1. INSTRUCTOR: Eileen Wade, Ed.D. Philosophical Analysis 3-1

2. AGENDA CHAPTER 7 Defining Philosophical Analysis Situating Philosophical Analysis Why Study Philosophical Analysis? Philosophical Analysis as a Philosophy of Education -Metaphysics -Epistemology -Axiology -Logic Philosophical Analysis’s Educational Implications

3. Defining Philosophical Analysis Language is the verbal and written communication system used by the people in a particular group, locality, district, or country. Analysis means to separate or divide something into its constituent parts or elements to find out what it contains, and then to examine the individual parts closely, and study the structure as a whole. 1-3

4. Defining Philosophical Analysis (cont) Linguistic Analysis is the philosophical method used to establish meaning in language. Linguistic Analysis tests for the meaning conveyed by language by breaking down or reducing larger and more complex and compound statements into their smaller, simpler parts. 1-4

5. Defining Philosophical Analysis (cont) The words we use – Philosophical Analysis is a philosophy that seeks to examine and clarify our use of language by establishing the meaning of what we say and write. 1-5

6. Situating Philosophical Analysis Philosophical Analysis, or Language Analysis, arose in the early twentieth century as a reaction against speculative metaphysical philosophies such as Idealism, Realism, and Thomism. How analysis works – Analysis is done based on the concept that some of our language statements are immediately meaningful. 1-6

7. Why Study Philosophical Analysis? Philosophical Analysis is a useful tool in helping to decode, unload, and decipher the language used in both our ordinary discourse as individuals, citizens, and consumers of information, and our professional discourse as educators. 1-7

8. Philosophical Analysis as a Philosophy of Education Metaphysics – Analytical philosophers are not concerned with metaphysics, which they regard as purely speculative and lacking the prospect of being verified empirically. The Idealist statement – “reality is spiritual or mental.” The Existentialist statement – “existence proceeds essence.” 1-8

9. Philosophical Analysis as a Philosophy of Education Epistemology – With Philosophical Analysis, the purpose of philosophizing is to establish and clarify language. Philosophical Analysts are concerned about the meaning of our language, which can be differentiated into three kinds of statements analytical, synthetic, and emotive. 1-9

10. Philosophical Analysis as a Philosophy of Education (cont) Analytical Statements – An analytical statement is true by its own internal logical definition, by virtue of the terms it contains. Synthetic Statements – A synthetic statement is a sentence in which the predicate is not included in the subject and that can be empirically verified by an observable public test. Emotive Statements – Emotive statements are statements by which we convey our feelings of hope sorrow, pain love, hate, likes, and dislikes. 1-10

11. Philosophical Analysis as a Philosophy of Education Axiology – The Analytic philosophers seek to use language analysis to clearly separate the language that deals with fact from that which deals with values. 1-11

12. Philosophical Analysis as a Philosophy of Education Logic – Analysts tend to believe that it is possible to find a logical structure to language and that this logic can be used as a tool to clarify ambiguous statements and make them meaningful. 1-12

13. Philosophical Analysis’s Educational Implications Philosophical Analysis does not attempt to formulate the purposes of education or to prescribe the function of school. It does seek to devise new modes of curriculum and instruction. 1-13

14. SUMMARY CHAPTER 7 Defining Philosophical Analysis Situating Philosophical Analysis Why Study Philosophical Analysis? Philosophical Analysis as a Philosophy of Education -Metaphysics -Epistemology -Axiology -Logic Philosophical Analysis’s Educational Implications