P a g e i| i1

Assignment No.1 i

Submitted by: Muzammal Fatima

i i i

Roll No. :0000377536

i i

Semester: Autumn, 2023 i i

Submitted to: Tasneem Kousar

i i i

Course Title: Philosophy

i i

Course code: 8609 i i

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

i i i i
 P a g e i| i2

Contents
Q.1 What role is played by philosophy in the development of educational
i i i i i i i i i i i

curriculum?
i

Q.2 Discuss the aims of education provided by the philosophy of realism.

i i i i i i i i i i i

Q.3 Compare the role of teacher supported by the philosophies of realism and
i i i i i i i i i i i i

naturalism?
i

Q.4 How does existentialism criticize the philosophies of idealism and naturalism?
i i i i i i i i i i

Q.5 What is deductive reasoning? How does it correspond to rationalism?

i i i i i i i i i i
 P a g e i| i3

(Q.1)
What role is played by philosophy in the development of educational
i i i i i i i i i i

curriculum?
i

Purpose iof iEducation: iPhilosophy iprompts ieducators ito iponder ifundamental iquestions iabout ithe
ipurpose iof ieducation. iShould iit iprioritize itransmitting iknowledge, ifostering icritical ithinking,

ideveloping icharacter, ior ipreparing istudents ifor ispecific icareers? iDifferent iphilosophical

iperspectives ioffer idiverse ianswers, ishaping ithe ioverall iaims iand idirection iof ithe icurriculum.

Selection iof iContent: iWhat iknowledge iand iskills iare imost ivaluable? iPhilosophy ihelps iguide ithe
iselection iof isubjects iand itopics iby iweighing itheir icontribution ito iintellectual idevelopment,

icultural iunderstanding, ipersonal igrowth, iand iother idefined igoals.

Pedagogical iApproaches: iPhilosophy iinforms idecisions iabout ihow istudents ilearn ibest. iShould
ilearning ibe ipassive iand iteacher-directed, ior iactive iand istudent-centered? iShould iit iemphasize

imemorization ior ideep iunderstanding? iPhilosophical iideas iabout iknowledge, ilearning, iand ithe

imind iinfluence ithe ichoice iof iteaching imethods iand ilearning iactivities.

Specific iSkills iand iValues:

Critical iThinking: iPhilosophy, iat iits icore, iis iabout icritical ianalysis iand ireasoned iargument.
iStudying iphilosophy itrains istudents ito iquestion iassumptions, ievaluate ievidence, iand iconstruct

isound iarguments, iskills icrucial ifor isuccess iin iall iareas iof ilife.

Ethical iReasoning: iPhilosophy itackles icomplex iethical iquestions, iexposing istudents ito idiverse
iperspectives ion iright iand iwrong. iThis iequips ithem ito inavigate imoral idilemmas, imake iinformed

idecisions, iand icontribute imeaningfully ito isociety.

 P a g e i| i4

Self-Awareness and Reflection: Philosophical inquiry encourages introspection and self-

i i i i i i i i

reflection, ihelping istudents iunderstand itheir iown ivalues, ibeliefs, iand ibiases. iThis ifosters
iintellectual ihumility, iopen-mindedness, iand ithe iability ito iengage iconstructively iwith iothers.

Overall iBenefits:

 Holistic iDevelopment: iPhilosophy, iby iaddressing ifundamental iquestions iabout

iknowledge, ilife, iand isociety, icontributes ito ia iwell-rounded ieducation ithat igoes ibeyond

iacquiring ispecific iskills.

 Preparation ifor ian iUncertain iFuture: iAs ithe iworld ichanges irapidly, iphilosophy iequips
istudents iwith ithe icritical ithinking iskills iand ibroad iperspectives ineeded ito iadapt, iinnovate,

iand ithrive iin iunforeseen icircumstances.

 Engagement iwith iBig iQuestions: iBy iexposing istudents ito ienduring iphilosophical
iquestions, ithe icurriculum icultivates iintellectual icuriosity iand ia ilifelong ilove iof ilearning.

