Critiquing Popular Readings of Augustine's Theology of the Body
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Zeno of Elea: Where Space, Time, Physics, and Philosophy Converge
Western Kentucky University TopSCHOLAR® Honors College Capstone Experience/Thesis Honors College at WKU Projects Fall 2007 Zeno of Elea: Where Space, Time, Physics, and Philosophy Converge An Everyman’s Introduction to an Unsung Hero of Philosophy William Turner Western Kentucky University Follow this and additional works at: http://digitalcommons.wku.edu/stu_hon_theses Part of the Other Philosophy Commons, Other Physics Commons, and the Philosophy of Science Commons Recommended Citation Turner, William, "Zeno of Elea: Where Space, Time, Physics, and Philosophy Converge An Everyman’s Introduction to an Unsung Hero of Philosophy" (2007). Honors College Capstone Experience/Thesis Projects. Paper 111. http://digitalcommons.wku.edu/stu_hon_theses/111 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Honors College Capstone Experience/ Thesis Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. P │ S─Z─T │ P Zeno of Elea: Where Space, Time, Physics, and Philosophy Converge An Everyman’s Introduction to an Unsung Hero of Philosophy Will Turner Western Kentucky University Abstract Zeno of Elea, despite being among the most important of the Pre-Socratic philosophers, is frequently overlooked by philosophers and scientists alike in modern times. Zeno of Elea’s arguments on have not only been an impetus for the most important scientific and mathematical theories in human history, his arguments still serve as a basis for modern problems and theoretical speculations. This is a study of his arguments on motion, the purpose they have served in the history of science, and modern applications of Zeno of Elea’s arguments on motion. -
Philosophy of Science and Philosophy of Chemistry
Philosophy of Science and Philosophy of Chemistry Jaap van Brakel Abstract: In this paper I assess the relation between philosophy of chemistry and (general) philosophy of science, focusing on those themes in the philoso- phy of chemistry that may bring about major revisions or extensions of cur- rent philosophy of science. Three themes can claim to make a unique contri- bution to philosophy of science: first, the variety of materials in the (natural and artificial) world; second, extending the world by making new stuff; and, third, specific features of the relations between chemistry and physics. Keywords : philosophy of science, philosophy of chemistry, interdiscourse relations, making stuff, variety of substances . 1. Introduction Chemistry is unique and distinguishes itself from all other sciences, with respect to three broad issues: • A (variety of) stuff perspective, requiring conceptual analysis of the notion of stuff or material (Sections 4 and 5). • A making stuff perspective: the transformation of stuff by chemical reaction or phase transition (Section 6). • The pivotal role of the relations between chemistry and physics in connection with the question how everything fits together (Section 7). All themes in the philosophy of chemistry can be classified in one of these three clusters or make contributions to general philosophy of science that, as yet , are not particularly different from similar contributions from other sci- ences (Section 3). I do not exclude the possibility of there being more than three clusters of philosophical issues unique to philosophy of chemistry, but I am not aware of any as yet. Moreover, highlighting the issues discussed in Sections 5-7 does not mean that issues reviewed in Section 3 are less im- portant in revising the philosophy of science. -
Life with Augustine
Life with Augustine ...a course in his spirit and guidance for daily living By Edmond A. Maher ii Life with Augustine © 2002 Augustinian Press Australia Sydney, Australia. Acknowledgements: The author wishes to acknowledge and thank the following people: ► the Augustinian Province of Our Mother of Good Counsel, Australia, for support- ing this project, with special mention of Pat Fahey osa, Kevin Burman osa, Pat Codd osa and Peter Jones osa ► Laurence Mooney osa for assistance in editing ► Michael Morahan osa for formatting this 2nd Edition ► John Coles, Peter Gagan, Dr. Frank McGrath fms (Brisbane CEO), Benet Fonck ofm, Peter Keogh sfo for sharing their vast experience in adult education ► John Rotelle osa, for granting us permission to use his English translation of Tarcisius van Bavel’s work Augustine (full bibliography within) and for his scholarly advice Megan Atkins for her formatting suggestions in the 1st Edition, that have carried over into this the 2nd ► those generous people who have completed the 1st Edition and suggested valuable improvements, especially Kath Neehouse and friends at Villanova College, Brisbane Foreword 1 Dear Participant Saint Augustine of Hippo is a figure in our history who has appealed to the curiosity and imagination of many generations. He is well known for being both sinner and saint, for being a bishop yet also a fellow pilgrim on the journey to God. One of the most popular and attractive persons across many centuries, his influence on the church has continued to our current day. He is also renowned for his influ- ence in philosophy and psychology and even (in an indirect way) art, music and architecture. -
