Pre-Philosophical and Pre-Socratic Period

Pre-Philosophical Period
• People had attempted to explain the origin of things and events or occurrences in nature.
• Such attempts are evident in folklores, myths, and legends that the ancient Babylonians,
Chinese, Hindus, Egyptians, and Greeks believed in.
• The philosophy of Ancient Greece is essentially the foundation of almost all philosophy
that exists.
• Babylon had a history of wisdom literature and law.
• Wisdom literature is material that discusses issues such as the problem of
suffering,
what makes up a good life, as well as myths, fables and proverbs.
• Ancient Egypt produced a significant amount of wisdom literature, works that dealt with
ethics and living a life of virtue.
• However, these stories are characterized by religious elements or supernatural powers
and not by natural or rational explanations.

Pre-Socratic Period
THALES OF MILETUS
• First Greek philosopher and the Father of Philosophy
• He believed that the Earth floats on water, for it is the first or ultimate substance.
• He concluded that water was the First Cause because it could assume different forms
and seemed to form all living things.

ANAXIMANDER OF MILETUS
• He claimed that the universe was formed from the boundless (apeiron) which is both the
first principle (arche) and the substance (stoicheion) of the universe.
• He rejected Thales’ conclusion and argued that if water was given preeminence, other
elements such as fire, would be excluded.
• He proposed the theory of “the indefinite,” from which all things are created and to which
all things return.
• He believed that the First Cause was beyond matter and was an eternal creative force
bringing things into existence according to a natural, set pattern, destroying them and
recreating them in new forms.

ANAXIMENES OF MILETUS
• He reverted to Thales’ idea that the universe is made up of one basic matter – in his
theory, air was the fundamental element.
• He proposed that air could be transformed into other substances according to its degree
of concentration.
• Through the process of rarefaction, air becomes fire, whereas, by condensation or
compression, air becomes water and earth.
• He also theorized that air is the source of life and the soul.
• He also believed that the Earth was flat and floated in the air.

HERACLITUS OF EPHESUS
• He claimed the “unity of opposites” in characterizing the cosmos and went further to
express that to understand these characterizations is to inquire of the logos and be able to
speak the language of the logos.
• He asserted that everything exists in a permanent flux.
XENOPHANES OF COLOPHON
• He claimed that there is a single supreme god who is eternal and unchanging unlike
humanity and operates the universe through his mind.
• He actively criticized the traditional Homeric approach of attributing human failings and
suffering to the gods.
• He refuted the idea of an anthropomorphic god, whom many people believed in his time.
• Anthropomorphism - attribution of human traits, emotions, or intentions to non-
human entities.

PYTHAGORAS AND THE PYTHAGOREANS

• The Pythagoreans believed that the cosmos is a structured system ordered by numbers
and can be expressed in a numerical ratio.
• They believed that mathematics is the framework from which the universe was created
and controlled.
• Pythagoras’ idea of the harmony of the spheres was rooted to the connection he made
between musical notes and mathematical ratios.
• Pythagoras claimed that the human soul is immortal, passing through many different
incarnations, life after life.

Socrates & Socratic Schools

Intro To The Philosophy Of The Human Person
Introduction
Pre-socratics: Philosophers before Socrates
Introduced a new way of inquiring into the world and the place of human beings, they explain the
nature of the universe and they are Cosmologists or naturalist.

SOCRATES & Socratic Schools

 Second period in the history of Greek Philosophy.
 Comparatively short, but most flourishing
 Dominated by three famous philosophers: Socrates,Plato, and Aristotle

SOCRATES (469-399 BC)

 Elenchus or the Socratic method - a method of question and answer that aims to
provoke the one being asked to think for oneself and to clarify one’s conceptions about
what is asked.
 No writings at all, and yet has greatly influenced Western philosophical tradition
through Plato’s Dialogues, his student.
 One who urged self- examination and claimed that “the unexamined life is not worth
living.” Executed by the Athenian court on charges of impiety and corrupting the youth.

