Some basic terminology
... One thing I would stress about these two schools of thought concerns what it means to say that knowledge does (or doesn’t) “come from” sense experience. The question here concerns where knowledge comes from, not where beliefs come from. Empiricism and rationalism are not psychological theories about ...
... One thing I would stress about these two schools of thought concerns what it means to say that knowledge does (or doesn’t) “come from” sense experience. The question here concerns where knowledge comes from, not where beliefs come from. Empiricism and rationalism are not psychological theories about ...
Belief, Truth, Knowledge notes
... • Religions (not God) determine right & wrong and all concepts of right & wrong are invented by humans. • Better to use inquiry - all questions lead to discovery. • “Doubt is the vestibule which all must pass, before they can enter into the temple of truth.” Charles Caleb Colton Empiricism Empiricis ...
... • Religions (not God) determine right & wrong and all concepts of right & wrong are invented by humans. • Better to use inquiry - all questions lead to discovery. • “Doubt is the vestibule which all must pass, before they can enter into the temple of truth.” Charles Caleb Colton Empiricism Empiricis ...
Foundations Of Rel... - The Ecclesbourne School Online
... the necessary being which is eternally good and on whom all other things depend. ...
... the necessary being which is eternally good and on whom all other things depend. ...
Metaphysics
... the arguments that philosophers consider,examine whether it is reasonable to suppose there is such a being. ...
... the arguments that philosophers consider,examine whether it is reasonable to suppose there is such a being. ...
Plato`s Theories of Art
... Painters, said that "painting is just the imitation of all the living things of nature with their colors and designs just as they are in nature." It may still be the most commonly held theory. Most people still think that a picture must be a picture of something, and that an artist is someone who ca ...
... Painters, said that "painting is just the imitation of all the living things of nature with their colors and designs just as they are in nature." It may still be the most commonly held theory. Most people still think that a picture must be a picture of something, and that an artist is someone who ca ...
The social relevance of explicit meta cognition for action and
... metacognition. At the sub-personal (implicit) level, behaviour is affected by many metacognitive properties, such as precision of sensory signals, without awareness. However, some of these properties become available at the personal (explicit) level. Examples include, perceptual fluency, action sele ...
... metacognition. At the sub-personal (implicit) level, behaviour is affected by many metacognitive properties, such as precision of sensory signals, without awareness. However, some of these properties become available at the personal (explicit) level. Examples include, perceptual fluency, action sele ...
Chapters 2-4 - Lynn M. Burlbaw
... More learning about mentorship: Socrates was the teacher of Plato and Aristotle studied with Plato. The dialogues, knowledge and inquiry of Socrates enhanced intellectual, professional, and personal development of Plato. And so did Plato (to Aristotle). As we know their influences were so powerful ...
... More learning about mentorship: Socrates was the teacher of Plato and Aristotle studied with Plato. The dialogues, knowledge and inquiry of Socrates enhanced intellectual, professional, and personal development of Plato. And so did Plato (to Aristotle). As we know their influences were so powerful ...
College Readiness David Conley`s Key Cognitive Strategies for
... A university education is largely about learning how to think in particular ways. Content is a means to that end. That end is the ability to think about things differently and in deeper, more systematic and complex ways. For students who think about college strictly in terms of mastering content kno ...
... A university education is largely about learning how to think in particular ways. Content is a means to that end. That end is the ability to think about things differently and in deeper, more systematic and complex ways. For students who think about college strictly in terms of mastering content kno ...
trilogy 三部曲 obscure = delphic 隐晦的 Idealism 唯心主义 entity 实体
... Goals are things we freely create for ourselves, and along with them we create our own values. Sartre's famous 'nauseas' arises out of absolute freedom of choice, the awareness that you are capable of any possible action whatsoever. Adam Smith – The invisible hand and Market Economy The Wealth of Na ...
