Immanuel Kant and His Influence on Our Daily Lives
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HUMANISM Religious Practices
HUMANISM Religious Practices . Required Daily Observances . Required Weekly Observances . Required Occasional Observances/Holy Days Religious Items . Personal Religious Items . Congregate Religious Items . Searches Requirements for Membership . Requirements (Includes Rites of Conversion) . Total Membership Medical Prohibitions Dietary Standards Burial Rituals . Death . Autopsies . Mourning Practices Sacred Writings Organizational Structure . Headquarters Location . Contact Office/Person History Theology 1 Religious Practices Required Daily Observance No required daily observances. Required Weekly Observance No required weekly observances, but many Humanists find fulfillment in congregating with other Humanists on a weekly basis (especially those who characterize themselves as Religious Humanists) or other regular basis for social and intellectual engagement, discussions, book talks, lectures, and similar activities. Required Occasional Observances No required occasional observances, but some Humanists (especially those who characterize themselves as Religious Humanists) celebrate life-cycle events with baby naming, coming of age, and marriage ceremonies as well as memorial services. Even though there are no required observances, there are several days throughout the calendar year that many Humanists consider holidays. They include (but are not limited to) the following: February 12. Darwin Day: This marks the birthday of Charles Darwin, whose research and findings in the field of biology, particularly his theory of evolution by natural selection, represent a breakthrough in human knowledge that Humanists celebrate. First Thursday in May. National Day of Reason: This day acknowledges the importance of reason, as opposed to blind faith, as the best method for determining valid conclusions. June 21 - Summer Solstice. This day is also known as World Humanist Day and is a celebration of the longest day of the year. -
The British Empiricism Locke, Berkeley and Hume
The British Empiricism Locke, Berkeley and Hume copyleft: nicolazuin.2018 | nowxhere.wordpress.com 1 The problem of knowledge • Please, look out of the window (or into the box, or just in front of you…) and answer the following questions: ‣ What do you see? ‣ Are you sure that what you see is what truly exists out there? ‣ What do you know about it? ‣ How do you know it? ‣ What make you sure of it? • Here you are: this is the problem of knowledge! • Now try to formalise it in a single question or definition. copyleft:nicolazuin.2018 | nowxhere.wordpress.com 1 A long way behind In a certain way, we could say that the problem of knowledge is the problem of philosophy itself, since its birth. • Think for example on this quotations: Parmenides: «the same thing is for thinking as is for being” Eraclitus: «The things of which there is sight, hearing, experience, I prefer». (But he also says: «Poor witnesses for men are their eyes and ears if they have barbarian souls» Gorgia: «Nothing exists; Even if something exists, nothing can be known about it; and Even if something can be known about it, knowledge about it can't be communicated to others. Even if it can be communicated, it cannot be understood». • Or try to imagine the discussion between Plato and Aristotle in the famous Raffaello’s School of Athens. • Now try to build a mind-map of all the different answers to the problem of knowledge given by the philosophers you already know copyleft:nicolazuin.2018 | nowxhere.wordpress.com 2 The terrible heritage of Descartes: The modern problem of knowledge originates from the conclusions of Descartes’s research, which was inspired by the successful advancement of geometry and natural sciences and was aimed to find a certain knowledge for philosophy. -
Kant's Theoretical Conception Of
