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101 Cards in this Set
- Front
- Back
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simon blackburn: conceptual engineering |
structure of thought -how parts function and interconnect |
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Blackburn: compare structure of thought to structure of material things |
engineers study structure of material -philosophers study structure of thought |
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blackburn: philisophical reflection questions |
high ground, middle ground, low ground -part of conceptual engineering |
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blackburn: high ground, |
-questions the question -goes up one level of philosophy ex: what do you mean when asking the point? |
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blackburn: middle ground |
-reflection on reply -continuous practice, practices can go worse or better according to value of reflection -how you think about doing something affects the way you do it ex: believe in heaven after death, in life prepared to face persecution over non believers |
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blackburn: low ground |
-basement of human life, not polite -believe in OUR ways, OUR religion, OUR god -OUR interest are more important than others -able to reflect, and look at our ways (conceptual engineering) |
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blackburn: how do reflective q's differ from empirical q's |
empirical-matter of experience; use procedures, measurement, applying rules -need data reflective:think about, question -both part of conceptual engineering |
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blackburn: how to do philosophy well |
-'knowing how' and 'knowing that' -need to think and question it, REFLECT -reflect on concept |
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blackburn: reflective q's we may ask ourselves? empirical q's we may ask ourselves |
-concept of chair(doesn't matter) -concept of justice (stakes are high) +facts and opinions -does gun control reduce violence? +collected by data |
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Blackburn: goya observation that "the sleep of reason produces monsters" |
spanish painter goya: says evil blackburn: says step back, reflect, argument or subjective -part of conceptual engineering |
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plato: agora |
gathering place, middle of poli life -voting, every free male |
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plato: diff between athenian den and american dem |
athenian: every free man got to vote and hold office -NOT electoral democracy -elecctions: non-democratic -rich always won -voting disks -woman couldn't vote -became an empire -slavery involved |
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plato: events leading up to socrates trial |
-483 BC: silver empire -delian league: empire -naval buildup +won over palestine -432 -war with palestine (30 years) Pelepenisian war -athens loses 402 BC |
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plato: explain similarities and differences between criminal trials in athens and america |
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plato: socrates informal charges |
socrates is doing evil, curious person, makes bad appear good -make weak defeat strong -replace religion to science |
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plato: socrates formal charges |
-impiety -corrupting youth |
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plato: socrates responds to informal |
-minds of jury are poisoned from pub opinion -says he hasn't taken any money nor talked about god |
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plato: cheaerophon asks at oracle of delphi |
asks if anyone is wiser than socrates |
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plato: what does cheaerophon say the oracle syas |
no one is wiser than socrates |
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plato: what does socrates do after hearing the oracle? |
-thinks its crazy -tries to figure it out -goes to most wise to find answers |
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plato: what does socrates realize after asking the wise |
-he realizes he is wise because he can admit he doesn't know some things |
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plato: socratic dialogue |
formal method by which small groups find a universal answer |
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plato: what does socratic dialogue aim to do? |
find universal answer |
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plato: how did people he thought were rise react to socratic dialogue? |
going around questions peoples knowledge
-"wise men" think they are wise but don'tt know -socrates is wise because he knows that he doesn't know |
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plato: socratic wisdom |
know limits of your own knowledge |
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plato: how is socratic wisdom valuable |
motivated to learn -intellectual modesty/ humility -locate secure basis of knowledge/value -remain open-minded, capable of learning from other perspectives -open to growth-spur thought -avoid dangers and pitfalls of false beliefs |
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plato: how is it absurd to corrupt the young intentionally? |
why would someone want to change someone bad? -would be risking harm -bad people harm the people around them -thinks no one does wrong, everyone does right |
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plato: why is socrates being accuses of introducing new gods? |
-he teaches others to question traditions -not traditional |
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plato: how does scoartes say he has to believe in gods when speaking to meletus |
