Leibniz's Monads Vis-À-Vis the Immortality of the Soul
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AS.450 ( Liberal Arts) 1
AS.450 ( Liberal Arts) 1 AS.450.605. Art Since 1960. 3 Credits. AS.450 ( LIBERAL ARTS) What is contemporary art, and what are the factors that shaped it? This course will attempt to answer those questions through a chronological AS.450.082. MLA Capstone: Portfolio. and thematic investigation of some of the most influential artworks, The MLA Portfolio is a zero-credit Capstone option. Students who select movements, and theories of the past 60 years. Beginning with a close the Portfolio option will take 10 courses in the program (one core course look at mid-century modernism, we will move into a consideration of Pop, and 9 electives), and register for the zero-credit portfolio in their final Minimalism, conceptual art, land art, performance art, postmodernism, semester. The portfolio will be completed within the same semester as AIDS activism, and relational aesthetics. Along the way, we will also the 10th course. The portfolio consists of a sampling of the best papers consider the relevance of feminist and phenomenological theory and of and projects written over the course of the student's graduate career, institutional critique and globalization; at the same time, we will explore and it is designed to highlight the intellectual points of convergence in ways in which art of our own time constitutes both an extension of, and each student's course of study, presenting the student's reflections on reaction against, some of the historical ideas we encounter. Throughout, knowledge gained and lessons learned. students will have a chance to read and discuss both primary and AS.450.600. -
What Is the Western Canon Good For?
What is the Western Canon Good For? Adam Kotsko AM IN THE MIDST OF MY SIXTH YEAR OF TEACHING AT SHIMER COLLEGE, A SMALL LIBERAL arts school in the Great Books tradition. This tradition, which began in the I early 20th century in response to the perception that higher education was becoming too specialised, starts from the premise that every college student should engage with primary texts of enduring importance. A Great Books education is a broadly humanistic one, aimed at inducting students into the ‘Great Conversation’. In many ways, it is a very optimistic pedagogical model, throwing students into the deep end without textbooks or background lectures, on the assumption that nothing human is foreign to them. Hence they will be able to make at least some productive headway with exemplary products of human thought. It has also tended to be a deeply conservative pedagogical model, reifying the ‘canon’ of the Western Tradition—the intellectual trajectory that postcolonial theorists have lampooned as stretching ‘from Plato to NATO’. The best-known Great Books school is St. John’s College, where students read great texts from the Greeks forward, in chronological order, meaning that they do not encounter a single text by a woman until late in their career. A colleague of mine calls Shimer’s program ‘Reformed Great Books’, meaning that we make room for more contemporary and diverse texts in our curriculum. © Australian Humanities Review 60 (November 2016). ISSN: 1325 8338 157-61 158 Adam Kotsko / What is the Western Canon Good For? Unlike the St. John’s program, the Shimer curriculum is divided into three broad disciplines—Humanities, Natural Sciences, and Social Sciences—and does not necessarily proceed in chronological order, even within a single course. -
GREAT BOOKS of the WESTERN WORLD a Collection of the Greatest Writings in Western History
GREAT BOOKS OF THE WESTERN WORLD A Collection of the Greatest Writings in Western History Author/Title List by Volume: VOLUME 1 and 2 The Syntopicon This unique guide enables you to investigate a particular idea, such as courage or democracy, and compare the perspectives of different authors. VOLUME 3 Homer The Iliad The Odyssey VOLUME 4 Aeschylus (C. 525-456 BC) The Suppliant Maidens The Persians Seven Against Thebes Prometheus Bound Agamemnon The Libation Bearers The Eumenides Sophocles (C. 495-406 BC) Oedipus the King Oedipus at Colonus Antigone Ajax Electra The Women of Trachis Philoctetes GREAT BOOKS OF THE WESTERN WORLD 1 VOLUME 4 (cont.) Euripides (C. 480-406 BC) Rhesus The Medea Hippolytus Alcestis The Heracleidae The Suppliant Women The Trojan Women Ion Helen Andromache Electra The Bacchae Hecuba Heracles The Phoenician Women Orestes Iphigenia in Tauris Iphigenia in Aulis The Cyclops Aristophanes (C. 455-380 BC) The Acharnians The Knights The Clouds The Wasps Peace The Birds The Frogs Lysistrata The Poet and the Women The Assemblywomen Wealth VOLUME 5 Herodotus (C. 484-425 BC) The History Thucydides (C. 460-400 BC) The History of the Peloponnesian War GREAT BOOKS OF THE WESTERN WORLD 2 VOLUME 6 Plato (C. 428-348 BC) Charmides Lysis Laches Protagoras Euthydemus Cratylus Phaedrus Ion Symposium Meno Euthyphro Apology Crito Phaedo Gorgias The Republic Timaeus Critias Parmenides Theaetetus Sophist Statesman Philebus Laws The Seventh Letter VOLUME 7 Aristotle I (C. 384-322 BC) Categories On Interpretation Prior Analytics Posterior Analytics Topics On Sophistical Refutations Physics On the Heavens On Generation and Corruption Meteorology On Sense and the Reminiscence On Sleep and Sleeplessness On Dreams On Prophesying On Longevity and Shortness of Life On Youth and Old Age, On Life and Death, On Breathing VOLUME 8 GREAT BOOKS OF THE WESTERN WORLD 3 Aristotle II (C. -
