Ancient Philosophies: Paganism, Stoicism

Republic Colleges of Guinobatan, Inc.
Graduate School
Guinobatan, Albay
Course Code: Educ. 200b

Course Subject: Philosophy of Education Ancient Philosophy
Course Unit: 3 Units
Researcher: Lito M. Obstaculo Jr.
ANCIENT PHILOSOPHIES
PAGANISM
A. Definition
A religion based upon Pre-Christian beliefs that continuous to evolve.
Anyone involved in any religious act. practice, or ceremony which is not Christian.
The term was used in the 4th century, by early Christian community, in reference to populations of the
Roman world who worshipped many deities.
has broadly connoted "religion of the peasantry"
the term presumed a belief in false god(s)
is a term that derives from Latin word pagan, which means "nonparticipant, one excluded from a more
distinguished, professional group"

B. Basic Features, Principles, Theories and Teachings

Believed in God and Goddess. That God is the masculine aspect of unifying spirit, and the Goddess is
the feminine aspect. God and Goddess are broken up into three sub categories.
Diety
God Goddess
Son Creativity, high energy, self-sacrifice Maiden Innocence, warrior, beauty
Father Rule maker, judge, provider, hunter Mother Fertility, empathy, love nurturing
Sage Wisdom, leader, tenacity elequence Crone Gatekeeper, compassion, transition,

death, rebirth
Believed in the Pentacle, meaning the elements of fire, air, earth, water and spirit.
Believed in the Code of Morality.
Believed in magic, meditation, reincarnation, divination and karma.
C. Founder/Foremost Proponent or Advocate
Thales
- was an early Pre-Socratic philosopher, mathematician and astronomer from the Greek city
of Miletus in Ionia (modern-day Turkey). He was one of the so-called Seven Sages of Greece, and
many regard him as the first philosopher in the Western tradition
- 7th and 6th century B.C
- He was the founder of the Milesian School of natural philosophy, and the teacher of Anaximander.
- first subscriber to Materialist and Naturalism in trying to define the substance or substances of which
all material objects were composed, which he identified as water
- first to define general principles and develop hypotheses
- the aphorism "Know thyself" has been attributed to Thales
Anaximander
- was an early Pre-Socratic philosopher from the Greek city of Miletus in Ionia (modern-day Turkey). He
was a key figure in the Milesian School, as
a student of Thales and teacher of Anaximenes and Pythagoras.
- judged that, although not directly perceptible to us, the only substance which could explain all the
opposites he saw around him, is what what he called apeiron (variously translated as "the infinite", "the
boundless", etc), an endless, unlimited primordial mass, subject to neither old age nor decay, that
perpetually yielded fresh materials from which everything we perceive is derived.
Anaximenes
- was an early Pre-Socratic philosopher from the Greek city of Miletus in Ionia (modern-day Turkey). He
was a key figure in the Milesian School, a friend and pupil of Anaximander
- regarded the original world-stuff as a kind of vapor, (air)infinite and alive, which, by thickening and
thinning causes different things to emerge; these bodies float in the infinite vapor
- was the first Greek to distinguish clearly between planets and stars, and he used his principles to
account for various natural phenomena, such as thunder and lightning, rainbows, earthquakes, etc.
- arguably took a step backwards by revisiting the notion that a single element was indeed the source of
all things, and that element he deemed to be air (actually the Greek word "aer" also denotes "mist" or
"vapour" as well as the normal air we breathe). He held that, at one time, everything was air, and that,
even now, everything is air at different degrees of density. Since air is infinite and perpetually in
motion, it can produce all things without being actually produced by anything
- the earth is a broad disk, floating on the circumambient air. The sun and stars, he held, were formed by
the same processes of condensation and rarefaction, and the flaming nature of these bodies is merely
due to the velocity of their motions. He also used his principles to account for various natural
phenomena: thunder and lightning result from wind breaking out of clouds; rainbows are the result of
the rays of the sun falling on clouds; earthquakes are caused by the cracking of the earth when it dries
out after being moistened by rains; hail is a result of frozen rainwater; etc
Heraclitus
- world-stuff is fire- not a mass of matter but a kind of all-pervading reason which operates by inherent
power to produce bodies
- held that everything is constantly changing and opposite things are identical, so that everything is and is
not at the same time.
- saw the theory of nature and the human condition as intimately connected, and he was one of the
first philosophers to make human values a central concern. He viewed the soul as fiery in nature,
generated out of other substances, just as fire is, but limitless in dimension. Thus, drunkenness, for
example, damages the soul by causing it to be moist, while a virtuous life keeps the
soul dry and intelligent.
Anaxagoras
- is best known for his cosmological theory of the origins and structure of the universe. He maintained
that the original state of the cosmos was a thorough mixture of all its ingredients, although this mixture
was not entirely uniform, and some ingredients are present in higher concentrations than others
and varied from place to place. At some point in time, this primordial mixture was set in motion by the
action of nous ("mind"), and the whirling motion shifted and separated out the ingredients, ultimately
producing the cosmos of separate material objects
- senses cannot be trusted and that any apparent change is merely a rearrangement of
the unchanging, timeless and indestructible ingredients of the universe
- was the first to give the correct explanation of eclipses, and was both famous and notorious for
his scientific theories, including his claims that the sun is a mass of red-hot metal, that the moon is
earthy, and that the stars are fiery stones.
- the Divine Mind knows all and rules all.
Socrates
- first philosopher to shift the focus away from the natural world to human values or how should people
behave
- the very antithesis of the Sophists of his day, who claimed to have knowledge which they could transmit
to others (often for payment), arguing instead that knowledge should be pursued for its own sake, even if
one could never fully possess it.
- believed fervently in the immortality of the soul, and he was convinced that the gods had singled him
out as a kind of divine emissary to persuade the people of Athens that their moral values were wrong-
headed, and that, instead of being so concerned with their families, careers, and political responsibilities,
they ought to be worried about the "welfare of their souls"
- claim that he knew one and only one thing, that he knew nothing
- He believed that wrongdoing was a consequence of ignorance and those who did wrong knew no
better
- He believed the best way for people to live was to focus on self-development rather than the pursuit of
material wealth, and he always invited others to try to concentrate more on friendships and a sense
of true community. He was convinced that humans possessed certain virtues (particularly the important
philosophical or intellectual virtues), and that virtue was the most valuable of all possessions, and the
ideal life should be spent in search of the Good
- appears to support a mystical side, discussing reincarnation and the mystery religions
- referred to what the Greeks called a "daemonic sign", a kind of inner voice he heard only when he was
about to make a mistake (such as the sign that he claimed prevented him from entering into politics).
Although we would consider this to be intuition today, Socrates thought of it as a form of "divine
madness", the sort of insanity that is a gift from the gods and gives us poetry, mysticism, love and
even philosophy itself
Plato
- brightest pupil of Socrates

- set up his school called Academy in Athens
- works were literary masterpieces and philosophical classics- unsystematic, covers ethics, politics, physics
metaphysics and epistomology.
- one of the great philosophers of antiquity who lived and taught in Athens
Aristotle
- was the Academys most eminent student

- owned a school, Lyceum
- his treatises did not become widely disseminated and discussed until the late first century B.C
- his main philosophical treatises include seminal studies in all areas including logic-
- pioneered Logic, major branch of philosophy
- one of the great philosophers of antiquity who lived and taught in Athens
D. Reference
www.bbc.co.uk/religion
The Oxford Handbook of Global Religions (2006)
STOICISM
A. Definition
Is an ancient Greek Philosophy which teaches the development of self-control and fortitude as a means of
overcoming destructive emotions.
The term "stoic" was taken from the "stoa poikile" (meaning "painted porch" or "colonnade") where Zeno of
Citium used to teach. In modern usage, the word refers to someone who is unemotional or indifferent to
pain, pleasure, grief or joy, and has little in common with its philosophical roots.

Taught that virtue, the highest good, is based on knowledge, and that the wise live in harmony with the
divine reason as well as being different to changes of fortune and to pleasure and pain.
Philosophy that the individual human could apply reason to the information provided by his or her
senses and develop a true understanding of reality
Believed that the soul as a tabula rasa (blank sheet) and that only sensations are true.
Believed that the universe is considered as a loving organism composed of body and soul, both of
material in nature.
Asserted that if one was to approach situations knowledgeably instead of emotionally they would
attain true happiness.
Taught that morality should be basis enough for happiness and satisfaction.
Stated that morality is the only form of good.
Stated that emotions lead to false judgement and contain a destructive nature.
Believed that material goods could not bring happiness toward humans.
Believed that there is always reasons for such happenings.
Opposed materialism, hedonism and egoism.
believed that the end justifies the means
the quality or behavior of a person who accepts what happens without complaining or showing
emotion

1. Zeno of Citium (c. 334 - 262 B.C.) was a Greek philosopher of the Hellenistic period, active in Athens from
about 300 B.C.He is considered the founder of the Stoicism school of philosophy (which became
the dominant philosophy of the Hellenistic and Roman periods, and an influence on early Christianity).
However, Zeno's philosophy was more of a middle way between the Cynics' complete rejection of
society and the later Stoics' obsession with duty.
2. Cleanthes of Assos (c. 330 - 230 B.C.) - Zeno's successor
3. Chrysippus of Soli (c. 280 - 207 B.C.) - Cleanthes' student and the most influential follower of Zeno. He
was largely responsible for molding the Stoicism.He built up a unified account of the world, consisting
of formal logic, materialistic physics and naturalistic ethics. The main focus of Stoicism was always Ethics,
although their logical theories were to be of more interest for many later philosophers.
D. Reference
Duka, Cecilio D., Philosophy of Education, Manila, Rex Bookstore Inc., c. 2006
www.philosophybasics.com/branch-stoicism.html
EPICUREANISM
A. Definition
Epicureanism is a system of philosophy based on the teachings of Epicurus, founded around 307 B.C. It
teaches that the greatest good is to seek modest pleasures in order to attain a state of tranquillity, freedom
from fear ("ataraxia") and absence from bodily pain ("aponia").The term "stoic" was taken from the "stoa
poikile" (meaning "painted porch" or "colonnade") where Zeno of Citium used to teach. In modern usage,
the word refers to someone who is unemotional or indifferent to pain, pleasure, grief or joy, and has little in
common with its philosophical roots.
Epicureanism is a Hellenistic school as a system of philosophy based on the teachings of the ancient greek
philosopher Epicurus. It was founded around 306 B.C. and was based in Epicurus home and garden (the
school was often called The Garden).
emphasized the goal of a happy and content life in the here and now, rejecting both superstitious fear of the
gods and notions of an afterlife.

Stated that pleasure is the only good and pain is the only evil.
Believed that the root of all evil is the desire for pleasure.
Believed that the original source of information for knowledge is experience.
Taught that happiness is to seek modest pleasures in order to attain a state of tranquility, freedom from
fear and the absence of bodily pain.
Stated that the state of tranquility can be obtained through knowledge of the workings of the world,
leading to a simple, moderate life and the limiting of desires.
Emphasized the neutrality of the gods and their non-interference with human lives, although it did
not deny the existence of gods, despite some tendencies towards Atheism. It conceived of the gods
as blissful and immortal, yet material, beings made of atoms, inhabiting the empty spaces between
worlds in the vastness of infinite space, too far away from the earth to have any interest in what man
was doing.
Rejected any possibility of an afterlife, while still contending that one need not fear death.
emphasized the goal of a happy and content life in the here and now, rejecting both superstitious fear
of the gods and notions of an afterlife.
Taught a materialistic view of the universe: the whole of nature consists of matter and space. All matter
is divisible down to the level of atoms (Greek for "indivisible"). They are eternal; neither created nor
destroyed. They cannot be seen or felt with the senses but they do have size, shape, weight and
motion. The atoms operate according to natural law. Thus there is no creation and no purpose in
nature.
Rejected believe in an afterlife. The soul is also made of atoms, though of a subtler sort than the body.
3 Body and soul must be joined to give life; when the body dies, the soul also disintegrates. Therefore,
there is no need to fear either death or future punishment.
Believed in the gods. The visions of gods in dreams and the universal opinion of humanity proved their
existence. But he regarded them as made of atoms like everything else (immortal because their bodies
do not dissolve) and living in a happy, detached society out of contact with humans.
Observed and classified all goods according to those may be desired and those which must be
avoided. The classifications are as follows;
a. Natural necessary goods.
b. Natural and unnecessary goods.
c. Unnatural and unnecessary goods.

1. Epicurus (341-270 B.C.) was a Greek philosopher of Hellenistic period. Founder of Epicureanism,
whose main goal was to attain a happy, tranquil life, characterized by the absence of pain and fear, through
the cultivation of friendship, freedom, and analyzed life.
D. Reference
www.philosophybasics.com/branch-stoicism.html
http://www.religionfacts.com/epicureanism
SKEPTICISM
A. Definition
A philosophical doctrine that believes that truth of all knowledge always be in question and that inquiry must
be a process of doubting.
Doubting attitude or state of mind
known as Pyrrhonism or Pyrrhonic Skepticism
a position that one should refrain from making truth claims and avoid the postulation of final truths.

Believed that a wise man can reach the greatest degree of tranquility and happiness by renouncing
worldly desires.
Considered as the philosophy of doubt.
Believed that since people has no means of knowing the true nature of things, people have a degree of
probability, a perpetual clearness.
Claimed that nothing exists, or if something exists then it cannot be known and cannot be
communicated.
Believed that claiming the ultimate truth is impossible.
is the philosophical position that one should refrain from making truth claims, and avoid the postulation
of final truths.
Refers to an attitude of doubt or incredulity, either in general or toward a particular object, or to
any doubting or questioning attitude or state of mind.
is the process of applying reason and critical thinking to determine validity. It's the process of finding a
supported conclusion, not the justification of a preconceived conclusion.