... Goals are things we freely create for ourselves, and along with them we create our own values. Sartre's famous 'nauseas' arises out of absolute freedom of choice, the awareness that you are capable of any possible action whatsoever. Adam Smith – The invisible hand and Market Economy The Wealth of Na ...
Philosophical Battles Empiricism Rationalism
... 2. Morality is Innate: How do we get a sense of what right and wrong are with our five senses? Since we cannot experience things like justice, human rights, moral duties, moral good and evil with our five senses, what can the empiricist’s ethical theory like? Hume (an empiricist) says morality is ba ...
... 2. Morality is Innate: How do we get a sense of what right and wrong are with our five senses? Since we cannot experience things like justice, human rights, moral duties, moral good and evil with our five senses, what can the empiricist’s ethical theory like? Hume (an empiricist) says morality is ba ...
DARWINISM - The theory attributed to Charles Darwin (1809
... The process, particularly employed in Plato’s dialogues, of discovering first principles, or underlying realities, through digging out, possibly through Socratic questioning of another, what is presupposed by our common sense beliefs about, and experience of, the world. The Socratic, or negative, di ...
... The process, particularly employed in Plato’s dialogues, of discovering first principles, or underlying realities, through digging out, possibly through Socratic questioning of another, what is presupposed by our common sense beliefs about, and experience of, the world. The Socratic, or negative, di ...
Lesson Plan: Empiricism
... This example, however, also shows a correct and logically necessary conclusion but it is obviously false as we know from observation. This shows that pure reasoning (in logic or mathematics) can lead to wrong conclusions about reality. What is needed is the verification through sense observation. Th ...
... This example, however, also shows a correct and logically necessary conclusion but it is obviously false as we know from observation. This shows that pure reasoning (in logic or mathematics) can lead to wrong conclusions about reality. What is needed is the verification through sense observation. Th ...
Class #1
... he dispenses with a view of reality, knowledge, the good, but no one can implement this credo. The reason is that man, by his nature as a conceptual being, cannot function at all without some form of philosophy to serve as his guide. …Leonard Peikoff ...
... he dispenses with a view of reality, knowledge, the good, but no one can implement this credo. The reason is that man, by his nature as a conceptual being, cannot function at all without some form of philosophy to serve as his guide. …Leonard Peikoff ...
Doctrine of Forms
... which is grasped in the concept (ex: beauty). There are many beautiful things, but we form one universal concept of beauty itself: and Plato assumed that these universal concepts are not merely subjective concepts, but that in them we apprehend objective essences. 1. We discover ideas; they are not ...
... which is grasped in the concept (ex: beauty). There are many beautiful things, but we form one universal concept of beauty itself: and Plato assumed that these universal concepts are not merely subjective concepts, but that in them we apprehend objective essences. 1. We discover ideas; they are not ...
Lesson 6
... justice, truth. Have we made any progress? Yes and no. Plato believed that it was in the nature of such questions that we have to puzzle them out for ourselves. (The answer is worth nothing unless we think it out for ourselves). ...
... justice, truth. Have we made any progress? Yes and no. Plato believed that it was in the nature of such questions that we have to puzzle them out for ourselves. (The answer is worth nothing unless we think it out for ourselves). ...
Class #2
... tonight, now pose a different philosophical question than you did previously. Rather than trying to answer the question though, list and discuss what other relevant questions might need to be answered or at least clarified in order that you may even have a chance to answer this one. Does your questi ...
... tonight, now pose a different philosophical question than you did previously. Rather than trying to answer the question though, list and discuss what other relevant questions might need to be answered or at least clarified in order that you may even have a chance to answer this one. Does your questi ...
Plato and the Presocratics
... alludes to a ‘Prometheus like figure’ who taught that ‘all things consist of a one and many, and have in their nature a conjunction of limit and unlimited’ and that ‘we must go from one form to look for two, if the case admits of there being two, otherwise for three or some other number of forms.' A ...
... alludes to a ‘Prometheus like figure’ who taught that ‘all things consist of a one and many, and have in their nature a conjunction of limit and unlimited’ and that ‘we must go from one form to look for two, if the case admits of there being two, otherwise for three or some other number of forms.' A ...