KANT’S THEORETICAL CONCEPTION OF GOD Yaron Noam Hoffer Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the Department of Philosophy, September 2017 Accepted by the Graduate Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Doctoral Committee _________________________________________ Allen W. Wood, Ph.D. (Chair) _________________________________________ Sandra L. Shapshay, Ph.D. _________________________________________ Timothy O'Connor, Ph.D. _________________________________________ Michel Chaouli, Ph.D 15 September, 2017 ii Copyright © 2017 Yaron Noam Hoffer iii To Mor, who let me make her ends mine and made my ends hers iv Acknowledgments God has never been an important part of my life, growing up in a secular environment. Ironically, only through Kant, the ‘all-destroyer’ of rational theology and champion of enlightenment, I developed an interest in God. I was drawn to Kant’s philosophy since the beginning of my undergraduate studies, thinking that he got something right in many topics, or at least introduced fruitful ways of dealing with them. Early in my Graduate studies I was struck by Kant’s moral argument justifying belief in God’s existence. While I can’t say I was convinced, it somehow resonated with my cautious but inextricable optimism. My appreciation for this argument led me to have a closer look at Kant’s discussion of rational theology and especially his pre-critical writings. From there it was a short step to rediscover early modern metaphysics in general and embark upon the current project. This journey could not have been completed without the intellectual, emotional, and material support I was very fortunate to receive from my teachers, colleagues, friends, and family. -
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. -
The Philosophical Underpinnings of Educational Research
The Philosophical Underpinnings of Educational Research Lindsay Mack Abstract This article traces the underlying theoretical framework of educational research. It outlines the definitions of epistemology, ontology and paradigm and the origins, main tenets, and key thinkers of the 3 paradigms; positivist, interpetivist and critical. By closely analyzing each paradigm, the literature review focuses on the ontological and epistemological assumptions of each paradigm. Finally the author analyzes not only the paradigm’s weakness but also the author’s own construct of reality and knowledge which align with the critical paradigm. Key terms: Paradigm, Ontology, Epistemology, Positivism, Interpretivism The English Language Teaching (ELT) field has moved from an ad hoc field with amateurish research to a much more serious enterprise of professionalism. More teachers are conducting research to not only inform their teaching in the classroom but also to bridge the gap between the external researcher dictating policy and the teacher negotiating that policy with the practical demands of their classroom. I was a layperson, not an educational researcher. Determined to emancipate myself from my layperson identity, I began to analyze the different philosophical underpinnings of each paradigm, reading about the great thinkers’ theories and the evolution of social science research. Through this process I began to examine how I view the world, thus realizing my own construction of knowledge and social reality, which is actually quite loose and chaotic. Most importantly, I realized that I identify most with the critical paradigm assumptions and that my future desired role as an educational researcher is to affect change and challenge dominant social and political discourses in ELT. -
The Star of the Age of Reason. Voltaire 1694-1778
Camilla Kolstad Danielsen The Star of The Age of Reason. Voltaire 1694-1778 During the 18th century, the French writers, philosophers and scientists were determined to improve the world through reason. Voltaire was the most famous of them all. No other writer was as frequently read and discussed. He was successful with his tragedies and poetry, he disseminated Newton’s philosophy to Europe and he was engaged in individual fates. For us, Voltaire is a symbolic figure, a socially engaged 2013 intellectual writer who fought for freedom of speech and other human rights. Such a Original title: Opplysningens stjerne. Voltaire notion is tinted by our modern viewpoint. But the important position Voltaire NORLA Selection acquired in his time was a result of the independent manner with which he handled his role as writer. FOREIGN RIGHTS This book provides an insight into Voltaire’s extensive and comprehensive authorship HAGEN AGENCY by Eirin Hagen within fiction, history, philosophy and various socially engaged essays. We meet Lindemans gate 3 D Voltaire as both controversial and moderate, radical and conservative, a contentious NO-0267 Oslo Tel: +47 22 46 52 54 man who won many battles, but far from all, and he did his best to fashion his star Mob: +47 93 41 10 56 status within his contemporaries and for future generations. [email protected] www.hagenagency.no English sample translation available Humanist Forlag 2014 231 Pages Praise: “This is a great book, scholastically solid and an exemplary dissemination of research. It is captivating and funny, and at the same time so convincing that I don’t think I have ever read anything better about Voltaire” Ellen Krefting, associate professor at the University of Oslo Camilla Kolstad Danielsen Camilla Kolstad Danielsenhas written articles on the French enlightenment and her PhD thesis about Voltaire’s philosophical narratives, potpourri, as a genre practice in Voltaire’s later philosophical works (2006). -
