Philosophical Naturalism and Intuitional Methodology
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Philosophical Theory-Construction and the Self-Image of Philosophy
Open Journal of Philosophy, 2014, 4, 231-243 Published Online August 2014 in SciRes. http://www.scirp.org/journal/ojpp http://dx.doi.org/10.4236/ojpp.2014.43031 Philosophical Theory-Construction and the Self-Image of Philosophy Niels Skovgaard Olsen Department of Philosophy, University of Konstanz, Konstanz, Germany Email: [email protected] Received 25 May 2014; revised 28 June 2014; accepted 10 July 2014 Copyright © 2014 by author and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract This article takes its point of departure in a criticism of the views on meta-philosophy of P.M.S. Hacker for being too dismissive of the possibility of philosophical theory-construction. But its real aim is to put forward an explanatory hypothesis for the lack of a body of established truths and universal research programs in philosophy along with the outline of a positive account of what philosophical theories are and of how to assess them. A corollary of the present account is that it allows us to account for the objective dimension of philosophical discourse without taking re- course to the problematic idea of there being worldly facts that function as truth-makers for phi- losophical claims. Keywords Meta-Philosophy, Hacker, Williamson, Philosophical Theories 1. Introduction The aim of this article is to use a critical discussion of the self-image of philosophy presented by P. M. S. Hacker as a platform for presenting an alternative, which offers an account of how to think about the purpose and cha- racter of philosophical theories. -
On Morals, Fictions, and Genres
On Morals, Fictions, and Genres by Shen-yi Liao A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Philosophy) in The University of Michigan 2011 Doctoral Committee: Professor Kendall L. Walton, Chair Professor Daniel Jacobson Associate Professor Sarah Buss Assistant Professor Sekhar Chandra Sripada c Shen-yi Liao 2011 All Rights Reserved ACKNOWLEDGEMENTS To start, I would like to thank the members of my committee, whose incisive feedback and patient guidance made this dissertation possible. Ken Walton sparked my interest in aesthetics and guided this project from the very beginning. The influence of his thoughtful criticisms can be seen on nearly every page. Sarah Buss has been a source of constant encouragement and her attention to detail greatly improved this work. Dan Jacobson consistently provided invaluable comments on this work and equally invaluable advice on navigating academia. Chandra Sripada served as an exemplary model for integrating empirical methods into philosophical inquiry. I also owe much gratitude to all others who have contributed to the finished dissertation and my growth as a philosopher. In particular, although their names do not appear on the cover page, Tamar Gendler, Shaun Nichols, and Andy Egan more than deserve the title of unofficial committee members. Each of them had a tremendous impact on the way I think about the topics covered in this dissertation, and more importantly, the way I think as a philosopher. In addition, Lina Jansson taught me much about scientific explanation and Nina Strohminger taught me much about experimental design and statistical analysis. Other members of the Michigan philosophical community deserve thanks. -
The Low-Status Character in Shakespeare's Comedies Linda St
Western Kentucky University TopSCHOLAR® Masters Theses & Specialist Projects Graduate School 5-1-1973 The Low-Status Character in Shakespeare's Comedies Linda St. Clair Western Kentucky University Follow this and additional works at: http://digitalcommons.wku.edu/theses Part of the English Language and Literature Commons Recommended Citation St. Clair, Linda, "The Low-Status Character in Shakespeare's Comedies" (1973). Masters Theses & Specialist Projects. Paper 1028. http://digitalcommons.wku.edu/theses/1028 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Masters Theses & Specialist Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. ARCHIVES THE LOW-STATUS CHARACTER IN SHAKESPEAREf S CCiiEDIES A Thesis Presented to the Faculty of the Department of English Western Kentucky University Bov/ling Green, Kentucky In Partial Fulfillment of the Requirements for the Degree Master of Arts Linda Abbott St. Clair May, 1973 THE LOW-STATUS CHARACTER IN SHAKESPEARE'S COMEDIES APPROVED >///!}<•/ -J?/ /f?3\ (Date) a D TfV OfThesis / A, ^ of the Grafduate School ACKNOWLEDGEMENTS With gratitude I express my appreciation to Dr. Addie Milliard who gave so generously of her time and knowledge to aid me in this study. My thanks also go to Dr. Nancy Davis and Dr. v.'ill Fridy, both of whom painstakingly read my first draft, offering invaluable suggestions for improvement. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS iii INTRODUCTION 1 THE EARLY COMEDIES 8 THE MIDDLE COMEDIES 35 THE LATER COMEDIES 8? CONCLUSION 106 BIBLIOGRAPHY Ill iv INTRODUCTION Just as the audience which viewed Shakespeare's plays was a diverse group made of all social classes, so are the characters which Shakespeare created. -
