DR. LEONARD PEIKOFF Lecture 5 a REVOLUTION
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Types of Causes in Aristotle and Sankara
Georgia State University ScholarWorks @ Georgia State University Religious Studies Honors Theses Department of Religious Studies 9-11-2006 Types of Causes in Aristotle and Sankara Brandie Martinez-Bedard Follow this and additional works at: https://scholarworks.gsu.edu/rs_hontheses Recommended Citation Martinez-Bedard, Brandie, "Types of Causes in Aristotle and Sankara." Thesis, Georgia State University, 2006. https://scholarworks.gsu.edu/rs_hontheses/3 This Thesis is brought to you for free and open access by the Department of Religious Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Religious Studies Honors Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. TYPES OF CAUSES IN ARISTOTLE AND SANKARA by BRANDIE MARTINEZ BEDARD Under the Direction of Kathryn McClymond and Sandra Dwyer ABSTRACT This paper is a comparative project between a philosopher from the Western tradition, Aristotle, and a philosopher from the Eastern tradition, Sankara. These two philosophers have often been thought to oppose one another in their thoughts, but I will argue that they are similar in several aspects. I will explore connections between Aristotle and Sankara, primarily in their theories of causation. I will argue that a closer examination of both Aristotelian and Advaita Vedanta philosophy, of which Sankara is considered the most prominent thinker, will yield significant similarities that will give new insights into the thoughts -
SOCRATES in the CLASSROOM Rationales and Effects of Philosophizing with Children Ann S
SOCRATES IN THE CLASSROOM Rationales and Effects of Philosophizing with Children Ann S. Pihlgren Socrates in the Classroom Rationales and Effects of Philosophizing with Children Ann S. Pihlgren Stockholm University ©Ann S. Pihlgren, Stockholm 2008 Cover: Björn S. Eriksson ISSN 1104-1625-146 ISBN (978-91-7155-598-4) Printed in Sweden by Elanders Sverige AB Distributor: Stockholm University, Department of Education To Kjell with love and gratitude. Contents Contents ........................................................................................................ vii Preface ............................................................................................................ 1 1 Introduction ............................................................................................ 3 1.1 Philosophizing and teaching ethics ..................................................................... 4 1.2 Some guidance for the reader ............................................................................ 5 1.3 Considerations ................................................................................................... 8 2 Research Goals and Design .................................................................. 9 2.1 Classroom interaction ......................................................................................... 9 2.2 Studying Socratic interaction ............................................................................ 10 2.3 Research questions ......................................................................................... -
Kenneth Hamilton
Kenneth Hamilton THE FALSE GLITTER OF THE GOLDEN MEAN A cYNICAL OPINION holds that the great thinkers of the past had but one thing in common-their thoughts were wrong. It may be more nearly true to say that all great thinkers tend to encourage wrong thinking in us. For we are inclined to take over the phrases they have made famous, imagining that we have been given magic formulae to solve our problems without having to do any thinking ourselves. A case in point is Aristotle's doctrine of the Mean. This doctrine has a certain cogency in the context of classical ethics: that, and no more than that. Yet today it is often lifted out of its context and put forward as a general principle both simple and authoritative. The Good (it is urged) stands in a middle place; and therefore any~ thing which can be shown to occupy a middle place must be a Good Thing. Obviously, Aristotle cannot be blamed for later distortions of his doctrine. And the doctrine of the Mean was not entirely his invention. Tracing virtue to a "middle way" between extremes was almost a habit of the Greeks, as we learn from Plato, who tells us of the inscription "Nothing in excess" in the temple at Delphi. Nevertheless, Aristotle's account of the Mean in the Nichomachean Ethics is de cisive in the history of this particular tradition. The person who "loves well the Golden Mean" (the phrase is from Horace) may not have the Ethics directly in mind, but the argument of that treatise will lie at the back of what he believes. -
