Creativity in the Metaphysics of Alfred North Whitehead
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The Development of Dr. Alfred North Whitehead's Philosophy Frederick Joseph Parker
University of Richmond UR Scholarship Repository Master's Theses Student Research 1936 The development of Dr. Alfred North Whitehead's philosophy Frederick Joseph Parker Follow this and additional works at: http://scholarship.richmond.edu/masters-theses Part of the Philosophy Commons Recommended Citation Parker, Frederick Joseph, "The development of Dr. Alfred North Whitehead's philosophy" (1936). Master's Theses. Paper 912. This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Master's Theses by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. mE Dt:VEto!l..mm oa llS. At..~"1lr:D !JG'lt'fR ~!EREAli •a MiILOSO?ll' A. thesis SUbm1tte4 to the Gradus:te i'acnl ty in cana1:.at1: f!Jr tbe degree of llaste,-. of Arts Univerait7 of !llcuor.&a Jnno 1936 PREF!~CE The modern-·wr1 ter in the field of Philosophy no doubt recognises the ilfficulty of gaining an ndequate and impartial hearing from the students of his own generation. It seems that one only becomes great at tbe expense of deatb. The university student is often tempted to close his study of philosophy- after Plato alld Aristotle as if the final word has bean said. The writer of this paper desires to know somethi~g about the contribution of the model~n school of phiiiosophers. He has chosen this particular study because he believes that Dr. \i'hi tehesa bas given a very thoughtful interpretation of the universe .. This paper is in no way a substitute for a first-hand study of the works of Whitehead. -
JTE-2010-Netzer
Journal of Transformative Education http://jtd.sagepub.com/ Inquiry into Creative and Innovative Processes: An Experiential, Whole-Person Approach to Teaching Creativity Dorit Netzer and Nancy Mangano Rowe Journal of Transformative Education 2010 8: 124 DOI: 10.1177/1541344611406905 The online version of this article can be found at: http://jtd.sagepub.com/content/8/2/124 Published by: http://www.sagepublications.com Additional services and information for Journal of Transformative Education can be found at: Email Alerts: http://jtd.sagepub.com/cgi/alerts Subscriptions: http://jtd.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://jtd.sagepub.com/content/8/2/124.refs.html Downloaded from jtd.sagepub.com at INST OF TRANSPERSONAL PSYCH on June 30, 2011 Journal of Transformative Education 8(2) 124-145 ª The Author(s) 2010 Inquiry into Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/1541344611406905 Creative and http://jted.sagepub.com Innovative Processes: An Experiential, Whole-Person Approach to Teaching Creativity Dorit Netzer1 and Nancy Mangano Rowe1 Abstract This article highlights the transformative nature of an online master’s level course titled, Inquiry into Creative and Innovative Processes. The authors emphasize the importance of whole-person, imaginative, and intuitive experiences in adult stu- dents’ unique, scholarly development. They describe their process of adapting intuitive inquiry,atranspersonalresearchmethod,as a supportive structure for this online course on creativity. A creative and innovative approach to teaching in itself, the course facilitated a flexible learningcontainer,wherestudentswereguided toward integrating their academic learning and personal discovery in embodied and deeply conscious ways. -
Defending the Subjective Component of Susan Wolf's
Defending the Subjective Component of Susan Wolf’s “Fitting Fulfillment View” About Meaning in Life. Andreas Hjälmarö Andreas Hjälmarö Kandidatuppsats Filosofi, 15 hp. Ht 2016 Handledare Frans Svensson Umeå Universitet, Umeå Table of content Abstract ................................................................................................................................................... 3 1. Introduction ..................................................................................................................................... 4 2. Background ...................................................................................................................................... 5 2.1 The question .................................................................................................................................. 5 2.2 Common answers .......................................................................................................................... 8 The nihilistic view ............................................................................................................................ 8 The super-naturalistic view ............................................................................................................. 8 The naturalistic view ....................................................................................................................... 9 2.3 Wolf’s view – a combination ...................................................................................................... -
A Philosophical Investigation of Principlism and the Implications Raised by the Treatment of the Mentally Ill