Monadology a New Translation and Guide
Leibniz’s Monadology A New Translation and Guide Lloyd Strickland Leibniz’s Monadology A New Translation and Guide LLOYD STRICKLAND For Dan Cook and Vernon Pratt, for all of the help and support over the years: thank you © Lloyd Strickland, 2014 Edinburgh University Press Ltd The Tun - Holyrood Road, 12(2f) Jackson’s Entry, Edinburgh EH8 8PJ www.euppublishing.com Typeset in 11/13pt Ehrhardt MT Pro by Servis Filmsetting Ltd, Stockport, Cheshire and printed and bound in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY A CIP record for this book is available from the British Library ISBN 978 0 7486 9321 4 (hardback) ISBN 978 0 7486 9323 8 (webready PDF) ISBN 978 0 7486 9322 1 (paperback) ISBN 978 0 7486 9324 5 (epub) The right of Lloyd Strickland to be identified as Author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988, and the Copyright and Related Rights Regulations 2003 (SI No. 2498). Contents Acknowledgements iv Key vi Abbreviations vii Introduction 1 About the Text and Translation 13 The Monadology 14 The Structure of the Monadology 34 The Monadology: Text with Running Commentary 39 Appendix 162 1. Theodicy 162 2. The Principles of Nature and Grace, Founded on Reason 270 3. Leibniz to Nicole Remond: Appendix on Monads 278 Glossary of Terms 280 Questions for Further Study 283 Further Reading 285 Index 292 Acknowledgements I would like to extend my warmest thanks to an anonymous reviewer for Edinburgh University Press for feedback on the entire manuscript. Parts of the commentary were incorporated into a talk given to members of the Oxford Philosophical Society in November 2013. -
Great Books Colloquium Self-Study February 22, 2019
Great Books Colloquium Self-Study February 22, 2019 THE INTERNAL CONTEXT Program Overview The Seaver College Great Books Colloquium comprises a four-course sequence in which students read and discuss celebrated, "classic" works of Western thought and literature. The Colloquium also includes under-represented and minority voices, particularly in Great Books IV, and Great Books V (an optional course) offers students the opportunity to study classics of the Asian tradition. Although many of the works included represent the humanities, the Colloquium is broadly interdisciplinary. The curriculum includes works of literature and philosophy, such as epics by Homer, Virgil, Dante, and Milton and philosophical treatises by Plato, Aristotle, Kant, and Nietzsche. Students also study works of religious, social, and political thought by such writers as Augustine, Machiavelli, Luther, Rousseau, Kierkegaard, and Freud. The attached brochure describes the program. Great Books students undertake challenging reading and writing assignments. They read full-length texts of the works in the curriculum and write several essays each term analyzing and interpreting this material. The small classes are conducted as seminars involving discussion and shared inquiry. Students are expected to participate actively in class discussions and, occasionally, to lead discussions. Both discussions and writing assignments emphasize close reading and critical thinking; students identify important 1 problems and questions, and they defend their interpretations and evaluations using textual and argumentative evidence. Rather than axiomatically accepting the texts as "great" or "classic" documents that embody artistic or epistemological perfection, students learn to examine the works critically, to query why they command enduring appeal, and to evaluate their relevance to contemporary experience. -
Shimer Great Books School Required and Suggested Texts
SHIMER GREAT BOOKS SCHOOL Required and Suggested Texts HUMANITIES 111: FUNDAMENTAL SUGGESTED TEXTS: SUGGESTED TEXTS: CONCEPTS OF ART AND MUSIC Enuma Elish Catherine of Siena, letters or Dialogue of Divine Providence Mahabharata REQUIRED TEXTS: al-Ghazali, Deliverance from Error Joshua C. Taylor, Learning to Look 1001 Arabian Nights Maimonides, Guide for the Perplexed (selections) Alberti, On Painting Murasaki Shikibu, The Tale of Genji Upanishads Josef Albers, Interactions of Color Sophocles, Oedipus at Colonus Bhagavad Gita Svetlana Alpers, Vexations of Art Other works of premodern literature from various Confucius, Analects world traditions Susanne Langer, Feeling and Form HUMANITIES 212: PHILOSOPHICAL Rainer Maria Rilke, Letters on Cézanne HUMANITIES 113: LITERATURE IN REASONING THE MODERN WORLD REQUIRED ARTWORKS AND MUSICAL REQUIRED TEXTS: PIECES: REQUIRED TEXTS: Plato, Apology, Phaedo, Phaedrus Renaissance paintings illustrating the use of Shakespeare, Hamlet, Othello or King Lear (if Aristotle, Nicomachean Ethics perspective choosing Hamlet, Grammaticus’s Amleth may Descartes, Meditations on First Philosophy Paintings by Cézanne and at least one be used) Locke, Essay on Human Understanding, or Hume, Impressionist Selections from Norton Anthology of Poetry Dialogues on Natural Religion Velazquez, Las Meninas At least one of the following major novels: Austen, Kant, Prolegomena to Any Future Metaphysics Bach, Goldberg Variations (Glenn Gould recording) Pride and Prejudice or Emma; Dostoevsky, Nietzsche, “On the Prejudices of the Philosophers” -
