Al-Ghazali and Descartes from Doubt to Certainty: a Phenomenological Approach
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Testimony Using the Term “Reasonable Scientific Certainty”
NATIONAL COMMISSION ON FORENSIC SCIENCE Testimony Using the Term “Reasonable Scientific Certainty” Subcommittee Reporting and Testimony Type of Work Product Views Document Statement of the Issue It is the view of the National Commission on Forensic Science (NCFS) that legal professionals should not require that forensic discipline testimony be admitted conditioned upon the expert witness testifying that a conclusion is held to a “reasonable scientific certainty,” a “reasonable degree of scientific certainty,” or a “reasonable degree of [discipline] certainty.” The legal community should recognize that medical professionals and other scientists do not routinely use “to a reasonable scientific certainty” when expressing conclusions outside of the courts. Such terms have no scientific meaning and may mislead factfinders [jurors or judges] when deciding whether guilt has been proved beyond a reasonable doubt. Forensic science service providers should not endorse or promote the use of this terminology. The Commission recognizes the right of each jurisdiction to determine admissibility standards but expresses this view as part of its mandate to “develop proposed guidance concerning the intersection of forensic science and the courtroom.” Forensics experts are often required to testify that the opinions or facts stated are offered “to a reasonable scientific certainty” or to a “reasonable degree of [discipline] certainty.” Outside of the courts, this phrasing is not routinely used in scientific disciplines, a point acknowledged in the Daubert decision (“it would be unreasonable to conclude that the subject of scientific testimony must be ‘known’ to a certainty; arguably, there are no certainties in science.”). Daubert v. Merrell Dow Pharms., 509 U.S. 579, 590 (1993). -
Between Secularist and Jihadist Bodes, Egypt and Sudan in Crossroads
European Scientific Journal September 2016 edition vol.12, No.26 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 Between Secularist and Jihadist Bodes, Egypt and Sudan in Crossroads Mahgoub El-Tigani Mahmoud Tennessee State University doi: 10.19044/esj.2016.v12n26p21 URL:http://dx.doi.org/10.19044/esj.2016.v12n26p21 Abstract The societal conflicts between Secularist groups and Jihadist militants on the role religious orientations played in the state democratization, social justice, human rights, and population development posited national exigencies un-decisively met by governments of the African and Arab regions. Part one of our research theorized three typologies shaping the challenges of similar conflicts in the Arab-African states of Egypt and Sudan. The typologies symbolized a Sufi culture perpetuating Muslims’ humanitarian relations; Secularist thought excluding the politics of faith; and Jihadist reactionaries manipulating symbolic representation of religion in the striving for power domains. Lacking in serenity the Sufi culture maintained for ages by popular prevalence, the Jihadist reactionaries sponsored a theocratic militancy that generated instability by excessive violence. Entrenched in non-democratic authoritative systems, the state failed in both countries to end peacefully the deepened tensions of the ongoing contradictions. Preserving the popular culture and supporting democratic governance, the Sufi/Secularist groups would probably continue to resist the theocratic dogma that evidently penetrated the region. Part two of -
The Concept of the Sun As Ἡγεμονικόν in the Stoa and in Manilius’ Astronomica Nº 21, Sep.-Dec
