Aristotle on the Nature of Logos
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Contemplation and the Human Animal in the Philosophy of St. Thomas Aquinas
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2011 Contemplation and the Human Animal in the Philosophy of St. Thomas Aquinas Edyta M. Imai Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Philosophy Commons Recommended Citation Imai, Edyta M., "Contemplation and the Human Animal in the Philosophy of St. Thomas Aquinas" (2011). Dissertations. 205. https://ecommons.luc.edu/luc_diss/205 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 2011 Edyta M. Imai LOYOLA UNIVERSITY CHICAGO CONTEMPLATION AND THE HUMAN ANIMAL IN THE PHILOSOPHY OF ST. THOMAS AQUINAS A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY PROGRAM IN PHILOSOPHY BY EDYTA M. IMAI CHICAGO IL DECEMBER 2011 Copyright by Edyta M. Imai, 2011 All rights reserved TABLE OF CONTENTS LIST OF ABBREVIATIONS iv INTRODUCTION 1 CHAPTER ONE: CONTEMPLATION AND NATURAL APPETITES 30 CHAPTER TWO: SENSATION AND CONTEMPLATION 104 CHAPTER THREE: DESIRE AND CONTEMPLATION 166 CHAPTER FOUR: DELIGHT AND CONTEMPLATION 230 BIBLIOGRAPHY 291 VITA 303 iii LIST OF ABBREVIATIONS ST Summa theologiae SCG Summa contra gentiles QDV Quaestiones disputatae de veritate QDA Quaestiones disputatae de anima In Boetii de Trin. In Librum Boetii de Trinitate Expositio In DA Sententia libri De anima In NE Sententia libri Ethicorum In Met Commentarium in XII libros Metaphysicorum In Ph Commentarium in VIII libros Physicorum SENT Commentarium in quatuor libros Sententiarum iv INTRODUCTION In this dissertation I examine the manner in which – according to Thomas Aquinas - the operations of the sensitive soul contribute to contemplation. -
CCAC Guidelines On: Laboratory Animal Facilities — Characteristics
Canadian Council on Animal Care guidelines on: laboratory animal facilities — characteristics, design and development This document, the CCAC guidelines on: laboratory animal facilities — characteristics, design and development, has been developed by Drs David Neil and Donald McKay with the collaboration of the CCAC Facilities Standards Subcommittee: Dr Laurence Schofield, Department of National Defence (Chair) Dr Michèle Bailey, Cornell University Mr Richard Bélanger, Ottawa Health Research Institute Dr Sandra Fry, Canadian Food Inspection Agency Dr Martin Kirk, University of Calgary Dr Donald McKay, University of Alberta Dr David Neil, University of Alberta Dr Elizabeth Rohonczy, Canadian Food Inspection Agency Dr Gilles Demers, Canadian Council on Animal Care Dr Gilly Griffin, Canadian Council on Animal Care In addition, the CCAC is grateful to those individuals and organizations that provided comments on earlier drafts of this guidelines document. © Canadian Council on Animal Care, 2003 REVISION DATE: May 2020 ISBN: 0–919087–41–8 Canadian Council on Animal Care 1510–130 Albert Street Ottawa ON CANADA K1P 5G4 http://www.ccac.ca CCAC guidelines on: laboratory animal facilities — characteristics, design and development, 2003 TABLE OF CONTENTS A. PREFACE . .1 3.16 Laundry facilities . .31 3.17 Toilets . .31 SUMMARY OF THE GUIDELINES 3.18 Staff break and meeting room(s) . .31 LISTED IN THIS DOCUMENT . .3 3.19 Mechanical and electrical space and distribution of services . .31 B. INTRODUCTION . .13 3.20 Corridors . .32 3.21 Barriers . .33 C. THE CHARACTERISTICS OF A 3.22 Radiation shielded suites . .37 LABORATORY ANIMAL 4. Functional Adjacencies . .38 FACILITY . .15 4.1 Personnel facilities . .38 1. Functional Imperatives of the 4.2 Animal holding rooms . -
The Epistemic Value of 'Κατά Τόν Λόγον': Meteorology
The epistemic value of ‘κατά τόν λόγον’: Meteorology 1.7 By Eleftheria Rotsia Dimou Submitted to Central European University Department of Philosophy In partial fulfillment of the requirements for the one year MA degree of Philosophy Supervisor: Associate Professor István Bodnár Budapest, Hungary 2018 CEU eTD Collection © Copyright by Eleftheria Rotsia Dimou, 2018 1 Τὸν μὲν οὖν Ἀναξαγόραν φασὶν ἀποκρίνασθαι πρός τινα διαποροῦντα τοιαῦτ ̓ ἄττα καὶ διερωτῶντα τίνος ἕνεκ ̓ ἄν τις ἕλοιτο γενέσθαι μᾶλλον ἢ μὴ γενέσθαι ‘τοῦ’ φάναι “θεωρῆσαι τὸν οὐρανὸν καὶ τὴν περὶ τὸν ὅλον κόσμον τάξιν”. (Aristotle, E.E Ι, 1216a12–14). CEU eTD Collection 2 Contents 1. Abstract ……………………………………………………….