Philosophy of Mind and Human Nature
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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. -
HUMAN NATURE YEAR 2019 | RUN TIME 95 Mins | LANGUAGE English
HUMAN NATURE YEAR 2019 | RUN TIME 95 mins | LANGUAGE English www.humannaturefilm.com DIRECTED BY ADAM BOLT EXECUTIVE PRODUCED BY ELLIOT KIRSCHNER, GREG BOUSTEAD, AND DAN RATHER SALES CONTACT: PRESS CONTACT: Roco Films Sarah Goodwin Annie Roney [email protected] [email protected] Meredith DeSalazar [email protected] HUMAN NATURE DIRECTED BY ADAM BOLT FILM FESTIVALS WORLD PREMIERE 2019 SXSW Film Festival 2019 OFFICIAL SELECTION CPH:DOX Film Festival Hot Docs Film Festival Full Frame Film Festival Newport Beach Film Festival Seattle International Film Festival AFI Docs Film Festival AFO Film Festival (Audience Award) Silbersalz Science & Media Festival Woods Hole Film Festival Savonlinna International Film Festival Visioni Dal Mondo Festival Homer Documentary Film Festival Jackson Wild Summit Vancouver International Film Festival Sausalito Film Festival Bergen International Film Festival Globe Docs Doctober Pariscience Film Festival Orcas Island Film Festival 2 HUMAN NATURE DIRECTED BY ADAM BOLT SYNOPSIS A breakthrough called CRISPR has given us unprecedented control over the basic building blocks of life. It opens the door to curing diseases, reshaping the biosphere, and designing our own children. Human Nature is a provocative exploration of CRISPR’s far-reaching implications, through the eyes of the scientists who discovered it, the families it’s affecting, and the bioengineers who are testing its limits. How will this new power change our relationship with nature? What will it mean for human evolution? To begin to answer these questions we must look back billions of years and peer into an uncertain future. 3 HUMAN NATURE DIRECTED BY ADAM BOLT BACKSTORY Human Nature is about the power of scientific research to change the course of human history, evolution, and the natural world. -
Natural Persons, Juridical Persons and Legal Personhood
Esta revista forma parte del acervo de la Biblioteca Jurídica Virtual del Instituto de Investigaciones Jurídicas de la UNAM www.juridicas.unam.mx http://biblio.juridicas.unam.mx exican M Review aw L New Series V O L U M E VIII Number 1 NATURAL PERSONS, JURIDICAL PERSONS AND LEGAL PERSONHOOD Elvia Arcelia QUINTANA ADRIANO* ABSTRACT. The study of commercial law can be divided into four basic ca- tegories: (a) individuals (natural persons); (b) objects of commerce; (c) legal instruments and (d) administrative and legal procedures. Business relations bet- ween individuals and business entities requires significant legal documentation, including atypical or nonstandard business contracts. A central feature of all business transactions is the “legal entity”, used by organizations worldwide to conduct business. In order for many businesses to carry out routine activities, they must have many of the same legal rights and responsibilities as natural persons. In a word, these entities require “legal personhood”. Which leads us to the question of Legitimation. The most widely used legal instruments are nons- tandardized business contracts. In essense, this is the delineation of contracting parties as entities with well-defined rights and obligations. This authority de- pends, in turn, on the legitimacy of the “personhood” of the contracting parties, which is often a point of dispute in business relations. Regardless of whether one accepts the use of terms “legal entity” and “legal personhood”, they often give rise to immeasurable and diverse conflicts domestically, regional and at global level. This had led to efforts to improve the rules of the International Chamber of Commerce and improve legal models that provide guidance to di- verse nations. -
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. -
Chapter 02 Who Am I?
