Virtue and Practical Wisdom As Natural Ends
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Relationship Between Spirituality and Wisdom
DISSERTATION PROTECTIVE FACTORS AGAINST ALCOHOL ABUSE IN COLLEGE STUDENTS: SPIRITUALITY, WISDOM, AND SELF-TRANSCENDENCE Submitted by Sydney E. Felker Department of Psychology In partial fulfillment of the requirements For the degree of Doctor of Philosophy Colorado State University Fort Collins, Colorado Fall 2011 Doctoral Committee: Advisor: Kathryn M. Rickard Co-Advisor: Richard M. Suinn Lisa Miller Thao Le Copyright by Sydney E. Felker 2011 All Rights Reserved ABSTRACT PROTECTIVE FACTORS AGAINST ALCOHOL ABUSE IN COLLEGE STUDENTS: SPIRITUALITY, WISDOM, AND SELF-TRANSCENDENCE Past research consistently suggests that spirituality is a protective factor against substance abuse in adolescents and adults. Many other personality and environmental factors have been shown to predict alcohol abuse and alcohol-related problems, yet much of the variance in alcohol abuse remains unexplained. Alcohol misuse continues to plague college campuses in the United States and recent attempts to reduce problematic drinking have fallen short. In an effort to further understand the factors contributing to students’ alcohol abuse, this study examines how spirituality, wisdom, and self- transcendence impact the drinking behaviors of college students. Two groups of students were studied: 1. students who were mandated for psychoeducational and clinical intervention as a result of violating the university alcohol policy; 2. a comparison group of students from the general undergraduate population who had never been sanctioned for alcohol misuse on campus. Alcohol use behaviors were assessed through calculating students’ reported typical blood alcohol level and alcohol-related problems. Results showed that wisdom is significantly and negatively related to blood alcohol level and alcohol-related problems for the mandated group but not the comparison group. -
Solomon Reflects on the Meaning of Life
SESSION 11 Solomon Reflects on the Meaning of Life SESSION SUMMARY In this session, we are going to align ourselves with Solomon and ask some of the same questions he asked. As we pose these questions together, we should look for their resolution in the person and work of Jesus Christ. Knowing that God exists, we can experience a life of meaning, justice, and purpose. We also call others to seek answers to their questions by looking to Christ. SCRIPTURE Ecclesiastes 1:1-11; 3:16–4:3; 12:9-14 106 Leader Guide / Session 11 THE POINT Because God exists, life has meaning and purpose. INTRO/STARTER 5-10 MINUTES Option 1 What do you think of when you hear the word vanity? The term vanity can refer to breath, emptiness, something temporary, or meaninglessness. Throughout the Book of Ecclesiastes, Solomon used a from of this word at least 24 times. Solomon used this phrasing to demonstrate the meaninglessness of living life apart from God. The term vanity of vanities is a superlative, emphasizing the emptiness of a Godless life. Without God, life is empty, holds no real meaning, and provides no lasting significance. He showed that only God can add real meaning to life. • Does life seem meaningless to you? Why or why not? Believers do not have to go through life wondering if they have purpose or meaning. God brings purpose and meaning to life. Sometimes that feeling of hopelessness still seeps in. But a vibrant relationship with the Lord enables people to view their lives in a more positive way. -
European Journal of Pragmatism and American Philosophy, IV-2 | 2012 Darwinized Hegelianism Or Hegelianized Darwinism? 2
European Journal of Pragmatism and American Philosophy IV-2 | 2012 Wittgenstein and Pragmatism Darwinized Hegelianism or Hegelianized Darwinism? Mathias Girel Electronic version URL: http://journals.openedition.org/ejpap/736 DOI: 10.4000/ejpap.736 ISSN: 2036-4091 Publisher Associazione Pragma Electronic reference Mathias Girel, « Darwinized Hegelianism or Hegelianized Darwinism? », European Journal of Pragmatism and American Philosophy [Online], IV-2 | 2012, Online since 24 December 2012, connection on 21 April 2019. URL : http://journals.openedition.org/ejpap/736 ; DOI : 10.4000/ejpap.736 This text was automatically generated on 21 April 2019. Author retains copyright and grants the European Journal of Pragmatism and American Philosophy right of first publication with the work simultaneously licensed under a Creative Commons Attribution- NonCommercial-NoDerivatives 4.0 International License. Darwinized Hegelianism or Hegelianized Darwinism? 1 Darwinized Hegelianism or Hegelianized Darwinism? Mathias Girel 1 It has been said that Peirce was literally talking “with the rifle rather than with the shot gun or water hose” (Perry 1935, vol. 2: 109). Readers of his review of James’s Principles can easily understand why. In some respects, the same might be true of the series of four books Joseph Margolis has been devoting to pragmatism since 2000. One of the first targets of Margolis’s rereading was the very idea of a ‘revival’ of pragmatism (a ‘revival’ of something that never was, in some ways), and, with it, the idea that the long quarrel between Rorty and Putnam was really a quarrel over pragmatism (that is was a pragmatist revival, in some ways). The uncanny thing is that, the more one read the savory chapters of the four books, the more one feels that the hunting season is open, but that the game is not of the usual kind and looks more like zombies, so to speak. -
