...terms of their practical uses and successes. A few of the various but interrelated positions often characteristic of philosophers working from a pragmatist approach include: Epistemology (justification): a coherentist theory of justification that rejects the claim that all knowledge and justified belief rest ultimately on a foundation of noninferential knowledge or justified belief. Coherentists hold that justification is solely a function of some relationship between beliefs, none of which are privileged beliefs in the way maintained by foundationalist theories of justification. Epistemology (truth): a deflationary or pragmatist theory of truth; the former is the epistemological claim that assertions that predicate truth of a statement do not attribute a property called truth to such a statement while the latter is the epistemological claim that assertions that predicate truth of a statement attribute the property of useful-to-believe to such a statement. Metaphysics: a pluralist view that there is more than one sound way to conceptualize the world and its content. Philosophy of science: an instrumentalist and scientific anti-realist view that a scientific concept or theory should be evaluated by how effectively it explains and predicts phenomena, as opposed to how accurately it...
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...1. Start with main features of absolutism: • Moral command / prohibition that is true for all time, in all places & cultures, in all situations. • Objective, deontological, universally applicable – Kant • Universalisability. • LOUIS POJMAN – only one rule needs to be absolute. • Exist independently of human experience. • Motives, consequences, mitigating circumstances don’t count. • E.g. rape, torture and murder are always wrong, intrinsically wrong, because break a moral rule. • Illogical, if torture is morally acceptable in one country, but unacceptable over the border. • Plato – moral absolutes like goodness and justice exist, forms are the true reality. • 3 main types of absolutism: human rights, Platonic idealism, religious. a. PLATO – theory of forms, concepts that are eternally constant, unchangeable. Reducible to one, single unalterable ideal, the Form of the Good. b. RELIGIOUS ABSOLUTISM – Natural Law, Divine Command Theory, Bible commandments. c. HUMAN RIGHTS – JACK DONNELLY: humans have certain unchallengeable rights, e.g. protection by the state; JOHN FINNIS: right to have children, being free from threat of murder. Today human rights affect every moral decision. Primary and secondary rights: • CULTURAL ABSOLUTISM – ultimate moral principles do not change from culture to culture, e.g. value of human life, family. 2. Main features of relativism, pointing out differences with absolutism as you go. • Moral command / prohibition alter depending on time...
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...87 .,~. Peer Tutoring and the "Conversation of Mankind" by Kenneth A. Bruffee The beginnings of peer tutoring lie in practice, not in theory. A decade or so ago, faculty and administrators in a few institutions around the country became aware that, increasingly, students entering college had difficulty doing as well in academic studies as their abilities suggested they should be able to do. Some of these students were in many ways poorly prepared academically. Many more of them, however, had on paper excellent secondary preparation. The common denominator among the poorly prepared and the apparently well prepared seemed to be that, for cultural reasons we may not yet fully under stand, all these students had difficulty adapting to the traditional or "normal" conventions of the college classroom. One symptom of the difficulty was that many of these students refuSed .help when it was offered. Mainly, colleges offered ancillary programs staffed by professionals. Students avoided them in droves. Many solutions to this problem were suggested and tried, from mandated programs to sink-or-swim. One idea that seemed at the time among the most exotic and unlikely (that is, in the jargon of the Sixties, among the most "radical") turned out to work rather well. Some of us had guessed that students were refusing the help we were providing because it seemed to them merely an extension of the work, the expectations, and above all the social structure of traditional classroom learning. And...
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...CHRISTIAN ETHICS IN A POSTMODERN WORLD The Rise of Postmodernity Since Federico de Onis’s use of the term ‘postmodernismo’ to describe the Spanish and Latin-American poetry of 1905-1914 which had reacted against the ‘excess’ of modernism in 1934, (Rose 1991: 171) “Postmodernism” became very popular. It has been used in the fields of art (Christo-Bakargiev 1987), architecture (Pevsner 1967), literature (Hassan 1971), video, economics, films (James 1991), ideology (Larrain 1994: 90-118), theology (Tilley at al 1995), and philosophy (Griffin et al 1993). In trying to understand ‘postmodern’, we have to understand ‘modern’ first. According to Rose (1991: 1), there are many related yet different meanings associated with the term ‘modern’. First of all, Arnold J. Toynbee understands modern as referring to the historical phenomenon of The most significant of the conclusions that suggest themselves is that the word ‘modern’ in the term ‘Modern Western Civilization’, can, without inaccuracy, be given a more precise and concrete connotation by being translated ‘middle class’. Western communities became ‘modern’ in the accepted Modern Western meaning of the word, just as soon as they had succeeded in producing a bourgeoisie that was both numerous enough and competent enough to become the predominant element in society. We think of the new chapter of Western history that opened at the turn of the fifteenth and sixteenth centuries as being ‘modern’ par excellence because...
