Aristotle on Freedom and Popular Government
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
PHIL 269: Philosophy of Sex and Love: Course Outline
PHIL 269: Philosophy of Sex and Love: Course Outline 1. Title of Course: Philosophy of Sex and Love 2. Catalogue Description: The course investigates philosophical questions regarding the nature of sex and love, including questions such as: what is sex? What is sexuality? What is love? What kinds of love are possible? What is the proper morality of sexual behavior? Does gender, race, or class influence how we approach these questions? The course will consider these questions from an historical perspective, including philosophical, theological and psychological approaches, and then follow the history of ideas from ancient times into contemporary debates. A focus on the diversity theories and perspectives will be emphasized. Topics to be covered may include marriage, reproduction, casual sex, prostitution, pornography, and homosexuality. 3. Prerequisites: PHIL 110 4. Course Objectives: The primary course objectives are: To enable students to use philosophical methods to understand sex and love To enable students to follow the history of ideas regarding sex and love To enable students to understand contemporary debates surrounding sex and love in their diversity To enable students to see the connections between the history of ideas and their contemporary meanings To enable students to use (abstract, philosophical) theories to analyze contemporary debates 5. Student Learning Outcomes The student will be able to: Define the direct and indirect influence of historical thinkers on contemporary issues Define and critically discuss major philosophical issues regarding sex and love and their connections to metaphysics, ethics and epistemology Analyze, explain, and criticize key passages from historical texts regarding the philosophy of sex and love. -
2. Aristotle's Concept of the State
Page No.13 2. Aristotle's concept of the state Olivera Z. Mijuskovic Full Member International Association of Greek Philosophy University of Athens, Greece ORCID iD: http://orcid.org/0000-0001-5950-7146 URL: http://worldphilosophynetwork.weebly.com E-Mail: [email protected] Abstract: In contrast to a little bit utopian standpoint offered by Plato in his teachings about the state or politeia where rulers aren`t “in love with power but in virtue”, Aristotle's teaching on the same subject seems very realistic and pragmatic. In his most important writing in this field called "Politics", Aristotle classified authority in the form of two main parts: the correct authority and moose authority. In this sense, correct forms of government are 1.basileus, 2.aristocracy and 3.politeia. These forms of government are based on the common good. Bad or moose forms of government are those that are based on the property of an individual or small governmental structures and they are: 1.tiranny, 2.oligarchy and 3.democracy. Also, Aristotle's political thinking is not separate from the ethical principles so he states that the government should be reflected in the true virtue that is "law" or the "golden mean". Keywords: Government; stat; , virtue; democracy; authority; politeia; golden mean. Vol. 4 No. 4 (2016) Issue- December ISSN 2347-6869 (E) & ISSN 2347-2146 (P) Aristotle's concept of the state by Olivera Z. Mijuskovic Page no. 13-20 Page No.14 Aristotle's concept of the state 1.1. Aristotle`s “Politics” Politics in its defined form becomes affirmed by the ancient Greek world. -
Aristotle and the Productive Class: Did Aristotle Argue
ARISTOTLE AND THE PRODUCTIVE CLASS: DID ARISTOTLE ARGUE IN FAVOR OF EDUCATION FOR ALL? by DEANNA M. HACKWORTH, B.A. A THESIS IN PHILOSOPHY Submitted to the Graduate Faculty of Texas Tech University in Pardal Fulfillment of the Requirements for the Degree of MASTER OF ARTS Approved August, 2003 ACKNOWLEDGMENTS I am grateful to many people who offered criticism, support, and comments during the writing of this paper, without whom, it is doubtful this thesis would have ever been completed. First and foremost, I must thank the chair of my committee, Howard Curzer, whose support, encouragement, and vast knowledge of Aristotle were both enlightening and infinitely