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Reflection about the history of philosophy
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Reflection about the history of philosophy
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In his recent research, Pierre Hadot calls our attention to the original vocation of the philosopher: not as scholar but as sage. Hadot attempts to recapture the early understanding of the study of philosophy as an entry into a mode de vie, a way of life richly satisfying and personally rewarding. The challenge for us today, he claims, is to rediscover the unity between two different visions of philosophy: philosophy as scientific discourse and philosophy as way of spiritual enlightenment. As scientific discourse, philosophy cannot exist as a reality in and for itself. It is only the expression of the experience and reflection of the philosopher. As a way of spiritual enlightenment, philosophy is closely linked to the discourse within which it is expressed. (Qu’est-ce que la philosophie antique? pp. 19-21). For our students today, philosophy is neither scientific nor a way of life. For them, it is either a tiresome activity of word-haggling or a discussion which never settles questions to anyone’s satisfaction. In the contemporary atmosphere of Post-Modernism, such a perspective engenders either cynicism or frustration. Hardly ever does it promote the sort of humility before the truth which can be the first step of the philosophical journey. Even less often does it promote in the student the conviction that they do, indeed, have moral stars by which they can navigate in life.
In my ten years of university teaching, I have noticed an increase in student energy and attention ...
ABSTRACT: Vico's concept of the Heroic Mind forms the pedagogical basis for his view of the liberal arts in university education. It is also the key to understanding his humanist critique of Cartesian epistemology. This essay studies Vico's Heroic Mind concept as revealed in his 1732 De mente heroica Oration, discusses the nature of Vico's challenge to Descartes' view of the human person and of knowledge, and points out the development of Vico's ideas on mind, education, and knowledge from his earlier works. Vico's writings not only offer a portrait of eighteenth century European intellectual and cultural thought, but also prophesy the change, disruption, and dehumanization that result from the exaggerated emphases on rationality as the end of all knowledge divorced from other physical, emotional, natural, or historical contingencies and from a neglect of the de mente heroica concept at the foundation of the humanistic world view. His understanding of the state of learning, wisdom, and culture in his own age as well as his exposure to the aversion of the Cartesian mathematical paradigm which discounted the Heroic Mind issues forth in an understanding of the forces driving modern technological society and the problems plaguing contemporary consciousness and life. He has influenced and inspired much modern thinking in sociology, politics, anthropology, language, pedagogy, literature, psychology, and even science. It is the concept of the historical and cultural evolution of the Heroic Mind which Vico passionately pursued in his monumentally creative The New Science.
He is indispensably extorted in the heat of commencement, to take for cues as human nature strives, naught deprive of sense that it garners. It is somewhere in the bilateral of consciousness that he is subjected to and is at bay with the conscious thus, for delimits it the projections coming forth in inaction. The moulds it comes are dispensable- the thoughts, imagination, or time to action. So the ‘revenge’ is immense in heat and diminish in action, wherefore it trolls and trots the cycle in innuendo of heat and action- and that is the very prop of philosophy. For philosophy drapes round the attire of inner and outer currents of the fastidious meanings and come with forms, the apprehensions that they give about name some philosophy. It is candid to speak that the vacancy to be true, is like a black hole- a void petrifying nature to rumble into it, become an insider, or by an outsider moan the black of
In the field of philosophy there can be numerous answers to a general question, depending on a particular philosopher's views on the subject. Often times an answer is left undetermined. In the broad sense of the word and also stated in the dictionary philosophy can be described as the pursuit of human knowledge and human values. There are many different people with many different theories of knowledge. Two of these people, also philosophers, in which this paper will go into depth about are Descartes and Plato. Descartes' Meditations on First Philosophy and Plato's The Republic are the topics that are going to be discussed in this paper.
“Process Philosophy represents a process view of life that emphasizes becoming and progressive knowledge leading to a perfect society, which stands in direct contrast to absolute philosophy or an absolute view of life that is the basis for Biblical Christianity” (Ferdon, 2014, p. 114). It is this writer’s opinion that in the world today you can see that with this way of thinking, by removing God from any aspect of life, marriage and the family unit become a bit dysfunctional. With that said, it remains a reality as most often, the perspective both socially and politically are in sync with this thought process.
The meditator’s endeavor in Rene Descartes’ meditations on first philosophy is introduced through a biographical account, with which any reader can relate. Realizing how in the past he had “accepted many false claims as true” and “how everything [he] had later constructed on top of those falsehoods was doubtful”, he feels the need to “tear everything down completely and begin from the most basic foundations”. His objective is to establish a body of knowledge which is absolutely certain.
