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A Synthetic Approach to the Ground of Global Justice
ISSN 2392-0890, no 8/2017, pp. 54-62, DOI: 10.5604/01.3001.0012.0388 Modern Stoicism and the Responsibility for the Global Polis PIOTR STANKIEWICZ Institute of Philosophy, University of Warsaw, Krakowskie Przedmieście 3, 00-927 Warsaw, Poland, E-mail: [email protected] Abstract This article outlines the premises and promises of a modern comeback of Stoicism, particularly the question of reinterpretation of the original doctrine, the contemporary intricacies of the principle of “following nature,” and the foundations that modern Stoicism establishes for global responsibility. Key words: Stoicism, modern Stoicism, ethics, virtue ethics, political philosophy, cosmopolitanism, responsibility. There is no doubt today that Stoicism is coming back. The ancient philosophical school established by Zeno and Chrysippus, and immortalized by Seneca, Epictetus and Marcus Aurelius’ is enjoying its second youth. As Massimo Pigliucci puts it: The 21st century is seeing yet another revival of virtue ethics in general and of Stoicism in particular. [...] When it comes more specifically to Stoicism, new scholarly works and translations of classics, as well as biographies of prominent Stoics, keep appearing at a sustained rate. [...] In parallel with the above, Stoicism is, in some sense, returning to its roots as practical philosophy, as the ancient Stoics very clearly meant their system to be primarily of guidance for everyday life, not a theoretical exercise.(Pigliucci, Stoicism) Stankiewicz/Studies in Global Ethics and Global Education/ no 8/2017, pp. 54-62 Just as Pigliucci underscores, what is remarkable about the present boom of interest in Stoicism is that it is not confined to the academia. -
The Ten Lenses of Philosophical Inquiry Philosophical Inquiry Research Project1
The Ten Lenses of Philosophical Inquiry Philosophical Inquiry Research Project1 The real voyage of discovery consists not in seeking new landscapes, but in having new eyes. – Marcel Proust A huge part of Philosophical Inquiry is learning how to see the world with new eyes. To accomplish this goal, you will be introduced to the “ten lenses of philosophical inquiry.” The ten lenses of philosophical inquiry are tools to help us critically engage with, and analyze ourselves, and the world around us. Like a pair of glasses, the ten lenses help to change our perception and give us the power to re-examine our reality. In this philosophical inquiry research project you will get introduced to each of the ten lenses so that you become comfortable using the lenses both inside and out of our class. You will also learn more about a philosopher, their philosophy and the lens of philosophical inquiry that they are most clearly connected to. Focus Question What are the ten lenses of philosophical inquiry, and what are some examples of how they are connected to the philosophies of different philosopher’s throughout history? Philosophical Inquiry Research Process 1) QUESTION - Develop the philosophical questions that you will use to drive your inquiry. 2) PLAN – Determine the types of sources that you will need to answer your questions. 3) GATHER EVIDENCE – Gather the information (textual, visual, quantitative, etc.) you need to explore and answer your questions. 4) ANALYZE – Analyze the answers to your questions, making sure to keep in mind the larger focus question guiding this inquiry. 5) COMMUNICATE CONCLUSIONS – Use evidence and reasons to write an organized (logically sequenced) explanation to the inquiry’s topic/focus question. -
Marcus Aurelius Was a Roman Emperor From
Marcus Aurelius Roman Emperor and Philosopher Marcus Aurelius was a Roman Emperor from 161-180 A.D, at a time when to be a Roman Emperor really meant being an emperor of almost all of the known world, for Rome’s territory then was at its most expansive. Therefore his job was not a small one. And yet at the same time as ruling the empire, and campaigning against troublesome tribes in what is now central and middle Europe (do you remember him from the start of the Gilm Gladiator?), he was also a philosopher. This did not mean that he just sat around thinking lofty thoughts in his spare time. Rather, the philosophy he chose to study was aimed at helping the individual to live life better, that is with values and a focussed mind. Marcus never wanted any glory – his own writings tell us that the last thing he desired was to be ‘treated like a Caesar’. All he wanted was to perform his duty admirably to his own people, family and, indeed, to himself. It was his favourite philosophy as a way of life, Stoicism, which enabled him to do this. Stoicism was a philosophy practised across the Ancient World for around half a millennium since its foundation by Zeno in the 4th century B.C. Nowadays, of course, we still have the word ‘stoic’ in our own language. It tends to mean someone who ‘ just gets on with things’ and who is rather ‘inGlexible, rigid and even emotionless.’ But, as history obscures so many things from the past, this could not be further from the truth. -