helpfijl. For his continuous help in my attempt to understand the capabilities approach first developed by Sen, and his unwavering commitment to keep my interpretation of Aristotle truthful and correct, I am indebted to Walter Schaller. An earUer and much different version of this paper sparked conversations between myself and Eric Carter, which helped to shape my thinking on Nussbaum, and to whom I would like to offer sincere thanks. LaKrisha Mauldin and Stiv Fleishman edited and provided comments on several drafts, allowing me to see errors that I would not have been able to see otherwise, and proving invaluable in the final hours before the defense of this paper. Several unpublished articles written and sent to me by Dr. Fred Miller proved fertile ground to shape my thinking of objections to my project, and I am forever gratefial. Last but certainly not least, I would like to offer thanks to my family, for giving me large amounts of uninterrupted time which allowed me to work on this project, and supported me to the extent they were able as I endeavored to become a philosopher. -
Radin Centre for the Study of Religion University of Toronto [email protected]
Long Commentary on the De Anima of Aristotle. Written by Averroes (Ibn Rushd) of Cordoba. Translated and with introduction and notes by Richard C. Taylor, with Therese-Anne Druart, subeditor. New Haven CT: Yale University Press, 2009. 498 pages. ISBN: 978-0-0300-11668-7. $85.00 US, $97.95 CDN. Born in Andalusia in 1126, Averroes (or Ibn Rushd) is generally considered one of the most influential Arabic classical philosophers, and his impact on Western thought, through the interpretations of Thomas Aquinas, Duns Scotus, and others, can hardly be overestimated. Although Averroes wrote extensively in the fields of religious law (Bidayat al-Mujtahid wa Nihayat al-Muqtasad), philosophy (The Incoherence of the Incoherence) and their relationship (Decisive Treatise), his nickname, the Great Commentator, is a result of Averroes’ prolific commentaries on Greek philosophy, and particularly the works of Aristotle. The date of completion of Averroes’ Long Commentary is, although debatable, usually given at around 1186 C.E., and while its chronological relationship to the Short and Middle Commentaries (and therefore status as Averroes’ ‘final opinion’ on the De Anima) is debatable, the Long Commentary certainly presents Averroes’ most detailed examination of the De Anima. In form, it is basically a line-by-line exegesis, with Averroes reproducing Aristotle’s work and then proceeding to provide explanation, extension, and interpretation. Averroes’ Long Commentary is key to tracing how Averroes interpreted Aristotle’s work on the soul and how his own concept of the soul developed from his reading of Aristotle. The current translation of Averroes’ Long Commentary on the De Anima of Aristotle by Richard C. -
St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death
The University of Akron IdeaExchange@UAkron Williams Honors College, Honors Research The Dr. Gary B. and Pamela S. Williams Honors Projects College Spring 2020 St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death Christopher Choma [email protected] Follow this and additional works at: https://ideaexchange.uakron.edu/honors_research_projects Part of the Christianity Commons, Epistemology Commons, European History Commons, History of Philosophy Commons, History of Religion Commons, Metaphysics Commons, Philosophy of Mind Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Please take a moment to share how this work helps you through this survey. Your feedback will be important as we plan further development of our repository. Recommended Citation Choma, Christopher, "St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death" (2020). Williams Honors College, Honors Research Projects. 1048. https://ideaexchange.uakron.edu/honors_research_projects/1048 This Dissertation/Thesis is brought to you for free and open access by The Dr. Gary B. and Pamela S. Williams Honors College at IdeaExchange@UAkron, the institutional repository of The University of Akron in Akron, Ohio, USA. It has been accepted for inclusion in Williams Honors College, Honors Research Projects by an authorized administrator of IdeaExchange@UAkron. For more information, please contact [email protected], [email protected]. 1 St. Augustine and St. Thomas Aquinas on the Mind, Body, and Life After Death By: Christopher Choma Sponsored by: Dr. Joseph Li Vecchi Readers: Dr. Howard Ducharme Dr. Nathan Blackerby 2 Table of Contents Introduction p. 4 Section One: Three General Views of Human Nature p. -