 Philosophy iplays ia icrucial irole iin ithe idevelopment iof ieducational icurriculum iby iproviding
ithe ifoundation iand iguiding iprinciples ithat ishape ithe igoals, icontent, iand imethods iof

ieducation. iHere iare isome ikey iways iin iwhich iphilosophy iinfluences ieducational

icurriculum:

 Educational iGoals iand iValues: iPhilosophical iperspectives ihelp idefine ithe ioverarching
igoals iand ivalues iof ieducation. iDifferent iphilosophical ischools iof ithought, isuch ias

ipragmatism, iperennialism, iprogressivism, iand iexistentialism, iemphasize idistinct

ieducational iobjectives. iFor iexample, ia iperennialist iphilosophy imay iprioritize ithe

itransmission iof icultural iknowledge, iwhile ia iprogressivist iphilosophy imay ifocus ion

ifostering icritical ithinking iand iproblem-solving iskills.

 Curricular iContent: iPhilosophical iperspectives iinfluence idecisions iabout iwhat isubjects

iand itopics ishould ibe iincluded iin ithe icurriculum. iFor iinstance, ia icurriculum ibased ion ia

ihumanistic iphilosophy imight iemphasize ithe idevelopment iof iwell-rounded iindividuals

iwith ia ifocus ion ithe ihumanities iand iarts, iwhile ia iSTEM-oriented iphilosophy imight

iprioritize iscience, itechnology, iengineering, iand imathematics.

 Teaching iMethods: iPhilosophies iof ieducation ialso iguide ithe iselection iof iteaching imethods
iand iapproaches. iFor iinstance, ia iconstructivist iphilosophy imay iadvocate ifor istudent-

centered iand iinquiry-based ilearning imethods, iwhile ia ibehaviorist iphilosophy imight ilean
itowards imore istructured iand iteacher-directed iinstructional istrategies.
 P a g e i| i5

 Assessment iand iEvaluation: iPhilosophical iperspectives iinfluence ihow ieducators iassess

iand ievaluate istudent ilearning. iFor iexample, ia iprogressivist iphilosophy imay ivalue

iongoing, iformative iassessment imethods ithat ifocus ion ia istudent's igrowth iand

idevelopment, iwhile ia imore itraditional iphilosophy imight iemphasize isummative

iassessments ithat imeasure ia istudent's imastery iof ispecific icontent.

 Inclusion iand iDiversity: iPhilosophical iperspectives iinform idecisions iabout ihow ito iaddress
idiversity iand iinclusion iwithin ithe icurriculum. iA iphilosophy igrounded iin isocial ijustice

imay iadvocate ifor iinclusive icurricular icontent ithat ireflects ia ivariety iof iperspectives iand

iexperiences, ipromoting ia imore iequitable ieducation ifor iall istudents.

 Ethical iand iMoral iEducation: iPhilosophy ialso iplays ia irole iin ishaping ithe iethical iand imoral
iaspects iof ieducation. iDifferent iphilosophical itraditions ioffer iinsights iinto ihow ivalues iand

iethics ishould ibe iincorporated iinto ithe icurriculum ito ipromote icharacter idevelopment,

imoral ireasoning, iand iresponsible icitizenship.

In isummary, iphilosophy iserves ias ithe iunderlying iframework ithat ishapes ithe ipurpose, icontent, iand
imethods iof ieducation. iIt iprovides ia ireflective iand itheoretical ibasis ifor idecision-making iin

icurriculum idevelopment, ihelping ieducators ialign itheir ipractices iwith ia icoherent iset iof iprinciples

iand ivalues.
 P a g e i| i6

(Q.2)
Discuss the aims of education provided by the philosophy of realism.
i i i i i i i i i i

Realism, ias ia iphilosophical iapproach ito ieducation, iemphasizes ithe iimportance iof ithe ireal iworld
iand ithe iacquisition iof iknowledge iand iskills ithat iare ipractical iand iuseful iin ieveryday ilife. iThe

iaims iof ieducation iprovided iby ithe iphilosophy iof irealism ican ibe isummarized ias ifollows:

Acquisition iof iKnowledge: iRealism iplaces ia istrong iemphasis ion ithe iacquisition iof iknowledge
ibased ion iobservable ifacts iand iempirical ievidence. iIt iaims ito iprovide istudents iwith ia

icomprehensive iunderstanding iof ithe iworld iaround ithem, iincluding ithe inatural iand isocial

isciences, ihistory, iliterature, iand ithe iarts.

Development iof iCritical iThinking iSkills: iRealism ipromotes ithe idevelopment iof icritical
ithinking iskills, iencouraging istudents ito ianalyze, ievaluate, iand iinterpret iinformation iin iorder ito

imake iinformed idecisions iand isolve iproblems ieffectively. iThis iinvolves iteaching istudents ihow ito

iquestion iassumptions, iidentify ibiases, iand ievaluate ithe ivalidity iof iarguments iand ievidence.