Prolegomena to Any Future Metaphysics CAMBRIDGE TEXTS in the HISTORY of PHILOSOPHY
CAMBRIDGE TEXTS IN THE HISTORY OF PHILOSOPHY IMMANUEL KANT Prolegomena to Any Future Metaphysics CAMBRIDGE TEXTS IN THE HISTORY OF PHILOSOPHY Series editors KARL AMERIKS Professor of Philosophy at the University of Notre Dame DESMOND M. CLARKE Professor of Philosophy at University College Cork The main objective of Cambridge Textsin the History of Philosophy is to expand the range, variety and quality of texts in the history of philosophy which are available in English. The series includes texts by familiar names (such as Descartes and Kant) and also by less well-known authors. Wherever possible, texts are published in complete and unabridged form, and translations are specially commissioned for the series. Each volume contains a critical introduction together with a guide to further reading and any necessary glossaries and textual apparatus. The volumes are designed for student use at undergraduate and postgraduate level and will be of interest not only to students of philosophy, but also to a wider audience of readers in the history of science, the history of theology and the history of ideas. For a list of titles published in the series, please see end of book. IMMANUEL KANT Prolegomena to Any Future Metaphysics That Will Be Able to Come Forward as Science with Selections from the Critique of Pure Reason TRANSLATED AND EDITED BY GARY HATFIELD University of Pennsylvania Revised Edition cambridge university press Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge cb2 2ru, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521828246 © Cambridge University Press 1997, 2004 This publication is in copyright. -
Philosophy of Chemistry: an Emerging Field with Implications for Chemistry Education
DOCUMENT RESUME ED 434 811 SE 062 822 AUTHOR Erduran, Sibel TITLE Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education. PUB DATE 1999-09-00 NOTE 10p.; Paper presented at the History, Philosophy and Science Teaching Conference (5th, Pavia, Italy, September, 1999). PUB TYPE Opinion Papers (120) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Chemistry; Educational Change; Foreign Countries; Higher Education; *Philosophy; Science Curriculum; *Science Education; *Science Education History; *Science History; Scientific Principles; Secondary Education; Teaching Methods ABSTRACT Traditional applications of history and philosophy of science in chemistry education have concentrated on the teaching and learning of "history of chemistry". This paper considers the recent emergence of "philosophy of chemistry" as a distinct field and explores the implications of philosophy of chemistry for chemistry education in the context of teaching and learning chemical models. This paper calls for preventing the mutually exclusive development of chemistry education and philosophy of chemistry, and argues that research in chemistry education should strive to learn from the mistakes that resulted when early developments in science education were made separate from advances in philosophy of science. Contains 54 references. (Author/WRM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 1 PHILOSOPHY OF CHEMISTRY: AN EMERGING FIELD WITH IMPLICATIONS FOR CHEMISTRY EDUCATION PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and improvement BEEN GRANTED BY RESOURCES INFORMATION SIBEL ERDURAN CENTER (ERIC) This document has been reproducedas ceived from the person or organization KING'S COLLEGE, UNIVERSITYOF LONDON originating it. -
Is Truth an Epistemic Value?∗
Is Truth an Epistemic Value?∗ Mar´ıa J. Fr´apolli Departamento de Filosof´ıa Universidad de Granada (Espana)˜ [email protected] Introduction That truth is an epistemic value is a thesis that at least has the following two interpretations: Truth can be defined through, or identified with, some epistemic notion or other. This is the epistemic side Truth is something that science, or research, should pursue. Truth is some- thing valuable. This is the value side. Whereas interpretation (i) makes a false statement, interpretation (ii) ex- presses something that is true, although empty. But both interpretations have a grain of truth, and both are, in their own way, somewhat misleading. Their confusing offsprings have been epistemic and metaphysical theories of truth, respectively. The grain of truth in (i) is that the truth predicate is omnipresent when we deal with epistemic notions, and so that not even the most basic theses in epis- temology can be stated without using the truth predicate essentially. Besides, the endorsement role that the truth predicate performs in natural languages is applied in many cases to the items that have passed the kind of justificatory filters sanctioned by epistemology. The grain of truth in (ii) is that the best, and shortest, way of codifying the infinity of contents to whose knowledge science is aimed to is by the help of sentences that involve the truth predicate. The misleading aspect of (i) is that it suggests that truth should be identified with some item out of a set of epistemic situations: ideal justification, results of reliable processes, what the best scientific theories say, etc., and all this in order to seal the gap through which the sceptical menaces to slip in. -
Are Children ''Intuitive Theists''?
