Aristotle's Prime Matter: an Analysis of Hugh R. King's Revisionist
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How Dualists Should (Not) Respond to the Objection from Energy
c 2019 Imprint Academic Mind & Matter Vol. 17(1), pp. 95–121 How Dualists Should (Not) Respond to the Objection from Energy Conservation Alin C. Cucu International Academy of Philosophy Mauren, Liechtenstein and J. Brian Pitts Faculty of Philosophy and Trinity College University of Cambridge, United Kingdom Abstract The principle of energy conservation is widely taken to be a se- rious difficulty for interactionist dualism (whether property or sub- stance). Interactionists often have therefore tried to make it satisfy energy conservation. This paper examines several such attempts, especially including E. J. Lowe’s varying constants proposal, show- ing how they all miss their goal due to lack of engagement with the physico-mathematical roots of energy conservation physics: the first Noether theorem (that symmetries imply conservation laws), its converse (that conservation laws imply symmetries), and the locality of continuum/field physics. Thus the “conditionality re- sponse”, which sees conservation as (bi)conditional upon symme- tries and simply accepts energy non-conservation as an aspect of interactionist dualism, is seen to be, perhaps surprisingly, the one most in accord with contemporary physics (apart from quantum mechanics) by not conflicting with mathematical theorems basic to physics. A decent objection to interactionism should be a posteri- ori, based on empirically studying the brain. 1. The Objection from Energy Conservation Formulated Among philosophers of mind and metaphysicians, it is widely believed that the principle of energy conservation poses a serious problem to inter- actionist dualism. Insofar as this objection afflicts interactionist dualisms, it applies to property dualism of that sort (i.e., not epiphenomenalist) as much as to substance dualism (Crane 2001, pp. -
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. -
Matter and Minds: Examining Embodied Souls in Plato's Timaeus
Matter and Minds: Examining Embodied Souls in Plato’s Timaeus and Ancient Philosophy By Emily Claire Kotow A thesis submitted to the Graduate Program in Philosophy in conformity with the requirements for the Master of Arts Queen’s University Kingston, Ontario, Canada September, 2018 Copyright © Emily Claire Kotow, 2018 Abstract With the rise of Platonism influenced by Plotinus and Descartes, philosophers have largely overlooked the fact that Plato directly acknowledges that there is a practical and valuable role for the body. The Timaeus clearly demonstrates that Plato took the idea of embodied minds seriously, not just as an afterthought of the immortal soul. Ultimately this research demonstrates that Plato did not fundamentally have a problem with the mind-body relationship. In offering an argument for Plato’s positive ideas of embodied minds and the necessity thereof, I will also demonstrate, through a historical comparative, why I think the emphasis on mind rather than on embodied mind might have occurred. ii Acknowledgments I would like to thank Dr. Jon Miller and the Philosophy Department of Queen’s University for allowing me to pursue my interests freely -a great privilege that few are fortunate enough to experience. iii Table of Contents Abstract………………………………….………………………………….…………………………………. ii Acknowledgments………………………………….………………………………….………………….. iii Table of Contents………………………………….………………………………….…………………….iv Introduction………………………………….………………………………….……………………………5 Chapter One: Plato’s Embodied Soul.……………………………….……………………………12 i. Plato and -
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. -
Theory of Forms 1 Theory of Forms
Theory of Forms 1 Theory of Forms Plato's theory of Forms or theory of Ideas[1] [2] [3] asserts that non-material abstract (but substantial) forms (or ideas), and not the material world of change known to us through sensation, possess the highest and most fundamental kind of reality.[4] When used in this sense, the word form is often capitalized.[5] Plato speaks of these entities only through the characters (primarily Socrates) of his dialogues who sometimes suggest that these Forms are the only true objects of study that can provide us with genuine knowledge; thus even apart from the very controversial status of the theory, Plato's own views are much in doubt.[6] Plato spoke of Forms in formulating a possible solution to the problem of universals. Forms Terminology: the Forms and the forms The English word "form" may be used to translate two distinct concepts that concerned Plato—the outward "form" or appearance of something, and "Form" in a new, technical nature, that never ...assumes a form like that of any of the things which enter into her; ... But the forms which enter into and go out of her are the likenesses of real existences modelled after their patterns in a wonderful and inexplicable manner.... The objects that are seen, according to Plato, are not real, but literally mimic the real Forms. In the allegory of the cave expressed in Republic, the things that are ordinarily perceived in the world are characterized as shadows of the real things, which are not perceived directly. That which the observer understands when he views the world mimics the archetypes of the many types and properties (that is, of universals) of things observed. -
Lecture 9 Plato's Theory of Matter
