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Beauty As a Transcendental in the Thought of Joseph Ratzinger
The University of Notre Dame Australia ResearchOnline@ND Theses 2015 Beauty as a transcendental in the thought of Joseph Ratzinger John Jang University of Notre Dame Australia Follow this and additional works at: https://researchonline.nd.edu.au/theses Part of the Philosophy Commons COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Publication Details Jang, J. (2015). Beauty as a transcendental in the thought of Joseph Ratzinger (Master of Philosophy (School of Philosophy and Theology)). University of Notre Dame Australia. https://researchonline.nd.edu.au/theses/112 This dissertation/thesis is brought to you by ResearchOnline@ND. It has been accepted for inclusion in Theses by an authorized administrator of ResearchOnline@ND. For more information, please contact [email protected]. School of Philosophy and Theology Sydney Beauty as a Transcendental in the Thought of Joseph Ratzinger Submitted by John Jang A thesis in partial fulfilment of the requirements of the degree of Master of Philosophy Supervised by Dr. Renée Köhler-Ryan July 2015 © John Jang 2015 Table of Contents Abstract v Declaration of Authorship vi Acknowledgements vii Introduction 1 Structure 3 Method 5 PART I - Metaphysical Beauty 7 1.1.1 The Integration of Philosophy and Theology 8 1.1.2 Ratzinger’s Response 11 1.2.1 Transcendental Participation 14 1.2.2 Transcendental Convertibility 18 1.2.3 Analogy of Being 25 PART II - Reason and Experience 28 2. -
CALCULUS: Early Transcendentals, 6E
Sheet1 Math1161.01= Math 1161.02= Regular FEH Engineering Mathematics Semester I : 5 Credit hours (Autumn semester) Textbook sections are from J. Stewart: CALCULUS: Early Transcendentals, 6E Lecture Days Section# # of pages Subject Week 1 3 2.1 5 The Tangent and Velocity Problems 2.2 9 The Limit of a Function 2.3 7 Calculating Limits Using the Limit Laws Week 2 3 2.4 8 Precise Definition of a Limit 2.5 8 Continuity 2.6 11 Limits at Infinity; Horizontal Asymptodes 2.7 7 Tangents, Velocities, and Other Rates of Change Week 3 3 2.8 8 The Derivative as a Function 3.1 8 Derivatives of Polynomials and of Exponentials 3.2 4 The Product and Quotient Rules 3.3 5 Derivatives of Trigonometric Functions Week 4 3 3.4 5 The Chain Rule 3.5 6 Implicit Differentiation 3.6 5 Derivatives of logarithmic functions 3.7 9 Rates of change in the sciences Week 5 3 Review Midterm I 3.8 6 Exponential growth and decay 3.9 4 Related rates Week 6 3 3.10 5 Linear Approximations and Differentials 3.11 5 Hyperbolic Functions 4.1 6 Maximum and Minimum Values 4.2 5 The Mean Value Theorem Week 7 3 4.3 8 How Derivatives Affect the Shape of a Graph 4.4 6 Indeterminate Forms and L'Hospital's Rule 4.5 7 Summary of Curve Sketching 4.6 5 Graphing with Calculus and Calculators Week 8 3 4.7 6 Optimization Problems 4.9 5 Antiderivatives Midterm II 5.1 9 Areas and Distances Week 9 3 5.2 10 The Definite Integral 5.3 9 The Fundamental Theorem of Calculus 5.4 6 Indefinite Integral and the Net Change Theorem Week10 3 5.5 6 The Substitution Rule 6.1 5 Area between Curves 6.2 8 Volumes -
Human Dignity and the Law
DePaul Law Review Volume 26 Issue 4 Summer 1977 Article 5 Human Dignity and the Law Tibor R. Machan Follow this and additional works at: https://via.library.depaul.edu/law-review Recommended Citation Tibor R. Machan, Human Dignity and the Law , 26 DePaul L. Rev. 807 (1977) Available at: https://via.library.depaul.edu/law-review/vol26/iss4/5 This Article is brought to you for free and open access by the College of Law at Via Sapientiae. It has been accepted for inclusion in DePaul Law Review by an authorized editor of Via Sapientiae. For more information, please contact [email protected]. HUMAN DIGNITY AND THE LAW Tibor R. Machan* In this article, Professor Machan offers the view that a good legal system is based on a philosophy of individualism or ethical egoism, and concludes that a legal system best promotes a citi- zen's human dignity by protecting that citizen's individual identity and right of free choice. He argues that certain political and social programs do not in fact benefit the citizen, but rather are flawed because they erode respect for human dignity. Ordinarily, members of the legal profession attend only to the details and technicalities of their craft. It is rare for lawyers to scrutinize the broader foundations of their profession. In this re- spect they are similar to most other professionals. Yet, in all professions, certain basic problems may arise to create difficul- ties. Even when a profession faces no traumatic crises, it is useful to keep an eye on fundamental principles in order to prepare for possible impending difficulties. -
Black Existential Philosophy: Truth in Virtue of Self-Discovery James B
Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Spring 2014 Black Existential Philosophy: Truth in Virtue of Self-Discovery James B. Haile Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Haile, J. (2014). Black Existential Philosophy: Truth in Virtue of Self-Discovery (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/614 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. BLACK EXISTENTIAL PHILOSOPHY: TRUTH IN VIRTUE OF SELF‐ DISCOVERY A Dissertation Submitted to McAnulty College and Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By James B. Haile, III May 2014 i Copyright by James B. Haile, III 2014 ii BLACK EXISTENTIAL PHILOSOPHY: TRUTH IN VIRTUE OF SELF‐DISCOVERY By James B. Haile, III Approved June 23, 2013 _______________________________________ ________________________________________ James Swindal Michael Harrington Professor of Philosophy Associate Professor of Philosophy (Committee Chair) (Committee Member) ______________________________________ Jerry R. Ward Professor of English Retired, Dillard University (Committee Member) _____________________________________ _____________________________________ -
Notes on God's Transcendental Properties 1.Pdf
The “Infinity” of the Transcendental Properties of God The “properties” of God, the so-called transcendental properties, which traditionally include being, goodness and truth, as well as others like beauty, are paradigm examples of properties that are not “measurable.” They are not properties that are amenable to extensive measure as that idea is understood in modern science (see notes on extensive measure). That is, they are not properties for which it is possible to define an experimental unit and an experimental operation of “adding” one unit to another (called concatenation in measure theory). The best that is available for “quantities” of masses like being, goodness, truth, and beauty is that they may be put in to an ordering of more to less without exact numerical evaluation. It follows that it is not possible to apply the modern mathematical notion of “the infinite” to such “quantities” because the modern notion presupposes that it is possible to count – apply numbers to – the quantities that are being measured. It also follows that the only sense in which the properties of God would be infinite in a sense that is appropriate to a non-numerical ordering. In God’s being, truth, goodness, etc. are infinite only in the sense that the quantity of the properties that God possesses is the greatest possible. Below are internet texts explaining the transcendental properties. See also Thomas Aquinas, De Veritate, Q1, Articles 1‐3 http://en.wikipedia.org/wiki/Transcendentals Transcendentals From Wikipedia, the free encyclopedia Jump to: navigation, search This article is about the transcendental properties of being, for other articles about transcendence; see Transcendence (disambiguation). -
HTT Introduction
1 The Transcendental Turn Sebastian Gardner Kant's influence on the history of philosophy is vast and protean. The transcendental turn denotes one of its most important forms, defined by the notion that Kant's deepest insight should not be identified with any specific epistemological or metaphysical doctrine, but rather concerns the fundamental standpoint and terms of reference of philosophical enquiry. To take the transcendental turn is not to endorse any of Kant's specific teachings, but to accept that the Copernican revolution announced in the Preface of the Critique of Pure Reason sets philosophy on a new footing and constitutes the proper starting point of philosophical reflection. The question of what precisely defines the transcendental standpoint has both historical and systematic aspects. It can be asked, on the one hand, what different construals have been put on Kant's Copernican revolution and what different historical forms the transcendental project has assumed, and on the other, how transcendental philosophy, in abstraction from its historical instances, should be defined and practised. Though separable, the two questions are best taken together. In so far as historical interest has a critical dimension, it will constantly broach systematic issues, just as any convincing account of the nature of transcendental philosophy will need to take account of the historical development. The present volume examines the history of the transcendental turn with the dual aim of elucidating the thought of individual philosophers, and of bringing into clearer view the existence of a transcendental tradition, intertwined with but distinguishable from other, more configurations in late modern philosophy. -
Transcendentals in the Twenty-First Century