PSYCHOLOGICAL SCIENCE General Article Are Children ‘‘Intuitive Theists’’? Reasoning About Purpose and Design in Nature Deborah Kelemen Boston University ABSTRACT—Separate bodies of research suggest that young chil- objects and behaviors as existing for a purpose (Kelemen, 1999b, 1999c, dren have a broad tendency to reason about natural phenomena 2003; but see Keil, 1992) and are also broadly inclined to view natural in terms of purpose and an orientation toward intention-based phenomena as intentionally created, albeit by a nonhuman agent (Evans, accounts of the origins of natural entities. This article explores 2000b, 2001; Gelman & Kremer, 1991). This article explores these these results further by drawing together recent findings from findings further by drawing them together with other recent cognitive various areas of cognitive developmental research to address the developmental research to address the following question: Even if following question: Rather than being ‘‘artificialists’’ in Pia- children are not artificialists, as Piaget conceived of the term, are they getian terms, are children ‘‘intuitive theists’’—disposed to view perhaps ‘‘intuitive theists’’—predisposed to construe natural objects as natural phenomena as resulting from nonhuman design? A re- though they are nonhuman artifacts, the products of nonhuman design? view of research on children’s concepts of agency, imaginary companions, and understanding of artifacts suggests that by the time children are around 5 years of age, this description of them PROMISCUOUS TELEOLOGY AND ‘‘CREATIONISM’’ IN may have explanatory value and practical relevance. CHILDREN Contemporary research on teleological reasoning—the tendency to Piaget’s (1929) claim that children are ‘‘artificialists’’ who draw on reason about entities and events in terms of purpose—was initiated in their subjective intentional experience to conclude that all things are the context of the debate on the origins of biological understanding. -
Coherence, Truth, and the Development of Scientific Knowledge*
Coherence, Truth, and the Development of Scientific Knowledge* Paul Thagard†‡ What is the relation between coherence and truth? This paper rejects numerous answers to this question, including the following: truth is coherence; coherence is irrelevant to truth; coherence always leads to truth; coherence leads to probability, which leads to truth. I will argue that coherence of the right kind leads to at least approximate truth. The right kind is explanatory coherence, where explanation consists in describing mech- anisms. We can judge that a scientific theory is progressively approximating the truth if it is increasing its explanatory coherence in two key respects: broadening by explaining more phenomena and deepening by investigating layers of mechanisms. I sketch an explanation of why deepening is a good epistemic strategy and discuss the prospect of deepening knowledge in the social sciences and everyday life. 1. Introduction. The problem of the relation between coherence and truth is important for philosophy of science and for epistemology in general. Many epistemologists maintain that epistemic claims are justified, not by a priori or empirical foundations, but by assessing whether they are part of the most coherent account (see, e.g., Bonjour 1985; Harman 1986; Lehrer 1990). A major issue for coherentist epistemology concerns whether we are ever warranted in concluding that the most coherent account is true. In the philosophy of science, the problem of coherence and truth is part of the ongoing controversy about scientific realism, the view that science aims at and to some extent succeeds in achieving true theories. The history of science is replete with highly coherent theories that have turned out to be false, which may suggest that coherence with empirical evidence is a poor guide to truth. -
Concept of Idealism Philosophy in Islamic Education According to Imam Al-Ghozali
Utopía y Praxis Latinoamericana ISSN: 1315-5216 ISSN: 2477-9555 [email protected] Universidad del Zulia Venezuela Concept of Idealism philosophy in islamic education According to Imam Al-Ghozali SUHAIMI, A. Concept of Idealism philosophy in islamic education According to Imam Al-Ghozali Utopía y Praxis Latinoamericana, vol. 24, núm. Esp.5, 2019 Universidad del Zulia, Venezuela Disponible en: https://www.redalyc.org/articulo.oa?id=27962050039 Esta obra está bajo una Licencia Creative Commons Atribución-NoComercial-CompartirIgual 3.0 Internacional. PDF generado a partir de XML-JATS4R por Redalyc Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto A. SUHAIMI. Concept of Idealism philosophy in islamic education According to Imam Al-Ghozali Artículos Concept of Idealism philosophy in islamic education According to Imam Al-Ghozali Concepto de filosofía del Idealismo en la educación islámica según el Imam Al-Ghazali A. SUHAIMI Redalyc: https://www.redalyc.org/articulo.oa? State Islamic University of Syarif Hidayatullah Jakarta, id=27962050039 Indonesia [email protected] ORCID: http://orcid.org/0000-0001-8337-3598 Recepción: 01 Octubre 2019 Aprobación: 07 Noviembre 2019 Abstract: e philosophy of Idealism is a philosophical system that emphasizes the importance of the superiority of the thoughts (mind). A mind is a form that can realize the world, even as a catalyst and driving force of all human behavior. roughout history, the philosophy of idealism is related to religion because they both focus on the spiritual aspect. us the study of the flow of philosophical idealism towards Islamic education includes issue objectives of Islamic education, Islamic education curriculum, the teaching methods of Islamic education, the learning material of Islamic education, learners’ position in Islamic education. -