BY PLATO• ARISTOTLE • .AND AQUINAS I
i / REF1,l!;CTit.>NS ON ECONOMIC PROBLEMS / BY PLATO• ARISTOTLE • .AND AQUINAS ii ~FLECTIONS ON ECONO:MIC PROBLEMS 1 BY PLA'I'O, ARISTOTLE, JJJD AQUINAS, By EUGENE LAIDIBEL ,,SWEARINGEN Bachelor of Science Oklahoma Agricultural and Mechanical Collage Stillwater, Oklahoma 1941 Submitted to the Depertmeut of Economics Oklahoma Agricultural and Mechanical College In Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE 1948 iii f.. 'I. I ···· i·: ,\ H.: :. :· ··: ! • • ~ ' , ~ • • !·:.· : i_ ·, 1r 1i1. cr~~rJ3t L l: i{ ,\ I~ Y , '•T •)() 1 0 ,1 8 API-'HOV~D BY: .J ,.· 1.., J l.;"t .. ---- -··- - ·- ______.,.. I 7 -.. JI J ~ L / \ l v·~~ u ' ~) (;_,LA { 7 {- ' r ~ (\.7 __\ _. ...A'_ ..;f_ ../-_" ...._!)_.... ..." ___ ......._ ·;...;;; ··-----/ 1--.,i-----' ~-.._.._ :_..(__,,---- ....... Member of the Report Committee 1..j lj:,;7 (\ - . "'·- -· _ .,. ·--'--C. r, .~-}, .~- Q_ · -~ Q.- 1Head of the Department . · ~ Dean of the Graduate School 502 04 0 .~ -,. iv . r l Preface The purpose and plan of this report are set out in the Introduction. Here, I only wish to express my gratitude to Professor Russell H. Baugh who has helped me greatly in the preparation of this report by discussing the various subjects as they were in the process of being prepared. I am very much indebted to Dr. Harold D. Hantz for his commentaries on the report and for the inspiration which his classes in Philosophy have furnished me as I attempted to correlate some of the material found in these two fields, Ecor!.Omics and Philosophy. I should like also to acknowledge that I owe my first introduction into the relationships of Economics and Philosophy to Dean Raymond Thomas, and his com~ents on this report have been of great value. -
Discussion Notes for Aristotle's Politics
Sean Hannan Classics of Social & Political Thought I Autumn 2014 Discussion Notes for Aristotle’s Politics BOOK I 1. Introducing Aristotle a. Aristotle was born around 384 BCE (in Stagira, far north of Athens but still a ‘Greek’ city) and died around 322 BCE, so he lived into his early sixties. b. That means he was born about fifteen years after the trial and execution of Socrates. He would have been approximately 45 years younger than Plato, under whom he was eventually sent to study at the Academy in Athens. c. Aristotle stayed at the Academy for twenty years, eventually becoming a teacher there himself. When Plato died in 347 BCE, though, the leadership of the school passed on not to Aristotle, but to Plato’s nephew Speusippus. (As in the Republic, the stubborn reality of Plato’s family connections loomed large.) d. After living in Asia Minor from 347-343 BCE, Aristotle was invited by King Philip of Macedon to serve as the tutor for Philip’s son Alexander (yes, the Great). Aristotle taught Alexander for eight years, then returned to Athens in 335 BCE. There he founded his own school, the Lyceum. i. Aside: We should remember that these schools had substantial afterlives, not simply as ideas in texts, but as living sites of intellectual energy and exchange. The Academy lasted from 387 BCE until 83 BCE, then was re-founded as a ‘Neo-Platonic’ school in 410 CE. It was finally closed by Justinian in 529 CE. (Platonic philosophy was still being taught at Athens from 83 BCE through 410 CE, though it was not disseminated through a formalized Academy.) The Lyceum lasted from 334 BCE until 86 BCE, when it was abandoned as the Romans sacked Athens. -
Ibn Rushd and the Enlightenment Project in the Islamic World
