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Shang Yang 商鞅 and Legalist 法家 Reform in the Ancient Chinese State of Qin 秦
SHANG YANG 商鞅 AND LEGALIST 法家 REFORM IN THE ANCIENT CHINESE STATE OF QIN 秦 Daniel HAITAS Abstract Legalism has played a major role in the history of the Chinese legal and governmental tradition. One of the major exponents and formulators of this school of thought in ancient times was Shang Yang, an official in the state of Qin. Shang Yang oversaw a program of law reform in Qin in such areas as criminal law and the economic life of the country which aimed to strengthen the power of the state. This can be said to have had long term consequences for both Chinese and world history, in that the strengthening and reorganization of Qin along the lines of Legalist principles helped lead to its gaining preeminence amongst the other states vying for influence in the Warring States period, ultimately leading to the unification of China under the rule of the Qin dynasty. Keywords: Shang Yang, Legalism, law reform, Qin state, criminal law, economic regulation. that would be known among the general population, which included a system of strict punishments to be 1. Introduction applied equally to all. Additionally, he implemented Throughout much of the history of the Chinese reforms that favoured agriculture at the expense of legal and governmental tradition, two different schools commerce. of thought have been portrayed as competing and This study particularly draws on the Book of Lord coexisting at the same time; these are the Legalists 法 Shang 商君書, the earliest surviving and foundational 1 家 and the Confucians 儒家 . Both sought to maintain text of the Legalist school whose authorship is 7 social order, yet differed in the primary methods attributed to Shang Yang . -
Memorial on Annexation of Feudal States and Memorial on the Burning of Books, by Li Si (As Recorded by Sima Qian)
Primary Source Document with Questions (DBQs) M E M O R I A L O N A N N E X A T I O N O F F E U D A L S T A T E S A N D M E M O R I A L O N T H E B U R N I N G O F B O O K S B y L i S i ( a s r e c o r d e d b y S i m a Q i a n ) Introduction Li Si (d. 208 BCE) was, along with the Legalist philosopher Han Fei (d. 233 BCE), a student of Xunzi (c. 310-c. 219 BCE) and an official for the kingdom of Qin. When Qin conquered the remaining feudal states of the Zhou dynasty and built a new, centralized empire, Li Si was prime minister to the first emperor, Qin Shihuang. As prime minister, Li Si had the opportunity to bring Legalist political philosophy to bear on the task of uniting and ruling the patchwork of now-conquered feudal states of the former Zhou kingdom. The memorials below are two examples of the policies that Li Si successfully urged Qin Shihuang to follow. The memorials, in the form that we have them, are recorded by the Han dynasty historian Sima Qian (145?-86? BCE). They may, therefore, reflect Han bias in either the choice made or the accuracy of the record. However, we have no alternative sources from which to compare the record and investigate the nature and extent of whatever bias may be present. -
BY PLATO• ARISTOTLE • .AND AQUINAS I
i / REF1,l!;CTit.>NS ON ECONOMIC PROBLEMS / BY PLATO• ARISTOTLE • .AND AQUINAS ii ~FLECTIONS ON ECONO:MIC PROBLEMS 1 BY PLA'I'O, ARISTOTLE, JJJD AQUINAS, By EUGENE LAIDIBEL ,,SWEARINGEN Bachelor of Science Oklahoma Agricultural and Mechanical Collage Stillwater, Oklahoma 1941 Submitted to the Depertmeut of Economics Oklahoma Agricultural and Mechanical College In Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE 1948 iii f.. 'I. I ···· i·: ,\ H.: :. :· ··: ! • • ~ ' , ~ • • !·:.· : i_ ·, 1r 1i1. cr~~rJ3t L l: i{ ,\ I~ Y , '•T •)() 1 0 ,1 8 API-'HOV~D BY: .J ,.· 1.., J l.;"t .. ---- -··- - ·- ______.,.. I 7 -.. JI J ~ L / \ l v·~~ u ' ~) (;_,LA { 7 {- ' r ~ (\.7 __\ _. ...A'_ ..;f_ ../-_" ...._!)_.... ..." ___ ......._ ·;...;;; ··-----/ 1--.,i-----' ~-.._.._ :_..(__,,---- ....... Member of the Report Committee 1..j lj:,;7 (\ - . "'·- -· _ .,. ·--'--C. r, .~-}, .~- Q_ · -~ Q.- 1Head of the Department . · ~ Dean of the Graduate School 502 04 0 .~ -,. iv . r l Preface The purpose and plan of this report are set out in the Introduction. Here, I only wish to express my gratitude to Professor Russell H. Baugh who has helped me greatly in the preparation of this report by discussing the various subjects as they were in the process of being prepared. I am very much indebted to Dr. Harold D. Hantz for his commentaries on the report and for the inspiration which his classes in Philosophy have furnished me as I attempted to correlate some of the material found in these two fields, Ecor!.Omics and Philosophy. I should like also to acknowledge that I owe my first introduction into the relationships of Economics and Philosophy to Dean Raymond Thomas, and his com~ents on this report have been of great value. -
Phlosophy-Of-Science
