...the common sense view of things. The three types of transcendental thinking converge in conceiving rational autonomy as the ultimate ground for justification. Correspondingly, the philosophical pedagogy of all three thinkers is focused on how to seize and make that very autonomy (or active self-determination) intellectually and existentially available. In the concrete way of proceeding, however, the three models diverge. Descartes expects one to become master of oneself and "the world" by methodologically suspending his judgement on what cannot qualify itself to be undoubtable. Kant leads us to the point where we can triangulate universal conditions of the possibility of knowledge through individually acquiring the competence to judge the legitimacy of encountered propositional claims. Finally, Fichte confronts us with the idea of the identity of self-consciousness and objectivity. (1) Transcending ordinary life and experience to a somewhat higher being is surely not the scope of transcendental philosophy. What the revolutionary achievements of Descartes, Kant, and Fichte have generically in common is to account for the legitimacy of our knowledge claims or, in other words, for the possibility of autonomy. The business of that kind of philosophy is to rationally reconstruct the rightness of judging. For that design the architecture of those authors' theorizing is necessarily opposed to normal experience. (First of all, the common notion of "things affecting us" has to be abandoned...
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...of ideas / Marc A. Hight. p. cm. Summary: ‘‘Provides an interpretation of the development of the ontology of ideas from Descartes to Hume that reaffirms the vital role metaphysical concerns played in early modern thinking’’—Provided by publisher. Includes bibliographical references and index. isbn 978–0-271–03383–9 (cloth : alk. paper) 1. Ontology. 2. Idea (Philosophy). 3. Metaphysics. I. Title. BD301.H54 2008 110.9—dc22 2008002466 2008 The Pennsylvania State University All rights reserved Printed in the United States of America Published by The Pennsylvania State University Press, University Park, PA 16802–1003 Copyright The Pennsylvania State University Press is a member of the Association of American University Presses. It is the policy of The Pennsylvania State University Press to use acid-free paper. This book is printed on Natures Natural, containing 50% post-consumer waste, and meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Material, ansi z39.48–1992. For ict and snj and `e in memory of rene elizabeth hight (1968–2006) contents Acknowledgments xi List of Abbreviations xiii Introduction: Idea Ontology and the Early Modern Tale 1 1 the traditional ontology 11 1.1 Substance 12 1.2 Modes 20 1.3 What Is an Idea? 22 1.4 Stretching Idea Ontologies 34 2 descartes 37 2.1 Representation 38 2.2 Perception,...
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...Two Views of Soul: Aristotle and Descartes* THEODORE TRACY, SJ. What first attracted my interest to a possible comparison was the realization that, unlike Plato, both Aristotle and Descartes shared the view that, first, there is but a single soul and, second, that this soul operates principally through a single specific bodily organ. Given his own understanding, I believe Descartes could agree totally with Aristotle's statement that the soul's "essential nature cannot be * This paper was originally presented at the University of South Carolina in April 1981' as a contribution to a symposium on "Soul and Mind in Ancient Philosophy," organized by Professor Rosamond Kent Sprague. 248 Illinois Classical Studies, XI corporeal; yet it is also clear that soul is present in a particular bodily part, and this one of the parts having control over the rest":' dfiXou 6ri ovx oihv r' tivai adua rffv ovtriau ocvrfiq, aW 5fi(t)c, Sri 7' iv tlvl tov (TUifiaToq inrapxii^ nopiw (t>avtpbv, kcu iv tovtw tivi twv ixovruiv bvvafiiv eV roJq nopioic,. {Parva Naturalia 467b 13- 16) For Aristotle, as we know, that particular controlling organ is the heart. In his treatise On Memory, for example, Aristotle declares that in animals, including man, "the source and control center {otpxvY of both the sensitive and nutritive soul must be in the heart": apayKT) Koi rrfc, ataQr]TiKr\c, kou rriq dpeirTLKfic, ^vxri<i ^v ry Kapb'ux rffv otpxw etW. {PN 469a5-7) Again, in the De Partibus...