-impossible to believe in human matters without believing in human beings, impossible to believe in supernatural matters without supernatural beings |
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plato: explain socrates thoughts fear of death: |
it's a false widow -everyone dies -**** happens, oh well |
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plato: how does socrates believe he is doing athens a great favor? |
-putting an innocent man to death should be feared for them -is not easy to replace him |
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plato: how does he piss off the jury? |
-if they banish him to another city, he'll keep doing it, keep teaching, doesn't care -should be rewarded -says he should pay a fine instead of sentenced to death |
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lineman: feminist vs nonfeminists with identity |
feminists- more involved in personal identity -less interested in reidentification -care about WHO the person is -about how a person thinks, feels, acts, sees themselves, how they act toward others -feminists care about p.i because it identifies gender but also OTHER personal.i -non fem- look at reidentification q's -ex: is the man in the court room the same man that stole from walmart a week ago? ex: take brain out of my body and insert it into another body, same personality? |
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lineman: why are personal identities important to ethics |
-set up expectations -understandings of who bears them and what they are expected to do and expect to be treated -ex: can tell three year old son to use toilet, can't tell boss that |
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lindeman: three parts of identity |
1-social category people occupy ex: lesbian, student, Presbyterian 2-subjective meaning of a particular identity with the subjective meaning one has for themselves ex: being a black man, interpret what a black man does and what he isn't involved with 3-culturally authorized undertanding of difference ex: manager and labor; boy and girl |
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lindeman: social constructions |
-feminists believe what identities are -multiple, relational, often unchosen, narratively constituted |
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lindeman: what is social construction |
created by concrete practices and institutions of a given way of life -enactinga given identity and determines what an identity means ex: samuari warrior require samurai culture, not just warrior class BUT the aristocracy and trappings that support it |
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lindeman: multiple |
number of ways of describing ourselves -descriptions -can be known as practical identities -religion, ethnic group, profession, love, status in family |
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lindeman: ex of multiple |
i'm white, catholic, girl, single, college student, daughter and sister |
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lindeman: relational |
we always are who we are to other people -how we relate to others -prodcued by relationships through social context |
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lindeman: ex of relational |
teen has baby can..... -selling baby to wealthy fam -keeping baby and growing up in jewish household in the Bronx -how baby will end up is dependent on identities who formed and cared for him |
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lindeman: chosen and unchosen |
matter of luck, can't choose all identities -a lot are forced on us -social pressures |
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lindeman: ex of chosen and unchosen |
-being a sister, luck -having a baby, luck -forced: wearing heels, shaving legs, sitting like a lady, "ladies don't say that" -womanliness is molded onto you |
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lindeman: narratively constituted |
tissues of stories that make who we are -isn't you, it's the deception of you and what others think of you -weave stories of one moment with the next moment -mostly first-person stories but also don't have control over who we are, many are second and third person stories -DEPICTIVE AND SELECTIVE AND CONNECTVIE |
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lindeman: ex of narratively constituted |
-have muslim ancestry -fam christian, don't care about muslim -but since you have history, security guards at airports care, check you out (unchosen) -might impact you more than own stories |
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lindeman: master narratives |
-stock characters and templates two types: dominant (valued) and necessary (discredited) -dom: AP kids nec: other; women are housewives |
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lindeman: ex of master narrative |
black women (bad, ugly, ghetto) -"be a man" -"slut" |
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lindeman: dominant identities |
valued in society |
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lindeman: necessary identities |
-damaged, not proper - prejudice |
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lindeman: impossible identity |
can't be understood giving social structure -soceity doesn't recognize -no uptake on who you are -possibe for these to become real |
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lindeman: what are counterstories |
-portray group respectively -more accurate -able to show, no prejudice -no longer exclude or suppress person -show misinterpretations |
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lindeman: ex counterstories |
women are not just housewives, business women |
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lindeman: why she thinks counterstories are important |
-correct falsehoods -give explanations |