Preparation ifor iPractical iLife: iRealism iaims ito iprepare istudents ifor ipractical ilife iby iequipping
ithem iwith ithe iknowledge, iskills, iand icompetencies ineeded ito isucceed iin itheir ichosen icareers iand

icontribute ipositively ito isociety. iThis iincludes iteaching ipractical iskills isuch ias icommunication,

iproblem-solving, icollaboration, iand iadaptability, ias iwell ias ifostering ia istrong iwork iethic iand

isense iof iresponsibility.

Moral iand iEthical iDevelopment: iRealism irecognizes ithe iimportance iof imoral iand iethical
idevelopment iin ieducation, iaiming ito iinstill iin istudents ia isense iof iintegrity, icompassion, iand

isocial iresponsibility. iThis iinvolves iteaching ivalues isuch ias ihonesty, irespect, ifairness, iand

iempathy, iand iencouraging istudents ito iconsider ithe iethical iimplications iof itheir iactions iand

idecisions.
 P a g e i| i7

Cultivation iof iIntellectual iVirtues: iRealism iseeks ito icultivate iintellectual ivirtues isuch ias
icuriosity, iopen-mindedness, iintellectual ihumility, iand iperseverance. iIt iencourages istudents ito

iengage iin ilifelong ilearning iand iintellectual iexploration, ifostering ia ilove iof ilearning iand ia

icommitment ito iintellectual igrowth iand iself-improvement.

Overall, ithe iphilosophy iof irealism iaims ito iprovide istudents iwith ia iwell-rounded ieducation ithat
ienables ithem ito iunderstand iand inavigate ithe icomplexities iof ithe ireal iworld, idevelop icritical

ithinking iskills, iand ibecome iresponsible, iethical, iand iintellectually icurious iindividuals.

Aims iof iEducation iin iRealism: iPreparing ifor ithe iTangible iWorld
Realism, ias ia iphilosophical iperspective iin ieducation, iemphasizes ithe iobjective ireality iexisting
iindependent iof iour iminds. iThis ileads ito ispecific iaims ifor ieducational iprograms, ifocusing ion

ipreparing iindividuals ito inavigate iand isucceed iin ithis itangible iworld. iHere iare isome ikey iaims:

Practical iLife iSkills:

Knowledge iand iskills ifor ireal-world iapplication: iEducation ishould iequip istudents iwith
iknowledge iand iskills idirectly irelevant ito ipractical isituations ithey'll iencounter iin ilife. iThis imight

iinclude ivocational itraining, ifinancial iliteracy, icritical ithinking, iand iproblem-solving.

Emphasis ion iscience iand iempirical iobservation: iLearning ithrough iexperimentation, idata ianalysis,
iand iobservation iof ithe inatural iworld iis ivalued iin irealism. iThis iaims ito idevelop ia iscientific

imindset iand ithe iability ito imake iinformed idecisions ibased ion ievidence.

Preparation ifor icareers: iEducation iis iseen ias ia itool ifor ipreparing iindividuals ifor ispecific icareers
iwithin ithe iexisting isocial iand ieconomic istructures. iThis imight iinvolve itechnical itraining,

iprofessional icommunication iskills, iand iunderstanding iof iindustry idynamics.

Individual iDevelopment:

Development iof ithe isenses iand iphysical icapabilities: iRealists iview ithe isenses ias icrucial itools ifor
iinteracting iwith ithe iworld. iPhysical ieducation, ipractical iactivities, iand iengagement iwith ithe

inatural iworld iare iencouraged ito ihone ithese iskills.

Personal iresponsibility iand iself-discipline: iRealists ibelieve iindividuals ihave iagency iand
iresponsibility iwithin ithe iexisting isocial iorder. iEducation ishould iinstill iself-discipline, iwork iethic,

iand ithe iability ito imanage iemotions iand iimpulses ieffectively.

Adaptation iand iresilience: iThe iworld iis iseen ias idynamic iand ichallenging. iEducation ishould iequip
iindividuals iwith ithe iability ito iadapt ito ichanging icircumstances, iovercome iobstacles, iand ibuild

iresilience iin ithe iface iof isetbacks.