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...An Analysis of Gender Roles in Disney Princess Films Jasmit Singh 213749361 Traditional and Popular Culture – 1900 9.0 Susan Niazi – Tutorial 6 Whether it’s the colours they wear, the activities they engage in or how they behave, men and women are known to play different roles in society. These established gender roles “are not innate or natural but a product of society”. Children, adolescents and adults all learn gender roles through the environment they’re surrendered by. One of the many huge influencers that help shape gender roles is media. Although “there has been a lot of change over the years in terms of what is considered appropriate societal roles for men and women, this change is not reflected in contemporary film”. The ideology of mainstream media continues to focus on the males being the heads of society, which in result, shows an unequal representation of the females. From an early age, media puts an image into young minds, informing them how males and females should think, act, behave and appear. In many television shows and films, one can easily see the distinct difference between the role of a male and a female. Often films are enforcing stereotypical gender roles where the male is seen to holds more importance in society than the female. Amongst many film producing companies, Walt Disney Pictures for decades have been enforcing stereotypical gender roles in their princess films. Though it may not be outright obvious, Disney productions play a huge role...
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...1: Philosophy, sophism/sophistry, “pilosopo” 1 [Published in Rolando M. Gripaldo, ed. 2004. Philosophical landscape. Manila: Philippine National Philosophical Research Society.] PHILOSOPHY, SOPHISM/SOPHISTRY, “PILOSOPO” Rolando M. Gripaldo PHILOSOPHY: Ancient Philosophy literally means “love of wisdom.” In contemporary philosophy there are as many definitions of philosophy as there are schools of philosophy.1 What is interesting is that one school defines philosophy to the exclusion of other schools. For instance, the analytic school defines philosophy as the clarification of the meanings of words, phrases, and sentences, and it rejects metaphysical propositions as cognitively meaningless. Its emphasis is logic and language. On the other hand, the continental school defines philosophy in terms of the meaning of life and one’s relationship with the world and the Other (other human beings and/ or God). It considers the activities of the analytic tradition as meaningless to one’s life. Its emphasis is life. It is therefore advisable to just leave the definition of philosophy in its original etymological meaning, although even this is not safe. Quite recently, Hans-Georg Gadamer (1989), an hermeneute, has rejected epistemic wisdom as within the realm of human control. The ancient Greeks defined philosophy as love of (epistemic) wisdom. Thales, who is traditionally considered the father of philosophy, was interested in “knowing” the ultimate reality,...
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...are introduced to the history of this science, a variety of contemporary perspectives in psychology, the positive psychology movement, and an overview of psychology-related careers. At the end of the chapter, the reader learns about the most effective methods of studying and learning. There are three concepts important to the definition of psychology: science, behavior, and mental processes. Psychologists use scientific methods to observe, describe, predict, and explain behaviors and mental processes. Behaviors are actions that can be directly observed, while mental processes are experiences that cannot be observed directly, such as thoughts and feelings. The history of psychology is rooted in philosophy, biology, and physiology. Rene Descartes and Charles Darwin...
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...mTELECOURSE STUDY GUIDE FOR The Examined Life FOURTH EDITION author J. P. White Chair, Department of Philosophy Santa Barbara City College contributing author Manuel Velasquez Professor of Philosophy Santa Clara University This Telecourse Study Guide for The Examined Life is part of a collegelevel introduction to philosophy telecourse developed in conjunction with the video series The Examined Life, and the text Philosophy: A Text with Readings, tenth edition, by Manuel Velasquez, The Charles Dirksen Professor, Santa Clara University. The television series The Examined Life was designed and produced by INTELECOM Intelligent Telecommunications, Netherlands Educational Broadcasting Corporation (TELEAC/NOT), and Swedish Educational Broadcasting Company (UR) Copyright © 2007, 2005, 2002, 1999 by INTELECOM Intelligent Telecommunications All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of INTELECOM Intelligent Telecommunications, 150 E. Colorado Blvd., Suite 300, Pasadena, California 91105-1937. ISBN: 0-495-10302-0 Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Lesson One — What is Philosophy? . . . . . . . . . . . . . . . . . . . . ....