Pragmatism, Phenomenalism, and Truth Talk ROBERT BRANDOM
MIDWEST STUDIES IN PHILOSOPHY, XI1 Pragmatism, Phenomenalism, and Truth Talk ROBERT BRANDOM his essay offers a rational reconstruction of the career of a certain heroic ap- Tproach to truth-the approach whose leading idea is that the special linguistic roles of truth ascriptions are to be explained in terms of features of the ascribinns of truth, rather than of what is ascrided. The explanatory emphasis placed on the act of calling something true, as opposed to its descriptive content, qualifies theories displaying this sort of strategic commitment as ‘pragmatic’theories of truth, by con- trast to ‘semantic’ ones. The starting point is an articulation of a central insight of the classical pragmatist theories of truth espoused in different versions by James and Dewey. Developing this insight in response to various objections yields a sequence of positions ending in contemporary anaphoric semantics: prosentential theories of ‘true’ and pronominal theories of ‘refers’. These theories articulate an antirealist posi- tion about truth and reference, of the sort here called ‘phenomenalist’.Insofar as the- ories of this sort offer adequate accounts of the phenomena they address, they assert relatively narrow and clearly defined limits to the explanatory ambitions of theories couched in traditional semantic vocabularies. I The popular conception of the theory of truth of classical pragmatism is summed up in the slogan ‘The truth is what works.’ According to this view, the pragmatists were trying to give a theory of truth in the sense of offering necessary and sufficient condi- tions for possession of that property. Their innovation is then seen to consist in tak- ing the possession of this property by a belief to consist in a relation not simply to what is believed, but also to what is desired. -
Evaluating the Truth Campaign
Building a world where young people reject tobacco and anyone can quit Evaluating the truth® Campaign Donna Vallone, PhD, MPH Associate Vice President of Research & Evaluation, American Legacy Foundation truth® is a Brand • Positioned as a brand – Teen brands are a tool for self-expression – The tobacco industry has some of the most successful brands in the world –truth® will compete with tobacco brands Advertising Strategy • Expose the lies of the tobacco industry • Direct teens need to rebel at the tobacco industry • Never preach • Never condemn smokers • Relate to sensation-seeking teens Body Bags Campaign Expectations • Shift core beliefs and attitudes: – Cigarette companies lie – Cigarette companies deny cigarettes cause disease – Taking a stand against smoking is important to me – Not smoking is a way to express independence – Smoking makes people your age look cool or fit in • Influence intention to smoke • Reduce smoking prevalence Key Components of the truth® Evaluation • Legacy Media Tracking Survey (LMTS) – Used to associate self-reported campaign exposure with changes in targeted beliefs and intentions to smoke • Monitoring the Future (MTF) analysis – Used to associate GRPs with changes in youth smoking prevalence Impact of truth®- End of Year One (LMTS data) • Change in Awareness: 75% of all youth (age 12-17) in the U.S. could accurately describe at least one truth® ad. • Change in Beliefs: Targeted beliefs and attitudes changed markedly in the first year of the campaign. Impact of truth®- End of Year One (LMTS data) • Change in Intention to Smoke: Youth with confirmed awareness of truth® were 66% more likely to say they would not smoke in the coming year. -
Proof for the Existence of God Developed by Saint Augustine
Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1948 The "Psychological" Proof For the Existence of God Developed By Saint Augustine Patrick J. Kremer Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the Philosophy Commons Recommended Citation Kremer, Patrick J., "The "Psychological" Proof For the Existence of God Developed By Saint Augustine" (1948). Master's Theses. 250. https://ecommons.luc.edu/luc_theses/250 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses 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 © 1948 Patrick J. Kremer THE 11 PSYCHOLOGI CAL" PROOF FOR THE EXISTENCE OF GOD DEVELOPED BY SAINT AUGUSTINE BY PATRICK J. KREMER, S.J. • A THESIS SUmiTTED IN PARTIAL FULFILLMENT OF THE REQ.UIREMENTS FOR THE DEGREE 01<' MASTER OF ARTS IN LOYOLA UNIVERSITY DEC:D.1BER 1948 VITA AUCTORIS Patrick J. Kremer, S.J., was born in Detroit, Michigan, June 25, 1919. He attended Visitation Grammar School, and in June, 1935, was graduated from Visitation High School, Detroit, Michigan. In September, 1935, he entered the University of Detroit, from which he received the degree of Bachelor of Arts in June, 1939. He entered the Milford Novitiate of the Society of Jesus in September, 1939, and spent three years there. He studied at West Baden College Branch of Loyola University from 1942 to 1944, and has been enrolled in the Loyola University Graduate School since September, 1942.