There have been several attempts by different people to define philosophy. The term constitutes two Greek words ‘Philos’ which is love and ‘Sophos’ which is wisdom. From this, it can be deduced that philosophy is the love of wisdom. Another definition of philosophy is ‘the world view.’ The main definition for a philosophy that shall be considered in this article is that which defines it as a conceptual framework that is vital in the synthesis and evaluation of the existing system of values which aid in the projection of future knowledge. This is vital for education as well as training.
The three major paradigms of philosophy are reality, truth, and value. These paradigms are quite instrumental in the description of assumptions, beliefs, and perceptions. The reality, which is also referred to as ontology, entails the description of our views on the nature of reality. It helps in determining whether the mentioned reality exists objectively or subjectively and whether it exists in real life or it is an illusion or just a creation of the mind.
We all have some ontological assumptions that affect our views of reality and might affect our research findings if they are not determined. Such assumptions might cause us not to question or inquire into certain phenomena. Once we realize that different views concerning what constitutes reality exist, learners have to be compelled to find out what constitutes these realities and knowledge of such realities. This then leads to truth, which is also referred to as epistemology.
Truth or epistemology can be defined as a methodology used to know what constitutes reality and the limits of such knowledge. It helps in determining the basis for knowledge to be considered as real and what constitutes such reality. It entails the description of the methods used to know what exists and the criteria used for the findings to be considered as knowledge.
Just like in ontology, there exists objective and subjective epistemology. A researcher’s ontological assumptions might influence the decision about the methodology to be used in that research as well as the conclusions that are made. Due to my ontological positions as a researcher, I might be biased in determining what entails reality or the knowledge of such a reality.
For research finding to be considered as objective, there is a need to have the data presented in a statistical form and not the narrative form to avoid any biases. Such kind of data can be challenged if it does not meet the expected threshold for it to be considered as knowledge. This, therefore, leads us to the different research paradigms which put into consideration both the ontological and epistemological view points.
There are different positions regarding what constitutes reality or knowledge and the methodology to be adopted in the search for such knowledge. In the positivist’s view point, for instance, whatever constitutes reality or the knowledge of that reality must be observable or comply with the existing universal laws or theories. This position is derived from the natural sciences which stipulate that whatever constitutes true knowledge must be objective, and it should be observable and able to be tested scientifically before it can be accepted as the knowledge.
The methodology for finding such knowledge includes the use of surveys as well as experiments, and the findings have to be ascertained quantitatively. This, therefore, implies that for a teacher to effectively impart knowledge to a student, the knowledge being imparted should be analyzable statistical statistically. The findings must be by the existing universal laws for them to be considered as knowledge.
Realism is the second view point, which stipulates that knowledge and reality are socially conditioned and exists independent of physical or empirical proof. There are underlying factors that shape reality. According to realism, the reality and the knowledge of that reality exist beyond human consciousness. There is, therefore, need to accept some realities that are claimed to exist but cannot be seen or observed. There is a difference between social and natural science. This is because social science is usually pre-interpreted.
Science must, however, be objective, and reality should be proved scientifically. According to this view point, whatever happens in the physical is only a small representation of the underlying factors that shape reality in the physical world. A researcher, therefore, needs to look into the explanations of why things happen the way they do while considering the underlying factors. Reality must be studied at different levels rather than the physical only. This position is quite vital in helping the teachers in teaching their students to understand certain realities. It explains as to why things happen the way they do.
According to the constructivists’ point of view, like in the case of realism, there is a difference between social science and natural science. This view point stipulates that meaning is usually constructed according to someone’s experience, expectation, or memories. This, therefore, implies that truth is constructed and reconstructed as people undergo different experiences hence resulting in different explanations to reality. Given that there exist different realities, there is a need to understand the circumstances under which a certain reality was constructed.
The understanding of such a reality is what constitutes theory building. As a researcher, I must, therefore, understand reality from a certain point of view given that such reality is constructed depending on the existing circumstances. Such a reality can not be generalized universally. This viewpoint makes use of the qualitative research method. To avoid biases, the researcher must take certain measures like self-reflection.
Value or axiology is the third paradigm of philosophy. It encompasses a person’s beliefs and preferences which greatly influence his/her decisions. If I consider primary data to be of more importance and free of bias in comparison to secondary data, I might opt for a method that shall give me primary data while doing any research. Such data can be attained by using the appropriate methods of collecting data, which include surveys, interviews, and the use of questionnaires. The desire to have information that has not been subjected to any biases might greatly influence the methodology and sources used in attaining that particular knowledge or data.
As a researcher, learner, or even tutor, the best approach for acquiring or imparting knowledge is the realists’ point of view. This point of view puts into consideration certain aspects of reality or knowledge from the positivists and constructivists view points. This is because there are those aspects of reality that can be observed or analyzed statistically and can, therefore, be proved scientifically. On the other hand, there are some aspects of reality which cannot be proved empirically although they exist and might influence aspects of reality in the physical world. As a learner, to understand reality or the knowledge of that reality, I have to use both the statistical as well as non-empirical findings while explaining reality (Brameld, 2007).
Reference
Brameld, H. (2007). Patterns of educational philosophy: a democratic interpretation. Michigan: The University of Michigan.