An Introduction to Philosophy
An Introduction to Philosophy W. Russ Payne Bellevue College Copyright (cc by nc 4.0) 2015 W. Russ Payne Permission is granted to copy, distribute and/or modify this document with attribution under the terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/ 1 Contents Introduction ………………………………………………. 3 Chapter 1: What Philosophy Is ………………………….. 5 Chapter 2: How to do Philosophy ………………….……. 11 Chapter 3: Ancient Philosophy ………………….………. 23 Chapter 4: Rationalism ………….………………….……. 38 Chapter 5: Empiricism …………………………………… 50 Chapter 6: Philosophy of Science ………………….…..… 58 Chapter 7: Philosophy of Mind …………………….……. 72 Chapter 8: Love and Happiness …………………….……. 79 Chapter 9: Meta Ethics …………………………………… 94 Chapter 10: Right Action ……………………...…………. 108 Chapter 11: Social Justice …………………………...…… 120 2 Introduction The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. -
Acquainting Yourself with Ethics a Tour of the Ethics Hall of Fame
1 Acquainting Yourself with Ethics A Tour of the Ethics Hall of Fame They honestly consider they are doing the right thing. E.W. Elkington, 1907, on New Guinea Cannibals Or are you a clear thinker examining what is good and useful for society and spending your life in building what is useful and destroying what is harmful? Kahlil Gibran, Mirrors of the Soul Good laws lead to the making of better ones; bad laws bring about worse. As soon as any man says of the affairs of the State, “What does it matter to me?” the State may be given up for lost. Rousseau The present moral crisis is due among other things to the demand for a moral code which is intellectually respectable. R. Niebuhr 1 2ETHICS IN CRIMINAL JUSTICE:IN SEARCH OF THE TRUTH What You Will Learn from This Chapter To understand the foundation of ethics, you should learn the virtue of knowledge and reasoning, the sources of intellect, the nature of truth, the nature of reality, the nature of morality, the nature of goodness, the relationship between actions and consequences, determinism and intentionalism, and the image of the ethical person. You will also learn the reasoning process, Plato’s divided line, the definition of morality and ethics, the grammar of goodness, the principle of summum bonum, and the utilitarianism measure. Key Terms and Definitions Reasoning is a pure method of thinking by which proper conclusions are reached through abstract thought processes. The Divided Line is Plato’s theory of knowledge. It characterizes four levels of knowledge. -
Plato and Aristotle on the Vocation of the Philosopher
CHAPTER ONE PLATO AND ARISTOTLE ON THE VOCATION OF THE PHILOSOPHER Lecture I The enterprise called philosophy appears first in the writings of Plato and Aristotle. It is in the Platonic dialogues and in the treatises or lec- tures of Aristotle that Philosophy is for the first time discussed exten- sively, put forth as the highest and most proper or most worthy human endeavor, and defended against its multitudinous adversaries. Certainly there were philosophers before Plato, but their writings were either non-existent, or have survived only in fragmentary fashion. We learn about them for the most part from what we would call today secondary sources. To what extent Plato and Aristotle are reliable in their reports of their predecessors will forever remain a moot question, notwithstanding the voluminous scholarship which attempts to answer just this question. But there is no gainsaying that not only do all major philosophic problems make their appearance in the writings of the two major Greek philosophers, there is hardly a problem which interests them more and which is always present in their minds—sometimes in the back of their minds—than the question of philosophy itself, and of the vocation of the philosopher. My intention is to discuss the two-fold meaning of the term voca- tion: vocation as occupation or activity, and vocation as calling or duty. Or if you will, the philosopher’s duty to himself and the philoso- pher’s duty to others. We all know that philosophy is a problematic term, and we have just been reminded that “vocation” is also an equivocal term. -
Aristotle's Criticism of the Platonic Forms As Causes in De
