Analytic

Philosophy
 Hello!
I am Nagine D. Bermudo

2
VIENNA CIRCLE
Let’s start with the first set of
slides

What did the Vienna Circle believe?

The Vienna Circle was a group of early twentieth-century philosophers who sought to reconceptualize
empiricism by means of their interpretation of then recent advances in the physical and formal sciences.
 1. A 20th century philosophy
which flourished in Britain and
USA.
2. It is a rejection of traditional
philosophy which is too
speculative, idealistic and
abstract as exemplified by the
common early metaphysical
question;

What is the nature of

being?
What is real, mind or
matter?
4
 Definition
Analytic philosophy, according to Thompson;
(1995:182), is ‘concerned with the meaning of
statements and the way in which their truth
can be verified, and with using philosophy as
analytic tool to examine and show the
presuppositions of our language and thought.’

5
> Analytic philosophy is an activity itself not
a system of thought like other philosophies
as emphasized by Vennagum in (Popkin and
Stroll:1981) that ‘it is not a theory but an
activity’..

6
A good example of philosophy as an activity
rather than a theory is through Socratic
method; which tries to clarify people’s ideas by
seeking clarification of questions which
ultimately leads to agreed, precise and
adequate definitions

7
This begins with:
> posing a question focusing on concepts or
terms; freedom, courage, fear, discipline,
beauty, performance;
> define the term in relation to people’s
experiences;
> consider their opposites;
> clarify the meaning;
> consensus

8
Grammatical form versus
Logical form
“The present King of France is wise. “

9
10
Russell (1872-1970) in) contends that analysis is the
proper method of philosophy.
> Ryle: Analysis is a linguistic therapy to the
confusion of traditional philosophy.
> Logical positivists who proclaimed the verifiability
criterion of meaning contends that philosophy is
not a theory but an activity whose business is the
logical clarification of thought.

11
12
 PROPONENTS

Friedrich Ludwig Gottlob

Frege

13
Bertrand Arthur William
Russel

14
Alfred North
Whitehead

15
Ludwig Wittgeinstein

16
George Edward
Moore

17
 Analytic Philosophy
-focused on the rational,
logical analysis of
words, concepts and
proposition.

18
PHILOSOPHY IS
FOCUSED ON

NOT
 NOT

20
our office

NOT

21
 Philosophy should not be seen as
discovery of truth, but as an
activity to solve dilemmas,
elucidate problems and clarify
ideas obtained from other sources
– Ludwig Wittgeinstein

22
Philosophy should not concern
themselves with the truth of
the data but rather should deal
with the language and
statements about it- Ludwig
Wittgeinstein

23
So, analytic philosophy:
does not deal with building systems of thought;

deals with clarification of language that we use

to explain phenomenon;

does not prescribe goals in education but

enable us to understand better those goals
and aims prescribed;

simplifies communication to facilitate

understanding of meaning by checking the
clarity of language.

24
 In education
More concerned with formulation of
education ideas and clear expression of
those ideas for easy understanding;
More concerned with formulation of
education ideas and clear expression of
those ideas for easy understanding;
A university that tries to put its professors and its
students as blinkers will neither serve the cause of
knowledge, nor the interest of the society in which it
exists (Nyerere in Lema et al; 2006:29)

25
Analysis of other people’s ideas on education to
avoid misunderstanding

Discuss the concepts that are commonly used in

education, teaching, learning, knowledge and
curriculum to check their clarity.

Discuss issues and problems that arise in the

conduct of education, analyze them and put
them in clear perspective; method, technique,
strategy

26
 Arguments
Rational Critical and
Reflection Analysis Assumptions Systematic
Clarification

27
Philosophical
Analysis

-is an ART

28
What is the
meaning of death
if we are not to
die at all?
Thinking about thinking
29
 Purpose of Language
Descriptive Persuasive
-facts -influence the
feelings and
attitde of
others
Expressive
-show feelings
And
gratitude

30
Nature of Reality

Logical Empricism

Scientist have the only

means whereby truth
may be found.

