Kant's Aesthetics: Tattoos, Architecture, and Gender-Bending
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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. -
Aristotle's Essentialism Revisited
University of Missouri, St. Louis IRL @ UMSL Theses Graduate Works 4-15-2013 Accommodating Species Evolution: Aristotle’s Essentialism Revisited Yin Zhang University of Missouri-St. Louis, [email protected] Follow this and additional works at: http://irl.umsl.edu/thesis Recommended Citation Zhang, Yin, "Accommodating Species Evolution: Aristotle’s Essentialism Revisited" (2013). Theses. 192. http://irl.umsl.edu/thesis/192 This Thesis is brought to you for free and open access by the Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Theses by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Accommodating Species Evolution: Aristotle’s Essentialism Revisited by Yin Zhang B.A., Philosophy, Peking University, 2010 A Thesis Submitted to The Graduate School at the University of Missouri – St. Louis in partial fulfillment of the requirements for the degree Master of Arts in Philosophy May 2013 Advisory Committee Jon D. McGinnis, Ph.D. Chairperson Andrew G. Black, Ph.D. Berit O. Brogaard, Ph.D. Zhang, Yin, UMSL, 2013, p. i PREFACE In the fall of 2008 when I was a junior at Peking University, I attended a lecture series directed by Dr. Melville Y. Stewart on science and religion. Guest lecturers Dr. Alvin Plantinga, Dr. William L. Craig and Dr. Bruce Reichenbach have influenced my thinking on the relation between evolution and faith. In the fall of 2010 when I became a one-year visiting student at Calvin College in Michigan, I took a seminar directed by Dr. Kelly J. Clark on evolution and ethics. Having thought about evolution/faith and evolution/ethics, I signed up for Dr. -
5. Essence and Natural Kinds: When Science Meets Preschooler Intuition1 Sarah-Jane Leslie
978–0–19–954696–1 05-Gendler-Hawthorne-c05-drv Gendler (Typeset by SPi) 108 of 346 February 5, 2013 6:20 OUP UNCORRECTED PROOF – FIRST PROOF,5/2/2013, SPi 5. Essence and Natural Kinds: When Science Meets Preschooler Intuition1 Sarah-Jane Leslie INTRODUCTION It is common practice in philosophy to “rely on intuitions” in the course of an argument, or sometimes simply to establish a conclusion. One question that is therefore important to settle is: what is the source of these intuitions? Correspondingly: what is their epistemological status? Philosophical discus- sion often proceeds as though these intuitions stem from insight into the nature of things—as though they are born of rational reflection and judicious discernment. If these intuitions do not have some such status, then their role in philosophical theorizing rapidly becomes suspect. We would not, for example, wish to place philosophical weight on intuitions that are in effect the unreflective articulation of inchoate cognitive biases. Developmental psychology has discovered a range of belief sets that emerge in the first few years of life, and which plausibly go beyond the evidence to which the child has had access in that time period. In such cases, it is reasonable to suppose that the belief sets do not derive solely from the child’s rational reflection on her evidence, but rather show something about the way human beings are fundamentally disposed to see the world. (In some cases, the deep-seated dispositions are also shared with non-human animals.) There are many explanations of why we may be fundamentally disposed to see the world in a particular way, only one of which is that metaphysically or scientifically speaking, the world actually is that way. -
Philosophy of Music Education
University of New Hampshire University of New Hampshire Scholars' Repository Honors Theses and Capstones Student Scholarship Spring 2017 Philosophy of Music Education Mary Elizabeth Barba Follow this and additional works at: https://scholars.unh.edu/honors Part of the Music Education Commons, and the Music Pedagogy Commons Recommended Citation Barba, Mary Elizabeth, "Philosophy of Music Education" (2017). Honors Theses and Capstones. 322. https://scholars.unh.edu/honors/322 This Senior Honors Thesis is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Honors Theses and Capstones by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. Philosophy of Music Education Mary Barba Dr. David Upham December 9, 2016 Barba 1 Philosophy of Music Education A philosophy of music education refers to the value of music, the value of teaching music, and how to practically utilize those values in the music classroom. Bennet Reimer, a renowned music education philosopher, wrote the following, regarding the value of studying the philosophy of music education: “To the degree we can present a convincing explanation of the nature of the art of music and the value of music in the lives of people, to that degree we can present a convincing picture of the nature of music education and its value for human life.”1 In this thesis, I will explore the philosophies of Emile Jacques-Dalcroze, Carl Orff, Zoltán Kodály, Bennett Reimer, and David Elliott, and suggest practical applications of their philosophies in the orchestral classroom, especially in the context of ear training and improvisation. -