Strickland Leibniz’S Monadology a New Translation and Guide
Leibniz’s Monadology A New Translation and Guide Lloyd Strickland Leibniz’s Monadology A New Translation and Guide LLOYD STRICKLAND For Dan Cook and Vernon Pratt, for all of the help and support over the years: thank you © Lloyd Strickland, 2014 Edinburgh University Press Ltd The Tun - Holyrood Road, 12(2f) Jackson’s Entry, Edinburgh EH8 8PJ www.euppublishing.com Typeset in 11/13pt Ehrhardt MT Pro by Servis Filmsetting Ltd, Stockport, Cheshire and printed and bound in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY A CIP record for this book is available from the British Library ISBN 978 0 7486 9321 4 (hardback) ISBN 978 0 7486 9323 8 (webready PDF) ISBN 978 0 7486 9322 1 (paperback) ISBN 978 0 7486 9324 5 (epub) The right of Lloyd Strickland to be identified as Author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988, and the Copyright and Related Rights Regulations 2003 (SI No. 2498). Contents Acknowledgements iv Key vi Abbreviations vii Introduction 1 About the Text and Translation 13 The Monadology 14 The Structure of the Monadology 34 The Monadology: Text with Running Commentary 39 Appendix 162 1. Theodicy 162 2. The Principles of Nature and Grace, Founded on Reason 270 3. Leibniz to Nicole Remond: Appendix on Monads 278 Glossary of Terms 280 Questions for Further Study 283 Further Reading 285 Index 292 Acknowledgements I would like to extend my warmest thanks to an anonymous reviewer for Edinburgh University Press for feedback on the entire manuscript. Parts of the commentary were incorporated into a talk given to members of the Oxford Philosophical Society in November 2013. -
PHIL 2400-001 Ethics
Fall Semester 2017 Utah State University Philosophy 2400: Introduction to Ethics 105 Geology Bldg. | MWF 12:30 – 1:20 Instructor: Justin Clark | Office: Geology 417 | Email: [email protected] Office Hours: Tuesday 9:30-11:00, or by appointment Course Website: phil2400.posthaven.com I. Course Description: This course is designed as an introduction to normative ethics. How ought we to live our lives? How ought we to treat other people? What are the specific features of an action that make it morally right or morally wrong? What are the character traits of a person that make her a good or bad person? We will spend most of our time discussing three of the major traditions in ethical theory—Consequentialism, Deontology, and Virtue Ethics. Along the way, we will discuss some “applied” ethical questions concerning the morality of abortion, poverty, pornography, and the treatment of non-human animals. We will also explore some questions of moral motivation. An effort will be made to read the great books in the history of moral philosophy, and to criticize the views of some authors in light of the views of others. There are two main objectives. First, students should leave the course with a deeper understanding of ethical questions and theories, knowing what philosophers have said, and why they have said it. Second, the course should develop each student’s ability to make informed decisions, and to reflect on what’s important. In other words, the course should enhance your ability to reason— to think, discuss, and write more clearly about moral issues. -
“GREAT BOOK”? (Here in Hanover Magazine, 2007) Great Is a Word
JUST WHAT IS A “GREAT BOOK”? (Here in Hanover Magazine, 2007) Great is a word maDe of rubber. From the presidency of Abe Lincoln to the taste of Ben anD Jerry’s Cherry Garcia, it commonly stretches to Fit anything we love, admire, or like. So what on earth Do we mean by Great Books? The everyday answer is a book that someone you know can’t wait to talk about. More than once, you’ve surely heard someone say, “I’ve just reaD a great book on the Galapagos / Fly Fishing/ golF / bridge / Alzheimer’s / investing / sex after sixty.” But no such book is ever likely to become a capital-letter Great Book. Why? Because it won’t make the Western Canon. Strictly speaking, the Canon is the set of writings—from Genesis to Revelation—that are ofFicially recognized as books of the Bible. In 1919, a secular version of the Biblical canon emerged when a Professor of English named John Erskine taught a course at Columbia University on what he considered the Great Books oF the Western Canon—a list of 100 primary works of Western literature. Though Erskine soon decampeD for the University oF Chicago, Columbia still oFFers a great books course, and a Few years ago it was taken anD enthusiastically describeD by DaviD Denby in Great Books: My Adventures with Homer, Rousseau, Woolf and Other IndestructiBle Writers of the Western World (Simon & Schuster, 1997). Great Books courses have spreaD like mighty oaks. Long before Denby read his way through Columbia’s list, many other colleges and universities launcheD their own versions of Erskine’s course. -
AMERICAN PHILOSOPHY in the TWENTIETH CENTURY James R