PLATO (427- 347 BC)

 For him, Philosophy is the science of the idea/the unconditioned basis of
phenomena.
 Socrates' student, who preserved the wisdom of Socrates in written accounts of his
teaching:
 Dialogues - accounts of what he is concerned with as influenced by his teacher,
Socrates
 The Republic - most influential book of Plato which examined “What is justice?” and
what the right type of government should be.
  Fun fact: Plato founded a physical school called the Academy to train Athenian in
how to think like Socrates.

ARISTOTLE (384-322 BC)

 Plato’s star student and rival.
 Tutor of Alexander the Great.
 Focuses on analyzing phenomena or experience and proving credible opinions
about these experiences to arrive at adequate proof.
Fun fact: Aristotle started his own school, the Lyceum which is different from Plato’s
Academy since his wasn’t a building, but a grove of trees outside the city.

SUMMARY OF THIS PERIOD

Rather than believing in myths and stories, Greek Philosophers began searching for the
truth of the world by using their rational thinking. Plato, with his mentor, Socrates and his
student, Aristotle, helped to lay the foundations of Western Philosophy.

Medieval Period
• The Medieval Period began around 476 A.D following a great loss power throughout
Europe by the Roman Emperor.
• With its roots medi-, meaning "middle", and ev-, meaning "age", medieval literally means
"of the Middle Ages".
• Many scholars call the era the “medieval period” instead; “Middle Ages,” they say,
incorrectly implies that the period is an insignificant blip sandwiched between two much
more important epochs. Medieval Period The Middle Ages : Birth of an Idea
• Starting around the 14th century, European thinkers, writers and artists began to look
back and celebrate the art and culture of ancient Greece and Rome.
Medieval Period
The Middle Ages: Birth of an Idea
The people of the Middle Ages had squandered the advancements of their predecessors,
this argument went, and mired themselves instead in what 18th-century English historian
Edward Gibbon called “barbarism and religion.
 A number of very important invention were made in medieval times such as: Spinning
wheel Compass, Stirrups, Gunpowder, Medieval Period, Astrolabe, Eyeglasses

Scholasticism
• A theological and philosophical movement, beginning in the 11th century, sought to
integrate the secular understanding of the ancient world as exemplified by Aristotle, with
the dogma implicit in the revelations of Christianity.
• The term came from the name “Schoolmen” given to Christian
scholars who were devoted to learning and studied classical and biblical texts.
• It also aimed to silence all doubts and questionings through argument but faith was still
considered superior to reason.
 synthesis of learning in which theology surmounted the hierarchy of knowledge.

Philosophers
 Saint Anselm of Canterbury
 a highly cultivate Franco-Italian theologian who became the archbishop of Canterbury
IDEOLOGY- He had unlimited confidence in the power of human reason to illuminate even
the mysteries of Christian faith; he frequently approached a kind of rationalism, which did
not shrink from the attempt to demonstrate,on compelling rational grounds.
 Saint Thomas Aquinas
 Thomas Aquinas was a scholastic who, like all other scholastics, read, wrote, and
taught a lot.
IDEOLOGY- argued that individuals did not need a special, divine illumination to have
knowledge of the material world. All they needed was to observe the world carefully and
learn from it.

 Saint Augustine
 known to promote “the argument by analogy” against solipsism or the philosophical
idea that only one’s own existence is the only thing that is real.
IDEOLOGY- He thinks that the human being is a compound of bodyand soul and that,
within this compound, the soul conceived as both the life-giving element and the center of
consciousness, perception and thought is, or ought to be, the ruling part.

 Saint Bonaventure
 a man with the rare ability to reconcile diverse traditions in theology and philosophy. He
managed to unite the pastoral, practical aspects of life with the doctrines of the Church.
IDEOLOGY- innate knowledge of an immutable and eternal being is proved by the mind's
desire for the true and the good; and, the search for truth presupposes a perfect and
absolute truth; consequently, every assertion of truth simultaneously posits God's
existence.

Brief History of Philosophy

Modern Period:
Rationalism, Empiricism, and Kant's Philosophy
Rationalism
 Rationlism: the idea that human beings achieve the capacity to reason
 Reason matter than experince
 We know somethings that doesnot requires experience for us to know
Reason - is the ULTIMATE source of knowlege and the test of its validity.

