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This document discusses the author's lifelong feelings of cynicism and lack of identity. Throughout their education, teachers remarked on their contrarian nature. As an adult, the author wonders if they are free to choose their own beliefs and commitments or if they just adopt different stances situationally. They have concerns about the worldview presented as scientific and are growing skeptical of the meaning and proper role of science. However, the author questions if these opinions will change after graduating with a physics degree or if they are just a hollow sophist unable to commit to any beliefs for long.
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Ea sample g_en
1) The document discusses philosophical activity and what distinguishes a philosopher from others. It argues that philosophical activity involves critically analyzing ideas rather than passively accepting pre-packaged ideologies.
2) A philosopher wonders about fundamental concepts and questions socially accepted assumptions by thinking independently. However, philosophical activity requires more than just wondering - it is a search for truth and understanding of reality through dedication to knowledge.
3) True philosophical activity moves beyond just developing critical thinking skills. It requires gaining an accurate understanding of reality by exiting the cave of limited perspectives, as in Plato's allegory. A philosopher sees the true nature of things that others do not due to narrower horizons.
Ea sample f_en
The document discusses the nature of philosophical activity and what it means to do philosophy. It presents the view that philosophy originates from wonder and moments of doubt that challenge commonly held beliefs. To do philosophy requires critical analysis of one's beliefs, not just possessing a set of beliefs. The author shares this view based on their experience in a philosophy course that challenged their pre-existing philosophy of life and led them to question their assumptions. While studying past philosophies is useful, true insight comes from critically engaging with ideas rather than just understanding them. Overall, the document argues that philosophical activity involves questioning one's own and others' perspectives on issues through consideration of different philosophical approaches.
Ea sample h_en
The document discusses the nature of philosophical activity. It presents philosophy as continuously challenging assumed opinions and examining them at their roots. Two alternatives to authentic philosophy are described as a survival-focused life or uncritical acceptance of ideology. The text distinguishes between having a viewpoint and actively doing philosophy through challenging positions. It argues philosophy is a process of inquiry into and criticism of assumptions, confirmed by studying different philosophical approaches like Platonism, Cartesianism, and Nietzschean nihilism. While agreeing that philosophical activity avoids an unfulfilled life, it notes the text fails to explain philosophy's value for communities by establishing new values and paradigms.
Ea sample e_en
1) Philosophy is often seen as abstract and removed from reality, dedicated to theoretical speculations. However, it stems from people asking basic questions about their individual conditions and the meaning of life.
2) Doing philosophy leads people to question and challenge unreflective beliefs and ideas, and to evaluate them logically. It helps examine one's own life and gives existence meaning.
3) While people can accept views without questioning, philosophy challenges concepts consciously. It aims to examine the principles behind accepting or rejecting ideas, undermining some beliefs completely.
toward an epistemological polydoxy
robert cummings neville, amos yong, harold oliver, john thatamanil,
francis clooney, david loy, joseph bracken, james miller, john berthrong,
steve odin, warren frisina, livia kohn, epistemological polydoxy, axiological epistemology, interreligious, interfaith
http://www.scribd.com/johnboy_philothea
How Dead Is Philosophy ~or~ What Do You Imagine Philosophy Actually Is?
High-profile science champions such as Stephen Hawking, Neil DeGrasse Tyson and Bill Nye The Science Guy have all gone on record to have a pop at philosophy as past its sell-by date, now that we have SCIENCE to tell us the truth about the world – even going as far as to proclaim the centuries-old discipline, like jazz or guitar rock*, is dead.
Doctor of philosophy James Wakefield and ex-philosophy teacher Thomas Morton have found themselves on the wrong end of this frustrating pub conversation and, frankly, take umbrage at what seems to be a fundamental misunderstanding of the difference in what science and philosophy respectively do.
In this talk they intend to gather up their "beefs" and air them – in the process outlining a personal take on what philosophy is all about, while making a case for why it is not going away and is worth paying attention to. Even for scientists.