The Implications of Naturalism As an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.11, 2016 The Implications of Naturalism as an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers Omar Khasawneh Ahmed Khaled Mohammad Al Momani Al Ain University of Science and Technology Al Ain, United Arab Emirates & Yarmouk University- Jordan Abstract The purpose of this study was to identify the educational implications of naturalism as an educational philosophy from the Jordanian childhood education teachers' perspectives. Each philosophy simply represents a unique conviction concerning the nature of the teaching/learning process. This study could serve as a grounded theory for Jordanian childhood teachers to comprehend the need for a clear educational philosophy within the Jordanian educational system. In addition, this research study would draw Jordanian childhood teachers' interest to be acquainted more with the educational principles of such philosophical theory. The researchers employed a questionnaire consisted of twenty one items, which correspond to the educational principles of naturalism. The quantitative approach is used to gather data as one of the techniques and descriptive due to its suitability for this study. The study findings revealed that Jordanian childhood education teachers' perspectives toward the implications of naturalism as an educational philosophy were positive for all domains; curriculum, aims, and activities. Based on the findings, the researchers provided some relevant recommendations. Keywords : Naturalism, Educational Philosophy, Childhood Education Teachers, Jordan. 1. Introduction Teachers’ educational philosophies and their value systems influence their teaching styles and the way they deal with their students. So, the impact of teachers’ beliefs and values on teaching and learning is evident in each classroom (Conti, 2007). -
The Importance of Being Earnest Noah | Meliha Grbic’ | Mia Klopfenstein | Geneve Lau the Meeting of Cecily & Gwendolen
The Importance of Being Earnest Noah | Meliha Grbic’ | Mia Klopfenstein | Geneve Lau The Meeting of Cecily & Gwendolen Click ↯ https://www.youtube.com/wat ch?v=1Yvb25Ypvhw&t=137s Let’s Talk! stock conflict? satire? characters? dramatic irony? foreshadowing? Convention 1 : Foil Algernon and Jack ★ Older/younger sibling ★ Jack: more responsible, compassionate ○ “For Heaven’s sake, don’t try to be cynical. It’s perfectly easy to be cynical.” ○ “My dear Algy, I don’t know whether you will be able to understand my real motives. You are hardly serious enough.” ★ Algernon: frivolous, less responsible, aesthetically concerned ○ “If I am occasionally over-dressed, I make up for it by being immensely over-educated” (1292-1293) ○ Cucumber sandwich situation Convention 1 : Foil Gwendolen and Cecily ★ Urban/Country life ★ Similarities: both love Ernest, diary, ★ Gwendolen: sophisticated, polished ○ “Gwendolen: [Satirically.] I am glad to say that I have never seen a spade. It is obvious that our social spheres have been widely different.” (II. 297-229) ★ Cecily: simple, witty and charming ○ “Gwendolen: Five counties! I don’t think I should like that; I hate crowds. ○ Cecily: [Sweetly] I suppose that is why you live in town? [Gwendolen bites her lip, and beats her foot nervously with her parasol.] Convention 2 : Denouement ★ Bunburying conflict climaxes in the garden, Resolution occurs in the house ★ Cecily and Gwendolen swear to remain distant to Jack and Algernon ○ However, Gwendolen makes the first move: “Mr. Worthing, I have something very particular to ask you” (1891-1892). ○ Characterization of Gwendolen and Cecily lends itself to a fast resolution ★ Gwendolen and Cecily are immediately content with the bunburying explanations ○ “Gwendolen: ...Their explanations appear to be quite satisfactory.../ Cecily: I am more than content…” (1913-1915) ★ Jack reveals Algernon’s deception to Lady Bracknell → She doesn’t care ○ Condones the marriage of Algernon and Cecily. -
Philosophy of Social Science
Philosophy of Social Science Philosophy of Social Science A New Introduction Edited by Nancy Cartwright and Eleonora Montuschi 1 1 Great Clarendon Street, Oxford, OX2 6DP, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © The several contributors 2014 The moral rights of the authors have been asserted First Edition published in 2014 Impression: 1 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, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America British Library Cataloguing in Publication Data Data available Library of Congress Control Number: 2014938929 ISBN 978–0–19–964509–1 (hbk.) ISBN 978–0–19–964510–7 (pbk.) Printed and bound by CPI Group (UK) Ltd, Croydon, CR0 4YY Links to third party websites are provided by Oxford in good faith and for information only. -