Philosophy of Science A Spring Room 200 Tu/Thurs 1:00 - 2:50 Prof: Jordan Smith Office: RH 201D Office hours: Wed 12:00 – 3:00pm Office phone: 123-123-1234 Course Materials Jennifer McErlean, Philosophies of Science: From Foundations to Contemporary Issues (Belmont, CA: Wadsworth/Thomson Learning, 2000). Gillian Barker and Philip Kitcher, Philosophy of Science: A New Introduction (Oxford: Oxford University Press, 2014). Other readings and videos – Posted on Canvas. Course Objectives The objective of this course is to provide an overview of the main issues in contemporary philosophy of science. These issues include the nature and goals of scientific explanation, the validation of scientific knowledge, the historical development of scientific knowledge, and the ontological import of scientific knowledge. The questions covered under these topics include: "What form do scientific explanations take?", "How do we validate theoretical hypotheses?", "What is the distinction between normal science and revolutionary science?", and "Are the postulated entities of science to be taken as real, existing entities (even when they are unobservable in principle) or, rather, are they (along with the theory of which they form a part) to be taken as instruments for the achievement of certain scientific goals?" The course will also provide students with an understanding of the activity of philosophy: How philosophers ask questions, how they think about and attempt to answer them, and how they critique the answers given by others as they provide their own alternative answers. Course Evaluation Quizzes There will be regular quizzes based on assigned readings and on class lectures. The purpose of these quizzes is to encourage students to read, study, and identify any areas in which further reading study is required. -
The Status of Cosmic Principle (Li) in Neo-Confucian Metaphysics
jeeloo liu THE STATUS OF COSMIC PRINCIPLE (LI) IN NEO-CONFUCIAN METAPHYSICS Introduction In this article, I attempt to make use of Western metaphysical notions to explicate the cosmological variances in Chinese philosophical thinking, with specific reference to the debates among the Neo- Confucian thinkers. While I do not presume and argue that Chinese philosophers dealt with the same Western issues, I do believe that a comparative study of this nature can point to a new direction of think- ing concerning metaphysical pondering in Neo-Confucianism. This article is divided into three parts. In Part I, I employ Robert Nozick’s notion of natural cosmic state to analyze the fundamental difference between the Confucian and Daoist cosmologies. Even though this notion of natural cosmic state has no comparable match in Chinese philosophy, it may serve as an analytic and explanatory device for our comparative study of Chinese cosmology. In Part II, I employ Nicholas Rescher’s distinction between “laws of nature” and “laws for nature” to analyze the debate on the status of cosmic prin- ciple (li)a between Zhou Dunyib and Zhu Xic on the one hand, and Zhang Zaid and Wang Fuzhie on the other.1 In Part III, I employ the notion of supervenience,as defined by Jaegwon Kim,to argue that in the debate on the status of cosmic principle, it is Zhang Zai and Wang Fuzhi’s view that better preserves the causal relevance of cosmic principle in a physicalistic universe.2 In light of the three notions borrowed from contemporary Western metaphysics, I hope to offer an analytic reconstruction of the age-old debate on the status of cosmic principle (li). -
Dialectical Materialism and Subject: Monism and Dialectic
経済学論纂(中央大学)第57巻第 3 ・ 4 合併号(2017年 3 月) 243 Dialectical Materialism and Subject: Monism and Dialectic Hideki Shibata Introduction Chapter 1 Critique of Tadashi Kato Chapter 2 Sartre’s Theory of Subject Chapter 3 Language and Subject: the Social Origin of Transcendental Beings Conclusion Introduction I have translated three of Tadashi Kato’s articles (Kato 2014; Kato 2015; Kato 2016). In these articles, Kato seizes Marx’s monistic argument, but divides dialectics into the dialectic of cognition and the dialectic of objects, and finally turns to the dualism of cognition and the objective world because of Engels’ influence. Hegel’s dialectic was born as the identity of substance and subject (substance is subject) in its birthplace, the Phenomenology of Spirit, but this means the identity of being and cogni- tion.1) It does not mean that there are two kinds of dialectic. To overcome the dualism that remained after Kant was one of the principle themes of German Idealist Philosophy, and Marx also inherited this critically important issue. Marx’s monism, however, does not mean that “we must understand man as a being who produces himself and his world” (Landgrebe 1966, p. 10). Marx’s monism does not character- ize the world as the product of the constitutive operations of the human subject. Sartre un- derstood Marx’s real intention, and developed it in his articles (Cf. Omote 2014). In the con- clusion of Transcendence of the Ego, Sartre writes, “a working hypothesis as fruitful as historical materialism,” and follows it with a criticism of Engels’ materialism, which “never This paper owes much to the thoughtful and helpful comments and advices of the editor of Editage(by Cactus Communications). -
PDF Download Starting with Science Strategies for Introducing Young Children to Inquiry 1St Edition Ebook
