Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
67 Cards in this Set
- Front
- Back
|
philo
sophia |
love
wisdom |
|
|
liberal arts
|
trivium:
1. grammar 2. rhetoric 3. logic quadrium 4. geometry 5. music 6. arithmetic 7. astronomy |
|
|
librere
|
to free your mind
|
|
|
Rationalism
|
born with, innate
|
|
|
empiricism
|
born a blank tablet
|
|
|
Discuss John Locke's outlook on the content of education
|
-condemned education
- felt it was useless - feels though people are "blank tablets" - impressions, experience = happiness |
|
|
How should education seek to develop the whole man - bodily, mentally and morally?
|
through experiences, useful education, as much association as possible.
1. useful 2. worldly skills 3. reason sound mind in a sound body |
|
|
What four things does Locke cite as goals of a good education?
|
1. individual who knew all proper methods of association with his fellows
2. who was wise in the ways of the world so that he could take care of himself at all times 3. who was pious 4. who had enough knowledge to meet the demands of his environment |
|
|
What should parents look for in selecting a tutor?
|
idk
|
|
|
What is meant by the term Liberal Education?
|
business of university
|
|
|
What is John Locke's theory on education? To what end or result should it be tailored?
|
man is 90% education
education should be more useful, and needs to be revised so that the liberal arts contains less needless studies |
|
|
Why does Locke condemn certain subjects as trash and what false rationale does he claim supporters of Latin, poetry and their like rely on to justify studying them?
|
He believes some subjects are trash because they are worthless, and there is no advantage of studying them. He says people do study them because of custom that it has always been done.
|
|
|
What is the ultimate goal and what is it that Newman says should be pursued for its own sake?
|
cultivate intellect
good is always useful what is useful is not always good intellect is disciplined for its own sake, the goal is truth because truth is the work of discipline and habit |
|
|
What are the benefits of a liberal education to individual? To society?
|
individual:
versatility, health, the individual will not be limited in his knowledge but will have a taste of all studies. better judgment and a greater range of knowledge and understanding of owns own opinions. how to understand others society: without liberal education an individual would not be able to contribute to society in any other way besides his profession. he will be an ill-educated man. raises the intellectual tone of society. |
|
|
What is Newman criticism of an education aimed only at utility?
|
that the individual will only know one skill, like being part of a machine but out of the machine the part is worthless.
ill-educated |
|
|
How does Newman reconcile the classical notion of education with that of the Utility in Education theory?
|
it is possible to have both sides that you can have an individual that is both useful and more.
|
|
|
Identify the views of the various ancient Greeks and show the nuances of how these ancient Greek philosophers developed educational models that supported their separate claims of education as the basis for happiness
|
idk
|
|
|
What was the basis for some of these ancient criticism against Sophists?
|
Sophist - insincere, trying to confuse or deceive some; crafted to seem logical while actually being wrong; difficult words appeal to prejudice or emotions. rhetoric: telling you what you want to hear
|
|
|
How did sophistry and philosophy come to be viewed as two distinct subjects?
|
idk
|
|
|
What is the modern definition of Sophism? Examples of how a modern-day Sophist might argue?
|
the modern definition of sophism is a specious argument used to deceive someone
-modern sophists may use illogical reason to deceive people |
|
|
How does rationalism and empiricism disagree over the origin of human knowledge?
|
rationalism believes that each individual is born with innate knowledge
empiricism believes that each individual is born a blank tablet |
|
|
Whence does knowledge originate according to each school of thought? Who is an example of a thinker in each school?
|
REASON/IDEAS:
Heraclitus (rational = best life) Democritus Socrates (knowledge further than seen) Plato (born with true ideas) SENSE PERCEPTION/EXPERIENCES: Epicureans Locke (all ideas come through senses) Hume (all we can have or know is ideas, mind is this stream of ideas) |
|
|
How does Hume explain the formation of ideas?
|
Hume believes that ideas are formed by sense perception, ideas from experiences, rational
all we can and know is ideas. the mind is a stream of ideas impressions - organized into ideas - find relationships between ideas |
|
|
List the external and internal senses and discuss their roles in aiding cognition.
|
external senses:
1. sight 2. touch 3. taste 4. hearing 5. smell internal senses: 1. common sense 2. imagination 3. instinct 4. memory |
|
|
Discuss what man has in common with beast and with plants. How is man different?
