Q.1 Define philosophy?

Ans:
Philosophy is the study of general and fundamental problems, such as those connected
with reality, existence, knowledge, values, reason, mind, and language. The word "philosophy"
comes from the Ancient Greek (philosophia), which literally means "love of wisdom".
Q2. Islamic Epistemology

Islamic epistemology is similar to Western epistemology in terms of the problems it
investigates. However, Islam recognizes that truth can be determined through a combination of methods
including the empirical and the rational methods (Mumtaz Ali, 2009). In addition to these, Islam considers
true reports by authentic authorities as truth as well. True reports include The Revelation which is the
Quran, the authentic Hadith, and scientific reports of the authentic authorities. Reports by authentic
authorities have to be subjected to internal and external criticism and have to meet with the criteria of true
report (al-Attas, 1996). Hence, Islam establishes that knowledge of the nature of realities, the physical
and the metaphysical, is possible and can be known with certainty. The source of all knowledge is God
and it is the obligation of man to discover knowledge so that he can fulfill his purpose as servant and
vicegerent of God on earth.

Q3.
What is Analytic Philosophy?

The phrase analytic philosophy is ambiguous (it has multiple meanings, and it is not always clear
which meaning is intended). It is used variously to refer to:
a tradition within late 19
th
century and 20
th
century philosophy;
one or more of the philosophical doctrines held by philosophers within that tradition; and
a style of doing philosophy engaged in by philosophers within that tradition, as well as by
philosophers outside that tradition.

Q4.
The Relationship Between Science and Philosophy

How far can science take us and at what point does philosophy and metaphysics take over? Here is the
general process of science and philosophy.
1. METHOD. Sciences modus operandi is to observe the data while philosophy is examining the data and
reasoning through it.
2. MATERIAL. Sciences materials are facts. There are certain data that provide empiricalfact to work with.
Philosophys material are conceptualconcepts that are the basis for the rest of the process.
3. PURPOSE. Science is descriptive. Empirical investigation can only observe what happens and the
purpose of it is to describe the mechanism or process taking place. The purpose, in relation to
philosophy, is to be able to construct an argument.
4. GOAL. The goal of science is prediction. We will see this in the strength of a theory by principle of
verification and falsification. The philosophical role is providing an explanation of the data. Explanation
is philosophical and not scientific.
5. OUTCOME. The end of science is the production of technology. The general history of science runs in the
direction of greater efficiency in its function.
6. REASON. Weve already touched on this briefly, but the reason for why one does science is for
efficiency. The reason for philosophy is a search and understanding for meaning.


Q.5
Pragmatism in Education
Pragmatism in Education was created by John Dewey. This is American pragmatism and represents
a form idealism. Pragmatism as it pertains to education is not so different from Karl Marx ideas on
collective thought. This type of ideology embraces education in a social or collective body. Dewey's
pragmatist views state that thinking of a persons mind is conditioned by the group of people he or
she is influenced by. Pragmatism in education also suggests that a curriculum with formal subjects
used to educate a child is not suitable.
Merits of pragmatism /Objectives fo Pragmatism


Importance of child
Emphasis on activity
Faith in applied life
Social and democratic education
Progressive and optimistic attitude
Construction of project method


Pragmatism aims to develop a dynamic, flexible and adaptable mind which is always resourceful and able
to create new values in the face of changing realities. This way of thinking has given a new direction and
a new purpose to all educational activities and programmes. It prepares an individual to face successfully
all the present and future problems and challenges of life. Pragmatism is an attitude and a way of living
which opposes the old doctrines of idealism and naturalism and inspires the individual to look ahead and
create new values and ideas to meet the challenges of an unknown future.

Q6. Existentialism: Roles of Teacher and Learner
The teacher in existentialist education is there to provide pathways for students to explore their own
values, meanings, and choices. In order to do this, learners need to be aware of as many options and
choices as possible; they need to feel empowered and free to determine their own values and
identities; and they need a multiplicity of experiences to enhance their self-awareness. The teachers
primary responsibility is to provide all these things, and to maintain a learning environment where
students feel encouraged to express themselves through discussion, creative projects, and choice of
study areas.

Q.7.Introduction to the Five Branches of Philosophy Areas of
philosophy:
Philosophy can be divided into five branches which address the following questions:
Metaphysics Study of Existence What's out there?
Epistemology Study of Knowledge How do I know about it?
Ethics Study of Action What should I do?
Politics Study of Force What actions are permissible?
Esthetics Study of Art What can life be like?

Q8.Sources of Knowledge
In epistemology, a common concern with respect to knowledge is what sources of
information are capable of giving knowledge.
The following are some of the major sources of knowledge:
1. Perception that which can be perceived through the experiences of the senses. The
view that experience is the primary source of knowledge is called empiricism.
2. Reason Reason can be considered a source of knowledge, either by deducing truths
from existing knowledge, or by learning things a priori, discovering necessary truths
(such as mathematical truths) through pure reason. The view that reason is the primary
source of knowledge is called rationalism
3. Introspection knowledge of ones self that can be found through internal self-
evalution. This is generally considered to be a sort of perception. (For example, I know I
am hungry or tired.)
4. Memory Memory is the storage of knowledge that was learned in the past whether
it be past events or current information.
5. Testimony Testimony relies on others to acquire knowledge and communicate it to
us. Some deny that testimony can be a source of knowledge, and insist that beliefs gained
through testimony must be verified in order to be knowledge.
Q9.Lecture cum buzz session:
Buzz sessions and similar small-group activities
Buzz sessions are short participative sessions that are deliberately built into a lecture
or larger group exercise in order to stimulate discussion and provide student feedback.
In such sessions, small sub-groups of two to four persons spend a short period
(generally no more than five minutes) intensively discussing a topic or topics suggested
by the teacher. Each sub-group then reports back on its deliberations to the group as a
whole, or sometimes combines with another sub-group in order to share their findings
and discuss the implications.

