1. Basic Concepts
One of the latest developments in philosophy of science called "Analytic Philosophy". Analytic philosophy is not a systematic filafat as Idealism, Realism, or pragmatism. Indeed, most analytic philosophers worked carefully to shed his identity as a systematic philosophy, they argue that the approach in the philosophy of the system brings more problems than provide solutions to human problems (Knight: 1982). The majority of analytical philosophers to find a way to clarify the language, concepts, and methods used are more appropriate for the activities of life, such as in science. Efforts expanded analytic philosophy in other areas such as education.
"Clarification" is a common theme in analytic philosophy simple. The assumption underlying the analysts are most problems in philosophy in the past was not really focusing on the problem last fact or truth, goodness and beauty; but the problems are on the ambiguity of language, or uncertainties ketidaklurusan meaning, and a confusing concept. True knowledge, as claimed by analytic philosophy is a matter of science (business of science) rather than a philosophy. Real rules of the philosophy is "a critical clarification". Therefore, analytic philosophy turned away from the roles that philosophy is speculative, prescriptive, and synthesis. Analytic philosophy refuses to develop philosophical theories.
Analytic philosophy may be better seen as a rebellion against the objectives and methods of traditional philosophy. Analytic philosophy rather than as a form of philosophy, but rather on a philosophical approach. Analytic movement in philosophy is not a systematic philosophy such as idealism and pragmatism. Philosophy is not interested in making metaphysical statements, epistemology, or axiology statement. Instead of the analytic philosophers believe that these statements only add to the confusion of mankind. The problems of the past as claimed by the analysts, not the real problem about the reality of the end (ultimate reality), the truth, and value, but the problems related to confusion in the language and meaning. Inaccuracies in using the language and meaning is not clear is the center of philosophical confusion. Many philosophical problems caused by the use of language that "poor / irregular".
Model analytic philosophy consists of two major groups namely:
1. Analytic LINGUISTIC
Analytic model implies that linguistic philosophy as logical analysis of language and explanation of the meaning of the term. The analytic philosophers use linguistic methods to explain the meaning of a word and use of language. Some philosophers say that the analysis of the meaning of language is the main task of philosophy and the concept of task analysis as the sole function of philosophy. Analytic philosophers like GEMoore, Bertrand Russell, G. Ryle, others argue that the purpose of philosophy is to remove ambiguities, vagueness in a way to explain the meaning of terms or expressions are used in science and in everyday life. They hold that the language of philosophers is a laboratory, where the seeds and develop ideas. According to Wittgenstein, without the use of the language of logic, the statements would be meaningless.
Linguistic analytic philosophy is not a building knowledge, but rather an activity aimed at clarifying the terms used. Among analytic philosophers-philosophers will appear differences but they still have the same goal, namely the use of clear language and clear. Analytic philosophers tend to be skeptical, cautious and tend to have no desire to build a school in the system of thinking. Today dominate the analytic approach of philosophy in America and England. In mainland Europe in general is still valid speculative approach.
It can not be assumed, that realism is the origin of the analytic philosophy movement, but in this case despite that, there is a very close resemblance and strong. Analytic philosophy initially had a long history since the days of Greece. Socrates was a concern that the terms and concepts must be understood as it should. Aristotels has an interest in defining the words he used. For philosophers before the 20th century, the analysis is a means to clarify the language so that the implications of the postulates of philosophy can be understood. Analytic philosophers more attention to the proper use of language so that they can reach the goal statements with the meaning of reality and a different analytic kebenaran.Filosof see appropriate use of language as an end in itself. Analytic philosophy does not make the arguments, but more interested in clarifying the proper meaning of the arguments that were written by someone else.
