Vocab Chart - HPerry
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School
Liberty University *
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Course
504
Subject
Philosophy
Date
Dec 6, 2023
Type
Pages
6
Uploaded by CommodoreTree12053
EDLC 504
V
OCABULARY
C
HART
T
EMPLATE
Vocabulary Chart
DIRECTIONS:
Complete this vocabulary chart using your reading assignments (i.e., the Gutek textbook and internet database
searching).
Definitions are to be technically specific to philosophy of education.
Instead of copying the definition verbatim,
paraphrase it in words that would be meaningful to someone new to the field of philosophy.
Avoid using the term itself in the
definition. The definition need not be lengthy but must be long enough to convey the full meaning.
1.
philosophy
The belief and practice of studying fundamental practices such as principles,
concepts, instructional design. It involves questions about learner and teacher
roles, the nature/purpose of education and values or ethics that guide
educational decision making.
2.
worldview
An overarching perspective on beliefs that either affect an individual or society
as a whole. This encompasses beliefs about nature, reality, human existence,
knowledge, morality and the purpose of education. This affects a person’s
approach to teaching and learning.
3.
metaphysics
This subset explores questions about existence, reality and physical/non-
physical aspects. In education, the existence of values/ethics, the purpose of
education, and the ole of the individual in the learning process.
4.
cosmology
This subset explores questions about nature, origin and structure of the
universe. In the educational setting, it may explore science, the cosmos, culture,
and how all of these fit into curriculum. This may include astronomy and
astrophysics.
5.
teleology
This subset explores the purpose or end goals of actions. It involves the ideas
that all things have a purpose or events occur with a specific outcome in mind.
In the educational setting, this explores the goals and outcomes of teaching or
learning, the purpose of education or the desired outcome aims.
6.
theology
This subset explores Devine studies and deals with the belief of God(s), the
nature of faith and mortality. In the educational setting, this could be a study of
religion, religious texts or traditions. This can either be deeply delved in with a
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religious school, where the curriculum is based on religion, or can be a broader
unit in the public school system’s humanities.
7.
atheism
This is a philosophical belief that denies or lacks belief in God(s) or other deity
type. This line of thought can impact worldview, ethics or thoughts on mortality.
In regards to religion, this belief may come up as a topic of study in comparative
religion or philosophy courses.
8.
pantheism
This subset explores the idea that there is no separation from God and the
physical world, everything is considered whole, this belief creates diversity
among the philosophy field. In regards to education, this is usually discussed in
comparative religion or philosophy classes.
9.
deism
This subset explores the idea that there is a God or divine entit(ies) that created
and set the world into motion, but they do not intervene with life events. In
short, God/divine entit(ies) do not meddle in human affairs, but did create
natural laws.
10. theism
This subset explores the idea that there is a God or divine entit(ies) that created
and set the world in motion and DO intervene in human affairs. This perspective
can shape conversations in education about God, ethics and mortality.
11. polytheism
This subset explores the idea that there are multiple Gods or divine entities.
Usually associated with life, nature, or human experiences (fertility, food). In
regards to education, this belief may be examined in regards to diverse religious
worldviews, ancient history and cultures or a comparative religion class.
12. monotheism
This subset explores the idea that there is one God or deity. This power is all
encompassing and powerful and that they created and rule the universe. This
belief is seen in Christianity, Judaism, and Islam for example. This belief is
important because it helps shape the worldview of followers and may be
examined in comparative religion classes.
13. anthropology
This is the science of human nature, culture, evolution, language and more. In
philosophy, this examines humans and society, their values/ethics and the origin
of culture. The study of this science helps understand the world and how each
culture came to be.
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14. ontology
This subset explores how we came to be, as well as the nature of reality, and
existence. It particularly explores questions of what is reality, the nature of the
learner/student, the nature of the teacher and structure of knowledge. This
branch helps guide the philosophy of teaching and can affect the way the
knowledge holder builds their curriculum.
15. epistemology
This subset focuses on self, the nature, scope and limits of knowledge. Its main
content area is how knowledge is valued, gained and justified. It is extremely
valuable to philosophy and education because it covers the teacher’s role, the
process of learning and the nature of curriculum.
16. skepticism
This is the disbelief of an idea or school of thought, believers often question the
credibility or legitimacy of things. In education, this means encouraging
students to have a “what if” attitude and continue to ask questions. In
philosophy, this means that believers are critical of the idea of being able to truly
be all knowing.
17. agnosticism
This is the idea or school of thought that you cannot truly know the greatness or
all encompassing power of the God(s) or detities. It explores the idea that no
knowledge about divine beings is absolute, but believers do think that some
knowledge can be obtained. In regards to education, this allows students to
question the limits of knowledge, continue to ask questions and develop
critical/open minded approaches to these questions.
