...enlightenment and ‘rebirth’ of classical humanism. Throughout the 700 year period, the development and advancements of innovations, art, and humanities clearly deviates between the Middle Ages and Renaissance period, displaying a striking portrayal of individualism versus community. The Middle Ages began in the early 10th century with the fall of the Western Roman Empire and continued throughout the late 15th century. During this time the Middle Ages experienced great political and social change from religious and political crusaders conquering lands, to the establishment of the first universities (Bishop, 1968). The Middle Ages was an age of revolts, religious imbalances, and devastating plagues that led to an economic depression (Bishop, 1968). With all of these external factors affecting their lives, the people of the Middle Ages sought to find order through a feudal government system and community outreach. The ‘dark’ time of the Middle Ages resulted in the expansion of knowledge and ideas known as the Renaissance period from the late 13th to the late 17th century. This cultural movement produced many famous names including da Vinci, Shakespeare, Galileo, and Christopher Columbus (Renaissance, 2002). This was an age of scientific advancements, artistic expression, and of self-awareness which is expressed in the arts including paintings, music, sculptures, and architecture. The Renaissance period is considered the...
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...Enlightenment The self-proclaimed Age of Enlightenment, also known as the Age of Reason, was a period notable for its substantial cultural and scientific developments, that took place mainly during the eighteenth century. It was a time when the scholarly class of Western Europe left behind Church dogma in the process of formulating philosophical ideas as well as scientific theories. It was substituted with reason. Notably, political ideas that were extremely radical for the time propagated throughout Europe and eventually led to the revolutions of France and the United States. Also, modern science further implanted itself into the mainstream. The roots of the entire movement date back to the time of the great Ancient Greek philosophers and scientists, specifically to such great thinkers as Aristotle and Plato. In Western Europe, from the time of the Middle Ages until then, Aristotelian science had remained the extent of scientific knowledge. It had long been lost due to the chaos of the Dark Ages, but it was “rediscovered” in the twelfth and thirteenth centuries through contact with Muslim influence and Byzantine scholars. During the late years of the Renaissance and the Age of Enlightenment, scholars set out to improve upon Aristotelian and Platonic ideas. [1] The Renaissance gave a basis for the Age of Enlightenment to continue on. The Humanist movement during the Renaissance started to slightly move away from the Church. Although most Humanists were practicing Catholics, they...
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...1. Absolute Monarch-form of government where the monarch (usually a king or queen) has absolute power; monarch has unrestricted political power over the sovereign state and it’s people; usually born into power 2. Age of Reason-18th century movement that followed after the mysticism, religion, and superstition of the Middle Ages 3. Agrarian-cultivated land; person who advocates a redistribution of landed property, especially as part of a social movement 4. Akbar The Great (Mughal India)-Mughal emperor from 1556-death; extended power over most of India Continent; united Muslim and Hindu peoples with his policy of religious cooperation 5. Atheists-person who lacks the belief in the existence in God’s or a God 6. Batavia, Indonesia-Fort established in 1619 as headquarters of Dutch East India Company operations in Indonesia; today the city of Jakarta. 7. Calvin, John-1509-1564. French theologian. Developed the Christian theology known as Calvinism - believed in predestination and a strict sense of morality. Attracted Protestant followers with his teachings. 8. Cash Crop-readily salable crop that is grown and gathered for the market (vegetables, cotton, tobacco) 9. Circumnavigation- travel all the way around the Earth 10. Colonization-physical process whereby the colonizer takes over another place, putting its own government in charge and either moving its own people into the place or bringing in indentured outsiders to gain control of the people...