Linguistic analysis has evolved in the early 20th century England. This is driven by Bettrand Russell and Alfred North Whitehead in his Principia Mathematica. Russell and Whitehead uses the language of mathematics to logic. Their ideas is that mathematics has a clarity and logic can not be found in the use of general language. George Edward Moore mngambil a slightly different way with Whitehead danRussell, claiming that the analysis of ordinary language (ordinary language) and common understanding (common sense), which is more than the scientific-mathematical language, should be the main point in linguistic analysis. Perhaps the most influential people of the analytic movement is Ludwig Wittgenstein, who has published his work in his Logico-Philosophicus Tractatus in the early 20th century. Wittgenstein in his youth influenced by his teacher and then Russell has influenced the philosopher-positivistic philosophers association Vienna (Vienna Circle)
2. Positivistic analytic LOGICAL
Positivism is one of the main roots of modern philosophy in addition to linguistic analysis. The French postivitis-19th century, under the leadership of Auguste Comte, holds that knowledge (knowledge) should be based on the perception of taste (sense perception) and investigation of knowledge (science) that objective, therefore, positivism has limited knowledge of the statements and facts which can be observed and the things associated with it, and reject the worldview or metaphysical world view that contains elements that can not be verified empirically. Negative attitude towards any sense of reality outside (sense) humans have been affecting many areas of modern thought, including pragmatism, behaviorism, scientific naturalism, and the analytic movement. Positivism became a gathering place for the 20th-century group of scientists known as the "Society of Vienna (Vienna Circle)". This group consists of scientists mathematician, logician symbols (symbolic logician) is interested in the philosophical. Vienna associations are seen as a philosophy of science and logic of their thinking of what became known as logical positivism. The main purpose of this group is to find a terminological and conceptual system that is inclusive, but general (apply) to all science. It should be noted that analytic philosophy is an umbrella term (umbrella term) that includes several slightly different positions which are usually referred to positvisme logical, logical empiricism, aanalisis linguistic, logical atomism, and analysis of oxford.
Basically, logical positivism was thinking that there is no acceptable arguments with meaningful unless it can be verified by formal reasons (ie: logic and mathematics) or verified at the level of empirical, or real data.
Positivistic analytic model known as the neo logical positivism was developed by Bertrand Russell that is rooted in and continue the positivism of Comte philosophy which is the basis peletak quantitative approach in the development of science (science), with a set of mathematics as a basis for all branches of science.
Positivism has a strong influence on the scientific method. Positivism concepts contributed new approach in the discovery of scientific truths that gave birth to the revolution paradigm. Principles and procedures in the natural sciences and social sciences, which comes from the assumption of John Stuart Mill (1843), continued to live until now as a methodological paradigm. Mill does not distinguish between the methodology of social science and science kealaman.
2. Figures and vision
George Edward Moore (1873-1958)
A resistance of "common sense (common sense)" is one of the greatest ideas Moore. Essentially, Moore's interested in something we call "ordinary life". Moore believes that the most common sense (common sense) is something right and that we know what we're talking about the habits, language, and common sense. Most philosophers, in addition to Moore, has made a way out of the debate about common sense. However, the two things that ordinary language and in philosophy, there are some statements that they can be proven, and Moore looked like he did that the discovery of truth or falsity of the arguments included not located in a common language and philosophy, but there is at analysis of the meaning of the arguments. With such analysis, Moore thinks that could clarify the way to a better understanding of the meaning of truth and the truth of what we say and we write.
Illustrations: the words "good", "know", "real". We all know the meaning of these words in everyday life and something reasonable. Moore believes that we already have a concept of "good" already exists in our minds before we use it. , But knows the mind (or a concept) and analyze the meaning / purpose is two different things. Analyzing a membanu meaning we will understand more precisely and clearly the meaning of it, or in other words we can call it "good fit / match".
Bertrand Russell (1872-1970)
If Moore is credited with analytic philosophy that tries to analyze the intentions of common words and common sense, Russell developed a formal logic analysis is a science friendly and having an appropriate vocabulary. In his Principia Mathematica, written by Russell and Alferd, math can be simplified to a language of logic. Russell ensure that mathematics gives us a clarity and logic that can not be found in the use of language in general, we need to try to make it more precise and clear. Aristotle called this concept with a method syllogism (deductive argument). Illustrations: "If the rain, the wet road" consists of two clauses "if the rain" and "wet roads", second clause by Russell called implications.
