...Ahmad Compare and contrast Aristotle‘s concept of mind with that of Descartes. Introduction In this essay I attempt to show Aristotle’s concept of soul/mind*[1]. Then I compare and contrast it with Descartes’ concept of mind. In order to understand Aristotle’s concepts of mind, I shall consider Aristotle’s De Anima, in which Aristotle mostly concentrates on soul/mind discussion. I will examine the work of Kahn and Sorabji, who both considered Aristotle’s and Descartes’ philosophy in relation to soul and body problem. In order to compare Aristotle’s concept of mind with Descartes’, I am going to introduce Descartes’ most famous philosophical work which involves the question of mind directly, namely hisMeditations. …………………………. …………………………… ………………………………. If we look at Aristotle’s De Anima we can understand that pre-Aristotle thinkers were already concerned with corporeal and incorporeal problems. For example, for Plato soul was an ‘incorporeal’ and immortal thing, but body corporeal and mortal. The first impression we get from reading De Anima is that the mind and body problem was unsolved. Perhaps the resolved problem didn’t satisfy Aristotle. Aristotle claims that an incorporeal thing cannot exist without a corporeal thing. Aristotle’s new theory for solving soul and body problems makes controversial debate among most post-Aristotelian philosophers. Rene Descartes was one of them who rejected the Aristotelian concept of mind in...
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...contemporary philosophy. Then I will discuss the Tom Rockmore interpretation of such tendencies. Tom Rockmore is Professor of Philosophy and a McAnulty College Distinguished Professor, Dr. Rockmore's current research interests encompass all of modern philosophy, with special emphasis on selected problems as well as figures in German idealism (Kant, Fichte, Hegel, Marx) and recent continental philosophy (Heidegger, Habermas, Lukacs). He is continuing to explore the epistemology of German idealism as well as the relation between philosophy and politics. His most recent work concerns a new theory of knowledge as intrinsically historical. Tom Rockmore believes that there are approximately three tendencies that govern the 20th Century‘s philosophy dispute. These three tendencies according to Tom Rockmore are the Continental philosophy, Anglo- American analytical philosophy and the American (neo) pragmatism. According to answer.com, continental philosophy is a cluster of 20th-century European philosophical movements that see themselves as the ongoing legacy of Hegel, Husserl, and Heidegger and which encompasses phenomenology, existentialism, hermeneutics, structuralism, and deconstructionism, mainly as different with analytic philosophy (answer, 2010). The Anglo- American analytical philosophy is the philosophy that uses the process of analysis to be central to philosophical method and progress. The similarities of analytical philosophers were that the exterior form of a language may cover...
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...Philosophy Department Introduction to Philosophy Philosophy 45. 201.201/02S Spring 2013 Syllabusi Conference Time and Location Tu & Th 3:30-4:45PM Class meet at SOU 403 NC Instructor: Andrés Paniagua andres_paniagua@uml.edu Office Hours T&R 3:00-3:25PM & W. 6:00-6:25 Office TBD Course Description. The practice and study of philosophy constitute one of the most distinctive strands of Western intellectual tradition. In order to understand-even simply recognize-the deepest assumptions we make as a culture we must turn to philosophy and to those thinkers whose ideas have shaped our assumptions. We will approach the study of philosophy as a conversation among the greatest thinkers of all the time, Plato, Aristotle, Descartes, Locke, Hume, Kant, Hegel, Marx, Nietzsche, Heidegger and Sartre. Our focus will be on each philosopher’s ideas and their impact on Western Civilization. We will also delve briefly into the cultural and historical context of each philosopher, evaluate weather their ideas are still relevant and some of their argument remain compelling. Course outline. The approach of this class is hybrid. The first part following an historical and chronological sequence, the second part follows a topical approach. Part I (a), Ancient philosophy, with our main focus on Plato and Aristotle. Part 1 (b) Late Renaissance and to Kant. Part II Empiricism and Positivism and part II (b) Existentialism. We will wrap the class pointing to some recent issues in philosophy: Postmodernism, Feminism...
