Test I.

Define / Explore / Explain (4 points each)

1. Utilitarianism
2. Pragmatism
3. Rationalism
4. Humanism
5. Existentialism
Dimension: Performance and Reliability

ANSWER TEST I:

1. Utilitarianism

This is an ethical theory that best action is the one that maximizes utility.
The doctrine that actions are right if they are useful or for the benefit of a
majority. The doctrine that an action is right in so far as it promotes
happiness and that the greatest happiness of the greatest number should
be the guiding principle of conduct. The founder Jeremy Bentham
describes utility as the sum of all pleasure that results from an action,
minus the suffering of everyone involved in the action. Utilitarianism
consider the interest of all beings equally.

Based my readings relative to the utilitarianism it could be deemed into

precursors to classical approaches. The Classical approach Bentham and
Mill, were concerned with legal and social reform. If anything could be
identified as the fundamental motivation behind the development of
Classical Utilitarianism it would be the desire to see useless, corrupt laws
and social practices changed. Accomplishing this goal required a
normative ethical theory employed as a critical tool. What is the truth
about what makes an action or a policy a morally good one, or
morally right? But developing the theory itself was also influenced by
strong views about what was wrong in their society. The conviction that,
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 for example, some laws are bad resulted in analysis of why they were bad.
And, for Jeremy Bentham, what made them bad was their lack of utility,
their tendency to lead to unhappiness and misery without any
compensating happiness. If a law or an action doesn't do any good, then
it isn't any good. On the other hand, Henry Sidgwick conclusion on this
issue is not to simply strive to greater average utility, but to increase
population to the point where we maximize the product of the number of
persons who are currently alive and the amount of average happiness. So
it seems to be a hybrid, total-average view. This discussion also raised the
issue of policy with respect to population growth, and both would be
pursued in more detail by later writers, most notably Derek Parfit (1986).

Since the early 20th century utilitarianism has undergone a variety of

refinements. After the middle of the 20th Century it has become more
common to identify as a ‘Consequentialist’ since very few philosophers
agree entirely with the view proposed by the Classical Utilitarians,
particularly with respect to the hedonistic value theory. But the influence of
the Classical Utilitarians has been profound — not only within moral
philosophy, but within political philosophy and social policy. The question
Bentham asked, “What use is it?,” is a cornerstone of policy formation. It is
a completely secular, forward-looking question. The articulation and
systematic development of this approach to policy formation is owed to the
Classical Utilitarians.

2. Pragmatism
This is an approach that assesses the truth of meaning of theories or
beliefs in terms of the success of their practical application. It is the
doctrine claiming that the meaning of proposition or idea lies in its practical
consequences. This can be traced to the teachings of ancient intellectuals
like Heraclitus and the Sophists. Yet in education and in modern
perspective is credited with Prof. John Dewey, Charles Pierce and William
James. This philosophy is very much related to experimentalism. It is

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 derived from the Greek work Pragma meaning a thing done, a fact that is
practiced.

The American College Dictionary defines pragmatism as a tendency,

movement, or more or less definite system thought in which stress is
placed upon practical consequences and values as standards for
explicating philosophic concepts, and as tests for determination their value
and truth.

The pragmatists claim that society cannot fulfil the educational task
without an institution designed for this purpose. This philosophy stresses
that education is in vain or futile if it does not perform the social function
assigned to it, unless it is considered as a social institution itself. The
school must maintain an intimate relation with society, if its role is to be
played well. They also assert that the school’s main functions are: being a
specialized institution designed to represent society to the child in
simplified form, being selective in a qualitative, if not ethical manner as it
represents society to the young, the school is in a position to exercise
value judgement in representing society, being responsible in giving the
child a balanced and genuinely representative acquaintance with society
(Butler, 1968).

3. Rationalism
A belief or theory that opinions and actions should be based on reason
and knowledge rather than on religious belief or emotional response. The
theory that reason rather than experiences is the foundation of certainty in
knowledge. The practice of treating reason as the ultimate authority in
religion. Rationalism was the educational philosophy prevalent in Europe
in the letter of the seventeenth century. It took it roots during the period
known as the “age of reason’ or age of enlightenment. The philosophy
claimed that human reason was sole source of knowledge and the sole
determiner of whether things or actions were acceptable reasoning should

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 be rejected. The rationalist upheld the right of a person to expose his own
ideas and opinions. Liberty of conscience, and freedom of thought and
expression. This movement aimed at the development of the individuals
by means of restraints based upon his reason. By these man could
improve is lot and contribute to the common good and welfare of his
institutions and society.

This movement led to the creation of the enlightened class known as the
“illuminati” among the aristocrats. The illuminati formulated the so-called
“natural religion” based on the skepticism and atheism. A philosopher
Francois Marie de Voltaire (1694-1778) believe that education should be
free from religiosity, for religion was an illusion to the believer and a
deception by the priesthood, a view that was bitterly opposed by the
naturalists.