A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry
Claremont Colleges Scholarship @ Claremont Scripps Senior Theses Scripps Student Scholarship 2019 A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry Karina Bucciarelli Follow this and additional works at: https://scholarship.claremont.edu/scripps_theses Part of the Epistemology Commons, Feminist Philosophy Commons, and the Philosophy of Science Commons Recommended Citation Bucciarelli, Karina, "A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry" (2019). Scripps Senior Theses. 1365. https://scholarship.claremont.edu/scripps_theses/1365 This Open Access Senior Thesis is brought to you for free and open access by the Scripps Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in Scripps Senior Theses by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. A FEMINIST EPISTEMOLOGICAL FRAMEWORK: PREVENTING KNOWLEDGE DISTORTIONS IN SCIENTIFIC INQUIRY by KARINA MARTINS BUCCIARELLI SUBMITTED TO SCRIPPS COLLEGE IN PARTIAL FULFILLMENT OF THE DEGREE OF BACHELOR OF ARTS PROFESSOR SUSAN CASTAGNETTO PROFESSOR RIMA BASU APRIL 26, 2019 Bucciarelli 2 Acknowledgements First off, I would like to thank my wonderful family for supporting me every step of the way. Mamãe e Papai, obrigada pelo amor e carinho, mil telefonemas, conversas e risadas. Obrigada por não só proporcionar essa educação incrível, mas também me dar um exemplo de como viver. Rafa, thanks for the jokes, the editing help and the spontaneous phone calls. Bela, thank you for the endless time you give to me, for your patience and for your support (even through WhatsApp audios). To my dear friends, thank you for the late study nights, the wild dance parties, the laughs and the endless support. -
Epictetus Slave and Philosopher
Epictetus Slave and Philosopher Epictetus was born in modern-day Turkey in 55 A.D. He was born a slave (in fact, his name literally means the ‘one who is owned by another’) and lived in Rome, serving in a wealthy household to Epaphroditus who was the tyrannical Nero’s secretary. Not only was Epictetus a slave, but he was also a cripple. Life must have been difHicult and it was perhaps for this reason that he started to study philosophy and, like Marcus Aurelius, his preferred philosophy was Stoicism. It was in this philosophy that Epictetus found ‘freedom’. Not the kind of freedom one gets from being recognized as no longer being a slave, but the kind of ‘freedom’ which comes from have a purposeful and calm mind. As he studied more and more philosophy, he became the student of a leading Stoic teacher in Rome at that time, called Musonius Rufus. And, before long, Epictetus was teaching Stoicism himself, a fact which greatly annoyed the paranoid and deranged emperor Domitian who, in 93 A.D., banished all philosophers from Rome in case they ever discussed any ideas against his authoritarian rule. Epictetus decided to spend his exile in a town called Nicopolis which is in modern-day Albania, and he certainly kept active, founding his own philosophical school there. This was a place where anyone could come and seek advice about what was troubling him or her in life. Many of Epictetus’ teachings were written down, word for word, by one of his pupils and these are called the Discourses. -
Principles of Scientific Inquiry
Chapter 2 PRINCIPLES OF SCIENTIFIC INQUIRY Introduction This chapter provides a summary of the principles of scientific inquiry. The purpose is to explain terminology, and introduce concepts, which are explained more completely in later chapters. Much of the content has been based on explanations and examples given by Wilson (1). The Scientific Method Although most of us have heard, at some time in our careers, that research must be carried out according to “the scientific method”, there is no single, scientific method. The term is usually used to mean a systematic approach to solving a problem in science. Three types of investigation, or method, can be recognized: · The Observational Method · The Experimental (and quasi-experimental) Methods, and · The Survey Method. The observational method is most common in the natural sciences, especially in fields such as biology, geology and environmental science. It involves recording observations according to a plan, which prescribes what information to collect, where it should be sought, and how it should be recorded. In the observational method, the researcher does not control any of the variables. In fact, it is important that the research be carried out in such a manner that the investigations do not change the behaviour of what is being observed. Errors introduced as a result of observing a phenomenon are known as systematic errors because they apply to all observations. Once a valid statistical sample (see Chapter Four) of observations has been recorded, the researcher analyzes and interprets the data, and develops a theory or hypothesis, which explains the observations. The experimental method begins with a hypothesis. -
