Philosophy 1
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Philosophy (PHIL) 1
Philosophy (PHIL) 1 Philosophy (PHIL) Courses PHIL 5210. Special Topics in Philosophy. 3 Credit Hours. Arranged each semester. Please consult the instructor. Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate. Repeatability: This course may be repeated for additional credit. PHIL 5211. Intermediate Logic. 3 Credit Hours. This course will go through the soundness and completeness proofs for a first-order deductive system (i.e., the kind used in intro logic). The main goal of the course will be to deepen the students' understanding of logic by acquainting them with these formal results. But we'll also try to spend a little time on some philosophical issues (e.g., what, if anything, does logic have to do with reasoning). Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate. Repeatability: This course may not be repeated for additional credits. PHIL 5216. Philosophy of Science. 3 Credit Hours. Basic issues in the current philosophy of science, and particularly various accounts of such key notations of science as hypotheses, confirmation, laws, causation, explanation, and theories. Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate. Repeatability: This course may not be repeated for additional credits. PHIL 5217. Feminist Epistemology and the Philosophy of Science. 3 Credit Hours. This course explores the effects of gender on scientific creativity, method and decision making. Thomas Kuhn, in The Structure of Scientific Revolutions (1962), was one of the first to show that political, social and psychological factors affect scientific change. Feminist criticisms of science, developed over the last thirty years, are one way in which his views have been developed. -
Philosophy 1
Philosophy 1 for an Advanced Placement score of 4 or 5 in any discipline recognized PHILOSOPHY by the College. One unit of credit is awarded for a score of 6 or 7 on a Higher Level International Baccalaureate Examination in a liberal arts Philosophy is concerned with fundamental questions about the nature subject. One unit of credit is awarded for a score of A/A* or B on an A- of reality; the foundations of science, ethics and art; and the nature Level exam in a liberal arts subject. The College does not award credit and scope of human knowledge. Philosophy is actually the meeting for the IB Standard Exam or the AS-Level Exam. AP, IB, and A-Level credit place for all disciplines, for any discipline becomes philosophical once may be used to satisfy deficiencies and common area requirements. it begins seriously to examine its own methodology and fundamental Each academic department has its own policy regarding the use of presuppositions. Ultimately, philosophy is much more than the AP or IB credit for placement in courses and progress in the major. acquisition of a certain kind of knowledge. It is the ability to think The Department Chair must also review the A-Level score to determine reflectively and to raise questions about problems that lie at the root placement in courses and progress in the major. See departmental of what might appear self-evident. The study of philosophy is therefore descriptions for further information. recommended to all students, regardless of their major. Jeffrey A. Bernstein, Ph.D., Professor and Chair Philosophy involves both systematic forms of inquiry and a prolonged reflection upon its own history. -
THE CATHOLIC UNIVERSITY of AMERICA Doctrina Christiana
THE CATHOLIC UNIVERSITY OF AMERICA Doctrina Christiana: Christian Learning in Augustine's De doctrina christiana A DISSERTATION Submitted to the Faculty of the Department of Medieval and Byzantine Studies School of Arts and Sciences Of The Catholic University of America In Partial Fulfillment of the Requirements For the Degree Doctor of Philosophy © Copyright All Rights Reserved By Timothy A. Kearns Washington, D.C. 2014 Doctrina Christiana: Christian Learning in Augustine's De doctrina christiana Timothy A. Kearns, Ph.D. Director: Timothy B. Noone, Ph.D. In the twentieth century, Augustinian scholars were unable to agree on what precisely the De doctrina christiana is about as a work. This dissertation is an attempt to answer that question. I have here employed primarily close reading of the text itself but I have also made extensive efforts to detail the intellectual and social context of Augustine’s work, something that has not been done before for this book. Additionally, I have put to use the theory of textuality as developed by Jorge Gracia. My main conclusions are three: 1. Augustine intends to show how all learned disciplines are subordinated to the study of scripture and how that study of scripture is itself ordered to love. 2. But in what way is that study of scripture ordered to love? It is ordered to love because by means of such study exegetes can make progress toward wisdom for themselves and help their audiences do the same. 3. Exegetes grow in wisdom through such study because the scriptures require them to question themselves and their own values and habits and the values and habits of their culture both by means of what the scriptures directly teach and by how readers should (according to Augustine) go about reading them; a person’s questioning of him or herself is moral inquiry, and moral inquiry rightly carried out builds up love of God and neighbor in the inquirer by reforming those habits and values out of line with the teachings of Christ. -