STARTING WITH SCIENCE STRATEGIES FOR INTRODUCING YOUNG CHILDREN TO INQUIRY 1ST EDITION PDF, EPUB, EBOOK Marcia Talhelm Edson | 9781571108074 | | | | | Starting with Science Strategies for Introducing Young Children to Inquiry 1st edition PDF Book The presentation of the material is as good as the material utilizing star trek analogies, ancient wisdom and literature and so much more. Using Multivariate Statistics. Michael Gramling examines the impact of policy on practice in early childhood education. Part of a series on. Schauble and colleagues , for example, found that fifth grade students designed better experiments after instruction about the purpose of experimentation. For example, some suggest that learning about NoS enables children to understand the tentative and developmental NoS and science as a human activity, which makes science more interesting for children to learn Abd-El-Khalick a ; Driver et al. Research on teaching and learning of nature of science. The authors begin with theory in a cultural context as a foundation. What makes professional development effective? Frequently, the term NoS is utilised when considering matters about science. This book is a documentary account of a young intern who worked in the Reggio system in Italy and how she brought this pedagogy home to her school in St. Taking Science to School answers such questions as:. The content of the inquiries in science in the professional development programme was based on the different strands of the primary science curriculum, namely Living Things, Energy and Forces, Materials and Environmental Awareness and Care DES Exit interview. Begin to address the necessity of understanding other usually peer positions before they can discuss or comment on those positions. -
Popper, Objectification and the Problem of the Public Sphere
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The Australian National University Popper, Objectification and the Problem of the Public Sphere Jeremy Shearmur1 1. Introduction: World 3 Popper’s approach to philosophy was anti-psychologistic, at least since he wrote The Two Fundamental Problems of the Theory of Knowledge (cf. Popper 2009 [1979; 1930-3]). In his work, anti-psychologism meant not an opposition to the recognition of psychological activity and its significance (in correspondence with Hayek in the 1950s he identified himself as a dualist interactionist), but, rather, an opposition to the reduction of knowledge to psychology. He stressed – in ways that are familiar from Frege and the early Husserl – the non-psychologistic status of logic. And in The Open Society (Popper 1945), with reference to Marx, he stressed his opposition to attempts to offer psychologistic explanations in the social sciences. His own interpretation of ‘methodological individualism’ viewed human action as taking place in social situations. His short papers on the mind-body problem in the 1950s (included in Popper 1963) developed an argument that the descriptive and argumentative functions of language posed a problem for reductionistic accounts of the mind-body relation. While in his ‘Of Clouds and Clocks’ (in Popper 1972), issues concerning what he was subsequently to call ‘world 3’ played an important role in his more systematic treatment of the mind-body problem. As David Miller suggested, Popper called world 3 in to redress the balance of world 1 and world 2 (see Popper 1976b, note 302). -
The Experimental Verdict on Spacetime from Gravity Probe B
The Experimental Verdict on Spacetime from Gravity Probe B James Overduin Abstract Concepts of space and time have been closely connected with matter since the time of the ancient Greeks. The history of these ideas is briefly reviewed, focusing on the debate between “absolute” and “relational” views of space and time and their influence on Einstein’s theory of general relativity, as formulated in the language of four-dimensional spacetime by Minkowski in 1908. After a brief detour through Minkowski’s modern-day legacy in higher dimensions, an overview is given of the current experimental status of general relativity. Gravity Probe B is the first test of this theory to focus on spin, and the first to produce direct and unambiguous detections of the geodetic effect (warped spacetime tugs on a spin- ning gyroscope) and the frame-dragging effect (the spinning earth pulls spacetime around with it). These effects have important implications for astrophysics, cosmol- ogy and the origin of inertia. Philosophically, they might also be viewed as tests of the propositions that spacetime acts on matter (geodetic effect) and that matter acts back on spacetime (frame-dragging effect). 1 Space and Time Before Minkowski The Stoic philosopher Zeno of Elea, author of Zeno’s paradoxes (c. 490-430 BCE), is said to have held that space and time were unreal since they could neither act nor be acted upon by matter [1]. This is perhaps the earliest version of the relational view of space and time, a view whose philosophical fortunes have waxed and waned with the centuries, but which has exercised enormous influence on physics. -
Switching Gestalts on Gestalt Psychology: on the Relation Between Science and Philosophy