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...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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...------------------------------------------------- Philosophy Western philosophy Some would consider the study of "nothing" to be foolish, a typical response of this type is voiced by Giacomo Casanova (1725–1798) in conversation with his landlord, one Dr. Gozzi, who also happens to be a priest, “ | As everything, for him, was an article of faith, nothing, to his mind, was difficult to understand: the Great Flood had covered the entire world; before, men had the misfortune of living a thousand years; God conversed with them; Noah had taken one hundred years to build the ark; while the earth, suspended in air, stood firmly at the center of the universe that God had created out of nothingness. When I said to him, and proved to him, that the existence of nothingness was absurd, he cut me short, calling me silly.[3] | ” | However, "nothingness" has been treated as a serious subject worthy of research for a very long time. In philosophy, to avoid linguistic traps over the meaning of "nothing", a phrase such as not-being is oftenemployed to unambiguously make clear what is being discussed. Parmenides One of the earliest western philosophers to consider nothing as a concept was Parmenides (5th century BC) who was a Greek philosopher of the monist school. He argued that "nothing" cannot exist by the following line of reasoning: To speak of a thing, one has to speak of a thing that exists. Since we can speak of a thing in the past, it must still exist (in some sense) now and from...
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...long history in philosophy. But it became a major movement in the second half of the 20th century. Existentialism is not a systematic body of thought like Marxism or psychoanalysis. Instead, it is more like an umbrella under which a very wide range of thinkers struggled with questions about the meaning of life. Much of the appeal and popularity of Existentialism is due to the sense of confusion, the crisis, and the feeling of rejection and rootlessness that Europeans felt during World War II and its aftermath. Existentialism’s focus on each person’s role in creating meaning in their life was a major influence on the Phenomenological and Humanistic traditions in psychology and on the “human potential” movement that emerged from them. Rene Descartes (1596-1650) said, “Conquer yourself rather than the world.”. To modern existentialists this means that the World itself has no real meaning or purpose. It is not the unfolding expression of Human Destiny or a Divine plan, or even a set of natural laws. The only meaning is that which we create by acts of will. To have a meaningful life we have to act. But we should act without hope. Acting is meaningful but it doesn’t create meaning that lasts beyond the acts themselves or beyond our own lifetime. You are what you do – while you are doing it – and then nothing. (Very depressing.) In The Myth of Sisyphus, Albert Camus (pronounced “Kam-moo”) (1913-1960) describes life as a kind of hopeless, endless, uphill labor. Hence, the only true problem...
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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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...ministry of education and science, ukraine Bogdan khmelnytsky university at cherkasy scientific-Educational Institute of Foreign Languages HERMEUNUTICS Abstract Group 66 5th year Volodymyr Trusevich Cherkasy - 2011 The term hermeneutics covers both the first order art and the second order theory of understanding and interpretation of linguistic and non-linguistic expressions. As a theory of interpretation, the hermeneutic tradition stretches all the way back to ancient Greek philosophy. In the course of the Middle Ages and the Renaissance, hermeneutics emerges as a crucial branch of Biblical studies. Later on, it comes to include the study of ancient and classic cultures. With the emergence of German romanticism and idealism the status of hermeneutics changes. Hermeneutics turns philosophical. It is no longer conceived as a methodological or didactic aid for other disciplines, but turns to the conditions of possibility for symbolic communication as such. The question “How to read?” is replaced by the question, “How do we communicate at all?” Without such a shift, initiated by Friedrich Schleiermacher, Wilhelm Dilthey, and others, it is impossible to envisage the ontological turn in hermeneutics that, in the mid-1920s, was triggered by Martin Heidegger's Sein und Zeit and carried on by his student Hans-Georg...
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...Hopkins • Tony Bellotti • Oliver Leech • Alan Bradnam • Shirley Hughes • Terence Kuch • Fr. Seamus Mulholland • John Eberts • Gordon Kennedy • Justin Woods • Neil Munro • John Dudley • Samuel Thorpe • Jürgen Lawrenz Fellowship Award • Tony Fahey • Martin Jenkins • Peter Jones • George Brooks • Samuel Michaelides • Mike Finch • Rachel Browne • Jürgen Lawrenz back [pic] Paul Meakin: Associate Award Essay One Heidegger, Dasein and the quest for authentic Being-in-the-world Essay Two 'I am Condemned to be free': Sartre, Freedom and Bad faith Essay Three 'Hell is other people': Sartre and being-for-others Essay Four Generating a meaningful existence: A Nietzschean based interpretation back [pic] Mary Jennings: Associate Award Essay One Doubt, certainty and knowledge in Descartes and Merleau-Ponty Essay Two Justice and the Other in Levinas Totality and Infinity Essay Three Heidegger's Dasein...
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...Pre-Socratic Period Thales of Miletus Background: Thales of Miletus (fl. c. 585 BC) is regarded as the father of philosophy. Thales of Miletus was considered one of the Seven Wise Men of ancient Greece. Thales was the first of the Greek natural philosophers and founder of the Ionian school of ancient Greek thinkers. Works/Writings/Philosophy: His is said to have measured the Egyptian pyramids and to have calculated the distance from shore of ships at sea using his knowledge of geometry. He also predicted an eclipse of the sun. In geometry Thales has been credited with the discovery of five theorems like the one that a triangle inscribed in a semicircle has a 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...
