...b) To what extent was Hume successful in his critique of the cosmological argument? [10]Hume makes some very important challenges to the Cosmological argument which some believe count decisively against it. One of the key areas he calls into question is the argument’s dependence upon what Leibniz termed the principle of sufficient reason. In this principle an adequate explanation must be a total explanation. The universe requires an explanation of itself as a whole. But many would say, as Russell later told Copleston: “Then I can only say that you’re looking for something which can’t be got, and which one ought not to expect to get.” If you have explained each individual element of a series any explanation of the series as a whole would seem to be superfluous, and besides he says that ‘the whole’ doesn’t really exist anyway – it is ‘an arbitrary act of mind’ that makes things into wholes. What we term the ‘whole universe’ in modern physics may be only a bubble in a larger reality that we have no way of grasping. Also if we are only entitled to talk about causes when we have had experience of them, then this argument would seem to be over-stretching itself in speculating upon what it cannot know. On the other hand, there is of course a problem with stopping at a certain point and saying that we should seek no further explanation, in that it is a basic presupposition of all scientific work. However, even though a principle of rationality is that we can find an explanation for...
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...sense experience - The strengths and weaknesses of the view that claims about what exists must ultimately be grounded in and justified by sense experience. This is an analysis of the "empiricist" view: both Hume and Locke are empiricists as they argue that all knowledge depends on experience. Note that the first item asks us to evaluate empiricism as an explanation of the origin of ideas, and the second asks us to evaluate the claim that knowledge must be justified with reference to experience. Locke on the origin of Ideas AO1 Position and its implications: The mind is a tabula rasa or "blank slate" at birth, empty of all ideas and knowledge; it is gradually filled through experience AO1 Detail, Illustration: An Essay Concerning Human Understanding II.1 Locke's definition of "idea" = "the object of thinking" He gives examples: "such as are those expressed by the words whiteness, hardness, sweetness, thinking, motion, man, elephant, army, drunkenness, and others" We might say concepts rather than ideas, the basic mental building blocks of propositions or declarative sentences Ideas are acquired through two processes, sensation or reflection; each is a type of perception, the first of external objects, the second an inward perception of mental processes. Sensation The senses "convey" perceptions into the mind, or rather "they convey into the mind what produces there those perceptions". These are the ideas of "sensible qualities"...
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...concept of God | The definition of knowledge | Arguments for and against God’s existence | Where do our ideas and knowledge come from? | Religious language | Key info Exam date: Time: Revision sessions: Revision tasks * Make a revision timetable * Create revision topic summaries * Create flash cards * Test yourself – complete practice questions * Create 15 mark plans * Attend revision sessions Don’t leave it until the last minute…start NOW HOW TO REVISE Before you start revising * Make sure you have all your notes in order * Create a revision timetable - follow this link and sign up to help you do this. http://getrevising.co.uk/ The 10 step revision process 1. Pick a topic to revise (e.g. innate knowledge) 2. Read through your notes on that topic and summarise it onto one side of A4 3. Now summarise onto a revision card (about a quarter of an A4 piece of paper) 4. Now take a piece of A4 and begin writing everything you can remember about the topic. 5. Look back over your notes and write down all you missed out in a different colour. 6. Keep repeating the process until you are able to write down everything from that topic. 7. Now look at an exam question. 8. Complete a plan (5-10 mins) 9. Complete the timed essay in 30 mins / 15 min depending. 10. Hand into me to mark MAKE SURE YOU RE-VISIT THE TOPIC YOU JUST REVISED AT THE BEGINNING OF EACH REVISION...
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...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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...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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... G582: Religious Ethics Meta-ethics...........................…………………………………….p.25 Free Will and Determinism………………………………….……p.28 Conscience.......................…………………………………….…p.32 Virtue Ethics………………………………………………………..p.36 Sexual Ethics…………………………………………………...….p.40 Environment and Business Ethics……………………………….p.44 Religious Language Introduction The problems of religious language: • If we use language univocally about God, then we are limiting him / making him like a human • If we use language equivocally about God, we cannot be sure what the word means when applied to God • Are statements about God supposed to be cognitive – if so, what evidence proves / disproves them? • Are statements about God supposed to be non-cognitive – if so, do they have any meaning? The Verification Principle The Vienna Circle This group of philosophers argued that a statement is only meaningful if it can be verified empirically, or if it is a tautology. This idea is known as the verification principle, or sometimes the strong verification principle. For example, ‘the chair is blue’ is easy to verify with our senses; ‘the widow’s husband is dead’ is a tautology. Both of...
