Hume and the Principles of Natural Philosophy
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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. -
Augustine on Knowledge
Augustine on Knowledge Divine Illumination as an Argument Against Scepticism ANITA VAN DER BOS RMA: RELIGION & CULTURE Rijksuniversiteit Groningen Research Master Thesis s2217473, April 2017 FIRST SUPERVISOR: dr. M. Van Dijk SECOND SUPERVISOR: dr. dr. F.L. Roig Lanzillotta 1 2 Content Augustine on Knowledge ........................................................................................................................ 1 Acknowledgements ................................................................................................................................ 4 Preface .................................................................................................................................................... 5 Abstract ................................................................................................................................................... 6 Introduction ............................................................................................................................................ 7 The life of Saint Augustine ................................................................................................................... 9 The influence of the Contra Academicos .......................................................................................... 13 Note on the quotations ........................................................................................................................ 14 1. Scepticism ........................................................................................................................................ -
INTRODUCTION 1. Medical Humanism and Natural Philosophy
INTRODUCTION 1. Medical Humanism and Natural Philosophy The Renaissance was one of the most innovative periods in Western civi- lization.1 New waves of expression in fijine arts and literature bloomed in Italy and gradually spread all over Europe. A new approach with a strong philological emphasis, called “humanism” by historians, was also intro- duced to scholarship. The intellectual fecundity of the Renaissance was ensured by the intense activity of the humanists who were engaged in collecting, editing, translating and publishing the ancient literary heri- tage, mostly in Greek and Latin, which had hitherto been scarcely read or entirely unknown to the medieval world. The humanists were active not only in deciphering and interpreting these “newly recovered” texts but also in producing original writings inspired by the ideas and themes they found in the ancient sources. Through these activities, Renaissance humanist culture brought about a remarkable moment in Western intel- lectual history. The effforts and legacy of those humanists, however, have not always been appreciated in their own right by historians of philoso- phy and science.2 In particular, the impact of humanism on the evolution of natural philosophy still awaits thorough research by specialists. 1 By “Renaissance,” I refer to the period expanding roughly from the fijifteenth century to the beginning of the seventeenth century, when the humanist movement begun in Italy was difffused in the transalpine countries. 2 Textbooks on the history of science have often minimized the role of Renaissance humanism. See Pamela H. Smith, “Science on the Move: Recent Trends in the History of Early Modern Science,” Renaissance Quarterly 62 (2009), 345–75, esp. -
Existentialism, Phenomenology, and Education James Magrini College of Dupage, [email protected]
College of DuPage [email protected]. Philosophy Scholarship Philosophy 7-1-2012 Existentialism, Phenomenology, and Education James Magrini College of DuPage, [email protected] Follow this and additional works at: http://dc.cod.edu/philosophypub Part of the Education Commons, and the Philosophy Commons Recommended Citation Magrini, James, "Existentialism, Phenomenology, and Education" (2012). Philosophy Scholarship. Paper 30. http://dc.cod.edu/philosophypub/30 This Article is brought to you for free and open access by the Philosophy at [email protected].. It has been accepted for inclusion in Philosophy Scholarship by an authorized administrator of [email protected].. For more information, please contact [email protected]. Existentialism, Phenomenology, and Education James M. Magrini Existentialism, and specifically phenomenology, in qualitative educational research, tends to be misunderstood. There are many reasons for this, not the least of which is that scholars/researchers writing in the field often emulate and imitate the dense writing styles of philosophical forerunners in phenomenology such as Hegel, Brentano, Husserl, Heidegger, and Merleau-Ponty. Thus the writing is beyond the comprehension of many education professionals and practitioners. Existentialism and phenomenology need not be highly complex. Here I provide a summary of existentialism and phenomenology in accessible terms so that educators might see the potential this type of philosophy holds for enhancing our educational endeavors. 1. Existentialism is a modern philosophy emerging (existence-philosophy) from the 19th century, inspired by such thinkers as Kierkegaard and Nietzsche. Unlike traditional philosophy, which focuses on “objective” instances of truth, existentialism is concerned with the subjective, or personal, aspects of existence. -
