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Medieval Western Philosophy: the European Emergence
Cultural Heritage and Contemporary Change Series I, Culture and Values, Volume 9 History of Western Philosophy by George F. McLean and Patrick J. Aspell Medieval Western Philosophy: The European Emergence By Patrick J. Aspell The Council for Research in Values and Philosophy 1 Copyright © 1999 by The Council for Research in Values and Philosophy Gibbons Hall B-20 620 Michigan Avenue, NE Washington, D.C. 20064 All rights reserved Printed in the United States of America Library of Congress Cataloging-in-Publication Aspell, Patrick, J. Medieval western philosophy: the European emergence / Patrick J. Aspell. p.cm. — (Cultural heritage and contemporary change. Series I. Culture and values ; vol. 9) Includes bibliographical references and index. 1. Philosophy, Medieval. I. Title. III. Series. B721.A87 1997 97-20069 320.9171’7’090495—dc21 CIP ISBN 1-56518-094-1 (pbk.) 2 Table of Contents Chronology of Events and Persons Significant in and beyond the History of Medieval Europe Preface xiii Part One: The Origins of Medieval Philosophy 1 Chapter I. Augustine: The Lover of Truth 5 Chapter II. Universals According to Boethius, Peter Abelard, and Other Dialecticians 57 Chapter III. Christian Neoplatoists: John Scotus Erigena and Anselm of Canterbury 73 Part Two: The Maturity of Medieval Philosophy Chronology 97 Chapter IV. Bonaventure: Philosopher of the Exemplar 101 Chapter V. Thomas Aquinas: Philosopher of the Existential Act 155 Part Three: Critical Reflection And Reconstruction 237 Chapter VI. John Duns Scotus: Metaphysician of Essence 243 Chapter -
PHI Volume 49 Issue 187 Front Matter
Philosophy The Journal of The Royal Institute of Philosophy edited by RENFORD BAMBROUGH Vol49 1974 published by Macmillan Journals Ltd Downloaded from https://www.cambridge.org/core. 28 Sep 2021 at 21:10:40, subject to the Cambridge Core terms of use. CONTENTS OF VOLUME 49 OBITUARY: page Professor H. B. Acton 229 ARTICLES Angluin, D. J. C.—Austin's Mistake about 'Real' 47 Ayers, M. R.—The Nature of Things 401 Bennett, Jonathan—The Conscience of Huckleberry Finn 123 Berki, R. N.—Interests and Moral Ideals 265 Broadie, Alexander and Elizabeth M. Pybus—Kant's Treatment of Animals 375 Conway, David A.—Law, Liberty and Indecency 135 Cooper, D. E.—Memories, Bodies and^Persons 255 Dore, Clement—Do Theodicists Mean What they Say? 357 Frankena, William K.—The Philosopher's Attack on Morality 345 Gaskin, J. C.—God, Hume and Natural Belief 281 Hocutt, Max O.—Aristotle's Four Becauses 385 King-Farlow, John—The Positive McTaggart on Time 169 McCloskey, H. J.—Liberalism 13 Mellor, D. H.—Religious and Secular Statements 33 Midgley, Mary—The Game Game 231 Moulder, James—Is Russell's Paradox Genuine? 295 New, Christopher—Saints, Heroes and Utilitarians 179 Pybus, Elizabeth M. and Alexander Broadie—Kant's Treatment of Animals 375 Ryle, Gilbert—Mowgli in Babel 5 Smith, G. W.—The Concepts of the Sceptic: Transcendental Arguments and Other Minds 149 Sorabji, Richard—Body and Soul in Aristotle 63 DISCUSSION Beattie, J. H. M.—Reason, Commitment and Dr Trigg 435 Becher, R. A.—A Lack of Discipline 205 Bhattacharya, R. D.—Because He is a Man 96 Bronaugh, Richard—The Quality in Pleasures 320 Downloaded from https://www.cambridge.org/core. -
What to Be Realist About in Linguistic Science
What to be realist about in linguistic science Geoffrey K. Pullum School of Philosophy, Psychology and Language Sciences University of Edinburgh This paper was presented at a workshop entitled ‘Foundation of Linguistics: Languages as Abstract Objects’ at the Technische Universitat¨ Carolo-Wilhelmina in Braunschweig, Germany, June 25–28. At the end of his viva, Hilary Putnam asked him, “And tell us, Mr. Boolos, what does the analytical hierarchy have to do with the real world?” Without hesitating Boolos replied, “It’s part of it.” [From the Wikipedia article on the MIT logician George Boolos] Prefatory remarks on realism I need to begin by clarifying what is meant (or at least, what I and others have meant) by ‘realism’. That such