|
animals:
learning, emotion, communication, complex critical thinking, thought, survival, movement plants: react to stimulus sensation |
|
|
What is an appetite?
|
tendencies or inclinations, hunger, sensible or intellectual
Thomas Aquinas |
|
|
List the eleven sensible appetites as they relate to good and evil.
|
1. love
2. hate 3. desire (good as absent) 4. pleasure (good as present) 5. aversion, relax (evil as absent) 6. pain (evil as present) 7. anger (difficult evil as present) 8. courage (an evil as not present but threatening yet conquerable) 9. fear (evil threatening but unconquerable) 10. hope (difficult good absent but attainable) 11. despair (absent and unattainable good) |
|
|
Which are the two fundamental passions?
|
Love and hate
love good as good hate evil as evil |
|
|
In man, what should govern these appetites?
|
respond by emotions or by reasons, logic allows reasoning to proceed with order and ease without error
|
|
|
How did the early Greeks disagree on the role of the free will?
|
free will:
sophists- individual Socrates - knowledge questions happiness Plato-free to determine on fate Aristotle - virtue determinism: animists/Fates Heraclitus Stoics - unchanging law will of god |
|
|
What were the two main schools of thought?
|
idk
|
|
|
Give examples of two activities common to humans that suggest that humanity alone is capable of rational thought.
|
1. invention and use of tools
2. invention and use of language tools: used deliberately and not at random nor imitation or instinct, used with intention of reaching desired purpose, implies that user knows tool as tool and end as end and relation between them 2. language: symbols consists in manifestation of thoughts in arbitrarily chosen symbols verbal or written use of signs represent other things requires that we know signs as signs and understand relation to other things. knowledge of signs is beyond capacity of senses |
|
|
What are the three acts of the intellect, how do they differ from one another?
|
1. simple apprehension - concept or term
2. affirmation/denial - judgement 3. reason - argument, syllogism |
|
|
What is the logical purpose of definitions and how do dictionaries often fail to properly provide actual definitions?
|
idk
|
|
|
What is Aristotle's definition of man? Rules on definitions.
|
idk
|
|
|
What must an argument include? With respect to truth or validity with what is logic concerned?
|
an argument must include logic, allows reasoning to proceed w/ order and ease without error.
liberal arts- directed at improvement or excellence of the mind itself, although taught in philo it has little to do w/ philo itself all fields have a need to reason correctly, logic is priliminary to any discipline. |
|
|
what is a fallacy? name some common fallacies?
|
fallacy - unsound reasoning, illogical
1. equivocation - using term w/ different meanings two different ways in an argument 2. false analogy - arguing that two things are similar in one respect because they are similar in another respect univocal, analogical, equivocal |
|
|
how is science and philosophy related? how are they distinct?
|
philosophy:
-questions, not alternative to science, not in competition, complimentary, deeper questions, deeper explanations science: -answers -more exact, detailed, objective, organized |
|
|
intellect 1. simple apprehension
|
grasps essence or nature of and obj. without affirming or denying anything vague or general, mental act produced called concept, term or expression
ex. pleasure pain |
|
|
intellect 2. affirmation/denial
|
judgment, usually in proposition
ex. fire is painful, rain is wet forming an opinion |
|
|
intellect 3. reason
|
proceed from one known truth to another new truth which is distict and implied from previous known truth (logic) studies formal structuring of reasoning, many forms besides syllogism
reason results in syllogism argument we reason often but rarely express reasons in formal manner even to our selves |
|
|
syllogism
|
Proposal: If it rained last night, the pavement is wet
Conclusion: It rained last night, therefore pavement is wet |
|
|
Free will
|
Sophists - individual
Socrates - knowledge, questions, happiness, shape behavior, "good" morals Plato - free to determine own fate Aristotle - virtue |
|
|
Determinism
|
all things are predetermined
animists/Fates Heraclitus/Stoics - unchanging law will of God Roman Empire |
|
|
Prin. of Free will
religious |
free will implies omnipotent god/divinity does not assert power over individual wills and choices
|
|
|
Prin. of Free will
ethics |
free will implies individuals can be held morally accountable for their actions
|
|
|
Prin. of Free will
science |
free will implies actions of body including brain and mind are not wholly determined by physical causality (causes)
|
|
|
determinism
|
view that all current and future events are necessitated by past events combined with laws of nature