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lindeman: semantic authority |
-power to make others take seriously what you have to say -powerless lack this -have dominant group take you seriously, listen to a counter story IF it's told by someone with authority who speaks for people that lack it |
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lindemann: hard to repair counterstory identities |
-takes time and effort -hard to be accepted -need authority for story to be heard -important: can reidentify themselves |
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rachels: what is morality? what does it answer |
understanding of nature -minimum conception because everyone has a wide range of views -how we ought to live and why - |
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rachels: minimum conception of morality: |
-minimum concept that every moral theory should accept |
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rachels: main moral argument FOR baby theresa |
-transplant would help benefit other kids without harming anyone -isn't harming anyone, therefor transplant should be performed -give organs to other kids that need them |
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rachels: main moral argument AGAINST baby t |
-kills baby t that is a harm -wrong to use mere means to benefit another child -wrong to kill one to save another |
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rachels: argument made by judge, how does rachels respond |
-judge: baby die by fate -rachels: anacephalics (what she had) basically "brain dead" no cerebral cortex or cerebellum, no function, going to die anyway -she had no hope for conscious life -should've donated organs |
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rachels: jodie and mary |
-joined at hip -jodie's heart and lungs pumped to mary -if leave as is they'll both die -seperate, mary dies -parents:both firm believers of christ |
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rachels: moral argument FOR jodie/mary |
-jodie lives
-save as many lives as we can |
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rachels: moral argument AGAINST jodie/mary |
-sancicity of human life -wrong to sacrifice one to save another -shouldnt take life away of innocent person |
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rachels: judge's argument, rachels reaction |
separate, parents sad, jodie lives -isn't killing, separating, Mary will die on own rachels: either way mary dies, doesn't matter -both die if not separated |
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rachels: tracy latimer |
-12 y/o with cerebral palsy -had pain and surgeries -mental function was low |
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main moral argument FOR her faather |
-dad says it's a mercy killing -she hated life, didn't have the thought capacity to commit sucide -wasn't because she was handicapped, it;s because she's in a lot of pain |
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rachels: main moral argument AGAINST her father |
-tried for killing -killing a handicapped -slippery slope (right to help kill someone?) - |
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rachels: judge and rachels thought |
-gave him a jail time, given lenient sentence,: 1 year -canada courts pissed, say need to protect rights of handicapped: give him 25 years -rachels: slippery slope on helping people die, need to be approached with caution, very controversial |
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rachels: what we can learn fro nature of morality |
-moral judgements must be backed by good reason -morality requires the impartial consideration of each individual's interest |
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rachels: morality is... |
-consulting reason -morally right thing to do is whatever the best reasons are of doing it |
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rachels: relation of feelings to moral thinking |
-can't rely on feelings -can stop us from truth -can be irrational -feelings need to be guided by the arguments that can be given by opposing views |
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rachels: relation of moral judgement and personal taste |
-don't need a reason -just stating facts -dont need to defend claim ex: don't like coffee, oh well moral judgement: if someone say something is morally wrong you DO need reason, facts, evidence -but if he has no good reason, just a **** and don't pay attention to it |
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rachels: moral arguments |
-get facts straight -avoid human prejudice -moral principles |
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rachels: good arguments and bad arguments, good/bad reason |
-neeed to get facts straight -moral principles are involved ex from stories - shouldn't use people, shouldn't kill to save another, do what will benefit people |
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rachels: two main points impartiality |
def: each individual's interests are equally important, no privilege -must be backed by good reason -impartial of interests |
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rachels: how impartiality relates to good reason |
-forbid us from treating others badly -no discrimination |
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rachels: minimum conception of morality |
morality is to conduct someone toward reason -to what because of the best reasons for doing things |
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rachels: associated picture of cconcientious moral agent |
-consisting of the moral agent -concerned impartially with the interests of everyone affected by what he/she does -sifts facts, studies implications -im like this -worry what others think |
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rachels: ways morality might depends on religion? |
