A09.12 Lecture Plato
Total Page:16
File Type:pdf, Size:1020Kb

Load more
Recommended publications
-
Chrysippus's Dog As a Case Study in Non-Linguistic Cognition
Chrysippus’s Dog as a Case Study in Non-Linguistic Cognition Michael Rescorla Abstract: I critique an ancient argument for the possibility of non-linguistic deductive inference. The argument, attributed to Chrysippus, describes a dog whose behavior supposedly reflects disjunctive syllogistic reasoning. Drawing on contemporary robotics, I urge that we can equally well explain the dog’s behavior by citing probabilistic reasoning over cognitive maps. I then critique various experimentally-based arguments from scientific psychology that echo Chrysippus’s anecdotal presentation. §1. Language and thought Do non-linguistic creatures think? Debate over this question tends to calcify into two extreme doctrines. The first, espoused by Descartes, regards language as necessary for cognition. Modern proponents include Brandom (1994, pp. 145-157), Davidson (1984, pp. 155-170), McDowell (1996), and Sellars (1963, pp. 177-189). Cartesians may grant that ascribing cognitive activity to non-linguistic creatures is instrumentally useful, but they regard such ascriptions as strictly speaking false. The second extreme doctrine, espoused by Gassendi, Hume, and Locke, maintains that linguistic and non-linguistic cognition are fundamentally the same. Modern proponents include Fodor (2003), Peacocke (1997), Stalnaker (1984), and many others. Proponents may grant that non- linguistic creatures entertain a narrower range of thoughts than us, but they deny any principled difference in kind.1 2 An intermediate position holds that non-linguistic creatures display cognitive activity of a fundamentally different kind than human thought. Hobbes and Leibniz favored this intermediate position. Modern advocates include Bermudez (2003), Carruthers (2002, 2004), Dummett (1993, pp. 147-149), Malcolm (1972), and Putnam (1992, pp. 28-30). -
CLIL Multikey Lesson Plan LESSON PLAN
CLIL MultiKey lesson plan LESSON PLAN Subject: Art History Topic: The Athenian acropolis Students' age: 14-15 Language level: B1 Time: 2 hours Content aims: Art History (and a bit of History) on ancient Greece and the poleis. To describe an artistic element of an ancient city To understand the political role of Art and Religion in Ancient Greece Language aims: - Listening activity - Learn and use new vocabulary - Knowledge of technical art and history vocabulary Pre-requisites: - Geographical and cartographical skill - Knowledge of Greek history from the Persian wars to Pericles; - The role of the city in the world Materials: - Personal computer - handouts Procedure steps: Teacher starts explaining the geographical asset: where is Greece in Europe, where is Athens, arriving to the map that shows the metropolis in the details. Then after a short brainstorming activity about the poleis, (birth and main characters) arrives to the substantial continuity of the word polis in English. Which are the words deriving from polis? acropolis, necropolis, metropolis, metropolitan; megalopolis, cosmopolitan; Politics Policy Police T. shows map and asks: 1 CLIL MultiKey lesson plan Where are the acropolis and the necropolis of Athens? Then t. shows a video, inviting students to understanding the following items: - Which was the Athenian political role? - Which politicians are quoted? Why? When do they live? - Which are the most relevant urban changes for Athens? Finally teacher invites students to complete the handout 2 CLIL MultiKey lesson plan HANDOUT a) Sites references: Image coins: http://www.ancientresource.com/lots/greek/coins_athens.html http://blogs-images.forbes.com/stephenpope/files/2011/05/300px-1_euro_coin_Gr_serie_1.png Athena's birth: http://galeri7.uludagsozluk.com/282/zeus_454246.png b) vvideos's transcripts 1) https://www.khanacademy.org/humanities/ancient-art-civilizations/greek-art/classical/v/parthenon Transcript Voiceover: We're looking at the Parthenon. -
Citations in Classics and Ancient History