……4 2. Acknowledgments……………………………………..……………5 3. Introduction……………………………………………..…………..6 4. Part I: An Ontological Question…………………………...……….9 5. Part II: An Epistemological Question……………………………..14 6. Concluding Remarks…………………………………………..…..38 7. Bibliography………………………………………………………40 CEU eTD Collection 3 Abstract Ι will attempt to shed some light on the troubling matter of the obscure particulars ― treated by Aristotle in Meteorology ― (τῶν ἀφανῶν τῇ αἰσθήσει), that is, phenomena which are not apparent to the senses in their full extent (Meteorology 344a5). In the framework of the present paper, the aim is to highlight the use of κατά τόν λόγον which appears in the first lines of chapter I.7 of Aristotle’s Meteorology, by focusing on two philosophical questions: one ontological (what is the ontological status of obscure phenomena?) and one epistemological (can we come to the knowledge of such phenomena, and if so, in which way?). Aristotle proposes two answers to these questions in the text, respectively: The meteora (and therefore the comets discussed in chapter I.7 of Meteorology) are natural entities. -
Catalogue of Titles of Works Attributed to Aristotle
Catalogue of Titles of works attributed by Aristotle 1 To enhance readability of the translations and usability of the catalogues, I have inserted the following bold headings into the lists. These have no authority in any manuscript, but are based on a theory about the composition of the lists described in chapter 3. The text and numbering follows that of O. Gigon, Librorum deperditorum fragmenta. PART ONE: Titles in Diogenes Laertius (D) I. Universal works (ta kathalou) A. The treatises (ta syntagmatika) 1. The dialogues or exoterica (ta dialogika ex terika) 2. The works in propria persona or lectures (ta autopros pa akroamatika) a. Instrumental works (ta organika) b. Practical works (ta praktika) c. Productive Works (ta poi tika) d. Theoretical works (ta the r tika) . Natural philosophy (ta physiologia) . Mathematics (ta math matika) B. Notebooks (ta hypomn matika) II. Intermediate works (ta metaxu) III. Particular works (ta merika) PART TWO: Titles in the Vita Hesychii (H) This list is organized in the same way as D, with two exceptions. First, IA2c “productive works” has dropped out. Second, there is an appendix, organized as follows: IV. Appendix A. Intermediate or Particular works B. Treatises C. Notebooks D. Falsely ascribed works PART THREE: Titles in Ptolemy al-Garib (A) This list is organized in the same way as D, except it contains none of the Intermediate or Particular works. It was written in Arabic, and later translated into Latin, and then reconstructed into Greek, which I here translate. PART FOUR: Titles in the order of Bekker (B) The modern edition contains works only in IA2 (“the works in propria persona”), and replaces the theoretical works before the practical and productive, as follows. -
Aeschynē in Aristotle's Conception of Human Nature Melissa Marie Coakley University of South Florida, [email protected]
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 3-20-2014 Aeschynē in Aristotle's Conception of Human Nature Melissa Marie Coakley University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Philosophy Commons Scholar Commons Citation Coakley, Melissa Marie, "Aeschynē in Aristotle's Conception of Human Nature" (2014). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/4999 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Aeschynē in Aristotle’s Conception of Human Nature by Melissa M. Coakley A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy College of Arts and Science University of South Florida Major Professor: Joanne Waugh, Ph.D. Bruce Silver, Ph.D. Roger Ariew, Ph.D. Thomas Williams, Ph.D. Date of Approval: March 20, 2014 Keywords: Shame, Anaeschyntia, Aidōs, Aischynē, Ancient Greek Passions Copyright © 2014, Melissa M. Coakley DEDICATION This manuscript is dedicated to my husband Bill Murray and to my parents: Joan and Richard Coakley. Thank you for your endless support, encouragement, and friendship. To Dr. John P. Anton, I have learned from you the importance of having a “ton of virtue and a shield of nine layers for protection from the abysmal depths of vice.” Thank you for believing in me, my dear friend. -
Exclusivity, Teleology and Hierarchy: Our Aristotelean Legacy