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...Chapter 1—What Is Psychology? Learning Goals 1. 2. 3. 4. 5. Explain what psychology is and how it developed. Describe six contemporary approaches to psychology. Describe two movements that reflect a positive approach to psychology. Evaluate careers and areas of specialization in psychology. Apply some strategies that will help you succeed in psychology. After studying Chapter 1, you will be able to: Define psychology. Describe the influence that philosophy, biology, and physiology had on the beginnings of psychology as a science. Compare the two early scientific approaches in psychology: structuralism and functionalism. Describe the focus of each of the six contemporary approaches to psychology. Describe the positive psychology movement, and discuss why this movement recently emerged in psychology. Discuss career opportunities in psychology. Profile the main areas of specialization in psychology. Say how studying habits may be optimized. Understand how to be a critical thinker. CHAPTER 1: OUTLINE Psychology is a science dedicated to the study of behavior and mental processes. In this chapter you are introduced to the history of this science, a variety of contemporary perspectives in psychology, the positive psychology movement, and an overview of psychology-related careers. At the end of the chapter, the reader learns about the most effective methods of studying and learning. There are three concepts important to the definition of psychology:...
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...Aladdin By Sarah White Contents Introduction.............................................................................................................................. 3 Feminist Perspective............................................................................................................. 3 Sociological Perspective....................................................................................................... 7 Post-Colonial Perspective.................................................................................................... 9 Conclusion............................................................................................................................... 13 References............................................................................................................................... 14 Introduction Fairytales have become an integral part of children literature. The various tales have been reinvented as picture books, novels, animated and real-life films. The stories have been twisted and shaped by an ever changing society to represent a wide range of the dominant society’s views. Among these they show perspectives on social class, women’s roles, cultural differences, religion, and human behaviour. As time goes on, the original tales are discarded and the altered stories become widely known and read. This can lead to the underlying perspectives of the altered stories become subconsciously...
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...Should We Give Up on Reductive Physicalism? Paul Sperring Richmond Journal of Philosophy 8 (Winter 2004) Should We Give Up on Reductive Physicalism? Paul Sperring Supposing you were a physicalist in the late 1950s, early 1960s, and supposing you were Australian too 1 , it is highly likely you would have thought that mental properties could be reduced to physical properties. Now, suppose you are a contemporary philosopher of mind and suppose further that you are also of a physicalist stripe. Will you be inclined to think that mental properties are reducible to physical properties? It’s by no means certain. These days physicalists fall into two, broadly conceived, camps: (i) the reductionist physicalists who think that minds (or mental properties, or states or events 2 ) can be reduced to brains (or something smaller) and; (ii) the nonreductive physicalists who think that minds are not straightforwardly reducible to some lower level set of physical properties. In truth if one were to carefully classify all the physicalist positions in contemporary philosophy of mind we would need distinctions of a much finer grain than this story suggests. For the purposes of this paper, however, those philosophers who have thought that mental properties can be reduced to lower level properties will be lumped together (and called ‘reductionists’) and those philosophers who, although embracing physicalism, have thought that mental properties in principle defy reduction to something lower...
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...U N D E R S TA N D I N G U N D E R S TA N D I N G S U N Y s e r i e s i n P h i lo s o ph y George R. Lucas Jr., editor R I C H A R D M A S O N understanding understanding S TAT E U N I V E R S I T Y O F N E W Y O R K P R E S S Published by State University of New York Press, Albany © 2003 State University of New York All rights reserved Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher. For information, address State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207 Production, Laurie Searl Marketing, Fran Keneston Library of Congress Cataloging-in-Publication Data Mason, Richard, 1948– Understanding understanding / Richard Mason. p. cm. — (SUNY series in philosophy) Includes bibliographical references and index. ISBN 0-7914-5871-7 (alk. paper) — ISBN 0-7914-5872-5 (pbk. : alk. paper) 1. Comprehension (Theory of knowledge) I. Title. II. Series. BD181.5.M27 2003 121—dc21 2003042557 10 9 8 7 6 5 4 3 2 1 for Margie Contents INTRODUCTION, 1 CHAPTER ONE WHAT WE UNDERSTAND, 7 CHAPTER TWO HOW WE UNDERSTAND, 21 CHAPTER THREE UNDERSTANDING AND KNOWLEDGE...