Religions 2015, 6, 1082–1106; doi:10.3390/rel6031082 OPEN ACCESS religions ISSN 2077-1444 www.mdpi.com/journal/religions Article Qur’anic Interpretation and the Problem of Literalism: Ibn Rushd and the Enlightenment Project in the Islamic World Chryssi Sidiropoulou Department of Philosophy, Faculty of Arts and Sciences, Boğaziçi University, TB 350, Bebek 343 42, Istanbul, Turkey; E-Mail: [email protected]; Tel.: +90-212-3595400 (ext. 7210); Fax: +90-212-2872469 Academic Editor: Jonathan Hill Received: 4 May 2015 / Accepted: 26 August 2015 / Published: 11 September 2015 Abstract: This article examines the claim that Ibn Rushd of Cordoba (“Averroës,” 12th century B.C.) is a precursor of the Enlightenment and a source of inspiration for the emancipation of contemporary Islamic societies. The paper critically discusses the fascination that Ibn Rushd has exercised on several thinkers, from Ernest Renan to Salman Rushdie, and highlights the problem of literalism in Qur’anic interpretation. Based on Ibn Rushd’s Decisive Treatise (Fasl al-maqāl), the paper investigates Ibn Rushd’s proposed division of (Muslim) society into three distinct classes. The main question here is whether there is a substantial link between the people of the Muslim community, given the three distinct kinds of assent (tasdīq) introduced by Ibn Rushd. I argue that if such a link cannot be supplied, then it is hard to see in Ibn Rushd an enlightened social model for today’s Muslim societies. Furthermore, that the great majority of people are prevented from having any contact with non-literal interpretation of the Scripture and non-revealed ways of thinking. -
Two Problems for Resemblance Nominalism
Two Problems for Resemblance Nominalism Andrea C. Bottani, Università di Bergamo [email protected] I. Nominalisms Just as ‘being’ according to Aristotle, ‘nominalism’ can be said in many ways, being currently used to refer to a number of non equivalent theses, each denying the existence of entities of a certain sort. In a Quinean largely shared sense, nominalism is the thesis that abstract entities do not exist. In other senses, some of which also are broadly shared, nominalism is the thesis that universals do not exist; the thesis that neither universals nor tropes exist; the thesis that properties do not exist. These theses seem to be independent, at least to some degree: some ontologies incorporate all of them, some none, some just one and some more than one but not all. This makes the taxonomy of nominalisms very complex. Armstrong 1978 distinguishes six varieties of nominalism according to which neither universals nor tropes exist, called respectively ‘ostrich nominalism’, ‘predicate nominalism’, ‘concept nominalism’, ‘mereological nominalism’, ‘class nominalism’ and ‘resemblance nominalism’, which Armstrong criticizes but considers superior to any other version. According to resemblance nominalism, properties depend on primitive resemblance relations among particulars, while there are neither universals nor tropes. Rodriguez-Pereyra 2002 contains a systematic formulation and defence of a version of resemblance nominalism according to which properties exist, conceived of as maximal classes of exactly resembling particulars. An exact resemblance is one that two particulars can bear to each other just in case there is some ‘lowest determinate’ property - for example, being of an absolutely precise nuance of red – that both have just in virtue of precisely resembling certain particulars (so that chromatic resemblance can only be chromatic indiscernibility). -
Challenging Conventional Wisdom: Development Implications of Trade in Services Liberalization
UNITED NATIONS CONFERENCE ON TRADE AND DEVELOPMENT TRADE, POVERTY AND CROSS-CUTTING DEVELOPMENT ISSUES STUDY SERIES NO. 2 Challenging Conventional Wisdom: Development Implications of Trade in Services Liberalization Luis Abugattas Majluf and Simonetta Zarrilli Division on International Trade in Goods and Services, and Commodities UNCTAD UNITED NATIONS New York and Geneva, 2007 NOTE Luis Abugattas Majluf and Simonetta Zarrilli are staff members of the Division on International Trade in Goods and Services, and Commodities of the UNCTAD secretariat. Part of this study draws on policy-relevant research undertaken at UNCTAD on the assessment of trade in services liberalization and its development implications. The views expressed in this study are those of the authors and do not necessarily reflect the views of the United Nations. The designations employed and the presentation of the material do not imply the