3 major theses:
1. Knowledge is derived from intuition (or rational insight) and deductive reasoning, rather
than from sense preception
2. The ideas or concepts that constiture the mind's ability to think are innate.
3. Knowledge of a particulate thing is innate

Example: " All triangles have 3 angles"

 The knowledge of this proposition is not derived from experience but from reason
 Through the use of reason we can arrive at the knowledge that all tringles have 3
angles.
RATIONALISM
Dubito ergo cogito, cogito ergo sum
Rene Descartes (1596-1650)

René Descartes
 First significant rationalist philosopher of the modern classical period. He rejects sense
experience as a trustworthy source of knowledge He thought that only knowledge of
eternal truths (including the truths of mathematics and the foundations of the sciences)
could be attained by reason alone

Baruch Spinoza
 One of the most important rationalist philosophers in the early modern period. He
deduced his conclusions about God, nature, and ethics from axioms and postulates,
much in the manner of Euclid in his Elements of Geometry.

Gottfried Leibniz
 One of the greatest of the early modern “rationalist” philosophers. advocate of the
principle of sufficient reason, the Pre-established harmony of mind and body,
philosophical optimism.

Empiricism
 Believe that the source of a knowledge isexperience
 The use of Inductive Reasoning
 The Five senses connected to the world can be used to determine what can be
known.

Aristotle
First developed the idea that senses, though they may not be a wholey reliable source of
knowledge, are significant in forming concepts and knowledge.

John Locke
He argued that without experience, which is only possible because oof our senses,
knowledge is impossible. He thought that we're born knowing nothing. and instead, all of
our knowledge comes through sense data.

PRIMARY QUALITIES
Qualities that PHYSICAL THINGS themselves have

SECONDARY QUALITIES
They are not objecyively real. They can only be SUBJECTIVELY PRECIEVED

Immanuel Kant and synthetic a Prioro knowledge

 Immanuel Kant, an 18th century German philosopher, is known to be one of the
greatest thinkers in the history of Western philosophy for various reasons.
 One reason is his contribution to the development of modern philosophy, most
especially in epistemology. Contrary to the philosophical views held by empiricists
and rationalists, Kant made a significant breakthrough by introducing the idea of synthetic
a priori knowledge.
Immanuel Kant
It means that to make sense of our experience of something, we need concepts to
describe it while experience supplies the contents of our concepts necessary in forming
judgments about our experiences.
 The contemporary period
The Analytic Tradition and the Continental Tradition
Analytic philosophy
1. involves research into the language used
2.emphasizes precision and clarity in its arguments
3. methodical analysis of arguments; reasoning into mathematical equations
Bertrand Russell
FORMALISM
 Examines the meaning of descriptions
 Formal logic and views physical sciences as a means of learning about the world.
George Edward Moore
INFORMALISM
 Never saw the necessity to use scientific methods or transform philosophy into a
science.
 The best way to solve a philosophical dilemma is to carefully consider the topic that led
to it.
Ludwig Wittgenstein
 Carefully analyze language use
 The goal of Linguistic analysis is to understand the content of the text.

Continental Philosophy
1.contraryto the beliefs of Analytic tradition
German Idealism
 Transcendental ego constructs knowledge out of sense impressions and from universal
concepts
Existentialism
 explores the issue of human existence
Hermeneutics
 The theory and methodology of interpretation especially the interpretation of biblical
texts, wisdom literature, and philosophical texts.
Structuralism
 A general theory of culture and methodology that implies that elements
Of human culture must be understood by way of their relationship to a broader system.
Post Structuralism
 Build upon and reject ideas established by structuralism, the intellectual project that
preceded it.
French Feminism
 “women” does not represent a gender but an attitude against customary culture and
language.
2. scientific approach falls short of explaining the world
3. previous perceptions and historical context
4.emphasis on the importance of human action as a fundamental component
5. reconstruct what philosophy is and its function in comprehending knowledge,
Experience and reality.
* The history of philosophy shows how knowing or getting to know the world from different
points of views is beautiful.

