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| Lecture 1 | |
* The broad and narrow definition of philosophy * the definition of philosophy (III): Reflections on hypotheses * the types of hypotheses (II): the conceptualization of phenomena * The sources of the words metaphysics and appearance, and their relationships | |
| Lecture 2 | |
* the types of hypotheses (in philosophy) (III): the personal subjective assertions * examples of freedom and determinism * the basic concepts of philosophy (I): the reality really exists * the basic concepts of philosophy (II): the subjective and the objective | |
| Lecture 3 | |
* the determinism and non-determinism * the existence of subjective perception and the objective existence of things * the Correspondence Theory of Truth : * The objective existence of things | |
| Lecture 4 | |
* The overtone of realism in Taiwanese education * the relationship between the Pragmatism and Evolutionary Theory * What works is true: examples * Pragmatism and Vernacular Movement * the Pragmatic worldview: The world is changing * the origin of knowledge: the comparison of the rationalism and empiricism | |
| Lecture 5 | |
* What is “ learning by doing”? * the standard of the truth: Realism vs. Pragmatism *Kant's—the behaviors of “Intrinsic Purpose “and “External Purpose” * Dewey－－ The Internal and External Purpose of Education * the important learning method of Pragmatism | |
| Lecture 6 | |
* the relationship between the subjective value and the objective one * Live makes sense from subjective values * the characteristics of the subjective significance and values * the existentialist educational ideas and viewpoints － Martin Buber “I and Thou” | |
| Lecture 7 | |
* the existentialist educational advocacy: Martin Buber * the educational advocacy: Whole Person Education * the existentialist educational advocacy: to encourage students to understand themselves * the comments on existentialism | |
| Lecture 8 | |
| * the claims from existentialist curriculum * Analytic theory of education * the important organizations and people in Analytic educational philosophy Peters’ three criteria of education：the normative, cognitive and process aspects of education * the transmission of knowledge and teaching * the basic concepts of Marxism | |
| Lecture 9 | |
* the basic concepts of Marxism
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| Lecture 10 | |
* the introduction of the critical theory * the universal Pragmatics, the ideal speech situation, and the validity claims * the three rules for the ideal * The purposes of education | |
| Lecture 11 | |
*Habermas' three kinds of knowledge and human interest * Chapter VIII: the educational theory of postmodern * The four major shortcomings of the reason * the social context factors from modern times Entering postmodern * the overview of postmodernism | |
| Lecture 12 | |
* the essentialism of modernism and the anti-essentialism of Postmodernism * the definition of postmodernism (II): proposed by David Harvey * the definition of post-modernism (III) | |
| Lecture 13 | |
* the purposes of education * the roles of teachers * Idealism in education | |
| Lecture 14 | |
* the Idealism (spiritualist) view of education * the educational methodology of Idealism * the comments on Idealism | |
| Lecture 15 | |
* the ethical standard of utilitarianism—“the happiness of the most” * the similarities and differences between Aristotle, Kant and utilitarianism * the moral standards - Kant's moral law, Aristotle * Kant's moral education | |
| Lecture 16 | |
* the Copernican Revolution * What is innate, a priori and transcendental * the Hermeneutics - from the objective to the subjective * students questions - knowledge types, Neo-Pragmatism | |
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