Transcendentals in the Twenty-First Century Conference and Workshop 29.08.2019 – 03.09.2019 Recent years have seen increased interest in the Scholastic tradition, not only from a historical point of view, but as a source of inspiration for original philosophical work. One example of this is the rich and difficult idea of ‘transcendentals’, understood as the fundamental or ‘most common’ properties of being. Traditional examples include unity, goodness, and truth, and, more controversially, beauty. This idea has precursors in Plato, Aristotle, Dionysius, Augustine, Boethius, and Avicenna, and it plays an important role in the great scholastic thinkers including Thomas Aquinas and Duns Scotus. While its modern legacy is harder to trace, the idea of the transcendentals is closely related to the commonly cited triad of the truth, the good, and the beautiful, which appears in the medieval Summa Halensis and again in the nineteenth-century work of Victor Cousin. The 2019 conference and workshop asks what role the transcendentals have to play in twenty-first century thought. Special attention will be given to two traditional transcendentals in particular, truth and beauty, whose relationship has been a topic of especial interest in recent philosophy. This ranges from Theodor Adorno’s anxiety about the deceptive possibilities of beauty in the twentieth century to the cognitivist and expressivist theories of art defended by analytical philosophers like Nelson Goodman and Roger Scruton. Participants will have the opportunity to reflect on historical precursors to the doctrine of the transcendentals, the medieval doctrine itself, as well as work in other traditions that sees an important relationship between unity, goodness, truth, and/or beauty. -
Lift Every Voice and Sing: Democratic Dialogue in a Teacher Education Classroom
DOCUMENT RESUME ED 448 134 SP 039 648 AUTHOR Hufford, Don TITLE Lift Every Voice and Sing: Democratic Dialogue in a Teacher Education Classroom. PUB DATE 2000-00-00 NOTE 29p. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Democracy; Democratic Values; *Discussion (Teaching Technique); Elementary Secondary Education; Foundations of Education; Higher Education; Preservice Teacher Education; Student Teachers; Teacher Educators ABSTRACT This paper describes a model that builds on the assumption that educators teaching foundations of education courses have a unique opportunity to model the democratic process and a moral responsibility to infuse the art of human conversation and self-transcendence into education. Exposure to such classes may encourage preservice teachers to go beyond the search for pedagogical recipes and reflect on larger metaphysical responsibilities. The educational practice model presented here has philosophical connections to Shor's liberating education. It recognizes teaching and learning opportunities inherent in the flow of energy released by the seemingly chaotic elements comprising a classroom with open boundaries. It seeks a classroom community of inquiry based on a dialogical structure that allows individuals and groups to express different perspectives and interests but also encourages them to participate in a dialogue across difference aimed at formulating a democratic educational climate. The paper describes how education must be full of meaning in order to be meaningful, explaining how this can occur in democratic classrooms. It presents five theoretical positions about learning in democratic classrooms. It concludes that to search out and define the foundational principles upon which a personal teaching methodology rests is a continuing process that involves reflection on possibilities. -
How to Naturalize Sensory Consciousness and Intentionality Within a Process Monism with Normativity Gradient a Reading of Sellars
OUP CORRECTED PROOF – FINAL, 04/23/2016, SPi 9 How to Naturalize Sensory Consciousness and Intentionality within a Process Monism with Normativity Gradient A Reading of Sellars Johanna Seibt Sellars’s philosophy has created a continuous stream of exegetical, critical, and con- structive commentary. Early commentators typically involved themselves close-up with one aspect of the complex tapestry of Sellars’s work. More recently, however, with increasing temporal distance, philosophical interaction with Sellars often aims to identify general strategies and “master thoughts.” For example, John McDowell finds in Sellars’s EPM the “master thought . that the conceptual apparatus we employ when we place things in the logical space of reasons is irreducible to any conceptual appara- tus that does not serve to place things in the logical space of reasons”; this “master thought as it were draws a line: above the line are placings in the logical space of rea- sons, below it are [“causal”] characterizations that do not do that” (McDowell 1998: 433). Similarly, Robert Brandom identifies in EPM the “master idea” that Sellars’s “two-ply account of observation” involves “two distinguishable sorts of abilities: the capacity reliably to discriminate behaviorally between different sorts of stimuli, and the capacity to take up a position in the game of giving and asking for reasons.”1 The following engagement with Sellars’s philosophy is a contribution to such endeavors of taking the larger contours into view. But my aim in presenting a wide- scope reconstruction is not to identify reasons for why and how we can leave Sellars’s philosophy safely behind.2 Rather, I will highlight elements in Sellars’s work that have 1 Brandom 2000: 599; here quoted from the English original. -