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...01-Ellis-45685:01-Ellis-45685 7/16/2008 7:00 PM Page 1 Chapter 1 The Study of Personality Introduction Chapter Goals • Provide an overview of the controversies in the field of personality • Explain the purpose and utility of studying personality to mental health professionals • Review the various definitions of human personality • Offer insights into the history of personality theories • Introduce some of the methods used to measure or evaluate personality • Present some of the major personality theorists who have developed the concepts we will be studying S ubdisciplines of psychology such as social psychology, cognitive psychology, and indus- trial psychology endeavor to find common principles that will explain everyone’s behavior. These subfields have achieved considerable success in doing so, since we are all similar in many ways. Despite our similarities, however, there is little doubt that each human being is unique—different from every other individual on the planet. Seeking to understand human commonalities and seeking to account for individual differences are complementary, insofar as we cannot fully apprehend differences if we cannot identify our common characteristics. Personality psychology looks for answers to numerous questions. In what ways do human beings differ? In what situations and along what dimensions do they differ? Why do they differ? How much do they differ? How consistent are human differences? Can they be measured...
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...Nothing in the canon of early Confucians directly corresponds with the concept of a person.[1] Yet, the philosophical content of their works seems to commit Confucius and those who followed in his wake to various implications about persons. Three recent thinkers have been especially important in trying to specify the features of a Confucian theory of the person. Herbert Fingarettes’s Confucius: The Secular as Sacred is roughly of the same vintage as John Rawls’s A Theory of Justice, and while it is a much more slender volume, it has had within its sphere a similarly far-reaching influence.[2] In the wake of Fingarette’s work, two other important essays were produced in honor of Fingarette: “Rights-Bearing Individuals and Role-Bearing Persons,” by Henry Rosemont Jr., and “Reflections on the Confucian Self: A Response to Fingarette,” by Roger T. Ames.[3] Each of these thinkers sees Confucius as offering an alternative understanding to the received Cartesian view of the person. In each case, the Confucian stance on the person is interpreted as being overwhelmingly social as opposed to the western view, which is characterized as being impossibly individualistic. Against these three currents, I will argue here that the Confucian understanding of a person is not so alien to western understandings, and I will use the seminal piece by P.F. Strawson on persons to demonstrate this.[4] Since I will refer to it throughout the treatment of the other authors, I will begin by briefly specifying...
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...AS Philosophy & Ethics Course Handbook 2013 to 2014 [pic] OCR AS Level Religious Studies (H172) http://www.ocr.org.uk/qualifications/type/gce/hss/rs/index.aspx OCR AS Level Religious Studies (H172) You are studying Philosophy of Religion and Religious Ethics and will be awarded an OCR AS Level in Religious Studies. The modules and their weightings are: |AS: |Unit Code |Unit Title |% of AS |(% of A Level) | | |G571 |AS Philosophy of Religion |50% |(25%) | | |G572 |AS Religious Ethics |50% |(25%) | If you decide to study for the full A Level you will have to study the following modules at A2: |A2: |Unit Code |Unit Title |(% of A Level) | | |G581 |A2 Philosophy of Religion |(25%) | | |G582 |A2 Religious Ethics |(25%) | Grading | ...
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...right angle. He tried to discover the substance from which everything in nature is made off and suggested water. Thales is important in bridging the worlds of myth and reason. He initiated the revolutionary notion that to understand the world one needed to know its nature and that there was an explanation for all phenomena in natural terms. That was a giant step from the assumptions of the old world that supernatural forces determined almost everything. While considering the effects of magnetism and static electricity, he concluded that the power to move other things without the mover itself changing was a characteristic of "life", so that a magnet and amber must therefore be alive in some way (in that they have animation or the power to act). If so, he argued, there is no difference between the living and the dead. If all things were alive, they must also have souls or divinities (a natural belief of his time), and the end result of this argument was an almost total removal of mind from substance, opening the door to an innovative non-divine principle of action. Thales recognized a single transcendental God (Monism), who has neither beginning nor end, but who expresses himself through other gods...
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