1. Pyrrho of Elis (365-275 B.C.) founder of Skepticism which is a contemporary of Epicureanism and
Stoicism. He is from Peloponnese Peninsula of Southern Greece. He believed that his selection of atraxia
or inner peace as the ultimate goal was borrowed from Epicureanism movement.
2. Gorgias - claimed that nothing exists; or, if something does exist, then it cannot be known; or if
something does exist and can be known, it cannot be communicated
D. Reference
www.philosophybasics.com/branch-skepticism.html
ECLECTICISM
A. Definition
Is a name given to a group of ancient philosopher, who from the existing philosophical beliefs, tried to
select the doctrines that seemed to them not reasonable and out of these constructed a new system.
The practice of selecting doctrines from different systems of thought without adopting the whole parent
system for each doctrine.
Eclecticism, (from Greek eklektikos, selective), in philosophy and theology, the practice of selecting
doctrines from different systems of thought without adopting the whole parent system for each doctrine.
a system in philosophy which seeks the solution of its fundamental problems by selecting and uniting what
it regards as true in the various philosophical schools.

sought to reach by selection the highest possible degree of probability, in the despair of attaining to
what is absolutely true.
Denied that there is absolute truth.
form of skepticism
denies that there are absolute truths
this philosophy accepts for practical purposes the better part in different and opposite system
the fragments of conflicting thought are selected and organized into a comprehensive vista of world
philosophies,

1. Cicero (106-43 B.C.) - a Roman orator, statesman and writer. He was born on the 6th January 106 BCE at
either Arpinum or Sora, 70 miles south-east of Rome, in the Volscian mountains. His father was an
affluent eques and the family was distantly related to Gaius Marius. He is not to be confused with his son
(of the same name) or Quintus Tullius Cicero (his younger brother). Cicero died on the 7th December 43
BCE, trying to escape Rome by sea.
D. Reference
http://www.iep.utm.edu/eclectic/
http://www.ancient.eu/Cicero/
THE SOPHISTS
The sophists were itinerant professional teachers and intellectuals who frequented Athens and other
Greek cities in the second half of the fifth century B.C.E. In return for a fee, the sophists offered young wealthy
Greek men an education in aret (virtue or excellence), thereby attaining wealth and fame while also arousing
significant antipathy. Prior to the fifth century B.C.E., aret was predominately associated with aristocratic warrior
virtues such as courage and physical strength. In democratic Athens of the latter fifth century B.C.E.,
however, aret was increasingly understood in terms of the ability to influence ones fellow citizens in political
gatherings through rhetorical persuasion; the sophistic education both grew out of and exploited this shift.
They were:
a. Teacher who teaches from one place to another.
b. Intellectuals
c. Charged highly for their services
d. Claimed that they know all the answers
e. Hired by the higher classes during their time.
f. Taught rhetoric, language, statesmanship, excellence, and virtues.
The most famous representatives of the sophistic movement are Protagoras, Gorgias, Antiphon, Hippias, Prodicus
and Thrasymachus.
1. Protagoras (fl. 5th c. B.C.E.)

Protagoras of Abdera was one of several fifth century Greek thinkers (including also Gorgias, Hippias, and
Prodicus) collectively known as the Older Sophists, a group of traveling teachers or intellectuals who were experts
in rhetoric (the science of oratory) and related subjects. Protagoras is known primarily for three claims (1) that man
is the measure of all things (which is often interpreted as a sort of radical relativism) (2) that he could make the
"worse (or weaker) argument appear the better (or stronger)" and (3) that one could not tell if the gods existed or
not. While some ancient sources claim that these positions led to his having been tried for impiety in Athens and his
books burned, these stories may well have been later legends. Protagoras' notion that judgments and knowledge
are in some way relative to the person judging or knowing has been very influential, and is still widely discussed in
contemporary philosophy. Protagoras influence on the history of philosophy has been significant. Historically, it was
in response to Protagoras and his fellow sophists that Plato began the search for transcendent forms or knowledge
which could somehow anchor moral judgment. Along with the other Older Sophists and Socrates, Protagoras was
part of a shift in philosophical focus from the earlier Presocratic tradition of natural philosophy to an interest in
human philosophy. He emphasized how human subjectivity determines the way we understand, or even construct,
our world, a position which is still an essential part of the modern philosophic tradition.
2. Gorgias (483375 B.C.E.)

Gorgias was a Sicilian philosopher, orator, and rhetorician. He is considered by many scholars to be one of the
founders of sophism, a movement traditionally associated with philosophy, that emphasizes the practical application
of rhetoric toward civic and political life. The sophists were itinerant teachers who accepted fees in return for
instruction in oratory and rhetoric, and many claimed they could teach anything and its opposite (thesis and
antithesis). Another aspect of their method was the ability to make the weaker argument the stronger. The
term sophist in classical Greek was a general appellation denoting a "wise man." They were important figures in
Greece in the 4th and 5th centuries, and their social success was great. Plato was the first to use the
term rhtorik, while the sophists termed their "art" logos . Nevertheless, Gorgias is commonly associated with the
development of rhetoric in classical Greece. The democratic process in Athens supplied the need for instruction in
both rhetoric and philosophy.
Despite efforts by G.W.F Hegel and George Grote toward rehabilitating the reputations of Gorgias and the other
sophists in the 19th century, the sophists still had a foul reputation well into the 20th century (as evidenced by the
pejorative term "sophistry"). In 1930, French philosopher Jacques Maritain remarked "[s]ophistry is not a system of
ideas, but a vicious attitude of the mind;" the sophists "came to consider as the most desirable form of knowledge
the art of refuting and disproving by skillful arguments" (32-33). In recent years, however, modernists and post-
structuralists have found great value in the philosophy of Gorgias, especially his theories on truth and language.
3. Antiphon
The biographical details surrounding Antiphon the sophist (c. 470-411 B.C.) are unclear one unresolved issue is
whether he should be identified with Antiphon of Rhamnus (a statesman and teacher of rhetoric who was a member
of the oligarchy which held power in Athens briefly in 411 B.C.E.). However, since the publication of fragments from
his On Truth in the early twentieth century he has been regarded as a major representative of the sophistic
movement.
On Truth, which features a range of positions and counterpositions on the relationship between nature and
convention (see section 3a below), is sometimes considered an important text in the history of political thought
because of its alleged advocacy of egalitarianism:
Those born of illustrious fathers we respect and honour, whereas those who come from an undistinguished house
we neither respect nor honour. In this we behave like barbarians towards one another. For by nature we all equally,
both barbarians and Greeks, have an entirely similar origin: for it is fitting to fulfil the natural satisfactions which are
necessary to all men: all have the ability to fulfil these in the same way, and in all this none of us is different either
as barbarian or as Greek; for we all breathe into the air with mouth and nostrils and we all eat with the hands
(quoted in Untersteiner, 1954).
Whether this statement should be taken as expressing the actual views of Antiphon, or rather as part of an
antilogical presentation of opposing views on justice remains an open question, as does whether such a position
rules out the identification of Antiphon the sophist with the oligarchical Antiphon of Rhamnus.
4. Hippias (fl. 5th cn. B.C.E.)

A Greek sophist of Elis and a contemporary of Socrates. He taught in the towns of Greece, especially at Athens. He
had the advantage of a prodigious memory, and was deeply versed in all the learning of his day. He attempted
literature in every form which was then extant. He also made the first attempt in the composition of dialogues. In the
two Platonic dialogues named after him (Hippias Major and Hippias Minor), he is represented as excessively vain
and arrogant.
Hippias is chiefly memorable for his efforts in the direction of universality. He was the enemy of all specialization,
and appeared at Olympia gorgeously attired in a costume entirely of his own making down to the ring on his finger.
He was prepared to lecture to anyone on anything, from astronomy to ancient history. Such a man had need of a
good memory, and we know that he invented a system of mnemonics. There was a more serious side to his
character, however. This was the age when people were still optimistic of squaring the circle by a geometrical
construction. The lunules of Hippocrates of Chios belong to it, and Hippias, the universal genius, could not be left
behind here. He invented the curve still known as the quadratix, which would solve the problem if it could be
mechanically described. Hippias appears to have originated the idea of natural law as the foundation of morality,
distinguishing nature from the arbitrary conventions or fashions, differing according to the different times or regions
in which they arise, imposed by arbitrary human enactment, and often unwillingly obeyed. He held that there is an
element of right common to the laws of all countries and constituting their essential basis. He held also that the
good and wise of all countries are naturally akin and should regard one another as citizens of a single state. This
idea was subsequently developed by the Cynic and still more by the Stoic schools, passing from the latter to the
jurists, in whose hands it became the great instrument for converting Roman law into a legislation for a people.
5. Prodicus (fl. 5th c. B.C.E.)

Prodicus was a sophist and rhetorician from Iulis on the island of Ceos. He was contemporary with Democritus and
Gorgias, and was a disciple of Protagoras. He flourished in the 86th Olympiad, and it is reported that his disciples
included Socrates, Euripides, Theramenes, and Isocrates. His countrymen, after giving him several public jobs, sent
him as ambassador to Athens. He was so well received there that he was induced to open a school of rhetoric. In
his lectures on literary style he laid stress on the right use of words and the accurate discrimination between
synonyms. Plato frequently satirizes him as a pedantic lecturer on the niceties of language. Plato also insinuates
that the prospect of wealth prompted Prodicus to open his school, and indeed his lectures seem to have brought
him much money. Philostratus also notes that Prodicus was fond of money. He used to go from one city to another
displaying his eloquence, and, though he did it in a mercenary way, he nevertheless had great honors paid to him in
Thebes and Lacedaemon. His charge to a pupil was fifty drachmae. Aristophanes, however, describes him as the
most remarkable of the natural philosophers for wisdom and character. It is reported that people flocked to hear
Prodicus, although he had an unpleasant sounding voice. It also related that Xenophon, when a prisoner in Boeotia,
desiring to hear Prodicus, came up with the required bail and went and gratified his curiosity ( Philostr. l. c.). None of
his lectures has come down to us in its original form. His most famous work is The Choice of Hercules, and was
frequently cited. The original is lost, but the substance of it is in Xenophon's Memorabilia(2:1:21). Prodicus was put
to death by the Athenians on the charge of corrupting their youth. Sextus Empiricus ranks him among the atheists,
and Cicero remarks that some of his doctrines were subversive of all religion. It is said that he explained the origin
of religion by the personification of natural objects.
6. Thrasymachus (fl. 427 B.C.E.)

Thrasymachus of Chalcedon is one of several "older sophists" (including Antiphon, Critias, Hippias, Gorgias,
and Protagoras) who became famous in Athens during the fifth century B.C.E. We know that Thrasymachus was
born in Chalcedon, a colony of Megara in Bithynia, and that he had distinguished himself as a teacher of rhetoric
and speechwriter in Athens by the year 427. Beyond this, relatively little is known about his life and works.
Thrasymachus' lasting importance is due to his memorable place in the first book of Plato's Republic. Although it is
not quite clear whether the views Plato attributes to Thrasymachus are indeed the views the historical person held,
Thrasymachus' critique of justice has been of considerable importance, and seems to represent moral and political
views that are representative of the Sophistic Enlightenment in late fifth century Athens.
In ethics, Thrasymachus' ideas have often been seen as the first fundamental critique of moral values.
Thrasymachus' insistence that justice is nothing but the advantage of the stronger seems to support the view that
moral values are socially constructed and are nothing but the reflection of the interests of particular political
communities. Thrasymachus can thus be read as a foreshadowing of Nietzsche, who argues as well that moral
values need to be understood as socially constructed entities. In political theory, Thrasymachus has often been
seen as a spokesperson for a cynical realism that contends that might makes right.
References
Aristophanes, Clouds, K.J. Dover (ed.), Oxford: Oxford University Press. 1970.
Barnes, J. (ed.). 1984. The Complete Works of Aristotle, New Jersey: Princeton University Press.
Diels, H. 1951. Die Fragmente der Vorsokratiker. Berlin: Weidman.
Cooper, J.M. (ed.). 1997. Plato: Complete Works. Indianopolis: Hackett.
Hudson-Williams. T. 1910. Theognis: Elegies and other elegies included in the Theognideansylloge.
London: G.Bell.
Phillips, A.A. and Willcock, M.M (eds.). 1999. Xenophon &Arrian, On hunting (Kyngetikos). Warminster:
Aris& Phillips.
Sprague, R. 1972. The Older Sophists. South Carolina: University of South Carolina Press.
Xenophon, Memorabilia, trans. A.L. Bonnette, Ithaca: Cornell University Press. 1994.
Graduate School
Guinobatan, Albay

Course Subject: Philosophy of Education Medieval Philosophy of Education
MEDIEVAL PHILOSOPHY OF EDUCATION
- The Medieval period of philosophy represents a renewed flowering of Western philosophical thought after
the intellectual drought of the Dark Ages.
- Medieval philosophy is the philosophy in the era now knowns as Medieval or the Middle ages, the period
roughly extending from the fall of the Western Roma Empire in the fifth century AD to the Renaissance in
the sixteenth century.
- Period where Christianity was proclaimed the official religion of the Roman Empire. This newly recognized
religion became even more dominant and influential in the empire and took responsibility in educating the
people.
- To carry out the big task, the church set up the hierarchy of officials to oversee the fast growing religion.
The Pope(Latin papa-father), as the Vicarius Filli Dei or substitute of God here on earth, and considered
him the Head of Roman Catholic Church. Under him were the archbishops, supervising the province or
archdiocese, followed by the bishop, overseeing the diocese and nearby areas, and the priests taking care
of parishes in towns and barrios.
- Much of the period is marked by the influence of Christianity and many of the philosophers of the period
were greatly concerned with proving the existence of God and reconciling Christianity with classical
philosophy.
- An important development in the Medieval period was the establishment of the first universities with
professional full-time scholars. It should also be noted that there was also a strong resurgence
in Islamic and Jewish philosophy at this time.
Christian (Catholic)Education and Schools

- Christian Education aimed for the moral regeneration and the salvation of the individuals soul.
- They trained leaders and converted pagans to Catholicism to achieved its goals.
- To reach the lost souls of the Church, they established schools whose teachers were the priests and the other
member of the clergy.
- Focused on church doctrine, church rituals, and moral values.
Agencies and Organizations of Early Christian Education
A. The Catechumenal Schools

- organized for the instruction of those who desired to become members of the church but lacked the
requisite knowledge of church doctrine.
- Catechumens are the probationers who received the instruction in religious disciplines, moral values
and doctrine.
B. The Catechetical Schools