PAGSULAT
Cecilia Austera et al. 2009
• Isang kasanayang naglulundo ng kaisipan at damdaming nais ipahayag ng tao gamit ang
pinakaepektibong midyum ng paghahatid ng mensahe, ang wika.
Edwin Mabilin et al 2012
• Isang pambihirang gawaing pisikal at mental.
 Sa pamamagitan ng pagsusulat, naisasatitik ang nilalaman ng isipan, damdamin, paniniwala, at
layunin ng isang tao.

Dahilan ng Tao sa Pagsulat

Libangan
Sapagkat sa pamamagitan nito naibabahagi nila sa iba ang kanilang mga ideya at mga kaisipan sa
paraang kawili-wili o kasiya-siya sa kanila.

Matugunan ang pangangailangan

Sa mga mag-aaral na katulad mo, ang kalimitang dahilan ng pagsusulat ay ang matugunan ang
pangangailangan sa pag-aaral bilang bahagi ng pagtamo ng kasanayan.

Bilang pagtugon sa tarabaho o propesyon

Sa mga propesyonal namang manunulat tulad ng awtor, peryodista, sekretarya, guro, at iba pa.
- Anuman ang dahilan ng pagsusulat, ito ay nagdudulot ng malaking tulong sa nagsulat, sa mga
taong nakababasa, at maging sa lipunan.
- Dahil din sa pagsulat, nakikilala ng tao: Ang kanyang sarili Ang kanyang kahinaan at
kalakasan Lawak at tayog ng kanyang kaisipan Naaabot ng kanyang kamalayan.

Layunin ng Pagsulat
Ang pangunahing layunin ng pagsusulat ay maipabatid sa mga tao o lipunan ang paniniwala,
kaalaman, at mga karanasan ng taong sumulat.

Kahalagahan ng Pagsulat
 Masasanay ang kakayahang mag-organisa ng mga kaisipan at maisulat ito sa pamamagitan ng
obhetibong paraan.
• Malinang ang kasanayan sa pagsusuri ng mga datos na kakailanganin sa isinasagawang
imbestigasyon o pananaliksik.
• Mahubog ang isipan ng mga mag-aaral sa mapanuring pagbasa sa pamamagitan ng pagiging
obhetibo sa paglalatag ng mga kaisipang isusulat batay sa mga nakalap na impormasyon
• Mahihikayat at mapauunlad ang kakayahan sa matalinong paggamit ng aklatan sa paghahanap ng
mga materyales at mahahalagang datos na kakailanganin sa pagsusulat
• Magdulot ito ng kasiyahan sa pagtuklas ng mga bagong kaalaman at pagkakaroon ng
pagkakataong makapag-ambag ng kaalaman sa lipunan
• Mahuhubog ang pagpapahalaga sa paggalang at pagkilala sa mga gawa at akda ng kanilang pag-
aaral at akademikong pagsisikap.
• Malilinang ang kasanayan sa pangangalap ng mga impormasyon mula sa iba’t ibang batis ng
kaalaman para sa akademikong pagsulat.

Mga Gamit o Pangangailangan sa Pagsulat

Wika
- Ang wika ang magsisilbing behikulo upang maisatitik ang mga kaisipan, kaalaman, damdamin,
karanasan, impormasyon, at iba pang nais ilahad ng isang taong nais sumulat
Paksa
- Mahalagang magkaroon ng isang tiyak na paksa o tema ng isususlat, ito ang magsisilbing
pangkalahatang iikutan ng mga ideyang dapat mapaloob sa akda.
Layunin
- Ang layunin ang magsisilbing giya mo sa paghabi ng mga datos o nilalaman ng iyong isusulat.
Pamaraan ng pagsulat
- Upang mailahad ang kaalaman at kaisipan ng manunulat batay na rin sa layunin o pakay ng
pagsusulat.

