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Philosophy in Education: Questioning and Dialogue in Schools by Jana Mohr Lone and Michael D
Philosophical Inquiry in Education, Volume 26 (2019), No. 1, pp. 102-105 Review of Philosophy in Education: Questioning and Dialogue in Schools by Jana Mohr Lone and Michael D. Burroughs. New York: Rowman and Littlefield, 2016 TREVOR NORRIS Brock University For several decades philosophers and educational theorists have advocated for the inclusion of philosophy into the K-12 school system instead of reserving it for the post-secondary context. Lone and Burroughs’ Philosophy in Education: Questioning and Dialogue in Schools avoids extensive philosophical considerations about the nature of philosophy or philosophical education, though much emerges implicitly through the activities they present. Instead, it is more of a practical handbook, guidebook, or reference. While Lone and Burroughs outline dozens of simple and effective ways to engage students of younger ages in philosophy, the book is more than just a “how to”: the authors present several compelling arguments that can be used to persuade students, parents, administrators and the general public that philosophy is worthwhile for those of younger ages. Recent years have seen a boom in literature arguing that philosophy in schools is both possible and worthwhile. Even the Stanford Encyclopedia of Philosophy now has an entry for philosophy for children.1 Early founders of P4C include Matthew Lipman and Gareth Matthews, who helped its establishment in the northeastern US in the 1960s and 70s. Examples of recent scholarship include Philosophy in Schools: An Introduction for Philosophers and Teachers by Goering, Shudak, & Wartenberg (2013) which is divided into distinctive approaches for elementary and secondary contexts. Its editors provide a convincing and thorough description of the merits of including philosophy in schools. -
International Centre for Philosophy, Education and Citizenship
International Center for Philosophy, Education and Citizenship PlayWise Olympiads George Ghanotakis, Ph.D. and Pleen le Jeune, University of Sherbrooke student (M.A) «Philosophy thrives on the understanding of, respect and consideration for the diversity of opinions, thoughts and cultures that enrich the way we live in the world. As with tolerance, philosophy is an art of living together, with due regard to rights and common values. It is the ability to see the world with a critical eye, aware of the viewpoints of others, strengthened by the freedom of thought, conscience and belief». Irina Bokova. UNESCO Director-General Extract, World Philosophy Day 2016 Critical acclaim of the game (PlayWise) “An excellent tool in the form of a parlour game. Satisfying for the stimulation and the chance to appreciate each individual’s unique way of seeing things.” – CM Reviewing Journal of Canadian Materials for Youth vol 7/3 Canadian Library Association. “... adapts itself to all ages: it is fun to play for children, interests teens and stimulates adults ...contributes to the development of basic skills in language arts, mathematics, science, and social studies.” - Vie Pédagogique, Quebec Ministry of Education. “ The built in debating aspects of the game provided fun to all players, be they students or adults. Would no doubt enlarge the students understanding of self and others in various life situations, teach students to be analytical and evaluative in judgment making, decision making and problem solving in the learning process. These evaluators all made strong recommendations for their institutions to purchase the game” Professor Louis K.Ho Librarian, Fellow Canadian College of Teachers “ ..has been assessed by the English and French Consultants. -
Philosophy of Science and Philosophy of Chemistry
Philosophy of Science and Philosophy of Chemistry Jaap van Brakel Abstract: In this paper I assess the relation between philosophy of chemistry and (general) philosophy of science, focusing on those themes in the philoso- phy of chemistry that may bring about major revisions or extensions of cur- rent philosophy of science. Three themes can claim to make a unique contri- bution to philosophy of science: first, the variety of materials in the (natural and artificial) world; second, extending the world by making new stuff; and, third, specific features of the relations between chemistry and physics. Keywords : philosophy of science, philosophy of chemistry, interdiscourse relations, making stuff, variety of substances . 1. Introduction Chemistry is unique and distinguishes itself from all other sciences, with respect to three broad issues: • A (variety of) stuff perspective, requiring conceptual analysis of the notion of stuff or material (Sections 4 and 5). • A making stuff perspective: the transformation of stuff by chemical reaction or phase transition (Section 6). • The pivotal role of the relations between chemistry and physics in connection with the question how everything fits together (Section 7). All themes in the philosophy of chemistry can be classified in one of these three clusters or make contributions to general philosophy of science that, as yet , are not particularly different from similar contributions from other sci- ences (Section 3). I do not exclude the possibility of there being more than three clusters of philosophical issues unique to philosophy of chemistry, but I am not aware of any as yet. Moreover, highlighting the issues discussed in Sections 5-7 does not mean that issues reviewed in Section 3 are less im- portant in revising the philosophy of science. -