Experiential & Inquiry-Based Learning with Youth in Non-Formal Settings
Working with youth in non-formal settings ensuring rich enrichment Experiential & Inquiry-based Learning with Youth in Non-formal Settings 4-H Science learning for youth can be deepened by building inquiry-based learning methods into programs and curricula. For over two decades of educational reform, science education has focused on inquiry as a method for learning and doing natural science in formal classrooms. When used to make sense of the natural world from within the discipline of science, inquiry-based learning is ‘scientific inquiry. ’ Non-formal program designers and practitioners are faced with decisions about which scientific inquiry methods to transfer from the formal classroom to the non-formal setting, which methods to adapt to better fit the non-formal learning needs of youth, and how to best prepare adults to facilitate scientific inquiry with youth. Why is this thinking important to 4-H staff and volunteers? Evaluation results indicate that inquiry-based methods support youth in Key Concepts their learning. Minner et al (2010) reviewed 138 evaluation studies and found that inquiry-based approaches in the science, engineering, technology ,and math Experiential learning: content areas had the largest effect sizes, or made the greatest positive Constructing learning through hands-on experiences that are difference, when there was an emphasis on active learning and involvement in highly social in nature. the investigative process (asking questions, designing investigations, collecting data, drawing conclusions, communicating findings). Hands-on experiences with Inquiry-based learning: Constructing learning through natural phenomena were also found to be associated with increased conceptual hands-on experiences that provide learning in the science content investigated. -
The Stoics and the Practical: a Roman Reply to Aristotle
DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 8-2013 The Stoics and the practical: a Roman reply to Aristotle Robin Weiss DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Weiss, Robin, "The Stoics and the practical: a Roman reply to Aristotle" (2013). College of Liberal Arts & Social Sciences Theses and Dissertations. 143. https://via.library.depaul.edu/etd/143 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. THE STOICS AND THE PRACTICAL: A ROMAN REPLY TO ARISTOTLE A Thesis Presented in Partial Fulfillment of the Degree of Doctor of Philosophy August, 2013 BY Robin Weiss Department of Philosophy College of Liberal Arts and Social Sciences DePaul University Chicago, IL - TABLE OF CONTENTS - Introduction……………………..............................................................................................................p.i Chapter One: Practical Knowledge and its Others Technê and Natural Philosophy…………………………….....……..……………………………….....p. 1 Virtue and technical expertise conflated – subsequently distinguished in Plato – ethical knowledge contrasted with that of nature in -
Notes on Hume's Problem of Induction 1748 - Inquiry Concerning Human Understanding
1740 - Treatise of Human Nature Notes on Hume's Problem of Induction 1748 - Inquiry Concerning Human Understanding Recall: Subject of confirmation = How scientific claims are justified. This assumes that they are capable of justification in the first place. Hume asks: Is there a rational basis for inductive inferences? Hume response: No! Consequence: To the extent that scientific claims are based on inductive inferences, they cannot be justified. Example: All observed ravens are black. Hume asks, Can we ever be justified in believing the conclusion? All ravens are black. Two types of objects of knowledge, according to Hume (I) Relations of ideas = Products of deductive (truth-preserving) Ex: 2 + 2 = 4 inferences; negation entails a contradiction. (II) Matters of fact = Products of inductive inferences; negation does Ex: All ravens are black. not entail a contradiction. Outline of Hume's Argument (1) Matters of fact can only be known through experience ("a posteriori"). (2) Therefore matters of fact can only be justified by recourse to experience. (3) But any attempt to do so is circular. ∴ There is no justification for inductive inferences. ASIDE 1. Hume is not just saying that we can never be certain about inductive inferences (i.e., we can never be 100% certain that all ravens are black). This would be uncontentious: Most people would agree that there's always room for error in making an inductive inference. However, most people would at the same time claim that we are justified in making (some) inductive inferences, even though they aren't 100% guaranteed to work (i.e., we think there are standards by which we can judge good inductive inferences from bad ones). -
