Vocab Chart - HPerry

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Liberty University *

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504

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Philosophy

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Dec 6, 2023

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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 Page 1 of 6

EDLC 504 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. Page 2 of 6

EDLC 504 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. Page 3 of 6

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