Transition Booklet
Religious Studies Year 11-12 Bridging Project Welcome to Religious Studies at A Level! Now that you’ve decided to study Religious Studies at A level, you’ll need to do a bit of preparation. This pack contains activities and resources to prepare you to start your A level in September. It is aimed to be used throughout the rest of the summer term and over the summer holidays to ensure you are ready to start your course in September. When you arrive to your first lesson in September you should also bring a folder, lined paper, dividers and plastic wallets. This course is split into 3 components: 1. Study of a Religion (Hinduism) 2. Ethics 3. Philosophy The resources include: A task for each of the three components. Including research, podcasts, reviews, questions and videos. There is also some suggested tasks to complete and books you could read. 1. Study of a Religion The religion you will be studying is Hinduism. Please read through this article https://www.hinduamerican.org/blog/12-things-you- need-to-know-about-hinduism/ from the article add a list of key terms and definitions you think will be useful for the course. You could also watch the following BBC documentary on Gandhi. Watch all 3 episodes and make notes on what Gandhi believed and why he was so important to the development of modern India. https://youtu.be/TQNbHVjC0sQ 2. Ethics Use the following website to choose a podcast that interests you. Listen to the podcast and write a review below. Think about the ethical issues that arise and arguments for and against the issue. -
Educational Rights and the Roles of Virtues, Perfectionism, and Cultural Progress
The Law of Education: Educational Rights and the Roles of Virtues, Perfectionism, and Cultural Progress R. GEORGE WRIGHT* I. INTRODUCTION ................................................................................... 385 II. EDUCATION: PURPOSES, RECENT OUTCOMES, AND LEGAL MECHANISMS FOR REFORM ................................................................ 391 A. EDUCATIONAL PURPOSES AND RIGHTS LANGUAGE ...................... 391 B. SOME RECENT GROUNDS FOR CONCERN IN FULFILLING EDUCATIONAL PURPOSES ............................................................. 393 C. THE BROAD RANGE OF AVAILABLE TECHNIQUES FOR THE LEGAL REFORM OF EDUCATION ............................................................... 395 III. SOME LINKAGES BETWEEN EDUCATION AND THE BASIC VIRTUES, PERFECTIONISM, AND CULTURAL PROGRESS ..................................... 397 IV. VIRTUES AND THEIR LEGITIMATE PROMOTION THROUGH THE EDUCATIONAL SYSTEM ...................................................................... 401 V. PERFECTIONISM AND ITS LEGITIMATE PROMOTION THROUGH THE EDUCATIONAL SYSTEM ...................................................................... 410 VI. CULTURAL PROGRESS OVER TIME AND ITS LEGITIMATE PROMOTION THROUGH THE EDUCATIONAL SYSTEM .............................................. 417 VII. CONCLUSION: EDUCATION LAW AS RIGHTS-CENTERED AND AS THE PURSUIT OF WORTHY VALUES AND GOALS: THE EXAMPLE OF HORNE V. FLORES ............................................................................................ 431 I. INTRODUCTION The law of education -
Anscombe, Foot, and Contemporary Virtue Ethics
J Value Inquiry (2010) 44:209–224 DOI 10.1007/s10790-010-9218-0 Virtue Ethics without Right Action: Anscombe, Foot, and Contemporary Virtue Ethics John Hacker-Wright Published online: 5 March 2010 Ó Springer Science+Business Media B.V. 2010 1 Introduction Working out a criterion of morally right action is central to developing virtue ethics.1 Most advocates of virtue ethics believe that achieving such a criterion is crucial to vindicating virtue ethics as a normative theory. Yet the centrality of this task marks a departure from the views of at least some of the philosophers credited with the revival of virtue ethics in the twentieth century, especially from the views of G.E.M. Anscombe and Philippa Foot. Anscombe especially has sharp criticisms of the way philosophers handle the concept of morally right action along with related concepts like moral obligation. Yet the work of contemporary virtue ethicists such as Rosalind Hursthouse, Michael Slote, and Christine Swanton features little discussion of Anscombe’s criticisms or the reasons that the other virtue revivalists avoided providing a criterion of moral rightness. The dominant assumption appears to be that the earlier virtue revivalists neglect establishing a criterion of morally right action because their concern is to give priority to the evaluation of an agent over his acts as a corrective to the exclusive attention given to act-evaluation in the moral philosophy of the time. For Anscombe and Foot, at least, the concern to give priority to agent-evaluation is not among their motives for advocating a return to virtues.2 Instead, they believe that moral philosophers from the modern period forward have given the terms ‘‘right’’ and ‘‘ought’’ an artificial and incoherent sense. -