Both Moore and Russell put forward a strong relationship that the analysis is closely related to the philosophy of realism, Moore argues forcefully and clearly that the analysis of the words used from the facts and awareness of the experience. While Russell firmly using a scientific approach and logical, orderly, and systematic. The movement is still oriented analytic philosophy of realism, although the modern philosophy reject the system.
Ludwig Wittgenstein (1889-1951)
In his book Tractatus Logico-Philosophicus, Ludwig argued that the natural sciences is the main source of the truth of the proposition and the main purpose of the discovery of new facts. Philosophy should not see the discovery of truth, but rather an activity to solve the dilemmas, clarify issues, and clarify the ideas that come from sources other. Philosophers should not be focused on themselves with the truth of the data, but must always be connected with "language" and remarks about the data. In conclusion we need to determine what can and can not be said, that's called "limits of language"
The purpose of analytic philosophy succinctly described by Wittgenstein as follows: Philosophy aims at clarifying the logical philosophy-Philosophy is not a body of doctrine but an activity, a philosophical work consists essentially of a description - Philosophy does not produce the arguments of philosophy (philosophical Prepositions) but more to the clarification of these propositions - is the task of philosophy is to make clear and give the boundaries clear on something.
Positivism Adherents believe that all "analytic expressions" are in fact formal logic-that the sentence was due tersbut sentence structure, and all synthetic statements belong in science, providing the empirical investigation for validity.
3. Implications In Education
In linguistic analytical approach, for testing rationality associated with ideas or ideas of education, and examine how the consistency with other ideas. For example we introduce the concept of "active students how to learn". By using the grammar and logic, we examine these concepts by analyzing tertenu perspective. Analytic approach to test linguistic logically educational concepts such as "whole person", "goal pedidikan", "lifelong education", maturity ", etc..
In the context of logical positivistic approach, according Kunto Wibisono (1997), positivism is a model in the development of science (knowledge) that in the step through how to work through observation, experimentation, and comparison as kealaman applied in science, and the model developed in science social sciences. Positivism to use precision, verifiabilitas, confirm, and experimentation with the optimal degree (Saduyoh: 22), with as far as possible be able to predict the optimal degree too. Thus the scientific truth and success is measured by positivistic education, in the sense of right and true must be concrete, exact, accurate, and provide benefit.
Understand the implications of positivism in the development of education science education science does not know the whole, but that there are educational sciences such as: educational psychology, sociology, education, educational administration, etc.. These sciences is the application of pure science as basic science. Positivism is a scientific approach to quantitative models in science, its adherents call themselves the scientific paradigmatic.
Other implications of analytic philosophy by RSPeters (a leading analytic philosopher), suggests that the philosophy of education consists of the formulation of high-level (high level) that will guide educational practices and forms of school organization. In other words, the function of philosophy of education has traditionally been developed and determine the path of education and practice built and fit with the view that philosophy is based on a specific outlook with regard to the nature of reality (nature of reality), the truth, and value. This approach seems to be contrary to the founding of Wittgenstein, who at the beginning of his career declared that metaphysical statements were "nonsense" (nonsense).
The question is: what value, usability, and function of philosophy of education for the analyst? The answer has been given by Peters which claimed that one of the main preoccupations for the analytic philosopher is to design guidelines for the high level of education. Basically, Peters and his friends declared that the role of philosophy of education is not to develop the "isms" or a new educational ideology, but to help us better understand the meaning of our present ideology. The benefits to be achieved by the student / students, parents, teachers, administrative staff, and the public from such a clarification would be a more meaningful approach to the educational process. Analysts argue that many educational problems lies in their own language poblem. Therefore, if we can solve the language problem, we can better describe the problem of education.