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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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...International Relations Theory The new edition of International Relations Theory: A critical introduction introduces students to the main theories in international relations. It explains and analyzes each theory, allowing students to understand and critically engage with the myths and assumptions behind each theory. Key features of this textbook include: • discussion of all of the main theories: realism and (neo)realism, idealism and (neo)idealism, liberalism, constructivism, postmodernism, gender, and globalization two new chapters on the “clash of civilizations” and Hardt and Negri’s Empire innovative use of narratives from films that students will be familiar with: Lord of the Flies, Independence Day, Wag the Dog, Fatal Attraction, The Truman Show, East is East, and Memento an accessible and exciting writing style which is well-illustrated with boxed key concepts and guides to further reading. • • • This breakthrough textbook has been designed to unravel the complexities of international relations theory in a way that allows students a clearer idea of how the theories work and the myths that are associated with them. Cynthia Weber is Professor of International Studies at the University of Lancaster. She is the author of several books and numerous articles in the field of international relations. International Relations Theory A critical introduction Second edition Cynthia Weber First published 2001 by Routledge Second edition published 2005 by Routledge...
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...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? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Lesson Two — What is Human Nature?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Lesson Three — Is Mind Distinct From Body?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Lesson Four — Is There an...
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...Does science make belief in God obsolete? Yes, if by… No, and yes. Absolutely not! Not necessarily. Of course not. No. No, but it should. No. Yes. No, not at all. It depends. Of course not. No, but only if… Steven Pinker Christoph Cardinal Schönborn William D. Phillips Pervez Amirali Hoodbhoy Mary Midgley Robert Sapolsky Christopher Hitchens Keith Ward Victor J. Stenger Jerome Groopman Michael Shermer Kenneth Miller Stuart Kauffman 2 4 7 9 11 13 15 17 19 21 23 25 27 Does science make belief in God obsolete? irteen views on the question Online at www.templeton.org/belief INTRODUCTION T he John Templeton Foundation serves as a philanthropic catalyst for research on what scientists and philosophers call the Big Questions. We support work at the world’s top universities in such fields as theoretical physics, cosmology, evolutionary biology, cognitive science, and social science relating to love, forgiveness, creativity, purpose, and the nature and origin of religious belief. We encourage informed, open-minded dialogue between scientists and theologians as they apply themselves to the most profound issues in their particular disciplines. And, in a more practical vein, we seek to stimulate new thinking about wealth creation in the developing world, character is booklet neatly embodies our approach to the Big Questions: the contributors are education in schools and universities, and programs for cultivating the talents of the gifted. scholars and thinkers of the...
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...to a cultural account which takes conceptual precedence. But it is to maintain that the huge transformative processes of our time that globalization describes cannot be properly understood until they are grasped through the conceptual vocabulary of culture; likewise that these transformations change the very fabric of cultural experience and, indeed, affect our sense of what culture actually is in the modern world. Both globalization and culture are concepts of the highest order of generality and notoriously contested in their meanings. This book certainly does not aim at an exhaustive analysis of either: more modestly it tries to grasp the main elements of globalization in what might be called a cultural register. In this first chapter I offer an orientating understanding of the concept of globalization within this register, and then try to show why culture and globalization matter intrinsically to each other. Globalization as Complex Connectivity To construct this argument I begin with a simple and relatively uncontentious basic understanding of globalization as an empirical condition of the modem world: what I shall call complex connectivity. By this I mean that globalization refers to the rapidly developing...
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...Citation: Creaby-Attwood, Nick (2010) Rewarding Relationships: A Study of the Interaction of Employment Relationships and Employee Rewards Systems in Two Unionised Private Sector Organisations. Doctoral thesis, Northumbria University. This version was downloaded from Northumbria Research Link: ht tp://nrl.northumbria.ac.uk/4415/ Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral r ights for i tems on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full i tems can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, ti t le and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full i tems must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/policies.html REWARDING RELATIONSHIPS: A STUDY OF THE INTERACTION OF EMPLOYMENT RELATIONSHIPS AND EMPLOYEE REWARDS SYSTEMS IN TWO UNIONISED PRIVATE SECTOR ORGANISATIONS NICK CREABY-ATTWOOD PhD 2010 REWARDING RELATIONSHIPS: A STUDY OF THE INTERACTION OF EMPLOYMENT RELATIONSHIPS AND EMPLOYEE REWARDS...