- The school were called Catechetical because they used the catechetical or question and answer
method.
- The school that give in-depth trainings to the probationers to strengthen their faith.
C. The Episcopal or Cathedral Schools
- remained as higher schools of Christian Learning.
- Organized by the bishops for the purpose of training the clergy under their supervision.
- Teachings were conducted inside the cathedral-palace of the bishops.
- Served as the only educational institutions in the west after the collapse of the Roman culture and
civilization due to frequent and murderous attacks of Barbarians, Vandals, Turks and other nomadic
tribes.
Monasticism: Education as a Moral and Religious Discipline
Monasticism
- Monasticism or monachism, literally the act of "dwelling alone" (Greek monos, monazein, monachos ), has
come to denote the mode of life pertaining to persons living in seclusion from the world, under
religious vows and subject to a fixed rule, as monks, friars, nuns, or in general as religious.
- The basic idea of monasticism in all its varieties is seclusion or withdrawal from the world or society.
- Believed in denying worldly pleasures and activities, fleeing in society, going to the wilderness and study the
world of God, based on ascetic life, and thus becoming hermits.
- Founded by St Patrick and St Anthony.
- It is a special form of religious community where followers practically separate themselves from ordinary ways
of living, abiding by their vows of poverty, chastity and obedience
- The term is also referred to as monarchism which literally means dwelling alone.
- Aims of Monastic Education: spiritual, moral, spiritual knowledge, virtue
- Agencies of Education monasteries and monastic schools.
- Types of Education: Moral and religious training, literary education, and manual training.
- Aspects of social organization: domestic, economic, and political
- Life in the monasteries was governed by the Rule of Benedict advocated by Benedict, a Roman patrician who
fled from the corruption of Rome and founded a monastery in Monte Casino in Southern Italy around A.D. 529.
He drew up a role or code consisting of seventy-three articles which dealt with the monastic life.
- Contributions to Education; Preserving culture of Christians Monasteries, opposing vices and corruption,
taming warlike spirits, giving dignity on labor.
The Court Schools

Monastic education reached its pinnacle of efficiency during the reign o Charles the Great, known as
Charlemagne who reigned between 772-804 as the Holy Roman Emperor.
Charlemagne wanted to unite all sectors and ethnic groups of his empire by common language, culture
and ideals.
He established the palace schools to carry out his reforms and teach the sons of the nobles and
members of the royal family.
Appointed Alcuin, scholar and schoolmaster from York to supervise the palace schools.
He hoped to produce intelligent administrators both in church and state.
Bestowed his missi dominici or official messengers the power in order to enforce his decrees and
educational programs. He also authorized them to enter monasteries without prior notice to observe
whether or not his orders were carried out.
Methods of Teaching
Methods of Instruction: catechetical, dictation, memorization, language, Discipline, and meditation and
contemplation.
Latin as language of instruction.
Used Dialectic or Socratic Method
References:
Duka, Cecilio D. Philosophy of Education. Manila: Rex Book Store, Inc, c. 2006
Lacuesta, M., San Mateo, R., Tangco, M.,& Eslao, R. Historical, Philosophical and Legal Foundations of Education
(Foundations of Education II). Manila: Katha Publishing Co., Inc., c.1986
SCHOLASTICISM: EDUCATION AS AN INTELLECTUAL DISCIPLINE
- this movement developed during the start of the 11th brought about by the constant attacks on the basic
tenets and doctrines of the Roman Catholic Church by the people who were in one way or the other full of
questions that could not be answered by such doctrines.
- does not refer to any set of doctrines but is rather a general designation for the particular method and
tendencies of philosophical discourse.
- most striking characteristics were the narrowness of its field of thought and the thoroughness of its
methods
- purpose was to bring reason to the support of faith, to strengthen the religious life and the church by the
development of intellectual power.
- aimed to silence all doubts and questionings through argument
- faith was considered superior to reason
- aimed to justify faith by reason and theology by logic
- was purely an intellectual discipline
Realism
A. Definition
- the viewpoint which accords to things which are known or perceived an existence or nature which is
independent of whether anyone is thinking about or perceiving them.
B. Basic Features, Principle, Thoeries and Teachings

was the belief that objects of sense perception or sometimes of cognition in general are real in their own right
and exist independently of their being known or related to the mind.
further postulated that ideas constitute the only real existence
Believed that human senses are deceptive, revealed truth alone is realible, and human experience and human
reason may be trusted only so far as they support it.
C. Founder/ foremost Proponent or Advocate

Anselm
- (1035-1102), the bishop in Canterbury who was often called the Father of Scholasticism
- advocated credo ut intellegam or I believe in order that I may understand
Nominalism
A. Definition
- doctrine that abstract concepts, general terms or universals have no independent existence but
exist only as names.

- there are no universal essences in reality and that the mind can frame no single concept or image
corresponding to any universal or general term

Roscellinus of Compiegne
- contended that universal things that indicate genus or species and all general collective words or terms
such as animal, man, tree air, city, nation, have no objective real existence corresponding to them but mere
words, name, terms, or mere vocal utterances, and that only particular individual things and events exist
Conceptualism
A. Definition
- is a philosophical theory that explains universality of particulars as conceptualized frameworks
situated within the thinking mind.

- argues that although a universal concept has no objective existence, it is an expression of the sum
total of characteristics that a group of individual objects have in common -a universal is only a concept
until it is expressed in the individual, then it becomes real
- these intellectual efforts tried to reconcile human reason with Christian faith

Abelard (1079-1142) - Roscellinus student, spearheaded the movement, who advanced the idea
intellego ut credam or I understand in order that I may believe
- argued that reason was antecedent to faith and the true fountain of the majority of Christian doctrine.
Thomas Aquinas
- great theologian, known as the Angelic Doctor

- wrote the Summa Theologiae, which has remained the authoritative presentation of the doctrines of the
Roman Catholic Church, in 1879 Pope Leo XIII officially recognized this work as the basis of Catholic
theology.
- was a brilliant teacher in Philosophy and Theology in Paris and in Cologne
- was credited for bringing scholasticism to its zenith
- claimed like Aristotle that contemplative life is the highest and the best, and happiness is the most blessed
virtue given by God to man.
- canonized in 1323 and became a saint.
References:
The Medieval Universities
Under the influence of the monastic schools, institutions devoted to the teaching of medicine arose which
became the first universities.
Emperor Frederick I - chartered the first organized medieval university in Bologna in 1158
Frederick II - chartered the University of Naples in the City of Naples
Universitas Magistrorum et Scholarium - started as associations chartered by the monarchs of the Pope
which means corporation of teachers and students
studium generale - referred to as entire student body
nations - group of students according to their place of origin
councilor - elected leader of the nation
facultas - group of teachers teaching the same subject, led by a dean
rector - chief executive of the university
Benefits and privileges granted to its member:

- exemption from taxes
- exemption from military service
- immunity from arrest by civil authorities
- right to grant degrees to their graduates
- right to suspend lectures
Three features of medieval universities

1. its corporate character
2. its special privileges and immunities
3. the protection which teaching and scholarship enjoyed by its right to grant to its graduates the license to
teach.
Degrees in the Medieval Universities

Students attended medieval universities at different ages.
At The Age Of Thirteen Or Fourteen
- anybody who wished to advance his knowledge would enroll as an apprentice to a master for three to seven
years depending on his ability and intelligence
- he had to study liberal arts in preparation for teaching, read ordinary texts in grammar, learn rhetoric and logic,
define words, determine the meaning of phrases, and be able to do other requirements
At The Age Of Twenty-One
- the apprentice would become a workman who trained younger boys while furthering his studies
At The Age Of Twenty-Five
- he would study disputations and familiarize himself with local texts, must write a master or thesis, must
publicly defend his thesis. If he successfully passed this defense, he would be given a license to teach and was
conferred the degree of a master, doctor, professor, or sometimes a sophist, he would then be granted the
licentia docendi - the license to teach, anywhere.
Methods of teaching
- learning was carried out by four principal exercises: lecture, repetition, repetition, disputation and
examination, all conducted according to recognized principles and much formality
- lectures were done in private homes, street corners and churches
- majority of the students were men and the students ranged from young mne to the middle aged,
from beggars to archbishops
- amusements consisted of horseplay and initiations of the new comers
References:
Graduate School
Guinobatan, Albay

Course Subject: Philosophy of Education Philosophy of Renaissance Period
Philosophy of Renaissance Period
Humanism
Definition
- a broad category of ethical, metaphysical, epistemological and political philosophies in
which human interests, values and dignity predominate
- come from the Latin word renaistre meaning to born again.
- Major intellectual movement of the renaissance period.
- it began in late 14th-century Italy, came to maturity in the 15th century, and spread to the rest of
Europe after the middle of that century. Humanism then became the dominant intellectual
movement in Europe in the 16th century.
- believed that a body of learning, humanistic studies, consisting of the study and imitation of the
classical culture of ancient Rome and Greece, would produce a cultural rebirth after what they saw
as the decadent and barbarous learning of the Middle Ages.
Italian or Individualistic Humanism

A. Definition
This stressed personal culture individual freedom and the development of the elite group.
characterized by freedom of thought, self-expression, and creative activity.
Began in Italy.

Aims; for the Academic Freedom, Abundant living and liberal education.
Types of Education; Literary and Aesthetic Education; Physical Education; Moral and
Religious Training and Intellectual Training.
Agencies of Education; Lower or Elementary School, Secondary or Court Schools and
Universities.
Organizations of Grade Levels; Girls were taught by tutors at home; The boys had to go
through school step by step; elementary, high school and university.
Methods of Instruction; Lecture, Writing Themes, Development of Self-expression,
Development of interest and power of thinking, Balanced mental and physical activity,
Curriculum was varied and there was alteration of subjects. Discipline was mild and motivation
was emphasized. Punishment - not used as motivation for learning.
Financing; Rich children paid fees but poor children did not., Bright but poor children received
aid.,
The court (secondary) schools were founded and supported by the princes and dukes of the
Italian city-states.
Italian Humanism contributed the following to education:
- Secondary schools served as models in other countries.
- Academic freedom was founded: freedom of thought, self-expression, and creative
activity.
- Revival of Roman and Greek classics.
- Used of texts and less of lectures and written themes instead of oral recitation.
Aimed to develop individual personality through nature, art, music, literature and architecture.
Aimed for the humanist to get the most possible out of life; he was expected to live a full,
excellent and rich existence. Italian humanism was patterned after the Greek ideal of a liberal
education, the harmonious development of mind and morals.
Dante Alighieri
Born on: May 21,1265
Died on: September 13,1321
- proponent of Italian or Individualistic Humanism
- author of Divina Comedia
- a Medieval Italian poet and philosopher whose poetic trilogy, The Divine Comedy, made
an indelible impression on both literature and theology.
Vittorino da Feltre
Born on: 1378
Died on: February 2, 1446
- one of the most prominent scholars who were charged to administer the court schools
founded by the Prince of Mantua.
- the school under him aimed basically to train the young nobles of the court for politics
and social life, later he invited to his school the sons of friends and neighbors and even
the children of the poor.
- realized in his work some of the well-accepted educational tenets of modern day
education like adapting the training of each individual to his particular needs and
capabilities so as to arouse and motivate the students as well as the elimination of harsh
punishment.
D. References
www.philosophybasics.com
https://books.google.com.ph/books?id=ybtcV-
VHEBwC&pg=PA34&lpg=PA34&dq=individualistic+humanism&source=bl&ots=d9XLCzknA3&sig=Pn-
ok-
jyf1gobi9bpP2dFlQeHTM&hl=en&sa=X&ved=0ahUKEwiCjub5zdjTAhWCzbwKHT25DL0Q6AEIbjAP#v=
onepage&q=individualistic%20humanism&f=false
Northern or Social Humanism
A. Definition
this gave more emphasis on moral and social reforms as the best means for providing
rich and full lives for all.
This Social Humanism started by the work of the Hieronymians or Brothers of the
Common Life, a nonmonastic order founded in Holland 1376.
Characteristics of the Northern Humanism

- The piety of the brethren - Kempis
- Their broad literary spirit - Erasmus
Aims of Northern Humanism
- Social - to reform society from greed, selfishness and exploitation by Church and political
leaders.
- Religious and moral - morality ahead of manners.
- Literacy - to wipe out the ignorance of the people.
- Literary
- Democratic - to make education
Types of Education; Social Education, Religious and Moral Education, Literacy Education,
Literary Education, Democratic Education
Agencies of Education
- Lower or Elementary Schools
- Secondary Schools
Famous Secondary Schools
o St. Paul School in London by John Colet
o Gymnasium in Germany by Johann Sturm
- Universities
Famous Universities
o Cambridge Erasmus was the first teacher
o Oxford
o University of Wittenburg by Melanchthon
Methods of Instruction
- Individualizes Instruction
- Ciceronianism
- Double Translation Roger Ascham
o Praise was used instead of punishment
- Educational Psychology
- Imitation and Memorization
- A class-a-year practice
Outstanding contributions of the Northern Humanism to Education
- The class-a-year practice
- The emphasis on social purposes of Education
- Allowed the development of educational talent.
- Encouraged involvement and participation in all educational opportunities.
- Encouraged students toward actualization and self-fulfillment.
- Placed a premium on humanity and individual potential.
- Introduced innovations in teaching methods.
- Stimulated creativity and independence among students.
- Increased person to person interaction.

Erasmus
o a Dutch scholar
o Known for his educational works "Liberal Education of children" & On the Order
of Study".
o
Thomas Kempis (1380-1471)
o a German writer
o Known for his works in volumes and one volume is entitled "The Imitation of
Christ"
D. References
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The Reformation
This was one of the movements during the century directed against the practices of Roman
Catholic Church.
Reformation was not merely a reform in religious doctrine. It involved political, economic, moral,
philosophical and institutional changes.
Credit to its success was MARTIN LUTHER, an Augustinian monk and professor of theology at
the newly-established University of Wittenburg.
He was threatened with excommunication from the Catholic faith,
LUTHER and other protestant reformers, formed a movement called "Protestant Reformation"
THE REFORMATION - Protestant Reformation
A. Definition
The aim of Protestant Reformers was religious moralism living a worthy life would guarantee
a glorious after life.
Education must provide adequate training in the duties at home.
It also promoted parental discipline and a sound family life as a foundations of a good
government.

3 Types of Protestant Schools
o Vernacular school. This was organized for popular education. The educational system
was compulsory.
o Secondary School. The protestant reformation gained greatest strides in the secondary
level.
o University School. Trained the masses and other future leaders.