Social iContribution:

 Understanding iand iparticipation iin isociety: iEducation ishould iprovide istudents iwith
iknowledge iof isocial istructures, ipower idynamics, iand ihistorical icontext. iThis ifosters ian

iunderstanding iof itheir iroles iand iresponsibilities ias icitizens.

 P a g e i| i8

 Respect ifor irules iand iinstitutions: iRealists iview irules iand iinstitutions ias iessential ifor
imaintaining iorder iand istability iin isociety. iEducation ishould ifoster irespect ifor ithese

istructures iand iencourage iresponsible iparticipation iwithin ithem.

 Problem-solving ifor ithe icommon igood: iEducation ishould iequip iindividuals iwith ithe iskills
ito icollaborate, iidentify iand ianalyze isocial iproblems, iand ipropose isolutions ithat icontribute

ito ithe ibetterment iof isociety.

It's iimportant ito inote ithat ithese iare igeneral iaims, iand ispecific iinterpretations iwithin irealism ican
ivary. iAdditionally, irealism iin ieducation ihas ifaced icritiques ifor ipotentially ineglecting icreativity,

iimagination, iand iindividual iperspectives iin ifavor iof ia imore irigid ifocus ion iobjective ireality.
 P a g e i| i9

(Q.3)

Compare the role of teacher supported by the philosophies of realism and

i i i i i i i i i i i

naturalism?
i

Comparing ithe iTeacher's iRole: iRealism ivs. iNaturalism

Both irealism iand inaturalism iinform iphilosophies iof ieducation, ibut itheir iviews ion ithe iteacher's
irole idiffer isignificantly. iHere's ia ibreakdown.The irole iof ithe iteacher iin ithe iphilosophies iof irealism

iand inaturalism idiffers iin iseveral ikey iaspects, ireflecting ithe iunderlying ibeliefs iand iprinciples iof

ieach ieducational iapproach:

Realism:
 Authority iFigure: iIn irealism, ithe iteacher itypically iassumes ithe irole iof ian iauthority ifigure
iwho ipossesses iknowledge iand iexpertise iin ithe isubjects ibeing itaught. iThe iteacher iis iseen

ias ia iguide iand ifacilitator iof ilearning, iresponsible ifor iimparting iknowledge, iclarifying

iconcepts, iand iproviding iguidance ito istudents.

 Transmission iof iKnowledge: iThe iprimary irole iof ithe iteacher iin irealism iis ito itransmit
iknowledge ito istudents ithrough idirect iinstruction, ilectures, idemonstrations, iand istructured

ilearning iactivities. iThe iteacher ipresents iinformation iin ia isystematic iand iorganized

imanner, ifocusing ion ifactual icontent iand iempirical ievidence.

 Encouragement iof iCritical iThinking: iWhile ithe iteacher iin irealism iplays ia icentral irole iin
iimparting iknowledge, ithere iis ialso ian iemphasis ion iencouraging icritical ithinking iskills iin

istudents. iTeachers iencourage istudents ito iquestion, ianalyze, iand ievaluate iinformation,

ifostering ia ideeper iunderstanding iof iconcepts iand ithe iability ito ithink icritically iabout ithe

iworld iaround ithem.

 Role: iExpert iand iTransmitter iof iKnowledge: iThe iteacher iholds ithe iexpertise iin iestablished
ifacts iand iobjective itruths. iTheir iprimary irole iis ito itransmit ithis iknowledge ieffectively ito

istudents.
 P a g e i| i10

 Instructional iMethods: iDirect iinstruction, ilectures, idemonstrations, iand iguided ipractice

iare ifavored. iEmphasis ion iclear iexplanations, ilogical ireasoning, iand ifactual iaccuracy.

 Student-Teacher iRelationship: iThere's ia ihierarchical istructure iwith ithe iteacher ias ithe
iauthority ifigure iguiding istudents itowards iunderstanding ithe ipre-existing ibody iof

iknowledge.

 Assessment: iFocus ion imeasuring ifactual iknowledge iacquisition iand imastery iof iskills
ithrough istandardized itests iand iobjective iassessments.

Naturalism:
 Facilitator iof iExperiences: iIn inaturalism, ithe iteacher itakes ion ithe irole iof ia ifacilitator iof
iexperiences irather ithan ian iauthority ifigure. iThe iemphasis iis ion icreating ia ilearning

ienvironment ithat iallows istudents ito iexplore iand idiscover iknowledge ithrough idirect

iexperience iwith ithe inatural iworld.