(*perhaps tellingly at least one of the speakers listens to both)
13. de beauvoir
Simone de Beauvoir was a French writer and philosopher who was heavily influenced by existentialism and Jean-Paul Sartre. She wrote The Second Sex in 1949, which argued that women are socially constructed as the "other" in a patriarchal society, and that this socialization is the root cause of women's oppression, not their biology. De Beauvoir asserted that one is not born a woman but becomes one, and that both individual and social change are needed for women's liberation.
Lesson 2 methods of philosophizing
This document discusses key concepts in philosophy, including truth, knowledge, propositions, and methods for determining what is true. It provides definitions and examples of facts, claims, opinions, beliefs, explanations, arguments, and logical fallacies. Common biases are also explained. The overall purpose is to guide the reader in distinguishing truth from opinion and analyzing statements using philosophical methods.
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Ea sample g_en
1) The document discusses philosophical activity and what distinguishes a philosopher from others. It argues that philosophical activity involves critically analyzing ideas rather than passively accepting pre-packaged ideologies.
2) A philosopher wonders about fundamental concepts and questions socially accepted assumptions by thinking independently. However, philosophical activity requires more than just wondering - it is a search for truth and understanding of reality through dedication to knowledge.
3) True philosophical activity moves beyond just developing critical thinking skills. It requires gaining an accurate understanding of reality by exiting the cave of limited perspectives, as in Plato's allegory. A philosopher sees the true nature of things that others do not due to narrower horizons.
Ea sample f_en
The document discusses the nature of philosophical activity and what it means to do philosophy. It presents the view that philosophy originates from wonder and moments of doubt that challenge commonly held beliefs. To do philosophy requires critical analysis of one's beliefs, not just possessing a set of beliefs. The author shares this view based on their experience in a philosophy course that challenged their pre-existing philosophy of life and led them to question their assumptions. While studying past philosophies is useful, true insight comes from critically engaging with ideas rather than just understanding them. Overall, the document argues that philosophical activity involves questioning one's own and others' perspectives on issues through consideration of different philosophical approaches.
Ea sample h_en
The document discusses the nature of philosophical activity. It presents philosophy as continuously challenging assumed opinions and examining them at their roots. Two alternatives to authentic philosophy are described as a survival-focused life or uncritical acceptance of ideology. The text distinguishes between having a viewpoint and actively doing philosophy through challenging positions. It argues philosophy is a process of inquiry into and criticism of assumptions, confirmed by studying different philosophical approaches like Platonism, Cartesianism, and Nietzschean nihilism. While agreeing that philosophical activity avoids an unfulfilled life, it notes the text fails to explain philosophy's value for communities by establishing new values and paradigms.
Ea sample e_en
1) Philosophy is often seen as abstract and removed from reality, dedicated to theoretical speculations. However, it stems from people asking basic questions about their individual conditions and the meaning of life.
2) Doing philosophy leads people to question and challenge unreflective beliefs and ideas, and to evaluate them logically. It helps examine one's own life and gives existence meaning.
3) While people can accept views without questioning, philosophy challenges concepts consciously. It aims to examine the principles behind accepting or rejecting ideas, undermining some beliefs completely.
toward an epistemological polydoxy
robert cummings neville, amos yong, harold oliver, john thatamanil,
francis clooney, david loy, joseph bracken, james miller, john berthrong,
steve odin, warren frisina, livia kohn, epistemological polydoxy, axiological epistemology, interreligious, interfaith
http://www.scribd.com/johnboy_philothea
How Dead Is Philosophy ~or~ What Do You Imagine Philosophy Actually Is?
High-profile science champions such as Stephen Hawking, Neil DeGrasse Tyson and Bill Nye The Science Guy have all gone on record to have a pop at philosophy as past its sell-by date, now that we have SCIENCE to tell us the truth about the world – even going as far as to proclaim the centuries-old discipline, like jazz or guitar rock*, is dead.
Doctor of philosophy James Wakefield and ex-philosophy teacher Thomas Morton have found themselves on the wrong end of this frustrating pub conversation and, frankly, take umbrage at what seems to be a fundamental misunderstanding of the difference in what science and philosophy respectively do.
In this talk they intend to gather up their "beefs" and air them – in the process outlining a personal take on what philosophy is all about, while making a case for why it is not going away and is worth paying attention to. Even for scientists.