Know!. Org. 26(1999)No.2 65 H.A. Olson: Exclusivity, Teleology and Hierarchy: Our Aristotelean Legacy Exclusivity, Teleology and Hierarchy: Our Aristotelean Legacy Hope A. Olson School of Library & Information Studies, University of Alberta Hope A. Olson is an Associate Professor and Graduate Coordinator in the School of Library and Information Studies at the University of Alberta in Edmonton, Alberta, Canada. She holds a PhD from the University of Wisconsin-Madison and MLS from the University of Toronto. Her re search is generally in the area of subject access to information with a focus on classification. She approaches this work using feminist, poststructural and postcolonial theory. Dr. Olson teaches organization of knowledge, cataloguing and classification, and courses examining issues in femi nism and in globalization and diversity as they relate to library and information studies. Olson, H.A. (1999). Exclusivity, Teleology and Hierarchy: Our Aristotelean Legacy. Knowl· edge Organization, 26(2). 65-73. 16 refs. ABSTRACT: This paper examines Parmenides's Fragments, Plato's The Sophist, and Aristotle's Prior AnalyticsJ Parts ofAnimals and Generation ofAnimals to identify three underlying presumptions of classical logic using the method of Foucauldian discourse analysis. These three presumptions are the notion of mutually exclusive categories, teleology in the sense of linear progression toward a goal, and hierarchy both through logical division and through the dominance of some classes over others. These three presumptions are linked to classificatory thought in the western tradition. The purpose of making these connections is to investi gate the cultural specificity to western culture of widespread classificatory practice. It is a step in a larger study to examine classi fication as a cultural construction that may be systemically incompatible with other cultures and with marginalized elements of western culture. -
Aristotle (384-322 BCE) [1]
Published on The Embryo Project Encyclopedia (https://embryo.asu.edu) Aristotle (384-322 BCE) [1] By: Haskett, Dorothy Regan Racine, Valerie Yang, Joanna Keywords: Aristotle [2] Epigenesis [3] Aristotle [4] studied developing organisms, among other things, in ancient Greece, and his writings shaped Western philosophy and natural science for greater than two thousand years. He spent much of his life in Greece and studied with Plato at Plato's Academy in Athens, where he later established his own school called the Lyceum. Aristotle [4] wrote greater than 150 treatises on subjects ranging from aesthetics, politics, ethics, and natural philosophy, which include physics and biology. Less than fifty of Aristotle [4]'s treatises persisted into the twenty-first century. In natural philosophy, later called natural science, Aristotle [4] established methods for investigation and reasoning and provided a theory on how embryos generate and develop. He originated the theory that an organism develops gradually from undifferentiated material, later called epigenesis [5]. Aristotle [4] was born in 384 BCE in Stagira, a coastal town in the Chalcidice peninsula of northern Greece. His mother was Phaestis, who came from a wealthy family on the island of Euboea, and his father was Nicomachus, who was a personal physician to King Amyntas of Macedon. Nicomachus boasted of descent from the Asclepiads, who were devotees of Asclepius, the Greek god of healing and medicine. The Asclepiads valued empirical observations, and that culture made Aristotle [4] familiar with biological studies in his early years. Both parents died when Aristotle [4] was young, and he went to live with Proxenus of Atarneus, who was married to Aristotle [4]'s older sister. -
Aristotle's Account of Akrasia