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...Are the natural sciences more reliable sources of knowledge than social sciences? To be able to determine the reliability of knowledge within the sciences, an understanding of what is meant when referring to knowledge is required as well as an understanding of how this knowledge is created. Knowledge has been defined in various ways, depending upon the context is to be used in. As Çakir (2012, p.665) defines it: “Knowledge is the communication between individuals who share decisions and actions”. When relating to the creation of “knowledge” within the sciences, this is the most fitting definition due to the method of study and peer review that allows information to be taken as truthful. This essay will look at some of the differences between the two branches of science, the different ways in which natural and social science discover new information through experimentation, the natural evolution of the sciences, and how dissension among members of the social sciences holds them back from creating reliable knowledge. The natural sciences have been the subject of study for over six hundred years, starting in the fourteenth century and progressing steadily throughout the years. The natural sciences set the foundations for inquiry and have previously gone through the trials and errors that the social sciences, having only been the subject of study for around two hundred and forty years, are currently going through. While the history of the of social sciences has been noted to have...
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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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...Intercultural Ethics 1 Intercultural Ethics: A Constructivist Approach Richard Evanoff This article originally appeared in the Journal of Intercultural Communication 9:89-102 (2006), published by the Society for Intercultural Education, Training, and Research (SIETAR)–Japan. Copyright © 2011 Richard Evanoff. Abstract While a considerable amount of research in the field of intercultural communication has been devoted to empirical and theoretical studies on cultural differences, comparatively little work has been devoted to normative studies which consider how problems which arise because of cultural differences might be resolved (see, however, Evanoff 2004 for a bibliography of recent publications in this area). Normative research differs both from empirical research, which is basically concerned with describing existing patterns of beliefs, values, and behavior through the use of statistical data, interviews, case studies, and the like, and from theoretical studies, which attempt to make generalizations about cultural differences and how people respond to them by abstracting from such data. The methodology of ethics is neither empirical nor theoretical, but rather normative, which means that it basically concerns itself with a consideration of what beliefs, values, and forms of behavior might be plausibly adopted. Metaethics concerns itself with broader issues of how such decisions can be reasoned about, justified, and, indeed, debated across cultures. Intercultural...
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...University of Wollongong Research Online Faculty of Business - Accounting & Finance Working Papers 2006 Faculty of Business The Critique of Accounting Theory M. Gaffikin University of Wollongong, gaffikin@uow.edu.au Publication Details This working paper was originally published as Gaffikin, M, The Critique of Accounting Theory, Accounting & Finance Working Paper 06/25, School of Accounting & Finance, University of Wollongong, 2006. Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: research-pubs@uow.edu.au 06/25 University of Wollongong School of Accounting & Finance The Critique of Accounting Theory Working Papers Series Michael Gaffikin School of Accounting & Finance University of Wollongong Wollongong NSW 2522 Australia Tel +61 (2) 4221 3718 Fax +61 (2) 4221 4297 eMail george@uow.edu.au www.uow.edu.au/commerce/accy/ The Critique of Accounting Theory Michael Gaffikin* School of Accounting and Finance, University of Wollongong, NSW 2522 In previous papers (Gaffikin 2005a, 2005b, 2005c, 2006) the discussion has examined accounting as a science, with attempts to employ a scientific methodology; as a purely technical expression of economic theory, heavily dominated by research in finance; and as part of “law”, albeit law (regulation) heavily influenced by dominant economic and political ideology. That discussion revealed that all these perspectives...
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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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...comparisons, or what has been called "suggestive contrasts." Scholars of comparative politics compare in order to discover similarities and explain differences. As infrequent and highly complex events, revolutions have attracted a great deal of attention from comparativists. In this article, we will address the following topics: • The Concept of Revolution • Why Revolutions Happen? • Can Revolutions be Predicted? • What Do Revolutions Accomplish? • What Are some of the Failures of Revolutions? • Comparing Characteristics and Outcomes of Some Revolutions • Questions The Concept of Revolution: According to the American philosopher Richard Rorty "revolution," like such other words as "reason," "democracy," and "socialism" is a "thick word" which can be contrasted with such "thin words" as truth, dialogue, and justice. How do we define a "revolution?" How are revolutions distinct from other forms of political change such as Coup d'état, rebellion, mutiny, insurrection, or uprising? All of the above nouns may denote acts of violence aimed at changing or overthrowing an existing order or authority. However, there are important legal and political differences among them as well. Coups d'état is a sudden seizure of state power by a small faction that does not necessarily change the social system. It can be regarded as a "palace revolution." Insurrection (or uprising) refers to popular revolts that are limited or can be viewed as a...