Eduardo Boechat - Universidade de Brasilia (Brazil) [email protected] The concept of the Sun as ἡγεμονικόν in the Stoa and in Manilius’ Astronomica nº 21, sep.-dec. 2017 BOECHAT, E. (2017). The concept of the Sun as ἡγεμονικόν in the Stoa and in Manilius’ Astronomica. Archai nº21, sep.-dec., p. 79-125 DOI: https://doi.org/10.14195/1984 -249X_21_3 Abstract: Hegemonikon in Stoic vocabulary is the technical term for the chief part or ‘command-centre’ of the soul. As we know, the Stoics considered the cosmos a living organism, and they theorised both about the human soul’s Hegemonikon and about its counterpart in the World-soul. My ultimate purpose in this paper is to show that the Stoic concept of the cosmic hegemonikon can be observed in Manilius’ Astro- nomica. The paper is divided into two parts. To begin with, I will examine and discuss the evidence concerning this concept in the relevant texts of the Early and Middle Stoa. The analysis will indicate that the concept of hegemonikon could involve a background of astronomical theory which some scholars attribute to the Stoic Posidonius. In the second section, I will go on to relate the concept of hegemonikon to the doctrines conveyed by Manilius. Additionally, we shall 79 see that Manilius’ polemic allusions to Lucretius’ De Rerum Natura suggest that the concept was intensely debated in the Post-Hellenistic philosophical circles. Keywords: Ancient Cosmology; Stoics; Manilius; Greek Astrology. nº 21, sep.-dec. 2017 Eduardo Boechat, ‘The concept of the Sun as ἡγεμονικόν in the Stoa and in Manilius’ Astro- nomica.’, p. -
Lecture 10: Psychology of Probability: Predictable Irrationality
Lecture 10: Psychology of probability: predictable irrationality. David Aldous October 5, 2017 Here are two extreme views of human rationality. (1) There is much evidence that people are not rational, in the economist's sense [maximization of expected utility (MEU)]. Some would argue we need descriptive economics; I would argue that all should be taught about probability, utility and MEU and act accordingly [Dennis Lindley, Understanding Uncertainty.] (2) You mentioned research which revealed that shoppers often prefer \50% extra free" to a notionally more generous 33% reduction in price, and you cited this as evidence of irrationality or poor mathematical ability on the part of consumers. Since all value is subjective, if people value 50% extra free more highly than 33% off, then that is an end of the matter. Whether or not the resulting behaviour conforms to some autistic neoclassical idea of rationality is irrelevant. [Rory Sutherland, Ogilvy & Mather UK. Letter to The Economist July 21 2012.] The 2011 best-seller Thinking, Fast and Slow by Nobel Prize winning Kahneman gives a wide-ranging and very non-technical account of human rationality and irrationality. The key point is that we're not arbitrarily irrational but that our intuition is \predictably irrational" (title of popular 2008 Ariely book) in ways one can describe. The part of this field relevant to STAT 157 concerns \decisions under uncertainty", which necessarily involves issues of probability and utility. Psychology research gets real data from real people, but the data mostly consists of subjects' answers to hypothetical limited explicit relevant data exam-style questions involving uncertainty. -
RAMADAN 1442 (2021) Timetable
RAMADAN Sunnah Intention for Opening the fast َّ ُ َّ ْ َ َّ َذ َﻫ َﺐ اﻟﻈَﻤﺄ َواْﺑَﺘﻠ ِﺖ اﻟُﻌ ُﺮو ُق َوَﺛَﺒ َﺖ اﻟﺄ ْﺟ ُﺮ إِ ْن َﺷﺎَء اﻟﻠُﻪ (2021) 1442 "The thirst has been quenched, the blood vessels have been moistened, Timetable and the reward is sure to be established, by the will of Allah" Support our Sustainable Water Project in Africa by purchasing this reusable, leakproof water bottle We are grateful to our Sunnah Iftar Sponsors The #1 Charity for Gaza Balham Masjid & Tooting Islamic Centre Zawaal time starts 10 minutes before Zuhr beginning time Supported by Working with Public Health During Ramdan, Jamaat for Magrhib Salaat Will Take Place Five Minutes After Azaan Zakat-ul-Fitr Please pay your Fitra as soon as possible so that it reaches the needy before Eid-ul-Fitr. Fitra is set at a minimum amount of £3.00 per person and can be deposited in the Mosque office or in the allocated collection box SUPPLICATIONS ﯾﺎ ﺣﻲ ﯾﺎ ﻗﯿﻮم ﺑﺮﺣﻤﺘﻚ اﺳﺘﻐﯿﺚ Ya-Hayyu Ya-Qayyumu Birahmatika Astagees "O Living, O Sustaining, in Your mercy, I seek relief!" أﺳﺘﻐﻔﺮ اﻟﻠﻪ رﺑﻲ ﻣﻦ ﻛﻞ ذﻧﺐ وأﺗﻮب إﻟﯿﻪ Astaghfirullaha Rabbi Min Kulli Zambiyon Wa Atoobu ilaih "I seek forgiveness from Allah, my Lord, from every sin I have committed" All dates subject to sighting of the new crescent moon :Jumma Times for Ramadan: Itekaaf اﻟﻠﻬﻢ أﺟﺮِﻧﻲ ﻣﻦ اﻟﻨﺎر Balham Masjid Tooting Islamic Centre Due to the pandemic, and per guidelines from BIMA & 1:30 pm | 2:00 pm 1:30 pm | 2:00 pm | 2:30 pm MCB, Itekaaf will be strictly limited to a maximum of Allahumma ajirni min an-nar 2-3 individuals -