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. -
On the Epistemological Significance of Aesthetic Values in Architectural Theory
On the Epistemological Significance of Aesthetic Values in Architectural Theory by Ritu Bhatt Master of Architecture (1993) Kansas State University Bachelor of Architecture (1990) University of Roorkee, India Submitted to the Department of Architecture in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Architecture: History and Theory of Architecture at the T yTT Massachusetts Institute of Technology January, 2000 @ 2000 Ritu Bhatt. All rights reserved The author hereby grants to MIT permission to reproduce and to distribute publicly paper and electronic copies of this thesis document in whole or in part. Signature of Author...................................................................... Department of Architecture January 7, 2000 C ertified b . ... .................... .. tanrord A son ark Jarzo Professor of History and Assoc. Pro essor of History and Architecture Architecture Thesis Co- Supervisor Thesis Co- Supervisor Accepted by................................. V ... - ........ Stanford Anderson Chairman, Department Committee on Graduate Students Thesis Readers Professor Stanford Anderson Professor of History and Architecture Head, Department of Architecture, MIT Professor Mark Jarzombek Associate Professor of History and Architecture, MIT Professor Sibel Bozdogan Adjunct Professor, Graduate School of Design, Harvard University Professor Diane Ghirardo Professor of Architecture, University of Southern California Professor Satya P. Mohanty Professor of English, Cornell University Professor Catherine -
“Modern” Philosophy: Introduction
“Modern” Philosophy: Introduction [from Debates in Modern Philosophy by Stewart Duncan and Antonia LoLordo (Routledge, 2013)] This course discusses the views of various European of his contemporaries (e.g. Thomas Hobbes) did see philosophers of the seventeenth century. Along with themselves as engaged in a new project in philosophy the thinkers of the eighteenth century, they are con- and the sciences, which somehow contained a new sidered “modern” philosophers. That might not seem way of explaining how the world worked. So, what terribly modern. René Descartes was writing in the was this new project? And what, if anything, did all 1630s and 1640s, and Immanuel Kant died in 1804. these modern philosophers have in common? By many standards, that was a long time ago. So, why is the work of Descartes, Kant, and their contempor- Two themes emerge when you read what Des- aries called modern philosophy? cartes and Hobbes say about their new philosophies. First, they think that earlier philosophers, particu- In one way this question has a trivial answer. larly so-called Scholastic Aristotelians—medieval “Modern” is being used here to describe a period of European philosophers who were influenced by time, and to contrast it with other periods of time. So, Aristotle—were mistaken about many issues, and modern philosophy is not the philosophy of today as that the new, modern way is better. (They say nicer contrasted with the philosophy of the 2020s or even things about Aristotle himself, and about some other the 1950s. Rather it’s the philosophy of the 1600s previous philosophers.) This view was shared by and onwards, as opposed to ancient and medieval many modern philosophers, but not all of them. -
SPINOZA's ETHICS: FREEDOM and DETERMINISM by Alfredo Lucero
SPINOZA’S ETHICS: FREEDOM AND DETERMINISM by Alfredo Lucero-Montaño 1. What remains alive of a philosopher's thought are the realities that concern him, the problems that he addresses, as well as the questions that he poses. The breath and depth of a philosopher's thought is what continues to excite and incite today. However, his answers are limited to his time and circumstances, and these are subject to the historical evolution of thought, yet his principal commitments are based on the problems and questions with which he is concerned. And this is what resounds of a philosopher's thought, which we can theoretically and practically adopt and adapt. Spinoza is immersed in a time of reforms, and he is a revolutionary and a reformer himself. The reforming trend in modern philosophy is expressed in an eminent way by Descartes' philosophy. Descartes, the great restorer of science and metaphysics, had left unfinished the task of a new foundation of ethics. Spinoza was thus faced with this enterprise. But he couldn't carry it out without the conviction of the importance of the ethical problems or that ethics is involved in a fundamental aspect of existence: the moral destiny of man. Spinoza's Ethics[1] is based on a theory of man or, more precisely, on an ontology of man. Ethics is, for him, ontology. He does not approach the problems of morality — the nature of good and evil, why and wherefore of human life — if it is not on the basis of a conception of man's being-in-itself, to wit, that the moral existence of man can only be explained by its own condition. -