Martin Luther (November 10, 1483 - February 18, 1546)
- was a Christian theologian and Augustinian monk whose teachings inspired the Protestant
Reformation and deeply influenced the doctrines of Protestant and other Christian traditions.
Martin Luther was born to Hans and Margaretha Luder on 10 November 1483 in Eisleben,
Germany and was baptised the next day on the feast of St. Martin of Tours, after whom he
was named. Luthers call to the Church to return to the teachings of the Bible resulted in the
formation of new traditions within Christianity and the Counter-Reformation in the Roman
Catholic Church, culminating at the Council of Trent.
- His translation of the Bible also helped to develop a standard version of the German
language and added several principles to the art of translation. Luther's hymns sparked the
development of congregational singing in Christianity. His marriage, on June 13, 1525, to
Katharina von Bora, a former nun, began the tradition of clerical marriage within several
Christian traditions.
- Martin Luther had a small head-start on Tyndale, as Luther declared his intolerance for the
Roman Churchs corruption on Halloween in 1517, by nailing his 95 Theses of Contention to
the Wittenberg Church door. Luther, who would be exiled in the months following the Diet of
Worms Council in 1521 that was designed to martyr him, would translate the New Testament
into German for the first time from the 1516 Greek-Latin New Testament of Erasmus, and
publish it in September of 1522. Luther also published a German Pentateuch in 1523, and
another edition of the German New Testament in 1529. In the 1530s he would go on to
publish the entire Bible in German.
D. Reference
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CATHOLIC COUNTER REFORMATION

A. Definition
This was another movement intended to clarify doctrine and improve the practices of the
catholic practices of the Catholic Church.
This aimed to develop an unquestioning obedience to the authority of the church.
The different religious congregation also stressed their own aims:
- The Jesuit schools were designated to train leaders
- The Christian Brothers
- Jansenists will teach spiritual salvation.
Jesuits schools were designated to train leaders through the following:
- Doing a small amount of work at a time and doing it well.
- Two steps in the teaching method: pre selection and repetition.
- Adapting the lesson to the abilities and interests of the children.
- Student participation through the question and answer method.
- Repetition for mastery.
- Review
- Motivation by rivalry and emulation.
C. Reference
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REALISM
A. Definition
- Realism maintained that education should be concerned with actualization of life.
- They believed that the new type of education should be developed to prepare the child
for the concrete duties of practical living.
- The difference between realist, humanist and reformers gave rise to various groups of
realists.
Forms of Realism
1. SCHOLASTIC REALISM
- It started when medieval thinkers wanted to bring together a relation between faith (Christian
theology) and reason (Classical Philosophy).
- St. Thomas Aquinas who wT0te Summa Theologica used philosophy to help explain the
doctrine and mysteries of the church.
- Characteristics: Relied on authorities from the past; Synthesizing of knowledge; Deductive
approach to reasoning; Use of syllogistic logic
- Scholastic schools had two methods of teaching: "lectio" (the simple reading of a text by a
teacher/ no questions were permitted); 2. "disputatio" (where question to be disputed was
announced beforehand)
- Education is the process by which he lifts himself up to the eternal.
2. HUMANISTIC REALISM
- Reaction against the emphasis on form and style of the old classical literature. Humanist realist
emphasized content and ideas.
- Aim: To acquire meaning & spirit of the classics
- Purpose: to master his own environing life, natural & social thru knowledge of broader life of
ancients
- The study of old literature (Literature of the Greeks & Roman) is a means to understand the
practical life.
- Humanists believed that classical literature should be studied for the information and the
knowledge of the facts of the pasts so that such knowledge could be used for the preparation for
practical living (answer to any problem that man might need).
- Basic concerns in education: Physical, moral and social development
3. SOCIAL REALISM
- Reaction against a type of education that produces scholars and professional men to the
neglect of the man of practice
- Aim: To train a "gentleman" for active participation in social life and social judgment and to
prepare the practical man of the world \
- Social realists follow the method of travel of journey method.
- Direct contact with things, people & social conditions thru travel rather than books.
- Study of gymnastics, sports, riding, modern languages, customs of other countries
- Study of one's self but also others
- Social realism explains that education should equip learners for a happy and successful life as a
man of the world.
4. SENSE-REALISM
- Emphasizes the training of the senses: Senses = gateways of knowledge;Learning takes place
= operation of the senses.
- Amalgam of humanistic & social realism
- Sense-realism attached more importance to the study of natural sciences and contemporary
social life.
- Aim: To develop a natural society by working in accord with the laws of nature
- Purpose: Happiness with God
- Thru education, man can still know laws of nature and
- thereby control nature.
- 2 characteristics of representatives:
o formulation of basic assumptions
o formulation of new curriculum based on natural sciences & contemporary life.

- AIMS OF REALIST EDUCATION
o Understanding the material world through inquiry
o A study of science and the scientific method
o A need to know the world in order to ensure survival and good life
o Basic, essential knowledge with a no-nonsense approach
o Transmit culture and develop human nature
- THE REALIST CURRICULUM
o Problem-centered (subject-centered)
o Practical and useful
o Highly organized and systematic
o Physical activity has educational value (Locke)
o Extensive use of pictures (Comenius)
o Attention to the complete person (Locke)
o Use of objects in education (Maria Montessori)
o Highly organized, separate and systematically arranged (Science, Social Sciences and
Mathematics)
- REALIST METHODS OF TEACHING:
o Emphasis on critical reasoning through observation

o Supports accountability and performance-based teaching
o Scientific research and development
o Mastery of facts: Recitation, experimentation, demonstration, drills, exercises
o Education should proceed from simple to complex and from concrete to abstract.
o Learning is based on facts analysis questioning.
o Vernacular to be the medium of instruction.
C. Reference
Bauzon, Prisciliano T. Fundamental Philosophies of Education 2004. National Bookstore
Brennen, Annick M. Coursework booklet: Philosophy Of Education. Northern

Caribbean University. 1999
Cordasco, Francesco. A Brief History Of Education. Reprinted in USA 1987

Dhiman, O.P. Foundations Of Education. APH Publishing, New Delhi. 2008
Forkner, Carl B. The Influence Of Realism on Mo&rn Education: A Historical Review.
Global Education Jwrnal, 2013(1), Mar 2013
Garder, Jostein, Sophie's World: A Novel about the History of Philosophy. New York:
Farrar, Straus & Giroux, 2007.
Hopson, Teresa. httpjbmvw.slideshare.net/writemind/realism-and-its-role-in-education. Cheyney

University Of Pennsylvania. 2007
'Realism', Dictionary.com. httpj/dictionary.referen.com,'browse/realism?s=t.

"Realism'
Disciplinism
A. Definition
Also known as formal discipline, was based upon Aristotles faculty psychology which
asserted that the mind is made up of certain faculties such as memory, reason, will and
judgment and each of which need special activities for its training and development
characterized by two reactions during the first half of the 18th century:
1. The rise of formal discipline
2. The development of aristocracy of reason or rationalism
FORMAL DISCIPLINE or DISCIPLINISM
the theory that the mind has a number distinct and general power of faculties, such as
observation, memory, and will power, which should be strengthened by exercise.

Educational aim: Formation of Habits/ Formal Discipline
Agencies of Education and Contents
o The Tutor
o Elementary School - Spelling, Arithmetic, Grammar, History, Anatomy, Ethics,
Dancing, Practical, Fine Arts
It maintained that the power developed in any faculty by the study of a school subject can
be used equally well in other subjects or to meet any other experience in life
It also states that Mathematics and Linguistics should be given considerable emphasis for
they were peculiarly well adapted to the training of all the powers of the mind like memory
and reasoning

John Locke (1632 1704)
Born: August 29, 1632
Died: October 28, 1704
- He held the idea that education was a discipline. That the discipline of the philosopher should
be much broader than that of the schoolmaster
- Author of Thoughts Concerning Education published in 1693. Locke stressed that at birth a
childs mind can be compared to a tabula rasa or a blank tablet.
- He advocated that in order to that in order to realize this, education should be composed of
three separate but equally important components:
o Physical education with the underlying principles of rigid physical training or a hardening
process so as to enable the child to possess a sound mind in a sound body
o Moral education the chief aim which was the development of virtue based on self-denial
which in turn is achieve through consistent self discipline and control of desires
o Intellectual education, the primary purpose of which was to train the mind in certain
habits among which are memory reasoning and judgment gained through exercise and
discipline.
Rationalism
A. Definition
An educational philosophy prevalent in Europe in the latter part of the seventeenth
century. It led to the creation of the enlightened class among the aristocrats known as the
illuminati. The illuminati formulated the so-called natural religion based on skepticism and
theism.
The rationalist upheld the right of each individual to his own opinion, liberty of conscience,
and freedom of thought. They believed that man could by his own reason improve himself
and his institutions, in order to bring about the general welfare.

This philosophy claimed that human reason was the sole source of knowledge and the
sole determiner of whether things or actions were acceptable or not.
Rationalism aimed at developing and individual who could control all the aspects of life by
reason to live in a highly artificial society.
The education resulting from these aims was aristocratic, creating a class of illuminati.
AGENCIES of Education and Contents Studied
o Secondary and higher schools - Were organized under the humanist movement
o Encyclopedia - Was a compilation of all knowledge about science
and philosophy discovered up to that time.
o Fashionable salons - were also considered as agency
Outstanding Contribution to Education
o Training of creative thinking and reasoning (logic)
o Inductive Method

Francois Marie Arouet (Voltaire); (1694-1778)
A. Born: November 21, 1694
Died: May 30, 1778
He held that education should be free from religiosity. Because religion was an
illusion to the believer and a deception by the priesthood, a view that was bitterly
opposed by the naturalists
His "Dictionnaire philosophique" ("Philosophical Dictionary"), published in 1764 and

comprising articles contributed by him to the "Encyclopdie, ou dictionnaire raisonn
des sciences, des arts et des mtiers" ("Encyclopedia, or a systematic dictionary of
the sciences, arts and crafts") (1751 - 1772) and several minor pieces.
He further stressed the creation of a polished intellectual society with strict and rigid
implementation of laws and with no rights given to the populace.
Naturalism
A. Definition
the education philosophy which advocated that education should be in accordance with
the nature of the child. This means that all educational practices are focus toward the
natural development of the innate talents and abilities of the child.
Was an educational movement in Europe. The child was to be educated in accordance
with natural laws if human development, free from all that was artificial.
Naturalism is a term loosely applied in educational theory to systems of training that are
not dependent on schools and books but on manipulation of the actual life of educating.
Parents had to handle the education of their children at home.
Tutorship was the best suited to the educational plan of Rosseau.
Contribution to Education
3 Modern Principles of Teaching
Principle of Growth
Principle of Pupil Activity
Principle of Individualization
The Order of Nature
o Need
o Activity
o Experience
o Knowledge

Jean Jacques Rousseau (1712 - 1778)
A. Born: June 28, 1712
Died: July 2, 1778
He contended that a society should be in accordance with the natural state of
primitive men living unequally, both mentally and physically, because they are so by
nature, but are not unequal socially and live in a condition of contentment and
happiness
mile, his major work on education, describes an attempt to educate a simple and
pure natural child for life in a world from which social man is estranged. mile is
removed from mans society to a little society inhabited only by the child and his
tutor. Social elements enter the little society through the tutors knowledge when the
tutor thinks mile can learn something from them
He influenced education in its organization, aims, methods, curriculum and
discipline, the auto development of personality, free discipline, lack of any restrain,
utilizing the senses, interests and activities of the child have influenced the moderns
education in many other ways..
Graduate School
Guinobatan, Albay

Course Subject: Philosophy of Education Contemporary/ Modern Philosophies of
Education
Contemporary/ Modern Philosophy of Education
Idealism
A. Definition
Idealism is the metaphysical and epistemological doctrine that ideas or thoughts make
up fundamental reality. Essentially, it is any philosophy which argues that the only thing
actually knowable is consciousness (or the contents of consciousness), whereas we
never can be sure that matter or anything in the outside world really exists. Thus, the
only real things are mental entities, not physical things (which exist only in the sense that
they are perceived).
Idealism is a form of Monism (as opposed to Dualism or Pluralism), and stands in
direct contrast to other Monist beliefs such as Physicalism and Materialism (which hold
that the only thing that can be truly proven to exist is physical matter). It is also
contrasted with Realism (which holds that things have an absolute existence prior to,
and independent of, our knowledge or perceptions).
Idealism is the category of philosophical systems that claim reality is dependent upon
the mind rather than independent of the mind.
B. Basic Theories, Features, Principles & Teachings

The theory that the object of external perception in itself or as perceived consists of
ideas.
Elevated ideals or conduct; the quality of believing that Ideals should be pursued.
The act or practice of envisioning thing in their real form.
Argues that individual freedom should be emphasized and guaranteed. The idealist
claim that education must provide for the development of the mind of every pupil, and in
order to realize this, the school must concentrate on intellectual and moral judgement,
and aesthetic development of the students.
PLATONIC IDEALISM- According to Platonic Idealism, there exists a perfect realm of
Form and Ideas and our world merely contains shadows of that realm. This is often
called "Platonic Realism" because Plato seems to have attributed to these Forms an
existence independent of any minds. Some have argued, though, that Plato
nevertheless also held to a position similar to Kant's Transcendental Idealism.
EPISTEMOLOGICAL IDEALISM- According to Ren Descartes, the only thing that can
be known is whatever is going on in our minds - nothing of an external world can be
directly accessed or known about. Thus the only true knowledge we can have is that of
our own existence, a position summed up in his famous statement "I think, therefore I
am." He believed that this was the only knowledge claim which could not be doubted or
questioned.
SUBJECTIVE IDEALISM- According to Subjective Idealism, only ideas can be known or
have any reality (this is also known as solipsism or Dogmatic Idealism). Thus no claims
about anything outside of one's mind have any justification. Bishop George Berkeley was
the main advocate of this position, and he argued that so-called "objects" only had
existence insofar as we perceived them - they were not constructed of independently-
existing matter. Reality only seemed to persist either because of people continuing to
perceive objects or because of the continuing will and mind of God.
OBJECTIVE IDEALISM- According to this theory, all of reality is based on the perception
of a single Mind - usually, but not always, identified with God - which then communicates
its perception to the minds of everyone else.There is no time, space, or other reality
outside of the perception of this one Mind; indeed, even we humans are not truly
separate from it. We are more akin to cells that are part of a larger organism rather than
independent beings. Objective Idealism started with Friedrich Schelling, but found
supporters in G.W.F. Hegel, Josiah Royce, and C.S. Peirce.
TRANSCENDENTAL IDEALISM-According to Transcendental Idealism, developed by
Kant, this theory argues that all knowledge originates in perceived phenomena which
have been organized by categories. This is also sometimes known as Critical Idealism
and it does not deny that external objects or an external reality exists, it just denies that
we do not have access to the true, essential nature of reality or objects. All we have is
our perception of them.
ABSOLUTE IDEALISM- According to Absolute Idealism, all objects are identical with
some idea and the ideal knowledge is itself the system of ideas. It is also known as
Objective Idealism and is the sort of idealism promoted by Hegel. Unlike the other forms
of idealism, this is monistic - there is only one mind in which reality is created.
Pragmatism/ Experimentalism
A. Definition
The doctrine that claims that the meaning of a proposition or idea lies in its practical
consequences.
Philosophy that is very much related to experientialism.
Derived from the Greek work pragma meaning a thing don, a fact that is practice.
B. Basic theories
Aimed for the total development of the child through experiencing or through self-activity
or the learning by doing dictum postulated by John Dewey.
Education should be a study of social problems and how it is solved
Experience anything to learn it
Students shouldn't be taught what to think, But HOW to think
Experimentalism believes that things are constantly changing. It is based on the view
that reality is what works right now and that goodness comes from group decisions. As a
result, schools exist to discover and expand the society we live in. Students study social
experiences and solve problems.
Pragmatism is the philosophy that encourages people to find processes that work in
order to achieve their desired ends.
Reality is that everything changed. (Theme: The world is constantly changing and we
have to adapt.
They study the past but they are generally more interested in contemporary issues and
discovering solutions to problems in present day terms.
They are- action oriented, experientially grounded, and will generally pose questions.
Educational Implications
o Organized instruction around problem solving according to scientific method.
Goals:
o Develop and apply practical knowledge and skills for life in a progressive
democratic society.
o Individual growth through processes, experience and problem solving.
Nature of Curriculum
o Child & process-centered
Methods of teaching:
o Hands-on curricula
o Group work
o Scientific method
o Experimental
Subjects studied; emphasize on citizenship, knowledge and skills applicable to daily life
and career or job preparation.
C. Founder/ Foremost Proponent
Charles Sanders Peirce

