Basic Questions of Philosophy: Ontology, Epistemology

(Gnosiology), Paradigms, Ideology, Axiology,

Education & Case StudyRey Ty

Question• In today’s discussion on human

rights, peace, and conflict resolution, different theoretical views are used for developing educational practice. What philosophical models are prevalent today in this discussion and how do their affect practice?

Teleology: Past, Present, & Future

• 1. What inspired me?

• 2. How is this related to my current work?

• 3. How will I take this research into the future?

• NOTE: Terms will be explained in their appropriate sections

Freire on Philosophy• “to overcome historical, philosophical & epistemological

errors” (Letters to Cristina (1996, p. 188)

• “a philosophical, historical, epistemological, political and pedagogical problem…” (Letters to Cristina (1996, p. 188)

• In the Third World, “…discussion turned preponderantly on political questions, and these led us to philosophical, ethical, ideological, and epistemological questions” (Hope, 1996, p. 127)

• “the historical, economic, and social reasons that explain…” (Hope, 1996, p. 8)

• “Concern for humanization leads at once to the recognition of dehumanization, not only as an ontological possibility but as an historical reality” (Oppressed, 1997, p. 26)

• “It is impossible to make education both a political practice and a gnosiological one, fully, without the constant stimulus of these questions, or without our constantly answering them” (Hope, 1996, p. 135)

Abstract• Based on a survey of the different ontological and

epistemological philosophical perspectives, this paper argued for education interventions which are suited in bringing about peace in war-torn communities in the Southern Philippines. Following the study of the said philosophical perspectives in general, functionalist, interpretive, critical, and post-modern paradigms in particular are explored. Based on the selected philosophical, paradigmatic, and ideological lenses as well as best practices, this paper provided practical implications for educators in using educational tools to promote peace.

Research Questions• 1. In general, what are implications in using

the major ontological and epistemological perspectives in philosophy in developing educational practice for human rights, conflict resolution and peace?

• 2. In particular, what are the implications in using the major paradigms, which flows from the philosophical perspectives, in developing education practice for human rights, conflict resolution, and peace?

Research Goal• To find and use the appropriate

philosophical, paradigmatic, and ideological perspectives in peace education programs to benefit the war-torn Philippines.

Limitations!• I cannot include everything in

this paper. • Need to be selective.• I chose few basic questions &

major trends esp. potentially applicable to the Philippines & left out many other trends & sub-trends.

Critique of Elias & Merriam (2005)• Liberal, Progressive, Humanistic, Radical, and

Critical, Analytic (Conceptual and Linguistic), Postmodernism

• Mixed apples and oranges• Primarily Ideology (not Philosophy as such):

Liberal, Progressive, Humanistic, Radical• Primarily Paradigm (not Philosophy as such):

Critical• Primarily examples of Sub-Categories of

Paradigm: Linguistic/Analytic & Postmodernism

• NONE ARE DIRECTLY PHILOSOPHICAL!

Plus Critique of Gilley, Dean & Bierema (2001)• Books on the state of the art in the philosophy of education have used ideology as an

organizing framework, confusing ideology with philosophy. • Ideology is wrongly understood and explained as philosophy. • They (Elias & Merriam, 2005; Gilley, Dean & Bierema, 2001; Zinn, 1990) have mixed apples &

oranges in their analysis of the philosophical foundations of AHE. • They use and mix up categories, which is confusing: “liberal” and “progressive” can mean

different things to different people. Also, in one book, an author (Bierema in Gilley, Dean & Bierema, 2001) classified Rousseau as “liberal” (p. 18) but placed Rousseau under “romantic idealism” on another page (p. 37). They (Bierema in Gilley, Dean & Bierema, 2001) made a sharp distinction between liberal, progressive, behaviorist, humanistic and radical adult education on one page (p. 18) but lumped together (1) humanism, romantic idealism, and existentialism, (2) behaviorism and libertarianism, and (3) cognitive developmentalism, pragmatism, radical humanism, and post-modernism on another page (p. 37). Something is very wrong: Bierema’s use of Zinn’s categorization on her page 17 had nothing to do with her categorization on her page 37 (in Gilley, Dean & Bierema, 2001).

• Even then, they lacked sections on (1) reactionary and (2) conservative on the right and (3) revolutionary on the left adult education ideology to present a more complete picture of the whole ideological (not philosophical) spectrum.

• Other organizing frameworks could also be included. – One, a matter-vis-à-vis-idea framework could be used to develop (1) materialist and (2) idealist AHE

philosophy. – Two, a historical framework could be used to develop (1) ancient or classical, (2) modern, & (2)

post-modern adult education philosophy, although there is discussion on post-modern philosophy. – Three, works can be organized based on specific types of philosophy, such as (1) humanism, (2)

existentialism, and (3) pragmatism. – In many AHE textbooks (Elias & Merriam, 2005; Gilley, Dean & Bierema, 2001; Zinn, 1990),

behaviorism, which properly belongs to educational psychology or research methods or both, was also erroneously included as part of philosophy of education. Behaviorism is more of a paradigm than a philosophy or ideology.