A Critique of Nelson Goodman's Aesthetics: Music As Process
PANDION: The Osprey Journal of Research & Ideas Volume 1 Number 1 Article 6 2020 A Critique of Nelson Goodman’s Aesthetics: Music As Process William S. Gilbert University of North Florida, [email protected] Faculty Mentor: Sarah Mattice, PhD, Associate Professor Department of Philosophy and Religious Studies This paper was a co-winner of the Philosophy Program's 2019-2020 Paper Prize. Follow this and additional works at: https://digitalcommons.unf.edu/pandion_unf Part of the Comparative Philosophy Commons, and the Esthetics Commons Recommended Citation Gilbert, William S. (2020) "A Critique of Nelson Goodman’s Aesthetics: Music As Process," PANDION: The Osprey Journal of Research and Ideas: Vol. 1 : No. 1 , Article 6. Available at: https://digitalcommons.unf.edu/pandion_unf/vol1/iss1/6 This Article is brought to you for free and open access by the Student Scholarship at UNF Digital Commons. It has been accepted for inclusion in PANDION: The Osprey Journal of Research & Ideas by an authorized administrator of UNF Digital Commons. For more information, please contact Digital Projects. © 2020 All Rights Reserved A Critique of Nelson Goodman’s Aesthetics: Music As Process Cover Page Footnote The advice and mentorship offered by Dr. Sarah Mattice was absolutely critical in not only the essays development but also my development as a student and thinker. Her feedback and generosity with time in meetings is something I am deeply grateful for. Dr. Jean Miller of Virginia Tech is also responsible for highly valuable suggestions for a much needed revision. I am very grateful for her advice. Finally I would like to thank Jason Simpson of the UNF Writing Center. -
Unit 1 Introduction to the Philosophy of Human Person
UNIT 1 INTRODUCTION TO THE PHILOSOPHY OF HUMAN PERSON Contents 1.0 Objectives 1.1 Introduction 1.2 Definition of Philosophy of Human Person 1.3 Philosophy of Human Person and Other Disciplines 1.4 Method of Philosophy of Human Person 1.5 How Objective is Philosophy of Human Person? 1.6 Importance of Philosophy of Human Person 1.7 Let Us Sum Up 1.8 Key Words 1.9 Further Readings and References 1.10 Answers to Check Your Progress 1.0. OBJECTIVES The main objective of this unit is to introduce the course in Philosophy of Human Person, a course in philosophy that helps us to understand the nature of human being. After defining what Philosophy of Human Person is, the unit deals with its distinguishing characteristics vis-à-vis other branches of Anthropology and Psychology. There are other disciplines that study human beings. Hence an attempt is made to differentiate them from Philosophy of Human Person. Different courses in philosophy make use of different methods and Philosophy of Human Person has its own method. Without going into details of the different philosophical methods, the unit examines the methods that Philosophy of Human Person employs. We have also discussed briefly the question of objectivity of this discipline. The question assumes importance when we consider the fact that any study of human person tends to become subjective. A section on the importance of this course in the overall plan of philosophy makes the unit complete. All in all, the unit enables the student to take a plunge into the world of human person from a philosophical perspective. -
PHILOSOPHY 27 Early Modern Philosophy in This Course We Will
PHILOSOPHY 27 Early Modern Philosophy Michael Epperson CSUS Office: Mendocino Hall # 3036 Fall 2010 Telephone: 278-4535 T & TH 10:30 – 11:45, Amador 152 Email: [email protected] Office Hours: By Appointment Description In this course we will examine the ways in which the scientific and political innovations of 16th, 17th, and 18th century Europe both influenced and were influenced by the rationalist and empiricist philosophical traditions that competed and flourished during this period. We will study the works of several philosophers working within these two traditions as they struggled to make sense of the scientific and social revolutions sweeping through their world; and we will see how their work would, in turn, help shape these revolutions, even as they continue to evolve today. One focus of the course, then, will be to examine the ways in which these philosophical traditions have maintained their relevance and influence in our own millennium as 21st century science struggles with its most difficult questions yet. Our survey will entail a careful reading and critique of the metaphysical and epistemological schemes developed by key philosophers of the early modern period, beginning with the work of Bacon, Galileo, and Descartes and concluding with Kant and his revolutionary synthesis of the rationalist and empiricist worldviews. The course website can be found at: www.csus.edu/cpns/epperson. Requirements Our work will primarily be lecture and discussion, so both careful attention to the readings and class participation will be crucial for a lively course. Please bring your text to class. There will be two examinations--one take-home mid-term paper and one in-class final--as well as several homework assignments and unannounced short answer quizzes on the readings.