(*perhaps tellingly at least one of the speakers listens to both)
13. de beauvoir
Simone de Beauvoir was a French writer and philosopher who was heavily influenced by existentialism and Jean-Paul Sartre. She wrote The Second Sex in 1949, which argued that women are socially constructed as the "other" in a patriarchal society, and that this socialization is the root cause of women's oppression, not their biology. De Beauvoir asserted that one is not born a woman but becomes one, and that both individual and social change are needed for women's liberation.
Lesson 2 methods of philosophizing
This document discusses key concepts in philosophy, including truth, knowledge, propositions, and methods for determining what is true. It provides definitions and examples of facts, claims, opinions, beliefs, explanations, arguments, and logical fallacies. Common biases are also explained. The overall purpose is to guide the reader in distinguishing truth from opinion and analyzing statements using philosophical methods.
Six basic themes of existentialism
The document summarizes six key themes of existentialism:
1) Existence precedes essence - humans are conscious subjects rather than things defined by external factors.
2) Anxiety and anguish - a generalized unease about the nothingness of human existence.
3) Absurdity - human existence is inexplicable and absurd, thrown into time and place for no reason.
4) Nothingness and the void - without external definitions, humans confront emptiness.
5) Death - nothingness in the form of death hangs over humans and causes anxiety.
6) Alienation - humans feel estranged from the world, each other, history, and their own institutions and relationships.
Pilgrimage to Nonviolence” Martin Luther King, Jr., published .docx
“Pilgrimage to Nonviolence”
Martin Luther King, Jr., published in Christian Century 77 (13 April 1960): 439-441.
Ten years ago I was just entering my senior year in theological seminary. Like most theological students I was engaged in the exciting job of studying various theological theories. Having been raised in a rather strict fundamentalistic tradition, I was occasionally shocked as my intellectual journey carried me through new and sometimes complex doctrinal lands. But despite the shock the pilgrimage was always stimulating, and it gave me a new appreciation for objective appraisal and critical analysis. My early theological training did the same for me as the reading of [David] Hume did for [Immanuel] Kant: it knocked me out of my dogmatic slumber.
At this stage of my development I was a thoroughgoing liberal. Liberalism provided me with an intellectual satisfaction that I could never find in fundamentalism. I became so enamored of the insights of liberalism that I almost fell into the trap of accepting uncritically everything that came under its name. I was absolutely convinced of the natural goodness of man and the natural power of human reason.
I
The basic change in my thinking came when I began to question some of the theories that had been associated with so-called liberal theology. Of course there is one phase of liberalism that I hope to cherish always: its devotion to the search for truth, its insistence on an open and analytical mind, its refusal to abandon the best light of reason.2 Liberalism’s contribution to the philological-historical criticism of biblical literature has been of immeasurable value and should be defended with religious and scientific passion.
It was mainly the liberal doctrine of man that I began to question. The more I observed the tragedies of history and man’s shameful inclination to choose the low road, the more I came to see the depths and strength of sin. My reading of the works of Reinhold Niebuhr made me aware of the complexity of human motives and the reality of sin on every level of man’s existence.3 Moreover, I came to recognize the complexity of man’s social involvement and the glaring reality of collective evil.4 I came to feel that liberalism had been all too sentimental concerning human nature and that it leaned toward a false idealism.
I also came to see that liberalism’s superficial optimism concerning human nature caused it to overlook the fact that reason is darkened by sin.5 The more I thought about human nature the more I saw how our tragic inclination for sin causes us to use our minds to rationalize our actions. Liberalism failed to see that reason by itself is little more than an instrument to justify man’s defensive ways of thinking. Reason, devoid of the purifying power of faith, can never free itself from distortions and rationalizations.
In spite of the fact that I had to reject some aspects of liberalism, I never came to an all-out acceptance of neo-orthodoxy. While I sa ...
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This document discusses evoking spirituality in public education. It argues that spiritual questions are embedded in every subject area and waiting to be brought forth, not something that needs to be added to the curriculum. It advocates exploring the spiritual dimension of teaching, learning and living, which it defines not as any religious creed but as the human quest for connectedness. The document tells a story of how the author's history teachers failed to connect the big stories of history to his own life story, leaving him feeling distant from the Holocaust and unaware of its local implications. It argues teachers need to embrace the paradox that teaching requires thinking in both intellectual and spiritual terms as whole persons addressing the whole person of the student.
