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| branch of philosophy concerned with beauty |
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| a branch of philosophy that seeks to determine what is of value |
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| philosophical orientation based on the belief that human behavior is determined by forces in the environment that are beyond human control rather than by exercise of free will |
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| philosophical orientation based on the belief that people actively construct their knowledge of the world through experience and interaction rather than through behavioral conditioning |
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| view of knowledge as constructed by individuals acting within a social context that molds knowledge but does not determine absolutely what constitutes knowledge |
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| study of nature and origin of the cosmos, or universe |
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| shared information or common knowledge of a culture supposedly needed to function fully in that culture |
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| branch of philosophy concerned with the nature of knowledge or how we come to know things |
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| philosophical orientation that acknowledges the existence of a body of knowledge that all people must learn if they are to function effectively in a society |
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| curriculum and/or teaching depicting Europe as the cradle of Western culture |
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| a philosophy that emphasizes the subjectivity of human experience and the importance of individual creativity and choice in a nonrational world |
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| philosophy that, in terms of education, calls for respect and kindness toward students in developmentally appropriate instruction in liberal arts, social conduct, and moral principles |
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| philosophy that suggests that the ultimate reality lies in consciousness or reason |
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| philosophy based on Carl Marx's belief that the human condition is determined by forces in history that prevent people from achieving economic freedom and social political equality |
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| branch of philosophy that focuses on the study of reality |
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| study of nature, existence, or being |
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| philosophy that exalts the great thoughts and accomplishments of the past for their own sake and for what they can offer to future generations |
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| set of ideas about the nature of reality and the meaning of life |
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| philosophical method that defines the truth and meaning of ideas according to their physical consequences and practical value |
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| philosophy that suggests that objects of sense or perception exist independently of the mind |
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| method of teaching in which a teacher provides assistance, guidance, and structure to enhance student learning and self-regulation |
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| philosophy based on the belief that people are responsible for social conditions and can improve the quality of human life by changing the social order |
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| teaching through inquiry and dialogues in which students discover and clarify knowledge |
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