Introduction to Philosophy. Social Studies--Language Arts: 6414.16. INSTITUTION Dade County Public Schools, Miami, Fla
DOCUMENT RESUME ED 086 604 SO 006 822 AUTHOR Norris, Jack A., Jr. TITLE Introduction to Philosophy. Social Studies--Language Arts: 6414.16. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 72 NOTE 20p.; Authorized Course of Instruction for the Quinmester Program EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Course Objectives; Curriculum Guides; Grade 10; Grade 11; Grade 12; *Language Arts; Learnin4 Activities; *Logic; Non Western Civilization; *Philosophy; Resource Guides; Secondary Grades; *Social Studies; *Social Studies Units; Western Civilization IDENTIFIERS *Quinmester Program ABSTRACT Western and non - western philosophers and their ideas are introduced to 10th through 12th grade students in this general social studies Quinmester course designed to be used as a preparation for in-depth study of the various schools of philosophical thought. By acquainting students with the questions and categories of philosophy, a point of departure for further study is developed. Through suggested learning activities the meaning of philosopky is defined. The Socratic, deductive, inductive, intuitive and eclectic approaches to philosophical thought are examined, as are three general areas of philosophy, metaphysics, epistemology,and axiology. Logical reasoning is applied to major philosophical questions. This course is arranged, as are other quinmester courses, with sections on broad goals, course content, activities, and materials. A related document is ED 071 937.(KSM) FILMED FROM BEST AVAILABLE COPY U S DEPARTMENT EDUCATION OF HEALTH. NAT10N41 -
Immanuel Kant Was Born in 1724, and Published “Religion Within The
CHAPTER FIVE THE PHENOMENOLOGY AND ‘FORMATIONS OF CONSCIOUSNESS’ It is this self-construing method alone which enables philosophy to be an objective, demonstrated science. (Hegel 1812) Immanuel Kant was born in 1724, and published “Religion within the limits of Reason” at the age of 70, at about the same time as the young Hegel was writing his speculations on building a folk religion at the seminary in Tübingen and Robespierre was engaged in his ultimately fatal practical experiment in a religion of Reason. Kant was a huge figure. Hegel and all his young philosopher friends were Kantians. But Kant’s system posed as many problems as it solved; to be a Kantian at that time was to be a participant in the project which Kant had initiated, the development of a philosophical system to fulfill the aims of the Enlightenment; and that generally meant critique of Kant. We need to look at just a couple of aspects of Kant’s philosophy which will help us understand Hegel’s approach. “I freely admit,” said Kant , “it was David Hume ’s remark [that Reason could not prove necessity or causality in Nature] that first, many years ago, interrupted my dogmatic slumber and gave a completely differ- ent direction to my enquiries in the field of speculative philosophy” (Kant 1997). Hume’s “Treatise on Human Nature” had been published while Kant was still very young, continuing a line of empiricists and their rationalist critics, whose concern was how knowledge and ideas originate from sensation. Hume was a skeptic; he demonstrated that causality could not be deduced from experience. -
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. -
Life with Augustine
Life with Augustine ...a course in his spirit and guidance for daily living By Edmond A. Maher ii Life with Augustine © 2002 Augustinian Press Australia Sydney, Australia. Acknowledgements: The author wishes to acknowledge and thank the following people: ► the Augustinian Province of Our Mother of Good Counsel, Australia, for support- ing this project, with special mention of Pat Fahey osa, Kevin Burman osa, Pat Codd osa and Peter Jones osa ► Laurence Mooney osa for assistance in editing ► Michael Morahan osa for formatting this 2nd Edition ► John Coles, Peter Gagan, Dr. Frank McGrath fms (Brisbane CEO), Benet Fonck ofm, Peter Keogh sfo for sharing their vast experience in adult education ► John Rotelle osa, for granting us permission to use his English translation of Tarcisius van Bavel’s work Augustine (full bibliography within) and for his scholarly advice Megan Atkins for her formatting suggestions in the 1st Edition, that have carried over into this the 2nd ► those generous people who have completed the 1st Edition and suggested valuable improvements, especially Kath Neehouse and friends at Villanova College, Brisbane Foreword 1 Dear Participant Saint Augustine of Hippo is a figure in our history who has appealed to the curiosity and imagination of many generations. He is well known for being both sinner and saint, for being a bishop yet also a fellow pilgrim on the journey to God. One of the most popular and attractive persons across many centuries, his influence on the church has continued to our current day. He is also renowned for his influ- ence in philosophy and psychology and even (in an indirect way) art, music and architecture. -
A Critique of the Learning Brain
A CRITIQUE OF THE LEARNING BRAIN JOAKIM OLSSON Department of Philosophy Master Thesis in Theoretical Philosophy (45 ECTS) Autumn 2020 Supervisor: Sharon Rider Examiner: Pauliina Remes Table of Contents 1. INTRODUCTION ............................................................................................................... 1 1.1 A Brief Overview ............................................................................................................. 1 1.2 Method, Structure and Delimitations ............................................................................... 4 2. BACKGROUND ON THE LEARNING BRAIN ............................................................. 8 2.1 The Learning Brain and Its Philosophical Foundation .................................................... 9 2.2 Cognitivism’s Three Steps: Mentalism, Mind-Brain Identity and Computer Analogy . 14 3. A CRITIQUE OF COGNITIVISM .................................................................................. 24 3.1 A Critique of Mentalism ................................................................................................ 24 3.1.1 The Exteriorization of the Mental ........................................................................... 25 3.1.2 The Intentionality of Mind Seen Through Intentional Action ................................ 32 3.2 A Critique of the Mind-Brain Identity Theory .............................................................. 54 3.3 A Critique of the Computer Analogy ............................................................................ -
The World from Neo-Liberal Globalization to Neo-Populist Ethno-Nationalism: from the Law of Nature to the Law of Nurture
Journal of International Politics Volume 2, Issue 3, 2020, PP 30-38 ISSN 2642-8245 The World from Neo-Liberal Globalization to Neo-Populist Ethno-Nationalism: From the Law of Nature to the Law of Nurture Sibuh Gebeyaw Tareke* Department of Political Science and International Studies, Bahir Dar University, Bahir Dar, Ethiopia *Corresponding Author: Sibuh Gebeyaw Tareke, Department of Political Science and International Studies, Bahir Dar University, Bahir Dar, Ethiopia. ABSTRACT Neoliberalism arose from classical liberalism, which was believed in individual liberty, equal opportunity, and private property should administer by individual ‘law of nature’ while the ‘law of state’ regarded as a ‘necessary evil’. When neoliberalism had emerged in 1970s, it replaced the theories of Keynesianism, which targeted state regulation on the economic policy; towards a more ‘monetarist’ individual self-regulating and ‘market law’ approach. This “Individual against all” approach of neoliberalism led the mass to live like slaves in slavery age and peasants in feudalism. Then economic crises aggravated and the ‘law of identity’ emerged or neoliberalism shifted towards all against all approaches of neo-populism. This paper explores the neoliberal law of the individual over the mass and its practical failure; next it discusses all against all laws of neo-populism and its threats. In the end, it provides the missing laws of both the ‘neo-neo’ approaches as a solution anda concluding remark. Keywords: Neo-liberalism; Neo-populism; Law-of-Nature; Law-of-market; Law-of-State; Law-of-Nurture INTRODUCTION revolutionary to modern liberalism-the trend towards big government and state intervention The private ownership of the means of production (law of the state) that had characterized much of was introduced as a distinct movement in the the twentieth century.