Philosophy
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At worst our life becomes an imitation, image or representation of more authoritative ideals. An image is a copy, that is, a simulation of the real reality. We have lost contact with life because we follow ideas or images of how life should be. We live our life as an imitation of a moral model, as if such a model was not just another human artifact.
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This document provides an overview and introduction to a two-part essay series on nihilism by the author Yusuf Ponders. In the first part, the author defines nihilism as rejecting meaning and purpose in life. The author explores the causes of nihilism and its effects on society, such as a lack of collective values and increase in societal divisions. The author argues that nihilism is both an individual and collective problem that must be addressed. Islam is introduced as a potential solution that will be further examined in the second part.
Natural theology vs theology of nature
This document contains multiple comments from John Sobert Sylvest discussing philosophy of religion topics. Some key points:
1) Sylvest agrees with Philip Clayton that essential Christian doctrines need not be tied to specific scientific or philosophical assumptions. There is a "probabilistic middle ground" between free will and determinism.
2) Sylvest sees value in metaphysical inquiry if done in a tentative, fallible manner to frame ultimate concerns and clarify concepts, but questions how strongly metaphysical claims can imply normative conclusions.
3) Sylvest endorses using analogies, metaphors and a "theology of nature" to illuminate understanding of life from a perspective of already having faith, not
Existentialism
- Relativism holds that points of view have no absolute truth and that knowledge, morality, and truth are relative to factors like culture or historical context rather than being absolute.
- There are two main forms of moral relativism - individual relativism where individuals create their own moral standards, and cultural relativism where morality is grounded in societal approval rather than individual preferences.
- The first expression of relativism was from Protagoras, who said that how things appear to each individual is true for that individual and there is no objective truth apart from individual perspectives.
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The document discusses the results of a study on the impact of climate change on global wheat production. Researchers found that rising temperatures will significantly reduce wheat yields across different regions of the world by the end of the century. Under a high emissions scenario, the study projects a global average decrease in wheat production of 6% by 2050, and a 17% decrease by 2100, threatening global food security.
ENTHEOGENS II
This document provides a lengthy review and summary of Daniel Waterman's book "Entheogens, Society & Law". The review discusses how Waterman explores the historical and cultural contexts around mind-altering substances and consciousness expansion. Waterman argues that exploring non-ordinary states of consciousness through entheogens can provide alternative perspectives to mainstream interpretations and access spiritual truths from within. The review praises Waterman's comprehensive analysis but notes it is lengthy and dense. Overall, the review finds Waterman makes a persuasive case that exploring consciousness through entheogens can foster greater connection, care for others, and social/planetary well-being.
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This document is a chapter from J. David Velleman's book "Beyond Price" that argues against recognizing a legal right to die. The chapter claims that recognizing such a right would paradoxically harm some people in two ways. First, it would harm people who never exercise the right but feel burdened by having control over their own death. Second, it would harm some people who do exercise the right but would have been better off living. The chapter argues that having control over one's death is itself a burden, and that decisions around death should be guided by love rather than self-interest. Overall, the chapter contends that widespread recognition of a right to die could undermine the well-being of those contemplating or committing suicide
2. Against the Right to Die.pdf
This document is a chapter from J. David Velleman's book "Beyond Price" that argues against recognizing a legal right to die. The chapter claims that recognizing such a right would paradoxically harm some people in two ways. First, it would harm people who never exercise the right but feel burdened by having control over their own death. Second, it would harm some people who do exercise the right but would have been better off living. The chapter argues that having control over one's death is itself a burden, and that decisions around death should be guided by love rather than self-interest. Overall, the chapter contends that widespread recognition of a right to die could undermine the well-being of those contemplating or committing suicide
existentialismpresentation-140815221408-phpapp01.pdf
Existentialism considers the nature of the human condition and emphasizes individual subjectivity and freedom of choice. Key themes of existentialism include: 1) Philosophy as a way of life rather than just an academic pursuit. 2) Anxiety and authenticity in freely choosing one's actions and identity. 3) Freedom and responsibility as defining human existence. Existentialist education aims to develop student consciousness of freedom and responsibility through child-centered, experiential learning focused on self-expression, choice-making, and understanding the human condition.