January 8, 2013 at 10:30 AM 452_chapter_02.docx page 1 of 52 CHAPTER 02 WHO AM I? I. WHO AM I? ...................................................................................................................................... 3 A. THREE COMPONENTS OF THE EMPIRICAL SELF (OR ME) ............................................................................. 4 B. EXTENSIONS AND REFINEMENTS OF JAMES’S THEORY ................................................................................ 9 II. SELF-FEELING, SELF-SEEKING, AND SELF-PRESERVATION ............................................................... 14 A. SELF-FEELINGS AS BASIC EMOTIONS ..................................................................................................... 15 B. SELF-CONSCIOUS EMOTIONS .............................................................................................................. 15 C. SELF-FEELINGS AND SELF-STANDARDS .................................................................................................. 17 D. SELF-FEELINGS AND SOCIAL RELATIONSHIPS ........................................................................................... 20 E. SUMMARY AND SYNTHESIS ................................................................................................................. 21 III. GROUP DIFFERENCES IN THE SELF-CONCEPT .................................................................................. 21 A. CULTURAL DIFFERENCES IN THE SELF-CONCEPT ..................................................................................... -
St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death
The University of Akron IdeaExchange@UAkron Williams Honors College, Honors Research The Dr. Gary B. and Pamela S. Williams Honors Projects College Spring 2020 St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death Christopher Choma [email protected] Follow this and additional works at: https://ideaexchange.uakron.edu/honors_research_projects Part of the Christianity Commons, Epistemology Commons, European History Commons, History of Philosophy Commons, History of Religion Commons, Metaphysics Commons, Philosophy of Mind Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Please take a moment to share how this work helps you through this survey. Your feedback will be important as we plan further development of our repository. Recommended Citation Choma, Christopher, "St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death" (2020). Williams Honors College, Honors Research Projects. 1048. https://ideaexchange.uakron.edu/honors_research_projects/1048 This Dissertation/Thesis is brought to you for free and open access by The Dr. Gary B. and Pamela S. Williams Honors College at IdeaExchange@UAkron, the institutional repository of The University of Akron in Akron, Ohio, USA. It has been accepted for inclusion in Williams Honors College, Honors Research Projects by an authorized administrator of IdeaExchange@UAkron. For more information, please contact [email protected], [email protected]. 1 St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death By: Christopher Choma Sponsored by: Dr. Joseph Li Vecchi Readers: Dr. Howard Ducharme Dr. Nathan Blackerby 2 Table of Contents Introduction p. 4 Section One: Three General Views of Human Nature p. -
Descartes' Influence in Shaping the Modern World-View
R ené Descartes (1596-1650) is generally regarded as the “father of modern philosophy.” He stands as one of the most important figures in Western intellectual history. His work in mathematics and his writings on science proved to be foundational for further development in these fields. Our understanding of “scientific method” can be traced back to the work of Francis Bacon and to Descartes’ Discourse on Method. His groundbreaking approach to philosophy in his Meditations on First Philosophy determine the course of subsequent philosophy. The very problems with which much of modern philosophy has been primarily concerned arise only as a consequence of Descartes’thought. Descartes’ philosophy must be understood in the context of his times. The Medieval world was in the process of disintegration. The authoritarianism that had dominated the Medieval period was called into question by the rise of the Protestant revolt and advances in the development of science. Martin Luther’s emphasis that salvation was a matter of “faith” and not “works” undermined papal authority in asserting that each individual has a channel to God. The Copernican revolution undermined the authority of the Catholic Church in directly contradicting the established church doctrine of a geocentric universe. The rise of the sciences directly challenged the Church and seemed to put science and religion in opposition. A mathematician and scientist as well as a devout Catholic, Descartes was concerned primarily with establishing certain foundations for science and philosophy, and yet also with bridging the gap between the “new science” and religion. Descartes’ Influence in Shaping the Modern World-View 1) Descartes’ disbelief in authoritarianism: Descartes’ belief that all individuals possess the “natural light of reason,” the belief that each individual has the capacity for the discovery of truth, undermined Roman Catholic authoritarianism. -
Life with Augustine
Life with Augustine ...a course in his spirit and guidance for daily living By Edmond A. Maher ii Life with Augustine © 2002 Augustinian Press Australia Sydney, Australia. Acknowledgements: The author wishes to acknowledge and thank the following people: ► the Augustinian Province of Our Mother of Good Counsel, Australia, for support- ing this project, with special mention of Pat Fahey osa, Kevin Burman osa, Pat Codd osa and Peter Jones osa ► Laurence Mooney osa for assistance in editing ► Michael Morahan osa for formatting this 2nd Edition ► John Coles, Peter Gagan, Dr. Frank McGrath fms (Brisbane CEO), Benet Fonck ofm, Peter Keogh sfo for sharing their vast experience in adult education ► John Rotelle osa, for granting us permission to use his English translation of Tarcisius van Bavel’s work Augustine (full bibliography within) and for his scholarly advice Megan Atkins for her formatting suggestions in the 1st Edition, that have carried over into this the 2nd ► those generous people who have completed the 1st Edition and suggested valuable improvements, especially Kath Neehouse and friends at Villanova College, Brisbane Foreword 1 Dear Participant Saint Augustine of Hippo is a figure in our history who has appealed to the curiosity and imagination of many generations. He is well known for being both sinner and saint, for being a bishop yet also a fellow pilgrim on the journey to God. One of the most popular and attractive persons across many centuries, his influence on the church has continued to our current day. He is also renowned for his influ- ence in philosophy and psychology and even (in an indirect way) art, music and architecture. -