clarification is necessary is indicated by the fact that the subtitle of this workshop (‘Lan- guages as Abstract Objects’) clearly pays homage to Katz (1981) (Language and Other Abstract Objects). What the late Jerrold J. Katz meant by the word ‘realism’ does not comport with the usage of most philosophers. Katz shows little interest in defining his terms. He barely even waves a hand in that direc- tion. The third page of Language and Other Abstract Objects book announces that he has had an epiphany: there is “an alternative to both the American structuralists’ and the Chomskian concep- tion of what grammars are theories of, namely, the Platonic realist view that grammars are theories of abstract objects (sentences)” (Katz 1981, 3). Neither ‘Platonic’ nor ‘realist’ are analysed, expli- cated, or even glossed at this point. ‘Platonic realism’ is thereafter abbreviated to ‘Platonism’ and simply assumed to be understood. -
The Catholic Intellectual Tradition Scholarship, Faith, and Higher Education
ISSN 1941-8450 Journal of Religion & Society Supplement Series The Kripke Center Supplement 6 (2011) The Catholic Intellectual Tradition Scholarship, Faith, and Higher Education Edited by John J. O’Keefe, Gina Merys, and Bridget Keegan The Catholic Intellectual Tradition Medieval Lessons Frederick Christian Bauerschmidt, Loyola University Maryland Introduction [1] Whatever else a tradition is, it is something that connects us to a past, and not simply to a past fondly remembered, but one that continues to inform our present. So it seems not implausible that we might look to the past in order to gain insight into what it means to be engaged in the Catholic Intellectual Tradition today. And because Catholicism seems, for good or for ill, to have a particular connection to the Middle Ages – the “Age of Faith” – we might look to that particular past to see what lessons we can learn about what we mean when we speak of a Catholic Intellectual Tradition, about what challenges are posed to and posed by this tradition, and about how we foster and further this tradition. I will proceed by first making and exploring a distinction, and then proposing some points for consideration. 10 The Catholic Intellectual Tradition [2] Medieval scholastic thought proceeded largely by the making of distinctions, and thus it would warm the heart of our scholastic forbears if we begin with a distinction. I suggest we might distinguish between what we mean materially by the Catholic Intellectual Tradition, and what we mean formally. In other words, when we speak “materially” about the Catholic Intellectual Tradition, we mean those texts, works of art, figures, concepts, and so forth that are indispensable in preservation, transmission, and extension of that tradition. -
On Moral Understanding
COMMENTTHE COLLEGE NEWSLETTER ISSUE NO 147 | MAY 2003 TOM WHIPPS On Moral Understanding DNA pioneers: The surviving members of the King’s team, who worked on the discovery of the structure of DNA 50 years ago, withDavid James Watson, K Levytheir Cambridge ‘rival’ at the time. From left Ray Gosling, Herbert Wilson, DNA at King’s: DepartmentJames Watson and of Maurice Philosophy Wilkins King’s College the continuing story University of London Prize for his contribution – and A day of celebrations their teams, but also to subse- quent generations of scientists at ver 600 guests attended a cant scientific discovery of the King’s. unique day of events celeb- 20th century,’ in the words of Four Nobel Laureates – Mau- Orating King’s role in the 50th Principal Professor Arthur Lucas, rice Wilkins, James Watson, Sid- anniversary of the discovery of the ‘and their research changed ney Altman and Tim Hunt – double helix structure of DNA on the world’. attended the event which was so 22 April. The day paid tribute not only to oversubscribed that the proceed- Scientists at King’s played a King’s DNA pioneers Rosalind ings were relayed by video link to fundamental role in this momen- Franklin and Maurice Wilkins – tous discovery – ‘the most signifi- who went onto win the Nobel continued on page 2 2 Funding news | 3 Peace Operations Review | 5 Widening participation | 8 25 years of Anglo-French law | 11 Margaret Atwood at King’s | 12 Susan Gibson wins Rosalind Franklin Award | 15 Focus: School of Law | 16 Research news | 18 Books | 19 KCLSU election results | 20 Arts abcdef U N I V E R S I T Y O F L O N D O N A C C O M M O D A T I O N O F F I C E ACCOMMODATION INFORMATION - FINDING SOMEWHERE TO LIVE IN THE PRIVATE SECTOR Thesis submitted for the degree of Doctor of Philosophy WARNING: Under no circumstances inshould the this University document be of taken London as providing legal advice. -