-see religious leaders as moral people -religion/God might be nescesrary choosing right and wrong -tell to care for right and wrong -tend to treat religious teachers as moral people -people think religion helps to do good -provoke fear in religion -whether religion should be around is moral or not |
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rachels: why do people think religion is only way for moral? |
-bible teaches a lot about morals |
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rachels: divine command theory |
solves how morals can be objective commanded by god -if X is morally right= x is commanded by God -if Y is morally wrong= Y is forbidden by God |
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rachels: problems with DTC |
-theology conception -X is right because God commands it Y is wrong cause god forbids -SAYING only through Gods commands - |
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rachels: two interpretations of DTC |
1: gods commands are arbbitrary -don't have good reason at all gives WRONG reason for moral judgement 2: god sees and knows things are not morally right, for that reason God commands it -God commands because he knows -problem: abandon theological conception -no reason for role of God with morality -God become optional -God just knew |
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rachels: about how people think their morals are from religion |
-they already have an opinion and search in the bible to back up their reasoning -ex: don't believe in gay marriage, search for scriptures or traditions that don't agree with gay marriage; say it's because of their religion |
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rachels: church tradition and scriptures, abortion; is it in there? |
scripture says: god new you before you were made, doesn't say anything about abortion -accusations, assuming traditions: fetus is a baby no matter what -STA rejects fetus is a baby till a few weeks in -isrialites thought miscarriage=pay a fine |
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rachels: her opinion between morality and religion |
right and wrong should not be decided by faith -morality is a reason and conscience -morality and religion are different |
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confucious: similarities with socrates |
-both nations in decline -both want to challenge others values -both teach wealthy -both have emphasis of knowledge/wisdom/learning -both people couldn't grasp their thoughts -things did not end well -taught young elites/nobles |
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confucius: differinces with socrates |
- lived different times -golden age vs zhou dynasty -confucious was politically involved also didn't want new ways; original/traditional socrates: wanted new ways of thinking |
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confucious: what is central and important about community |
-things you value -share values with others -pleaseant to be around |
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confucious: family primary ocmmunity |
-born into it -1st community -learned: basic values/ worldview -dependent on family -template for other relationships -shapes identiy -directs you to other communities -community you can't leave |
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confucious: what is ren? |
humanity, other- concern, benevolence, commitment to others, community -am i doing it to benefit others? |
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confucioua: what is li? |
traditions, social practice and worship -way things are done, expected conduct |
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confucious: difference between li and ren ; connected? |
li is learned li----> ren |
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tuana: what she means reading as a woman; why it can be a good thing to do |
-understnad women are not considered -maleness=humaness -women shouldn't agree when reading texts that they are minimal -she is known as "other" -feel alienated from texts -to insert into text, believe she can "act like a man" -reading as a woman cause a focus of attention -examine concept of women -able to read critically -able to look at with different views |
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brison: trauma |
feel helpless, terror/fear/loss of control - |
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brison: own expierience |
raped on walk, didn't want to be touched, paranoied for a long time, cut her hair, able to recoup, didn't dissociate, later has baby, advocate for changing (autonomous) |
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brison: common reactions to trauma |
right after attack: no sense of reality fear and anger -final stage: acknowledgment flashbacks dissociation from self -body, autonomous, narrative after: does stop hurting |
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brison: typical short term and long term affects of trauma |
longterm: hyperventelating, sleep disorders, startle responses, lack interest in activities, sense of foreshortened future, PTSD short term -flashbacks, dissociation |
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brison: self embodiment vs narrative vs autonomous |
self: the way people perceive me and how i perceive myself narrative: tells story on why we do things and why we think certain ways autonomus: independence, your choice in doing, you're the do-er |
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brison: remaking oneself |
-endure the drama - how does one go on? -some don't -it isn't a moral failing -some selfs can not be remade -others can help -hope for a better future -remake oneself by finding meaning in life |
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brison: outliving oneself |
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