Citations in Classics and Ancient History The most common style in use in the field of Classical Studies is the author-date style, also known as Chicago 2, but MLA is also quite common and perfectly acceptable. Quick guides for each of MLA and Chicago 2 are readily available as PDF downloads. The Chicago Manual of Style Online offers a guide on their web-page: http://www.chicagomanualofstyle.org/tools_citationguide.html The Modern Language Association (MLA) does not, but many educational institutions post an MLA guide for free access. While a specific citation style should be followed carefully, none take into account the specific practices of Classical Studies. They are all (Chicago, MLA and others) perfectly suitable for citing most resources, but should not be followed for citing ancient Greek and Latin primary source material, including primary sources in translation. Citing Primary Sources: Every ancient text has its own unique system for locating content by numbers. For example, Homer's Iliad is divided into 24 Books (what we might now call chapters) and the lines of each Book are numbered from line 1. Herodotus' Histories is divided into nine Books and each of these Books is divided into Chapters and each chapter into line numbers. The purpose of such a system is that the Iliad, or any primary source, can be cited in any language and from any publication and always refer to the same passage. That is why we do not cite Herodotus page 66. Page 66 in what publication, in what edition? Very early in your textbook, Apodexis Historia, a passage from Herodotus is reproduced. -
Euripides” Johanna Hanink
The Life of the Author in the Letters of “Euripides” Johanna Hanink N 1694, Joshua Barnes, the eccentric British scholar (and poet) of Greek who the next year would become Regius Professor at the University of Cambridge, published his I 1 long-awaited Euripidis quae extant omnia. This was an enormous edition of Euripides’ works which contained every scrap of Euripidean material—dramatic, fragmentary, and biographical —that Barnes had managed to unearth.2 In the course of pre- paring the volume, Barnes had got wind that Richard Bentley believed that the epistles attributed by many ancient manu- scripts to Euripides were spurious; he therefore wrote to Bentley asking him to elucidate the grounds of his doubt. On 22 February 1693, Bentley returned a letter to Barnes in which he firmly declared that, with regard to the ancient epistles, “tis not Euripides himself that here discourseth, but a puny sophist that acts him.” Bentley did, however, recognize that convincing others of this would be a difficult task: “as for arguments to prove [the letters] spurious, perhaps there are none that will convince any person that doth not discover it by himself.”3 1 On the printing of the book and its early distribution see D. McKitterick, A History of Cambridge University Press I Printing and the Book Trade in Cambridge, 1534–1698 (Cambridge 1992) 380–392; on Joshua Barnes see K. L. Haugen, ODNB 3 (2004) 998–1001. 2 C. Collard, Tragedy, Euripides and Euripideans (Bristol 2007) 199–204, re- hearses a number of criticisms of Barnes’ methods, especially concerning his presentation of Euripidean fragments (for which he often gave no source, and which occasionally consisted of lines from the extant plays). -
Chapter Two Democritus and the Different Limits to Divisibility
CHAPTER TWO DEMOCRITUS AND THE DIFFERENT LIMITS TO DIVISIBILITY § 0. Introduction In the previous chapter I tried to give an extensive analysis of the reasoning in and behind the first arguments in the history of philosophy in which problems of continuity and infinite divisibility emerged. The impact of these arguments must have been enormous. Designed to show that rationally speaking one was better off with an Eleatic universe without plurality and without motion, Zeno’s paradoxes were a challenge to everyone who wanted to salvage at least those two basic features of the world of common sense. On the other hand, sceptics, for whatever reason weary of common sense, could employ Zeno-style arguments to keep up the pressure. The most notable representative of the latter group is Gorgias, who in his book On not-being or On nature referred to ‘Zeno’s argument’, presumably in a demonstration that what is without body and does not have parts, is not. It is possible that this followed an earlier argument of his that whatever is one, must be without body.1 We recognize here what Aristotle calls Zeno’s principle, that what does not have bulk or size, is not. Also in the following we meet familiar Zenonian themes: Further, if it moves and shifts [as] one, what is, is divided, not being continuous, and there [it is] not something. Hence, if it moves everywhere, it is divided everywhere. But if that is the case, then everywhere it is not. For it is there deprived of being, he says, where it is divided, instead of ‘void’ using ‘being divided’.2 Gorgias is talking here about the situation that there is motion within what is. -