Patterns in Spiritual Awakening: a Study of Augustine, Coleridge and Eliot
American University in Cairo AUC Knowledge Fountain Theses and Dissertations 6-1-2017 Patterns in spiritual awakening: A study of Augustine, Coleridge and Eliot Lucy Shafik Follow this and additional works at: https://fount.aucegypt.edu/etds Recommended Citation APA Citation Shafik, L. (2017).Patterns in spiritual awakening: A study of Augustine, Coleridge and Eliot [Master’s thesis, the American University in Cairo]. AUC Knowledge Fountain. https://fount.aucegypt.edu/etds/1366 MLA Citation Shafik, ucyL . Patterns in spiritual awakening: A study of Augustine, Coleridge and Eliot. 2017. American University in Cairo, Master's thesis. AUC Knowledge Fountain. https://fount.aucegypt.edu/etds/1366 This Thesis is brought to you for free and open access by AUC Knowledge Fountain. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of AUC Knowledge Fountain. For more information, please contact [email protected]. The American University in Cairo School of Humanities and Social Sciences Patterns in Spiritual Awakening: A Study of Augustine, Coleridge and Eliot A Thesis Submitted to The Department of English and Comparative Literature In Partial Fulfillment of the Requirements For the Degree of Master of Arts Lucy Shafik Under the supervision of Dr. William Melaney May 2017 The American University in Cairo Patterns in Spiritual Awakening: A Study of Augustine, Coleridge and Eliot A Thesis Submitted by Lucy Shafik To the Department of English and Comparative Literature May 2017 In partial fulfillment of the requirements for The degree of Master of Arts Has been approved by Dr. William Melaney Thesis Committee Advisor____________________________________________ Affiliation_________________________________________________________ Dr. -
Reconsidering the Theoretical/Practical Divide: the Philosophy of Nishida Kitarō
University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2013 Reconsidering The Theoretical/Practical Divide: The Philosophy Of Nishida Kitarō Lockland Vance Tyler University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the Philosophy Commons Recommended Citation Tyler, Lockland Vance, "Reconsidering The Theoretical/Practical Divide: The Philosophy Of Nishida Kitarō" (2013). Electronic Theses and Dissertations. 752. https://egrove.olemiss.edu/etd/752 This Thesis is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. RECONSIDERING THE THEORETICAL/PRACTICAL DIVIDE: THE PHILOSOPHY OF NISHIDA KITARŌ A Thesis presented in partial fulfillment of requirements for the degree of Master of Arts in the Department of Philosophy University of Mississippi by LOCKLAND V. TYLER APRIL 2013 Copyright Lockland V. Tyler 2013 ALL RIGHTS RESERVED ABSTRACT Over the years professional philosophy has undergone a number of significant changes. One of these changes corresponds to an increased emphasis on objectivity among philosophers. In light of new discoveries in logic and science, contemporary analytic philosophy seeks to establish the most objective methods and answers possible to advance philosophical progress in an unambiguous way. By doing so, we are able to more precisely analyze concepts, but the increased emphasis on precision has also been accompanied by some negative consequences. These consequences, unfortunately, are much larger and problematic than many may even realize. What we have eventually arrived in at in contemporary Anglo-American analytic philosophy is a complete repression of humanistic concerns. -
Cyclical and Circular Aspects of Native American Thought
Coming Around Again: Cyclical and Circular Aspects of Native American Thought B. Steve Csaki East Central University Before I begin my discussion of circularity and cyclical aspects of native thought and the importance of them, I think it would be helpful for me to explain what I mean by these terms, and why it is that I believe that they are both of great significance, yet largely ignored and/or undervalued by contemporary Western philosophers. By definition, when I say “circularity,” I do not mean strictly the geometric version of a perfect circle that has 360 degrees, a diameter of 2πr, etc. What I mean is rather a much broader interpretation of circular, that is to say almost anything that has a beginning point and end point that are the same. I’ll use the term “cyclical” to refer to instances of similarity that recur with some regularity, like the intervals between day and night, or the phases of the moon for instances. I have long been interested in circularity and the cyclical order of things, but more recently these issues have become a central, and unavoidable part of my life. I am a “semi-retired philosopher” who has been ranching full-time for the past ten years here in Oklahoma. What this means is that I spend an inordinate amount of my time making circles in fields, whether it is cutting hay, raking it, baling it, or putting seed in the ground for next year, I just go round and round – and I think. Sometimes I think about the fact that all this machinery that I use is based on circularity. -
On the Risks of Approaching a Philosophical Movement Outside of Philosophy