Not Philosophy(But Primarily Educational Psychology)

Primarily Psychology-

Based Theories

Behaviorism(Remember)

Cognitivism(Understand,

Analyze)

Constructivism

(Apply, Create)

Pavlov, Skinner,

Thorndike,Watson

Dewey, Piaget

Mezirow, Self-Directed Learning,

Postmodernism

Humanism(Evaluate)

Rogers, Maslow, Knowles

WHAT TO INCLUDE?

1) From Bigger Picture

(Higher Level of

Abstraction) 2) to Lower

Level Analysis & Concrete

Application

1 Philosophy & Education

2 Paradigm in Education

4 Context of Education

5 Education

6 Social Transformation

3 Ideology

Analytic Logic

of the R

esearch

Macro-Level

Meso-Level

Micro-Level

1 Philosophy

1 Philosophy & Education

2 Paradigm in Education

4 Context of Education

5 Education

6 Social Transformation

3 Ideology

Philosophy

Ontology

Epistemology(Gnosiology

orGnoseology)

Axiology(or the Study

of Valuesand Ethics)

Ontology

Thinking

Being

Ontology

(Guryev, 1990, p. 8)

Relationship Between Thinking

& Being

Thinking, Ideas &Consciousness

First

Being, Matter & Practice

First

Idealism Materialism

Harris & Johnson (2007, p. 23)

(Miller, 2007, p. 12)

Scupin (2000, p. 126)

Schultz & Lavenda (2005, p. 20)

Idealism

SubjectiveIdealism

ObjectiveIdealism

IdealismObjectiveIdealism

Subjective Idealism

World Mind orSpirit is the basis of all Phenomena

Objects are a Comboof Sensations

Plato, Aquinas,Hegel

Berkeley, Hume

Mutability &Connections

Dialectics Metaphysics

Dialectics

1Ancient GreekSpontaneous

MaterialistDialectics

2German Idealist

Dialectics

3Marxist

MaterialistDialectics

Heraclitus,Aristotle

Kant, HegelMarx, Engels,

Lenin, Mao

Materialist Philosophy

Changing Space Time

HistoricalDialectical Context

Partisan-ship

Class,Gender,

Ethnicity…

Resolving

Contradictio

ns

Giddens, Duneier, & Appelbaum (2005, p. 15)

Time

DiachronicHistory

SynchronicSnapshot

Giddens, Duneier, & Appelbaum (2005, p. 15)

Epistemology

Epistemology (Gnosiology or

Gnoseology)

The worldis

knowable

The worldis not

knowable

(Trochim & Donnelly, 2007, p. 18) (Feder, in Rafferty & Ukaebgu, 1999, p. 29)

Epistemology

Knowable Not Knowable

Materialism Idealism

Epistemology (Consciousness, 2002, p. 2)

•Freire: The “world [is] an objective reality, independent of oneself, capable of being known.”

Idealism vs. Materialism

• Idealism–Truth is subjective

–All talk is good

• Materialism–Truth is objective

–Need scientific verification

Freire on Anti-Subjectivism(Oppressed, 1997, p. 34)

• Critique of Subjectivist view: “…the oppressed must confront reality critically, simultaneously objectifying and acting upon that reality. A mere perception of reality not followed by this critical intervention will not lead to a transformation of objective reality—precisely because it is not a true perception.”

Freire on Objectivity (Consciousness, 2002, p. 2)

• Materialism: “To be human is to engage in relationships with others and with the world. It is to experience that world as an objective reality, independent of oneself, capable of being known.”

2 Paradigms

1 Philosophy & Education

2 Paradigm in Education

4 Context of Education

5 Education

6 Social Transformation

3 Ideology

ResearchParadigm

3CriticalTheory

2Interpretivism

1Positivism

Original

Storberg-Walker’s Typology

(2007). Advances in Developing HR, AHRD,

p. 319

ResearchParadigm

4ObjectiveDialectical

CriticalTheory

3Subjective

CriticalTheory

2Interpretivism

1Positivism

My Revision!