On the Arrangement of the Platonic Dialogues
Ryan C. Fowler 25th Hour On the Arrangement of the Platonic Dialogues I. Thrasyllus a. Diogenes Laertius (D.L.), Lives and Opinions of Eminent Philosophers 3.56: “But, just as long ago in tragedy the chorus was the only actor, and afterwards, in order to give the chorus breathing space, Thespis devised a single actor, Aeschylus a second, Sophocles a third, and thus tragedy was completed, so too with philosophy: in early times it discoursed on one subject only, namely physics, then Socrates added the second subject, ethics, and Plato the third, dialectics, and so brought philosophy to perfection. Thrasyllus says that he [Plato] published his dialogues in tetralogies, like those of the tragic poets. Thus they contended with four plays at the Dionysia, the Lenaea, the Panathenaea and the festival of Chytri. Of the four plays the last was a satiric drama; and the four together were called a tetralogy.” b. Characters or types of dialogues (D.L. 3.49): 1. instructive (ὑφηγητικός) A. theoretical (θεωρηµατικόν) a. physical (φυσικόν) b. logical (λογικόν) B. practical (πρακτικόν) a. ethical (ἠθικόν) b. political (πολιτικόν) 2. investigative (ζητητικός) A. training the mind (γυµναστικός) a. obstetrical (µαιευτικός) b. tentative (πειραστικός) B. victory in controversy (ἀγωνιστικός) a. critical (ἐνδεικτικός) b. subversive (ἀνατρεπτικός) c. Thrasyllan categories of the dialogues (D.L. 3.50-1): Physics: Timaeus Logic: Statesman, Cratylus, Parmenides, and Sophist Ethics: Apology, Crito, Phaedo, Phaedrus, Symposium, Menexenus, Clitophon, the Letters, Philebus, Hipparchus, Rivals Politics: Republic, the Laws, Minos, Epinomis, Atlantis Obstetrics: Alcibiades 1 and 2, Theages, Lysis, Laches Tentative: Euthyphro, Meno, Io, Charmides and Theaetetus Critical: Protagoras Subversive: Euthydemus, Gorgias, and Hippias 1 and 2 :1 d. -
Athen Und Jerusalem QUAESTIONES Themen Und Gestalten Der Philosophie 16 Winfried Schröder Athen Und Jerusalem
WINFRIED SCHRÖDER Athen und Jerusalem QUAESTIONES Themen und Gestalten der Philosophie 16 Winfried Schröder Athen und Jerusalem Die philosophische Kritik am Christentum in Antike und Neuzeit frommann-holzboog Die QUAESTIONES werden herausgegeben von Eckhart Holzboog Gedruckt mit Unterstützung des Förderungs- und Beihilfefonds Wissenschaft der VG WORT Meinen Eltern Heinrich und Edith Schröder Bibliografi sche Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografi e; detaillierte bibliografi sche Daten sind im Internet über <http://dnb.d-nb.de> abrufbar. ISBN 978-3-7728-2567-5 © frommann-holzboog Verlag e. K. · Eckhart Holzboog Stuttgart-Bad Cannstatt 2011 Satz: Johanna Boy, Brennberg Druck: Offi zin Scheufele, Stuttgart Einband: Litges & Dopf, Heppenheim Gedruckt auf säurefreiem und alterungsbeständigem Papier Inhalt I. Philosophie und Christentum: die ›abendländische Synthese‹ . 1 II. Die Wiederkehr der Verfemten . 13 1. Die Präsenz der antiken Christentumskritiker in der Neuzeit . 14 2. Schwierigkeiten mit der Spätantike . 47 III. Der Angriff auf die Heilige Schrift . 71 IV. Die philosophisch-theologischen Dissense . 85 1. Glaube . 87 a. ›Alogos pistis‹: ›blinder Glaube‹ . 88 b. ›Ut omnes unum sint‹: die Einheit im Glauben und die Intoleranz . 110 2. Wunder . 138 a. Wunder in der antiken Philosophie und im Christentum . 139 b. Argumente gegen den christlichen Wunderglauben . 154 3. Moral . .190 a. ›Vertus outrées‹: Armut, Demut und die andere Backe . 196 b. ›Fremde Gerechtigkeit‹ und ›leichte Entsündigung‹: der Wert moralischer Aktivität . 204 V. Schluss . 221 Bibliographie . 231 Register . 271 Sach- und Begriffsregister . 271 Bibelstellen . 277 Anonyme Schriften . 279 Mythologische, biblische und literarische Figuren . 280 Namenregister . 281 Abkürzungen K Kelsos: ’Alhqh.j lo,goj, hrsg. -
Passionate Platonism: Plutarch on the Positive Role of Non-Rational Affects in the Good Life