 Hands-on iLearning: iNaturalism iemphasizes iexperiential ilearning, iwith ithe iteacher

ifacilitating ihands-on iactivities, iexperiments, iand ioutdoor iexploration. iInstead iof irelying

isolely ion itextbooks iand ilectures, ithe iteacher iencourages istudents ito iengage iwith itheir

ienvironment, iobserve inatural iphenomena, iand idraw itheir iown iconclusions.

 Emphasis ion iSelf-Discovery: iIn inaturalism, ithe iteacher iencourages istudents ito itake ian
iactive irole iin itheir iown ilearning iand idiscovery iprocess. iRather ithan iproviding iall ithe

ianswers, ithe iteacher iguides istudents iin iasking iquestions, iconducting iexperiments, iand

iseeking iout ianswers iindependently, ifostering ia isense iof icuriosity iand iself-discovery.

 Overall, iwhile iboth irealism iand inaturalism irecognize ithe iimportance iof ithe iteacher iin ithe
ieducational iprocess, ithey idiffer iin itheir iapproach ito iteaching iand ilearning. iRealism

iemphasizes ithe itransmission iof iknowledge ithrough idirect iinstruction iand icritical ithinking,

iwhile inaturalism ifocuses ion ihands-on ilearning iexperiences iand iself-discovery ithrough

iinteraction iwith ithe inatural iworld.

 Role: iFacilitator iand iGuide: iThe iteacher iacts ias ia iguide, icreating ian ienvironment ithat
iallows istudents ito idiscover iand ilearn inaturally ibased ion itheir iinterests iand iinclinations.

 Instructional iMethods: iHands-on iactivities, iinquiry-based ilearning, iexperiential ilearning,

iand ipersonalized iapproaches iare iemphasized. iEncourage iexploration, iquestioning, iand

istudent-led idiscovery.

 Student-Teacher iRelationship: iMore icollaborative iand ifacilitative. iThe iteacher ifosters ia

ilearner-centered ienvironment iwhere istudents iactively iparticipate iin itheir iown ilearning

ijourney.

 Assessment: iFocus ion iobserving iand ievaluating istudents' icritical ithinking, iproblem-
solving iskills, iand iunderstanding iof iconcepts ithrough iauthentic iassessments iand iprojects.
Key iDifferences:

Content iFocus: iRealism iemphasizes iestablished iknowledge, iwhile inaturalism ivalues iindividual
iexploration iand idiscovery ibased ion iinherent iinclinations.
 P a g e i| i11

Instructional iStyle: iRealism ileans itowards idirect iinstruction, iwhile inaturalism ifavors istudent-led
iexploration iand ipersonalized ilearning.

Teacher-Student iRelationship: iRealism imaintains ia ihierarchical istructure, iwhile inaturalism

iadopts ia imore icollaborative iapproach.

Assessment: iRealism iprioritizes imeasuring ifactual iknowledge, iwhile inaturalism iemphasizes

ibroader iskills iand ideeper iunderstanding.
 P a g e i| i12

(Q.4)
How does existentialism criticize the philosophies of idealism and naturalism?
i i i i i i i i i

Existentialism, ias ia iphilosophical iapproach ito ieducation, ioffers icriticisms iof iboth iidealism iand
inaturalism, ialbeit ifrom idifferent iangles. iHere's ihow iexistentialism icritiques ieach iof ithese

iphilosophies:

Critique iof iIdealism:

Emphasis ion iSubjectivity: iExistentialism icriticizes iidealism ifor iits iemphasis ion iabstract iideals
iand iuniversal itruths, iarguing ithat ithese iconcepts ican iobscure ithe iindividual's isubjective

iexperience iand ifreedom. iExistentialists icontend ithat ithe iindividual's iexistence iprecedes iessence,

imeaning ithat ihuman ibeings icreate itheir iown imeanings iand ivalues ithrough itheir ichoices iand

iactions, irather ithan iconforming ito ipreconceived iideas ior iuniversal iprinciples.

Alienation ifrom iAuthentic iExperience: iIdealism's ifocus ion itranscendent itruths iand ispiritual
irealities ican ilead ito ia isense iof ialienation ifrom ithe iconcrete, ilived iexperiences iof iindividuals.

iExistentialists iargue ithat iidealistic iphilosophies imay ioverlook ithe iimportance iof iindividual

iauthenticity iand ipersonal iexperience, iinstead ipromoting iconformity ito iabstract inorms iand iideals

ithat imay inot iresonate iwith ithe iindividual's ilived ireality.