The Implications of Naturalism As an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.11, 2016 The Implications of Naturalism as an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers Omar Khasawneh Ahmed Khaled Mohammad Al Momani Al Ain University of Science and Technology Al Ain, United Arab Emirates & Yarmouk University- Jordan Abstract The purpose of this study was to identify the educational implications of naturalism as an educational philosophy from the Jordanian childhood education teachers' perspectives. Each philosophy simply represents a unique conviction concerning the nature of the teaching/learning process. This study could serve as a grounded theory for Jordanian childhood teachers to comprehend the need for a clear educational philosophy within the Jordanian educational system. In addition, this research study would draw Jordanian childhood teachers' interest to be acquainted more with the educational principles of such philosophical theory. The researchers employed a questionnaire consisted of twenty one items, which correspond to the educational principles of naturalism. The quantitative approach is used to gather data as one of the techniques and descriptive due to its suitability for this study. The study findings revealed that Jordanian childhood education teachers' perspectives toward the implications of naturalism as an educational philosophy were positive for all domains; curriculum, aims, and activities. Based on the findings, the researchers provided some relevant recommendations. Keywords : Naturalism, Educational Philosophy, Childhood Education Teachers, Jordan. 1. Introduction Teachers’ educational philosophies and their value systems influence their teaching styles and the way they deal with their students. So, the impact of teachers’ beliefs and values on teaching and learning is evident in each classroom (Conti, 2007). -
Body, Mind and Spirit—Philosophical Reflections for Researching
education sciences Article Body, Mind and Spirit—Philosophical Reflections for Researching Education about the Holocaust Katalin Eszter Morgan Historisches Institut, Fakultät für Geisteswissenschaften, Universität Duisburg-Essen, Campus Essen, Universitätsstr, 12 45117 Essen, Germany; [email protected], Tel.: +49-201-183-7395 Received: 14 August 2017; Accepted: 14 September 2017; Published: 20 September 2017 Abstract: This reflective essay draws a sketch of the theoretical and philosophical foundations in preparation for conducting a research project that investigates how German school learners deal with the memories of Shoah survivors. The essay explores some communication challenges and opportunities presented by the use of the double linguistic medium—German and English. The central philosophical argument is that there is a conceptual conflation of and confusion around the word Geist (spirit/mind), and that the difference between the spirit and the mind needs to be explored and clarified. For this purpose Hegel’s thoughts on the spirit are considered and related to theories of memory. Also, Theodor Lessing’s reflections on the origins of hatred are touched upon, which he traces back to the splitting of the spirit from the mind. How the body, mind and spirit work together is highlighted with a biographical example of a descendant of a Nazi perpetrator. By way of conclusion, the philosophical and methodological implications for researching education about the Shoah are briefly discussed. Keywords: education about the holocaust; Hegel; spirit; mind; Geist; memory; language 1. Introduction This essay sketches out some theoretical and philosophical ideas in preparation for conducting a research project that investigates how learners deal with the memories of Holocaust survivors in German schools. -
Understanding Human Consciousness: Theory and Application
o Journal of Experiential Psychotherapy, vol. 21, n 2 (82) June 2018 Understanding Human Consciousness: Theory and Application Maretha Prinsloo, PhD*i *Cognadev, UK “Consciousness implies awareness: subjective, phenomenal experience of internal and external worlds... Our views of reality, of the universe, of ourselves depend on consciousness. Consciousness defines our existence.” (Hameroff & Penrose, 2014, p. 39) Abstract Introduction: The study of consciousness attracts the attention of psychologists, philosophers and scientists. It is, however, mostly dealt with in a descriptive and speculative manner, without explaining the nature of the subjective experience and the dynamics involved. Objectives: This article aims to provide a brief overview of prominent philosophical, psychological, sociological and quantum physics perspectives on consciousness. The practical implications of consciousness theory are also addressed. Methods: Literature review. Results: From a social sciences point of view, Gebser’s Structure of Human Consciousness model, Clare Graves’s Spiral Dynamics (SD) model and Ken Wilber’s Integral AQAL model are briefly discussed to understand the concept of levels of consciousness and to differentiate between the developmental themes which characterise each of these levels. This is followed by a description of scientific theories and findings. Here the work of prominent philosophers of science, including Dennett and Laszlo, is briefly explored. Neurological and quantum physics discoveries, including the work of Bohm, Pribram, McTaggart, Hameroff and Penrose are referred to and the phenomenon of collective consciousness is explained in terms of the physics concepts of quantum nonlocality and entanglement. Next, the application of consciousness theory is addressed within the contexts of societal transformation, leadership, organisational development, organisational culture and education. -
Artificial Intelligence: How Does It Work, Why Does It Matter, and What Can We Do About It?
Artificial intelligence: How does it work, why does it matter, and what can we do about it? STUDY Panel for the Future of Science and Technology EPRS | European Parliamentary Research Service Author: Philip Boucher Scientific Foresight Unit (STOA) PE 641.547 – June 2020 EN Artificial intelligence: How does it work, why does it matter, and what can we do about it? Artificial intelligence (AI) is probably the defining technology of the last decade, and perhaps also the next. The aim of this study is to support meaningful reflection and productive debate about AI by providing accessible information about the full range of current and speculative techniques and their associated impacts, and setting out a wide range of regulatory, technological and societal measures that could be mobilised in response. AUTHOR Philip Boucher, Scientific Foresight Unit (STOA), This study has been drawn up by the Scientific Foresight Unit (STOA), within the Directorate-General for Parliamentary Research Services (EPRS) of the Secretariat of the European Parliament. To contact the publisher, please e-mail [email protected] LINGUISTIC VERSION Original: EN Manuscript completed in June 2020. DISCLAIMER AND COPYRIGHT This document is prepared for, and addressed to, the Members and staff of the European Parliament as background material to assist them in their parliamentary work. The content of the document is the sole responsibility of its author(s) and any opinions expressed herein should not be taken to represent an official position of the Parliament. Reproduction and translation for non-commercial purposes are authorised, provided the source is acknowledged and the European Parliament is given prior notice and sent a copy.