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...Christopher Columbus: The Original American Hero? Was Columbus a hero or a villain? Maybe it’s neither. Columbus was brave and daring, and did things that were important to world history. But he wasn’t heroic in the sense of displaying great moral qualities. Courage, while generally a good character trait, isn’t necessarily heroic or even highly honorable and praiseworthy unless it’s deployed in certain kinds of actions or causes. But he also wasn’t especially villainous in the sense of displaying particular evil qualities. His arrival in the Americas caused a great deal of death to American Indians, chiefly from disease. And it caused the subjugation and literal or virtual enslavement of the Indians. But this didn’t stem from Columbus’s being an unusually evil person. It stemmed from the brutality of the time, coupled with the contact between one culture that was much more powerful than another (and that carried many communicable diseases to which members of the other culture lacked resistance). I’m inclined to say that we shouldn’t celebrate Columbus Day, precisely because such national celebrations should be focused on honoring people who did things that were both especially important and especially honorable (such as veterans, President Washington, or Martin Luther King, Jr.) and not just on people who did things that were especially important. This might conceivably include not-necessarily-good people who did things that were unambiguously good. But European expansion...
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...Part 1 1. What is Philosophy? Quite literally, the term "philosophy" means, "love of wisdom." In a broad sense, philosophy is an activity people undertake when they seek to understand fundamental truths about themselves, the world in which they live, and their relationships to the world and to each other. As an academic discipline philosophy is much the same. Those who study philosophy are perpetually engaged in asking, answering, and arguing for their answers to life’s most basic questions. To make such a pursuit more systematic academic philosophy is traditionally divided into major areas of study. Source: http://philosophy.fsu.edu/content/view/full/36588 2. What are the benefits of Studying Philosophy? Studying philosophy improves reasoning and critical skills. Skills gained by philosophy majors are useful in almost any career. * The ability to think logically * The ability to analyze and solve problems * The ability to assess proposed solutions * The ability to write and speak clearly, attending to details Students learn about questions. How to ask good questions and distinguish the worthwhile from the worthless questions. How to divide, prioritize, and simplify questions. Students are affected by learning about questions. * Studying questions liberates us from prejudice * It helps us to think independently, thus, promoting autonomy, self-government, and individuation * It broadens our perspective on life The study of philosophy benefits students intellectually...
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...NATURE OF MAN HISTORY AND PHILOSOPHY OF SCIENCE IN 10 MODULES E. Kolawole Ogundowole, Ph.D., D.Sc. Professor & Head of Philosophy Department University of Lagos. Akoka, Lagos. Nigeria Correct Counsels Limited Research. Counselling. Publishing. Book Supply First published 2003 Correct Counsels Ltd. P. O. Box 53 Akoka, Lagos. C E. Kolawole Ogundowole, 2003 ISBN: 978 -37004 - 0 – 5 This book is copyright. All rights reserved under the Copyright La Enquiries should be addressed to the Publishers. Printed in Nigeria by: Mustard Press Enterprises 16, Ogundola Street Sungas-BAriga. PREFACE A few words about the overall objectives of the course is appropriate as a starting point. Historically, philosophy was the first form of theoretical knowledge. As a rational theoretical tool of comprehending the world, philosophy arose in ancient Greece in stiff battle with mythology and religious consciousness. It came out to lay the foundation for the evolvement of scientific consciousness and the emergence and development of the sciences - Mathematics, Astronomy, Physics, Chemistry, Biology, etc. In an environment rife with various and varying superstitions and myths, the study of the History of Science and Philosophy of Science becomes crucial, lest science itself falls within the ambit of mythology and superstition and becomes another form of myth even in the hands of the tutored. The study of the History of Science...
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...the world would be a drastically different place to live in. Freedom has never come easily and most likely never will for anyone or any place. People with great freedom in their lives are always proud and delighted at the achievement. Malinowski wrote, "Freedom is a symbol which stands for a sublime and powerful ideal. The same symbol, however, may become a dangerous weapon in the hands of the enemies of freedom". Indeed, freedom is quite powerful and when the wrong person possesses the power, it can become very limiting upon society's basic freedoms. Bronislaw Malinowski wrote, "Freedom can be defined as the conditions necessary and sufficient for the formation of a purpose, its translation into effective action through organized cultural instrumentalities, and the full enjoyment of the results of such activity". It is true that many prerequisites must be met to get a freedom established. Freedom has never come easily and most likely never will for anyone or any place. Many people have to join...