Q10.Aims and Objectives of Islamic Education
The Arabic language has three terms for education, representing the various
dimensions of the educational process as perceived by Islam. The most widely
used word for education in a formal sense is ta'lm, from the root 'alima (to
know, to be aware, to perceive, to learn), which is used to denote knowledge
being sought or imparted through instruction and teaching. Tarbiyah, from
the root raba (to increase, to grow, to rear), implies a state of spiritual and
ethical nurturing in accordance with the will of God. Ta'db, from the
root aduba (to be cultured, refined, well-mannered), suggests a person's
development of sound social behavior. What is meant by sound requires a
deeper understanding of the Islamic conception of the human being.
Education in the context of Islam is regarded as a process that involves the
complete person, including the rational, spiritual, and social dimensions. As
noted by Syed Muhammad al-Naquib al-Attas in 1979, the comprehensive and
integrated approach to education in Islam is directed toward the "balanced
growth of the total personalitythrough training Man's spirit, intellect,
rational self, feelings and bodily sensessuch that faith is infused into the
whole of his personality"



Idealism(Plato)
Idealism is a philosophical approach that has as its central tenet that ideas are the
only true reality, the only thing worth knowing. In a search for truth, beauty, and
justice that is enduring and everlasting, the focus is on conscious reasoning in the
mind. Plato, father of Idealism, espoused this view about 400 years BC, in his famous
book, The Republic. Plato believed that there are two worlds. The first is the spiritual
or mental world, which is eternal, permanent, orderly, regular, and universal.
Realism (Aristotle)
Realists believe that reality exists independent of the human mind. The ultimate
reality is the world of physical objects. The focus is on the body/objects. Truth is
objective-what can be observed. Aristotle, a student of Plato who broke with his
mentor's idealist philosophy, is called the father of both Realism and the scientific
method.
Pragmatism (Experientialism)
For pragmatists, only those things that are experienced or observed are real. In this
late 19th century American philosophy, the focus is on the reality of experience.
Unlike the Realists and Rationalists, Pragmatists believe that reality is constantly
changing and that we learn best through applying our experiences and thoughts to
problems, as they arise.
Existentialism
The nature of reality for Existentialists is subjective, and lies within the individual.
The physical world has no inherent meaning outside of human existence. Individual
choice and individual standards rather than external standards are central.
Philosophy and Curriculum
Studying philosophy helps us deal with our own personal systems of beliefs and values, i.e.,
the way we perceive the world around us and how we define what is important to us. As
philosophical issues have always influenced society and institutions of learning, a study of
the philosophy of education in terms of Curriculum development is essential.
In essence, a philosophy of education influences, and to a large extent determines, our
educational decisions and alternatives. Those who are responsible for curricular decisions,
therefore, should be clear about what they believe. If we are unclear or confused about our
own beliefs, then our curricular plans are bound to be unclear and confusing. One important
step in developing a personal philosophy of education is to understand the various
alternatives that others have developed over the years. Here we shall look into the following
four major philosophical positions that have, hitherto, influenced curriculum development.
i ) Idealism
ii) Realism
iii) Pragmatism
iv) Existentialism


Theoretical Philosophy
Metaphysics: beliefs about reality;
Epistemology: beliefs about belief;
Logic: the technique of reasoning
Practical Philosophy
Ethics: beliefs about the principles of conduct;
Aesthetics: beliefs about the principles of beauty;

Philosophy is the science that studies the fundamental aspects of the
nature of existence."

"Philosophy is the first science, the science of living. It is a science
that does not require specialized abilities, knowledge or training
to apply to one's life."

"The word "science" itself is simply the Latin word for knowledge: scientia. Until the 1840's what we now
call science was "natural philosophy," so that even Isaac Newton's great book on motion and gravity,
published in 1687, was The Mathematical Principles of Natural Philosophy (Principia Mathematica
Philosophiae Naturalis)."


THE CONCEPT OF LEADERSHIP IN ISLAM:
In the Holy Quran God addresses human beings as his representatives or vicegerents
on the earth providing them with all the necessary skills, principles and tools to lead
their lives towards glory and also to lead others towards realizing their fullest
potential.
"It is He Who hath made you (His) agents, inheritors of the earth: He hath raised you
in ranks, some above others: that He may try you in the gifts He hath given you: for
thy Lord is quick in punishment: yet He is indeed Oft-forgiving, Most Merciful" (Al-
An'm 6: 165)
As a representative of God Himself, human beings are assigned great faculties and
qualities which if properly deployed could result in the achievement of miraculous
goals. However to reach these goals one needs to follow certain principles and tools
which are also known as success or leadership principles. Where do these tenets come
from? Where can we find them? How to get them and use them? To answer these and
identical questions let us first deal with the first question and identify the key sources
of Islamic Leadership standards.
THE SOURCES OF ISLAMIC LEADERSHIP PRINCIPLES:
Islamic Leadership Principles are primarily derived from the following key sources:
The Holy Quran.
The Holy Prophet.
The Wise Caliphs.
Pious Followers