The analysts may give attention to the statements of common (typical) such as, "teachers should provide a real-life experiences of students" or "curriculum" should be based on real life situations ". First, these statements should be known as prescriptive. Second, the descriptive terms "real life experience" and "like a real life" must be tested to determine meaning. The term "life" is a description of all activities of mankind. One of the human activities that now is the "conjugate" verb. However, when the statement is often used, the "decline" is not a verb yan as intended, for the exercises grammar is not considered "like real life", but if the grammar is part of "life" why it is not included in preskepsi it?
Analysts philosophy is not only interested in mengklarifkasi language educators (educator), but also in clarifying the conceptual tools (devides conceptual) which is used by educators, advance use, estimates the underlying, and the goals of analytic tercakup.Filsafat give attention to the analysis of "the concept of education", "training concept", "the concept of child-centered" (concept of child centered), and other concepts, including goals, culture, curriculum, liberal education, state and indoctrination, the determination of value (value-judgment), values, morals, and freedom, and the authority.
The analyst not only to avoid to use prescriptive statements about what is possible and not possible for students, but they also avoid statements regarding the value of such activity above. For example, we note that the advice was issued by the authority of certain schools that elementary school students should read, befikir, or learn, then test analisakan what we mean by reading, thinking, or learning. He is not going to do (give prescriptive) or make a decision value; its function is to clarify the analysis.
One area in which the analysis moves in the development of educational models that help us clarify and develop our concepts. This is considered to be related to strategies to help us in "language games" are specific. They also developed a theoretical model unuk help the teachers who have a particular problem. They noted that scientists often develop a theory before engaging in an activity. Analysts claim that it will be followed by something similar to assist in teaching. The use of these models can help to eliminate ambiguity, and because it will help in the education profession.
4. Criticism of Analytic Philosophy
Flsafat analytic on one side has a number of significant weaknesses, if the analysis is seen as a means to philosophize.
First criticism: there are many criticisms that analytic philosophy is too narrow and limited to answer such a huge demand of modern life, community, and education. Analytic philosophy in an effort to achieve clarity and precision, has been seen by some people as an attempt to escape from a very important problem of this century and the problems of philosophy which is eternal.
The second criticism; analytic philosophy create confusion between "medium" and "objective" philosophies. Confusion associated with "means" and "objective", John Wild illustrated as "someone who was so interested in the point and dust stains on the glasses that he lost all interest in seeing the other through these glasses. In penelusurannya for clarification and accuracy, analytic philosophy often exaggerate the philosophy and techniques in certain situations lead philosophers become "technicians" are highly skilled. Someone might ask the analytic philosophers, if clarification of what we do will be worth if we make a mistake from the beginning. An analytic philosopher felt this issue and noted that "a certain systematic ambiguity is more desirable than an artificial precision". In another context, when the philosopher stopped to talk about metaphysical questions, and axiology, while others such as the Social and Physical Sciences will continue to make statements and theorems concerned with the lives and livelihoods. Someone is not going apart from the basic questions facing the human race "with only" define it in ways that out of the definition of the philosophy.
The third criticism; analytic philosophy as a total approach to issues rooted philosophy of blindness to the estimates - estimates metaphysics and epistemology. On the one hand, analysts generally avoids a priori assumptions. On the other hand, when they insisted that any term descriptive or factual should be in the language of science and that the arguments must be verified by a sensory observations, they assumed a metaphysical doctrine according to materialism, realism, and positivism. With things like the above, the metaphysical and epistemological them, whether consciously chosen or not, is open to the same criticism as this philosophical position.
Another criticism made against positivism understood delivered by Lincoln and Guba in Uyoh (2004), that positivism produces research with human respondents, but less attention to humanity. This can be said that the positivism approach does not have ethical implications, but it was less successful working positivism of empirical and conceptual formulation of the various fields of science (especially the social sciences and humanities).