Aristotle - Philosophy of Politics II
... in prison than escape into exile, leaving the arena of the city, where he debated on what is virtuous and just. The pursuit of virtue and justice to Socrates and his followers was far more important than wealth, than self interest, or even life itself. These philosophers very early identified the ow ...
... in prison than escape into exile, leaving the arena of the city, where he debated on what is virtuous and just. The pursuit of virtue and justice to Socrates and his followers was far more important than wealth, than self interest, or even life itself. These philosophers very early identified the ow ...
Forms.
... His major claim to fame probably comes from his trial by the Catholic Inquisition and his purported role as heroic rational, modern man in the subsequent history of the ‘warfare’ between science and religion. ...
... His major claim to fame probably comes from his trial by the Catholic Inquisition and his purported role as heroic rational, modern man in the subsequent history of the ‘warfare’ between science and religion. ...
N - cloudfront.net
... contributions to philosophy was a new method of approaching knowledge, called Dialectic, in which he would ask a series of questions, each designed to lead to another question until the final answer was the one Socrates was trying to elicit. People resented being questioned in public by a man who sa ...
... contributions to philosophy was a new method of approaching knowledge, called Dialectic, in which he would ask a series of questions, each designed to lead to another question until the final answer was the one Socrates was trying to elicit. People resented being questioned in public by a man who sa ...
PHIL 219
... ◦ If she kept trying to convince people to accept what she knows to be true, they’d likely end up killing her (like Socrates). ...
... ◦ If she kept trying to convince people to accept what she knows to be true, they’d likely end up killing her (like Socrates). ...
8. Handout on Plato`s Theory of Forms - Elly Pirocacos
... II. From an epistemological point of view Plato, siding with PARMENIDES, will hold that “knowledge is of what is” and “knowledge (unlike mere belief) is infallible”. These two premises are basic to Plato’s epistemological theory, so remember them. Parmenides was struck by the problem of being able t ...
... II. From an epistemological point of view Plato, siding with PARMENIDES, will hold that “knowledge is of what is” and “knowledge (unlike mere belief) is infallible”. These two premises are basic to Plato’s epistemological theory, so remember them. Parmenides was struck by the problem of being able t ...
1 Empiricism, Rationalism, and Plato`s Innatism Intro to Philosophy
... disagreement. In such a case, Plato would simply explain disagreement as yet more proof of the unreliability of the senses. He would not, however, say that the sticks are both participating in the form “Equalness” and “Unequalness,” in violation of the principle of non-contradiction. That is to say, ...
... disagreement. In such a case, Plato would simply explain disagreement as yet more proof of the unreliability of the senses. He would not, however, say that the sticks are both participating in the form “Equalness” and “Unequalness,” in violation of the principle of non-contradiction. That is to say, ...
What is Logical Form?
... Dualism is the view that all of reality is divided into two kinds of things. Thus, if you believe that all of reality is divided between the realm of God and the physical universe, or that there is a "higher world" and a "lower world", or that reality is composed of spirit and matter, you are a dual ...
... Dualism is the view that all of reality is divided into two kinds of things. Thus, if you believe that all of reality is divided between the realm of God and the physical universe, or that there is a "higher world" and a "lower world", or that reality is composed of spirit and matter, you are a dual ...
Plato's Problem
Plato's Problem is the term given by Noam Chomsky to the gap between knowledge and experience. It presents the question of how we account for our knowledge when environmental conditions seem to be an insufficient source of information. It is used in linguistics to refer to the ""argument from poverty of the stimulus"" (APS). In a more general sense, Plato's Problem refers to the problem of explaining a ""lack of input"". Solving Plato's Problem involves explaining the gap between what one knows and the apparent lack of substantive input from experience (the environment). Plato's Problem is most clearly illustrated in the Meno dialogue, in which Socrates demonstrates that an uneducated boy nevertheless understands geometric principles.