Aporia vol. 24 no. 1—2014 A Philosophical Investigation of Principlism and the Implications Raised by the Treatment of the Mentally Ill BENJAMIN FOSTER Introduction he objective of this investigation is to identify reasonable and relevant problems and issues posed for Principlism by the mentally T ill. Two concepts of Principlism will be presented: a normative con- ceptualization of the bioethical theory and a descriptive conceptualization. In reference to both, two philosophical questions will be asked: can we know the natures of other minds and, if so, how? These two questions have theoretical and practical implications for the treatment of the mentally ill. And, in so far as the questions have implications for the treatment of the mentally ill, they have implications for the bioethical theory of Principlism. There is a lack of concurrence on the meaning, nature, and function of mental phenomena, producing conceptual difficulties concerning the common morality that provides Principlism its normative authority. Similarly, a contradiction appears to arise when one considers the imaginative leap of predicting another’s desires, feelings, and thoughts, a maneuver that professionals participating in the treatment of the mentally ill must perform. There is also significant ambiguity surrounding the concept of mental illness, which produces pragmatic problems when professionals attempt to diagnose and treat an individual in conjunction Benjamin Foster graduated with a degree in philosophy and a minor in biology from the University of Alaska Fairbanks. While there he served as president of the univer- sity’s philosophy club, The Socratic Society. His primary philosophical interests include ethics and epistemology. He currently plans to attend medical school. -
Models of Sociality After Idealism in Gadamer, Levinas, Rosenzweig, and Bonhoeffer Christopher J
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School November 2017 From Object to Other: Models of Sociality after Idealism in Gadamer, Levinas, Rosenzweig, and Bonhoeffer Christopher J. King University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the Philosophy Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Scholar Commons Citation King, Christopher J., "From Object to Other: Models of Sociality after Idealism in Gadamer, Levinas, Rosenzweig, and Bonhoeffer" (2017). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/7047 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. From Object to Other: Models of Sociality after Idealism in Gadamer, Levinas, Rosenzweig, and Bonhoeffer by Christopher J. King A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy with a concentration in Philosophy and Religion College of Arts and Sciences University of South Florida Co-Major Professor: Lee Braver, Ph.D. Co-Major Professor: Michael DeJonge, Ph.D. Cass Fisher, Ph.D. Michael Morris, Ph.D. Date of Approval: November 3, 2017 Keywords: ontology, dialogue, intersubjectivity, anthropology, -
Barriers to Creativity in Engineering Education: a Study of Instructors and Students Perceptions
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/245366675 Barriers to Creativity in Engineering Education: A Study of Instructors and Students Perceptions Article in Journal of Mechanical Design · July 2007 DOI: 10.1115/1.2739569 CITATIONS READS 158 2,294 2 authors, including: Kazem Kazerounian University of Connecticut 69 PUBLICATIONS 938 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Systematic Design and Analysis of Artificial Molecular Machines View project All content following this page was uploaded by Kazem Kazerounian on 21 September 2015. The user has requested enhancement of the downloaded file. Barriers to Creativity in Engineering Education: A Study of Instructors and Students Kazem Kazerounian Professor Fellow ASME Perceptions Stephany Foley This paper studies “creativity” in engineering education, by examining the perception of NSF Graduate Fellow instructors and students. We aim to identify factors that impede a creative environment (creativity blockers). The study entails a review of established research in the fields of Department of Mechanical Engineering, psychology and educational psychology to identify factors which create an educational University of Connecticut, environment conducive to creativity. These factors are formalized in the Ten Maxims of Storrs, CT 06269-3139 Creativity in Education, a set of criteria that constitute an educational environment conducive to fostering creativity in students. These maxims form the basis for our work in examining the contemporary engineering education. Extensive surveys are designed, cre- ated, distributed, and statistically quantified to study the perceptions of engineering edu- cators and students, in comparison to nonengineering educators and students. -
William James As American Plato? Scott Sinclair