PLATO's ESSENTIALISM Aporiai, Essences, and Forms
Professor Vasilis POLITIS Trinity College Dublin PLATO’S ESSENTIALISM Aporiai, Essences, and Forms University of Uppsala An intensive graduate and staff seminar Twelve seminars, Wednesday 19 April to Thursday 27 April, 2017 Wed 19 April 10-12 and 14-16; room K-2-1072 Thu 20 April 10-12 and 14-16; room K-2-1072 Mon 24 April 10-12 and 14-16; room K-2-1072 Tue 25 April 10-12 and 14-16; room K-2-1072 Wed 26 April 10-12 and 14-16; room K-2-1072 Thu 27 April 10-12 and 14-16; room K-2-1072 Why does Plato believe in essences, and why does he conceive of essences as he does? Why does he believe in Forms, and why does he conceive of Forms as the does? These are the two major questions that I want to consider in this seminar. I have defended an answer to the first question, in The Structure of Enquiry in Plato’s Early Dialogues (Cambridge, 2015). It says that Plato thinks we have reason to believe in the existence of essences, and that he conceives of essences as that which is designated by a general, unitry and explanatory account of what a thing is, because he thinks that in this way, and in this way only, can we properly engage with certain important and especially difficult questions: radical aporiai. I want to use the first three, of these twelve seminars, to consider the first question and this attempt at answering it. The reading for this topic includes: Plato: Euthyphro, Protagoras, Meno and Hippias Major. -
467 Viewing the Premises Richard L. Velkley. Heidegger, Strauss
Review Articles / Research in Phenomenology 42 (2012) 411–477 467 Viewing the Premises Richard L. Velkley. Heidegger, Strauss, and the Premises of Philosophy: On Original Forgetting. Chicago: University of Chicago Press, 2011. 203 pp. One of the signal merits of Richard Velkley’s Heidegger, Strauss, and The Premises of Philosophy: On Original Forgetting is that it makes impossible any further contention—by readers of Heidegger and Strauss respectively—that the philosophical relationship between the two thinkers is insignificant or irrelevant. Moreover, Velkley’s book shows that Strauss’ critique of Heidegger is actually of a piece with certain affirmative philosophical views that he learned from Heidegger (both directly and indirectly). The aim of this review is to show the importance of Strauss for Heidegger research.1 If readers of Heidegger know nothing else about Strauss’ view of Heide- gger, they are familiar with the following passage (given by Strauss in 1970): “[Heidegger’s] key term is ‘resoluteness,’ without any indication as to the proper objects of resoluteness. There is a straight line which leads from Heide- gger’s resoluteness to his siding with the so-called Nazis in 1933.”2 Another great merit of Velkley’s book is to unpack this critique in a philosophical, rather than political, manner. In so doing, Velkley shows both the shared philosophical trajectory to which Heidegger and Strauss belong and the sub- stantive issues that divide them. At stake is nothing less than the differing conceptions of philosophy as a way of life. These conceptions can be given an initial indication through juxtaposing Heidegger’s statement to the effect that the role of philosophy today is “not to talk about questions, but to act questioningly”3 with Strauss’ statement that “today it is perhaps better . -
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 -
Richard Swinburne's Arguments for Substance Dualism
Richard Swinburne’s arguments for substance dualism. MA by Research in Theology and Religion David Horner September 2018 Richard Swinburne’s arguments for substance dualism. Submitted by David Horner to the University of Exeter as a dissertation for the degree of MA by Research in Theology and Religion in September 2018 This dissertation is available for Library use on the understanding that it is copyright material and that no quotation from the dissertation may be published without proper acknowledgement. I certify that all material in this dissertation which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. 1 Acknowledgements. I would like to thank my supervisors, Dr Jonathan Hill and Dr Joel Krueger for their support and encouragement in the writing of this dissertation and for their patience in trying to keep me on the straight and narrow. I want to acknowledge the many conversations, on this and other topics, I have had with my friend and philosopher, Dr Chris Boyne, who sadly died in June of this year. I thank all my other chums at The Bull, Ditchling, for listening to my metaphysical ramblings. And finally, I thank my wife, Linda, for once more putting up with this kind of thing. 2 Abstract This dissertation is a contribution to debates in the philosophy of mind and of personal identity. It presents a critical account of arguments for substance dualism to be found in Richard Swinburne’s Mind, Brain, and Free Will (2013). -
Fall 2016 Volume 43 Issue 1