Practical Wisdom
© Michael Lacewing Practical wisdom The syllabus defines practical wisdom as ‘the capacity to make informed, rational judgements without recourse to a formal decision procedure’. Many deontological theories argue that there is no formal decision procedure, and in fact even Kant, who has a formal decision procedure, argues that applying the Categorical Imperative correctly involves ‘judgment’, which cannot be formalized. However, the idea of practical wisdom is today most strongly associated with Aristotle, so we shall focus our discussion on his view of how to make moral decisions. Practical wisdom (Greek phronesis; sometimes translated ‘prudence’), says Aristotle, is ‘a true and reasoned state of capacity to act with regard to the things that are good or bad for man’ Nicomachean Ethics VI.5). So while practical wisdom involves knowledge of what is good or bad, it is not merely theoretical knowledge, but a capacity to act on such knowledge as well. This capacity requires 1. a general conception of what is good or bad, which Aristotle relates to the conditions for human flourishing; 2. the ability to perceive, in light of that general conception, what is required in terms of feeling, choice, and action in a particular situation; 3. the ability to deliberate well; and 4. the ability to act on that deliberation. Aristotle’s theory makes practical wisdom very demanding. The type of insight into the good that is needed and the relation between practical wisdom and virtues of character are both complex. Practical wisdom cannot be taught, but requires experience of life and virtue. Only the person who is good knows what is good, according to Aristotle. -
Understanding Bernard Williams's Criticism of Aristotelian Naturalism
UNDERSTANDING BERNARD WILLIAMS’S CRITICISM OF ARISTOTELIAN NATURALISM Michael Addison A Thesis Submitted for the Degree of MPhil at the University of St Andrews 2015 Full metadata for this item is available in St Andrews Research Repository at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/9315 This item is protected by original copyright Understanding Bernard Williams’s Criticism of Aristotelian Naturalism. Michael Addison This thesis is submitted in partial fulfilment for the degree of MPhil at the University of St Andrews 19th November 2015 Abstract: In Ethics and the Limits of Philosophy (henceforth ELP) Williams claims that holding a naturalistic Aristotelian ethical theory is no longer an option for us—we cannot believe what Aristotle believed about human beings. It is the purpose of this thesis to understand what Williams means by this claim and to evaluate whether or not it constitutes a pressing argument against Aristotelian naturalism. The modern Aristotelian (represented here by Martha Nussbaum, Philippa Foot and Rosalind Hursthouse) seems to be untouched by the claim as presented—they do not have to hold Aristotle’s view of human nature. The Aristotelian approaches human nature, not from an “outside” perspective, like the scientist, but from an “inside” perspective—from the point of view of an ethically engaged agent. The method does not seek to use a theory-independent notion of human nature to vindicate the Aristotelian claim that the properly functioning human being is virtuous. Rather, the Aristotelian is engaged in a project of using the notions of virtue that we already possess, to paint a picture of the kind of lives that we can all identify with, and endorse as properly functioning. -
WISDOM (Tlwma) and Pffllosophy (FALSAFA)
WISDOM (tLWMA) AND PfflLOSOPHY (FALSAFA) IN ISLAMIC THOUGHT (as a framework for inquiry) By: Mehmet ONAL This thcsis is submitted ror the Doctor of Philosophy at the University of Wales - Lampeter 1998 b"9tr In this study the following two hypothesisare researched: 1. "WisdotW' is the fundamental aspect of Islamic thought on which Islamic civilisation was established through Islamic law (,Sharfa), theology (Ldi-M), philosophy (falsafq) and mysticism (Surism). 2. "Due to the first hypothesis Islamic philosophy is not only a commentary on the Greek philosophy or a new form of Ncoplatonism but a native Islamic wisdom understandingon the form of theoretical study". The present thesis consists of ten chaptersdealing with the concept of practical wisdom (Pikmq) and theoretical wisdom (philosophy or falsafa). At the end there arc a gcncral conclusion,glossary and bibliography. In the introduction (Chapter One) the definition of wisdom and philosophy is establishedas a conceptualground for the above two hypothesis. In the following chapter (Chapter Two) I focused on the historical background of these two concepts by giving a brief history of ancient wisdom and Greek philosophy as sourcesof Islamic thought. In the following two chapters (Chapter Three and Four) I tried to bring out a possibledefinition of Islamic wisdom in the Qur'5n and Sunna on which Islamic jurisprudence (fiqh), theology (A-alim), philosophy (falsafq) and mysticism (Sufism) consistedof. As a result of the above conceptual approaching,I tried to reach a new definition for wisdom (PiLma) as a method that helps in the establishmentof a new Islamic way of life and civilisation for our life. -