WILLIAM JAMES AS AMERICAN PLATO? ______________________________________________________________________________ SCOTT SINCLAIR ABSTRACT Alfred North Whitehead wrote a letter to Charles Hartshorne in 1936 in which he referred to William James as the American Plato. Especially given Whitehead’s admiration of Plato, this was a high compliment to James. What was the basis for this compliment and analogy? In responding to that question beyond the partial and scattered references provided by Whitehead, this article briefly explores the following aspects of the thought of James in relation to Whitehead: the one and the many, the denial of Cartesian dualism, James’s background in physiology, refutation of Zeno’s paradoxes, religious experience, and other kinships. In the end, the author agrees with Robert Neville that James had seminal ideas which could correctly result in a complimentary analogy with Plato. Therefore, a greater focus on the important thought of James is a needed challenge in contemporary philosophy. Michel Weber provided a very helpful article in two parts entitled, “Whitehead’s Reading of James and Its Context,” in the spring 2002 and fall 2003 editions of Streams of William James. Weber began his article with a reference to Bertrand Russell: “When Bertrand Russell (1872-1970) visited Harvard in 1936, ‘there were two heroes in his lectures – Plato and James.’”1 Although he goes on to affirm that Whitehead could have said the same, Weber either overlooks the fact, or is not aware, that Whitehead actually did compare James to Plato in his January 2, 1936 hand-written letter to Charles Hartshorne, as printed by Whitehead’s biographer, Victor Lowe: European philosophy has gone dry, and cannot make any worthwhile use of the results of nineteenth century scholarship. -
World, Senses, Human Spirit: Extrapolating the Direction from the Past Through the Present and Into the Future
International Tinnitus Journal, Vol.ll, No.2, 103-105 (2005) EDITORIAL World, Senses, Human Spirit: Extrapolating the Direction from the Past Through the Present and Into the Future or human life, time is a specific monodirectional The Roman philosopher Lucius Aenaeus Seneca F dimension forcing us into serial development (4 Be - AD 65) then defined the phrase nihil in intel and behavior. We are living in the now, but we [ectu, quod non erat ante in sensu (from Naturales know that we stem from yesterday and that we are fac Quaestiones; "nothing can enter into the intellect if it ing the future: our tomorrow. With respect to bodily ex does not first pass through the gates of the senses"). In istence, every human seemingly has only one life. The this, Seneca coined the essentials of humans' communi human life can be regarded as constructing a wheel : We cation with the world and fellow men within the world. can imagine that year by year we fit a new spoke into We can encode from our surrounding things, facts , pic that circular element, a wheel that we call life and that tures, smells, odors, and sounds only after they have rolls us in only one direction, the future. Through de been perceived by our senses. veloping the species for many generations of humans, This really was an important philosophical step in many of these virtual wheels have been linked serially, the description of how human spirit works. All our un one behind the other. On the basis of culture and civili derstanding within our "now" needs information that zation, many humans have formed swarms of such arrives through the senses. -
Dance Into the Unknown. a Heuristic Inquiry
Dance into the unknown. A heuristic inquiry. Jane Christophers A dissertation submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Psychotherapy Department of Psychotherapy Auckland University of Technology Supervisor: Dr Margot Solomon 2019 i Table of Contents Table of Contents ............................................................................................................... i List of Figures .................................................................................................................. iii Attestation of authorship .................................................................................................. iv Acknowledgements ........................................................................................................... v Abstract ............................................................................................................................ vi Chapter One: Introduction................................................................................................. 1 Dancing in the bush .................................................................................................................. 1 Salire – To leap ......................................................................................................................... 2 Dance and movement ................................................................................................................ 2 5Rhythms dance – Inviting spirit ............................................................................................. -
Quantum Logical Causality, Category Theory, and the Metaphysics of Alfred North Whitehead