5 AMERICAN PHILOSOPHY IN THE TWENTIETH CENTURY James R. O’Shea Introduction Any brief portrait of American philosophy in the twentieth century will inevi- tably illustrate at least one fundamental principle of William James’s (1842–1910) psychology and his pragmatist philosophy: namely, the idea that all cognition is selective, for “without selective interest, experience is an utter chaos” (James 1983: I, 402).1 “Hence, even in the !eld of sensation,” wrote James in 1907 in his classic work Pragmatism, our minds exert a certain arbitrary choice. By our inclusions and omissions we trace the !eld’s extent; by our emphasis we mark its foreground and its background; by our order we read it in this direction or in that. We receive in short the block of marble, but we carve the statue ourselves. (James 1978a: 119) It follows according to James’s pragmatic pluralism that there are typically alternative, often con"icting ways of carving up any given object or domain. Each resulting conceptual “statue” may nonetheless be useful (and for the Jamesian pragmatist, so far true) relative to the purposes and constructions of that particular working framework.2 This essay will itself be highly selective, one statue among many others that might have been carved.3 The account that follows will place in the foreground just one central story concerning the relative dominance of analytic philosophy in America in the decades following World War II as this style of philosophizing developed in distinctive ways, with initial stimulation from European sources, out of its earlier roots in American pragmatism, realism, and naturalism.4 There are many other important movements and topics that will not be covered in this selective overview, most of which, however, are addressed under other headings in this volume. -
Philosophy and the Catholic Tradition (HE Diploma in Philosophy and the Catholic Tradition HE Certificate in Philosophy and the Catholic Tradition) Student Handbook
Maryvale Institute BA (Hons) Philosophy and the Catholic Tradition (HE Diploma in Philosophy and the Catholic Tradition HE Certificate in Philosophy and the Catholic Tradition) Student Handbook 2016 Published by: Maryvale Institute Maryvale House Old Oscott Hill Kingstanding Birmingham B44 9AG England Copyright: Maryvale Institute January 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, otherwise, without prior permission of Maryvale Institute © Maryvale Institute: Charity No. 1068634. All rights reserved. Do not copy without permission from the Institute. www.maryvale.ac.uk CONTENTS INTRODUCTION BY THE DIRECTOR OF THE MARYVALE INSTITUTE ............................................................................................ 6 PART I: GENERAL INFORMATION ..................................................... 8 Mission statement .......................................................................................................................... 8 The Vision ......................................................................................................................................... 8 Spiritual Centre ................................................................................................................................. 8 Management of Programmes of Higher Education .......................................................................... 9 Student welfare and support services ............................................................................................. -
Kant+(Guyer).Pdf
Kant ‘Kant is an absolutely first-rate general introduction to Kant’s Critical Philosophy. Paul Guyer’s interpretations are extremely well-supported, carefully and crisply argued, and highly insightful.’ Robert Hanna, University of Colorado ‘An impressive overview of the various strands of Kant’s philosophy.With great skill Guyer manages to compress Kant’s critical thought into a few hundred pages. This book will provide an excellent introduction to Kant’s thought.’ Philip Stratton-Lake, University of Reading ‘The book is impressive in very many ways. It demonstrates a mastery of the Kantian corpus and an ability to explain exceedingly complex argu- ments in a clear and accessible fashion. I think it will become essential reading for students wanting to grasp the broad sweep of Kant’s thought without losing much by way of depth.’ Andrew Chignell, Cornell University ‘That Guyer is able to cover this much material, clearly and without over- simplification, in a single, reasonably sized volume represents a unique accomplishment, which should prove to be extremely useful to a broad audience.’ Eric Watkins, University of California, San Diego Routledge Philosophers Edited by Brian Leiter University of Texas, Austin Routledge Philosophers is a major series of introductions to the great Western philosophers. Each book places a major philosopher or thinker in historical context, explains and assesses their key arguments, and considers their legacy. Additional features include a chronology of major dates and events, chapter summaries, annotated suggestions for further reading, and a glossary of tech- nical terms. An ideal starting point for those new to philosophy, they are also essential reading for those interested in the subject at any level.