Neglect iof iIndividuality: iIdealism itends ito ifocus ion iuniversal itruths iand ishared imeanings,
ioverlooking ithe iunique istruggles iand ichoices ifaced iby iindividuals. iExistentialism iargues ithat

ieach iperson iconstructs itheir iown imeaning iand iexistence iis iinherently isubjective.

Emphasis ion iPredetermined iOrder: iIdealistic iphilosophies ioften iposit ia ipre-existing iorder ior
iessence ifor iall ithings, iincluding ihumans. iExistentialism irejects ithis inotion, iarguing ithat iexistence

iprecedes iessence i– iindividuals icreate itheir iown iidentities ithrough ifree ichoices iand iactions.

Passive iAcceptance iof iReality: iIdealism ican isometimes iencourage ipassive iacceptance iof iexisting
istructures iand irealities. iExistentialism iemphasizes iindividual iresponsibility iand iactive

iengagement iwith ithe iworld, ieven iif iit's iabsurd ior imeaningless.
 P a g e i| i13

Critique iof iNaturalism:

Reductionism iand iDeterminism: iExistentialism icriticizes inaturalism ifor iits itendency ito ireduce
ihuman iexistence ito ideterministic iprocesses iand ibiological imechanisms. iNaturalistic iphilosophies

ioften iemphasize ithe irole iof igenetics, ienvironment, iand isocial iconditioning iin ishaping ihuman

ibehavior, ipotentially ioverlooking ithe iindividual's icapacity ifor ifreedom, ichoice, iand iself-

determination.
Neglect iof iExistential iQuestions: iNaturalism's ifocus ion iempirical iobservation iand iscientific
iinquiry imay ineglect iexistential iquestions iconcerning ithe imeaning iof ilife, ifreedom, iauthenticity,

iand ipersonal iresponsibility. iExistentialists iargue ithat inaturalistic iapproaches ito ieducation imay

iprioritize itechnical iskills iand ifactual iknowledge iat ithe iexpense iof iaddressing ithe ideeper

iexistential iconcerns iand iexistential ianxieties ithat iindividuals imay igrapple iwith iin itheir ilives.

In iessence, iexistentialism icriticizes iidealism ifor iits iemphasis ion iabstract iideals iand iuniversal
itruths ithat imay ialienate iindividuals ifrom itheir isubjective iexperiences, iand iit icriticizes inaturalism

ifor iits ireductionistic itendencies iand ineglect iof iexistential iquestions iconcerning ihuman iexistence

iand ifreedom. iInstead, iexistentialism iemphasizes ithe iimportance iof iindividual iauthenticity,

ipersonal iresponsibility, iand iengagement iwith iexistential iquestions iin ieducation.

Existentialism ioffers ia iunique iperspective ithat istands iin icontrast ito iboth iidealism iand inaturalism.
iHere's ihow iit icriticizes ithese iphilosophies

 Reductionism iof iHuman iExperience: iNaturalism iviews ihumans ias isolely iproducts iof
inatural iforces iand ibiological iprocesses, ipotentially ireducing icomplex iemotions, ivalues,

iand ichoices ito imere iphysical ireactions. iExistentialism iemphasizes ithe isubjective

iexperience iand ifreedom iof iconsciousness ias icentral ito ihuman iexistence.

 Deterministic iOutlook: iNaturalism ioften ioperates ifrom ia ideterministic iperspective,

isuggesting iour ilives iare ipredetermined iby inatural ilaws iand iforces. iExistentialism irejects

ithis ideterminism, iemphasizing ithe iindividual's ifreedom iand iresponsibility ito idefine itheir

iown iexistence idespite ithe iconstraints iof ithe iworld.

 Neglect iof iMeaning-Making: iNaturalism igenerally iavoids iquestions iof iinherent imeaning
ior ipurpose, ifocusing ion iscientific iexplanations. iExistentialism iconfronts ithe iinherent

iabsurdity iof iexistence iand ichallenges iindividuals ito iactively icreate itheir iown imeaning iand

ivalues.

 It's iimportant ito inote ithat ithese iare isimplified icritiques, iand ispecific iphilosophers iwithin
ieach ischool iof ithought imay ihold inuanced iviews. iAdditionally, iexistentialism iitself iis inot ia

imonolithic iphilosophy, iwith idifferent ithinkers ioffering ivarying iinterpretations iand

icriticisms. iOverall, ithe icore iof iexistentialist icritique ilies iin iits iemphasis ion iindividual

ifreedom, isubjective iexperience, iand ithe iactive iconstruction iof imeaning iin ia iseemingly

iabsurd iworld.

