PHILOSOPHY is a study that seeks to understand the mysteries of existence and reality.

It tries to
discover the nature of truth and knowledge and to find what is of basic value and importance in life. It
also examines the relationships between humanity and nature and between the individual and society.
So in a sentence,here you go—It’s have the same importance in life,that “water have in Health”. For the
Detailed explaination— The Importance of Philosophy in Life— Philosophic thought is an inescapable
part of human existence. Almost everyone has been puzzled from time to time by such essentially
philosophic questions as "What does life mean?" "Did I have any existence before I was born?" and "Is
there life after death?" Most people also have some kind of philosophy in the sense of a personal
outlook on life. Even a person who claims that considering philosophic questions is a waste of time is
expressing what is important, worthwhile, or valuable. A rejection of all philosophy is in itself
philosophy. By studying philosophy, people can clarify what they believe, and they can be stimulated to
think about ultimate questions. A person can study philosophers of the past to discover why they
thought as they did and what value their thoughts may have in one's own life. There are people who
simply enjoy reading the great philosophers, especially those who were also great writers. Philosophy
has had enormous influence on our everyday lives. The very language we speak uses classifications
derived from philosophy. For example, the classifications of noun and verb involve the philosophic idea
that there is a difference between things and actions. If we ask what the difference is, we are starting a
philosophic inquiry. Every institution of society is based on philosophic ideas, whether that institution is
the law, government, religion, the family, marriage, industry, business, or education. Philosophic
differences have led to the overthrow of governments, drastic changes in laws, and the transformation
of entire economic systems. Such changes have occurred because the people involved held certain
beliefs about what is important, true, real, and significant and about how life should be ordered.
Systems of education follow a society's philosophic ideas about what children should be taught and for
what purposes. Democratic societies stress that people learn to think and make choices for themselves.
Nondemocratic societies discourage such activities and want their citizens to surrender their own
interests to those of the state. The values and skills taught by the educational system of a society thus
reflect the society's philosophic ideas of what is important.

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#1 inShare I have often heard it said that schools are all 90 percent the same and five percent different.
For most, this means the day-to-day classroom experience is similar and each school may have one or
two innovations or programs that determine their point of difference. I have always challenged that
view. Broadly, the purpose of education may be defined as preparing students for life in the world. One
may well ask: What kind of life? Which world? To achieve what ends? To live, love and serve whom?
Broadly speaking, a good holistic education may include studies in experiences relevant to personal,
intellectual, social, physical and spiritual development; work, vocation and employment; citizenship and
community involvement; and creativity, aesthetic appreciation and cultural awareness. What is an
education philosophy? A philosophy of education is a statement (or set of statements) that identifies
and clarifies the beliefs, values and understandings of an individual or group with respect to education.
Defined in this sense, it may be thought of as a more-or-less organised body of knowledge and opinion
on education, both as it is conceptualised and as it is practiced. A philosophy of this sort is critical in
defining and directing the purposes, objectives and focus of a school. It should also serve to inspire and
direct educational planning, programs and processes in any given setting. A philosophy of education may
influence what subjects or topics are taught, how they are taught, and perhaps more importantly, the
supporting beliefs and values that are taught, both implicitly and explicitly, within and around the core
curriculum. Why does it matter? A clear educational philosophy seeks to identify and elucidate broader,
often implicit, principles and themes that are not necessarily exemplified in a school’s textbooks or
syllabus, but are consistent with the beliefs and values that define and focus the vision and mission.
Brave Hearts Bold Minds is a catchphrase that points to our educational philosophy at Scots. We use it in
our advertising to highlight our philosophical priorities for our boys. We want people to dig below the
surface and to understand the values that define and refine our culture and practice. Our Brave Hearts
Bold Minds brochure provides the broader framework of this philosophy across our four phases of
development – Early Years, Junior Years, Middle Years and Senior Years. Like other faith-based schools,
we place value on the spiritual quest. As a Presbyterian school, we value and acknowledge the teaching
of scripture. In the words of John Calvin, “Our wisdom, in so far as it ought to be deemed true and solid
wisdom, consists almost entirely of two parts: the knowledge of God and of ourselves.” An important
aim of education is the full and balanced development of persons, equipping them with the wisdom to
live well. Education may be considered vocational in the sense of preparing young people for their
calling in life, in all its dimensions, so that what is taught will give serious structure and direction to their
journey. The quest for excellence at Scots is a quest for human excellence in all its dimensions. The
Melbourne Declaration on Educational Goals for Young Australians (MCYEETA 2008) states that,
“schools play a vital role in promoting the intellectual, physical, social, emotional, moral, spiritual and
aesthetic wellbeing of young people.” However, without a clear educational philosophy to guide and
direct our educational choices, directions and priorities in these broad categories, our children are
nurtured in a learning environment determined by some collective ‘best guesses’ and strong individuals.
How is a philosophy implemented? At Scots, we work long and hard to understand our boys and to
honour and cherish their individual and corporate value. In doing this, we work from a clear
philosophical basis that recognises that boys: Have bodies, and we must attend to the