UC Berkeley UC Berkeley Electronic Theses and Dissertations
UC Berkeley UC Berkeley Electronic Theses and Dissertations Title Intention and Normative Belief Permalink https://escholarship.org/uc/item/8725w3wp Author Chislenko, Eugene Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California Intention and Normative Belief By Eugene Chislenko A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Philosophy in the Graduate Division of the University of California, Berkeley Committee in Charge: Professor Hannah Ginsborg, Co-Chair Professor R. Jay Wallace, Co-Chair Professor Hubert Dreyfus Professor Tania Lombrozo Spring 2016 Copyright by Eugene Chislenko 2016 Abstract Intention and Normative Belief by Eugene Chislenko Doctor of Philosophy in Philosophy University of California, Berkeley Professor Hannah Ginsborg and Professor R. Jay Wallace, Co-Chairs People can be malicious, perverse, compulsive, self-destructive, indifferent, or in conflict with their own better judgment. This much is obvious—but on many traditional views, it seems puzzling or even impossible. Many philosophers, from Plato and Aristotle to Kant, Davidson, and others, have thought that we act only “under the guise of the good,” doing only what we see as good, or best, or what we ought to do. These “guise-of-the-good” views offered a way to make sense of the attribution and explanation of action, while maintaining a generous view of human nature as essentially pursuing the good. But are they not hopelessly narrow and naïve? It seems clear that we often do what we do not see as good, and even what we see as bad. -
What Is Philosophy.Pdf
I N T R O D U C T I O N What Is Philosophy? CHAPTER 1 The Task of Philosophy CHAPTER OBJECTIVES Reflection—thinking things over—. [is] the beginning of philosophy.1 In this chapter we will address the following questions: N What Does “Philosophy” Mean? N Why Do We Need Philosophy? N What Are the Traditional Branches of Philosophy? N Is There a Basic Method of Philo- sophical Thinking? N How May Philosophy Be Used? N Is Philosophy of Education Useful? N What Is Happening in Philosophy Today? The Meanings Each of us has a philos- “having” and “doing”—cannot be treated en- ophy, even though we tirely independent of each other, for if we did of Philosophy may not be aware of not have a philosophy in the formal, personal it. We all have some sense, then we could not do a philosophy in the ideas concerning physical objects, our fellow critical, reflective sense. persons, the meaning of life, death, God, right Having a philosophy, however, is not suffi- and wrong, beauty and ugliness, and the like. Of cient for doing philosophy. A genuine philo- course, these ideas are acquired in a variety sophical attitude is searching and critical; it is of ways, and they may be vague and confused. open-minded and tolerant—willing to look at all We are continuously engaged, especially during sides of an issue without prejudice. To philoso- the early years of our lives, in acquiring views phize is not merely to read and know philoso- and attitudes from our family, from friends, and phy; there are skills of argumentation to be mas- from various other individuals and groups. -
Reflexive Monism
Reflexive Monism Max Velmans, Goldsmiths, University of London; email [email protected]; http://www.goldsmiths.ac.uk/psychology/staff/velmans.php Journal of Consciousness Studies (2008), 15(2), 5-50. Abstract. Reflexive monism is, in essence, an ancient view of how consciousness relates to the material world that has, in recent decades, been resurrected in modern form. In this paper I discuss how some of its basic features differ from both dualism and variants of physicalist and functionalist reductionism, focusing on those aspects of the theory that challenge deeply rooted presuppositions in current Western thought. I pay particular attention to the ontological status and seeming “out- thereness” of the phenomenal world and to how the “phenomenal world” relates to the “physical world”, the “world itself”, and processing in the brain. In order to place the theory within the context of current thought and debate, I address questions that have been raised about reflexive monism in recent commentaries and also evaluate competing accounts of the same issues offered by “transparency theory” and by “biological naturalism”. I argue that, of the competing views on offer, reflexive monism most closely follows the contours of ordinary experience, the findings of science, and common sense. Key words: Consciousness, reflexive, monism, dualism, reductionism, physicalism, functionalism, transparency, biological naturalism, phenomenal world, physical world, world itself, universe itself, brain, perceptual projection, phenomenal space, measured space, physical space, space perception, information, virtual reality, hologram, phenomenological internalism, phenomenological externalism, first person, third person, complementary What is Reflexive Monism? Monism is the view that the universe, at the deepest level of analysis, is one thing, or composed of one fundamental kind of stuff.