One of the latest developments in philosophy of science called "Analytic Philosophy". Analytic philosophy is not a systematic filafat as Idealism, Realism, or pragmatism. Indeed, most analytic philosophers worked carefully to shed his identity as a systematic philosophy, they argue that the approach in the philosophy of the system brings more problems than provide solutions to human problems (Knight: 1982). The majority of analytical philosophers to find a way to clarify the language, concepts, and methods used are more appropriate for the activities of life, such as in science. Efforts expanded analytic philosophy in other areas such as education.
"Clarification" is a common theme in analytic philosophy simple. The assumption underlying the analysts are most problems in philosophy in the past was not really focusing on the problem last fact or truth, goodness and beauty; but the problems are on the ambiguity of language, or uncertainties ketidaklurusan meaning, and a confusing concept. True knowledge, as claimed by analytic philosophy is a matter of science (business of science) rather than a philosophy. Real rules of the philosophy is "a critical clarification". Therefore, analytic philosophy turned away from the roles that philosophy is speculative, prescriptive, and synthesis. Analytic philosophy refuses to develop philosophical theories.
Analytic philosophy may be better seen as a rebellion against the objectives and methods of traditional philosophy. Analytic philosophy rather than as a form of philosophy, but rather on a philosophical approach. Analytic movement in philosophy is not a systematic philosophy such as idealism and pragmatism. Philosophy is not interested in making metaphysical statements, epistemology, or axiology statement. Instead of the analytic philosophers believe that these statements only add to the confusion of mankind. The problems of the past as claimed by the analysts, not the real problem about the reality of the end (ultimate reality), the truth, and value, but the problems related to confusion in the language and meaning. Inaccuracies in using the language and meaning is not clear is the center of philosophical confusion. Many philosophical problems caused by the use of language that "poor / irregular".
Model analytic philosophy consists of two major groups namely:
1. Analytic LINGUISTIC
Analytic model implies that linguistic philosophy as logical analysis of language and explanation of the meaning of the term. The analytic philosophers use linguistic methods to explain the meaning of a word and use of language. Some philosophers say that the analysis of the meaning of language is the main task of philosophy and the concept of task analysis as the sole function of philosophy. Analytic philosophers like GEMoore, Bertrand Russell, G. Ryle, others argue that the purpose of philosophy is to remove ambiguities, vagueness in a way to explain the meaning of terms or expressions are used in science and in everyday life. They hold that the language of philosophers is a laboratory, where the seeds and develop ideas. According to Wittgenstein, without the use of the language of logic, the statements would be meaningless.
Linguistic analytic philosophy is not a building knowledge, but rather an activity aimed at clarifying the terms used. Among analytic philosophers-philosophers will appear differences but they still have the same goal, namely the use of clear language and clear. Analytic philosophers tend to be skeptical, cautious and tend to have no desire to build a school in the system of thinking. Today dominate the analytic approach of philosophy in America and England. In mainland Europe in general is still valid speculative approach.
It can not be assumed, that realism is the origin of the analytic philosophy movement, but in this case despite that, there is a very close resemblance and strong. Analytic philosophy initially had a long history since the days of Greece. Socrates was a concern that the terms and concepts must be understood as it should. Aristotels has an interest in defining the words he used. For philosophers before the 20th century, the analysis is a means to clarify the language so that the implications of the postulates of philosophy can be understood. Analytic philosophers more attention to the proper use of language so that they can reach the goal statements with the meaning of reality and a different analytic kebenaran.Filosof see appropriate use of language as an end in itself. Analytic philosophy does not make the arguments, but more interested in clarifying the proper meaning of the arguments that were written by someone else.