The Liar Paradox As a Reductio Ad Absurdum Argument
University of Windsor Scholarship at UWindsor OSSA Conference Archive OSSA 3 May 15th, 9:00 AM - May 17th, 5:00 PM The Liar Paradox as a reductio ad absurdum argument Menashe Schwed Ashkelon Academic College Follow this and additional works at: https://scholar.uwindsor.ca/ossaarchive Part of the Philosophy Commons Schwed, Menashe, "The Liar Paradox as a reductio ad absurdum argument" (1999). OSSA Conference Archive. 48. https://scholar.uwindsor.ca/ossaarchive/OSSA3/papersandcommentaries/48 This Paper is brought to you for free and open access by the Conferences and Conference Proceedings at Scholarship at UWindsor. It has been accepted for inclusion in OSSA Conference Archive by an authorized conference organizer of Scholarship at UWindsor. For more information, please contact [email protected]. Title: The Liar Paradox as a Reductio ad Absurdum Author: Menashe Schwed Response to this paper by: Lawrence Powers (c)2000 Menashe Schwed 1. Introduction The paper discusses two seemingly separated topics: the origin and function of the Liar Paradox in ancient Greek philosophy and the Reduction ad absurdum mode of argumentation. Its goal is to show how the two topics fit together and why they are closely connected. The accepted tradition is that Eubulides of Miletos was the first to formulate the Liar Paradox correctly and that the paradox was part of the philosophical discussion of the Megarian School. Which version of the paradox was formulated by Eubulides is unknown, but according to some hints given by Aristotle and an incorrect version given by Cicero1, the version was probably as follows: The paradox is created from the Liar sentence ‘I am lying’. -
The Biological Basis of Human Irrationality
DOCUMENT RESUME ED 119 041 CG 010 346 AUTHOR Ellis, Albert TITLE The Biological Basis of Human Irrationality. PUB DATE 31 Aug 75 NOTE 42p.; Paper presented at the Annual Meeting of the American Psychological Association (83rd, Chicago, Illinois, August 30-September 2, 1975) Reproduced from best copy available EDRS PRICE MF-$0.83 HC-$2.06 Plus Postage DESCRIPTORS *Behavioral Science Research; *Behavior Patterns; *Biological Influences; Individual Psychology; *Psychological Patterns; *Psychological Studies; Psychotherapy; Speeches IDENTIFIERS *Irrationality ABSTRACT If we define irrationality as thought, emotidn, or behavior that leads to self-defeating consequences or that significantly interferes with the survival and happiness of the organism, we find that literally hundreds of major irrationalities exist in all societies and in virtually all humans in those societies. These irrationalities persist despite people's conscious determination to change; many of them oppose almost all the teachings of the individuals who follow them; they persist among highly intelligent, educated, and relatively undisturbed individuals; when people give them up, they usually replace them with other, sometimes just as extreme, irrationalities; people who strongly oppose them in principle nonetheless perpetuate them in practice; sharp insight into them or their origin hardly removes them; many of them appear to stem from autistic invention; they often seem to flow from deepseated and almost ineradicable tendencies toward human fallibility, overgeneralization, wishful thinking, gullibility, prejudice, and short-range hedonism; and they appear at least in part tied up with physiological, hereditary, and constitutional processes. Although we can as yet make no certain or unqualified claim for the biological basis of human irrationality, such a claim now has enough evidence behind it to merit serious consideration. -
Al-Ghazali and Descartes from Doubt to Certainty: a Phenomenological Approach