History of the Christian Church*
a Grace Notes course History of the Christian Church VOLUME 5. The Middle Ages, the Papal Theocracy in Conflict with the Secular Power from Gregory VII to Boniface VIII, AD 1049 to 1294 By Philip Schaff CH512 Chapter 12: Scholastic and Mystic Theology History of the Christian Church Volume 5 The Middle Ages, the Papal Theocracy in Conflict with the Secular Power from Gregory VII to Boniface VIII, AD 1049 to 1294 CH512 Table of Contents Chapter 12. Scholastic and Mystic Theology .................................................................................2 5.95. Literature and General Introduction ......................................................................................... 2 5.96. Sources and Development of Scholasticism .............................................................................. 4 5.97. Realism and Nominalism ........................................................................................................... 6 5.98. Anselm of Canterbury ................................................................................................................ 7 5.99. Peter Abelard ........................................................................................................................... 12 5.100. Abelard’s Teachings and Theology ........................................................................................ 18 5.101. Younger Contemporaries of Abelard ..................................................................................... 21 5.102. Peter the Lombard and the Summists -
INTENTIONALITY Past and Future VIBS
INTENTIONALITY Past and Future VIBS Volume 173 Robert Ginsberg Founding Editor Peter A. Redpath Executive Editor Associate Editors G. John M. Abbarno Matti Häyry Mary-Rose Barral Steven V. Hicks Gerhold K. Becker Richard T. Hull Raymond Angelo Belliotti Mark Letteri Kenneth A. Bryson Vincent L. Luizzi C. Stephen Byrum Alan Milchman H. G. Callaway George David Miller Robert A. Delfino Alan Rosenberg Rem B. Edwards Arleen L. F. Salles Andrew Fitz-Gibbon John R. Shook Francesc Forn i Argimon Eddy Souffrant William Gay Tuija Takala Dane R. Gordon Anne Waters J. Everet Green John R. Welch Heta Aleksandra Gylling Thomas F. Woods a volume in Cognitive Science CS Francesc Forn i Argimon, Editor INTENTIONALITY Past and Future Edited by Gábor Forrai and George Kampis Amsterdam - New York, NY 2005 Cover Design: Studio Pollmann The paper on which this book is printed meets the requirements of “ISO 9706:1994, Information and documentation - Paper for documents - Requirements for permanence”. ISBN: 90-420-1817-8 ©Editions Rodopi B.V., Amsterdam - New York, NY 2005 Printed in the Netherlands CONTENTS Preface vii List of Abbreviations ix ONE The Necessity and Nature of Mental Content 1 LAIRD ADDIS TWO Reading Brentano on the Intentionality of the Mental 15 PHILIP J. BARTOK THREE Emotions, Moods, and Intentionality 25 WILLIAM FISH FOUR Lockean Ideas as Intentional Contents 37 GÁBOR FORRAI FIVE Normativity and Mental Content 51 JUSSI HAUKIOJA SIX The Ontological and Intentional Status of Fregean Senses: An Early Account of External Content 63 GREG JESSON -
Qualifying Examination Answers, History of Philosophy the Martin