ARISTOTLE’S ACCOUNT OF AKRASIA Elena Cagnoli Fiecconi University College London Mphil Stud I hereBy declare that the work presented in this thesis is my own and the work oF other persons is appropriately acknowledged. Signed: 1 Table of Contents Abstract......................................................................................................................................................... 3 Introduction ................................................................................................................................................ 4 Chapter 1: the Socratic Interpretation and the desire-based Interpretation of Akrasia .. 8 1.1 Introduction .........................................................................................................................................................8 1.2 The “Socratic” solution ....................................................................................................................................8 1.3 The desire-based account............................................................................................................................ 15 1.4 Conclusion.......................................................................................................................................................... 21 Chapter 2: Reconciling the Ignorance Account and the Motivational conflict Account of Akrasia: Is the Akratic’s Failure a Failure of Phantasia?............................................................23 2.1 Introduction ..................................................................................................................................................... -
The Virtuous Person As Norm in Aristotle's Moral Theory
Fayetteville State University DigitalCommons@Fayetteville State University Government and History Faculty Working Papers College of Arts and Sciences Fall 2010 The irV tuous Person as Norm in Aristotle’s Moral Theory Gregory B. Sadler Fayetteville State University, [email protected] Follow this and additional works at: http://digitalcommons.uncfsu.edu/govt_hist_wp Recommended Citation Sadler, Gregory B., "The irV tuous Person as Norm in Aristotle’s Moral Theory" (2010). Government and History Faculty Working Papers. Paper 11. http://digitalcommons.uncfsu.edu/govt_hist_wp/11 This Article is brought to you for free and open access by the College of Arts and Sciences at DigitalCommons@Fayetteville State University. It has been accepted for inclusion in Government and History Faculty Working Papers by an authorized administrator of DigitalCommons@Fayetteville State University. For more information, please contact [email protected]. The Virtuous Person as Norm in Aristotle’s Moral Theory Gregory B. Sadler ([email protected]) Assistant Professor, Department of Government and History, Fayetteville State University (Draft in progress: not to be quoted from or cited without the author’s permission. Copyright 2008 by Gregory B. Sadler) Despite widespread and perennial tendencies towards oversimplification, both on the parts of philosophers and other academics or intellectuals, and on the parts of other people less explicitly concerned with and formed by academic and intellectual discourses and activities, our moral lives always remain irreducibly complex. Our moral theorizing, our attempts to provide more illumination, intelligibility, and consistency to our moral lives and their constitutive elements, takes place against the backdrop and within the context of this complexity. Whether explicitly and consciously articulated or only implicitly worked out through action and desire, whether closely focused on a particular situation, action, or choice or extended to questions and matters broader in scope, our practical reasoning is similarly situated. -
Educational Thoughts of Aristotle and Confucius
Educational Thoughts of Aristotle and Confucius JEONG-KYU LEE Korean Educational Development Institute Hongik University, Seoul ABSTRACT: This study examines the educational principles and aims of Aristotle and Confucius. Through a descriptive analysis, the research questions of the study are assessed . Both philosophers subscribed to the common educational principles that emphasize ethical education for building individual cultivation, social harmony, and the ideal state. The individual and social aims of education are: (a) to provide the proper m ethod of training the virtuous persons who have ideal characters through self-cultivation, and (b) to build the harmonious community and the good state through development of a gentleman or a noble man. On the other hand, differences include: Confucius emphasized his ethical and political principles without supporting the metaphysical and epistemological theories, which was unlike Aristotle's approach; he did not use a set of tools like Aristotle's Organon to justify his ethical a nd political thought. Finally, the