FUNCTIONALISM

Materialist

Metaphysical

CRITICAL INTERACTIVE MATERIALISM

Materialist

Dialectical

INTERPRETIVISM

Idealist

Metaphysical

CRITICAL SUBJECTIVE SUPER-STRUCTURALISM

Idealist

Dialectical

CHANGE

MA

TE

RIA

LIS

M

Reality

Objectivity Subjectivity

Materialism Idealism

HolisticAnalysis

Material Reality

Reflection

3 Ideology

1 Philosophy & Education

2 Paradigm in Education

4 Context of Education

5 Education

6 Social Transformation

3 Ideology

Left Center RightGeneralized Ideological Divide

Revo. Third Soc. Dem Libertarian Conservative Reactionary

Marxist World & Critical

Specific Ideological Divide Plus Third World Hitherto Invisible

Human Beings

Contradictions & Dialectical Historical Development in Time & Space

Necessity, Oppressive Consciousness & Structure

Economic Basis

Polit

ics

Culture

Ideo

logy

Freedom, Liberating Consciousness & Agency

Class

Gender

Col

orA

bilities

So

ciet

y Natu

rePhilo

Ethics

Difference

Uni

quen

ess

Age

Psych

12

3

Ethnicity

Centrifugal Forces

Centripetal Forces

Rey Ty

Past Future

Present

4 Philippine Context

1 Philosophy & Education

2 Paradigm in Education

4 Context of Education

5 Education

6 Social Transformation

3 Ideology

Historical Stages• 1. Pre-Colonial Period

– Relative equality of women & men, communitarianism, respect elders

• 2. Colonial Period– Spain, U.S., Japan– Resource extraction, labor, capital, export

• 3. Post-Colonial Period– Nominal independence– Major Problems

• 1. foreign domination• 2. feudalism• 3. corruption & state repression

Conflicts• 1. Criminality & Terrorism

– Abu Sayyaf terrorist group– Al Qaeda cells

• 2. Philippine-wide revolution– National Democratic Front

• Communist Party of the Philippines (CPP)• New People’s Army (NPA)

• 3. Mindanao-wide conflict (Southern Philippines)-Moro National Liberation Front (MNLF)-Moro Islamic Liberation Front (MILF)-Bangsa Moro Army (BMA)

5 Axiology &

Peace Education

1 Philosophy & Education

2 Paradigm in Education

4 Context of Education

5 Peace Education

6 Social Transformation

3 Ideology

Education• Freire, “the basic importance of

education as an act of cognition, not only of the content, but of the “why” of economic, social, political, ideological, and historical facts, which explain…our conscious body, under which we find ourselves placed” (Hope, 1996, p. 102)

Social Sciences

Anthropology

Law

Economics

Po

litics

Psychology

Sociology

EducationalAgenda for

Social Change

Conflict ResolutionEducation

PeaceEducation

MorePsychological

MoreSocial

Human Rights

Education

Civil & Political Rts:

MoreIndividual

Econ, Soc,& Cult Rts:

MoreCollective

Peace Education

DevelopmentEducation/

Global Learning

EnvironmentalEducation

Convergence

Rauch & Steiner, 2006

Civic Values

Negotiations &Mediation

ConstructiveControversyDiscourse

CommonGoals & Fate

Integrated School

PeaceEducation

Johnson & Johnson, 2005

Personal Care

EnvironmentalCare

Intercultural Solidarity

& Common Humanity

Human Rights &Responsibilities

Justice &Compassion

ConflictResolution

Peace

University for Peace

Anthropology, International Law, Law, Politics,

Psychology & Sociology

Conflict Resolution

Conflict Resolution

Pro-Active

Reactive

ConflictResolution

Non-Judicial

Quasi-Judicial

Judicial

Apology, Forgiveness, Amnesty,

Seeking Justice & All Other CR Methods Cited in Previous Slide

Dialogue & Debate

Living & Doing Things Together

Doing Social Work Together

12

3

Reading, Workshops & Learning about the Other

Communities

4

5Conflict Resolution

Rey Ty

Pro

acti

ve:

Reactive:

GrossViolations

Debates

History

Rights

Human Rights

3 Views (Bull, 1997)

3Grotian

Internationalist

2Kantian

Universalist

1“Realist”

ConservativeNationalist

HumanRights

Debates

1“Asian Values”

Vs.“Western Values”

2Universal or

CulturallyRelative?

3Conservatives

& LiberalsHave Different

Views

Constructivistsvs.

Essentialists

Summary &

Conclusion

Philosophy & Education

Paradigm in Education

Context of Education

Education

Social Transformation

Ideology

Thinking:

Original L

ogical Analysis of th

e

Research

Materialist Philosophy

Critical Paradigm

Historical Philippine Context

Philippine Peace Education Programs

Social Transformation in the Philippines

Third World Ideology

Implic

ations

Doing:

Applied Synthesis of the Research

Fatalism

Dogmatism

Universalizingthe Particular

Pragmatism

NihilismExtreme

Subjectivism

Solipsism

Subjectivism

Adventurism

Romanticism

Voluntarism

MechanisticObjectivism

Implications

Materialism, Idealism, Metaphysics, Dialectics, Synchronic, & Diachronic

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