SOCIAL SCIENCE AND PHILOSOPHY

MODULE 1. THE SOCIAL SCIENCE AND PHILOSOPHY

All fields of study started as definite attempts to answer questions about one
environment, one's relation to It. and one's own nature. Theologians have sought to explain
our relationship with God and prescribed right actions in accordance w ith God's and prescribe
right actions in accordance with God's will; scientist have tried to understand and explain our
physical environment and our physical being, painters, novelists. composers, poets, and other
artists have attempted to portray their visions of life and the human condition and beauty:
philosophers have sought through logic the causes and principles of reality and the conduct of
life.

Social philosophers contributed to our understanding and appreciation of our society

Initially through Institution, aut hority, tradition, and common sense. The "knowledge" derived
from these sources were not always reliable. At times, they were pa rtially true. Frequently,
theories and assertion were unsupported by verifiable data. The philosophers were unable to
specify the conditions under which certain forms of behavior were observable. Hence, t hey
were pressured into resorting to other approaches that would yield accurate and verifiable
phenomena.

Between the eighteenth and nineteenth centuries, the social sciences grew out of
social philosophy. The social sciences drew heavily on t he scientific logic of t he physical
sciences that were yielding fruitful results. The newest of these specfalized social sciences was
sociology.

All social sciences deal wit h the study of human behavior. Because human behavior is
broad and complex, no single science can fully and adequate cover It. Each of the social
sciences differs in subject matter, focus, and basic approach.

MODULE 1.1
PHILOSOPHY AS A FIELD STUDY

What is Philosophy? There are a number of definitions of philosophy given by many

thinkers and they vary according to their Interests and orientations. Generally, philosophy ls
regarded as perhaps the most abstruse and abstract of all subjects that seem apart from the
affairs of ordinary life. Although quite a number of people may think of it as being remote
from every norma l interest. It may be inferred that all of Us have some philosophical views,
whether we are aware of it or not. Most often, the term appears vague for it has been a part
of our conversations. The word "phllosophy" is derived from the Greek " phllla " meaning
" love'' and Sophia meaning "wisdom or knowledge." The literal definition of philosophy.
therefore, is • 1ove of w isdom." In current popular usage, man different ideas are Involved in
the manner we use the term. In some cases, philosophy refers lo an att itude toward certain
activities. For Instance, during elections. we often hear some people say, we are voting for a
certain candidate because we favor his philosophy or government. In classes in philosophy, the
most common question the teacher asks is what the philosophy of a student is. The
popular conception of philosophy, in spite of many ways we may use the term, is a complex
intellectual undertaking. Reg;ardless of the various ideas of the role of philosophy in one's life,
its importance cannot be overemphasized

Philosophy may be considered the ''parent science." in that it has given birth to
natural, physical and social sciences. These d isciplines continue to provide philosophy w ith an
abundance of contemporary issues. questions that are seemingly difficult to answer.
Philosophy is both independent of other disciplines and embedded in their foundations and
onffgolng activities.

MODULE 1.2
PHILOSOPHY AND SCIENCE

Philosophy has been described a science because it deals with the study of the
processes governing thought and conduct. It Investigates the principles and laws that regulate
the universe and underlie all knowledge. which satisfies t he requisites of a scientiflc state of
knowing.

Science has been defined as a body of systemized knowledge derived from

observation, study, and experiments carried out in order to determine the nature of pri nciples
of w hat Is being studied. Its main concern Is the discovery of truth.

The difference between the two fields of knowledge lays the scope and nature of their
interest and In their approach. While speci fic sciences deal particularly with restricted field,
e.g., chemistry. philosophy deals with all aspects of man's experiences. The Interest of science
is limited to the physical world, while the concern of philosophy Includes Issues on j ustice.
conscience, reason, the soul and the Supern atural Being. The science approach to any
Investigation Is esta blishing and systemlzlng fact s, principles and methods trough experi ments
and hypotheses, while the approach of philosophy In Its object of study Is encompassing.
Science tends to eliminate the personal factor and values In the quest for objectivity, while
philosophy Is Interested in human experiences, personal values, and purposes.

Science Is pri marily concerned with t he nature of things as the~ are, while philosophy
is Interested not only in the real aspects but also in their worth and meaning. The aim of
science Is to observe nature and to control processes, whil e philosophy criticizes, evaluates,
and integrates the various dimensions of human experience.