- Coined the word "pragmatism" Gk. "pragmatikos"
or "praktiko means practical.
William James
- "Idea must have practical and satisfactory results
- "Pragmatism is method of solving or evaluating intellectual problems and a theory
about kinds of knowledge we are capable of acquiring.
John Dewey
- Concept of experience and thinking
- Experience is not an object known but an ACTION PERFORMED.
- Thinking arises as a means of dealing with these disturbing situations by working out
hypotheses, or guides to futures instructions.
- Believes that if the student learner how to solve, presumably, he would be better fit for
living in our ever-changing world with its manifold perplexities.
D. Reference
Progressivism
A. Definition
Progressivism is the educational philosophy which is grounded in the "pure" philosophy
of pragmatism.
Pragmatic ontology holds that reality is in the area of everyday life, personal experience.
Its view is that ideas should be tested for their utility.
Progressivism focuses on real-world problem solving and individual development.
The leading spokesmen for progressivism were the academic philosopher John Dewey
and Rousseau.
Progressivism is the educational philosophy which is
Learning is an active, democratic and social process.
Knowledge is constructed by the student as they experiment and solve problems.

B. Basic Theories
Focus of Progressivism
o Individual growth from within through interaction with
a favorable environment.
o Learning through experience (learning by doing rather than by being taught)
o A speculative view of knowledge (knowledge is never static).
o Natural learning processes and stages of development.
o Sensitivity to the interests, rhythms, and styles of learning of individual learners.
o The learner as a whole person
o The social nature of the learner and the development of healthy relationship with
others in the classroom community.
o The promotion of learner responsibility and of learning
Aim: To promote democratic and social living.
C. Founder
John Dewey (October 20,1859-June 1,1952
- American Philosopher and educational reformer
- Founder of Philosopical school of Pragmatism
- Father of Functional Psychology
- Educational Progressivism
Existentialism
A. Definition
Existentialism is a philosophy that emphasizes individual existence, freedom and choice.
It is the view that humans define their own meaning in life, and try to make rational
decisions despite existing in an irrational universe.
It focuses on the question of human existence, and the feeling that there is no
purpose or explanation at the core of existence. It holds that, as there is no God or any
other transcendent force, the only way to counter this nothingness (and hence to
find meaning in life) is by embracing existence.
B. Basic Theories
Existentialism believes that individuals are entirely free and must take personal
responsibility for themselves (although with this responsibility comes angst, a profound
anguish or dread).
emphasizes action, freedom and decision as fundamental, and holds that the only way
to rise above the essentially absurd condition of humanity (which is characterized
by suffering and inevitable death) is by exercising our personal freedom and choice.
Individuals have to take responsibility for their own actions and shape their own
destinies.
Emphasis on human responsibility and judgment in ethical matters.
The individual is the sole judge of his or her own actions.
Deals with:
o Concreteness of experience
o Personal concern
o Commitment
o Uniqueness of the individual
Values:
o Freedom of choice
o Individual dignity
o Personal love
o Creative effort
C. Founder/ Foremost Advocate

Soren Kierkegaard(1813-1855)
- Danish philosopher born in Copenhagen.
- The father of existentialism.
- human existence is always individual in character, never social.
- Man functions, grows, develops, makes choices, suffers, experiences intense feelings,
and faces God as an individual
- Life is not a problem to be solved, but a reality to be experienced.
Martin Heidegger (1889-1976)

- German philosopher whose work is associated with phenomenology and existentialism
- his ideas have exerted influence on the development of contemporary European
Philosophy.
Every man is born as many men and dies as a single one.
D. References
http://philosophybasics.com/branch_existentialism.html
Essentialism
A. Definiton
A philosophical theory that ascribes ultimate reality to essence embodied in a thing
perceptible to the senses.
B. Basic Feature, Principles, Theory and Teachings

Holds that the certain basic ideas and skills or disciplines essential to ones culture can
be formulated and should be taught to all alike by certain time-tested methods.
Essentialists believe that there is a common core of knowledge that needs to be
transmitted to students in a systematic, disciplined way.
The emphasis in this conservative perspective is on intellectual and moral standards that
schools should teach.
The core of the curriculum is essential knowledge and skills and academic rigor.
Although this educational philosophy is similar in some ways to Perennialism,
Essentialists accept the idea that this core curriculum may change.
Schooling should be practical, preparing students to become valuable members of
society. It should focus on facts-the objective reality out there--and "the basics," training
students to read, write, speak, and compute clearly and logically.
Schools should not try to set or influence policies. Students should be taught hard work,
respect for authority, and discipline. Teachers are to help students keep their non-
productive instincts in check, such as aggression or mindlessness. This approach was in
reaction to progressivist approaches prevalent in the 1920s and 30s.
C. Founder / Foremost Proponent or Advocate

William Chandler Bagley(1874-1946)
- was an educator and theorist of educational "essentialism."
- took progressivist approaches to task in the journal he formed in 1934.
Other proponents of Essentialism are: James D. Koerner (1959), H. G. Rickover (1959),

Paul Copperman (1978), and Theodore Sizer (1985).
Analytic Philosophy
A. Definition
is a 20th Century movement in philosophy which holds that philosophy should
apply logical techniques in order to attain conceptual clarity, and that philosophy
should be consistent with the success of modern science.
For many Analytic Philosophers, language is the principal (perhaps the only) tool, and
philosophy consists in clarifying how language can be used.
B. Basic Feature, Principles, Theories and Teachings

The three main foundational planks of Analytical Philosophy are:
o that there are no specifically philosophical truths and that the object of philosophy is the
logical clarification of thoughts.
o that the logical clarification of thoughts can only be achieved by analysis of the logical
form of philosophical propositions, such as by using the formal
grammar and symbolism of a logical system.
o a rejection of sweeping philosophical systems and grand theories in favour of

close attention to detail, as well as a defence of common sense and ordinary
language against the pretensions of traditional Metaphysics and Ethics.
C. Founder/ Foremost Proponent or Advocate

Bertrand Russell (1872-1970) was the greatest philosopher of the twentieth
century and the greatest logician since Aristotle. He wrote original philosophy
on dozens of subjects, but his most important work was in logic,
mathematical philosophy, and analytic philosophy. Russell is responsible
more than anyone else for the creation and development of the modern logic
of relations the single greatest advance in logic since Aristotle. He then
used the new logic as the basis of his mathematical philosophy
called logicism.
Alfred North Whitehead (AKA A. N. Whitehead) (1861 - 1947) was

a British mathematician, logician and philosopher.
He is considered one of the founding figures of Analytic Philosophy, and he

contributed significantly to 20th Century Logic, especially the new symbolic type
of Logic he developed in the epochal "Principia Mathematica", along with co-
author Bertrand Russell.
Reconstructionism
A. Definition
Also known as SOCIAL RECONSTRUCTIONISM, this theory claims to be the true

successor of progressivism and declares that the chief purpose of education is to
"RECONSTRUCT" society in order to meet the cultural crisis brought about by
social, political, and economic problems.
is a philosophy that emphasizes the addressing of social questions and a

quest to create a better society and worldwide democracy. Typically, a
Reconstructionist focuses on a curriculum that highlights social reform.

B. Basic Features, Principles, Theories and Teaching
Purpose of Schooling
i. Critically examine all cultural and educational institutions and recommended

change and reform as needed.
ii. To teach students and the public not to settle for what is but rather to
dream about What might be
iii. Prepare student to become agents of change.
Curriculum
Reflect democratic ideals and emphasize civic education
Opportunity for students to gain firsthand experience in studying real

social problems and controversial issues
Students consider societal problems such as place of ethics in improving
quality of life, conserve natural resources, issues of foreign policy and
naturalism.
Instructional Methods
Cooperative learning, problem solving, critical thinking
Focus on active learning and activities outside of school
Students spend time in the community to learn its problems
Would analyze research and link issues to place in the community and
larger society
Take action or responsibility in planning for change
C. Founder/Foremost Proponent/Advocate
Theodore Brameld (1904-1987)

- was considered the founder of social reconstructionism.
- He recognized the potential for either human annihilation through technology and
human cruelty and the use technology and human compassion to create a beneficent
society
ORGANISCISM
- the explanation of life and living process in terms of the levels of organization of living systems
rather than in terms of the properties of their smallest components
- any various theories that attribute to society or the universe as a whole an existence or
characteristics analogous to those of a biological organism
- the doctrine that organic structure is merely the result of an inherent property in matter to adapt
itself to circumstances, the theory had a belief life opposing both Darwinism and vitalism
Communism
A. Definition
Communism is the idea of a free society with no division or alienation, where humanity is
free from oppression and scarcity, and where there is no need for governments or
countries and no class divisions. It envisages a world in which each person gives
according to their abilities, and receives according to their needs. Its proponents claim it
to be the only means to the full realization of human freedom.
B. Basic Features, Principles, Teaching and Theories
Purpose of Schooling
The communist regime promoted educated for political reasons
It utilized schools as a basis for military force, for the facilitation of the ideological
indoctrination of the masses, and for the establishment of the supremacy of the
Communist culture as the only true socialist culture
Communism was proved to be an effective instrument for the indoctrination of an
intensely narrow view of the world where only Soviet Union is in the sight. Higher
education had been developed in a structure of thorough specialization and was
intended not to enlighten young minds but to train them to perform certain well-
defined professional tasks.
Curriculum
Aesthetic education cultivate capability, understanding and appreciation of what is
beautiful in life and art; spirituality
Physical education fortify health; increase in labor potential of people that will
eventually lead to improvement of volitional qualities, which is one of the factors for
a harmonious human development
Educative work is better than self-education
DEMOCRACY
- a form of government in which people choose leaders by voting

- a country ruled by democracy
- an organization or situation in which everyone is treated equally and has equal rights
- a government by the people, rule of majority
- a government in which the supreme power is vested in the people and exercised by them
directly or indirectly through a system of representation usually involving periodically held free
elections
- a political unit that has a democratic government

Graduate School
Guinobatan, Albay

Course Subject: Philosophy of Education Eastern Philosophies
Eastern Philosophies
Chinese Philosophies
Chinese Philosophy refers to any of several schools of philosophical thought in the Chinese
tradition, including Confucianism, Taoism, Legalism, Buddhism and Mohism. It has a long history of
several thousand years.
Confucianism
A. Definition
This school was developed from the teachings of the sage Confucius (551 - 479 B.C.), and
collected in the Analects of Confucius.
the system of ethics, education, and statesmanship taught byConfucius and his disciples, stress
ing love for humanity, ancestorworship, reverence for parents, and harmony in thought and cond
uct.
It is a system of moral, social, political, and quasi-religious thought, whose influence also spread
to Korea and Japan.
The major Confucian concepts include ren (humanity or humaneness), zhengming (similar to
the concept of the Mandate of Heaven), zhong (loyalty), xiao (filial piety), and li (ritual).
It introduced the Golden Rule (essentially, treat others as you would like to be treated), the
concept of Yin and Yang (two opposing forces that are permanently in conflict with each other,
leading to perpetual contradiction and change), the idea of meritocracy, and of reconciling
opposites in order to arrive at some middle ground combining the best of both.
Confucianism is not necessarily regarded as a religion, allowing one to be a Taoist, Christian,
Muslim, Shintoist or Buddhist and still profess Confucianist beliefs.
Arguably the most famous Confucian after Confucius himself was Meng Tzu (or Mencius) (372
289 B.C.)
People are basically good, but need training to behave well.
Family (basics)
Assembled by society
Five Virtues - Confucius identified five virtues and five relationships that were building blocks of
harmonious society.
Virtues: Rulers were:
1) Honest expected to set
2) Upright an example of the five virtues
3) Conscientious
4) Charitable
5) loving
Confucius- Five Relationships
Confucius believed that everyone had duties & responsibilities
Five relationships:
1) father and son
2) ruler and subject
3) older and younger brothers
4) husband and wife
5) friend and friendy
Five Relationships- Superior position
1. Inferior positions
2. treat inferiors with owed superiors
3. love and kindness respect and obedience

Kongfuzi (Confucius)
Chinese philosopher, lived from approximately 551-479 B.C.E.
Influenced by the political turmoil of the time.
Believed that disorder was because rulers were not governing properly.
Neo Confucianism
A. Definition
Neo-Confucianism gained popularity in China during the Song Dynasty in the 11th century. As
Buddhism and the reemergence of Taoism began to take hold within China, scholars
reevaluated and reinterpreted Confucian philosophy into a new system of belief that addressed
not only social and intellectual concerns but also spiritual ones. Neo-Confucian teachings took
hold in China and soon spread to Korea and Japan.
"Neo-Confucianism" is the name commonly applied to the revival of the various strands
of Confucian philosophy and political culture that began in the middle of the 9th century and
reached new levels of intellectual and social creativity in the 11th century in the Northern Song
Dynasty. The first phase of the revival of the Confucian tradition was completed by the great
philosopher Zhu Xi (1130-1200) and became the benchmark for all future Confucian intellectual
discourse and social theory.
The central belief of Neo-Confucianism like classic Confucianism is the idea of teaching oneself
to become a better person. However, Neo-Confucians took the Buddhist ideal of attaining
spiritual transcendence and synthesized the two ideas into a new system.
In Neo-Confucianism Traditional Confucian ethics dictate life in the material world while
Buddhist tradition informs an individual's spiritual life.
Neo-Confucians believe that the correct way of living (the Heavenly Way) is expressed in two
forms: principle (li) and matter (qi). Many scholars believe this conception was informed by the
Buddhist idea that the material world is an illusion.
According to Neo-Confucian thinking, li is perfect, but human beings exist in the material world
and know things through their qi. Therefore, human beings sometimes make mistake and
conflicts occur. To avoid these conflicts, individuals need to try and understand the li of all
things.
C. Founders
Chou Tun-i (1017-1073)
Chou'sDiagram of the Supreme Ultimate appears in chapter 1 of the Ten Diagrams; it became
the cornerstone of Neo-Confucian metaphysics.
Chang Tsai (1020-1077)

Chang Tsai elaborated a monistic metaphysics based, like Chou's Diagram, on the Book of
Changes. Although his metaphysical system was largely supplanted by that developed by his
nephews, his work was of seminal importance for Neo-Confucian psychological theory.2
Confucian ethics was reestablished on a metaphysical foundation by his famous essay, The
Western Inscription, which appears in chapter 2.
The brothers Ch'eng Hao (1032-1083) and Ch'eng I (1033-1108).