article claims that Confucius generally stressed self cultivation through humanity and ritual, while Aristotle primarily emphasized self-actualization through habit and reason. RESUME: Cette etude examine de s principes d'education et des objectifs d'Aristotle et de Confucius. Les questions de la recherche sont evaluees a travers une analyse descriptive. Les deux philosophes souscrivent aux principes communs d'education qui mettent en valeur l'e ducation ethique dont le but primordial est de co nstruire la culture individuelle, l'harmonie sociale et l'etat ideal. Confucius soulignait des notions ethiques et politiques et n e supportait pas les theories metaphysiques et episte mologiques ce qui e tait different de l'approche d'Aristotle. -
A Reading of Porphyry's on Abstinence From
UNIVERSITY OF CALIFORNIA Los Angeles Justice Purity Piety: A Reading of Porphyry’s On Abstinence from Ensouled Beings A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Classics by Alexander Press 2020 © Copyright by Alexander Press 2020 ABSTRACT OF THE DISSERTATION Justice Purity Piety: A Reading of Porphyry’s On Abstinence from Ensouled Beings by Alexander Press Doctor of Philosophy in Classics University of California, Los Angeles, 2020 Professor David Blank, Chair Abstract: Presenting a range of arguments against meat-eating, many strikingly familiar, Porphyry’s On Abstinence from Ensouled Beings (Greek Περὶ ἀποχῆς ἐµψύχων, Latin De abstinentia ab esu animalium) offers a sweeping view of the ancient debate concerning animals and their treatment. At the same time, because of its advocacy of an asceticism informed by its author’s Neoplatonism, Abstinence is often taken to be concerned primarily with the health of the human soul. By approaching Abstinence as a work of moral suasion and a work of literature, whose intra- and intertextual resonances yield something more than a collection of propositions or an invitation to Quellenforschung, I aim to push beyond interpretations that bracket the arguments regarding animals as merely dialectical; cast the text’s other-directed principle of justice as wholly ii subordinated to a self-directed principle of purity; or accept as decisive Porphyry’s exclusion of craftsmen, athletes, soldiers, sailors, and orators from his call to vegetarianism. -
A Voice That Is Merely Breath
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Newcastle University E-Prints Lewis MA. A Voice that is Merely Breath. The Philosopher 2018, CVI(1). Copyright: © The author 2018 Date deposited: 26/05/2018 Newcastle University ePrints - eprint.ncl.ac.uk [Fully revised and corrected version, by ML, after MB’s editing. Sunday 6th May 2018] A Voice that is Merely Breath Michael Lewis ‘Anxiety is there. It is only sleeping. Its breath quivers perpetually through Dasein’ (Martin Heidegger, ‘What is Metaphysics?’) Anxiety, breath, being Heidegger had made a similar connection between anxiety and breath a few years earlier, in Being and Time (1927): ‘[Anxiety] is oppressive and stifles one’s breath’ (BT231/186). Anxiously gasping for air, we are struck dumb: ‘Anxiety robs us of speech’ (WM89/112). For Heidegger, all moods, and anxiety in particular, are revelatory, even if what they reveal is the mundanity of the most everyday object. Most other moods reveal entities (Seienden) in a certain aspect; but anxiety brings us face to face with being (Sein). Is it possible to describe this ‘being’ only in the gasping and halting breaths that escape us in the grips of anxiety, when we can barely speak at all? If this were so, then it would not be the first time in the history of philosophy that being spoke in a voice that was merely breath. The etymology of ‘being’ in ‘breath’ Jacques Derrida notes that both Ernest Renan and Friedrich Nietzsche trace the etymology of the word ‘being’ back to the word ‘breath’ and, in this instance, language tells us something essentially true (Derrida 2001 [1967], 173–4/203–4).1 There is, for the tradition we shall be concerned with here — the one that runs between Aristotle and Martin Heidegger — an essential connection between being and language: for Aristotle, being is ‘said in many ways’ (Aristotle, Metaphysics 1003a– b), which is to say, as soon as language lays hold of that-which-is, what it means to be assumes a number of different senses.