AL-GHAZALI AND DESCARTES FROM DOUBT TO CERTAINTY: A PHENOMENOLOGICAL APPROACH Mohammad Alwahaib Abstract: This paper clarifies the philosophical connection between Al-Ghazali and Descartes, with the goal to articulate similarities and differences in their famous journeys from doubt to certainty. As such, its primary focus is on the chain of their reasoning, starting from their conceptions of truth and doubt arguments, until their arrival at truth. Both philosophers agreed on the ambiguous character of ordinary everyday knowledge and decided to set forth in undermining its foundations. As such, most scholars tend to agree that the doubt arguments used by Descartes and Al-Ghazali are similar, but identify their departures from doubt as radically different: while Descartes found his way out of doubt through the cogito and so reason, Al-Ghazali ended his philosophical journey as a Sufi in a sheer state of passivity, waiting for the truth to be revealed to him by God. This paper proves this is not the case. Under close textual scrutiny and through the use of basic Husserlian-phenomenological concepts, I show that Al-Ghazali's position was misunderstood, thus disclosing his true philosophic nature. I. Introduction This paper clarifies the philosophical relation between Al-Ghazali, a Muslim philosopher (1058--1111), and the French philosopher Rene Descartes (1596--1650), with the objective of articulating the similarities and differences in their famous journeys from doubt to certainty. Historical evidence on whether Descartes did in fact read or had knowledge of Al-Ghazali’s work will not be discussed in this paper. Instead, this paper focuses primarily on the chain of their reasoning, starting from their conceptions of truth and the arguments used by each to destroy or deconstruct the pillars of our knowledge and thus reach truth. -
CC1: Invitation to Philosophy
CC1: Invitation to Philosophy Topic Lectures in terms of Weeks Unit 1: The Nature of Philosophy - 1st-2nd week The Nature of Philosophical Thinking Philosophy as critical Inquiry 2nd-3rd Week Philosophical and Scientific Questions: 3rd-4th Week Differences and Similarities Unit II: Methods in Philosophy - 4th-5th Week Socratic Method Linguistic Analysis 5th- 6th Week Phenomenological Method 6th -7th Week Deconstruction 7th-8th Week Unit III: Fundamental issues in 8th 9th Week Philosophy - Knowledge and Skepticism What is reality? Philosophical Theories of 9th- 11th Week the nature of reality Importance of asking moral questions in 11th- 13th Week everyday Life: Right and wrong, Good life and Happiness Unit IV:Ways of Doing Philosophy in 13th -14th Week the East - Indian Philosophy Chinese Philosophy 14th -15th Week Islamic Philosophy 15th -16th Week CC 2: History of Greek and Medieval Philosophy Topic Lectures in terms of Weeks Unit I: Pre-Socratic Philosophers 1st to 3rd Week Socratic Philosophy 3rd to 4th Week Unit II: Plato: 4th to 5th Week Introduction, Theory of knowledge 5th to 7thWeek Plato: Theory of knowledge: Knowledge(episteme), and Opinion(doxa) 7th to 8th Week Plato: Theory of Forms, Soul, Idea of God Unit III: Aristotle: 8th to 10th Week Introduction, Critique of Plato’s theory of Forms Aristotle: Theory of Causation 10th to 11th Week Aristotle: Categories, God 11th to 12th Week Unit IV: St. Thomas Aquinas: 12th to 13th Week faith and reason; essence and existence; St. Thomas Aquinas: proofs for the existence of God 13th to 14th Week St. Augustine 14th to 16th Week PHIL 0301: History of Western Epistemology and Metaphysics Topic No. -
Mathematical Scepticism: the Cartesian Approach Luciano Floridi
Mathematical Scepticism: the Cartesian Approach1 Luciano Floridi Wolfson College, Oxford, OX2 6UD, UK [email protected] - www.wolfson.ox.ac.uk/~floridi Introduction Paris, 15 February 1665: Molière’s Don Juan is first performed in the Palais-Royal Hall. Third Act, First Scene: the most daring of Don Juan’s intellectual adventures takes place. In a dialogue with his servant Sganarelle, Don Juan makes explicit his atheist philosophy: SGANARELLE. I want to get to the bottom of what you really think. Is it possible that you don’t believe in Heaven at all? D. JUAN. Let that question alone. SGANARELLE. That means you don’t. And Hell? D. JUAN. Enough. SGANARELLE. Ditto. What about the devil then? D. JUAN. Oh, of course. SGANARELLE. As little. Do you believe in an after life? D. JUAN. Ha! ha! ha! SGANARELLE. Here is a man I shall have a job to convert. […] SGANARELLE. But everybody must believe in something. What do you believe in? D. JUAN. What do I believe? SGANARELLE. Yes. D. JUAN. I believe that two and two make four, Sganarelle, and four and four make eight. SGANARELLE. That’s a fine thing to believe! What fine article of faith! Your religion is then nothing but arithmetic. Some people do have queer ideas in their heads, and those that have been educated are often the silliest. I never studied, thank God, and no one can boast he taught me anything. But, to my poor way of thinking, my eyes are better than books. I know very well that this world we see around us is not a mushroom grown up in a single night. -