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...HIST Y AN PHILO PHY TORY ND P OSOP Y OF S ENCE SCIE E COMM MON CO OURSE IN ENG E GLISH BBA (I Seme A ester) BA/BS (IV Se Sc emester) 2011 A dmission onwards o UNIV VERSI ITY OF CAL F LICUT SC CHOOL OF DI L ISTANC EDU CE UCATIO ON Calicut Universi P.O. M ity Malappur ram, Kera India 673 635 ala, a 106 School of Distance Education UNIVERSITY OF CALICUT SCHOOL OF DISTANCE EDUCATION BBA (I Semester) BA/BSc (IV Semester) Common Course in English 2011 Admission onwards HISTORY AND PHILOSOPHY OF SCIENCE MODULE I & II Prepared by : House No. 21 “Pranaam” Keltron Nagar, Kolazhi, Thrissur Ms. GAYATHRI MENON .K MODULE III & IV Prepared by: Ms. SWAPNA M.S. Department of English K. K. T. M. Govt. College Pullut, Thrissur Dr. Anitha Ramesh K Associate Professor Department of English ZG College, Calicut © Reserved 2 Scrutinised by : Layout: Computer Section, SDE History and Philosophy of Science School of Distance Education Contents MODULE I ANCIENT HISTORY OF SCIENCE 1. Introduction 2. Origins of Scientific Enquiry 3. European Origins of Science 4. Contributions of Early India 5. Science in China 6. The role of Arabs in the History of Science MODULE 2 7. Science in the Middle Ages MODULE 3 MODERN SCIENCE 8. Newton and After 9. The Advancing Frontiers: Modern Medicine to Nanotechnology MODULE 4 PHILOSOPHY OF SCIENCE 10. Basic concepts in the Philosophy of Science 11. Some Issues in the Philosophy...
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...TYPE OF WORK: * Masterly work of Andrew Marvell * Lyrical poem * Love poem * Seducing poem * Carpedium poem * Metaphysical poem * Startling comparisons or contrasts of a metaphysical (spiritual, transcendent, abstract) quality to a concrete (physical, tangible, sensible) object. * Mockery or satirizing of idealized romantic poetry and divines of love through crude or shocking imagery * Gross exaggeration * Expression of personal, private feelings * Presentation of a logical argument, or syllogism THE TITLE: “To His Coy Mistress” * Mistress - A young woman who has an affair with a married man - A person in- charge (manager, caretaker, courtesan) - A patron or a female sweetheart in 1650’s - The female equivalent of master * Coy -Pretending to be shy or reserved -Olden days referred it to the feeling of shyness - “To coy” (v) means to stroke - The lady is no easy catch * His - Third-person possessive pronoun -Refers to the young man The tying of both the words ‘mistress’ and ‘coy’ brings about the beauty of the poem which talks about complicated relationship and complicated communication between the speaker and his mistress. It’s a plea to a young lady by his lover. THE PERSONA (The Young Man): * First-person point of view * Presentation as the plea of another man (fictional) who is the persona of the poet * The young man is impatient, desperately...
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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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...In Conjunction with History of Ethics Instructor: Robert Cavalier Teaching Professor Robert Cavalier received his BA from New York University and a Ph.D. in Philosophy from Duquesne University. In 1987 he joined the staff at Carnegie Mellon's Center for Design of Educational Computing (CDEC), where he became Executive Director in 1991. While at CDEC, he was also co-principal in the 1989 EDUCOM award winner for Best Humanities Software (published in 1996 by Routledge as A Right to Die? The Dax Cowart Case). He also coauthored the CD-ROM The Issue of Abortion in America (Rountledge, 1998) Dr. Cavalier was Director of CMU's Center for the Advancement of Applied Ethics and Political Philosophy from 2005-2007. He currently directs the Center's Digital Media Lab which houses Project PICOLA (Public Informed Citizen Online Assembly), and is also co-Director of Southwestern Pennsylvania Program for Deliberative Democracy. Co-Editor of Ethics in the History of Western Philosophy (St. Martin's/Macmillan, England, 1990), Editor of The Impact of the Internet on Our Moral Lives (SUNY, 2003) and other works in ethics as well as articles in educational computing, Dr. Cavalier is internationally recognized for his work in education and interactive multimedia. He was President of the "International Association for Computing and Philosophy" (2001 - 2004) and Chair of the APA Committee on Philosophy and Computers (2000-2003). Dr. Cavalier has given numerous addresses and...