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their physical nature, sexuality, gender and activity or behavior in the natural world. Have minds, and we
must consider their thinking and reasoning, both in structure and content. Have feelings, and we must
recognise and be sensitive to these feelings and the attitudes that go with them in teaching and
learning. Have wills, and we must recognise intentions, judgments and decisions of persons upon which
they act. These lead to inquiry into responsibility, accountability and integrity. Are in community and
networks of care and responsibility with concerns for righteousness and justice in corporate life. Have
intuition and aspects of character, personality, imagination and values, which transcend our analytic
categories. We are called to recognise the individuality and uniqueness of persons. That strange
educational word, pedagogy Pedagogy is a term that helps us to understand and describe how teachers
cultivate, nurture, sustain and indeed transform learners. It encompasses the goals, the professional
knowledge and beliefs, the selection of curriculum, the design of learning, the classroom organisation,
the teaching and learning strategies, the style of lesson delivery, the nature of student interaction, the
forms of control and discipline, and the methods of assessment chosen by the teacher and enacted in
the classroom. At Scots, we are very deliberate in relation to our pedagogical choices and practices –
both in the individual classrooms and on the different campuses. Schools are not 90 percent the same
They are different in every respect and schools that are philosophy driven are more likely to have
stronger transformative cultures and practices. People often ask me, “What is your educational
philosophy at Scots?” In the back of my mind I am thinking, “Do you really want to spend a whole day
with me?” When I push that thought aside, I usually say, “We want Scots boys to be happy, safe,
aspirational and purposeful.” When I walk around our many campuses, I see happy, content and
purposeful boys and teachers striving to improve and enjoying a wonderful learning environment
together. Is that an overarching outcome of our Brave Hearts Bold Minds educational philosophy? I
think it is. I also think that it is our true point of difference.

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Philosophy 101 For a belief system called Evolutionary Philosophy, it is helpful to have a grounding in
the principles of philosophy. I prefer more common terms when dealing with issues that affect our
everyday lives, so it is not necessary to know these to understand the EvPhil belief system or the
discussion on the blog, but this is a handy glossary for those that want to dive deeper into the
arguments with other philosophers and their belief systems. It also helps me be more precise and
comprehensive. Definitions are generally taken from Wikipedia where proper sources are cited.
Philosophy - is the study of general and fundamental problems, such as those connected with existence,
knowledge, values, reason, mind, and language. Philosophy is distinguished from other ways of
addressing such problems by its critical, generally systematic approach, and its reliance on rational
argument. The word "philosophy" comes from the Greek φιλοσοφία (philosophia), which literally means
"love of wisdom." Six Branches of Philosophy - Epistemology, Logic, Metaphysics, Ethics, Aesthetics,
Political Philosophy. These branches originate from basic questions. What do I know? How do I know it?
Where do we come from? What is good? What is beautiful? How do we act? Epistemology - the branch
of philosophy concerned with the nature and scope (including limitations) of knowledge. It addresses
four main questions. 1) What is knowledge? 2) How is knowledge acquired? 3) What do people know? 4)
How do we know what we know? Logic – is the study of reasoning. Logic is often divided into two parts,
inductive reasoning and deductive reasoning. The first is drawing general conclusions from specific
examples, the second is drawing logical conclusions from definitions and axioms. Metaphysics – is
concerned with explaining the fundamental nature of being and the world. Cosmology and ontology are
the two traditional branches of metaphysics. Cosmology seeks to understand the origin, evolution,
structure, and ultimate fate of the universe at large, as well as the natural laws that keep it in order.
Ontology is the investigation into what types of things there are in the world and what relations these
things bear to one another. Ontology deals with questions concerning what entities exist or can be said
to exist, and how such entities can be grouped, related within a hierarchy, and subdivided according to
similarities and differences. Before the development of modern science, scientific questions were
addressed as a part of metaphysics known as "natural philosophy." The scientific method, however,
made natural philosophy an empirical and experimental activity unlike the rest of philosophy, and by the
end of the eighteenth century it had begun to be called "science" in order to distinguish it from
philosophy. Thereafter, metaphysics became the philosophical enquiry of a non-empirical character into
the nature of existence. Ethics – also known as moral philosophy, is a branch of philosophy which seeks
to address questions about morality; that is, about concepts like good and bad, right and wrong, justice,
virtue, etc. Aesthetics – is the branch of philosophy dealing with the nature of beauty, art, taste, and the
creation and appreciation of beauty. It is more scientifically defined as the study of sensory or sensori-
emotional values, sometimes called judgments of sentiment and taste. Political Philosophy – is the study
of concepts such as liberty, justice, property, rights, law, and the enforcement of a legal code by
authority: what they are, why (or even if) they are needed, what makes a government legitimate, what
rights and freedoms it should protect and why, what form it should take and why, what the law is, and
what duties citizens owe to a legitimate government, if any, and when it may be legitimately
overthrown, if ever. Three central concerns of political philosophy have been the political economy by
which property rights are defined and access to capi

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Three central concerns of political philosophy have been the political economy by which property rights
are defined and access to capital is regulated, the demands of justice in distribution and punishment,
and the rules of truth and evidence that determine judgments in the law.

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The philosophy of education examines the goals, forms, methods, and meaning of education. The term
is used to describe both fundamental philosophical analysis of these themes and the description or
analysis of particular pedagogical approaches. Considerations of how the profession relates to broader
philosophical or sociocultural contexts may be included.[1][2][3] The philosophy of education thus
overlaps with the field of education and applied philosophy. For example, philosophers of education
study what constitutes upbringing and education, the values and norms revealed through upbringing
and educational practices, the limits and legitimization of education as an academic discipline, and the
relation between educational theory and practice. In universities, the philosophy of education usually
forms part of departments or colleges of education.

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Anthropology the social science that studies the origins and social relationships of human beings