Green Acres School Reading Suggestions for 5Th Or 6Th Graders Updated June 2019
Green Acres School Reading Suggestions for 5th or 6th Graders Updated June 2019 (The books recommended below are part of the Green Acres Library collection. Reading levels and interests vary greatly, so you may want to look also at Reading Suggestions for 4th Graders and Reading Suggestions for 7th/8th Graders.) This list includes: • Fiction • Poetry and Short Stories • Biography and Memoir • Other Nonfiction Graphic books are denoted with the symbol. Fiction Alice, Alex; transl. by Castle In the Stars: The Space Race of 1869 Anne Smith and Owen Smith. "In … this lavishly illustrated graphic novel, Alex Alice delivers a historical fantasy adventure set in a world where man journeyed into space in 1869, not 1969.” Graphic steampunk/Historical fantasy. (Publisher) Appelt, Kathi and Alison McGhee. Maybe a Fox “A fox kit born with a deep spiritual connection to a rural Vermont legend has a special bond with 11-year-old Jules.” Fantasy. (Kirkus Reviews) Avi. The Unexpected Life of Oliver Cromwell Pitts “A 12-year-old boy is left to fend for himself in 18th-century England following a terrible storm and the disappearance of his father… Impossible to put down.” Historical fiction. (Kirkus Reviews) Bauer, Joan. Soar "Sports, friendship, tragedy, and a love connection are all wrapped up in one heartwarming, page-turning story. …This coming-of-age tale features a boy who is courageous and witty; readers—baseball fans or otherwise—will cheer on Jeremiah and this team. The latest middle grade novel from this award-winning author is triumphant and moving." Fiction. (School Library Journal) Beckhorn, Susan. -
Glossary of Literary Terms
Glossary of Critical Terms for Prose Adapted from “LitWeb,” The Norton Introduction to Literature Study Space http://www.wwnorton.com/college/english/litweb10/glossary/C.aspx Action Any event or series of events depicted in a literary work; an event may be verbal as well as physical, so that speaking or telling a story within the story may be an event. Allusion A brief, often implicit and indirect reference within a literary text to something outside the text, whether another text (e.g. the Bible, a myth, another literary work, a painting, or a piece of music) or any imaginary or historical person, place, or thing. Ambiguity When we are involved in interpretation—figuring out what different elements in a story “mean”—we are responding to a work’s ambiguity. This means that the work is open to several simultaneous interpretations. Language, especially when manipulated artistically, can communicate more than one meaning, encouraging our interpretations. Antagonist A character or a nonhuman force that opposes, or is in conflict with, the protagonist. Anticlimax An event or series of events usually at the end of a narrative that contrast with the tension building up before. Antihero A protagonist who is in one way or another the very opposite of a traditional hero. Instead of being courageous and determined, for instance, an antihero might be timid, hypersensitive, and indecisive to the point of paralysis. Antiheroes are especially common in modern literary works. Archetype A character, ritual, symbol, or plot pattern that recurs in the myth and literature of many cultures; examples include the scapegoat or trickster (character type), the rite of passage (ritual), and the quest or descent into the underworld (plot pattern). -
Generics Analysis Canberra Plan.Pdf
Philosophical Perspectives, 26, Philosophy of Mind, 2012 CONCEPTS, ANALYSIS, GENERICS AND THE CANBERRA PLAN1 Mark Johnston Princeton University Sarah-Jane Leslie2 Princeton University My objection to meanings in the theory of meaning is not that they are abstract or that their identity conditions are obscure, but that they have no demonstrated use.3 —Donald Davidson “Truth and Meaning” From time to time it is said that defenders of conceptual analysis would do well to peruse the best empirically supported psychological theories of concepts, and then tailor their notions of conceptual analysis to those theories of what concepts are.4 As against this, there is an observation — traceable at least as far back to Gottlob Frege’s attack on psychologism in “The Thought” — that might well discourage philosophers from spending a week or two with the empirical psychological literature. The psychological literature is fundamentally concerned with mental representations, with the mental processes of using these in classification, characterization and inference, and with the sub-personal bases of these processes. The problem is that for many philosophers, concepts could not be mental items. (Jerry Fodor is a notable exception, we discuss him below.) We would like to set out this difference of focus in some detail and then propose a sort of translation manual, or at least a crucial translational hint, one which helps in moving between philosophical and psychological treatments of concepts. Then we will consider just how, given the translation, the relevant -
