titik o letra ng alfabeto. Ang
tunog na “bi” ay sinasagisag ng titik na ‘b’. Ang simbolong ‘m’ ay sumasagisag sa tunog
na “em”.
----Ang wika ay may iba't ibang katangian. Ito ay isa sa mga mahahalagang bagay na
ibinigay ng Diyos sa tao upang mabuhay nang may kabuluhan at makamit niya ang
kanyang mga pangarap at mithiin sa buhay.
1. Ang wika ay masistemang balangkas. Ang wikang ginagamit ng bawat tao sa
daigdig ay sistematikong nakaayos sa isang tiyak na balangkas.
Halimbawa:
Halimbawa:
Kung ikaw ay nasa Pangasinan, kailangan ang wikang iyong sinasalita ay ang wikang
gamitin sa Pangasinan upang magkaroon ka ng direktang ugnayan sa lipunang iyong
ginagalawan.
a. may ham nga ba sa "hamburger"? (beef ang laman nito at hindi hamo)
b. may itlog nga ba sa gulay na "eggplant"?
Ayon muli kay Garcia (2008), mahahati sa tatlong pangkalahatang uri ang mga
kahalagahan ng wika, dito uusbong ang mga detalyadong kahalagahan nito.
Ang wika ay isang larawang binibigkas at isinulat: isang hulugan, taguan, imbakan, o
deposito ng kaalaman ng isang bansa, isang ingat-yaman ng mga tradisyong nakalagak
dito. Sa madaling salita, ang wika ang kaisipan ng isang bansa kaya't kailanman, ito'y
tapat sa pangangailangan at mithiin ng sambayanan. Taglay nito ang mga haka-haka at
katiyakan ng isang bansa". Bawat salitang ipinahahayag sa isang lipunan ay katumbas
ng kanilang mga tanging pakahulugan sa buhay.
Antas ng Wika
Ang wika ay nahahati sa iba’t ibang katigorya sa antas na ginagamit ng tao batay sa kanyang
pagkatao, sa lipunang kanyang ginagalawan, lugar na tinitirhan, panahon, katayuan at
okasyong dinadaluhan.
Balbal. Sa Ingles ito ay slang. Nagkakaroon ng sariling codes, mababa ang antas
na ito; ikalawa sa antas bulgar.
Halimbawa:
Chicks (dalagang bata pa)
Orange (beinte pesos)
Pinoy (Pilipino)
Antas ng Wika
1. Pormal – ito ang mga salitang istandard dahil kinikilala, tinatanggap at ginagamit ng higit na
nakakarami lalo na ng mga nakapag-aral ng wika.
a. Pambansa – ito ang salitang karaniwang ginagamit sa mga aklat pangwika o pambalarila sa
lahat ng mga
paaralan. Halimbawa: Ina
b. Pampanitikan -ito naman ang mga salitang ginagamit ng mga manunulat sa kanilang mga
akdang
pampanitikan. Ito ang mga salitang karaniwang matatayog, malalalim, makulay at masining.
Halimbawa: Ilaw ng tahanan
2. Impormal – ito ang salitang karaniwan, palasak, pang-araw-araw na madalas nating gamitin
sa pakikipag-
usap at pakikipagtalastasan sa mga kakilala at kaibigan.
a. Lalawiganin- ito ang mga bokabularyong dayalektal. Halimbawa: Inang
b. Kolokyal – ito’y mga pang-araw-araw na salita na ginagamit sa mga pagkakataong impormal.
Halimbawa:
Nanay-Nay
c.Balbal -ito ang tinatawag sa Ingles na slang. Ito rin ang pinakamababang antas ng wika na
madalas
marinig sa mga usapang kalye. Halimbawa: Ermat
Idealism vs. Realism
In order for us to be able to differentiate between idealism and realism, we must first
have a thorough understanding of the two terms. Idealism is when you envision or see
things in an ideal or perfect manner. Realism, on the other hand, tends toward a more
pragmatic and actual view of a situation. The two concepts can, in layman’s terms, be
deemed different in perspectives; with idealism focusing on ‘what could be’, and realism
focusing on ‘what actually is.’
These commonly accepted definitions of the words are rooted in the philosophical uses
of the terms. In philosophy, when discussing the issues of perception, idealism is a
theory that states that our reality is shaped by our thoughts and ideas. Realism, on the
other hand, deals with the fact that reality has an absolute existence independent from
our thoughts, ideas and even consciousness.
Using the classic test of whether the glass is half empty or half full as an example, we
see that idealists tend to be positive thinkers – i.e. those who see the glass as being
half full. Realists many not hold the opposite or negative point of view, but they do view
a situation through less hopeful eyes. Realists are stereotypically seen as people who
are very rational, who think carefully, and weight their options before making a choice.
In this sense, realists make safer and more practical choices when compared to
idealists, who may be willing to make more risky decisions.
These perspectives also have an impact on how individuals deal with success or failure
in their lives. An idealist who is always in search of the ‘good’, might be less affected by
setbacks than a realist. However, being lost in a world of fantasy and unachievable
goals may not always be a good thing, as an idealist may set goals that are impossible
or grandiose. A realist, on the other hand, is more likely to set achievable goals, and
follow their pursuit in a planned manner.
Overall, idealism and realism can be understood as two different perspectives. Some of
the key differences between them include:
1. Idealism causes you to see things in a very hopeful manner, shaping situations with
your own ideas. Realism, on the other hand, causes one to assess a situation as it is,
without overt emotional involvement.