doi: 10.12957/childphilo.2017.29954 on the risks of approaching a philosophical movement outside of philosophy walter omar kohan1 state university of rio de janeiro, brasil david knowles kennedy2 montclair state university, united states of america abstract Biesta states at the beginning of his intervention that he will speak “as an educationalist,” outside not only of “philosophical work with children” but “outside of philosophy.” What are the implications of these assumptions in terms of “what is philosophy?” and “what is education?” Can we really speak about “philosophical work with children” outside philosophy? What are the consequences of taking this position? From this initial questioning, in this response some other questions are offered to Biesta’s presentation: is philosophical work with children about asking better questions or asking questions better, as he states in his presentation? Finally, risks of philosophy for children as presented by Biesta are examined: a) of being reduced to critical thinking, i.e., “to keeping a clear head”; b) that, even extended to creative and caring thinking, it could “stay in the head” and “not touch the soul”; c) that through the building of communities of inquiry in the classroom, we establish a kind of artificial setting where “we end up living in an idea about the world rather than the world”. Our response ends with a last reference to Biesta’s approach to education in terms of “growing” and existence in terms of a “grown-up way” of being in the world. keywords: philosophy with children; critical thinking; risks; dogmatic image of thinking sobre os riscos de se abordar um movimento filosófico fora da filosofia resumo Biesta declara no começo de sua intervenção que ele falará “como um experto educacional” de fora não somente do “trabalho filosófico com crianças” mas também “de fora da filosofia”. -
Albert Camus' Dialogue with Nietzsche and Dostoevsky Sean Derek Illing Louisiana State University and Agricultural and Mechanical College, [email protected]
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2014 Between nihilism and transcendence : Albert Camus' dialogue with Nietzsche and Dostoevsky Sean Derek Illing Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Political Science Commons Recommended Citation Illing, Sean Derek, "Between nihilism and transcendence : Albert Camus' dialogue with Nietzsche and Dostoevsky" (2014). LSU Doctoral Dissertations. 1393. https://digitalcommons.lsu.edu/gradschool_dissertations/1393 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. BETWEEN NIHILISM AND TRANSCENDENCE: ALBERT CAMUS’ DIALOGUE WITH NIETZSCHE AND DOSTOEVSKY A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Political Science by Sean D. Illing B.A., Louisiana State University, 2007 M.A., University of West Florida, 2009 May 2014 ACKNOWLEDGEMENTS This dissertation is the product of many supportive individuals. I am especially grateful for Dr. Cecil Eubank’s guidance. As a teacher, one can do no better than Professor Eubanks. Although his Socratic glare can be terrifying, there is always love and wisdom in his instruction. It is no exaggeration to say that this work would not exist without his support. At every step, he helped me along as I struggled to articulate my thoughts. -
Kant, Neo-Kantianism, and Phenomenology Sebastian Luft Marquette University, [email protected]
Marquette University e-Publications@Marquette Philosophy Faculty Research and Publications Philosophy, Department of 7-1-2018 Kant, Neo-Kantianism, and Phenomenology Sebastian Luft Marquette University, [email protected] Published version. Oxford Handbook of the History of Phenomenology (07/18). DOI. © 2018 Oxford University Press. Used with permission. Kant, Neo-Kantianism, and Phenomenology Kant, Neo-Kantianism, and Phenomenology Sebastian Luft The Oxford Handbook of the History of Phenomenology Edited by Dan Zahavi Print Publication Date: Jun 2018 Subject: Philosophy, Philosophy of Mind, History of Western Philosophy (Post-Classical) Online Publication Date: Jul 2018 DOI: 10.1093/oxfordhb/9780198755340.013.5 Abstract and Keywords This chapter offers a reassessment of the relationship between Kant, the Kantian tradi tion, and phenomenology, here focusing mainly on Husserl and Heidegger. Part of this re assessment concerns those philosophers who, during the lives of Husserl and Heidegger, sought to defend an updated version of Kant’s philosophy, the neo-Kantians. The chapter shows where the phenomenologists were able to benefit from some of the insights on the part of Kant and the neo-Kantians, but also clearly points to the differences. The aim of this chapter is to offer a fair evaluation of the relation of the main phenomenologists to Kant and to what was at the time the most powerful philosophical movement in Europe. Keywords: Immanuel Kant, neo-Kantianism, Edmund Husserl, Martin Heidegger, Marburg School of neo-Kantian ism 3.1 Introduction THE relation between phenomenology, Kant, and Kantian philosophizing broadly con strued (historically and systematically), has been a mainstay in phenomenological re search.1 This mutual testing of both philosophies is hardly surprising given phenomenology’s promise to provide a wholly novel type of philosophy. -
Enrique Dussel's Ethics of Liberation
