Philosophy: Nature, Use, Branches, Implications and Its needs in modern times

Introduction
Philosophy deals with being as much as with becoming.
The object of philosophy is to search out the concept, the purpose, and the significance of phenomena and
to assign to these their corresponding positions in the world and in the system of knowledge.(Hegel)
Philosophy can only be an effort to dissolve again into the whole, the ocean of life in which we are
immersed, whence we draw the very force to labour and to live and from which both matter and intellect
originate. (Bergson, creative evolution)
Philosophy is to arrange the data given by the various means of knowledge, excluding none, and put them
into synthetic relation to the one truth. The one supreme and universal Reality. (Sri Aurobindo)
Philosophy should be all comprehensive, affirmative, synthetic and spiritual.
Philosophy, meaning love of wisdom (Philo=love, Sophia=wisdom)
Knowledge, as the Indians conceived it, is the knowledge of that by knowing which everything else can
be known. dfLeUuq [kyq Hkxoks foKkus loZ fena HkofrA (Mundakopanishad). Thus, philosophy is the
knowledge of Ultimate Reality, But Ultimate Reality, as Indian philosophy truly maintains, is not only
Existence but also satisfy human aspirations. It should synthesise value and existence, religion and
science. It should be a discovery of the real reality of things by which human existence can learn its law
and aim and the principle of its perception. (Sri Aurobindo)
Definition of Philosophy (Two Types)
Philosophy is a critical method of approaching experience.
Philosophy is essentially a spirit or method of approaching experience rather than a body of
conclusions about experience. (Edgar S Brightman)
Philosophy is comprehensive synthetic science.
Philosophy is concerned with everything as a universal science. (Herbert Spencer)
In fact both these viewpoints are one-sided because philosophy is both critical as well as synthetic. The
literal meaning of philosophy shows that philosopher is constantly and everywhere engaged in the search
for truth. He does not bother so much to arrive at final conclusions and continues with his search for truth
throughout life. His aim is the pursuit of truth rather than its possession.
Nature of Philosophy
Whenever it is asked regarding a science as to what is its nature, it is said that it is scientific. Similarly, if
it is asked that what is the nature of philosophy a natural answer will be that it is philosophical. In order
to understand the scientific nature of science we have to understand scientific method, scientific attitude,
scientific problems and scientific activities. Similarly, in order to explain that the nature of philosophy is
philosophical, we will have to explain the philosophical problems, philosophical attitude and
philosophical activities, etc. In its critical and synthetic aspects, the problems of philosophy are the
examination and synthesis of the postulates and conclusions of different sciences. Philosophical attitude
is reflective, curious, tolerant, guided by experience and reasoning and a persistent effort to reach the
truth though never in a hurry to arrive at final conclusions. Philosophical methods include induction,
deduction, analysis, synthesis and dialectical method. Philosophical activity begins in wonder, curiosity
and discontentment at the existing order of things. This activity may be individual as well as social, alone
as well as in group. The aim of this activity is to present a total world-view. It follows that when we say
that the nature of philosophy is philosophical we mean all these problems, methods, attitude, activity,
conclusions and effects characteristics of philosophy.
Branches of Philosophy
Epistemology Philosophy is the search for knowledge. This search is critical. Hence, the first problem
which arises before a philosopher is about the nature of knowledge and its limitation. Therefore,
epistemology is the most fundamental branch of philosophy. It discusses philosophically truth and
falsehood, validity of knowledge, limits of knowledge and nature of knowledge, knower and known, etc.
Metaphysics This is the study of existence, reality or essence. Its main branches are as follows;
Cosmogony-this is a study of creation
Cosmology- the main problems of cosmology are is the world one or is it many, or is it both one and
many?

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Ontology the study of ultimate reality

Philosophy of self this is mainly concerned with the philosophical analysis of self
Eschatology the discussion of the condition or soul after death, the nature of the other world.
Axiology This branch of philosophy philosophically studies values.
Ethics discusses the criteria of right and good.
Aesthetics discusses the nature and criteria of beauty.
Logic studies truth the subject matter of logic includes the methods of judgment, types of propositions,
hypothesis, definition, comparison, division, classification and fundamental laws of thoughts, etc.
Summary picture of the close relationship of philosophy and education
Metaphysics and education the metaphysics, in brief, deals with reality in man, world and hereafter.
This has a close bearing upon the aims and ideals of education. The metaphysical attitude provides the
educationists the proper perspective for devising aims and ideals of education. What we want to make out
of man depends upon his nature and place in the universe. Again, the concept of self is the basis of the
development of character, the central aim of education. Know thyself and by thyself is the universally
acknowledged aim of education. The concept of world is directly concerned with the individuals
relationships with society and nature.
Epistemology and education
Axiology and education
Logic and education Logic is the basis of all knowledge. It studies various intellectual processes such
as thinking, reasoning and judgment. All education is concerned with theory and practice. While the
theory is arrived at by induction, the practice depends upon deduction. Both induction and deduction are
the two important branches of logic. The knowledge of logic helps us in avoiding error and arriving at
correct generalization in every field of knowledge. It resolves doubts and points out fallacies.
Ethics and education Ethics is called moral philosophy. Ethics considers the duties of human beings.
There is motive in conduct. In it there is voluntary determination. It manifests character. Character is
manifested in determinations. Determination is activated form of character. Therefore, it studies what is
right and what is wrong in character. But the propriety of habits and determination can be determined by
measuring them with the ideal of life. Ethics is not only theoretical, it also helps in the application of
moral principles in actual life. Ethics gives moral judgements on these too. In this way, many
psychological, political, economic, sociological, religious and philosophical problems come to be
included in the field of ethics.
Aesthetics and education Education seeks to realize the true, the good and the beautiful. Therefore, it
requires not only logic and ethics but also aesthetics. The aim of education is to realize all-round
development of the educand. Aesthetics again, is the basis of all literary and artistic criticism. It supplies
the philosophical basis to literature and art. A literature and art contribute significantly to education, the
value of aesthetics in education is clear.
Need of philosophy of education in modern times
Philosophy of education is concerned with more fundamental problems, that it delves far more
deeply than any on science, that its attitude is far more comprehensive and liberal and that it is an
attempt at synthesizing most of the viewpoints from which any phenomenon is examined. Hence,
the educator can do nothing without philosophy.
The educator is often faced with problems in the sphere of education which can be solved only on
the basis of his conception of the universe. It is only through a philosophy of education that one
determines the curriculum, the text-books, the methods of teaching, methods and standards of
evaluation, the methods of maintaining discipline, etc. Hence the educator should study
educational philosophy.
The most fundamental question in the field of education is concerning its aim. This question
raises queries about the nature of man and the possibility of its modification and transformation.
Therefore, the question of the aim of education is very much concerned with the question of
nature of the universe. Again, it is intimately concerned with the concept of culture prevalent in a
society. This makes for the close relation between philosophy and education.

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