Introduction To Philosophy, Psychology and Introduction To Philosophy, Psychology and Sociology of EducationSociology of EducationCreatedbyJeffStraussMAEducationalFoundationsBranches of StudyPhilosophical Theories of Human Existence: Pre-Socratic, Medieval, Modern, 19th and 20th CenturyTheories of Human Behavior and Development: Biological, Religious, Psychological, Behavioral, Socio-culturalHistorical Eras: Ancient, Dark Ages, Enlightenment, Age of Reason, Modernism, Industrial, InformationSociological Theories of Society and Cultures: Structuralism, Conflict Theory, Marxism, Critical Theory, Post-ModernismPhilosophyFrom the earliest beginnings of recorded history it has involved discussions and debates not just about truth, but what are our methods of inquiry into truth. So one of the differences between philosophy and straightforward scientific inquiry is that in philosophy the issue isnt merely about what the truth is, but how we can know what the truth is. A physicist and biologist know things, but the philosopher asks, How do they know? It is for that reason that philosophy is often described as a second-order activity: thinking about thinking, knowing about knowing. Thales(624-546B.C.E)“Everythingismadeofwater”There is an underlying reality beyond appearances that is radically different from things as they appear to us through our senses25CenturiesSincePhilosophyandScienceHavealteredonly1wordEverythingismadeofwaterEverythingismadeofairEverythingismadeoftheindeterminateboundlessEverythingismadeoffireEverythingismadeofnumbersEverythingismadeofatomsEverythingismadeofquarksAristotlePlatoSocratesThe ancient Greeks as a starting point for western civilizations philosophical traditionsLos Tres AmigosSocrates(470to399B.C.E)“Theunexaminedlifeisnotworthliving”ThisstatementsetsthestageforarevolutionaryprogressionofWesternthinking.ThattheindividualisresponsibletoanswerquestionssuchasWhatmeaningdoIwanttogivemylife?HowshouldIlive?Whatreallymatters?WhatistruthandhowcanIknowit.IntrinsicValuePlato(428-348B.C.E)PlatoandtheAllegoryoftheCavePlatoviewedtheworldofappearancesasanillusionTrueknowledge(ideas)couldnotbesoughtthroughthesensesWisdomrequiresustoseebeyondsenseexperienceandtolearnabouttheunderlyingfirstprinciplesandcausesofthings.Aristotle(384-322B.C.E.)Aristotlecollapsedthephysicalworldofmatter(therealmofappearances)andtheworldofideastoexplainchange.HesawthesoulasnotindependentofthephysicalbodyHeinventedthesyllogism(deductivelogic)aswellasinductivelogicTHE DARK AGESDecentintoTheDarknessMarcusAurelius(121-180)14thEmperorofRome.HeregardedChristiansasthemostsubversiveanddangerouselementwithintheRomanEmpireandwarnedthatifChristianswereallowedtocorrupttheintellectandsoulsofthecitizensofRome,theEmpirewouldfallTheywouldhavebeenwisetoheedhiswarningsTheRiseofChristianityIn the third century the philosophical traditions from Thales to Aurelius ground to a screeching halt. To the enlightened citizens at the height of the Roman Empire, with the Hellenic philosophical genius behind them and the emerging political, social and cultural advances before them, it must have seemed as if some great, cosmic awakening was about to happen, as if the next level of enlightenment within human consciousness was just around the corner. What they got instead was the Dark Ages: the burning of books, the closing of the philosophy schools, the collapse of the Roman Empire. - Daniel Kolack “From the Pre-Socratic to the Present”Medieval PhilosophyBy 3rd century C.E., Roman Empire is unwindingBecause they were no longer persecuted the Christians were now winning