Romeo and Juliet Tragedy and Tragic Heroes
ROMEO AND JULIET TRAGEDY AND TRAGIC HEROES Tragedy (as a type of drama) is not concerned with the act of violence in the play but with what the act of violence says about life. Tragedy deals with profound and universal problems: a person’s destiny, the nature of good and evil, a person’s relations with forces greater than him/herself, consequences of individual actions. The tragic hero is an admirable character but s/he has a flaw (known as a tragic flaw), an imperfection that links him/her to us (makes them seem like normal humans rather than heroic). THE TRAGIC HERO ❑ Usually is a positive and active protagonist (the good character (pro=good/for) as opposed to the antagonist (anti=against/bad) who is the bad character, who usually causes the problems for the protagonist) caught up in a sharp conflict with opposing forces. ❑ In the main conflict or struggle for the tragic hero, s/he suffers greatly, moving from good fortune to misfortune. ❑ The struggle is usually spiritual or ethical. ❑ Tragic actions arise from inner conflicts that test the hero’s integrity. ❑ Death may overtake the protagonist, but usually s/he is spiritually triumphant. DIFFERENT VIEWS OF LOVE EXIST IN THE PLAY Juliet: Prior to meeting Romeo, Juliet’s attitude toward love is one of modesty and lack of comprehension. After she meets Romeo, she allows the passion of love to consume her, but she remains practical and strong. Romeo: His love for Rosaline consists of his melancholy at being rejected by one who refuses to love at all; his passion for Juliet is fully developed when he is able share his love and passion with one who is willing to accept love. -
ELEMENTS of FICTION – NARRATOR / NARRATIVE VOICE Fundamental Literary Terms That Indentify Components of Narratives “Fiction
Dr. Hallett ELEMENTS OF FICTION – NARRATOR / NARRATIVE VOICE Fundamental Literary Terms that Indentify Components of Narratives “Fiction” is defined as any imaginative re-creation of life in prose narrative form. All fiction is a falsehood of sorts because it relates events that never actually happened to people (characters) who never existed, at least not in the manner portrayed in the stories. However, fiction writers aim at creating “legitimate untruths,” since they seek to demonstrate meaningful insights into the human condition. Therefore, fiction is “untrue” in the absolute sense, but true in the universal sense. Critical Thinking – analysis of any work of literature – requires a thorough investigation of the “who, where, when, what, why, etc.” of the work. Narrator / Narrative Voice Guiding Question: Who is telling the story? …What is the … Narrative Point of View is the perspective from which the events in the story are observed and recounted. To determine the point of view, identify who is telling the story, that is, the viewer through whose eyes the readers see the action (the narrator). Consider these aspects: A. Pronoun p-o-v: First (I, We)/Second (You)/Third Person narrator (He, She, It, They] B. Narrator’s degree of Omniscience [Full, Limited, Partial, None]* C. Narrator’s degree of Objectivity [Complete, None, Some (Editorial?), Ironic]* D. Narrator’s “Un/Reliability” * The Third Person (therefore, apparently Objective) Totally Omniscient (fly-on-the-wall) Narrator is the classic narrative point of view through which a disembodied narrative voice (not that of a participant in the events) knows everything (omniscient) recounts the events, introduces the characters, reports dialogue and thoughts, and all details. -
Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2014 Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science Todd Ernest Suomela University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Communication Commons, and the Library and Information Science Commons Recommended Citation Suomela, Todd Ernest, "Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science. " PhD diss., University of Tennessee, 2014. https://trace.tennessee.edu/utk_graddiss/2864 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Todd Ernest Suomela entitled "Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Communication and Information. Suzie Allard, Major Professor We have read this dissertation and recommend its acceptance: Carol Tenopir, Mark Littmann, Harry Dahms Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science ADissertationPresentedforthe Doctor of Philosophy Degree The University of Tennessee, Knoxville Todd Ernest Suomela August 2014 c by Todd Ernest Suomela, 2014 All Rights Reserved.