Existentialism Philosophy
Existentialism considers the nature of the human condition and emphasizes individual subjectivity and freedom of choice. Key themes of existentialism in education include developing student consciousness of responsibility for their choices, promoting total personality development, emphasizing subjective knowledge over just facts, providing an environment for self-development, adopting a child-centered approach, using a curriculum focused on philosophy and choice-making through literature and arts, and having teachers guide students to define their own essence through exposure to different life paths. The student accepts discipline to realize their self through introspection while religious and moral education also aid in self-development.
Against “The Myth of Independence” – For a More Convivial and Interdependent...
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Link: https://www.psychiatrictimes.com/view/against-the-myth-of-independence-for-a-more-convivial-and-interdependent-society
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The document summarizes the key philosophers and concepts of existentialism. It outlines that existentialism originated from Latin and was popularized by philosophers like Soren Kierkegaard, Jean-Paul Sartre, Albert Camus, and Friedrich Nietzsche. They emphasized individual existence, freedom of choice, and creating one's own meaning in life despite living in an irrational universe. The document also discusses existentialism's focus on topics like anxiety, dread, alienation, the absurd, and nothingness. It notes both religious and non-religious strains of existentialist thought and analyzes existentialism's role in education.
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This document provides an overview of the author's philosophical journey and rationale for philosophizing from a posthuman perspective. Some key points:
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2) He has adopted a posthuman philosophical attitude informed by the work of Leslie Dewart, seeing philosophy as "theology without God" that appeals to reason rather than religious faith.
3) Through critical self-reflection inspired by phenomenology, the author transcended traditional ontology and metaphysics to understand experience and construct meaning in his life-world from a modern perspective.
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Existentialism A Philosophy
Existentialism is a philosophical movement that emphasizes individual freedom and responsibility. It posits that individuals create their own meaning and essence rather than deities or authorities. Key aspects of existentialism include the notion that without God, individuals are entirely free and responsible for themselves. Existentialists believe life's most important questions cannot be answered through reason or science alone. A core theme is that individuals are responsible for defining their own existence and essence through their choices and experiences.
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The document summarizes six key themes of existentialism:
1) Existence precedes essence - humans are conscious subjects rather than things defined by external factors.
2) Anxiety and anguish - a generalized unease about the nothingness of human existence.
3) Absurdity - human existence is inexplicable and absurd, thrown into time and place for no reason.
4) Nothingness and the void - without external definitions, humans confront emptiness.
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“Pilgrimage to Nonviolence”
Martin Luther King, Jr., published in Christian Century 77 (13 April 1960): 439-441.
Ten years ago I was just entering my senior year in theological seminary. Like most theological students I was engaged in the exciting job of studying various theological theories. Having been raised in a rather strict fundamentalistic tradition, I was occasionally shocked as my intellectual journey carried me through new and sometimes complex doctrinal lands. But despite the shock the pilgrimage was always stimulating, and it gave me a new appreciation for objective appraisal and critical analysis. My early theological training did the same for me as the reading of [David] Hume did for [Immanuel] Kant: it knocked me out of my dogmatic slumber.
At this stage of my development I was a thoroughgoing liberal. Liberalism provided me with an intellectual satisfaction that I could never find in fundamentalism. I became so enamored of the insights of liberalism that I almost fell into the trap of accepting uncritically everything that came under its name. I was absolutely convinced of the natural goodness of man and the natural power of human reason.
I
The basic change in my thinking came when I began to question some of the theories that had been associated with so-called liberal theology. Of course there is one phase of liberalism that I hope to cherish always: its devotion to the search for truth, its insistence on an open and analytical mind, its refusal to abandon the best light of reason.2 Liberalism’s contribution to the philological-historical criticism of biblical literature has been of immeasurable value and should be defended with religious and scientific passion.
