Exploring J.L. Austin’s Ordinary Language Philosophy as a Method in Teaching Philosophy of Man to Senior High School Students

Abstract

The Enhanced Basic Education Curriculum (K-12 program) in the Philippines offers a course on the Introduction to the Philosophy of the Human Person. Offering such a course requires the recognition of its autonomy and authority. Thus, one consideration in teaching Philosophy is that an ideal study situation requires the student to participate in the object-subject dialogue; philosophical studies are an active dialogue between the text and the subject (Morkuniene 2005). Students must be able to read and understand assigned readings and materials given by their teacher. Philosophy is challenged by the problem of language interpretation, as evident in the existence of debates regarding the proper use and analysis of language. Proper use of language is a necessary tool in the process of doing Philosophy. In line with this, senior high school students taking Philosophy of Man are not exempted from the ever-challenging Philosophical thoughts that is understood by following the strict observance of Philosophical language. In this sense, students are susceptible to a possible alienation from Philosophical ideas. The researchers seek to explore the possibility of imploring some basic tenets of J.L Austin’s Ordinary Language Philosophy in teaching Philosophy to Senior High School students. Austin’s method proposes the use of ordinary or non-philosophical words and context as an aid in doing Philosophy. This research will use a meta-analysis of existing content analysis of sources using Ordinary Language Philosophy. Through this, students might be able to have a clearer understanding of the Philosophical ideas presented in their course.