Linguistic analysis has evolved in the early 20th century England. This is driven by Bettrand Russell and Alfred North Whitehead in his Principia Mathematica. Russell and Whitehead uses the language of mathematics to logic. Their ideas is that mathematics has a clarity and logic can not be found in the use of general language. George Edward Moore mngambil a slightly different way with Whitehead danRussell, claiming that the analysis of ordinary language (ordinary language) and common understanding (common sense), which is more than the scientific-mathematical language, should be the main point in linguistic analysis. Perhaps the most influential people of the analytic movement is Ludwig Wittgenstein, who has published his work in his Logico-Philosophicus Tractatus in the early 20th century. Wittgenstein in his youth influenced by his teacher and then Russell has influenced the philosopher-positivistic philosophers association Vienna (Vienna Circle)
2. Positivistic analytic LOGICAL
Positivism is one of the main roots of modern philosophy in addition to linguistic analysis. The French postivitis-19th century, under the leadership of Auguste Comte, holds that knowledge (knowledge) should be based on the perception of taste (sense perception) and investigation of knowledge (science) that objective, therefore, positivism has limited knowledge of the statements and facts which can be observed and the things associated with it, and reject the worldview or metaphysical world view that contains elements that can not be verified empirically. Negative attitude towards any sense of reality outside (sense) humans have been affecting many areas of modern thought, including pragmatism, behaviorism, scientific naturalism, and the analytic movement. Positivism became a gathering place for the 20th-century group of scientists known as the "Society of Vienna (Vienna Circle)". This group consists of scientists mathematician, logician symbols (symbolic logician) is interested in the philosophical. Vienna associations are seen as a philosophy of science and logic of their thinking of what became known as logical positivism. The main purpose of this group is to find a terminological and conceptual system that is inclusive, but general (apply) to all science. It should be noted that analytic philosophy is an umbrella term (umbrella term) that includes several slightly different positions which are usually referred to positvisme logical, logical empiricism, aanalisis linguistic, logical atomism, and analysis of oxford.
Basically, logical positivism was thinking that there is no acceptable arguments with meaningful unless it can be verified by formal reasons (ie: logic and mathematics) or verified at the level of empirical, or real data.
Positivistic analytic model known as the neo logical positivism was developed by Bertrand Russell that is rooted in and continue the positivism of Comte philosophy which is the basis peletak quantitative approach in the development of science (science), with a set of mathematics as a basis for all branches of science.
Positivism has a strong influence on the scientific method. Positivism concepts contributed new approach in the discovery of scientific truths that gave birth to the revolution paradigm. Principles and procedures in the natural sciences and social sciences, which comes from the assumption of John Stuart Mill (1843), continued to live until now as a methodological paradigm. Mill does not distinguish between the methodology of social science and science kealaman.
2. Figures and vision
George Edward Moore (1873-1958)
A resistance of "common sense (common sense)" is one of the greatest ideas Moore. Essentially, Moore's interested in something we call "ordinary life". Moore believes that the most common sense (common sense) is something right and that we know what we're talking about the habits, language, and common sense. Most philosophers, in addition to Moore, has made a way out of the debate about common sense. However, the two things that ordinary language and in philosophy, there are some statements that they can be proven, and Moore looked like he did that the discovery of truth or falsity of the arguments included not located in a common language and philosophy, but there is at analysis of the meaning of the arguments. With such analysis, Moore thinks that could clarify the way to a better understanding of the meaning of truth and the truth of what we say and we write.
Illustrations: the words "good", "know", "real". We all know the meaning of these words in everyday life and something reasonable. Moore believes that we already have a concept of "good" already exists in our minds before we use it. , But knows the mind (or a concept) and analyze the meaning / purpose is two different things. Analyzing a membanu meaning we will understand more precisely and clearly the meaning of it, or in other words we can call it "good fit / match".
Bertrand Russell (1872-1970)
If Moore is credited with analytic philosophy that tries to analyze the intentions of common words and common sense, Russell developed a formal logic analysis is a science friendly and having an appropriate vocabulary. In his Principia Mathematica, written by Russell and Alferd, math can be simplified to a language of logic. Russell ensure that mathematics gives us a clarity and logic that can not be found in the use of language in general, we need to try to make it more precise and clear. Aristotle called this concept with a method syllogism (deductive argument). Illustrations: "If the rain, the wet road" consists of two clauses "if the rain" and "wet roads", second clause by Russell called implications.