24 Feb I will be away and it will be difficult to make any change. Let nothing hap- 1954 pen to you. We are expecting you dead or alive. Yours in Christ, [signed] A. A. Banks, Jr., Pastor Second Baptist Church of Detroit AAB :WC TLS. MLKP-MBU: Box I 17. The Martin Luther King, Jr. Papers Project Qualifying Examination Answers, History of Philosophy 24 February 1954 [Boston, Mass.] Just before his visit to Detroit and Lansing, King took this qualifying examination. He answered six of the seven questions, per instructions. DeWolf wrote on the examination: ‘<Gradedindependently by Dewolf &? Schilling. When notes were compared it was found both had am’ved at the mark of A - . Both regarded the work as very good to excellent, excepting only Question #3. Let’s discuss that some time.” [I. State the problems which were central in the attention of the following schools of Greek philosophy and show how these problems were related to each other: I) School of Miletus; 2) Pythagorean School; 3) Eleatic School; and 4) the Atomists.] 1. In the School of Miletus the central problem was the problem of sub- stance. This school was interested in discovering the one stuff which gave rise to all other stuff. In other words they were interested in know- ing what is the one stuff which is dependent on nothing else, but upon which everything else is dependent. The central problem in the Pythagorean school was the problem of number. The Pythagoreans noticed propotion, relation, order, and har- mony in the world. They reasoned that none of these could not exist without number. -
Socrates, Phil Inquiry & the Elenctic Method (F11new)
PLATO, PHILOSOPHICAL INQUIRY & THE ELENCTIC METHOD All human beings, by their nature, desire understanding. — Aristotle, Metaphysics (Book 1) The safest general characterisation of the European philosophical tradition is that it consists of a series of footnotes to Plato. — Alfred North Whitehead, Process and Reality The elenctic method (part 1): on Meno’s enumerative THE BIG IDEAS TO MASTER definition of (human) virtue • Theory • Socratic humility On Platonic realism & Socratic definitions. According to Plato, a • The elenctic method central part of philosophical inquiry involves an attempt to • Platonic realism understand the Forms. This implies that he is committed the view • Platonic Forms we will call Platonic realism, namely, the view that • Socratic definitions • Essences Platonic realism. The Forms exist. • Natural kinds vs. artefacts • Abstract vs. concrete entities So, according to this theory, Reality contains the Forms. But what • Essential vs. accidental properties are the Forms? That question is best answered as follows. Much of • Counterexample the most important research that philosophers and other scholars do • Reductio ad absurdum argument involves an attempt to answer questions of the form ‘what is x?’ • Sound argument Physicists, for instance, ask ‘what is a black hole?’; biologists ask • Valid argument ‘what is an organism?’; mathematicians ask ‘what is a right triangle?’ • The correspondence theory of truth Let us call the correct answer to a what-is-x question the Socratic • Fact definition of x. We can say, then, that physicists are seeking the Socratic definition of a black hole, biologists investigate the Socratic definition of an organism, and mathematicians look to determine the Socratic definition of a right triangle. -
John of Salisbury's Entheticus Maior and Minor, Edited by Jan Van Laarhoven
Restoring Knowledge: John of Salisbury’s “Return to the Tree” by Gordon Gray M.F.A., University of California (Los Angeles), 1969 B.A., Stanford University, 1967 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Department of Humanities Faculty of Arts and Social Sciences Gordon Gray 2013 SIMON FRASER UNIVERSITY Spring 2013 Approval Name: Gordon Gray Degree: Master of Arts (Humanities) Title of Thesis: Restoring Knowledge: John of Salisbury’s “Return to the Tree” Examining Committee: Chair: Anne-Marie Feenberg-Dibon Associate Professor and Graduate Chair Paul Edward Dutton Senior Supervisor Professor Christine Jones Supervisor Senior Lecturer Emily O’Brien External Examiner Assistant Professor Department of History Date Defended/Approved: April 24, 2013 ii Partial Copyright Licence iii Abstract In 1159 CE, the English diplomat and ecclesiastic John of Salisbury published two books, the Policraticus and the Metalogicon, the former a