It was mainly the liberal doctrine of man that I began to question. The more I observed the tragedies of history and man’s shameful inclination to choose the low road, the more I came to see the depths and strength of sin. My reading of the works of Reinhold Niebuhr made me aware of the complexity of human motives and the reality of sin on every level of man’s existence.3 Moreover, I came to recognize the complexity of man’s social involvement and the glaring reality of collective evil.4 I came to feel that liberalism had been all too sentimental concerning human nature and that it leaned toward a false idealism.
I also came to see that liberalism’s superficial optimism concerning human nature caused it to overlook the fact that reason is darkened by sin.5 The more I thought about human nature the more I saw how our tragic inclination for sin causes us to use our minds to rationalize our actions. Liberalism failed to see that reason by itself is little more than an instrument to justify man’s defensive ways of thinking. Reason, devoid of the purifying power of faith, can never free itself from distortions and rationalizations.
In spite of the fact that I had to reject some aspects of liberalism, I never came to an all-out acceptance of neo-orthodoxy. While I sa ...
Parker palmer evoking-spirit-public-education
This document discusses evoking spirituality in public education. It argues that spiritual questions are embedded in every subject area and waiting to be brought forth, not something that needs to be added to the curriculum. It advocates exploring the spiritual dimension of teaching, learning and living, which it defines not as any religious creed but as the human quest for connectedness. The document tells a story of how the author's history teachers failed to connect the big stories of history to his own life story, leaving him feeling distant from the Holocaust and unaware of its local implications. It argues teachers need to embrace the paradox that teaching requires thinking in both intellectual and spiritual terms as whole persons addressing the whole person of the student.
Philosophy
A philosophy for everyday life is, in other words, an investigation of the raw reality of life, philosophy is necessary because—this is my claim or thesis—we still have not tasted life in all its richness. We tend to cling on to certain norms or ideals in a way that does not honour our own experience and intuition.
At worst our life becomes an imitation, image or representation of more authoritative ideals. An image is a copy, that is, a simulation of the real reality. We have lost contact with life because we follow ideas or images of how life should be. We live our life as an imitation of a moral model, as if such a model was not just another human artifact.
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This document provides an overview and introduction to a two-part essay series on nihilism by the author Yusuf Ponders. In the first part, the author defines nihilism as rejecting meaning and purpose in life. The author explores the causes of nihilism and its effects on society, such as a lack of collective values and increase in societal divisions. The author argues that nihilism is both an individual and collective problem that must be addressed. Islam is introduced as a potential solution that will be further examined in the second part.
Natural theology vs theology of nature
This document contains multiple comments from John Sobert Sylvest discussing philosophy of religion topics. Some key points:
1) Sylvest agrees with Philip Clayton that essential Christian doctrines need not be tied to specific scientific or philosophical assumptions. There is a "probabilistic middle ground" between free will and determinism.
2) Sylvest sees value in metaphysical inquiry if done in a tentative, fallible manner to frame ultimate concerns and clarify concepts, but questions how strongly metaphysical claims can imply normative conclusions.
3) Sylvest endorses using analogies, metaphors and a "theology of nature" to illuminate understanding of life from a perspective of already having faith, not
Existentialism
- Relativism holds that points of view have no absolute truth and that knowledge, morality, and truth are relative to factors like culture or historical context rather than being absolute.
- There are two main forms of moral relativism - individual relativism where individuals create their own moral standards, and cultural relativism where morality is grounded in societal approval rather than individual preferences.
- The first expression of relativism was from Protagoras, who said that how things appear to each individual is true for that individual and there is no objective truth apart from individual perspectives.
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The document discusses the results of a study on the impact of climate change on global wheat production. Researchers found that rising temperatures will significantly reduce wheat yields across different regions of the world by the end of the century. Under a high emissions scenario, the study projects a global average decrease in wheat production of 6% by 2050, and a 17% decrease by 2100, threatening global food security.
ENTHEOGENS II
This document provides a lengthy review and summary of Daniel Waterman's book "Entheogens, Society & Law". The review discusses how Waterman explores the historical and cultural contexts around mind-altering substances and consciousness expansion. Waterman argues that exploring non-ordinary states of consciousness through entheogens can provide alternative perspectives to mainstream interpretations and access spiritual truths from within. The review praises Waterman's comprehensive analysis but notes it is lengthy and dense. Overall, the review finds Waterman makes a persuasive case that exploring consciousness through entheogens can foster greater connection, care for others, and social/planetary well-being.