PEITHO / EXAMINA ANTIQUA 1 ( 7 ) / 2016 Aristotle’s Criticism of the Platonic Forms as Causes in De Generatione et Corruptione II 9. A Reading Based on Philoponus’ Exegesis* MELINA G. MOUZALA / Patras / In De Generatione et Corruptione II 9 Aristotle treats of the four causes of things gene- rable and perishable and expounds his own doctrine of the efficient cause. He especially focuses on the confirmation of his theory of the necessity of the efficient cause. Within the frame of this theory he grasps the opportunity to set out his criticism, on the one hand of those who ignored the efficient cause, and on the other hand, those who wron- gly attributed the efficient cause to other kinds of causality. My reading of this chapter is * An earlier version of this paper was presented at the III International Congress of Greek Philosophy, Lisbon, April 20–22, 2016. 124 Melina G. Mouzala / Patras / based on Philoponus’ exegesis which contributes significantly, not only to the clarifica- tion of Aristotle’s thinking but also to the manifestation of the arguments articulated in defence of the Platonic theory of Forms, which came under attack by Aristotle. 1. The method for the investigation of the four causes Aristotle begins this chapter with an instruction on the method we have to follow in our investigation in order to discover, concerning all generation alike, how many principles there are of it and what they are. He states that we shall in this way be able more easily to study particular cases, namely, when we have first obtained a grasp of the things which are universal.1 We can see here a reversal of the typical and proper method of natural science and more generally of scientific knowledge, introduced by Aristotle2 at least in the Physics I 1, the Posterior Analytics I 2, and the Metaphysics VII 3. -
Imagine There's a Heaven Reasonable Religion, Religious Reason
101 IMAGINE THERE’S A HEAVEN REASONABLE RELIGION, RELIGIOUS REASON Ramon Nadres Abstract Religious fundamentalism, on the one hand, as manifested in terrorist activity and extreme rationalism which leads to atheism on the other seem to be untenable choices for any honest man. Both put faith and reason at odds with one another. If neither is acceptable, then there must be a middle way. Thomas Aquinas has spoken about the medium virtutis, the golden mean, when it comes to virtuous acts, which avoid vicious extremes in any moral act. How do we find this medium virtutis between faith and reason? After looking at prudence as the recta ratio agibilium and seeing that the guide for the recta ratio is the truth, we then discover that, for moral truth, which is involved in the medium virtutis of faith and reason, the bridging criterion is human nature, and that reason spans not only the empirical realm, but the philosophical and supernatural realms as well. Key words Faith. Reason. Natural Law. Epistemology. Moral Philosophy. Abstrak Baik fundamentalisme-radikalisme agama maupun rasionalisme ekstrem bukanlah jalan menuju kebaikan dan kebijaksanaan. Dalam dua situasi ekstrem itu, iman dan akal budi saling berlawanan. Di tengah ketegangan antara iman dan akal budi, Thomas Aquino mengajarkan medium virtutis, yakni jalan tengah yang terbaik yang berada di antara dua ekstrem dari tindakan-tindakan yang dapat dinilai moral. Bagaimana kita bisa menemukan medium virtutis antara iman dan akal budi? Yakni dengan memeriksa arti recta ratio agibilium di dalam kebijaksanaan (prudentia) dan setelah melihat bahwa recta ratio adalah yang mengantar kita kepada apa yang benar. -
Aristotle in a Box Dr
Aristotle in a Box Dr. Jane Drexler reflects on philosophical ideas through the lens of CrossFit. It’s like Philosophy 101 with CrossFit as the frame—or perhaps CrossFit 101 with philosophy as the frame. By Dr. Jane Drexler February 2013 CrossFit as Eudaimonia “Men will be good or bad builders as a result of building well or badly.” —Aristotle Right around Day 12 of a 30-day nutrition challenge, I start to feel good. The first week and a half feels like my body is on strike— “Where the hell is my sugar?”—and there are some mornings I have difficulty imagining ever feeling good again. But then, one day, that feeling of weary despair just sort of floats off; my eyes are bright, my legs have bounce, my mind is clear, and I feel on my way to a better self. Day 12 is when I start to believe Aristotle again. I start to believe again that the road to a good life—an excellent, happy life—requires difficult, uncomfortable steps for both mind and body. I start to believe again that the road is long but gets easier, that on the road we are helped along by our friendships, by courage and by self-love, each of which are, in turn, nourished as we take each step. I start to believe again in a fundamental truth: each success gets imprinted on my character, and I become a little bit more “one-who-succeeds.” Kim BellaVance 1 of 6 Copyright © 2013 CrossFit, Inc. All Rights Reserved. Subscription info at journal.crossfit.com CrossFit is a registered trademark ® of CrossFit, Inc. -
The Metaphysics of Agency: Avicenna and His Legacy