treatise on the nature of good governance, and the latter a defence of classical education. Believing that political leadership should be based on moral precepts, John observed that moral judgment seemed to have been largely replaced in both church and state by personal ambition for wealth and power. Believing further that the knowledge required for moral judgment should be gained through proper education, John reasoned that knowledge itself had become fractured, and that it was necessary to return to that point and rebuild knowledge anew. Concluding that the fracture occurred with Adam’s expulsion from paradise for eating from the tree of knowledge, John reasoned that mankind must “return to the tree.” This thesis analyzes John’s “return to the tree” within the intellectual context of the twelfth-century renaissance. -
Alfred Jules Ayer 1910–1989
Copyright © The British Academy 1997 – all rights reserved Proceedings of the British Academy, 94, 255–282 Alfred Jules Ayer 1910–1989 SIR ALFRED AYER, as A. J. or Freddie Ayer came to be known to some extent after 1970, was born on 29 October 1910. His father was Jules Ayer, a French-speaking Swiss from Neufchaˆtel, who had lived in England since coming here to join his mother at the age of seventeen. He worked for some years in Rothschild’s Bank and as secretary to Alfred Rothschild, and died in 1928 at the time when A. J. Ayer was preparing to move from Eton to Oxford. He had married in 1909 Reine Citroe¨n, who was of an Ashkenazi Jewish family from Holland. Her uncle Andre´ set up the car firm which bears the family name, and her father, David, was also in the car business and established the Minerva company. He rescued Jules from bankruptcy in 1912 and set him up in the timber business, where he seems to have prospered mildly. The grandfather appears to have been a larger presence in A. J. Ayer’s early life than Jules. Ayer was born in the family flat in St John’s Wood and lived the solitary urban life of an only child of not very assimilated parents. In 1917 he was sent to a preparatory school at Eastbourne, which Ayer thought resembled the St Cyprians of George Orwell and Cyril Con- nolly, against which matches were played. He worked hard and was well taught, gaining the third classical scholarship to Eton in an exam- ination he was sitting simply as a trial run for a later assault on Charterhouse. -
English Philosophy in the Fifties
English Philosophy in the Fifties Jonathan Ree If you asked me when was the best time for philosophy in possibly unconscious, as with the contents of the books England in the twentieth century-forprofessional, academic which were destined to become classics. For these reasons, philosophy, that is - I would answer: the fifties, without a I have not engaged with the high-altitude synoptic critiques doubt. And: the fifties, alas. * Under the leadership of - notably those ofMarc use andAnderson - to which Oxford Gilbert Ryle and f.L. Austin, the career philosophers ofthat philosophy has been subjected, either.} period had their fair share of bigotry and evasiveness of The story I tell is meant to be an argument as well as a course; but they also faced up honestly and resourcefully to factual record. It shows that although the proponents ofthe some large and abidingly important theoretical issues. Oxford philosophical revolution prided themselves on their Their headquarters were at that bastion of snobbery and clarity, they never managed to be clear about what their reaction, Oxford University; and by today's standards they revolution amounted to. In itself this is not remarkable, were shameless about their social selectness. They also perhaps; but what is strange is that they were not at all helped philosophy on its sad journey towards being an bothered by what was, one might have thought, quite an exclusively universitarian activity. But still, many of them important failure. This nonchalance corresponded, I be tried to write seriously and unpatronisingly for a larger lieve, to their public-school style - regressive, insiderish, public, and some of them did it with outstanding success.