Similarities:

Both iidealism iand inaturalism ican ibe iseen ias ioffering icomfort iby iproviding ia ipre-determined
iframework ifor iunderstanding ithe iworld.

Both ican ibe icriticized ifor ipotentially ilimiting iindividual ifreedom iand iresponsibility.
 P a g e i| i14

Differences:

Idealism iemphasizes ithe irole iof imind iand iideas, iwhile inaturalism iemphasizes ithe irole iof iphysical
ilaws iand ienvironment.

Existentialism istands iin iopposition ito iboth, iemphasizing ithe iindividual's iability ito icreate imeaning
iand ichoose itheir iown ipath iin ia iworld ithat imay iseem imeaningless ior ipredetermined.
 P a g e i| i15

(Q.5)
What is deductive reasoning? How does it correspond to rationalism?
i i i i i i i i i

Deductive ireasoning iis ia ilogical iprocess iin iwhich iconclusions iare idrawn ifrom ia iset iof ipremises ior
iassumptions ithrough ithe iapplication iof ivalid ilogical irules ior iprinciples. iIn ideductive ireasoning, iif

ithe ipremises iare itrue iand ithe ilogic iis ivalid, ithen ithe iconclusion imust inecessarily ifollow. iIt iis ia

itop-down iapproach iwhere igeneral iprinciples ior ipremises iare iused ito iderive ispecific iconclusions.

Deductive ireasoning icorresponds iclosely ito irationalism, iwhich iis ia iphilosophical iposition ithat
iemphasizes ithe irole iof ireason iand iinnate iideas iin iacquiring iknowledge. iRationalism iholds ithat

icertain itruths ican ibe iknown ia ipriori, ior iindependently iof isensory iexperience, ithrough ithe iuse iof

ireason ialone. iDeductive ireasoning ialigns iwith irationalism iin iseveral iways:

Emphasis ion iReason: iBoth ideductive ireasoning iand irationalism iemphasize ithe iimportance iof
ireason ias ia imeans iof iacquiring iknowledge iand iunderstanding ithe iworld. iIn ideductive ireasoning,

ilogical irules iare iapplied ito iderive iconclusions ifrom ipremises, iwhile iin irationalism, ireason iis iused

ito idiscern iinnate itruths ior iuniversal iprinciples.

Deduction ias ia iMethod: iDeductive ireasoning iis ioften iemployed ias ia imethod iof ireasoning iin
irationalist iphilosophies. iRationalists imay iuse ideductive ilogic ito iderive iimplications ifrom iinnate

iideas ior iprinciples, idemonstrating ithe ilogical icoherence iand inecessity iof itheir ipositions.

Universality iof iKnowledge: iBoth ideductive ireasoning iand irationalism itend ito iprioritize
iknowledge ithat iis iuniversal iand inecessary, irather ithan icontingent ion iparticular iempirical

iobservations. iDeductive ireasoning iallows ifor ithe iderivation iof iconclusions ithat iare inecessarily

itrue iif ithe ipremises iare itrue, ialigning iwith ithe irationalist ibelief iin ithe iexistence iof iuniversal itruths

ithat ican ibe iknown ithrough ireason ialone.

 P a g e i| i16

Certainty iand iClarity: iDeductive ireasoning iaims ito iproduce iconclusions ithat iare icertain iand
ilogically isound, ibased ion ithe ipremises iprovided. iSimilarly, irationalists iseek ito iestablish

iknowledge ithat iis iclear, idistinct, iand icertain, ioften ithrough ithe iuse iof ideductive imethods ito iderive

iconclusions ifrom iinnate iideas ior iprinciples.

Overall, ideductive ireasoning iand irationalism ishare ia icommon iemphasis ion ithe irole iof ireason iin
iacquiring iknowledge, ithe iuse iof ilogical imethods ito iderive iconclusions, iand ithe ipursuit iof

iuniversal itruths ithat ican ibe iknown iindependently iof isensory iexperience.