Rockmore, "Remarks About Art and Truth After Plato and Its Critics
Volume 9, No 1, Spring 2014 ISSN 1932-1066 Remarks about Art and Truth After Plato and Its Critics Tom Rockmore Peking University, China [email protected] Abstract: Though it is sometimes said that the aesthetic tradition began in the eighteenth century, for cognitive purposes it began much earlier in Plato's suggestion, on cognitive grounds, that artists of all kinds must be expelled from the city. The post-Platonic aesthetic tradition can be reconstructed as a series of attempts over the intervening centuries to answer Plato, who has perhaps never been satisfactorily answered. This work considers selected latter responses to Plato's pioneering invention of aesthetics on the basis of the theory of forms. It further considers a number of related themes, including the decline of representation and the Hegelian thesis of the end of art in pointing to the still unresolved Platonic thesis concerning art and truth. Keywords: Plato; Kant, Immanuel; philosophy of art; cognitive theory; transcendentals; historicism; aesthetics; empiricist; Marx, Karl; aesthetics; representation; mimesis. I have been asked to say a few words about how I came modern theory of knowledge. Though Immanuel to write this book and what I think it accomplishes. I am Kant is still often understood as representationalist, glad to have this opportunity since it helps me to reflect and though he routinely employs representationalist on this part of my philosophical trajectory in examining vocabulary, above all the term Vorstellung, he in fact the reasons known and perhaps unknown and even turns away from representationalism, which fails in unknowable leading me in this direction. -
Rise and Fall of Chrisitanity
Rise and fall of Christianity - what should we know? From Christianity to Secularism University of the Nations by Markus Reichenbach November 2020 From the Reformation to Secularism Content 1 ABSTRACT 3 2 INTRODUCTION 4 2.1 WHAT CAN WE LEARN FROM HISTORY? 4 2.2 HOW IS HISTORY JUDGED? 4 2.3 CONCLUSION 11 3 WHY WAS THE REFORMATION SO SUCCESSFUL? 13 3.1 THE VIEW OF MAN: PEOPLE CAN CHANGE THE WORLD? 13 3.2 THE CHURCH: THE CROSS MADE THEM FREE 18 3.3 EDUCATION: ALL SHOULD BE EDUCATED 22 3.4 THE FAMILY: THE BEARER OF SOCIETY 24 3.5 THE ECONOMY: THE SPIRIT OF THE ECONOMIC SUCCESS 25 3.6 POLITICS: LIVING IN FREEDOM AND ORDER 28 3.7 SCIENCE: A HUGE INTEREST IN RESEARCH HAS EMERGED 32 3.8 THE ART: PEOPLE COULD LIVE OUT THEIR CREATIVITY 33 4 THE POWER OF THE ENLIGHTENMENT 34 4.1 SCIENCE: THE BIRTH OF MODERN SCIENCE 34 4.2 POLITICS: EXPANDED IDEAS OF THE REFORMATION 36 4.3 THE ECONOMY: EXPANDED IDEAS OF THE REFORMATION 39 4.4 EDUCATION: EXPANDED IDEAS OF THE REFORMATION 42 4.5 THE CHURCHES: BETWEEN CHRISTIANITY AND ENLIGHTENMENT 44 4.6 THE VIEW OF MAN: RATIONALISM HAS TAKEN THE PLACE 48 4.7 THE ART: THE PHILOSOPHIES SPREAD INTO THE WORLD 58 5 THE BIRTH OF ATHEISM 59 5.1 THE VIEW OF MAN: MAN WITHOUT GOD 61 5.2 THE CHURCH: IT IS IN A DILEMMA 63 5.3 EDUCATION: AN EDUCATION WITHOUT GOD 65 5.4 THE FAMILY: THEY ARE IN GREAT DANGER 67 5.5 THE ECONOMY: SOCIALISM CONQUERS THE WORLD 71 5.6 POLITICS: BELIEF IN A REVOLUTION 74 5.7 SCIENCE: THE WORLD WAS CREATED WITHOUT GOD 77 5.8 THE ART: ART WITHOUT TRUTH 80 6 OUTLOOK INTO THE 20TH CENTURY 81 7 CONCLUSION 84 8 BIBLIOGRAPHY 87 Page 2 From the Reformation to Secularism 1 Abstract 500 years ago, Christianity had its flowering time. -
What Is a Dilemma?
The Euthyphro Dilemma 1 What Is a Dilemma? 2 1 A dilemma is a choice between two options: 3 either when both options are desirable but only one can be chosen ... 4 2 or when both options are less than desirable and one must be chosen. 5 When there are only two possible choices, then it is a true dilemma. If a dilemma is passed off as a true dilemma when in fact there is a third (or more) option, then this is a false dilemma. 6 3 What Is the Euthyphro Dilemma? 7 The name 'Euthyphro' comes from the title of a dialogue written by Plato. Plato (428-348 BC) 8 4 Socrates meets Euthyphro along the way heading to court to prosecute his own father for Plato murder. (428-348 BC) 9 "So, in the name of heaven, tell me now about the matter you just felt sure you know quite thoroughly. State what you take piety (eujsebe;V, eusebes) and impiety (ajsebe;V, asebes) to be with reference to murder and all other cases. Is not the holy [o{sion, hosion] always one and the same in thing in every action, and, again, is not the unholy [ajvnovsion, anosion] always opposite to the holy, and like itself? And as unholiness does it not always have its one essential form [ijdevan, idean], which will be found in everything that is unholy? ... Then tell me. How do you define the holy [o{sion, hosion] and the unholy [ajvnovsion, anosion]?" [Euthyphro, 5d, trans. Lane Cooper (© 1941) in Plato: The Collected Dialogues, Socrates ed.