Lecture 9 Plato's Theory of Matter Patrick Maher Scientific Thought I Fall 2009 Necessity and intellect Both play a role We must describe both types of causes, distinguishing those which possess understanding and thus fashion what is beautiful and good, from those which are devoid of intelligence and so produce only haphazard and disorderly effects every time. [46e] Timaeus calls these \intellect" and \necessity," respectively. Now in all but a brief part of the discourse I have just completed I have presented what has been crafted by Intellect. But I need to match this account by providing a comparable one concerning the things that have come about by Necessity. For this ordered world is of mixed birth: it is the offspring of a union of Necessity and Intellect. [47e] Contrast with Phaedo In Phaedo Socrates said he wanted to explain everything by showing it is for the best. In Timaeus's terminology, he wanted to explain everything by intellect. But Timaeus says that in addition to intellect there is necessity and we need to take account of both. Role of intellect in matter Use of Platonic solids The creator gave fire, air, earth, and water forms that make them as perfect as possible. The regular polyhedra are the best shapes, so he gave the elements those shapes. See diagrams. Tetrahedron: fire Octahedron: air Cube: earth Icosahedron: water Elementary triangles The faces of the tetrahedron, octahedron, and icosahedron are equilateral triangles. Timaeus says these triangles are composed of six smaller ones, each of which is half an equilateral triangle. The faces of the cube are squares. -
Ontologies and Representations of Matter
Ontologies and Representations of Matter Ernest Davis Dept. of Computer Science New York University [email protected] Abstract 2. Benchmarks We carry out a comparative study of the expressive We will use the following eleven benchmarks: power of different ontologies of matter in terms of the Part-Whole: One piece of matter can be part of another. ease with which simple physical knowledge can be rep- resented. In particular, we consider five ontologies of Additivity of Mass: The mass of the union of disjoint models of matter: particle models, fields, two ontolo- pieces of matter is the sum of their individual masses. gies for continuous material, and a hybrid model. We Rigid solid objects: A solid object moves continuously evaluate these in terms of how easily eleven benchmark and maintains a rigid shape. Two objects do not overlap. physical laws and scenarios can be represented. Continuous motion of fluids: The shape of a body of fluid deforms continuously. 1. Introduction Chemical reactions. One combination of chemicals can Physical matter can be thoughtof, and is thoughtof, in many transform into a different combination of chemicals. Chem- different ways. Determining the true ontology of matter is ical reactions obey the law of definite proportion. a question for physicists; determining what ontologies are Continuity at chemical reactions: In a chemical reac- implicit in the way people think and talk is a question for tion, the products appear at exactly the same time and place cognitive scientists and linguists; determining the history of as the reactants disappear. views of the true ontology is a question for historians of sci- Gas equilibrium: A gas in a stationary or slowly moving ence. -
A Pragmatic Stylistic Framework for Text Analysis
International Journal of Education ISSN 1948-5476 2015, Vol. 7, No. 1 A Pragmatic Stylistic Framework for Text Analysis Ibrahim Abushihab1,* 1English Department, Alzaytoonah University of Jordan, Jordan *Correspondence: English Department, Alzaytoonah University of Jordan, Jordan. E-mail: [email protected] Received: September 16, 2014 Accepted: January 16, 2015 Published: January 27, 2015 doi:10.5296/ije.v7i1.7015 URL: http://dx.doi.org/10.5296/ije.v7i1.7015 Abstract The paper focuses on the identification and analysis of a short story according to the principles of pragmatic stylistics and discourse analysis. The focus on text analysis and pragmatic stylistics is essential to text studies, comprehension of the message of a text and conveying the intention of the producer of the text. The paper also presents a set of standards of textuality and criteria from pragmatic stylistics to text analysis. Analyzing a text according to principles of pragmatic stylistics means approaching the text’s meaning and the intention of the producer. Keywords: Discourse analysis, Pragmatic stylistics Textuality, Fictional story and Stylistics 110 www.macrothink.org/ije International Journal of Education ISSN 1948-5476 2015, Vol. 7, No. 1 1. Introduction Discourse Analysis is concerned with the study of the relation between language and its use in context. Harris (1952) was interested in studying the text and its social situation. His paper “Discourse Analysis” was a far cry from the discourse analysis we are studying nowadays. The need for analyzing a text with more comprehensive understanding has given the focus on the emergence of pragmatics. Pragmatics focuses on the communicative use of language conceived as intentional human action. -
Mathematics: Analysis and Approaches First Assessments for SL and HL—2021
International Baccalaureate Diploma Programme Subject Brief Mathematics: analysis and approaches First assessments for SL and HL—2021 The Diploma Programme (DP) is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them LOMA PROGRA IP MM to respect and evaluate a range of points of view. B D E I DIES IN LANGUA STU GE ND LITERATURE The course is presented as six academic areas enclosing a central core. Students study A A IN E E N D N DG two modern languages (or a modern language and a classical language), a humanities G E D IV A O L E I W X S ID U IT O T O G E U or social science subject, an experimental science, mathematics and one of the creative IS N N C N K ES TO T I A U CH E D E A A A L F C T L Q O H E S O R I I C P N D arts. Instead of an arts subject, students can choose two subjects from another area. P G E A Y S A E R S It is this comprehensive range of subjects that makes the Diploma Programme a O S E A Y H T demanding course of study designed to prepare students effectively for university entrance. -