2. Idealists tend to be more positive when compared to realists, in how they perceive
things and carry out tasks.
3. When making decisions, realists are more goal oriented and thorough than idealists,
who may have lofty ambitions, but lack the clarity and focus to put them into action in an
achievable way.
Idealism vs. Realism
There are various definitions of “idealism” and “realism.” The definitions I will be
considering are these:
World Philosophies
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. At the metaphysical level, there are four* broad
philosophical schools of thought that apply to education today. They are idealism,
realism, pragmatism (sometimes called experientialism), and existentialism. Each will
be explained shortly. These four general frameworks provide the root or base from
which the various educational philosophies are derived.
Idealism
Idealism is a philosophical approach that has as its central tenet that ideas are the only
true reality, the only thing worth knowing. In a search for truth, beauty, and justice that is
enduring and everlasting, the focus is on conscious reasoning in the mind. Plato, father
of Idealism, espoused this view about 400 years BC, in his famous book, The Republic.
Plato believed that there are two worlds. The first is the spiritual or mental world, which
is eternal, permanent, orderly, regular, and universal. There is also the world of
appearance, the world experienced through sight, touch, smell, taste, and sound, that is
changing, imperfect, and disorderly. This division is often referred to as the duality of
mind and body. Reacting against what he perceived as too much of a focus on the
immediacy of the physical and sensory world, Plato described a utopian society in which
"education to body and soul all the beauty and perfection of which they are capable" as
an ideal. In his allegory of the cave, the shadows of the sensory world must be
overcome with the light of reason or universal truth. To understand truth, one must
pursue knowledge and identify with the Absolute Mind. Plato also believed that the soul
is fully formed prior to birth and is perfect and at one with the Universal Being. The birth
process checks this perfection, so education requires bringing latent ideas (fully formed
concepts) to consciousness.
In idealism, the aim of education is to discover and develop each individual's abilities
and full moral excellence in order to better serve society. The curricular emphasis is
subject matter of mind: literature, history, philosophy, and religion. Teaching methods
focus on handling ideas through lecture, discussion, and Socratic dialogue (a method of
teaching that uses questioning to help students discover and clarify knowledge).
Introspection, intuition, insight, and whole-part logic are used to bring to consciousness
the forms or concepts which are latent in the mind. Character is developed through
imitating examples and heroes.
Realism
Realists believe that reality exists independent of the human mind. The ultimate reality
is the world of physical objects. The focus is on the body/objects. Truth is objective-what
can be observed. Aristotle, a student of Plato who broke with his mentor's idealist
philosophy, is called the father of both Realism and the scientific method. In this
metaphysical view, the aim is to understand objective reality through "the diligent and
unsparing scrutiny of all observable data." Aristotle believed that to understand an
object, its ultimate form had to be understood, which does not change. For example, a
rose exists whether or not a person is aware of it. A rose can exist in the mind without
being physically present, but ultimately, the rose shares properties with all other roses
and flowers (its form), although one rose may be red and another peach colored.
Aristotle also was the first to teach logic as a formal discipline in order to be able to
reason about physical events and aspects. The exercise of rational thought is viewed as
the ultimate purpose for humankind. The Realist curriculum emphasizes the subject
matter of the physical world, particularly science and mathematics. The teacher
organizes and presents content systematically within a discipline, demonstrating use of
criteria in making decisions. Teaching methods focus on mastery of facts and basic
skills through demonstration and recitation. Students must also demonstrate the ability
to think critically and scientifically, using observation and experimentation. Curriculum
should be scientifically approached, standardized, and distinct-discipline based.
Character is developed through training in the rules of conduct.
Pragmatism (Experientialism)
For pragmatists, only those things that are experienced or observed are real. In this late
19th century American philosophy, the focus is on the reality of experience. Unlike the
Realists and Rationalists, Pragmatists believe that reality is constantly changing and
that we learn best through applying our experiences and thoughts to problems, as they
arise. The universe is dynamic and evolving, a "becoming" view of the world. There is
no absolute and unchanging truth, but rather, truth is what works. Pragmatism is derived
from the teaching of Charles Sanders Peirce (1839-1914), who believed that thought
must produce action, rather than linger in the mind and lead to indecisiveness.
Existentialism
The nature of reality for Existentialists is subjective, and lies within the individual. The
physical world has no inherent meaning outside of human existence. Individual choice
and individual standards rather than external standards are central. Existence comes
before any definition of what we are. We define ourselves in relationship to that
existence by the choices we make. We should not accept anyone else's predetermined
philosophical system; rather, we must take responsibility for deciding who we are. The
focus is on freedom, the development of authentic individuals, as we make meaning of
our lives.
There are several different orientations within the existentialist philosophy. Soren
Kierkegaard (1813-1855), a Danish minister and philosopher, is considered to be the
founder of existentialism. His was a Christian orientation. Another group of
existentialists, largely European, believes that we must recognize the finiteness of our
lives on this small and fragile planet, rather than believing in salvation through God. Our
existence is not guaranteed in an after life, so there is tension about life and the
certainty of death, of hope or despair. Unlike the more austere European approaches
where the universe is seen as meaningless when faced with the certainty of the end of
existence, American existentialists have focused more on human potential and the
quest for personal meaning. Values clarification is an outgrowth of this movement.
Following the bleak period of World War II, the French philosopher, Jean Paul Sartre,
suggested that for youth, the existential moment arises when young persons realize for
the first time that choice is theirs, that they are responsible for themselves. Their
question becomes "Who am I and what should I do?