FINAL PROJECT

IN
PHILO

Submitted by:
Richmond Lance C. Aguas

Submitted to:
Prof. MOISES C. ANTIOJO
ABSTRACT
The purpose of this research paper is to discuss the Social Philosophes of Logic. Social

Philosophers is the study of questions about social behavior and interpretations of society and

social institutions in terms of ethical values rather than empirical relations. In this research will

discuss their different, study’s, and origin.

Introduction

Social Philosophy is the study of questions about social behavior and interpretation bout

social behavior and interpretation of society and social institution. Philosophy began at the west in

the Greek colony Miletus with Thales but spread outwards in the works of subsequent thinkers and

writers. Aristotle was to be the first philosopher of Greek tradition. But the father of philosophy is

Socrates of the western philosophy and Plato was his most famous student and would teach

Aristotle who would be alexander the great.

History

Social Philosophy is one of Sociology, Philosophy and Anthropology’s main research areas. Our

work in this field encompasses a rich and diverse range of substantive theoretical concerns, all of

which focus on some aspect of social life and intersubjectivity. Our approach is informed by

various philosophical traditions, including ancient Greek philosophy, analytic philosophy,

phenomenology and philosophical anthropology. We draw on all these areas to address a variety

of contemporary and urgent themes that are philosophically challenging, and at the same time also
have immediate relevance for our lives as social beings, in our daily interactions as well as in

relation to broader economic, scientific, technological and cultural events. Between history and

social philosophy in general there exist a dual relationship which is too easily overlooked. Any

social philosophy must look for its factual data to the past. Its materials are only to be found in

historical records ancient or of yesterday, and it itself only an interpretation of history. Before there

can be an ethics a politics an economics there must be history for man himself precedes his

attempts to explain his world and his explanation is necessarily based on knowledge of his past

there two man and the world furnish at once the motives an the materials of all social thinking and

both fall first within the scope of history.

I. Materialism
a theory that physical matter is the only or fundamental reality and that all being,

and processes and phenomena can be explained as manifestations or results of matter.

Materialism developed during the 800-200 BC and has developed around the 600 BC with

the works of Ajita Kesakambali, Payasi, Kanada and the proponents of the Carvaka school

of philosophy. An example of materialism is explaining love in terms of material thing and

valuing a new car over friendships. materialist conception of history, is a methodology

used by some communist and Marxist historiographers that focuses on human societies and

their development through history, arguing that history is the result of material conditions

rather than ideas.

 II. Existentialism

Existentialism is a philosophy that emphasizes individual existence, freedom and

choice. It is the view that humans define their own meaning in life and try to make rational

decisions despite existing in an irrational universe. It focuses on the question of human

existence, and the feeling that there is no purpose or explanation at the core of existence.

It holds that, as there is no God or any other transcendent force, the only way to counter

this nothingness (and hence to find meaning in life) is by embracing existence.

III. Capitalism
Capitalism is the economic and social system (and also the mode of production) in

which the means of production are predominantly privately owned and operated for profit,

and distribution and exchange is in a mainly market economy. It is usually considered to

involve the right of individuals and corporations to trade (using money) in goods, services,

labor and land. Capitalism began to develop into its modern form during the Early Modern

period in the Protestant countries of North-Western Europe, especially the Netherlands

(Dutch Republic) and England: traders in Amsterdam and London created the first

chartered joint-stock companies driving up commerce and trade

IV. Socialism
Socialism is both an economic system and an ideology (in the non-pejorative sense

of that term). A socialist economy features social rather than private ownership of the

means of production. It also typically organizes economic activity through planning rather
 than market forces, and gears production towards needs satisfaction rather than profit

accumulation. Socialist ideology asserts the moral and economic superiority of an economy

with these features, especially as compared with capitalism. More specifically, socialists

typically argue that capitalism undermines democracy, facilitates exploitation, distributes

opportunities and resources unfairly, and vitiates community, stunting self-realization and

human development. Socialism, by democratizing, humanizing, and rationalizing

economic relations, largely eliminates these problems.

V. Determinism
theory that all events, including moral choices, are completely determined by

previously existing causes. Determinism is usually understood to preclude free will

because it entails that humans cannot act otherwise than they do. The theory holds that the

universe is utterly rational because complete knowledge of any given situation assures that

unerring knowledge of its future is also possible. Pierre-Simon, Marquis de Laplace, in the

18th century framed the classical formulation of this thesis. For him, the present state of

the universe is the effect of its previous state and the cause of the state that follows it. If a

mind, at any given moment, could know all of the forces operating in nature and the

respective positions of all its components, it would thereby know with certainty the future

and the past of every entity, large or small.