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...A618C90F-C2C6-4FD6-BDDB-9D35FE504CB3 First American paperback edition published in 2006 by Enchanted Lion Books, 45 Main Street, Suite 519, Brooklyn, NY 11201 Copyright © 2002 Philip Stokes/Arcturus Publishing Limted 26/27 Bickels Yard, 151-153 Bermondsey Street, London SE1 3HA Glossary © 2003 Enchanted Lion Books All Rights Reserved. The Library of Congress has cataloged an earlier hardcover edtion of this title for which a CIP record is on file. ISBN-13: 978-1-59270-046-2 ISBN-10: 1-59270-046-2 Printed in China Edited by Paul Whittle Cover and book design by Alex Ingr A618C90F-C2C6-4FD6-BDDB-9D35FE504CB3 Philip Stokes A618C90F-C2C6-4FD6-BDDB-9D35FE504CB3 ENCHANTED LION BOOKS New York Contents The Presocratics Thales of Miletus . . . . . . . . . . . 8 Pythagoras of Samos . . . . . 10 Xenophanes of Colophon 12 Heraclitus . . . . . . . . . . . . . . . . . . . 14 The Scholastics St Anselm . . . . . . . . . . . . . . . . . . 48 St Thomas Aquinas . . . . . . . 50 John Duns Scotus . . . . . . . . . 52 William of Occam . . . . . . . . . 54 The Liberals Adam Smith . . . . . . . . . . . . . . 106 Mary Wollstonecraft . . . . 108 Thomas Paine . . . . . . . . . . . . . 110 Jeremy Bentham . . . . . . . . . 112 John Stuart Mill . . . . . . . . . . 114 Auguste Comte . . . . . . . . . . . 116 The Eleatics Parmenides of Elea . . . . . . . 16 Zeno of Elea . . . . . . . . . . . . . . . 18 The Age of Science Nicolaus Copernicus . . . . . . 56 Niccolò Machiavelli...
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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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...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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...Jean-Paul Sartre claims that man is completely free. To understand what this statement means, this essay will look at Existentialist philosophy and evaluate the central concepts namely freedom, anguish, abandonment and despair. Through analysing Sartre’s lecture entitled ‘Existentialism and Humanism’ and his book, ‘Being and Nothingness’ this essay will explain what he meant by this statement and will argue that while man is free to a certain extent, he is not completely free. Sartre delivered his lecture in a time of guarded optimism and unrest. The truth about the Nazi power and Auschwitz had just become known and the first atomic bomb had been dropped. People were becoming aware of how evil others could be and were looking for answers. There was a need to re-examine life as they knew it and Sartre, through Existentialism, offered a new approach to life. While Sartre himself later repudiated parts of his lecture it still remains his most widely read writing. (Philosophynow.org, 2016) Sartre used the word, ‘freedom’ which would have appealed to the people of that epoch having just been freed from Nazi occupation, however he says man is condemned to be free as he believed freedom came with great responsibility. The main reason for Sartre’s lecture was to defend Existentialism against its critics who thought it would lead to ‘quietism of despair’. They thought it was contemplative and would discourage people from taking action. Due to the words he used, namely anguish, abandonment...
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...Introduction La technique a toujours inspiré à l’homme des contradictions. Dès la deuxième moitié du XIXe siècle, le discours associant le développement technique à l’aliénation de l’homme ne cessera de s’affirmer. Néanmoins, ce développement des techniques renvoie au progrès des sciences, à la mécanisation de l’industrie, avec l’apparition de machines venues se substituer à l’homme. La technique, constituée par un ensemble de procédés bien définis et transmissibles destinés à produire des résultats jugés utiles, sera différenciée de la science. En effet, si cette dernière se rapporte au savoir, la technique pour sa part, est fondamentalement liée à l’utilité. Il convient alors de se demander si le développement de la technique n’est que source de libération ou plutôt instrument d’aliénation ? Nous tenterons d’analyser comment la technique permet aux hommes de transformer la nature en vue de satisfaire leurs besoins. Cependant, ce développement, loin de ne contribuer qu’au bien-être des individus, participe également de leur aliénation, notamment par la capitalisation de la production. I. L’adaptation de la nature à nos besoins par la technique A. Technique liée au travail Dans la mesure où l’avènement des techniques a incontestablement contribué à l’amélioration du quotidien des hommes, on est souvent tenté d’affirmer que la technique est libératrice dans bien des cas. Or, cela conduit à s’interroger sur le rapport entre le travail et le développement des techniques...
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