more convertsCatholic philosophy developed from the view of Plato, the Stoics and Neo-Platonists dominated Western thought for a 1000 yearsAugustine, Averroes, Maimonides, AquinasOckham, Bacon, Martin Luther, Copernicus HowAncientPeopleEnvisionedtheUniverseMartinLuther&TheReformationMartinLutherdealtthesymbolicblowthatbegantheReformationwhenhenailedhisNinety-FiveThesestothedooroftheWittenbergChurch.Thatdocumentcontainedanattackonpapalabusesandthesaleofindulgencesbychurchofficials.TranslationoftheBibleintoGermanfromtheLatinbrokeRomesstrangleholdonthe“Word”The Renaissance The Age of Modern PhilosophyEmpiricismDescartes:“IthinkthereforeIam”Kant:TheTranscendentalIdealistHegel:TheAbsoluteIdealistReneDescartesCogitoErgoSumCartesiangeometryMethodologicalSkepticismDifferentiatedthe“handingdownofknowledge”with“truth”ImmanuelKantNot“howdoesanobjectaffectthemind”but“howdoesthemindaffectanobject?”Transcendentalism:Spaceandtimearenotpartofthenoumenalworld,butconstructsofthemindHegelMuchasAristotlecollapsedthephysicalworldofmatter(therealmofappearances)andtheworldofideastoexplainchange.Hegelpavedthewayfornottranscendingbeyondthephenomenalworldorinwardlytothementalfaculties(empiricalandtherational)buttobreakthroughlogicalcategoriesthemselves.TheImplicationsFromKanttoHegeltherewasanenlightenmentThispavedthewayforexistentialisminwhichtheindividualisprimaryandexistenceisunderstoodinindividualistictermsSonowComtespositivismisbasedinpartonthenotionthat“social”verificationisanecessaryconditionfortruthandmeaning.Auguste Comte The birth of Positivism The 3 conditions of intellectual developmentPrimitive stage: human beings rely on the power of supernatural beings existing beyond the natural world. So explanations are given in supernatural termsMetaphysical stage: explanation is ultimately theological and supernatural entities are replaced with abstract notions.Positive stage: the mind is freed by reason and observation from its vain egotistical search for “Absolute Notions”SociologyThePlayersandTheoriesFunctionalism:Weber,DurkheimConflictTheory:Marx,EngleCriticalTheory:FrankfurtSchoolSemiotics:Pierce,SaussurePragmatism:WilliamJames,JohnDeweyPostModernism:Foucault,LyotardFunctionalismInexplainingthebasisofsocialorderinsocietiesthestartingpointforFunctionalistsistolookatwhole societiesandnottheindividualThestartingpointofallFunctionalismisthatallsocietieshavecertainbasicneedsEmileDurkheimdrawsananalogybetweenthewayabiologicalorganismworksandsociety.Thevariousorgansofalivingthingworktogetherinordertomaintainahealthywholeinmuchthesamewaythatvariousinstitutionsinsocietyworktogethertoproducesocialorder.Functionalistsbelievethatthebasisofanorderlysocietyistheexistenceofacentralvaluesystemthatimposescommonvaluesonallitsmembers.MAXWEBERBureaucraticcoordinationofhumanaction,Weberbelieved,isthedistinctivemarkofmodernsocialstructures.HierarchyofauthorityImpersonalityWrittenrulesofconductPromotionbasedonachievementSpecializeddivisionoflaborEfficiencyConflictTheory&KarlMarxThe following are four primary assumptions of modern conflict theoryCompetitionStructuralinequalityRevolutionWar.FrankfurtSchoolTheywereconcernedtodevelopcritical theoryfromtheworksofKarlMarx,whilstradicallyrevisingmanyMarxianideas.Theygreatlydevelopedthecritiqueofthemassmediainmasssociety(whattheyreferredtoastheculture industry)andtheirworkisthereforeattherootofmuchMarxiancriticismofthemassmedia.Astheysawit,thecultureindustryplayedahighlymanipulativeroleinmodernsocietyandservedtocontrolorsubvertoppositionalconsciousness,thusremovinganythreattothedominantcapitalistclass.Thepossibilityofrevolutionarytransformationofsocietywasseenbythemasbeingeffectivelyexcludedbyadominantbureaucracywhichwassupportedbythecultureindustry.critical