Quantum Logical Causality, Category Theory, and the Metaphysics of Alfred North Whitehead Connecting Zafiris’ Category Theoretic Models of Quantum Spacetime and the Logical-Causal Formalism of Quantum Relational Realism Workshop Venue: Swiss Federal Institute of Technology (ETH) Chair for Philosophy (building RAC) Raemistrasse 36, 8001 Zurich Switzerland January 29 – 30, 2010 I. Aims and Motivation Recent work in the natural sciences—most notably in the areas of theoretical physics and evolutionary biology—has demonstrated that the lines separating philosophy and science have all but vanished with respect to current explorations of ‘fundamental’ questions (e.g., string theory, multiverse cosmologies, complexity-emergence theories, the nature of mind, etc.). The centuries-old breakdown of ‘natural philosophy’ into the divorced partners ‘philosophy’ and ‘science,’ therefore, must be rigorously re- examined. To that end, much of today’s most groundbreaking scholarship in the natural sciences has begun to include explicit appeals to interdisciplinary collaboration among the fields of applied natural sciences, mathematics and philosophy. This workshop will be dedicated to the question of how a philosophical-metaphysical theory can be fruitfully applied to basic conceptualizations in the natural sciences. More narrowly, we will explore the process oriented metaphysical scheme developed by philosopher and mathematician Alfred North Whitehead (1861-1947) and Michael Epperson’s application of this scheme to recent work in quantum mechanics, and the relation of these to Elias Zafiris’s category theoretic model of quantum event structures. Our aim is to give participants from various fields of expertise (see list below) the opportunity to exchange their specialized knowledge in the context of a collaborative exploration of the fundamental questions raised by recent scholarship in physics and mathematics. -
PHI 110 Lecture 2 1 Welcome to Our Second Lecture on Personhood and Identity
PHI 110 Lecture 2 1 Welcome to our second lecture on personhood and identity. We’re going to begin today what will be two lectures on Rene Descartes’ thoughts on this subject. The position that is attributed to him is known as mind/body dualism. Sometimes it’s simply called the dualism for short. We need to be careful, however, because the word dualism covers a number of different philosophical positions, not always dualisms of mind and body. In other words, there are other forms of dualism that historically have been expressed. And so I will refer to his position as mind/body dualism or as Cartesian dualism as it’s sometimes also called. I said last time that Descartes is not going to talk primarily about persons. He’s going to talk about minds as opposed to bodies. But I think that as we start getting into his view, you will see where his notion of personhood arises. Clearly, Descartes is going to identify the person, the self, with the mind as opposed to with the body. This is something that I hoped you picked up in your reading and certainly that you will pick up once you read the material again after the lecture. Since I’ve already introduced Descartes’ position, let’s define it and then I’ll say a few things about Descartes himself to give you a little bit of a sense of the man and of his times. The position mind/body that’s known as mind/body dualism is defined as follows: It’s the view that the body is a physical substance — a machine, if you will — while the mind is a non-physical thinking entity which inhabits the body and is responsible for its voluntary movements. -
HUI What Is a Digital Object Metaphilosophy.Pdf
bs_bs_banner © 2012 The Author Metaphilosophy © 2012 Metaphilosophy LLC and Blackwell Publishing Ltd Published by Blackwell Publishing Ltd, 9600 Garsington Road, Oxford OX4 2DQ, UK, and 350 Main Street, Malden, MA 02148, USA METAPHILOSOPHY Vol. 43, No. 4, July 2012 0026-1068 WHAT IS A DIGITAL OBJECT? YUK HUI Abstract: We find ourselves in a media-intensive milieu comprising networks, images, sounds, and text, which we generalize as data and metadata. How can we understand this digital milieu and make sense of these data, not only focusing on their functionalities but also reflecting on our everyday life and existence? How do these material constructions demand a new philosophical understand- ing? Instead of following the reductionist approaches, which understand the digital milieu as abstract entities such as information and data, this article pro- poses to approach it from an embodied perspective: objects. The article contrasts digital objects with natural objects (e.g., apples on the table) and technical objects (e.g., hammers) in phenomenological investigations, and proposes to approach digital objects from the concept of “relations,” on the one hand the material relations that are concretized in the development of mark-up languages, such as SGML, HTML, and XML, and on the other hand, Web ontologies, the temporal relations that are produced and conditioned by the artificial memories of data. Keywords: digital objects, phenomenology, metadata, Stiegler, Simondon. In this article I attempt to outline what I call digital objects, showing that a philosophical investigation is necessary by revisiting the history of philosophy and proposing that it is possible to develop a philosophy of digital objects.