Fall 2016 Volume 43 Issue 1 1 Tributes to Hilail Gildin: Timothy W. Burns, Marco Andreacchio, Javier Berzal de Dios, Ann Hartle, David Lewis Schaefer & John F. Wilson Articles: 29 Giorgi Areshidze Does Toleration Require Religious Skepticism? An Examination of Locke’s Letters on Toleration and Essay concerning Human Understanding 57 Robert P. Kraynak Nietzsche, Tocqueville, and Maritain: On the Secularization of Religion as the Source of Modern Democracy 91 Benjamin Lorch Maimonides on Prophecy and the Moral Law 111 Christopher Scott McClure Sculpting Modernity: Machiavelli and Michelangelo’s David Book Reviews: 125 Allan Arkush The Love of God: Divine Gift, Human Gratitude, and Mutual Faithfulness in Judaism by Jon D. Levenson 129 D. N. Byrne The Intellectual Life of Edmund Burke: From the Sublime and Beautiful to American Independence by David Bromwich 133 Christopher Colmo Radical Equality: Ambedkar, Gandhi, and the Risk of Democracy by Aishwary Kumar 139 Alexander Duff Heidegger, Strauss, and the Premises of Philosophy: On Original Forgetting by Richard L. Velkley 145 David Foster Two Treatises of Government by John Locke, edited, with an introduction and notes, by Lee Ward 153 Martha Rice Martini Thomas More: Why Patron of Statesmen?, edited by Travis Curtright 159 Alexander Orwin Leo Strauss and the Recovery of Medieval Political Philosophy by Joshua Parens 163 Rene Paddags Tocqueville and the Frontiers of Democracy, edited by Ewa Atanassow and Richard Boyd 169 Rene Paddags The Free Animal: Rousseau on Free Will and Human Nature by Lee MacLean 175 Jonathan W. Pidluzny Terrorism Unjustified: The Use and Misuse of Political Violence by Vicente Medina 183 Ahmed Ali Siddiqi Alfarabi: The Political Writings, Volume II, edited by Charles E. -
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. -
The Exchange the Murphy Institute
the exchange the murphy institute tulane university Volume 14, No. 1 Fall 2016 Thirty Years of Core Courses, Core Strengths THE MURPHY INSTITUTE’S POLITICAL ECONOMY PROGRAM has now graduated 30 classes of political economy majors. While they have gone on to work in a variety of careers, they have all benefitted from the political economy program’s core courses, taught by some of Tulane’s leading faculty. Multidisciplinary programs such as the program in Political Economy at The Murphy Institute face the challenge of preserving the integrity of the curriculum in the face of the plethora of electives available to our students. Over the years we have met this challenge by creating and maintaining an effective core of required courses that allow our students to develop skills that reflect each of our constitutive disciplines: Economics, Political Science, Philosophy, and History. Our five-course core Political Economy sequence begins with pecn 3010, Positive Political Economy. Formerly known as Introduction to Political Economy, this course has been retitled to better reflect its content. Positive political economy seeks to understand and predict policy outcomes and political behavior using tools and concepts from economics. Using this approach, the course Select readings from The Murphy’ Institute’s Political Economy program examines how institutional constraints in the continued on next page THIRTY YEARS OF CORE COURSES, CORE STRENGTHS THE MURPHY INSTITUTE (continued from page 1) Core Faculty political environment affect the choices of these actors and the resulting Steven M. Sheffrin, Executive Director, Department of Economics political outcomes. This course is taught most frequently by Professor Mary Olson of the Economics Department. -
Philosophy of Music Philosophy 365 Syllabus
Philosophy of Music Philosophy 365 Syllabus John Douard Texts: New Jersey Books will have the texts. The Imaginary Museum of Musical Works, by Lydia Goehr, Oxford University Press., ISBN: 9780195324785 Listening to Popular Music, or How I learned to stop worrying and love Led Zeppelin by Theodore Gracyk, U. of Michigan Press, ISBN: 978-0-472-06983-5 Improvisation: It’s Nature and Practice in Music, by Derek Bailey, Da Capo Press, ISBN: 978-0306805288 Derek Bailey: On the Edge: Video based on Improvisation: http://ubu.com/film/bailey.html I will also email a packet of papers on specific issues. ______________________________________________________________________________________________ In this course, we begin with a consideration of the concept of the musical work. We will then examine improvisational music: jazz, rock and hip hop; but also music generated as improvisations in the classical canon, Indian raga, and African indigenous music. Most courses on the philosophy of music focus on “classical” or “art” music. These terms usually are used in an ethnocentric way to refer to formal Western music, and it is in that context in which the concept of the musical work evolved in the early 19th century. A focus on improvisation will permit an interrogation of the concept of a musical work, by setting it against the essentially imperfect productions of improvisations. We will conclude with a conversation about the politics of music and the role of the audience in musical production. The purpose of this course is to deepen your understanding of music by reflecting on fundamental philosophical questions, but also to deepen your philosophical understanding by examining questions about an ubiquitous human practice.