theoryDevelopingfromtheworkoftheFrankfurtSchooltheorists,criticaltheoryhasalwaysbeenmultidisciplinary(perhapsmoreaccuratelysupradisciplinary),drawingonsociology,literarycriticism,philosophy,psychology,artcriticism,politicalscienceandmanyotherfields.Centraltocriticaltheoryisanemancipatoryimperativedirectedtowardstheabolitionofsocialinjusticeandfocusedprincipallyonacritiqueofideology,showinghowrepressiveinterestsunderlietheostensiblyneutralformulationsofscience,politics,economics,cultureingeneralIn philosophy, where the term is extensively used, it applies to movements that include post-structuralism, deconstruction, multiculturalism, gender studies and literary theory, sometimes called simply theory. It emerged beginning in the 1950s as a critique of doctrines such as positivism and emphasizes the importance of power relationships, personalization and discourse in the construction of truth and world views. POSTM MO OD DE ER RN NI IS SM M3MajorTheoriesofDevelopmentPsychoanalyticTheories:Stresstheimportanceofchildrensunconsciousthoughts.ItisheavilycoloredbyemotionandinfluencedbyparentsastothechildsdevelopmentCognitiveTheories:Stresschildrensconsciousthoughts.BehavioralTheories:Stresstheeffectsoftheenvironmentontheorganismtoadapt,learnandchangeBehaviorismDefinitionBehaviorismisatheoryofanimalandhumanlearningthatonlyfocusesonobjectivelyobservablebehaviorsanddiscountsmentalactivities.Behaviortheoristsdefinelearningasnothingmorethantheacquisitionofnewbehavior.ConstructivismDefinitionConstructivismisaphilosophyoflearningfoundedonthepremisethat,byreflectingonourexperiences,weconstructourownunderstandingoftheworldwelivein.Eachofusgeneratesourownrulesandmentalmodels,whichweusetomakesenseofourexperiences.Learning,therefore,issimplytheprocessofadjustingourmentalmodelstoaccommodatenewexperiences.Freud, Sigmund-(1856-1939)Responsiblefordevelopingtheoriescentraltopsychoanalysis,thepsychologyofhumansexuality,anddreaminterpretation.Hismajorcontributionwasinpointingtoconnectionsbetweenaberrantbehaviorandtheunconscious.TheId,EgoandSuperegoLevVygotsky:SocialDevelopmentTheoryThemajorthemeofVygotskystheoreticalframeworkisthatsocialinteractionplaysafundamentalroleinthedevelopmentofcognition.Vygotsky(1978)states:Everyfunctioninthechildsculturaldevelopmentappearstwice:first,onthesociallevel,andlater,ontheindividuallevel;first,betweenpeople(interpsychological)andtheninsidethechild(intrapsychological).Thisappliesequallytovoluntaryattention,tologicalmemory,andtotheformationofconcepts.Allthehigherfunctionsoriginateasactualrelationshipsbetweenindividuals.HowardGardner: MultipleIntelligencesDefinitionThistheoryofhumanintelligence,developedbypsychologist,suggeststhereareatleastsevenwaysthatpeoplehaveofperceivingandunderstandingtheworld.Gardnerlabelseachofthesewaysadistinctintelligence-inotherwords,asetofskillsallowingindividualstofindandresolvegenuineproblemstheyface.JeanPiaget:GeneticEpistemologyTheconceptofcognitivestructureiscentraltohistheory(Schemas).Therearefourprimarycognitivestructures(i.e.,developmentstages)accordingtoPiaget:sensorimotor,preoperations,concreteoperations,andformaloperations.Inthesensorimotorstage(0-2years),intelligencetakestheformofmotoractions.Intelligenceinthepreoperationalperiod(3-7years)isintuitiveinnature.Thecognitivestructureduringtheconcreteoperationalstage(8-11years)islogicalbutdependsuponconcretereferents.Inthefinalstageofformaloperations(12-15years),thinkinginvolvesabstractions.THEEND