|
|
|
Sophists
|
individuals, man should be trained to take care and advance themselves promote happiness
|
|
|
Socrates
|
citizen, better, group, happier, most valuable things: knowledge
|
|
|
Plato
|
state, education, happy, classes of people, basics, gymnastics, music
ability= more training lacking = 1. tradesmen 2. military class 3. leaders of society ideal society - trained and happy |
|
|
Aristotle
|
virtue, virtuous people, 3 period of training education to develop citizens to defend and make state better
|
|
|
Plato vs. Stoics
|
Plato:
rationalist -belief knowledge is derived, primarily not from experience but acquired innately Stoics: empiricists theory of knowledge emphasizing role of experience and esp. observations formed from 5 senses |
|
|
Stoics
|
cold, frozen
sense perception - all knowledge, soul is empty table impressions from senses memory - ideas disagreed with Plato outside in through senses |
|
|
cognition
|
what we knows, the real world exists outside our minds when we think of something it creates an image of object in our minds, but does not create a new thing, rather it creates a new way of being for the same thing. thust the same and identical thing exists in two different ways. It exists in reality and two it exists in someone's cognition. in the real we say it's "subsists" in cognition it doesnt exist in itself but in the activity which is cognition
|
|
|
sense cognition
|
act of sensation results from stimulation of sense organs, by an obj. there are five external senses, sight, touch, smell, taste, hear. all senses are connected to brain by nerves and psychologists concluded sensation takes place in these parts of brain
|
|
|
internal senses
|
Tom Aquinas
we are aware of what we sense, i am able to know that noisy thing i hear is a dog. i can distinguish warm from red. i can remember past experiences. i can imagine winged horse. these actions all on sense level, due to powers called internal senses 1. common sense 2. imagination 3. memory 4. instinct -estimative |
|
|
common sense
|
central/unifying
sense, refers to fact we can distinguish ext. obj. which is being sensed and awareness of act of sensing. distinguish between obj. of one sense and obj. of another sound and visible obj. know both obj. even though sight cannot hear and hearing cannot see we can also combine senses so we know dog that i see is same dog sound i hear, without common sense our sensation would remain unrelated |
|
|
imagination
|
able to retain impressions of our sense powers, even after we have ceased to sense. this power is imagination, recalling sense serves a reproductive function, imagination deals with absent things, without any reference to temporal context (time). a further capability of imagination is to elaborate images or things never sensed or even non-existent
ex. square sun this is the creative function of imagination and it is controlled by reason and will. this function is basis for artistic and inventive work it operates in dreams and daydreams, |
|
|
phantasm
|
how image is retained is unclear but when imagination is aroused it produces image of obj. imagined this expressed image is a phantasm
a phantasm is produced only as long as imagination is working to produce it we are not always aware impressed species but we are aware of expressed |
|
|
instinct
|
more easily found in animals than humans animals seek certain things and seek to avoid other things.
ex. animal flees sight of man, activities very uniform in species of animals these act or responses are sought or avoided for good of species or individual. leads us to believe cognitive power, capable of this knowledge, instinct |
|
|
memory
|
able to recall things as past in the original context we can make rational effort to withdraw things know in past ex. lost watch recollection searching for forgotten.
|
|
|
David Hume
|
imperialists, skepticism (never know anything besides ones own ideas and experiences),
impression/ideas/emotions/memories/imagination |
|
|
Perphyr Tree
|
substance - incorporeal (non-solid)
- corporeal (solid) - body - non-living (rock) - living - organism - non-sentient (plants) - sentient - animal - irrational - rational - man |
|
|
philosophy of human nature
|
studies man from stand point of mental processes behaviors motivations perceptions emotional life reactions to situations reaches conclusions verifiable by sense experiment
man as being, learn nature using principle: thing acts according to what itis to act follows to be |
|
|
philosophy of man
|
organized, unified body of knowledge, about nature of man derived from ordinary experiences of mans actions and characteristics
|
|
|
Plato vs. Kierkagaard
|
Plato:
reason is supreme, reason governs emotions, emotions are the horses but reason has the reigns Kierkagaard: emotions govern reason |