Philosophy as a science carefully examines and criticizes the prem ises and conclusions
of ail sdencesffphysical, natural, and social. Some presuppositions have been made by the
sciences whlch, when examined carefully, may be found too Impossible to attain or to prove.
Philosophy synthesizes and compares the assumptions and conclusions of the difficult findings
of the different sriences when they appear to be cont radictory. Philo~ophy harmoni1es :md
brings the sciences together to complement and support one another.

The tree ma/or fields of philosophy are epistemology, metaphysics and axiology.
 Epistemology deals with t he study of the origin. structures. methods. nature. limit and
veracity (truth. reliablllty, valid ity) of human knowledge. It also Includes logic and a variety of
linguistic concerns and the phllosophy of science.

The word "epistemology" is derived from the Greek word " episteme" which means
" knowledge• and "logos" which means " the study of " Epistemology as a theory of knowledge
asks fundamental questions about knowledge in all its forms and application and applications
of how It Is formulated and expressed and communicated. It also looks Into the role of sense
experience and how knowledge Is acquired.

Metaphysics deals with questions of realltyff its nature, meaning and existence. The
word "metaphysics" Is derived from the Greek word ''meta" which means " beyond" and
"physikan· which means "nature" from w hich is derived the word physics, the science which
deals w ith matter, energy. force, natural laws and processes. Metaphysics is also concerned
about the nature of mind, self and consciousness, the nature of religion, such as the existence
of God, the destiny of the universe. and the immortality o f the soul. Aside from the nature of
reality, and the universe. metaphysics examines time, space, cause and chance.

Axiology deals into the study of values. It analyzes t he origin, types and characteristics,
crit eria and knowledge of values. It includes social values of human conduct. the na ture and
justification of social structures and political systems and the nature of art and its meaning in
human experience.

The question on value Is a very significant Issue not only among philosophers and social
thinkers but also among ordinary people and students. Some questions raised by ordinary
people and students In relation to axiology are: What makes an individual, thing, place, or
event valuable or desirable? Is value a product of the mind, or is it in the quality of an object
or in an act? Are things valuable only because of the way one feels toward them, or does he
feel a certain way toward them because of w hat they are?

The philosophical enterprise ls an active imaginative process of formulating proper

questions and resolving them by rigorous and persistent analysis.

MODULE 1.3
VARIOUS PERCEPTIONS ABOUT PHILOSOPHY

By and large, in spite of the different W,f,/S we use the word "philosophy" In ordinary
speech, we tend to think of the dlsclpllne as some extremely complex Intellectual activity. We
are Inclined to Imagine the philosopher, personified in Rodin's sta lue of the Thinker, as
somebody who si ts, pondering questions of the ultimate or the energy to live it. Some times,
when an article Is published in newspapers or magazines about the life of an Important
philosopher o f our contemporary period, It defies everything. Bertrand Russell, the
impression given is that he had devoted his life to the contemplation of the problems of the
world In a most abstract manner and had arrived at vies and theories that may sound
splendid. but seems hardly of much practical value.

With this view has been created by the philosopher and what he ls trying to do Is for
the interest and wellffbeing of mankind, there Is also another mage. Social thinkers and
revolutionists sue~ as Karl Marx and Friedrich Engels were the ones w ho created the point of
view of the Communist ideology: while others, like Thomas Jefferson, John Locke and John
Stuart MIii developed the political theories w hich prevai l In democratic societies today,

It may be noted. regardless of these various conceptions of the role of philosophy, and
regard less of how remote we think of the activities of a philosopher from our immediate
concerns, It Is a fact that the philosopher from our Immediate concerns, It Is a fact th at the
philosopher has engaged in considering problems that affect our lives. Through careful critical
examination. he has tried to evaluate the Information and beliefs we have about the universe
and the world of human affairs. From the result of the Investigation the philosopher has
attempted to work out some general, systematic, coherent and consistent pictures of all that
we know and think.

Philosophy has provided a focus through which we can see our roles and determine if
they have any significance. W ith this examina tion and evaluation, we may all be better able to
assess our ideas and aspirations. It is said that from the very beginnings of philosophy I
ancient Greece, over two and a half millennia ago, it has been the conviction of t he serious
thinkers who have engage in t his pursuit, that it is necessary to scrutinized the vies th at we
accept about the world and ourselves to see if they are rationally defensible. We have
acquired a lot of Information and opinion about the natural and human universe, but few of
us have ever considered whether these are reliable or Important. We normally accept about
the world without question reported scientific discoveries, certain trad itional beliefs, and
various vies based upon our personal experiences. Philosophy, as field of study will subject all
this to Intensive critical examination In order to discover If these views and beliefs are based
on adequate evidences, and If a reasonable person may be justified In adhering to them.