Limang Pamamaraan ng Pagsusulat

Pamaraang impormatibo
- Pangunahing layunin nito ay magbigay ng impormasyon o kabatiran sa mga mambabasa.
Pamaraang ekspresibo
- Ang manunulat ay naglalayong magbahagi ng sariling opinion, paniniwala, ideya, obserbasyon,
at kaalaman. Inspired by Mission, Driven by Excellence.
Pamaraang naratibo
- Ang pangunahing layunin nito ay magkuwento o magsalaysay ng mga pangyayari.
Pamaraang deskriptibo
- Ang pangunahing pakay ng pagsulat ay maglarawan. Inspired by Mission, Driven by
Excellence.
Pamamaraang argumentatibo
- Ang pagsulat ay naglalayong manghikayat o mangumbinsi sa mga mambabasa.

Mga Gamit o Pangangailangan sa Pagsulat

Kasanayang pampag-iisip
- Sa pagsulat, dapat taglayin ng manunulat ang kakayahang mag-analisa o magsuri ng mga
datos na mahalaga o hindi gaanong mahalaga o maging ang mga impormasyong dapat isama
sa akdang isusulat.
Kaalaman sa wastong pamaraan ng pagsulat
- Dapat ding isaalang-alang sa pagsulat ang pagkakaroon ng sapat na kaalaman sa wika at
retorika. Inspired by Mission, Driven by Excellence Source:
Kasanayan sa paghabi ng buong sulatin
- Tumutukoy ito sa kakayahang mailatag ang mga kaisipan at impormasyon sa isang maayos,
organisado, obhetibo, at masining na pamaraan mula sa simula ng akda hanggang wakas.

Mga Uri ng Pagsulat

Malikhaing pagsulat (Creative Writing ) Mang-aliw, makapukaw ng damdamin at makaantig sa
imahinasyon at isipan ng mambabasa bunga ito ng malikot na isipan ng manunulat.
Hal. maikling kwento, dula, tula, malikhaing sanaysay, komiks, iskrip ng teleserye, musika pelikula,
at iba pa.

Teknikal na pagsulat (Technical Writing) Pag-aralan ang isang proyekto o bumuo ng isang
pag-aaral na kailangan para lutasin ang isang problema o suliranin.
Propesyonal na pagsulat (Professional Writing) May kinalaman sa isang tiyak na larangang
natutuhan sa paaralan paggawa ng mga sulatin o pag-aaral tungkol sa napiling propesyon o
bokasyon ng isang tao.

Dyornalistik na pagsulat (Journalistic Writing) May kaugnayan sa pamamahayag, balita, editorial,

lathahain, artikulo at iba pa.

Reperensiyal na pagsulat (Referential Writing) Bigyang pagkilala ang pinagkunan ng kaalamano

impormasyon.

Akademikong pagsulat (Academic Writing) Intelekwal na pagsulat na may sinusunod na

alituntunin.
- Ang asignaturang ito ay may layuning linangin, sanayin at hubugin ang kasanayan at kaalaman
ng mga magaaral sa pagsulat gamit ang akademikong Filipino.
- Pinapahalagan dito ang pagsunod sa mga alituntunin sa paggamit ng wikang Filipino upang ito
ay maging istandard at magamit bilang wika ng intelektuwalisasyon.

Mga Katangiang Taglay ng Akademikong Pagsulat

- Obhetibo - Ang mga datos ay batay lamang sa kinalabasan ng ginawang pag-aaral at
pananaliksik. Iwasan ang paggamit ng mga salitang na batay sa aking pananaw o ayon sa
aming haka-haka o opinyon.
- Pormal - Iwasan ang mga salitang balbal o kolokyal.
- Maliwanag at organisado - Malinaw, maayos, may pagkakasunod-sunod at pagkakaugnay-
ugnay ang mga pangungusap.
- May paninindigan - maging matiyaga sa pananaliksik at pagsisiyasat ng mga datos batay sa
napiling paksa.
- May pananagutan - bigyang pagkilala ang mga sanggunian bilang pagpakita ng paggalang.

Iba’t ibang Uri ng Akademikong Sulatin

• Abstrak • Bionote
• Memorandum • Adyenda
• Katitikan ng pulong • Panukalang proyekto
• Replektibong sanaysay • Lakbay-sanaysay
• Posisyong papel • Talumpati