The Ch'eng brothers were responsible for the introduction of the concept li, "principle," which
became the pivot point of Neo-Confucian metaphysics, psychology, and ascetical doctrine.
Taoism
A. Definition
a Chinese philosophy based on the writings of Lao-tzu ( fl. 6th century BC), advocating humility
and religious piety.
Taoism is based on the idea that all the change in the world lies one fundamental, universal
principle: the Way or Tao.
Taoism (also known as Daoism) is a Chinese philosophy attributed to Lao Tzu (c. 500 BCE)
which contributed to the folk religion of the people primarily in the rural areas of China and
became the official religion of the country under the Tang Dynasty.
Taoism is therefore both a philosophy and a religion. It emphasizes doing what is natural and
"going with the flow" in accordance with the Tao (or Dao), a cosmic force which flows through all
things and binds and releases them.
B.Beliefs
Something and Nothing produce each other.
Contractive and expansive forces in the universe.
Two principles which oppose one another in their actions, yin and yang. All the opposites one
perceives in the universe can be reduced to one of the opposite forces.
passivity, calm, humility ,develop intuition and build up personal power.
Taoist thought focuses on genuineness, longevity, health, immortality, vitality, wu wei (non-
action, a natural action, a perfect equilibrium with tao), detachment, refinement (emptiness),
spontaneity, transformation and omni-potentiality.
Nine basic principles serve to guide the fundamental Taoist teachings and belief system, all of
which seek to enlighten people with greater clarity of, and a better approach toward, the human-
spiritual existence.
1. The goal is contentment; how to navigate through life.
2. Oneness: A holistic view, which unifies all existence.
3. Manifestations of the Tao; duality of nature versus society.
4. Nature is unkind; the strong prey upon the weak.
5. Society versus the individual; virtue and self-sacrifice.
6. Humanity and justice are artificial values; man-made principles aren't authentic.
7. Non-interference; rise to action to ensure personal contentment.
8. Camouflage; disguise beliefs that benefit self-interest to avoid being chastised.
9. Desires and limitations; beware unchecked desires and unrealistic expectations.
C. Founder
Lao-Tzu (also known as Laozi or Lao-Tze)

was a Chinese philosopher credited with founding the philosophical system of Taoism. He is
best known as the author of the Tao-Te-Ching, the work which exemplifies his thought.
Mohism
A. Definition
Mohism was an influential philosophical, social, and religious movement that flourished during
the Warring States era (479221 BCE) in ancient China. Mohism originates in the teachings of
Mo Di, or Mozi (Master Mo, fl. ca. 430 BCE), from whom it takes its name. Mozi and his
followers initiated philosophical argumentation and debate in China
Mohism is the name given to the philosophical school founded by a man named Mozi (Master
Mo, his full personal name is given as Mo Di), who lived during the fifth century B.C. Dr. Robert
Eno of Indiana University wrote: Mozi was the first man to offer a strong intellectual challenge
to Confucianism. His followers became a highly disciplined band of men committed to certain
extreme doctrines of political and ethical action. They were very influential during the Warring
States period, but the school died out during the decades following the Qin conquest of 221
B.C.
.
B. Beliefs
Mohists use this sort of reasoning in very tightly constructed arguments in support of two major
doctrines:
1. Illuminating the nature of ghosts. The position that ghosts exist.
2. The will of Heaven. A doctrine that Heaven communicates its will to mankind, that it wills
that people act righteously, and that righteousness is precisely conduct in accordance
with universal love.
In addition, this type of argumentation is used to supplement other, better reasoned positions, in
particular:
Anti-fatalism. A doctrine designed to refute a supposed Confucian belief that all important events
in life are determined by fate.
It promotes universal love with the aim of mutual benefit, such that everyone must love each
other equally and impartially to avoid conflict and war.
the Mohists advocated the practice of love without distinctions (jianai).
C. Founder
Mo Zi (470-391 B.C.")
believed that "all men are equal before God" and that mankind should follow heaven by
practicing universal love. Advocating that all action must be utilitarian, Mo Zi condemned the
Confucian emphasis on ritual and music. He regarded warfare as wasteful and advocated
pacificism. Mo Zi also believed that unity of thought and action were necessary to achieve social
goals. He maintained that the people should obey their leaders and that the leaders should
follow the will of heaven. Although Moism failed to establish itself as a major school of thought,
its views are said to be "strongly echoed" in Legalist thought. In general, the teachings of Mo Zi
left an indelible impression on the Chinese mind.
Legalism
A. Definition
Legalism is a pragmatic political philosophy, whose main motto is "set clear strict laws, or
deliver harsh punishment", and its essential principle is one of jurisprudence. According to
Legalism, a ruler should govern his subjects according to Fa (law or principle), Shu (method,
tactic, art, or statecraft) and Shi (legitimacy, power, or charisma). Under Li Si in the 3rd
century B.C., a form of Legalism essentially became a totalitarian ideology in China, which in
part led to its subsequent decline.
B. Beliefs
The Legalists believed that political institutions should be modeled in response to the realities
of human behavior and that human beings are inherently selfish and short-sighted. Thus
social harmony cannot be assured through the recognition by the people of the virtue of their
ruler, but only through strong state control and absolute obedience to authority.
The Legalists advocated government by a system of laws that rigidly prescribed punishments
and rewards for specific behaviors. They stressed the direction of all human activity toward the
goal of increasing the power of the ruler and the state.
C. Founder
Han Feizi or Han Fei-tzu (Chinese: Master Han Fei) (born c. 280, Chinadied 233 BCE,
China)
the greatest of Chinas Legalist philosophers. His essays on autocratic government so
impressed King Zheng of Qin that the future emperor adopted their principles after seizing
power in 221 BCE. The Hanfeizi, the book named after him, comprises a synthesis of legal
theories up to his time.
Indian Philosophy
Buddhism
A. Definition
Buddhism is a religion, a practical philosophy and arguably a psychology, focusing on the
teachings of Buddha (Siddhartha Gautama) It was introduced to China from India, probably
sometime during the 1st Century B.C. Chinese tradition focuses on ethics rather
than metaphysics, and it developed several schools distinct from the originating Indian schools,
and in the process integrated the ideas of Confucianism, Taoism and other indigenous
philosophical systems into itself. The most prominent Chinese Buddhist schools
are Sanlun, Tiantai, Huayan and Chn (known as Zen in Japan).
B. Beliefs
It advocates the Four Noble Truths:
1. The Noble Truth of Suffering
2. The Noble Truth of Origin of Suffering
3. The Noble Truth on the cessation of desire
4. The Noble Truth to the wat of the cessation of desire
As well the so called Eightfold Paths
1. Right View
2. Right Resolve
3. Right Speech
4. Right Action
5. Right Livelihood
6. Right Effort
7. Right Concentration
8. Right Contemplation or Ecstasy
C. Founder
Siddhartha Gautama (an Indian prince also known as Buddha) probably lived from 563 483
B.C.
Chan/ Zen Buddhism
A. Definition
Zen Buddhism is a mixture of Indian Mahayana Buddhism and Taoism. It began in China,
spread to Korea and Japan, and became very popular in the West from the mid - 20th century.
B. Beliefs
The essence of Zen is attempting to understand the meaning of life directly, without being
misled by logical thought or language.
Zen is something a person does. It's not a concept that can be described in words. Despite that,
words on this site will help you get some idea of what Zen is about. But remember, Zen does not
depend on words - it has to be experienced in order to 'understand'.
The essence of Zen Buddhism is that all human beings are Buddha, and that all they have to do
is to discover that truth for themselves.
C. Founder/Foremost Advocate
Zen Buddhism was brought to China by the Indian monk Bodhidharma in the 6th century CE. It
was called Ch'an in China
Charvaka
A. Definition
a quasi-philosophical Indian school of materialists who rejected the notion of an afterworld,
karma, liberation (moksha), the authority of the sacred scriptures, the Vedas, and the
immortality of the self. Of the recognized means of knowledge (pramana), the Charvaka
recognized only direct perception (anubhava). Sources critical of the school depict its followers
as hedonists advocating a policy of total opportunism; they are often described as addressing
princes, whom they urged to act exclusively in their own self-interest, thus providing the
intellectual climate in which a text such as Kautilyas Arthashastra (The Science of Material
Gain) could be written.
B. Beliefs
These thinkers believed in a rigid materialistic perspective in which only things that could be
perceived directly were thought to exist. Some of the key principles of this doctrine of
materialism were:
1. All things are made of earth, air, fire and water.
2. That which cannot be perceived does not exist; to exist implies to be perceivable.
3. Heaven and hell are nothing but inventions. The only goal of humans is to enjoy pleasures
and avoid pain.
4. Providing a good living for the priests is a sufficient explanation for the practice of religion.
Ajita Kesakambali
is credited as the forerunner of the Charvakas, while Brihaspati is usually referred to as the
founder of Charvaka or Lokyata philosophy.
Hinduism
A. Definition
The main religion of India which includes the worship of many gods and the belief that after you
die you return to life in a different form.
It a religious culture around 1500-2000 B.C.
Their literature is Vedas,the bodies of knowledge.
B. Beliefs
The Hindu worldview is grounded in the doctrines of samsara (the cycle of rebirth) and karma
(the universal law of cause and effect), and fundamentally holds that one's actions (including
one's thoughts) directly determine one's life, both one's current life and one's future lives.
TRIMURTI (trinity) - is a concept in Hinduism "in which the cosmic functions of creation,
maintenance, and destruction are personified by the forms of Brahma the creator Vishnu
the preserver and Shiva the destroyer or transformer.
Hold the universe to be all one, Brahman.
Everything has same soul in all living being.
The purpose of life is to find enlightenment
The cycle of birth and death goes on
Karma- chain of causes. All of our actions will eventually have consequences
Desire is the root of all evil.

Hinduism has neither a specific moment of origin nor a specific founder. Rather, the tradition
understands itself to be timeless, having always existed
Japanese Philosophies
Shintoism
A. Definition
It is an Ancient religion of Japan; the followers of Shintoism believe that spiritual powers exist in
the natural world.
Shintoism is based on a belief in, and worship of, kami. Kami can be elements of the
landscapes or forces of nature (sometimes these forces are personified as they were in Ancient
Greece and Rome, but the personifications are not seen as deities).
B. Beliefs
They believe that "spirits" called kami live in natural places such as in animals, plants, stones,
mountains, rivers, people and even the dead
The overall aims of Shintoism are to promote harmony and purity in all spheres of life. Purity is
not just spiritual purity but moral purity: having a pure and sincere heart.
Shintoism has no gods. Nor does it provide a moral code as most other religions do. It is thus
not concerned with instructing one on how to live in the world. It also does not try to explain how
the world works. Shintoism simply focuses on discovering ways of communicating with kami.
Because the focus of Shintoism is on the ritual of offering to the kami and communicating with it,
the people who practice is (mainly the Japanese) view Shintoism as a part of their culture and
way of life more than as a religion.
Kami:
Essences (or spirits) that exist in and influence the world around us.Kami respond to
human prayers.
They can influence the course of natural forces and human events, either to answer the
prayer or because the kami wishes to do so.
They are a part of the world. They do not exist outside of it as some deities do.
Izanami and Izanagi are the two most famous kami because they are seen as the creators
of the Earth. They are also the parents of multiple kami (who rule over those aspects listed
below). Izanami is a female kami whereas Izanagi is male. The former is the passive (yin)
essence and the latter is the active (yang) essence. They balance each other out, as their
children do with one another.
Examples of kami
Moon
Sun
Fire
Water
Earth
Netherworld
-All of the kami has an opposite that balances it out. The moon and the sun kami balance each
other out; fire and water; earth and netherworld (place of living vs. place of the dead).