Truth

Must be correspond to
nature of reality. Reality
is the nature of common
sense.
31
> Man is a Rational
Animal

-scientific observtion
-measurement
-rationality
-capacity to reason
-solve problems
-answer question

32
Truth and Knowledge
-is absolutely so

Belief + verify = Knowledge

33
 The Nature & Source of Truth &
Knowledge
Knowledge vs Belief
Knowing that
something is so
Believing that succeeds the aim.
something is aims
the truh. -Proper mind and
Proper world

-Not a task but an

achievement
34
 statements
> Scientific- theories and laws
> Non Scientific- statements of general
definition or metaphorical description

A. stipulative- discourse or communication

B. descriptive- explanatory accounts of
meaning
C. Programmatic – moral ones
35
 Nature of Human Values

Teacher is called upon to reveal and risk

personal judgement and loyalties.

36
PIAGET MENTAL DEVELOPMENT

37
Kohlberg- will is a complex of all factors and motives,
whoever knows the good does the good.

But to Peter

Rational Morality emphsize the emergence of rational

form of morality

Rewards and punishment; praise or blame

38
Function of Education

39
 Nature of Learning Process
> Knowledge is always true, never false

Believing and Knowing is Cognitive

Ex.
Whale is a mammal.

We can only not believe how to catch a whale.

40
Practice – is a form of repeated performance.
> We can learn certain things through trained
but do not achieve understanding through
practice

41
 Best way to learn
> Thinking

42
“We cannot think we do not use Metaphor”
- Dead and Constructive

43
 Teaching Process
> Teaching is an active process

44
While learning is a passive one.

45
 > 3 Categories of
Teaching

> LOGICAL ACTS

-Methods of teaching

> STRATEGIC ACTS

-Human Behavior and
Motivation

> INSTITUTIONAL
ACTS
-Teaching can be done
outside the classroom
46
Forms of Teaching

Training
Conditioning
Indoctrinating
Instructing

47
Training- obeys the
comand-acquiring
habits

48
> Conditioning-
responds the
command

49
> Indoctrinating-
what people
believe- right
answers not
necessary right
reasons

50
 > Instructing
> - How people
believe

51
> Teachers can train
people without the
mode of
understanding of
what they do but
this is not the mode
of instruction.

52
 Manners of Teaching

1. What is reasonable
for students to
believe?

2. What should
student do?

53
 3 Kinds of Language
Empirical Emotive
-language of -non verifiable
science, or
about the
world

Analytical
-purely conceptual

54
 Subject Matter
Subject Matter

1. There must be access to information.

2. Information must be brought to bear on two
questions

a. What is reasonable for students to believe?

b. What is their duty to do?
3. There must be a way to introduce new ideas of what is
irelevant in order to gain new perspectives on old
beliefs and to direct attention to what has gone
notice. 55
Freedom to access
all information

56
 Subject Matter of Education
What is known?

What to believe?

What to do along with understanding?

57
 Knowledge and Understanding

Meaning and use of words.

58
 the process of analysis
> normal use of the concept;
> find distinctive meanings;
> find common criteria of the usage;
> discover various possible meanings;
> how the meanings relate to one another;
> how the meaning is related to other concepts;
> what is the most adequate or appropriate meaning;
> precision in the expression of one’s ideas
There is need for careful attention and sensibility to the use of
the concepts

59
 Relevance
> Teaching sound reasoning
> Avoid contradictions in statements
> Making use of all available evidence and facts when
putting forward an argument
> Teachers learn to accept or reject arguments on the
basis of their soundness and clarity not on emotional
basis or who is making an argument.
> Through clarification and precise analysis a teacher
can understand personal prejudices and expose what
are the real issues
60
In school teachers can:
> avoid unnecessary disagreements, contradictions,
inconsistencies and dogmatic decisions. trains high
sense of imagination and reasoning;
> Justify and weigh opinions of different groups in the
school or in the community and analyze what is
right, wrong or rational;
> express concepts clearly in classroom;
> Critically analyze issues for comprehensive
decisions
> Analyze language as symbolic meaning of
communication
61
62
 2.
Extra Resources
https://m.youtube.com/watch?v=b
TNasAcwtkc&feature=youtu.be
 Reference:

Educational Philosophies for

Teachers By Morris L. Bigge
Thank you for bearing with me!