18.
a priori
“From the before” It is a Latin phrase that speaks to knowledge that is already
learned, either from experiences, intuition or pure reason. For education, this
term is often used in regards to how students gain knowledge, what way they
learn and how they make meaning of the world around them.
19. a posteriori
This is a phrase referring to knowledge learned from direct sensory input or a
collection of evidence/data. In regards to education, students acquire this
knowledge by analyzing/interpreting data, making sense of it and using it to
expand knowledge or facts.
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EDLC 504
20.
special revelation
This is a theological term; truth is revealed to the human race in a unique or
extraordinary way. Usually it is a direct and deliberate communication to a
chosen person.
21. general revelation
This is a theological term; truths are revealed to the human race by observation
of world and human reason alone without deity communication..
22. logic
A study of principals based on inference, valid reasoning and argumentation.
This is an important piece of a well rounded education and teaching students it
allows them to become critical thinkers, better problem-solvers and more
effective at argumentation.
23. correspondence validity
This is a thought that a statement or argument is true if it accurately
corresponds to a thought or state of affairs in the world.
24. coherence validity
The truth is real based upon a specified set of propositions.
25. pragmatic validity
The argument that not only does God exist, but that this belief is rational.
26. axiology
This subset explores values and ethics. It has two sub-branches: ethics (the study
of right and wrong) and aesthetics (the study of nature and beautiful things). In
education, this plays a role in shaping goals, curriculum and values that create
the educational process.
27. ethics
This is the study of educational values, ethics and moral principles. This focuses
mainly on educational decision making, student/teacher conduct, diversity and
inclusion. This plays a crucial role in making sure that the curriculum is well
rounded, accessible and fair for all.
28. aesthetics
This is the study of natural beauty, art and nature. In education, this is an
important study of art education, cultural understanding and cultivates critical
thinking skills.
29. dichotomy
(Pearcey book summary)
This is the study of two opposing or contrasting ideas. This helps compile clear
pros/cons of deep concepts. Examples include nature v nurture, progress v
traditionalism and individualism v collectivism.
30. curriculum
The standards of knowledge planned for students to be taught.
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31. pedagogy
This is the practice and theory of teaching; in specific the strategies/methods
used by teachers to facilitate learning. Examples of this are the type of teaching
methods, curriculum design, assessments/evaluations, technology integration
and adaptation for learning needs.
32. modernism
This subset arose in the 19th and 20th century and celebrated progress, critical
thinking, rationalism and secularism.
33. logocentrism
This is the belief or argument that some philosophies put over importance or
emphasis on written or spoken word at the expense of expression, other ideas or
logic. This idea is a pathway to allow a more open and diverse approach to
language and knowledge.
34. metanarrative
This attempts to explain or legitimize the grand and overarching reality, nature,
society and other fundamental aspects of human existence.
35. deconstruction
This is the idea that questions the stability of meaning, language and
hierarchical structures in language and spoken works. Examples of this are
vagueness/ambiguity, inclusivity, diverse perspectives and critical thinking skills.
36. limited absolutism
The idea that you cannot be entirely whole without God or a divine entity.
37. unlimited absolutism
The idea that you are whole with God or a divine entity.
38. relativism
The idea that truth, reality and knowledge are not one size fits all and instead is
based on the context of context, beliefs, individual perspective, and cultural
context.
39. positivism
The idea that knowledge is gained from observable facts and scientific
discoveries, it rejects metaphysical or speculative theories. In education, this has
effects on scientific theory, assessment/measurement and data driven decision
making.
40.
utopian
An ultimate idea of a perfect and impossible society, system or way of life.
41. transmission
The passing or conveying of knowledge (culture or traditions) from one
generation to another.
42. transformation
The profound and fundamental change in the way an individual perceives,
processes and engages with information.
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43. naturalism
The belief that the natural world and processes provide the most reliable basis
for understanding.
44. materialism
The belief of tangible items in the material world, it denies metaphysics and the
belief in the supernatural.
45. eclecticism
The belief in multiple philosophical schools of thought. Instead of a rigid
framework, this incorporates multiple thoughts to make it more adaptable and
flexible.
46. anthropocentric
The belief that humans are at the center of the world and are more
important/significant than that of animals, nature or divine entities.
47. Absolute Mind
Proposed by Hegel in the late 18th and early 19th century, is the name for the
highest and most all knowing form of thought.
48. liberal arts
A broad and well rounded term in regards to education; it emphasizes critical
thinking skills, intellectual skills and an understanding of various disciplines
under the humanities branch.
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