Religious leaders like St. Augustine have tried to explain and justify certain religious
points of views, while some have been scientist like Rene Descates, who have attempted to
interpret the meaning and importance of various scientific discoveries and theories.

John Locke and Karl Marx, have viewed that philosophy has an important role and this.
in effect, guides people to institute certain changes in the political organizations.

Some students view that philosophy is difficult to understand, impractical and even
"out of touch with reality.•

Others argue that there is no progress In philosophy, because even philosophers differ
in t heir opinions; and consequently, are quite unable t o agree on a certain Issue. This
perception may be misleading, for differences In thoughts and opinions stimulate new ideas
and t herefore, compel men to have an exhausted examination about their views. Differences
In opinions can be c1 means of discovering new ideas. methods. and principles. Ideas that are
ClevelopeCl in tne mind provide men with the things and actions which are Cleslrable or ought
to be. According to Titus and Smith. "Ideas are the foundation of actions. and a person Is not
likely to make any determine effort to act unless he believes In something.
MODULE 1.4
WHO ARE PHILOSOPHERS?

The people who have engaged seriously in philosophizing have had varying objectives.
Some have been teachers, university professors giving lectures I philosophy classes like St.
Thomas Aquinas In the Middle Ages, w ho taught at the University of Paris, John Dewey.
lecturing at Columbia University, and Rene Descartes, who attempted to In terpret the
meaning and Importance of various scientific di scoveries and theories. Others, like John Locke
and Karl M arx have philosophized In order to effect certain changes in the political
organizat ions of society. A number of them have been leaders of religious movements, often
taking an active part In t he affairs of their organizations like St. Augustine, who was Bishop Of
Hippo In Rome and George Berkeley, who was Bishop of Cloyne in Ireland in the Eighteenth
century. M any phil osophers' have had ordinary occupat ions. Baruch de Spinoza, was a lensff
grinder by profession; John Locke was a medical doctor, and John Stuart Mill, a writer for
magazines, and a member of parliament. Some have had careers, which kept them far
removed from the excitement and crises of everyday life.

Philosophers have shared a common conviction that thoughtfu l examinations and

analysis of our view s, and our evidence for t hem, is important. A philosopher thinks about
certain matters In certain ways. He wants to find out what various basic or concepts t hat we
have mean, what we base our knowledge on, what standa rds should be employed in arriving
at sound judgments, and shat beliefs we ought to adhere to. By reflecting upon such
questions, he feels that he can achieve more significant comprehension of t he universeff
na tu ral and the human.

The philosopher does not want to find the right answers, those that a rationa l man can
feel are warranted, after most thoughtful consideration. The fact that some answers have
been offered, or that some have been accepted by almost every day In a given society, does
not suffice for the philosopher. Rather, the philosopher insists, one must know, and be
completely certain, that these answers are the true ones, before a rational man can adopt
them as his own.

MODULE 1.5
THE IMPORTANCE OF PHILOSOPHY

The study of philosophy is a general education requirement in various academic

curricula in colleges and universities. Philosophy. as a body of knowledge, together with
English literature and history, are aimed to make man a full manffculture, refined and wellff
rounded. The role of philosophy in liberal educat ion is to provide the student the abili ty to
synthesize. criticize. systematize, assimilate, and evaluate a variety and huge mass of
knowledge. It Is an Important part from him to lead a life worthy of man's dignity as an
individual and as a member of society.

With the study of different philosophies of various thinkers, the student will be exposed
to their philosophical thoughts and can develop his personal philosophy, which would give the
necessary direction to his life. Philosophy will provide an Individual a strong foundation in
meet ing the demands of his profession and in coping with t he problems brought about by t he
mult ifarious activiti es of man. It wil l also guide him in coming up with the right decision from
 a broader perspective because philosophy provides the Individual a whollstic view that will
undoubtedly be an Integral part of human development. According to Kant, "a w ise man is
one who possesses phllosophlcal understand! ng of the world around him. "This man cannot
be intimidated by dogmatic statements. and he is prepared to strive and challenge and
challenge those who would attempt to control his t houghts. The study of philosophy,
therefore, serves as bulwark against mental servitude and provides a framework within we
can think ad intelligently.