Switching Gestalts on Gestalt Psychology: On the Relation between Science and Philosophy Jordi Cat Indiana University The distinction between science and philosophy plays a central role in meth- odological, programmatic and institutional debates. Discussions of disciplin- ary identities typically focus on boundaries or else on genealogies, yielding models of demarcation and models of dynamics. Considerations of a disci- pline’s self-image, often based on history, often plays an important role in the values, projects and practices of its members. Recent focus on the dynamics of scientiªc change supplements Kuhnian neat model with a role for philoso- phy and yields a model of the evolution of philosophy of science. This view il- luminates important aspects of science and itself contributes to philosophy of science. This interactive model is general yet based on exclusive attention to physics. In this paper and two sequels, I focus on the human sciences and ar- gue that their role in the history of philosophy of science is just as important and it also involves a close involvement of the history of philosophy. The focus is on Gestalt psychology and it points to some lessons for philosophy of science. But, unlike the discussion of natural sciences, the discussion here brings out more complication than explication, and skews certain kinds of generaliza- tions. 1. How Do Science and Philosophy Relate to Each Other? a) As Nietzsche put it in the Genealogy of Morals: “Only that which has no history can be deªned.” This notion should make us wary of Heideggerian etymology, conceptual analysis and even Michael Friedman’s relativized, dialectical, post-Kuhnian Hegelianism alike. -
Mach, Einstein, and the Search for Reality
Mach, Einstein, and the Search for Reality The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Holton, Gerald. 1968. Mach, Einstein, and the Search for Reality. Daedalus 97 (2), Historical Population Studies (Spring, 1968): 636-673 Published Version https://www.jstor.org/stable/20023833 Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:37902464 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA ANTICIPATIONS GERALD HOLTON Mach, Einstein, and the Search for Reality In the history of ideas of our century, there is a chapter that might be entitled "The Philosophical Pilgrimage of Albert Einstein," a pilgrimage from a philosophy of science in which sensationism and empiricism were at the center, to one in which the basis was a rational realism. This essay, a portion of a more extensive study,1 is concerned with Einstein's gradual philosophical reorientation, particularly as it has become discernible during the work on his largely unpublished scientific correspondence.2 The earliest known letter by Einstein takes us right into the middle of the case. It is dated 19 March 1901 and addressed to Wilhelm Ostwald.3 The immediate cause for Einstein's letter was his failure to receive an assistantship at the school where he had recently finished his formal studies, the Polytechnic Institute in Z?rich; he now turned to Ostwald to ask for a position at his laboratory, partly in the hope of receiving "the opportunity for further education." Einstein included a copy of his first publica tion, "Folgerungen aus den Capillarit?tserscheinungen" (Annalen d. -
Classical Spacetime Structure
Classical Spacetime Structure James Owen Weatherall Department of Logic and Philosophy of Science University of California, Irvine Abstract I discuss several issues related to \classical" spacetime structure. I review Galilean, Newto- nian, and Leibnizian spacetimes, and briefly describe more recent developments. The target audience is undergraduates and early graduate students in philosophy; the presentation avoids mathematical formalism as much as possible. 1. Introduction One often associates spacetime|a four-dimensional geometrical structure representing both space and time|with relativity theory, developed by Einstein and others in the early part of the twentieth century.1 But soon after relativity theory appeared, several authors, such as Hermann Weyl (1952 [1918]), Elie´ Cartan (1923, 1924), and Kurt Friedrichs (1927), began to study how the spatio-temporal structure presupposed by classical, i.e., Newtonian, physics could be re-cast using the methods of four-dimensional geometry developed in the context of relativity. These reformulations of classical physics were initially of interest for the insight they offered into the structure of relativity theory.2 But this changed in 1967, when Howard Stein proposed that the notion of a \classical" spacetime could provide important insight arXiv:1707.05887v1 [physics.hist-ph] 18 Jul 2017 Email address: [email protected] (James Owen Weatherall) 1The idea of \spacetime" was actually introduced by Minkowski (2013 [1911]), several years after Einstein first introduced relativity theory. 2And indeed, they remain of interest for this reason: see, for instance, Friedman (1983), Malament (1986a,b, 2012), Earman (1989b), Fletcher (2014), Barrett (2015), Weatherall (2011a,b, 2014, 2017d,c), and Dewar and Weatherall (2017) for philosophical discussions of the relationship between relativity theory and Newtonian physics that make heavy use of this formalism.