The Metaphysics of Agency: Avicenna and his Legacy by Kara Richardson A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Philosophy University of Toronto ©Copyright by Kara Richardson 2008 The Metaphysics of Agency: Avicenna and his Legacy Doctor of Philosophy, 2008 Kara Richardson Department of Philosophy University of Toronto Abstract This dissertation begins with the Islamic philosopher Avicenna, who transforms Aristotle’s conception of the efficient cause in the Metaphysics of his Shifā’. Its first goal is to examine the arguments which constitute Avicenna’s metaphysical account of agency. Its second goal is to examine Scholastic disputes about the causal powers of natural agents that arise in connection with his view. In its final chapter, it relates Medieval debates about efficient causality to Descartes’ account of the causal powers of bodies. One of the original features of Avicenna’s account of agency is his argument for the claim that the existence of contingent things requires an efficient cause. This aspect of his view was influential in the Latin West. Avicenna also holds that the cause of the existence of contingent things is an incorporeal principle, which he describes as an agent who “bestows forms”. I argue that Avicenna fails to resolve the tension between this claim and his commitment to an Aristotelian account of generation. This failure sets the stage for Avicenna’s role in Scholastic disputes about the causal powers of natural agents in cases of generation. Both Aquinas and Suarez attribute to Avicenna the view that generation requires the creation of form. -
Aristotle's Natural Philosophy
Aristotle’s Natural Philosophy Waseda University, SILS, Introduction to History and Philosophy of Science LE201, History and Philosophy of Science Aristotle The Hellenic World, 500-300 BCE LE201, History and Philosophy of Science Aristotle The Atomists § The early atomists, Leucippus & Democratus (around 5th BCE) § Nothing comes to be at random (accidentally), but all things from reason and by necessity. § Reason and necessity are the same. § There can be no real chance or purpose. § The later atomists, Epicurus (4th BCE) & Lucretius (around 1st CE) § The atoms swerve from their course by spontaneous chance. § Most things follow laws, but there is some underlying chance. § There is also free-will. LE201, History and Philosophy of Science Aristotle Plato (5th BCE) The Timaeus: § The universe is the combination of a divine creator, The Craftsman, who is a purposeful being acting on an underlying nature, which is brute. § The Craftsman, desires the good and brings order. He works with extant things, matter, to produce the best possible world. He makes the universe a living being in which there are other gods. § The universe is the result of the combination of Reason and Necessity, the “errant cause.” § Reason provides the form, purpose and meaning to the universe. § Necessity is the material substance of the elements without any form, reason or purpose. § There is no omnipotent god. There is no real chance, only Reason and Necessity, which are contrary to one another. LE201, History and Philosophy of Science Aristotle Aristotle of Stagira A short biography of Aristotle:1 § Born 384 BCE, medical family in Macedon. § Athens: 367–347. -
P515 (§ 29794) Fall 2009 History of the Problem of Universals in the Middle Ages
P401 (§ 11962)/P515 (§ 29794) Fall 2009 History of the Problem of Universals in the Middle Ages Office Hours: E-mail: Title of the course: History of the Problem of Universals in the Middle Ages. This course is a combined undergraduate/graduate course, being offered under two simultaneous numbers: P401 for the undergraduate graduate version and P515 for the graduate version. The fact that we have two “instances” of what is in effect exactly the same course is perhaps an illustration of the very problem of universals that is the topic of this course. (I’ll say more about what that problem is in a moment.) But it’s not really exactly the same course. I will be expecting an appropriately more ambitious term-papers and examination answers from those of you taking this course under the graduate number. Handouts: (1) Syllabus Lectures: 2:30–3:45 PM Mondays & Wednesdays. Format: Lecture with some questions. Required Texts: Paul Vincent Spade, Five Texts on the Mediaeval Problem of Universals: Porphyry, Boethius, Abelard, Duns Scotus, Ockham, (Indianapolis: Hackett, 1994). Paul Vincent Spade, History of the Problem of Universals in the Middle Ages: Notes and Texts. A packet of materials containing additional notes on the translations in Five Texts, together with some further translations. It comes to 191 pages, and is available from Mr. Copy, 501 E. 10th St. (= 10th & Dunn) (334- 2679). ($29.90 plus tax.) 2 Bring these first two items to class with you regularly; I will be frequently referring to particular passages in them. Thomas Aquinas, On Being and Essence, Armand Maurer, tr.