Islamic Psychology
Islamic Psychology Islamic Psychology or ilm an-nafs (science of the soul) is an important introductory textbook drawing on the latest evidence in the sub-disciplines of psychology to provide a balanced and comprehensive view of human nature, behaviour and experience. Its foundation to develop theories about human nature is based upon the writings of the Qur’an, Sunnah, Muslim scholars and contemporary research findings. Synthesising contemporary empirical psychology and Islamic psychology, this book is holistic in both nature and process and includes the physical, psychological, social and spiritual dimensions of human behaviour and experience. Through a broad and comprehensive scope, the book addresses three main areas: Context, perspectives and the clinical applications of applied psychology from an Islamic approach. This book is a core text on Islamic psychology for undergraduate and postgraduate students and those undertaking continuing professional development courses in Islamic psychology, psychotherapy and counselling. Beyond this, it is also a good supporting resource for teachers and lecturers in this field. Dr G. Hussein Rassool is Professor of Islamic Psychology, Consultant and Director for the Riphah Institute of Clinical and Professional Psychology/Centre for Islamic Psychology, Pakistan. He is accountable for the supervision and management of the four psychology departments, and has responsibility for scientific, educational and professional standards, and efficiency. He manages and coordinates the RICPP/Centre for Islamic Psychology programme of research and educational development in Islamic psychology, clinical interventions and service development, and liaises with the Head of the Departments of Psychology to assist in the integration of Islamic psychology and Islamic ethics in educational programmes and development of research initiatives and publication of research. -
How Ancient Greek Philosophy Can Be Made Relevant to Contemporary Life James Duerlinger*
Journal of Philosophy of Life Vol.1, No.1 (March 2011):1-12 How Ancient Greek Philosophy Can Be Made Relevant to Contemporary Life James Duerlinger* Abstract In this paper, I will explain how ancient Greek philosophy can be made relevant to our lives. I do this by explaining how an instructor of a course in ancient Greek philosophy can teach Greek philosophy in a way that makes its study relevant to how the students in the course live their lives. Since this is the most likely way in which its relevance to contemporary life might be realized in practice, I explain its relevance from this perspective. I contrast the different ways in which ancient Greek philosophy is taught, and give examples of how it can be taught that calls attention to the ways in which what the Greeks said are relevant to how students live their lives. In this paper, I will explain how ancient Greek philosophy can be made relevant to contemporary life. The form in which I will explain this is by discussing how an instructor of a course in ancient Greek philosophy can teach Greek philosophy in a way that makes its study relevant to how the students in the course live their lives, since this is the most likely way in which its relevance to contemporary life might be realized in practice. One of the ways in which many instructors of courses in ancient Greek philosophy attempt to make its study relevant to the interests of their students is to teach the course from the perspective of contemporary analytic philosophy.1 This way to teach the course makes it relevant to students who have a background in contemporary analytic philosophy or wish to pursue a career as a professional philosopher or to seek a historical background to contemporary philosophy.2 A more traditional way to make the course relevant is to teach it as * Professor, Philosophy Department, University of Iowa, 11 Woodland Hts.