Voltaire further stressed the creation of a polished intellectual society with

strict and rigid implementation of laws and with rigid implementation of
laws and with no rights given to the populace and sympathy to the masses
should be eliminated, a complete deviation from the original tenets of this
movement.

The main bases for rationalism philosophy is reason, the mind as the
bases for decisions, practices and beliefs.

4. Humanism
This is an outlook or system of thought attaching prime importance to
human rather than divine or supernatural matters. Humanist beliefs stress
the potential value and goodness of human beings, emphasize common
human needs, and seek solely rational ways of solving human problems.
A Renaissance cultural movement that turned away from medieval
scholasticism and revived interest in ancient Greek and Roman thought.

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 In ancient literature of Greece and Rome, humanity and the things that
interest and concerned humanity in this life were focus or central theme.
At this period of revival, humanism was a philosophy that rejected by
super naturalism, regarded man as a natural object asserted the essential
dignity and worth of man and his capacity to achieve self-realization
through the use of reason and the scientific method. It was characterized
by the revival of classical letters, an individualistic and critical spirit, and a
shift of emphasis from religious to secular concerns. This movement
started in Italy and spread to the northern Europe, that’s why Italian or
Individualistic Humanism and Northern or Social Humanism was born.

For Humanism the philosophy is characterized by development of

personal cultures and freedom of the individuals which are basic means in
the achievement of a rich and fulfilled life.

5. Existentialism
This is a philosophical theory or approach that emphasizes the existence
of the individual person as a free and responsible agent determining their
own development through acts of the will.

A.S. Neill is perhaps the most noted influence when it comes to the
existentialism philosophy being applied in a school environment. Neill
helped to promote existentialism with the creation of his Summerhill
school. Jean Paul Sarte along with Soren Kiekegaard, and Friedrich
Nietzche helped strengthen the popularity of the existentialism movement.
Each of these famous men contributed to the belief that it was “not just the
mind that needed to be educated, but the whole person”.

An existentialism school didn’t enforce formal education. Instead it

nurtured the creativity, and individuality of the student. It was felt that in
time a student would mature by themselves, and decide what direction
was suitable to pursue.

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 In today’s society we would find this approach used to some degree with
home schooling. However, in the late 1960s and 1970s some private and
public schools experimented with this form of learning.

Test II. Discuss extensively by giving actual or hypothetical examples (20

pts)
1. As an Educational Leader of Future Educational manager, discuss your own
philosophy. How would you explain your philosophy to others?
2. Discuss how a manager makes decisions on the basis of philosophies. (15
pts.)
Dimension: Conformance and reputation and performance

ANSWER TEST II:

1. As an Educational Leader of Future Educational manager, discuss

you own philosophy. How would you explain your philosophy to
others?

As an Educational Leader my philosophy is grounded on the three virtues

unity, charity and truth pierced with LOVE. The teaching of St. Augustine a
famous philosopher during his time is so timeless that until now was being
practiced by many schools. His teachings inspires me so much that
sharing it with future educational manager would be such a great
experience. For Augustine, every good deed is done out of love of God or
love of neighbour; all wrong-doing is done out of self-love or self-seeking,
“Two loves create the two cities: love of God creates Jerusalem; love of
the world creates Babylon. Obviously, Augustine is not the only one
whose spirituality is based on love. But still, it can be said that he had his
own special way of interpreting love and he never stops talking about love.
Common good Individuals in a family or a parish community influenced by
Augustine’s spirituality will be striving for equality of all and, instead of

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 looking after only their own individual needs and interests, they will also
promote the common good. People will listen to each other and share
ideas – even spiritual insights. Authority will not be seen as an exercise in
power but as one of service to the group. Obedience and a mutual
willingness to listen will go hand in hand and be acts of caring. I would like
to quote St. Augustine famous confession Aug.X. 3.4 “It is only in the
heart that I am whoever I am” unquote. He refers to the heart our inner
being, We gain a realization of Christ’s love for us and, far from it being
something private, this gives rise to a desire in us not just to return that
love but to share it with others.

As a professor right now, I could incorporate the philosophies I believed in

with my students. Discussing with them the value of unity for the common
good, the value of charity, the act of giving selflessly ourselves to those in
need and the value of restless search for truth. Finally, LOVE as the main
criterion of one’s teaching and a model for the students to imitate.

2. Discuss how managers makes decisions on the basis of

philosophies
Grounded with the virtues of unity, charity and truth as a decision maker
and a manager I would always look into the substance of the decision
relative to its significance on the development of the school. I always gaze
into the bigger picture of the impact of the decision I have to make for the
entire community. Weighing everything the positive and negative effect of
those decisions, and that should promote common good for all.

Moreover, Managers at all levels are held to a high standard of ethical

behaviour, and such philosophy is in need to maintain this standards of
ethics based on the philosophical side of a person. Every day, managers
make key decisions that affect the companies, schools or even colleagues
for which they work, and all other stakeholders involved, including society
as a whole. As a manager, it is essential to understand and adhere to the

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 ethical and legal obligations of philosophical position in order to meet the
expectations of all stakeholders, and to set an example of such behaviour
for others.