Shinto has no founder, no official sacred texts, and no formalized system of doctrine
Zoroastrianism
A. Definition
Zoroastrianism, the ancient pre-Islamic religion of Iran that survives there in isolated areas and,
more prosperously, in India, where the descendants of Zoroastrian Iranian (Persian) immigrants
are known as Parsis, or Parsees
B. Beliefs
Dualism in Zoroastrianism is the existence of, yet complete separation of, good and evil. This is
recognised in two interconnecting ways: Cosmically (opposing forces within the universe) and
Morally (opposing forces within the mind)
Belief in the Supreme and Universal God
Belief in the spiritual nature of the world and human beings
means Shining Light.
main beliefs is that the world is similar to a battlefield and that life is a battle between good and
evil and that the humans mission is to fight back against all evil forces. Similar to religions such
as Christianity and Islam, Zoroastrianism has 3 commandments. These commandments are
Good deeds, good thoughts and good words.
its theology is dualistic, the Good God Ahura Mazda or Ormuzd being opposed by the Evil
God, Angra Mainyu or Ahriman.
A single god Ahura Mazda who is supreme. Communication between Himself and humans is
by a number of Attributes, called Amesha Spentas or Bounteous Immortals. Within the Gathas,
the original Zoroastrian sacred text, these Immortals are sometimes described as concepts,
and are sometimes personified
An all powerful God Ahura Mazda who is the only deity worthy of being worshipped, and an evil
spirit of violence and death, Angra Mainyu, who opposes Ahura Mazda. The resulting cosmic
conflict involves the entire universe, including humanity who is required to choose which to
follow. Evil, and the Spirit of Evil, will be completely destroyed at the end of time. Dualism will
come to an end and Goodness will be all in all.
After death, a person's urvan (soul) is allowed three days to meditate on his/her past life. The
soul is then judged by a troika consisting of Mithra, Sraosha and Rashnu. If the good thoughts,
words and deeds outweigh the bad, then the soul is taken into Heaven. Otherwise, the soul is
led to Hell. A Saoshyant (savior) An evil spirit of violence and death. This is a theme that is
seen in many world religions.
Their worship includes prayers and symbolic ceremonies. Members are dedicated to a three-
fold path, as shown in their motto: "Good thoughts, good words, good deeds. Members can
pray at home instead of going to a temple if they wish.
Zoroastrians believe that everything he created is pure and should be treated with love and
respect. This includes the natural environment, so Zoroastrians traditionally do not pollute the
rivers, land or atmosphere. This has caused some to call Zoroastrianism 'the first ecological
religion'.
they presumed to be perpetually in conflict but eventually the victor will be Ormuzd. A
ceremony was devised for purifying and keeping clean both the soul and body. The worship
was at altars on which burnt the sacred fire and sacrifices are offered. A priestly class was
instituted and the dead were exposed to vultures.
with cosmic dualism we have life and death, day and night, good and evil. One cannot be
understood without the other. Life is a mixture of these two opposing forces
God created a pure world through his creative energy, which Angra Mainyu continues to attack,
making it pure. Aging, sickness, famine, natural disasters, death and so on are attributed to
this.
the resulting cosmic conflict involves the entire universe, including humanity who is requires to
choose which to follow. Evil, and the Spirit of Evil, will be completely destroyed at the end of
time. Dualism will come to an end and Goodness will be all in all.
communication between Ahura Mazda and human is by a number of Attributes, called Amesha
Spentas or Bounteous Immortals (these Immotals are sometimes described as concept, and
are sometimes personified.
it is indeed monotheistic due to the fact that they believe in the supreme god Ahura Mazda and
that he is the creator of the world. There are other divines who help Ahura Mazda in his quest
in good overcoming evil. Zoroastrianism believes in the purity and goodness of all of Gods
creations and thus they are very careful not to pollute and destroy river and trees
traditionally pray several times a day. Purification is strongly emphasized in Zoroastrian rituals,
they focus on keeping their minds, bodies and environments pure in the quest to defeat evil
(Angra Mainyu)
believe that the fire represents purity, strength and holiness.
Zoroastrians do not accept converts; one must be born into the religion in order to participate in
the religion. Because of this the numbers of Zoroastrian communities are rapidly decreasing.
Zoroastrians believe that when a person dies the soul is divinely judged, the good move on to
the best of existences while the bad are punished. \
The basic moral principles that guide the life of a Zoroastrian are three:
1. Humata, Good Thoughts, the intention or moral resolution to abide by Asha, the right order of
things.
2. Hukhata, Good Words, the communication of that intention.
3. Havarashta, Good Deeds, the realization in action of that intention.
Living these three principles is the way we exercise our freewill by following the law of Asha.
These three principles are included in many Zoroastrian prayers, and children commit
themselves to abide by them at their initiation ceremony, marking their responsible entry into the
faith as practicing Zoroastrians. They are the moral code by which a Zoroastrian lives.

Zoroaster or Zarathustra (ca 700 B.C.)
o Founder
o Zarathushtra (Zoroaster in Greek) 3500 years ago. Zarathushtra lived in Persia (modern
Iran) sometime between 1,500 and 1,000 BCE. He preached monotheism at a time
when polytheistic religions prevailed. No one knows exactly when Zarathushtra lived
KOREAN BUDDHISM
- is distinguished from other forms of Buddhism by its attempt to resolve what it sees as
inconsistencies in Mahayana Buddhism. Early Korean monks believed that the traditions they
received from foreign countries were internally inconsistent.
JUDAISM
Basic Features, Principle, Theories and Teachings

- the religion of the Jewish people.
- founded by Abraham
- They use B.C.E ( before common era) and not B.C. (before Christ), or A.D. (Anno Domini),
which means in the year of the Lorn, because Jews do not believe Jesus was Christ, or the
son of God.
- the Mosaic Laws guide the lifestyle and religion of the Jewish people.
- the God of Israel, known as Yahweh revealed Himself as the God of history and not simply a
tribal deity or nature spirit but the Creator of everything who is in total control of the world
which He Himself has created in the beginning of the time.
- Judaism has a very formal set of beliefs that one must hold to be a Jew. Jews share a core of
Monotheism principles (Believe in one God) and that he is the powerful and all knowing, and
that at the end God will send down a messiah to redeem the Jews
- The everyday belief for Jews is concentrated in their written scriptures. The Tanakh and the
Talmud are the main holy books in Judaism. The Tanakh contains the Torah (five books of
Moses), the prophets, and the Ketuvim ("writings"). Judaism's oral law is contained
in the Mishnah, Tosefta, classical midrashim and the two Talmuds.
- The mainstream Jewish view is that God will reward those who observe His commandments
and punish those who intentionally transgress them. Once one learned Torah properly, one
could then learn the higher truths. One can attain closeness to God even in this world through
moral and spiritual perfection. As a matter of practice Orthodox Judaism lays stress on the
performance of the actual commandments.
- Have 613 commandments from god, but The Ten Commandments are the most important
- Moses is one of the Prophets they Believe in. Judisam doesn`t accept the New testament.
Jews believe that god made a covenant as a promise to the people that he will save the ones
that believe in him.
- Focuses on the relationships between the Creator, mankind, and the land of Israel
- the Mishnah (repetition)-has the ethical and ritual teaching based on the Bible;
The key beliefs of the Jewish people are summarized as:
1. the existence of the creator.
2. The unity of God
3. The incorporeality of God (God is a spirit)
4. The eternity of God
5. The obligation to serve and worship God alone
6. The existence of prophecy
7. The superiority of Moses to all the prophets
8. The revelation of the law to Moises in Mt. Sinai
9. Th unchanging nature of the Law
10. God is omniscient (all knowing), omnipotent (all powerful) and omnipresent (everywhere)
11. Retribution in this world and the next
12. The coming of the Messiah
13. The resurrection of the dead.
Founder:
Judaism does not have a specific founder, but rather it has major prophets that are considered
the fathers of Judaism. Some of these prophets are Moses, Abraham and Noah
Prophets:
There are approximately 48 male prophets, including Abraham, Moses, Solomon, Elijah,
Ezekiel, Isaiah, Isaac and Jeremiah. The seven female prophets include Sarah, Miriam, Deborah,
Hannah, Abigail, Huldah and Ester. The main debate on people being included in the list of
prophets focuses on Daniel. He saw visions of the future, which came true, but many debate that
his main job was educate future generations, not warn the current one
ISLAM/MUSLIM PHILOSOPHY
A. Definition:
- Islam which literally means submission to God is one of the three monotheistic religions in the
world. Its followers, the Muslims are those who commit themselves in the surrender to the will of
God (Allah)
B. Basic Features, Principle, Theories and Teachings
The Islamic faith is centered on the Five Pillars of Islam:
1. Shahada (confession of faith) - There is no other God but Allah and Muhammad is his prophet.
2. Salat (prayer)- Muslims pray five times daily facing Mecca -at daybreak, noon, mid afternoon,
after sunset and early in the night. They also go to the Mosques during Fridays.
3. Zakat (Almsgiving)- Muslims give 1/2 percent of their income and other properties to charity
4. Ramadan (Fasting) - during this period the Muslims do not eat, drink, smoke or engage in sex
between dawn and sunset.
5. Hajj (Pilgrimage) - a Muslim is required to go to Mecca at least once in lifetime.

Muhammad
- prophet, who was born in Mecca,Arabia, about A.D 571, the time where a power vacuum
existed between two great empires of East and West- Persian and Byzantine.
- was an orphaned at an early age was looked upon his relatives until a rich uncle sent him
on trading expeditions to the north where its is reported that he met Christians.
- in middle life, Muhammad began to show mystical traits and developed the habit of
withdrawing to the hills for contemplation. At age forty, he received a revelation calling him
to denounce the paganism and polytheism of Mecca and preach the existence of one
God-Allah. Then in 622, at the request of the people of Medina, he left Mecca for Medina
accompanied by his followers. This is known as the celebration of hijira or emigration- the
event from which the Muslim calendar begins.
- Muhammad had expelled most of the Jewish tribes whom he hoped to win and gradually
incorporated the Bedouin tribes of Western and Central Arabia into the Muslim community.
- In 630, he attacked Mecca and captured it. Muhammad immediately set about eliminating
the polytheists and rededicated the ancient sanctuary of the Kaaba to Allah, making it the
central shrine of pilgrimage for Muslims. In 632, Muhammad died without naming a
successor. He was succeeded by a series of Caliphs (successor), the first being Abu Bakr
and Umar.
CHRISTIAN PHILOSOPHY (300BCE-200CE)

Hellenistic Christian Philosophy
- refers to the complex interaction between Hellenistic philosophy and early
Christianityduring the first to fourth centuries
- is the period of Western philosophy that was developed in the Hellenistic civilization
following Aristotle and ending with the beginning of Neoplatonism.
- is a name for a variety of philosophical options which flourished in the period from the life
of Alexander the Great (356-323 BCE) to the late 2nd century CE. Even before Alexander
began his conquest of the known world in 336 BCE, Greek culture had spread through the
Mediterranean region.
- is a name for a variety of philosophical options which flourished in the period from the life
of Alexander the Great (356-323 BCE) to the late 2nd century CE. Even before Alexander
began his conquest of the known world in 336 BCE, Greek culture had spread through the
Mediterranean region.
- It was not until the fusion of Platonic and Aristotelian theology with Christianity that the
concepts of strict omnipotence, omniscience, or benevolence became commonplace.
The Platonic Theory of Forms had an enormous influence on Hellenic Christian views of
God. In those philosophies, Forms were the ideals of every object in the physical world,
and objects in the physical world were merely shadows of those perfect forms. Platonic
philosophers were able to theorize about the forms by looking at objects in the material
world, and imagining what the "Perfect" tree, or "Perfect" man would be. The Aristotelian
view of God grew from these Platonic roots, arguing that God was the Infinite, or
the Unmoved mover.
- Hellenic Christians and their medieval successors then applied this Form-based
philosophy to the Christian God. Philosophers took all the things that they considered
good, Power, Love, Knowledge and Size, and posited that God was "infinite" in all these
respects. They then concluded that God
was omnipotent, omniscient, omnipresent and omnibenevolent. Since God was perfect,
any change would make him less than perfect, so they asserted that God was
unchanging, or immutable.
- Anselm of Canterbury, a priest, monk, and philosopher defined God as the "Being than
which no greater can be conceived." Almost 200 years later, Thomas Aquinas, in
his Summa Theologiae, article 3, wrote succinctly: "By 'God', however, we mean some
infinite good".
- With the establishment of the formal church, the development of creeds and
formal theology, this view of God as Omni-Everything became nearly universal in the
Christian World.
- The schools of Plato and Aristotle had lost prestige as a result of their increasingly
specialized pursuits, seemingly so detached from the everyday concerns that motivated
Socrates and their own founders. Many people were impatient with speculation and relied
more on what their senses could tell them. People required philosophies that were
portable, easily learned, and plainly engaged with the fortunes and misfortunes of
everyday life. Eclecticism and syncretism characterize Hellenistic culture as much as
Greek domination.
- Religion in the Hellenistic world, like philosophy, was a field of mix-and-match. For
example, by the time of the birth of Jesus, Hellenization had already reshaped Jewish
culture. Small groups like the zealots violently resisted colonization while the Herodian
kings, ruling as clients of the emperor, clearly preferred Greek culture to the Jewish
heritage.
- the Hellenistic world was the world of the first Christians. To understand this worldat
least a few of its philosophical optionsis a major step towards understanding the
development of Christian thought. This is not to say that Christian thinkers were entirely
determined in their thinking by Hellenistic philosophy. However, their expectations,
problems and answers are profoundly shaped under the influence of Hellenistic
philosophy.
Founder/ foremost Proponent or Advocate
Alexander
- was Macedonian, a nationality related to but self-consciously distinct from the Greeks
- was himself a Hellenized person, not least thanks to his tutor, Aristotle.
- saw Hellenization as a desirable imperial policy, firstly because he believed Greek culture
to be the best available and, secondly to build cohesion in his rapidly expanding dominion.
To this end, he established a number of conquered cities as Greek cities. These cities
were intended as centers of colonial settlement and transformation into the image of
Greek cultural and political order.
1. Shaped the world-view in which the NT writers articulated the Christian revelation.
The middle platonist conception of a realm between earth and the transcendent God
populate daemonia is the world view behind such New Testament expressions as
Eph. 4:8-10.
Also, the view of creation by means of forms that are in the mind of God. God created by
means of the Logos in whom are located all the Platonic ideas. Thus, John could write:
"In the beginning was the Word... Through him all things were made; without him nothing
was made that has been made." (Jn 1:1,3)
Some of the writers at least were familiar with the schools of philosophy. (Acts 17Paul
on Mars Hill in Athens speaks with Epicureans and Stoics.)
2. Explains Christianitys move from being a curious religious phenomenon in a geographically

small country to becoming a world religion based in the center of a world empire.
Cosmopolitanism meant that Christianity could conceive of itself in terms of the whole of
humanity. The initial paradigm of Jew and Gentile gave way to what Clement of Rome
would call the third race, i.e., Christians, comprising all of humanity. When the empire
faded and the church was left holding the remnants of western civilization, this idea gave
way to the concept of Christendom, the identification of civilization with the church
universal.
Skepticism as a philosophic movement and as an attitude among several schools was

the symptom of a general loss of confidence in the power of human reason to discern
ultimate reality. In such a situation, revelation becomes very attractive.
3. Provided strategies for communicating the Christian revelation to the Greco-Roman world.
Origens use of allegory was directly influenced by Philos allegorization project.
The early apologists statement that the Greek philosophers borrowed from Moses was
Philos move.
4. Offered concepts tailor-made to explain Gods relation to the world.
The Stoic idea of natural law becomes divine law as the Jewish meshiach or Christ
becomes identified with Logos. To live in accordance with reason is to live in accordance
with the truth of God revealed in Christ.
Providence was taken lock, stock and barrel over from the Stoics. God has a plan and
everything makes sense if we can just discern it. This was Augustines move in The City
of God. Of course, the problem implicit in the Stoic doctrine of providence is carried right
with it into the Christian view of God and that is: how can a good, all-powerful Creator
allow evil? This is the problem of theodicy. But while Stoics resignation asserts that
since God is beyond suffering we can move above it, the Christian affirmation of
salvation is that God paradoxically and redemptively enters into our suffering.
https://en.wikipedia.org/wiki/Christianity_and_Hellenistic_philosophy
http://people.bu.edu/wwildman/WeirdWildWeb/courses/wphil/lectures/wphil_theme04.htm
Medieval Christian Philosophy