First, the meditator begins by noting that as a youth he held numerous false opinions, and that all the beliefs that he had held subsequently developed into other opinions whose validity are doubtful. In order to develop firm and lasting beliefs that could have a momentous impact, he realizes that he must start anew. In order to accomplish this endeavor, he utilizes Descartes’ philosophical methodology, known hyperbolic do...
Even though Averroes’ assertion that philosophy is an obligation from all who study religion seems to support innovative ideas, closer analysis shows the opposite. Considering all the limits set upon the encouragement of producing personal opinions, the role of philosophy is practically redundant. Opinions are only accepted from scholars, and even then, when they are in line with what is considered to be “right”.
Throughout human existence, scholars have earnestly pursued knowledge and the attainment of truth. Historical figures such as Plato, Descartes, and Emerson sought answers to daunting questions of: ‘What is truth?’; ‘What is reality?’; ‘How is wisdom acquired?’ Many scholars believe these philosophers presented conflicting viewpoints: Plato encouraging skepticism among all previous historical, cultural, and personal perspectives; Descartes questioning definitions of reality and his very existence; Emerson encouraging self-trust and confidence in one’s ideals, opinions, and convictions. Surprisingly, reconciliation can be reached from these three differing hypotheses. Emerson’s thesis merely expounds from Descartes and Plato’s philosophies. He builds from Descartes’ search for self-identity and reconciles Plato’s skepticism with his views of self-trust and unconformity among scholars.
In the final entry to her London notebooks, Simone Weil writes "Philosophy is exclusively an affair of action and practice. That is why it is so difficult to write about. Difficult in the same way as a treatise on tennis or running, but much more so." (Allen, p. 157) In these next few pages I will try to relay the basic ideas contained in Simone Weil's works. Because of the extensiveness and complexity of her work, I will be using her words exactly, as often as possible.
The word Philosophy comes from the Greek words of ‘philo’ meaning love and ‘sophos’ meaning wisdom (Philosophy). It is the pursuit for wisdom, to comprehend human behavior, nature and ultimately the meaning of life. Plato was the student of Socrates, influenced by his work, Plato aged to become a great philosopher himself; establishing his philosophy from that of his teacher. Aristotle was the student of Plato, and like his teacher, grew up to ground his philosophy from that of Plato. Although, both Plato and Aristotle criticized their teacher’s works, they were also influenced by them. Both Plato and Aristotle developed their own modes of knowledge acquisition; Plato’s Platonic Idealism and Aristotle’s Analytic Empiricism. In this paper, my objective is to identify the differences in the philosophy of Plato and Aristotle, which lead to the development of two contradictory modes of knowledge acquisition and their influence on succeeding thinkers.
engaging, you wont have discipline problems” (Boyd 2012). The truth is, you may have fewer student
What is meant by Metaphysics? Metaphysics is a branch of philosophy that deals with the nature of reality, including the relationship between mind and matter, substance and attribute, fact and value.
I have always been to asking myself what is meaning of life? or what I supposed to do ? or what I have to achieve? . Meaning of life what 's you have been given? what you have given by different kind of human? Or what I believe or what I do not believe in life .Everybody have Meaning of life it depends between person to person, I found myself when I was young because my parents always talk about experience in their life.Throughout my entire life ,I have wondered about the significance meaning of life that has beneficial for the people, because the life is beginning odds and ending odds .Even though struggle of life, I believe meaning of life are ,regional ,ambition, participate ,achievement ,and happiness .Due to this, I
“A student of life considers the world their classroom” – Harvey MacKay. This quote exemplifies what I aspire to become, a student of life. This is a person who is constantly learning, growing, and evolving, and using the lessons they learn as their platform. In order for one to become a student of life, I believe that learning experiences don’t necessarily always have to happen in the classroom. I have found that through traveling and real life experiences, my way of thinking about life and how things happen has been shaped with a broader understanding of knowledge, rather than just by sitting in a classroom and taking notes. I feel strongly that the traditional model of learning is very effective and that there is much to be learned in this manner, however being able to take what you learn and apply it on a much deeper level through visiting new places and experiencing new cultures and cuisines has helped me develop myself further and become a more well rounded individual.
Overall, the transition or the development between the three stages of philosophy differs by reason and faith. Ancient philosophy focused on faith and reason versus Medieval and Modern philosophy has a separation between reason and faith. The main theme of the development of “Western Philosophy” is faith and reason. In the conclusion of this paper, I already discussed the development of Western philosophy, and the historical standpoint of the how philosophy became what it is