Abstract: As students of philosophy there has always been a wonder about what the work of philosophers is and what do they teach their students. The wonder of this nature becomes manifest when one has to become one of the philosophers himself. Having heard it as a saying that “to err is human”, it then becomes inevitable to wonder humans are really what they perceive themselves as or something else. One of the crucial things to note is that if humans get deceived in the perception of themselves then all what they engage in will not be authentically of service to humanity. This speaks to the issue of the way in which human interactions are guided by their will or, if true, something in a form of a supernatural being outside themselves. Exploring such mindboggling issues around human existence might guide a philosopher of education to understand what really makes a person be, and at what point do philosophical teachings make guided students. In most cases students want to receive fair and just education. But without teachings of critical thinking that philosophers of education emphasize, teachers will always delve into matters of morality and forget the thought aspect that forms the basis of teaching itself. Although morality in any form of education is paramount, but it is most important to at least know the fundamental underpinnings of that morality. When teachers do not study philosophy their understanding of the applied curriculum remains shallow and proper application of it might be hindered. Without saying that morality education and curriculum knowledge is non-profiting, the argument here is that it is always most beneficial to know the foundations of those things from their philosophical beginnings. It is in that backdrop that usage of analytic theoretical framework will be employed in this paper to explore errors and other accurate uncertainties that make life and its experiences almost certain
Keywords: Education, Uncertainties, Perceptions, critical thinking, existence.
Title: The defence of teaching philosophy as the noble discipline to the teachers
Author: Mohammed Xolile Ntshangase, Ephraim Lengwadi
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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