Rick and Morty is considered one of the most bizarre and creatively written new cartoons on Adult Swim. In the show, an alcoholic scientist, Rick Sanchez, goes on countless adventures through space with his dimwitted grandson, Morty Smith. Beyond employing science fiction tropes, creators Justin Roiland and Dan Harmon also write episodes with overarching themes in mind. For example, this series also portrays Sartre’s Existentialism in the sense that, regarding the relativity of perspectives, it forces viewers to consider human insignificance in the greater universe. In one episode, Rick states that “Listen, Morty, I hate to break it to you but what people call ‘love’ is just a chemical reaction that compels animals to breed. […] Rise above. …show more content…
For example, his view of the Linnaean classification of species and, subsequently, Darwinian evolution reminds Wilson of the organization of armies are created (platoons, armed services heading armies, and chiefs of staff). In The Ionian Enchantment, Wilson describes how, seeing the interconnection of phenomena, Einstein tries to unify space with time and motion. On the other hand, in The Great Branches of Learning, Wilson contextualizes his idea of unity of learning by outlining his concept of Consilience, which is a standard approach to different subjects to develop a unified justification. Likewise, by employing this approach to social sciences and humanities, Wilson asserts that educated people can use it to test theories and facts. For example, Wilson discovers that questions in one subject lead to forming a basis for causation in other subjects when visually connecting environmental policy to ethics, social science, and biology around a “point of intersection” (Hemmenway, 322). Furthermore, Wilson argues that employing consilience improve government policies since they tend to stem from how politicians think instead of how intellectuals think. Likewise, influenced by Darwin, Wilson’s use of interdisciplinary reasoning in looking for causations chains in creating justification conforms to the notions of Aristotle’s metaphysics. Particularly between the sciences and humanities, Wilson applies the idea that wisdom is based on the application of knowledge in a two-fold manner; that is, he not only encourages the studies of disciplines with applications to the real world but also the study of applying disciplines to other real world
The characterization of nature is detrimental in shift of 20th century modernist writing to impressionist truths of Canadian landscapes. Al Purdy and Archibald Lampman were two significant Canadian writers who both possessed similar impressionist ideals on Canada’s nature. Both Purdy’s “Trees of the Arctic Circle” and Lampman’s “Heat” display not only negative judgments on Canadian landscape but demonstrate a shift from a frustrated outlook to an appreciative perception on nature.
John C. Maxwell once said, “There are two kinds of pride, both good and bad. ‘Good pride’ represents our dignity and self-respect. ‘Bad pride’ is the deadly sin of superiority that reeks of conceit and arrogance.” Arrogance and pride lead people to make stupid decisions that can majorly affect their lives in a negative aspect. Christopher McCandless left his comfortable lifestyle in May of 1990 to travel and live life to the fullest, adopting the name Alexander Supertramp. Then in July 1992, Chris’s journey led him to be isolated in the Alaskan Frontier, trapped in a bus, and on the verge of death. Many people are sympathetic the McCandless’s story and his passing; some argue that he just had a string of bad luck and that his bereavement wasn’t
It is clear throughout the “Double Helix” that there are a set of well-defined norms that underlie the actions of the researchers in the labs discussed by Watson. These norms are consistent throughout Watson’s tale and shape much of the narrative, they include: competitiveness between labs, a vast network of interdisciplinary shared information that Merton would refer to as communism, and a rigid hierarchy that determines to some extent whose work is deemed credible. These norms affected each of the players in Watson’s book to different degrees, and both helped and hindered the advancement of discovery.
In support of this claims, he issues in a physical cause and effect concept that ideally relates to the human agents. Therefore, it can be deduced that necessity based causation arises from the uniformity observable operations of an individual, where one’s minds is jointly determined by a moral obligation. Further, the philosopher offers two dispositions to help explain the notion of Compatibilism. The first part supposes that there is a constant combination of two similar events, whereas the second one presumes that human’s consequence can be inferred from one to the other. On the contrary, he argues that still his concept is universally accepted as an abstract knowledge among beings though people may not see a necessity combination between a cause and effect
Longino defines her account of scientific knowledge relative to positivist and wholist accounts. Though many regard positivism as offering an untenable account of science, because "no comparable sweeping and detailed philosophical view has replaced it," Longino believes that it still needs to be reckoned with (L1990, 21). Wholists are significant because they have been the greatest critics of positivism. After presenting these accounts, and explaining the difficulties that Longino has with them, I will present Longino's own account of scientific knowledge and inquiry.