Aristotle's Essentialism Revisited
University of Missouri, St. Louis IRL @ UMSL Theses Graduate Works 4-15-2013 Accommodating Species Evolution: Aristotle’s Essentialism Revisited Yin Zhang University of Missouri-St. Louis, [email protected] Follow this and additional works at: http://irl.umsl.edu/thesis Recommended Citation Zhang, Yin, "Accommodating Species Evolution: Aristotle’s Essentialism Revisited" (2013). Theses. 192. http://irl.umsl.edu/thesis/192 This Thesis is brought to you for free and open access by the Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Theses by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Accommodating Species Evolution: Aristotle’s Essentialism Revisited by Yin Zhang B.A., Philosophy, Peking University, 2010 A Thesis Submitted to The Graduate School at the University of Missouri – St. Louis in partial fulfillment of the requirements for the degree Master of Arts in Philosophy May 2013 Advisory Committee Jon D. McGinnis, Ph.D. Chairperson Andrew G. Black, Ph.D. Berit O. Brogaard, Ph.D. Zhang, Yin, UMSL, 2013, p. i PREFACE In the fall of 2008 when I was a junior at Peking University, I attended a lecture series directed by Dr. Melville Y. Stewart on science and religion. Guest lecturers Dr. Alvin Plantinga, Dr. William L. Craig and Dr. Bruce Reichenbach have influenced my thinking on the relation between evolution and faith. In the fall of 2010 when I became a one-year visiting student at Calvin College in Michigan, I took a seminar directed by Dr. Kelly J. Clark on evolution and ethics. Having thought about evolution/faith and evolution/ethics, I signed up for Dr. -
5. Essence and Natural Kinds: When Science Meets Preschooler Intuition1 Sarah-Jane Leslie
978–0–19–954696–1 05-Gendler-Hawthorne-c05-drv Gendler (Typeset by SPi) 108 of 346 February 5, 2013 6:20 OUP UNCORRECTED PROOF – FIRST PROOF,5/2/2013, SPi 5. Essence and Natural Kinds: When Science Meets Preschooler Intuition1 Sarah-Jane Leslie INTRODUCTION It is common practice in philosophy to “rely on intuitions” in the course of an argument, or sometimes simply to establish a conclusion. One question that is therefore important to settle is: what is the source of these intuitions? Correspondingly: what is their epistemological status? Philosophical discus- sion often proceeds as though these intuitions stem from insight into the nature of things—as though they are born of rational reflection and judicious discernment. If these intuitions do not have some such status, then their role in philosophical theorizing rapidly becomes suspect. We would not, for example, wish to place philosophical weight on intuitions that are in effect the unreflective articulation of inchoate cognitive biases. Developmental psychology has discovered a range of belief sets that emerge in the first few years of life, and which plausibly go beyond the evidence to which the child has had access in that time period. In such cases, it is reasonable to suppose that the belief sets do not derive solely from the child’s rational reflection on her evidence, but rather show something about the way human beings are fundamentally disposed to see the world. (In some cases, the deep-seated dispositions are also shared with non-human animals.) There are many explanations of why we may be fundamentally disposed to see the world in a particular way, only one of which is that metaphysically or scientifically speaking, the world actually is that way. -
PLATO's ESSENTIALISM Aporiai, Essences, and Forms
Professor Vasilis POLITIS Trinity College Dublin PLATO’S ESSENTIALISM Aporiai, Essences, and Forms University of Uppsala An intensive graduate and staff seminar Twelve seminars, Wednesday 19 April to Thursday 27 April, 2017 Wed 19 April 10-12 and 14-16; room K-2-1072 Thu 20 April 10-12 and 14-16; room K-2-1072 Mon 24 April 10-12 and 14-16; room K-2-1072 Tue 25 April 10-12 and 14-16; room K-2-1072 Wed 26 April 10-12 and 14-16; room K-2-1072 Thu 27 April 10-12 and 14-16; room K-2-1072 Why does Plato believe in essences, and why does he conceive of essences as he does? Why does he believe in Forms, and why does he conceive of Forms as the does? These are the two major questions that I want to consider in this seminar. I have defended an answer to the first question, in The Structure of Enquiry in Plato’s Early Dialogues (Cambridge, 2015). It says that Plato thinks we have reason to believe in the existence of essences, and that he conceives of essences as that which is designated by a general, unitry and explanatory account of what a thing is, because he thinks that in this way, and in this way only, can we properly engage with certain important and especially difficult questions: radical aporiai. I want to use the first three, of these twelve seminars, to consider the first question and this attempt at answering it. The reading for this topic includes: Plato: Euthyphro, Protagoras, Meno and Hippias Major. -
Richard Swinburne's Arguments for Substance Dualism