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...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 . . . . . . . 58 Desiderus Erasmus . . . . . . . . 60 Thomas More . . . . . . . . . . . . . . 62 Francis Bacon . . . . . . . . . . . . . . 64 Galileo Galilei . . . . . . . . . . . . . 66 Thomas Hobbes . . . . . . . . . . . . 68 Sir Isaac Newton . . . . . . . . . . 70 The Evolutionists Charles Darwin . . . . . . . . . . . 118 Henri Louis Bergson . . . . 120 A. N. Whitehead . . . . . . ....
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...Metaphysics From Wikipedia, the free encyclopedia Jump to:navigation, search This article is about the branch of philosophy. For the work of Aristotle, see Metaphysics (Aristotle). |Philosophy | |[pic] | |Branches[show] | |Aesthetics | |Epistemology | |Ethics | |Logic | |Metaphysics | |Social philosophy | |Political philosophy | |Eras[show] | |Ancient | |Medieval | |Modern | |Contemporary | |Traditions[show] | |Analytic | |Continental | |Eastern | |Islamic | |Marxist | |Platonic | |Scholastic | |Philosophers[show] | |Aestheticians | |Epistemologists...
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...achieve? and why do so many people in the world today have problems with it and suffer from the way it works? The book is also about the future: how may money develop further? how might we want it to develop? Humans are the only creatures that use money. Animals and birds and insects and fishes and plants exist together in the world without it. But in human societies the earning and spending of money has become one of the most important ways we connect with one another. Most of us have to have money. We need to get enough coming in to match what we need to pay out. We all need to understand at least that much about money. But there is more to it than that. Over the centuries, money has reflected changes in politics and government, in economic life and power, in science and technology, in religious and other cultural beliefs, in family and neighbourhood life, and in other aspects of how we live. And it has not just reflected those changes; it has also helped to bring them about. Knowing something about how that has happened can help us to see how the role of money in people's lives may continue to change, and how we think it should change, as an aspect of the future of our "global village". For young people growing up in the...
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...Министерство образования и науки Республики Казахстан Кокшетауский государственный университет им. Ш. Уалиханова An Outline of British Literature (from tradition to post modernism) Кокшетау 2011 УДК 802.0 – 5:20 ББК 81:432.1-923 № 39 Рекомендовано к печати кафедрой английского языка и МП КГУ им. Ш. Уалиханова, Ученым Советом филологического факультета КГУ им. Ш. Уалиханова, УМС КГУ им. Ш. Уалиханова. Рецензенты: Баяндина С.Ж. доктор филологических наук, профессор, декан филологического факультета КГУ им. Ш. Уалиханова Батаева Ф.А. кандидат филологических наук, доцент кафедры «Переводческое дело» Кокшетауского университета им. А. Мырзахметова Кожанова К.Т. преподаватель английского языка кафедры гуманитарного цикла ИПК и ПРО Акмолинской области An Outline of British Literature from tradition to post modernism (on specialties 050119 – “Foreign Language: Two Foreign Languages”, 050205 – “Foreign Philology” and 050207 – “Translation”): Учебное пособие / Сост. Немченко Н.Ф. – Кокшетау: Типография КГУ им. Ш. Уалиханова, 2010 – 170 с. ISBN 9965-19-350-9 Пособие представляет собой краткие очерки, характеризующие английскую литературу Великобритании, ее основные направления и тенденции. Все известные направления в литературе иллюстрированы примерами жизни и творчества авторов, вошедших в мировую литературу благодаря...
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