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...Theories of International Relations Third edition Scott Burchill, Andrew Linklater, Richard Devetak, Jack Donnelly, Matthew Paterson, Christian Reus-Smit and Jacqui True Theories of International Relations This page intentionally left blank Theories of International Relations Third edition Scott Burchill, Andrew Linklater, Richard Devetak, Jack Donnelly, Matthew Paterson, Christian Reus-Smit and Jacqui True Material from 1st edition © Deakin University 1995, 1996 Chapter 1 © Scott Burchill 2001, Scott Burchill and Andrew Linklater 2005 Chapter 2 © Jack Donnelly 2005 Chapter 3 © Scott Burchill, Chapters 4 and 5 © Andrew Linklater, Chapters 6 and 7 © Richard Devetak, Chapter 8 © Christian Reus-Smit, Chapter 9 © Jacqui True, Chapter 10 © Matthew Paterson 2001, 2005 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright...
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...This page intentionally left blank This practical coursebook introduces all the basics of semantics in a simple, step-bystep fashion. Each unit includes short sections of explanation with examples, followed by stimulating practice exercises to complete the book. Feedback and comment sections follow each exercise to enable students to monitor their progress. No previous background in semantics is assumed, as students begin by discovering the value and fascination of the subject and then move through all key topics in the field, including sense and reference, simple logic, word meaning, and interpersonal meaning. New study guides and exercises have been added to the end of each unit (with online answer key) to help reinforce and test learning. A completely new unit on non-literal language and metaphor, plus updates throughout the text, significantly expand the scope of the original edition to bring it up-to-date with the modern teaching of semantics for introductory courses in linguistics as well as intermediate students. JAMES R. HURFORD is Professor of General Linguistics, University of Edinburgh. BRENDAN HEASLEY is Consultant (Postgraduate Training), Sharjah Women’s College, United Arab Emirates. MICHAEL B. SMITH is Associate Professor of Linguistics, Oakland University. Semantics A Coursebook SECOND EDITION JAMES R. HURFORD Professor of General Linguistics, University of Edinburgh BRENDAN HEASLEY Consultant (Postgraduate Training), Sharjah Women’s College...
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...AFRICA’S DEVELOPMENT: THE IMPERATIVES OF INDIGENOUS KNOWLEDGE AND VALUES by MARTIN ODEI AJEI submitted in accordance with the requirements for the degree of DOCTOR OF PHILOSOPHY in the subject PHILOSOPHY at the UNIVERSITY OF SOUTH AFRICA PROMOTER: PROFESSOR M. B. RAMOSE AUGUST 2007 Contents Declaration Acknowledgement List of Acronyms Key terms Summary vi vii viii x xi INTRODUCTION: DEVELOPMENT AND PHILOSOPHY i. Statement of the Problem ii. Against Economism iii. Critique of Competition iv. Poverty is Unnatural v. Thesis Statement vi. Methodology vii. Structure of Dissertation 1 1 1 5 6 9 10 15 CHAPTER ONE: DIMENSIONS OF DEVELOPMENT AND THEIR INFLUENCE ON AFRICA 1.1. What is Development 1.2. Development and Economic Growth 1.3. Schools of Development Thought and their Influence in Africa 1.3.1. The Modernization School and its Essential Claims 1.3.1.1. Growth Theory under Economic Liberalism 1.3.1.2. Evolutionary Theory 1.3.1.3. Functionalist Theory 1.3.1.4. Common Assumptions and Methodology 1.3.1.5 The Influence of Modernization on Development Practice in Africa 1.3.1.6. Critique of Modernization 1.3.2 Dependency Theory and its Essential Claims 21 21 25 27 27 28 29 30 32 34 36 39 i 1.3.3. The Theoretical Heritage of Dependency Theory 1.3.3.1. Structuralist Economics and the ‘Prebisch Thesis’ 1.3.3.2. Marxism 1.3.4. Common Assumptions of Dependency Theory 1.3.5. Criticisms of Dependency Theory 1.3.6. The Influence of Dependency Theory on African Development Practice...
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