VI. Essentialism
the view that some properties of objects are essential to them. The “essence” of a

thing is conceived as the totality of its essential properties. Theories of essentialism differ
 with respect to their conception of what it means to say that a property is essential to an

object. The concept of an essential property is closely related to the concept of necessity,

since one way of saying that a property P is essential to an object O is to say that the

proposition “O has P” is necessarily true. A general but not very informative way of

characterizing essential properties is to say that a property is essential to an object if the

object cannot lack the property and still be the object that it is. Properties of an object that

are not essential in this sense are said to be accidental.

VII. Hedonism
from the Greek word (hedone) for pleasure, refers to several related theories about

what is good for us, how we should behave, and what motivates us to behave in the way

that we do. All hedonistic theories identify pleasure and pain as the only important elements

of whatever phenomena they are designed to describe. If hedonistic theories identified

pleasure and pain as merely two important elements, instead of the only important elements

of what they are describing, then they would not be nearly as unpopular as they all are.

However, the claim that pleasure and pain are the only things of ultimate importance is

what makes hedonism distinctive and philosophically interesting.

VIII. Romanticism
is a philosophical which emphasizes emotional self-awareness as a necessary pre-

condition to improving society and bettering the human condition holds that the universe

is a single unified and interconnected whole, and full of values, tendencies and life, not

merely objective lifeless matter. The Romantic view is that reason, objectivity and analysis
 radically falsify reality by breaking it up into disconnected lifeless entities, and the best

way of perceiving reality is through some subjective feeling or intuition, through which we

participate in the subject of our knowledge, instead of viewing it from the outside. Nature

is an experience, and not an object for manipulation and study, and, once experienced, the

individual becomes in tune with his feelings and this is what helps him to create moral

values.

IX. Utilitarianism
differs from ethical theories that make the rightness or wrongness of an act

dependent upon the motive of the agent, for, according to the utilitarian, it is possible for

the right thing to be done from a bad motive. Utilitarian’s may, however, distinguish the

aptness of praising or blaming an agent from whether the act was right. The origins of

Utilitarianism are often traced back to the Epicureanism of the followers of the Greek

philosopher Epicurus. It can be argued that David Hume and Edmund Burke were proto-

Utilitarians. But as a specific school of thought, it is generally credited to the English

philosopher Jeremy Bentham.

X. Rationalism
appealing to intellectual and deductive reason (as opposed to sensory experience or

any religious teachings) as the source of knowledge or justification. Thus, it holds that

some propositions are knowable by us by intuition alone, while others are knowable by

being deduced through valid arguments from intuited propositions. It relies on the idea that

reality has a rational structure in that all aspects of it can be grasped through mathematical
 and logical principles, and not simply through sensory experience. Rationalism is a

philosophical movement which gathered momentum during the Age of Reason of the 17th

Century. It is usually associated with the introduction of mathematical methods into

philosophy during this period by the major rationalist figures, Descartes, Leibniz and

Spinoza.

XI. Positivism

is the view that the only authentic knowledge is scientific knowledge, and that such

knowledge can only come from positive affirmation of theories through strict scientific

method (techniques for investigating phenomena based on gathering observable, empirical

and measurable evidence, subject to specific principles of reasoning). There are five main

principles behind Positivism:

 The logic of inquiry is the same across all sciences (both social and natural).

 The goal of inquiry is to explain and predict, and thereby to discover necessary and

sufficient conditions for any phenomenon.

 Research should be empirically observable with human senses and should use inductive

logic to develop statements that can be tested.

 Science is not the same as common sense, and researchers must be careful not to let

common sense bias their research.

 Science should be judged by logic and should be as value-free as possible. The ultimate

goal of science is to produce knowledge, regardless of politics, morals, values, etc.

X. Conclusion
In conclusion philosophy is an activity of thought, a type of thinking. Philosophy is critical and

comprehensive thought, the most critical and comprehensive manner of thinking which the human

species has yet devised. This intellectual process includes both an analytic and synthetic mode of

operation. Philosophy as a critical and comprehensive process of thought involves resolving

confusion, unmasking assumptions, revealing presuppositions, distinguishing importance, testing

positions, correcting distortions, looking for reasons, examining worldviews and questioning

conceptual frameworks. It also includes dispelling ignorance, enriching understanding,

broadening experience, expanding horizons, developing imagination, controlling emotion,

exploring values, fixing beliefs by rational inquiry, establishing habits of acting, widening

considerations, synthesizing knowledge and questing for wisdom. Philosophy as a process

functions as an activity which responds to society's demand for wisdom, which is bringing together

all that we know in order to obtain what we value. Viewed in this way Philosophy is part of the

activity of human growth and thus an integral, essential part of the process of education.