expression of any opinion whatsoever on the part of the United Nations Secretariat concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. Material in this publication may be freely quoted or reprinted, but acknowledgement is requested, together with a reference to the document number. It would be appreciated if a copy of the publication containing the quotation or reprint were sent to the UNCTAD secretariat: Chief Trade Analysis Branch Division on International Trade in Goods and Services, and Commodities United Nations Conference on Trade and Development Palais des Nations CH-1211 Geneva Series Editor: Khalilur Rahman Chief, Trade Analysis Branch DITC/UNCTAD UNCTAD/DITC/TAB/POV/2006/1 UNITED NATIONS PUBLICATION ISSN 1815-7742 © Copyright United Nations 2007 All rights reserved ii ABSTRACT The implications of trade in services liberalization on poverty alleviation, on welfare and on the overall development prospects of developing countries remain at the hearth of the debate on the interlinkages between trade and development. -
Cicero and St. Augustine's Just War Theory: Classical Influences on a Christian Idea Berit Van Neste University of South Florida
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 4-12-2006 Cicero and St. Augustine's Just War Theory: Classical Influences on a Christian Idea Berit Van Neste University of South Florida Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons, and the Religion Commons Scholar Commons Citation Neste, Berit Van, "Cicero and St. Augustine's Just War Theory: Classical Influences on a Christian Idea" (2006). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/3782 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Cicero and St. Augustine's Just War Theory: Classical Influences on a Christian Idea by Berit Van Neste A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of Religious Studies College of Arts and Sciences University of South Florida Major Professor: James F. Strange, Ph.D. Paul G. Schneider, Ph.D. Michael J. Decker, Ph.D. Date of Approval: April 12, 2006 Keywords: theology, philosophy, politics, patristic, medieval © Copyright 2006 , Berit Van Neste For Elizabeth and Calista Table of Contents Abstract ii Chapter 1 1 Introduction 1 Cicero’s Influence on Augustine 7 Chapter 2 13 Justice 13 Natural and Temporal Law 19 Commonwealth 34 Chapter 3 49 Just War 49 Chapter 4 60 Conclusion 60 References 64 i Cicero and St. -
5. What Matters Is the Motive / Immanuel Kant
This excerpt is from Michael J. Sandel, Justice: What's the Right Thing to Do?, pp. 103-116, by permission of the publisher. 5. WHAT MATTERS IS THE MOTIVE / IMMANUEL KANT If you believe in universal human rights, you are probably not a utili- tarian. If all human beings are worthy of respect, regardless of who they are or where they live, then it’s wrong to treat them as mere in- struments of the collective happiness. (Recall the story of the mal- nourished child languishing in the cellar for the sake of the “city of happiness.”) You might defend human rights on the grounds that respecting them will maximize utility in the long run. In that case, however, your reason for respecting rights is not to respect the person who holds them but to make things better for everyone. It is one thing to con- demn the scenario of the su! ering child because it reduces overall util- ity, and something else to condemn it as an intrinsic moral wrong, an injustice to the child. If rights don’t rest on utility, what is their moral basis? Libertarians o! er a possible answer: Persons should not be used merely as means to the welfare of others, because doing so violates the fundamental right of self-ownership. My life, labor, and person belong to me and me alone. They are not at the disposal of the society as a whole. As we have seen, however, the idea of self-ownership, consistently applied, has implications that only an ardent libertarian can love—an unfettered market without a safety net for those who fall behind; a 104 JUSTICE minimal state that rules out most mea sures to ease inequality and pro- mote the common good; and a celebration of consent so complete that it permits self-in" icted a! ronts to human dignity such as consensual cannibalism or selling oneself into slav ery.