Philosophy developed from the concept which recognized man's essential worth as a
member of society. J.A. Nicholson brought Into being on a firm place the Importance of
philosophy In the life of a person and society when he eloquen tly stated:

"There is no ot her knowledge that so w idens our int ellectual horizons and that deepen
thereby both our understanding and our sympathies. It breaks up that " intellectual crust" of
which Wordswot h speaks t he "yoke of conventional cust om" that thinking tends fatally to
impose upon i tself; and by setting thought free, it permits that full fll nctioning of the life of
the spirit that alone constitute t he good life."

Socrates, an eminent Athenian philosopher, said, "The unexamined life is not worth
living."

Undoubtedly, t he study of philosophy will always be an important feature of human

experience and Its Importance In the development of the complete social being. ready to take
on his responslblilty in this rapidly changing world cannot be over emphasized.

Philosophy makes man think about basic foundations of his outlook In life, his
knowledge. and his beliefs. It makes an individual inquire Into the reasons tor what he
accepts and does and into the importance of, his ideas and ideals in the hope that his final
convictions will change as a result of this examination. It may be assumed that perhaps the
best way t,o discover t he meaning and value of philosophy is by studying it.

MODULE 1.6
PHILOSOPHY CONTRASTED WITH OTHER FIELDS OF KNOWLEDGE

1. Philosophy and Science

a They are alike in their interest In knowledge. Both are fields of i nquiry and
investigation. Both ask questions and seek to determine answers to these
questions. Knowledge Is an end toward which both strive.

b. Different In the kind of knowledge they seek.

Science
ffknowiedg-e of facts
ffdetermlnes facts (Instruments and methods)
ffFacts are its end products
ffMethods (observation experimentation.
description and Immediate explanation of
Philosophy
ffultimate knowledge
ff begins Its work with facts
•significance of facts, interests, philosophers
• methods (I nterpretation and explanation of
the ultimate relations and meanlng'S of facts)
 facts
• Outlook of science Is partial and • Outlook is total and ultimate, finely and allff
comprehensive deta lied focus on particular Inclusive meanings.
situations.

2. Philosophy and Art

arts Philosophy
fflnterprets. appreciates and enjoys the meaning ffinterprets, appreciates and enJovs the
aspects of facts meaning aspects or fact;
fflimlted to authentic qualities of experience ffconcerned with interpreting others plans of
exoerlence
ffinclusive ffvalues, reality. knowledge and the kind of
action w hich results in the fullest of life
ffbeauty Is actually treated ffbroaden
ffenjoys and appreciates, expresses expression ffBeauty is theoretically treated
of beauty
ffprimary endeavor Is the actual expression of ffintellectuallzes aesthetic experience
beauty
fffree from selfffconsclousness in his ffseeks to analyze the experience of beauty to
interpretation determine w hat contributes it.
ffparallels the experience of beauty with an
intellectual understanding of its nature
ffhighfy conscious of himself in his
interpretation

3. Philosophy and Religion

Rellltion Phllosophy
truth truth
gaining knowledge w hich is dependable and Intellectual
author!tative
calls for personal corn mltment for practice of a Philosophy Is not religion
way of li fe, and the shouldering of social
responsibility Worship Is an Intellectual love of God (after
Spinoza) or a 1hlnking the thoughts of Goel after
Him (following Kepler)

fffellowshlp with others based on the common

ground of honest for truth rather than upon In
specific beliefs

ff Practical social endeavor m ay be in religious uplift

or in areas of everyday life other than religion
Similarities

examines the bases of belief upon which religion is

founded , and it may, by virtue of its questioning
contribute added intellectual basis for religion.
 ffspeclalizes In lhe field of belief. It seeks to examine
all beliefs and determines which of those
foundations are firm and secure.

ff offers help In understanding the receptacle

Into which divine truth and life come.

ff refines religious beliefs in understanding the

fomisofpeople.

4. Phllosophy and Education

Education Philosophy
fforactical fftheoretlcal and speculative
ff the actual process of educating Is a matter of ffask questions, examines facts of reality and
actively dealing with those factors, i.e., experience, many of which are Involved In the
teaching, organizing programs, administering educative process
orga nizations and building curricula.
ff The experience of the educator in ff Philosophy yields a understanding of reality, a
comprehensive nurturing the young places him in world view. which when applied to educational
touch with pllases of reality which are considered 1>ractice lends direction and methodology which are
on making philosophical judgments likely to be lacking otherwise.
ff While philosophy Is a guide to educational
practice. education as a field of investigation
yields certain data as a basis for philosophical
Judgments.