Toulmin, Hull, Campbell, and Popper have defended an "Evolutionary-Analogy" view of scientific evaluative practice. In this view, competing concepts, theories and methods of inquiry engage in a competitive struggle from which the "best adapted" emerge victorious. Whether applications of this analogy contribute to our understanding of science depends on the importance accorded the disanalogies between natural selection theory and scientific inquiry. Michael Ruse has suggested instead an "Evolutionary-Origins" view of scientific evaluative practices in which scientific inquiry is directed by application of epigenetic rules that have become encoded in homo sapiens in the course of evolutionary adaptation. Among these rules are "formulative theories that are internally consistent," "seek severe tests of theories," (Popper) and "achieve a consilience of inductions" (Whewell). As a descriptive theory of science, the "Evolutionary-Origins" view is prima facie inconsistent with evidence that human beings often make decisions that violate the "genetically-hard-wired rules." As a normative-prescriptive philosophy of science, the "Evolutionary-Origins" view is limited by the fact that in biological evolution, adaptation to present pressures may be achieved at the expense of a loss of adaptability (the capacity to respond creatively to future changes in environmental conditions).
Should judgement of people’s intelligence be based on their knowledge or their wisdom? While those with broader spans of knowledge have all the answers because of logic, they might not be able to see past the trivial facts they believe to become wiser and more enlightened. Some might be able to see the true reality they are in, but most are not able to grasp these ideas. Two of J.D. Salinger 's characters, Teddy from a short story of the same name, and Franny Glass, from the book "Franny and Zooey", both realize and have begun to “see” in terms of detachment and spirituality. They begin to differ on how knowledge can help or hinder in reaching that understanding, as Franny believes it is there to help guide and fuel, while Teddy says that one
Human civilization as we know it today stands on the shoulders of a titans of human thought like Aristotle, that plow the field of our perception of the world around us. Since the beginning of the civilization we have asked ourselves the eternal questions where we are coming from and what is our purpose in this world. This pursuit for meaning has dominated the landscape, where great thinkers of the past had observed the intricacies of our brains to pave the path of human wisdom for the generations to come. As Aristotle himself said: “The roots of education are bitter, but the fruit is sweet.”
Polkinghorne asserts that “scientists are motivated by the desire understand what is happening in the world.”(551, Polkinghorne). As a physicist himself, Polkinghorne understands the desire to understand the world, even shifting careers to become a priest to better his understanding. Science asks how things happen, and does not attempt to answer every question. Questions asking why go ignored, as if they are not necessary to fully understand the world and the life that lives here. Science alone
Hume, David. “A Treatise of Human Nature. Excerpts from Book III. Part I. Sect. I-II.”
Dr. Michael Shermer is a Professor, Founder of skeptic magazine, and a distinguished and brilliant American science writer to say the least. In His book The Moral Arc: How Science Makes Us Better People he sets out to embark on the daunting task of convincing and informing the reader on sciences’ ability to drives the expansion of humanity and the growth of the moral sphere. Although such a broad and general topic could be hard to explain, Shermer does so in a way that is concise, easy to understand, and refreshing for the reader. This novel is riddled with scientific facts, data, and pictures to back up shermers claims about the history of science, humanity and how the two interact with one another.
To know a thing, says Aristotle, one must know the thing’s causes. For Aristotle the knowledge of causes provides an explanation. It is a way to understand something. Because of the importance of causality to knowledge and understanding, Aristotle developed something like the complete doctrine of causality, distinguishing efficient, material, formal, and final causes, and later concepts of causality have been derived from his analysis by omission. Aristotle’s four causes gives answers to the questions related to the thing to help ascertain knowledge of it, such as what the thing is made of, where the thing comes from, what the thing actually is, and what the thing’s purpose is. The thing’s purpose is used to determine the former three, in addition to the purpose being basically the same thing as what the thing actually is, as the purpose of the thing is used to determine whether or not a thing is what it is.
It is important to be able to distinguish scientific, philosophical, religious, and speculative explanations and causes apart from each other. To be able to discern the four apart we need to first understand what they are and what their purpose is.
...ieves that the knowledge is contributing to society. The scientist’s own drive to obtain knowledge versus the society’s need to obtain knowledge differ in the degree of limitations since the society’s moral judgments have more limiting factors on the methods to create the knowledge society demands rather than the artistic or scientific drive to obtain that knowledge.
These uses of history can overlap and influence each other in one way or the other. The scholarly-scientific use of history can not be separated from the other uses of history any more, because the other uses of history often contain elements of the scholarly-scientific approach.