Both Moore and Russell put forward a strong relationship that the analysis is closely related to the philosophy of realism, Moore argues forcefully and clearly that the analysis of the words used from the facts and awareness of the experience. While Russell firmly using a scientific approach and logical, orderly, and systematic. The movement is still oriented analytic philosophy of realism, although the modern philosophy reject the system.
Ludwig Wittgenstein (1889-1951)
In his book Tractatus Logico-Philosophicus, Ludwig argued that the natural sciences is the main source of the truth of the proposition and the main purpose of the discovery of new facts. Philosophy should not see the discovery of truth, but rather an activity to solve the dilemmas, clarify issues, and clarify the ideas that come from sources other. Philosophers should not be focused on themselves with the truth of the data, but must always be connected with "language" and remarks about the data. In conclusion we need to determine what can and can not be said, that's called "limits of language"
The purpose of analytic philosophy succinctly described by Wittgenstein as follows: Philosophy aims at clarifying the logical philosophy-Philosophy is not a body of doctrine but an activity, a philosophical work consists essentially of a description - Philosophy does not produce the arguments of philosophy (philosophical Prepositions) but more to the clarification of these propositions - is the task of philosophy is to make clear and give the boundaries clear on something.
Positivism Adherents believe that all "analytic expressions" are in fact formal logic-that the sentence was due tersbut sentence structure, and all synthetic statements belong in science, providing the empirical investigation for validity.
3. Implications In Education
In linguistic analytical approach, for testing rationality associated with ideas or ideas of education, and examine how the consistency with other ideas. For example we introduce the concept of "active students how to learn". By using the grammar and logic, we examine these concepts by analyzing tertenu perspective. Analytic approach to test linguistic logically educational concepts such as "whole person", "goal pedidikan", "lifelong education", maturity ", etc..
In the context of logical positivistic approach, according Kunto Wibisono (1997), positivism is a model in the development of science (knowledge) that in the step through how to work through observation, experimentation, and comparison as kealaman applied in science, and the model developed in science social sciences. Positivism to use precision, verifiabilitas, confirm, and experimentation with the optimal degree (Saduyoh: 22), with as far as possible be able to predict the optimal degree too. Thus the scientific truth and success is measured by positivistic education, in the sense of right and true must be concrete, exact, accurate, and provide benefit.
Understand the implications of positivism in the development of education science education science does not know the whole, but that there are educational sciences such as: educational psychology, sociology, education, educational administration, etc.. These sciences is the application of pure science as basic science. Positivism is a scientific approach to quantitative models in science, its adherents call themselves the scientific paradigmatic.
Other implications of analytic philosophy by RSPeters (a leading analytic philosopher), suggests that the philosophy of education consists of the formulation of high-level (high level) that will guide educational practices and forms of school organization. In other words, the function of philosophy of education has traditionally been developed and determine the path of education and practice built and fit with the view that philosophy is based on a specific outlook with regard to the nature of reality (nature of reality), the truth, and value. This approach seems to be contrary to the founding of Wittgenstein, who at the beginning of his career declared that metaphysical statements were "nonsense" (nonsense).
The question is: what value, usability, and function of philosophy of education for the analyst? The answer has been given by Peters which claimed that one of the main preoccupations for the analytic philosopher is to design guidelines for the high level of education. Basically, Peters and his friends declared that the role of philosophy of education is not to develop the "isms" or a new educational ideology, but to help us better understand the meaning of our present ideology. The benefits to be achieved by the student / students, parents, teachers, administrative staff, and the public from such a clarification would be a more meaningful approach to the educational process. Analysts argue that many educational problems lies in their own language poblem. Therefore, if we can solve the language problem, we can better describe the problem of education.