Richard Swinburne’s arguments for substance dualism. MA by Research in Theology and Religion David Horner September 2018 Richard Swinburne’s arguments for substance dualism. Submitted by David Horner to the University of Exeter as a dissertation for the degree of MA by Research in Theology and Religion in September 2018 This dissertation is available for Library use on the understanding that it is copyright material and that no quotation from the dissertation may be published without proper acknowledgement. I certify that all material in this dissertation which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. 1 Acknowledgements. I would like to thank my supervisors, Dr Jonathan Hill and Dr Joel Krueger for their support and encouragement in the writing of this dissertation and for their patience in trying to keep me on the straight and narrow. I want to acknowledge the many conversations, on this and other topics, I have had with my friend and philosopher, Dr Chris Boyne, who sadly died in June of this year. I thank all my other chums at The Bull, Ditchling, for listening to my metaphysical ramblings. And finally, I thank my wife, Linda, for once more putting up with this kind of thing. 2 Abstract This dissertation is a contribution to debates in the philosophy of mind and of personal identity. It presents a critical account of arguments for substance dualism to be found in Richard Swinburne’s Mind, Brain, and Free Will (2013). -
Philosophy of Education and the Growing Impact of Empirical Research*)
1 Jürgen Oelkers *) Philosophy of Education and the Growing Impact of Empirical Research 1. Point of Departure: The Triumphant Success of Empiricism Empirical research methods have been used in education since the end of the 19th century. Initially experimental methods taken from psychological laboratories of the time were used and quickly also complemented with applied statistics methods which were popularized in American educational science first and foremost by Edward Thorndike. These procedures made it possible to study large test series of students who before had been outside the horizon of education. Field observations were also developed, making it possible to study concrete phenomena in children's play or in adolescents' behavior. The pioneer of this current of research was the psychologist G. Stanley Hall. This international research had undisputed advantages and was also supported politically or by teacher unions. Indeed, demands of the public or relevant groups of stakeholders influenced the behavior of educational science. This in turn brought with it another advantage: Philosophical abstractions had to be avoided as did classification into opposing philosophical camps or approaches. Theoretically speaking, there are no "isms" in empirical research which did not require long-term devotees, but rather merely topics and methods. The topics are practice-oriented and the methods are just as transparent as they are demanding, requiring instruction and constant training. Findings of early empirical research also seemed to actually have an immediate benefit. The famous learning curve from memory research gained admission to the classroom as did the intelligence test and achievement measurements and also contemporary management methods designed to ensure an efficient school organization. -
Essence, Plenitude, and Paradox
PHILOSOPHICAL PERSPECTIVES Philosophical Perspectives, 25, Metaphysics, 2011 ESSENCE, PLENITUDE, AND PARADOX Sarah-Jane Leslie Princeton University Essentialism in philosophy is the view that there are in principle two ways of having properties and including parts: the essential way and the accidental way (e.g, Fine, 1994, 1995; Johnston 1984, 2006; Kripke, 1980; Salmon 1986, 2005; Yablo 1987). As I understand the view, even an extreme essentialist — who takes every property and every part to be had essentially — should agree with the in-principle distinction while arguing that certain metaphysical considerations mean that the second way of having properties is not, and cannot be, exemplified. Such a view would contrast with the view of an anti-essentialist like Willard van Orman Quine who repudiates the very distinction between the two ways of having properties. Quine’s view is not that all properties are accidental, for that would be to use what he calls the “invidious distinction” (1953), rather than repudiate it. His view is that there is not even in principle these two ways of having properties (or satisfying predicates, as he would put it), about which we can ask “Which of these two ways do things have properties?” What then ostensibly distinguishes the essential way of having properties from the accidental way? An object’s essential properties are conditions on what it is to be that object, and this set of conditions fixes just which possibilities or possible worlds the object exists in, namely just those in which it satisfies those conditions. An object’s essential properties also fix how long it exists, namely only at those times at which it satisfies those conditions. -
Forging a Philosophical Foundation for Outcomes-Based Education