Passionate Platonism: Plutarch on the Positive Role of Non-Rational Affects in the Good Life by David Ryan Morphew A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Classical Studies) in The University of Michigan 2018 Doctoral Committee: Professor Victor Caston, Chair Professor Sara Ahbel-Rappe Professor Richard Janko Professor Arlene Saxonhouse David Ryan Morphew [email protected] ORCID iD: 0000-0003-4773-4952 ©David Ryan Morphew 2018 DEDICATION To my wife, Renae, whom I met as I began this project, and who has supported me throughout its development. ii ACKNOWLEDGMENTS First and foremost, I am grateful to my advisors and dissertation committee for their encouragement, support, challenges, and constructive feedback. I am chiefly indebted to Victor Caston for his comments on successive versions of chapters, for his great insight and foresight in guiding me in the following project, and for steering me to work on Plutarch’s Moralia in the first place. No less am I thankful for what he has taught me about being a scholar, mentor, and teacher, by his advice and especially by his example. There is not space here to express in any adequate way my gratitude also to Sara Ahbel-Rappe and Richard Janko. They have been constant sources of inspiration. I continue to be in awe of their ability to provide constructive criticism and to give incisive critiques coupled with encouragement and suggestions. I am also indebted to Arlene Saxonhouse for helping me to see the scope and import of the following thesis not only as of interest to the history of philosophy but also in teaching our students to reflect on the kind of life that we want to live. -
Applying Modern Immunology to the Plague of Ancient Athens
Pursuit - The Journal of Undergraduate Research at The University of Tennessee Volume 10 Issue 1 Article 7 May 2020 Applying Modern Immunology to the Plague of Ancient Athens Juhi C. Patel University of Tennessee, Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/pursuit Part of the Ancient History, Greek and Roman through Late Antiquity Commons, Disease Modeling Commons, and the Epidemiology Commons Recommended Citation Patel, Juhi C. (2020) "Applying Modern Immunology to the Plague of Ancient Athens," Pursuit - The Journal of Undergraduate Research at The University of Tennessee: Vol. 10 : Iss. 1 , Article 7. Available at: https://trace.tennessee.edu/pursuit/vol10/iss1/7 This Article is brought to you for free and open access by Volunteer, Open Access, Library Journals (VOL Journals), published in partnership with The University of Tennessee (UT) University Libraries. This article has been accepted for inclusion in Pursuit - The Journal of Undergraduate Research at The University of Tennessee by an authorized editor. For more information, please visit https://trace.tennessee.edu/pursuit. Applying Modern Immunology to the Plague of Ancient Athens Cover Page Footnote The author would like to thank Dr. Aleydis Van de Moortel at the University of Tennessee for research supervision and advice. This article is available in Pursuit - The Journal of Undergraduate Research at The University of Tennessee: https://trace.tennessee.edu/pursuit/vol10/iss1/7 1.1 Introduction. After the Persian wars in the early fifth century BC, Athens and Sparta had become two of the most powerful city-states in Greece. At first, they were allies against the common threat of the Persians. -
Athens Guide
ATHENS GUIDE Made by Dorling Kindersley 27. May 2010 PERSONAL GUIDES POWERED BY traveldk.com 1 Top 10 Athens guide Top 10 Acropolis The temples on the “Sacred Rock” of Athens are considered the most important monuments in the Western world, for they have exerted more influence on our architecture than anything since. The great marble masterpieces were constructed during the late 5th-century BC reign of Perikles, the Golden Age of Athens. Most were temples built to honour Athena, the city’s patron goddess. Still breathtaking for their proportion and scale, both human and majestic, the temples were adorned with magnificent, dramatic sculptures of the gods. Herodes Atticus Theatre Top 10 Sights 9 A much later addition, built in 161 by its namesake. Acropolis Rock In summer it hosts the Athens Festival (see Festivals 1 As the highest part of the city, the rock is an ideal and Events). place for refuge, religion and royalty. The Acropolis Rock has been used continuously for these purposes since Dionysus Theatre Neolithic times. 