The analysts may give attention to the statements of common (typical) such as, "teachers should provide a real-life experiences of students" or "curriculum" should be based on real life situations ". First, these statements should be known as prescriptive. Second, the descriptive terms "real life experience" and "like a real life" must be tested to determine meaning. The term "life" is a description of all activities of mankind. One of the human activities that now is the "conjugate" verb. However, when the statement is often used, the "decline" is not a verb yan as intended, for the exercises grammar is not considered "like real life", but if the grammar is part of "life" why it is not included in preskepsi it?
Analysts philosophy is not only interested in mengklarifkasi language educators (educator), but also in clarifying the conceptual tools (devides conceptual) which is used by educators, advance use, estimates the underlying, and the goals of analytic tercakup.Filsafat give attention to the analysis of "the concept of education", "training concept", "the concept of child-centered" (concept of child centered), and other concepts, including goals, culture, curriculum, liberal education, state and indoctrination, the determination of value (value-judgment), values, morals, and freedom, and the authority.
The analyst not only to avoid to use prescriptive statements about what is possible and not possible for students, but they also avoid statements regarding the value of such activity above. For example, we note that the advice was issued by the authority of certain schools that elementary school students should read, befikir, or learn, then test analisakan what we mean by reading, thinking, or learning. He is not going to do (give prescriptive) or make a decision value; its function is to clarify the analysis.
One area in which the analysis moves in the development of educational models that help us clarify and develop our concepts. This is considered to be related to strategies to help us in "language games" are specific. They also developed a theoretical model unuk help the teachers who have a particular problem. They noted that scientists often develop a theory before engaging in an activity. Analysts claim that it will be followed by something similar to assist in teaching. The use of these models can help to eliminate ambiguity, and because it will help in the education profession.
4. Criticism of Analytic Philosophy
Flsafat analytic on one side has a number of significant weaknesses, if the analysis is seen as a means to philosophize.
First criticism: there are many criticisms that analytic philosophy is too narrow and limited to answer such a huge demand of modern life, community, and education. Analytic philosophy in an effort to achieve clarity and precision, has been seen by some people as an attempt to escape from a very important problem of this century and the problems of philosophy which is eternal.
The second criticism; analytic philosophy create confusion between "medium" and "objective" philosophies. Confusion associated with "means" and "objective", John Wild illustrated as "someone who was so interested in the point and dust stains on the glasses that he lost all interest in seeing the other through these glasses. In penelusurannya for clarification and accuracy, analytic philosophy often exaggerate the philosophy and techniques in certain situations lead philosophers become "technicians" are highly skilled. Someone might ask the analytic philosophers, if clarification of what we do will be worth if we make a mistake from the beginning. An analytic philosopher felt this issue and noted that "a certain systematic ambiguity is more desirable than an artificial precision". In another context, when the philosopher stopped to talk about metaphysical questions, and axiology, while others such as the Social and Physical Sciences will continue to make statements and theorems concerned with the lives and livelihoods. Someone is not going apart from the basic questions facing the human race "with only" define it in ways that out of the definition of the philosophy.
The third criticism; analytic philosophy as a total approach to issues rooted philosophy of blindness to the estimates - estimates metaphysics and epistemology. On the one hand, analysts generally avoids a priori assumptions. On the other hand, when they insisted that any term descriptive or factual should be in the language of science and that the arguments must be verified by a sensory observations, they assumed a metaphysical doctrine according to materialism, realism, and positivism. With things like the above, the metaphysical and epistemological them, whether consciously chosen or not, is open to the same criticism as this philosophical position.
Another criticism made against positivism understood delivered by Lincoln and Guba in Uyoh (2004), that positivism produces research with human respondents, but less attention to humanity. This can be said that the positivism approach does not have ethical implications, but it was less successful working positivism of empirical and conceptual formulation of the various fields of science (especially the social sciences and humanities).
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