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2. Against the Right to Die.pdf
This document is a chapter from J. David Velleman's book "Beyond Price" that argues against recognizing a legal right to die. The chapter claims that recognizing such a right would paradoxically harm some people in two ways. First, it would harm people who never exercise the right but feel burdened by having control over their own death. Second, it would harm some people who do exercise the right but would have been better off living. The chapter argues that having control over one's death is itself a burden, and that decisions around death should be guided by love rather than self-interest. Overall, the chapter contends that widespread recognition of a right to die could undermine the well-being of those contemplating or committing suicide
existentialismpresentation-140815221408-phpapp01.pdf
Existentialism considers the nature of the human condition and emphasizes individual subjectivity and freedom of choice. Key themes of existentialism include: 1) Philosophy as a way of life rather than just an academic pursuit. 2) Anxiety and authenticity in freely choosing one's actions and identity. 3) Freedom and responsibility as defining human existence. Existentialist education aims to develop student consciousness of freedom and responsibility through child-centered, experiential learning focused on self-expression, choice-making, and understanding the human condition.
Existentialism Philosophy
Existentialism considers the nature of the human condition and emphasizes individual subjectivity and freedom of choice. Key themes of existentialism in education include developing student consciousness of responsibility for their choices, promoting total personality development, emphasizing subjective knowledge over just facts, providing an environment for self-development, adopting a child-centered approach, using a curriculum focused on philosophy and choice-making through literature and arts, and having teachers guide students to define their own essence through exposure to different life paths. The student accepts discipline to realize their self through introspection while religious and moral education also aid in self-development.
Against “The Myth of Independence” – For a More Convivial and Interdependent...
Against “The Myth of Independence” – For a More Convivial and Interdependent...Université de Montréal
Psychiatric Times
Column: Second Thoughts
Link: https://www.psychiatrictimes.com/view/against-the-myth-of-independence-for-a-more-convivial-and-interdependent-society
Against “The Myth of Independence” – For a More Convivial and Interdependent Society
March 27, 2024
Vincenzo Di Nicola, MPhil, MD, PhD, FCAHS, DLFAPA, DFCPA
No more fiendish punishment could be devised … than that one should be turned loose in society and remain absolutely unnoticed by the members thereof. – William James
Lead: Some of the most divisive notions in the Western world and the Global North: individualism and independence. Are they a myth?
DOI: 10.13140/RG.2.2.32192.14086Different Philosophy in Education aaaaasaa
The document summarizes the key philosophers and concepts of existentialism. It outlines that existentialism originated from Latin and was popularized by philosophers like Soren Kierkegaard, Jean-Paul Sartre, Albert Camus, and Friedrich Nietzsche. They emphasized individual existence, freedom of choice, and creating one's own meaning in life despite living in an irrational universe. The document also discusses existentialism's focus on topics like anxiety, dread, alienation, the absurd, and nothingness. It notes both religious and non-religious strains of existentialist thought and analyzes existentialism's role in education.
A PHILOSOPHICAL POTPOURRI 14 Essays In The Humanities
This document provides an overview of the author's philosophical journey and rationale for philosophizing from a posthuman perspective. Some key points:
1) The author no longer reads philosophers to learn what they know, but to confirm insights already present in his own consciousness.
2) He has adopted a posthuman philosophical attitude informed by the work of Leslie Dewart, seeing philosophy as "theology without God" that appeals to reason rather than religious faith.
3) Through critical self-reflection inspired by phenomenology, the author transcended traditional ontology and metaphysics to understand experience and construct meaning in his life-world from a modern perspective.
4) In posthuman philosophy, the author distinguishes but
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Existentialism A Philosophy
Existentialism is a philosophical movement that emphasizes individual freedom and responsibility. It posits that individuals create their own meaning and essence rather than deities or authorities. Key aspects of existentialism include the notion that without God, individuals are entirely free and responsible for themselves. Existentialists believe life's most important questions cannot be answered through reason or science alone. A core theme is that individuals are responsible for defining their own existence and essence through their choices and experiences.
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