Enrique Dussel’s Ethics of Liberation “Felicito y agradezco el tiempo de su vida que Frederick Mills se ha tomado en introducir una flosofía elaborada en el desconocido Sur global, como práctica de un diálogo Norte-Sur, que vaya descolonizando la flosofía eurocéntrica y la abra al horizonte mundial que está lentamente surgiendo en nuestro planeta glo- balizado, que enfrenta el riesgo de un eminente suicidio colectivo ecológico de la modernidad.” —Enrique Dussel, Ciudad de México “Frederick Mills’s Enrique Dussel’s Ethics of Liberation: An Introduction is a very clearly written, comprehensive presentation of the ethics of liberation philos- opher Enrique Dussel. Mills provides a biography of Dussel and expounds his work, dealing with its Levinasian origins, the analectical methodology, the basic liberation principles of his monumental Ética de la Liberación, the implications of Dussel’s corpus for politics and economics, and its potential for the development of a planetary humanism. Mills is thoroughly acquainted with the massive litera- ture on liberation philosophy, and he never loses sight of the victims of Western instrumental rationality on behalf of whom this work, as well as Dussel’s philoso- phy of liberation, is written.” —Michael Barber, author of Ethical Hermeneutics: Rationality in Enrique Dussel’s Philosophy of Liberation (1998) “Dr. Frederick Mills’s new work, Enrique Dussel’s Ethics of Liberation, is a phil- osophically masterful exploration of, and lucidly insightful commentary on the work of a Latin American thinker who is possibly the most distinguished living philosopher of liberation. Focusing radical humanist and liberatory ethics, MIlls’s book shows not only penetrating insight. -
A New Philosophical Movement from the Twentieth Century and One of Its Founders
University of Texas at El Paso ScholarWorks@UTEP Departmental Papers (Philosophy) Philosophy 9-2020 A New Philosophical Movement from the Twentieth Century and one of its Founders Reyes Espinoza Follow this and additional works at: https://scholarworks.utep.edu/phil_papers Part of the Philosophy Commons Comments: This is a pre-print of an article published in The Journal of Value Inquiry. The final authenticated version is available online at: https://doi.org/10.1007/s10790-020-09767-w Title: “A New Philosophical Movement from the Twentieth Century and one of its Founders,” Book review of A Philosophy of Struggle: The Leonard Harris Reader (2020), London: Bloomsbury Academic, 2020 This is a pre-print of an article published in The Journal of Value Inquiry. The final authenticated version is available online at: https://doi.org/10.1007/s10790-020-09767-w (The DOI may be inactive until publication) Journal: The Journal of Value Inquiry DOI (may be inactive until publication): 10.1007/s10790-020-09767-w Title: “A New Philosophical Movement from the Twentieth Century and one of its Founders,” Book review of A Philosophy of Struggle: The Leonard Harris Reader (2020), London: Bloomsbury Academic, 2020, ISBN: 978-1-3500- 841-6, $21.99, ePDF Written by Dr. Reyes Espinoza (Lecturer 2020-2021 at The University of Texas at El Paso (UTEP). Doctoral degree from Purdue University, Department of Philosophy. Bachelor of Arts from UTEP in Theatre performance and Philosophy) (Forthcoming) Pre-Print A Philosophy of Struggle: The Leonard Harris Reader is a book of axiology, ethics, and metaphilosophy. I recommend this book to any group of English-speaking graduate students and professors in philosophy departments, anywhere on the planet. -
"Immanuel Kant", and "Kantian Ethics"
Butler University Digital Commons @ Butler University Scholarship and Professional Work - LAS College of Liberal Arts & Sciences 2004 "Immigration," "Immanuel Kant", and "Kantian Ethics" Harry van der Linden Butler University, [email protected] Follow this and additional works at: https://digitalcommons.butler.edu/facsch_papers Part of the Ethics and Political Philosophy Commons Recommended Citation van der Linden, Harry, ""Immigration," "Immanuel Kant", and "Kantian Ethics"" Ethics, revised Edition / (2004): -. Available at https://digitalcommons.butler.edu/facsch_papers/62 This Book Chapter is brought to you for free and open access by the College of Liberal Arts & Sciences at Digital Commons @ Butler University. It has been accepted for inclusion in Scholarship and Professional Work - LAS by an authorized administrator of Digital Commons @ Butler University. For more information, please contact [email protected]. Permission to post this publication in our archive was granted by the copyright holder, Salem Press. This copy should be used for educational and research purposes only. The original publications appeared at: "Immigration," published in Ethics, Revised Edition, pages 715-17, reprinted (or reproduced) by permission of the publisher Salem Press. Copyright, ©, 2004 by Salem Press. "Immanuel Kant," published in Ethics, Revised Edition, pages 804-06, reprinted (or reproduced) by permission of the publisher Salem Press. Copyright, ©, 2004 by Salem Press. "Kantian Ethics," published in Ethics, Revised Edition, pages 806-08, reprinted (or reproduced) by permission of the publisher Salem Press. Copyright, ©, 2004 by Salem Press. Ethics IMMIGRATION these concepts, health care will be called upon to mit communal self-determination, but critics argue igate every problem society has, not only the enor that they often violate the individual right to free mous number it is traditionally expected to solve.