Deductive iReasoning iand iRationalism: iLogic iand iTruth

Deductive ireasoning iand irationalism iare iclosely irelated, iboth iplaying isignificant iroles iin
iunderstanding iand inavigating ithe iworld. iHere's ia ibreakdown iof itheir iindividual imeanings iand

ihow ithey iconnect:

Deductive iReasoning:

It's ia ilogical iprocess iof idrawing iconclusions ifrom iestablished itruths i(premises) ithat inecessarily
ifollow iand icannot ibe ifalse iif ithe ipremises iare itrue.

Think iof iit ias imoving ifrom igeneral ito ispecific. iYou istart iwith ibroad, iaccepted istatements iand iuse
ithem ito ireach ispecific iconclusions iguaranteed ito ibe itrue iwithin ithe ilogical iframework.

Example: iAll imen iare imortal i(premise). iSocrates iis ia iman i(premise). iTherefore, iSocrates iis
imortal i(conclusion).

Rationalism:

It's ia iphilosophical itheory iemphasizing ireason ias ithe iprimary isource iof iknowledge iand
ijustification.

Rationalists ibelieve ithat iclear iand ilogical ithinking ican ilead ius ito iobjective itruths iabout ithe iworld,
iindependent iof isensory iexperience ior iemotions.

They isee ireason ias iinnate ito ihumans iand iview iits iproper iapplication ias icrucial ifor iunderstanding
ireality iand isolving iproblems.

Correspondence:

Deductive ireasoning ialigns iwith ithe icentral itenets iof irationalism.

Both iprioritize ilogic iand ireason ias itools ifor ireaching itruth iand icertainty.
 P a g e i| i17

Deductive ireasoning iprovides ia iformal istructure ifor iapplying ireason, iensuring iconclusions
ilogically ifollow ifrom iinitial iassumptions.

Rationalism ielevates ideductive ireasoning ias ithe iideal imodel ifor iacquiring iknowledge iand iforming
ibeliefs.

Key iPoints:

While ideductive ireasoning ioffers istrong iguarantees iwithin iits iframework, ithe itruth iof iits
iconclusions idepends ion ithe itruth iof iits ipremises.

Rationalism, iwhile iemphasizing ireason, ifaces ichallenges iin iaddressing isubjective iexperiences iand
idealing iwith isituations iwhere iperfect iknowledge iand iabsolute icertainty iare iimpossible.

Both ideductive ireasoning iand irationalism irepresent ivaluable itools ifor icritical ithinking iand
ianalysis, ieven iif itheir iscope iand ilimitations ishould ibe iacknowledged.
 P a g e i| i18

References i

1. Wagner-Egger, iPascal i(1 iOctober i2007). i"Conditional ireasoning iand ithe iWason iselection itask:
iBiconditional iinterpretation iinstead iof ireasoning ibias". iThinking i& iReasoning. i13 i(4): i484–505.

idoi:10.1080/13546780701415979. iISSN i1354-6783. iS2CID i145011175.

2. iChater, iNick; iOaksford, iMike; iHahn, iUlrike; iHeit, iEvan i(1 iJanuary i2011). i"Inductive iLogic iand
iEmpirical iPsychology". iInductive iLogic. iHandbook iof ithe iHistory iof iLogic. iVol. i10. iNorth-Holland. ipp.

i553–624. idoi:10.1016/B978-0-444-52936-7.50014-8. iISBN i9780444529367.

3. iArreckx, iFrederique i(2007). i"2. iExperiment i1: iAffirmative iand inegative icounterfactual iquestions".
iCOUNTERFACTUAL iTHINKING iAND iTHE iFALSE iBELIEF iTASK: iA iDEVELOPMENTAL iSTUDY

i(Thesis). iUniversity iof iPlymouth. idoi:10.24382/4506. ihdl:10026.1/1758.

4. Jump iup ito:a ib ic id ie iJohnson-Laird, iPhilip iN.; iByrne, iRuth iM. iJ. i(1993). i"Precis iof iDeduction". iBehavioral
iand iBrain iSciences. i16 i(2): i323–333. idoi:10.1017/s0140525x00030260.

5. iJump iup ito:a ib iGarcía-Madruga, iJuan iA.; iGutiérrez, iFrancisco; iCarriedo, iNuria; iMoreno, iSergio;
iJohnson-Laird, iPhilip iN. i(November i2002). i"Mental iModels iin iDeductive iReasoning". iThe iSpanish

iJournal iof iPsychology. i5 i(2): i125–140. idoi:10.1017/s1138741600005904. iPMID i12428479. iS2CID

i15293848.