Test III. Discuss the Philosophy of the Great Thinkers. (5pts. Each)
1. Anselm St
“The Quality of perfection is an attribute that only applies to God”
2. Aquinas, St. Thomas
“If hand does not move the stick, the stick will not move anything else”
3. Augustine St.
“Rational thought is the servant of the faith! Unless though believe thou
shall not understand.”

Dimension: Conformance and reputation

ANSWER TEST III:

1. ST. ANSELM

“The quality of perfection is an attribute that only applies to God”

St. Anselm is most well-known for his Proslogion –proof for the existence
of God. In his prologue he said: that God truly is, and that He is the
supreme good needing no other, and that He is what all things need so
that they are. When we say supreme good, He is the highest good,
especially the ultimate goal according to which values and priorities are
established in an ethical system. The supreme good from which all others
are derived.” In other words, God is the source and sustainer of all good.
He and he alone, as Bavinck notes, s “the abundant fountain of all goods.”
Nothing in this universe is able to produce true goodness, unless the
Good Creator is its wellspring.

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 God’s perfection means that God completely possesses all excellent
qualities and lacks no part of any qualities that would be desirable for Him.
We are told through Matthew that our Father in heaven is perfect (Matt.
5:48), and we are told through Moses and David that His work and His
way is perfect (Deu. 32:4, Psa. 18:30). So God is “complete” or “perfect” in
every way, and likewise all He thinks, wills or does is perfect. God lacks
nothing in His excellence, He has all of every one of His attributes and
there is not an attribute missing or one that might be desirable for Him to
have.

That perfection is made known in Jesus Christ, and is the ultimate goal of
the Christian life.

2. ST. THOMAS AQUINAS

“If hand does not move the stick, the stick will not move anything else”.

God endowed human beings with the gift of intellect and free will. St.
Thomas Aquinas explains in his Summa theologiae that reason is
comprised of two powers: one cognitive (intellect), the other appetitive
(will). The cognitive power enables us to know and understand, and to
apprehend the goodness a thing has. On the other hand the appetitive
power as a native desire for the understood good and is responsive to the
intellect’s estimation of what is good. On this view, all acts of will are
dependent on antecedent acts of intellect which will supply the will with the
object to which the latter inclines. In turn, that object moves the will as a
final cause “because the good understood is the object of the will, and
moves it as an end” (St 1a 82.4).

I connect this explanation with the above stated philosophy. Our intellect
dictates what we are about to do helps us to know what is right and
wrong- but it is the will (freedom) that will act. If hand (human being with
intellect) does not move the stick (object which has no intellect), the stick
will not move anything else. It’s the hand (owned by a human being – who

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 has intellect) that controls what the object will do. It will not move unless
the hand moves,

3. ST. AUGUSTINE

“Rational thought is the servant of the faith! Unless though believe thou
shall not understand”/

To Augustine and people of his time, faith in the presence and activity of
God was so common that they did not ask for evidence. “The existence of
God was not anything like an assumption. He takes it to be a statement of
the most fundamental fact about reality, without the knowledge of which
any attempt to understand the nature and workings of the world can have
no more relation to reality than the wildest fantasies. . Looking into St.
Augustine’s sermons, letters and writings, we could see that faith has
priority over reason in the quest for truth. He quotes many times Isaiah
7:9: “Unless you believe you cannot understand.”

Augustine asserts that one cannot come to understand truth without prior
belief. One will not be able to seek all answers before coming to faith.
Faith means that we lay hold upon the positive reality of our existence and
our relationship to God. We first discover our own place as a created
being and our relationship with God the Creator. From this we explore the
truth about God and ourselves. After coming to faith we can begin our
journey of exploring more about the various aspects of the truth. For
Augustine explicitly stated his view that God Himself is intelligible, the
truth, hence rational analysis of any problem is always for Augustine a
step in the pilgrimage of the mind toward God.

In the Usefulness of Belief (v.1.2), St. Augustine argues that the basis of
knowledge about God is not experience or reasoning but belief in the
teaching authority of the Church. Faith exceeds reason - what we
understand, we also believe, but we do not understand everything that we

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 believe; for all which we understand we know, but we do not know all that
we believe.

Test IV. Essay (10 pts)

Who is a good Educational Philosopher? Discuss

ANSWER TEST IV:

A good Educational Philosopher is the one who is applying the student-
centered philosophical approach, a person who always see the potentials
of his or her students even in the most challenging circumstances. The
one who believes that the ideas should be tested by experimentation, and
that learning must come from finding answers from questions and other
sort of searching for solutions for a specific problem. He who promotes
world social progress, focuses on world events, controversial issues, and
developing a vision for a new better world. And lastly, he who believes that
students should be able to discover learnings on their own pace or
through their hands on some experiences that can enable them to see the
real picture of tomorrow as the most effect way of learning and is
considered to be a true learning.

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