10 This mosaic-tiled theatre was the site of Classical Greece’s drama competitions, where the tragedies and Propylaia comedies by the great playwrights (Aeschylus, 2 At the top of the rock, you are greeted by the Sophocles, Euripides) were first performed. The theatre Propylaia, the grand entrance through which all visitors seated 15,000, and you can still see engraved front-row passed to reach the summit temples. marble seats, reserved for priests of Dionysus. Temple of Athena Nike (“Victory”) 3 There has been a temple to a goddess of victory at New Acropolis Museum this location since prehistoric times, as it protects and stands over the part of the rock most vulnerable to The Glass Floor enemy attack. -
MINEOLA BIBLE INSTITUTE and SEMINARY Philosophy II Radically
MINEOLA BIBLE INSTITUTE AND SEMINARY Page | 1 Philosophy II Radically, Biblical, Apostolic, Christianity Bishop D.R. Vestal, PhD Larry L Yates, ThD, DMin “Excellence in Apostolic Education since 1991” 1 Copyright © 2019 Mineola Bible Institute Page | 2 All Rights Reserved This lesson material may not be used in any manner for reproduction in any language or use without the written permission of Mineola Bible Institute. 2 Contents Introduction ................................................................................................................................. 7 Alexander the Great (356-323 B.C.) ........................................................................................... 8 Philip II of Macedonia (382-336 B.C.) ....................................................................................... 12 Page | 3 “Olympias the mother of Alexander was an evil woman. .......................................... 13 Philip II (of Macedonia) (382-336 BC) .............................................................................. 13 Aristotle (384-322 BC) ............................................................................................................... 15 Works .................................................................................................................................... 16 Methods ............................................................................................................................... 17 Doctrines ............................................................................................................................ -
Hermes in the Academy WT.Indd
In 1999, an innovative chair and expertise center was created at the Faculty wouter j. hanegraaff and joyce pijnenburg (eds.) of Humanities of the University of Amsterdam, focused on the history of Western esotericism from the Renaissance to the present. The label “Western esotericism” refers here to a complex of historical currents such as, notably, the Hermetic philosophy of the Renaissance, mystical, magical, alchemical and astrological currents, Christian kabbalah, Paracelsianism, Rosicrucianism, Christian theosophy, and the many occultist and related esoteric currents that developed in their wake during the 19th and the 20th centuries. This complex of “alternative” religious currents is studied from a critical historical and interdisciplinary perspective, with the intention of studying the roles that they have played in the history of Western culture. In the past ten years, the chair for History of Hermetic Philosophy and Related Currents has succeeded in establishing itself as the most important center for study and teaching in this domain, and has strongly contributed to the establishment of Western esotericism as a recognized academic field of research. This volume is published at the occasion of the 10th anniversary. Hermes in the Academy in the Hermes It contains a history of the creation and development of the chair, followed by articles on aspects of Western esotericism by the previous and current staff members, contributions by students and Ph.D. students about the study program, and reflections by international top specialists about the field of research and its academic development. Prof. Dr. Wouter J. Hanegraaff is Professor of History of Hermetic Philosophy and Related Currents at the University of Amsterdam.