International Journal of Education and Research Vol. 2 No. 6 June 2014 Forging a philosophical foundation for Outcomes-Based Education Elias M. Sampa, Ed.D, Arellano University, Manila, Philippines [email protected] / 0998-9740380 ABSTRACT This paper is divided into two main parts. Part one is a discussion on the distinctive character of outcomes- based education (OBE) using the Aristotelian philosophical lens. The second part deals with philosophical themes of knowledge paradigm, ontological, epistemological and pedagogical assumptions and tries to locate them in OBE where they are embedded. Keywords: Outcomes-based education, philosophy, education, Philippines 517 ISSN: 2201-6333 (Print) ISSN: 2201-6740 (Online) www.ijern.com 1. OUTCOMES-BASED EDUCATION (OBE) Philosophy has long been one of the critical foundations in the conception of education. The very notion of ‘outcomes-based’ orients us to a preoccupation with the primacy of the Aristotelian final cause or telos,the purpose or end of education. Taking a cue from this Aristotelian theory one may easily argue: Is education not outcome-based by nature? Isn’t that all education institutions and programs have goals that guide their work? Is it not that in planning curriculums or planning lessons for their classes, educators start by clarifying the purposes and objectives? Yet, our overall education practice and ethos will have alternative evidence to argue from: Isn’t it true that in schools all curriculum and lesson plans are time-based and bound? Is it not that while professors and teachers want students to learn something, they allocate a certain amount of time to study of that topic and then move on, whether or not students have mastered it? How much does the purpose or end matter? More and more it seems the discourse is between ‘coverage’ and ‘uncovering’ or put simply ‘content’ verses ‘outcomes’. -
Darwinian Metaphysics: Species and the Question of Essentialism
SAMIR OKASHA DARWINIAN METAPHYSICS: SPECIES AND THE QUESTION OF ESSENTIALISM ABSTRACT. Biologists and philosophers of biology typically regard essentialism about species as incompatible with modern Darwinian theory. Analytic metaphysicians such as Kripke, Putnam and Wiggins, on the other hand, believe that their essentialist theses are applicable to biological kinds. I explore this tension. I show that standard anti-essentialist considerations only show that species do not have intrinsic essential properties. I argue that while Putnam and Kripke do make assumptions that contradict received biological opinion, their model of natural kinds, suitably modified, is partially applicable to biological species. However, Wiggins’ thesis that organisms belong essentially to their species is untenable, given modern species concepts. I suggest that Putnam’s, Kripke’s and Wiggins’ errors stem from adopting an account of the point of scientific classification which implies that relationally-defined kinds are likely to be of little value, an account which is inapplicable to biology. 1. INTRODUCTION The nature of biological species is a topic that continues to generate considerable controversy among biologists and philosophers of biology. However on one point, there is a large measure of consensus: that essential- ism about species is incompatible with both Darwinian theory and modern taxonomic practice. This view was first articulated by the evolutionist Ernst Mayr, who launched a powerful attack on the essentialist or “typological” species concept of pre-Darwinian biology, recommending in its place his famous “biological species concept” (Mayr 1963, 1970). Though Mayr’s positive views on species have been much criticised over the years, and rivals to the biological species concept have proliferated, his attack on essentialism has met with almost universal acceptance among both bio- logists and philosophers of biology. -
Confucianism: How Analects Promoted Patriarchy and Influenced the Subordination of Women in East Asia
Portland State University PDXScholar Young Historians Conference Young Historians Conference 2017 Apr 20th, 9:00 AM - 10:15 AM Confucianism: How Analects Promoted Patriarchy and Influenced the Subordination of Women in East Asia Lauren J. Littlejohn Grant High School Follow this and additional works at: https://pdxscholar.library.pdx.edu/younghistorians Part of the Asian History Commons, History of Religions of Eastern Origins Commons, and the Women's History Commons Let us know how access to this document benefits ou.y Littlejohn, Lauren J., "Confucianism: How Analects Promoted Patriarchy and Influenced the Subordination of Women in East Asia" (2017). Young Historians Conference. 9. https://pdxscholar.library.pdx.edu/younghistorians/2017/oralpres/9 This Event is brought to you for free and open access. It has been accepted for inclusion in Young Historians Conference by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Confucianism: How Analects Promoted Patriarchy and Influenced the Subordination of Women in East Asia Lauren Littlejohn History 105 Gavitte Littlejohn 1 Introduction Primary sources provide historians insight into how people used to live and are vital to understanding the past. Primary sources are sources of information-artifacts, books, art, and more- that were created close to the time period they are about and by someone who lived in proximity to that period. Primary sources can be first hand accounts, original data, or direct knowledge and their contents are analyzed by historians to draw conclusions about the past. There are many fields where scholars use different forms of primary sources; for example, archaeologists study artifacts while philologists study language.