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...14 Why start at ‘Dasein’? • “Zunächst und zumeist”: The quest to start without assumptions makes Heidegger examine how we live ‘first and foremost’ and ‘most of the time’. • Where else should we start? 15 Being-in-the-world ‘Always already in the world’ -> ‘Being-in-the-world’ And by ‘world’ we don’t mean a physical space that we can move around in. We rather mean something like ‘context’ NB. In “What We Talk About When We Talk About Context”, Paul Dourish makes the distinction between context as a representational (positivistic) and as an interactional (phenomenological) problem 16 The iconic example of a hammer What makes a hammer a hammer? Ein Ding / Thing? No, Zeug / ‘Equipment’ ”Equipment is a solicitation to act” 17 The door handle 18 An experiment! Vorhandenheit -> Zuhandenheit Present-at-hand -> Ready-to-hand 19 The origin of science Heidegger: Firstly and most of the time we are not scientists. Science only starts when the equipment breaks down. Consequence: Technology precedes science. Both historically and logically. Don Ihde: ”All science is technoscience” ”No instruments, no science” 20 Heidegger: Die Frage nach der Technik Another iconic contribution to the philosophy of technology. Most often as a punching bag. Many criticize Heidegger’s attempt to talk about the ”Technik” in singular. But when connected to Sein und Zeit, one can see that Heidegger is talking about a way to...
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...The Categorical Imperative Analyzing Immanuel Kant’s Grounding for A Metaphysics of Morals Anders Bordum WP 4/2002 January 2002 MPP Working Paper No. 4/2002 © January 2002 ISBN: 87-91181-06-2 ISSN: 1396-2817 Department of Management, Politics and Philosophy Copenhagen Business School Blaagaardsgade 23B DK-2200 Copenhagen N Denmark Phone: +45 38 15 36 30 Fax: +45 38 15 36 35 E-mail: as.lpf@cbs.dk www.cbs.dk/departments/mpp 2 The Categorical Imperative Analyzing Immanuel Kant's Grounding for a Metaphysics of Morals By Anders Bordum Keywords: Categorical imperative, discourse ethics, duty, ethics, monologic, dialogic, Immanuel Kant, Jürgen Habermas, self-legislation, self-reference. 3 Abstract In this article I first argue that Immanuel Kant’s conception of the categorical imperative is important to his philosophy. I systematically, though indirectly, interconnect the cognitive and moral aspects of his thinking. Second, I present an interpretation of the Kantian ethics, taking as my point of departure, the concept of the categorical imperative. Finally, I show how the categorical imperative is given a dialogical interpretation by Jürgen Habermas in his approach, usually referred to as discourse ethics. I argue that the dialogical approach taken by discourse ethics is more justifiable and therefore more usefuli. I The Synthesis of Rationalism and Empiricism The philosophy of Immanuel Kant (1724-1804) is in the main inspired...
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...Philosophers often expound their ideas from armchairs and ivory towers, where the facts of reality don't concern them. It's not surprising science would want to distance itself from philosophy. It becomes even more personal for the scientist when he's told that he must conform to preconceived views of the world. It started with Galileo having to renounce his scientific views on astronomy, but continued through the ages. Countless other scientists have had to hide their views on topics like evolution, the age of the earth and the existence of glaciers, with a range of punishments from the inquisition and burning at the stake to losing their jobs or financing. Philosophy, often in the form of religion, does not seek the truth. It seeks believers, and the truth is an enemy. So science has good reasons to be wary of philosophy. Given the history and the nature of most philosophies, it's tempting to reject the whole field as being worthless. That would be a mistake because it's based on a faulty understanding of what philosophy is. And when you reject something based on a false understanding of it, you're likely to fall straight into the false dichotomy....
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...Bryant-45099 Part I.qxd 10/18/2006 7:42 PM Page 36 5 FEMINIST METHODOLOGIES AND EPISTEMOLOGY ANDREA DOUCET Carleton University, Canada NATASHA S. MAUTHNER University of Aberdeen, Scotland O ver the past 10 years of teaching courses on research methods and feminist approaches to methodologies and epistemologies, a recurring question from our students concerns the distinctiveness of feminist approaches to methods, methodologies, and epistemologies. This key question is posed in different ways: Is there a specifically feminist method? Are there feminist methodologies and epistemologies, or simply feminist approaches to these? Given diversity and debates in feminist theory, how can there be a consensus on what constitutes “feminist” methodologies and epistemologies? Answers to these questions are far from straightforward given the continually evolving nature of feminist reflections on the methodological and epistemological dimensions and dilemmas of research. This chapter on feminist methodologies and epistemologies attempts to address these questions by tracing historical developments in this area, by considering what may be unique about feminist epistemologies and feminist methodologies, by reviewing some of sociology’s key contributions to this area of scholarship and by highlighting some key emergent trends. The chapter begins with a brief overview of the theoretical and historical development of feminist epistemologies, followed by a similar overview...
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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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