Plotinus on the Soul's Omnipresence in Body
Plotinus on the Limitation of Act by Potency Gary M. Gurtler, S.J. Boston College The limitation of act by potency, central in the metaphysics of Thomas Aquinas, has its origins in Plotinus. He transforms Aristotle’s horizontal causality of change into a vertical causality of participation. Potency and infinity are not just unintelligible lack of limit, but productive power. Form determines matter but is limited by reception into matter. The experience of unity begins with sensible things, which always have parts, so what is really one is incorporeal, without division and separation. Unity is like the esse of Thomas, since it is the act that makes a thing what it is and has its fullness in God. 1. Introduction Over fifty years ago Norris Clarke, S.J., published “The Limitation of Act by Potency: Aristotelianism or Neoplatonism,” The New Scholasticism, 26 (1952) 167–194, which highlighted the role of Plotinus in formulating some of the fundamental distinctions operative in medieval philosophy. He singled out the doctrine of participation and the idea of infinity and showed how they went beyond the limits of classical Greek thought. At the same time, his work challenged some of the basic historical assumptions of Thomists about the relation of scholastic philosophy, especially St. Thomas’s, to Plato and Aristotle. I have appreciated more and more the unusual openness and self critical character of Fr. Clarke’s historical method, and am pleased to have the chance in this response to Sarah Borden’s paper to explore some of the issues raised by Fr. Clarke’s seminal article in light of my own work on Plotinus. -
Scientific Discovery in the Era of Big Data: More Than the Scientific Method
Scientific Discovery in the Era of Big Data: More than the Scientific Method A RENCI WHITE PAPER Vol. 3, No. 6, November 2015 Scientific Discovery in the Era of Big Data: More than the Scientific Method Authors Charles P. Schmitt, Director of Informatics and Chief Technical Officer Steven Cox, Cyberinfrastructure Engagement Lead Karamarie Fecho, Medical and Scientific Writer Ray Idaszak, Director of Collaborative Environments Howard Lander, Senior Research Software Developer Arcot Rajasekar, Chief Domain Scientist for Data Grid Technologies Sidharth Thakur, Senior Research Data Software Developer Renaissance Computing Institute University of North Carolina at Chapel Hill Chapel Hill, NC, USA 919-445-9640 RENCI White Paper Series, Vol. 3, No. 6 1 AT A GLANCE • Scientific discovery has long been guided by the scientific method, which is considered to be the “gold standard” in science. • The era of “big data” is increasingly driving the adoption of approaches to scientific discovery that either do not conform to or radically differ from the scientific method. Examples include the exploratory analysis of unstructured data sets, data mining, computer modeling, interactive simulation and virtual reality, scientific workflows, and widespread digital dissemination and adjudication of findings through means that are not restricted to traditional scientific publication and presentation. • While the scientific method remains an important approach to knowledge discovery in science, a holistic approach that encompasses new data-driven approaches is needed, and this will necessitate greater attention to the development of methods and infrastructure to integrate approaches. • New approaches to knowledge discovery will bring new challenges, however, including the risk of data deluge, loss of historical information, propagation of “false” knowledge, reliance on automation and analysis over inquiry and inference, and outdated scientific training models. -
Philosophy of Chemistry: an Emerging Field with Implications for Chemistry Education
DOCUMENT RESUME ED 434 811 SE 062 822 AUTHOR Erduran, Sibel TITLE Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education. PUB DATE 1999-09-00 NOTE 10p.; Paper presented at the History, Philosophy and Science Teaching Conference (5th, Pavia, Italy, September, 1999). PUB TYPE Opinion Papers (120) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Chemistry; Educational Change; Foreign Countries; Higher Education; *Philosophy; Science Curriculum; *Science Education; *Science Education History; *Science History; Scientific Principles; Secondary Education; Teaching Methods ABSTRACT Traditional applications of history and philosophy of science in chemistry education have concentrated on the teaching and learning of "history of chemistry". This paper considers the recent emergence of "philosophy of chemistry" as a distinct field and explores the implications of philosophy of chemistry for chemistry education in the context of teaching and learning chemical models. This paper calls for preventing the mutually exclusive development of chemistry education and philosophy of chemistry, and argues that research in chemistry education should strive to learn from the mistakes that resulted when early developments in science education were made separate from advances in philosophy of science. Contains 54 references. (Author/WRM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 1 PHILOSOPHY OF CHEMISTRY: AN EMERGING FIELD WITH IMPLICATIONS FOR CHEMISTRY EDUCATION PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and improvement BEEN GRANTED BY RESOURCES INFORMATION SIBEL ERDURAN CENTER (ERIC) This document has been reproducedas ceived from the person or organization KING'S COLLEGE, UNIVERSITYOF LONDON originating it.