-The High Middle Ages were remarkable for their coherent sense of 'Christendom': of people
who belonged to a homogeneous Christian society marked by uniform rituals of birth and death
and worship. That uniformity, which came under increasing strain as national European
characteristics became more pronounced, achieved perhaps its most perfect intellectual
expression in the thought of the western Christian thinkers who are sometimes called 'scholastic
theologians'.
Founder/ foremost Proponent or Advocate
Peter Abelard (1079-1143): Abelard was a leading 12th-century philosopher and theologian,
best known for his association with conceptualism and his development of the moral
influence theory of atonement.
Anselm of Canterbury (1033-1109): Anselm is best known for the ontological argument for
God's existence, i.e.: God is that than which nothing greater can be conceived. But to exist
is greater than not to exist. If God does not exist then he wouldn't be "that than which
nothing greater can be conceived." Therefore, God exists. Anselm's argumentation was
used as a theological directive for conceptualizing divine perfection. He was one of the first
Western thinkers to directly engage the reintroduction of Aristotle to the West. However, he
didn't have all of Aristotle's works and those he had access to were from Arabic translations
and Islamic commentaries. Also developed the satisfaction theory of atonement.
Thomas Aquinas (1225-1274): Aquinas was the student of Albert the Great, a brilliant Dominican
experimentalist, much like the Franciscan, Roger Bacon, of Oxford in the 13th century.
Aquinas synthesized Aristotelian philosophy with Christianity. He believed that there was
no contradiction between faith and secular reason, but that they complemented each other
epistemically. He thought Aristotle had achieved the pinnacle of human striving for truth
apart from divine revelation and thus adopted Aristotle's philosophy as a framework in
constructing his theological and philosophical outlook. Thomas Aquinas was a professor at
the prestigious University of Paris, a contemporary of Bonaventure, a Franciscan Professor
at the University of Paris whose approach differed significantly from Aquinas' in favor of the
more traditional Augustinian Platonism. Widely accepted as one of the most influential
figures in the history of philosophy, his philosophy is the foundation for Thomism. His most
famous work is Summa Theologica
William of Ockham (1287-1347): philosopher and theologian who developed Ockham's

razor and wrote extensively on metaphysics, ontology, epistemology, theology, logic, and
politics
John Duns Scotus (1266-1308): John Duns Scotus is known as the "subtle doctor" whose
hair-splitting distinctions were important contributions in scholastic thought and the modern
development of logic. Scotus was also a Professor at the University of Paris, but not at the
same time as Aquinas. Along with Aquinas, he is one of the two giants of Scholastic
philosophy
Modern/ Contemporary Christian Philosophy
This literally mean philosophy of our time
Evolutionary Philosophy-the late 19th century

- Philosophy in the second half of the 19th century was based more on biology and history
than on mathematics and physics. Revolution thought drifted away from the metaphysics and
epistemology and shift towards ideologies in science, politics, and sociology.
-Significant historical developments during this period include:
1. the Revolution in 1848 in France Austria, and throughout much of Western Europe
2. The expansion and progress of the Industrial Revolution in Europe and America
3. The growth of industrial prosperity, population, and urbanization
4. Increased nationalism, and the unification of Germany and Italy
5. The spread of European imperialism and colonial rule
6. Advances in science, increasing secularization, and the growth of materialism
7. Realism in art and literature.
- Particularly influential was the theory of evolution through natural selection, announce in
1858, by Charles Darwin. His work inspired conceptions of nature and humanity that emphasized
conflict and change, as against unity and substantial permanence.
20th Century Philosophy

The 20th century made the biggest advances on two fronts of philosophy, namely:
- A radical reappraisal of the nature of human knowledge
- an attempt to understand the human condition in a universe no longer seen as created
by God, or as having any meaning or purpose of its own
- a philosophy which seeks to express allegiance to rigor and precision, science, logical
techniques, and perhaps most distinctively of all- careful investigation of language as the best
means of investigating concepts.
The Educational Influence of Jesus Christ
Jesus Christ 4 B.C. - A.D. 30)

- started his ministry at around A.D. 27-30
- he touched life of every human being, from peasants and fisherman of his native
Galilee, to the Greek speaking urban proletariat of the Mediterranean area, to the
aristocratic citizens of the Roman empire in the heart of Europe.
- he ask His followers to come out fro worldliness and be holy, and insisted that they
transcend the empty observance of the law and routinary religious rituals by
opening their hearts to Gods grace and mercy that were knocking at each ones
heart, waiting for anyone to open it.
- His preaching attracted multitudes of enthusiastic followers for He believed that
the healthy does not need a physician, but they that are sick, and I do not come to
call the righteous, but sinners to repentance.
Educational Contributions
- He revolutionized the educational system of the Jews, because if His new ides and
principles which emphasized holiness, humility, purity, righteousness, mercy,
unselfish love, peace, endurance in times of persecution, simplicity and other
eminent virtues
- to propagate His teachings, He taught in the synagogues (temples), in the market
paces, in the mountains, and almost everywhere
- He used three distinct methods of teaching: the parable, the conversational (Socratic
method), and the proverbial or gnomic method
The Philosophy of Aquinas
St. Thomas Aquinas -was a Catholic Priest in the Dominican Order and one of the most
important Medieval philosophers and theologians
- He was immensely influenced by scholasticism and Aristotle and known for his synthesis of
the two aforementioned traditions.
- his two monumental works are Summa Theologica and Summa Contra Gentiles. But his
most influential work is the Summa Theologica that extensively discusses man which
consists of three parts; God , Ethics and Christ
- all acts of virtue are prescribed by the natural law: since each ones reason naturally
dictates to him to act virtuously. But if we speak of virtuous acts, considered in themselves,
i.e., in their proper species, thus not all virtuous acts are prescribed by the natural law: for
many things are done virtuously, to which nature does not incline at first; but which, through
the inquiry of reason, have been found by men to be conductive to well living.
- Man is the point of convergence between the corporeal (means things pertaining to the
human body) and spiritual substances. In other words, Man is one substance body and
soul. In Thomistic physics, man is a substantial unity of body and soul.Man is an
embodied soul not a soul using a body. (as Plato claimed).Man is substantially body and
soul. And definitely, only the soul is the substance while the body is actual.
- Thomas Aquinas wrote "Greed is a sin against God, just as all mortal sins, in as much as
man condemns things eternal for the sake of temporal things. Thomas believed "that
for the knowledge of any truth whatsoever man needs divine help, that the intellect may be
moved by God to its act."
- the goal of human existence is union and eternal fellowship with God. For those who have
experienced salvation and redemption through Christ while living on earth, a beatific vision
will be granted after death in which a person experiences perfect, unending happiness
through comprehending the very essence of God. During life, an individual's will must be
ordered toward right things (such as charity, peace and holiness), which requires morality
in everyday human choices, a kind of Virtue Ethics. Aquinas was the first to identify the
Principle of Double Effect in ethical decisions, when an otherwise legitimate act (e.g. self-
defence) may also cause an effect one would normally be obliged to avoid (e.g. the death
of another).
- Aquinas believed that Jesus Christ was truly divine and not simply a human being or God
merely inhabiting the body of Christ. However, he held that Christ had a truly rational
human soul as well, producing a duality of natures that persisted even after the Incarnation,
and that these two natures existed simultaneously yet distinguishab ly in one real human
body.
- Thomas defined the four cardinal virtues as prudence, temperance, justice , and fortitude.
The cardinal virtues are natural and revealed in nature, and they are binding on everyone.
There are, however, three theological virtues: faith, hope, and charity. These are somewhat
supernatural and are distinct from other virtues in their object, namely, God:
Five positive statements about the Divine Qualities or the Nature of God
1. God is simple, without composition of parts, such as body and soul, or matter and form.
2. God is perfect, lacking nothing.
3. God is infinite, and not limited in the ways that created beings are physically,
intellectually, and emotionally limited.
4. God is immutable, incapable of change in respect of essence and character.
5. 5. God is one, such that God's essence is the same as God's existence.
Five rational proofs for the existence of God, the "quinquae viae" (or the "Five Ways")
1. The argument of the unmoved mover (ex motu): everything that is moved is moved by a
mover, therefore there is an unmoved mover from whom all motion proceeds, which is
God.
2. The argument of the first cause (ex causa): everything that is caused is caused by
something else, therefore there must be an uncaused cause of all caused things,
which is God.
3. The argument from contingency (ex contingentia): there are contingent beings in the
universe which may either exist or not exist and, as it is impossible for everything in
the universe to be contingent (as something cannot come of nothing), so there must
be a necessary being whose existence is not contingent on any other being, which is
God.
4. The argument from degree (ex gradu): there are various degrees of perfection which
may be found throughout the universe, so there must be a pinnacle of perfection from
which lesser degrees of perfection derive, which is God.
5. The teleological argument or argument from design (ex fine): all natural bodies in the
world (which are in themselves unintelligent) act towards ends (which is characteristic
of intelligence), therefore there must be an intelligent being that guides all natural
bodies towards their ends, which is God
Four Kinds of Law

1. Eternal law is the decree of God that governs all creation. It is, "That Law which is the
Supreme Reason cannot be understood to be otherwise than unchangeable and
eternal."
2. Natural law is the human "participation" in the eternal law and is discovered by reason.
Natural law is based on "first principles": . . . this is the first precept of the law, that good
is to be done and promoted, and evil is to be avoided. All other precepts of the natural
law are based on this . .
3. Human law (the natural law applied by governments to societies)
4. Divine law (the specially revealed law in the scriptures).
Thomistic Philosophy about Soul
- Man is substantially body and soul.
- The soul is united with the human body because it is the substantial form of the human
body.
- But the soul however, requires the body as the material medium for its operation
particularly perception
- Soul has operative functions which do not need a material medium; they are the mans
intellect and will.
- Thus at death, intellection and will remain in the soul which is immortal, simple and
incorruptible.
- Body and soul before death are essentially united because the two exist in a
correlative manner.
References
https://faculty.washington.edu/mkalton/NeoConfucianism.htm
http://www.dictionary.com/browse/neo-confucian?s=t
http://www.iep.utm.edu/neo-conf/
http://peopleof.oureverydaylife.com/taoism-teachings-beliefs-2589.html
http://www.ancient.eu/Taoism/
http://www.philosophybasics.com/general_eastern_chinese.html
Source: Robert Eno, Indiana University indiana.edu /+/
Source: The Library of Congress
https://www.britannica.com/biography/Han-Feizi
https://www.britannica.com/topic/Legalism
Philosophy of Education by Cecilio D. Duka pg. 38
http://www.philosophybasics.com/general_eastern_chinese.html
http://www.bbc.co.uk/religion/religions/buddhism/subdivisions/zen_1.shtml
http://www.ancient.eu/Charvaka/
https://www.britannica.com/topic/Zoroastrianism
http://www.bbc.co.uk/religion/religions/zoroastrian/ataglance/glance.shtml

Ancient Philosophies: Paganism, Stoicism

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Republic Colleges of Guinobatan, Inc.

Course Code: Educ. 200b

the term presumed a belief in false god(s)

B. Basic Features, Principles, Theories and Teachings

Sage Wisdom, leader, tenacity elequence Crone Gatekeeper, compassion, transition,

C. Founder/Foremost Proponent or Advocate

- brightest pupil of Socrates

- was the Academys most eminent student

B. Basic Features, Principles, Theories and Teachings

C. Founder/Foremost Proponent or Advocate

B. Basic Features, Principles, Theories and Teachings

C. Founder/Foremost Proponent or Advocate

B. Basic Features, Principles, Theories and Teachings

C. Founder/Foremost Proponent or Advocate

B. Basic Features, Principles, Theories and Teachings

C. Founder/Foremost Proponent or Advocate

1. Protagoras (fl. 5th c. B.C.E.)

2. Gorgias (483375 B.C.E.)

4. Hippias (fl. 5th cn. B.C.E.)

5. Prodicus (fl. 5th c. B.C.E.)

6. Thrasymachus (fl. 427 B.C.E.)

Course Code: Educ. 200b

MEDIEVAL PHILOSOPHY OF EDUCATION

Christian (Catholic)Education and Schools

Agencies and Organizations of Early Christian Education

A. The Catechumenal Schools

B. The Catechetical Schools

Monasticism: Education as a Moral and Religious Discipline

The Court Schools

B. Basic Features, Principle, Thoeries and Teachings

C. Founder/ foremost Proponent or Advocate

B. Basic Features, Principle, Thoeries and Teachings

C. Founder/ foremost Proponent or Advocate

B. Basic Features, Principle, Thoeries and Teachings

C. Founder/ foremost Proponent or Advocate

- great theologian, known as the Angelic Doctor

Benefits and privileges granted to its member:

Three features of medieval universities

Degrees in the Medieval Universities

Course Code: Educ. 200b

Philosophy of Renaissance Period

Italian or Individualistic Humanism

B. Basic Features, Principles, Theories and Teachings

C. Founder/Foremost Proponent or Advocate

Northern or Social Humanism

B. Basic Features, Principles, Theories and Teachings

Characteristics of the Northern Humanism

C. Founder/Foremost Proponent or Advocate

B. Basic Features, Principles, Theories and Teachings

C. Founder/Foremost Proponent or Advocate

CATHOLIC COUNTER REFORMATION

B. Basic Features, Principles, Theories and Teachings

o Emphasis on critical reasoning through observation

Brennen, Annick M. Coursework booklet: Philosophy Of Education. Northern

Cordasco, Francesco. A Brief History Of Education. Reprinted in USA 1987

Forkner, Carl B. The Influence Of Realism on Mo&rn Education: A Historical Review.

Global Education Jwrnal, 2013(1), Mar 2013

Farrar, Straus & Giroux, 2007.

Hopson, Teresa. httpjbmvw.slideshare.net/writemind/realism-and-its-role-in-education. Cheyney

'Realism', Dictionary.com. httpj/dictionary.referen.com,'browse/realism?s=t.

FORMAL DISCIPLINE or DISCIPLINISM

B. Basic Features, Principles, Theories and Teachings