An Introduction to Philosophy
An Introduction to Philosophy W. Russ Payne Bellevue College Copyright (cc by nc 4.0) 2015 W. Russ Payne Permission is granted to copy, distribute and/or modify this document with attribution under the terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/ 1 Contents Introduction ………………………………………………. 3 Chapter 1: What Philosophy Is ………………………….. 5 Chapter 2: How to do Philosophy ………………….……. 11 Chapter 3: Ancient Philosophy ………………….………. 23 Chapter 4: Rationalism ………….………………….……. 38 Chapter 5: Empiricism …………………………………… 50 Chapter 6: Philosophy of Science ………………….…..… 58 Chapter 7: Philosophy of Mind …………………….……. 72 Chapter 8: Love and Happiness …………………….……. 79 Chapter 9: Meta Ethics …………………………………… 94 Chapter 10: Right Action ……………………...…………. 108 Chapter 11: Social Justice …………………………...…… 120 2 Introduction The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. -
Turns in the Evolution of the Problem of Induction*
CARL G. HEMPEL TURNS IN THE EVOLUTION OF THE PROBLEM OF INDUCTION* 1. THE STANDARD CONCEPTION: INDUCTIVE "INFERENCE" Since the days of Hume's skeptical doubt, philosophical conceptions of the problem of induction and of ways in which it might be properly solved or dissolved have undergone a series of striking metamor- phoses. In my paper, I propose to examine some of those turnings, which seem to me to raise particularly important questions about the nature of empirical knowledge and especially scientific knowledge. Many, but by no means all, of the statements asserted by empirical science at a given time are accepted on the basis of previously established evidence sentences. Hume's skeptical doubt reflects the realization that most of those indirectly, or inferentially, accepted assertions rest on evidence that gives them no complete, no logically conclusive, support. This is, of course, the point of Hume's obser- vation that even if we have examined many occurrences of A and have found them all to be accompanied by B, it is quite conceivable, or logically possible, that some future occurrence of A might not be accompanied by B. Nor, we might add, does our evidence guarantee that past or present occurrences of A that we have not observed were- or are- accompanied by B, let alone that all occurrences ever of A are, without exception, accompanied by B. Yet, in our everyday pursuits as well as in scientific research we constantly rely on what I will call the method of inductive ac- ceptance, or MIA for short: we adopt beliefs, or expectations, about empirical matters on logically incomplete evidence, and we even base our actions on such beliefs- to the point of staking our lives on some of them. -
The Inquiry Wheel, an Alternative to the Scientific Method. a View of The
Chemical Education Today Reports from Other Journals The Inquiry Wheel, an Alternative to the Scientific Method A View of the Science Education Research Literature by William R. Robinson For many years I have felt that the scientific method as entific inquiry emerged and led to the description of the presented in many textbooks was not how my colleagues in inquiry wheel illustrated in Figure 1 and discussed below. chemistry did research. Even so, when I wrote a general However, before we look at the inquiry wheel, I think chemistry text I was told to put in a description of the sci- it worth noting that the majority of the scientists interviewed entific method because it was expected. Now, Reiff, (38 of 52) identified the most important aspect of an in- Harwood, and Phillipson have developed a more satisfac- vestigation as being literature based. To them a worthwhile tory model of scientific inquiry, the inquiry wheel, based on investigation was one that crossed the boundary from the information gathered from practicing scientists. This model known to the unknown and a knowledge of the literature is described in their paper “A Scientific Method Based upon is important in identifying that boundary. Research Scientists’ Conceptions of Scientific Inquiry” (1) based on interview data described in “Scientists’ Concep- Stages of Scientific Inquiry tions of Scientific Inquiry: Voices from the Front” (2). As a result of their interviews (2), the investigators de- The informants in this research were 52 science faculty scribe the process used by scientists as they pursue research members in nine science departments (anthropology, biol- as a wheel with questions at the hub and various stages of ogy, chemistry, geography, geology, medical sciences, physics, the inquiry in a circular arrangement around the hub (1).