Philosophy can be summarized in 3 ways:
1. The practical strategy - To understand philosophy, one must engage in philosophical thinking and problems.
2. The definitional strategy - Philosophy is loosely defined as the love of knowledge, but we need more context on what kind of knowledge and how it is obtained.
3. The deferential strategy - Other philosophers define philosophy as using reasoning to promote human flourishing or thinking clearly about reality.
Philosophy aims to work out the right way of thinking about important topics through rigorous questioning and examination of assumptions. It addresses fundamental questions and challenges accepted beliefs, aiming to help humans understand themselves.
The document provides guidance on writing philosophy papers. It discusses that a philosophy paper must defend a specific thesis with grounds and justifications rather than simply reporting on various scholars' views. It emphasizes that good philosophical writing involves articulating ideas clearly and arguing in support of one's views. It recommends organizing one's thoughts around main points and supporting them in a straightforward, point-by-point manner with clear examples and considerations. Overall, the document stresses writing philosophy in a simple, clear, and organized fashion to effectively communicate and defend one's philosophical thesis.
This document summarizes the key points from a book about expository preaching. It outlines a 10 step process for developing expository sermons including: choosing a passage, analyzing it to find the main idea, determining the purpose of the sermon, outlining it, adding supporting details, and focusing on strong introductions/conclusions. It also discusses developing clarity of thought, personal style, using metaphors and illustrations, and delivering sermons engagingly through body language, eye contact and vocal variety.
The document provides guidance on creating an effective sermon outline by focusing on the purpose, key thought, main points, and structure. It recommends studying the chosen text to understand the desired response, writing a clear key thought, choosing coherent points that stick to the topic and enhance the message, and considering the best sequence and form for communicating the main ideas. Examples of outlining methods include the key word method and expository outline, where the sermon structure follows the organization of the biblical text. Readers are prompted to analyze Psalm 1 and draft an outline for a sermon series based on noticing important elements in the passage.
Writing - Claims & Evidences (Argumentative Paper Part 1)Shin Chan
This document discusses how to write an argumentative paper by using claims and evidence. It defines a claim as a statement that takes a position and can be debated. There are four types of claims: claims of fact, value, cause and effect, and policy. Evidence is then used to support the claim. Six types of evidence are described: print/electronic sources, observation, interviews, surveys, experiments, and personal experience. The document provides examples and guidelines for incorporating high-quality claims and evidence into an argumentative paper.
The document provides guidance on creative and reflective writing. It defines creative writing as placing more emphasis on creating emotional effect and significance, compared to informative writing which primarily imparts knowledge. The document outlines the parts of a reflective paper as an introduction, body paragraphs with detailed analysis, and a conclusion. It also provides a step-by-step process for reflective writing, including how to start by considering questions about a topic, outlining main themes and experiences, and analyzing how those shaped one's understanding. Tips are given to maintain a clear, concise, and academic tone with proper citations.
This document provides guidance on how to effectively preach and teach the truth in love. It discusses selecting the best approach based on the audience and objectives. It also covers employing illustrations, aiming for life change over just information, and knowing how to start and end a message properly. Specific tips include using a teaching frame and outline, preaching with passion and persuasion, and developing as a preacher through conversion, Bible training, and coaching experiences.
The document discusses key concepts in logic including:
- Logic originated from the Greek word "logos" meaning spoken word or reason.
- Logic can be understood as both an art that guides reasoning and a science concerned with correct reasoning.
- Formal logic focuses on logical correctness while material logic considers the truth of thought contents based on reality.
- Other concepts discussed include simple apprehension, judgment, propositions, and inductive vs deductive reasoning.
The document provides an overview of the lesson plan for a class on argumentation. It discusses various types of invention techniques - definition, exemplification, comparison, causality, and effects - that students can use to systematically develop ideas for argumentative essays. As homework, students are asked to generate 8-10 pages of invention notes using all the techniques and to read a chapter on researching and the internet.
The document provides guidance on writing philosophy papers. It discusses that a philosophy paper must defend a specific thesis with grounds and justifications rather than simply reporting on various scholars' views. It emphasizes that good philosophical writing involves articulating ideas clearly and arguing in support of one's views. It recommends organizing one's thoughts around main points and supporting them in a straightforward, point-by-point manner with clear examples and considerations. Overall, the document stresses writing philosophy in a simple, clear, and organized fashion to effectively communicate and defend one's philosophical thesis.
This document summarizes the key points from a book about expository preaching. It outlines a 10 step process for developing expository sermons including: choosing a passage, analyzing it to find the main idea, determining the purpose of the sermon, outlining it, adding supporting details, and focusing on strong introductions/conclusions. It also discusses developing clarity of thought, personal style, using metaphors and illustrations, and delivering sermons engagingly through body language, eye contact and vocal variety.
The document provides guidance on creating an effective sermon outline by focusing on the purpose, key thought, main points, and structure. It recommends studying the chosen text to understand the desired response, writing a clear key thought, choosing coherent points that stick to the topic and enhance the message, and considering the best sequence and form for communicating the main ideas. Examples of outlining methods include the key word method and expository outline, where the sermon structure follows the organization of the biblical text. Readers are prompted to analyze Psalm 1 and draft an outline for a sermon series based on noticing important elements in the passage.
Writing - Claims & Evidences (Argumentative Paper Part 1)Shin Chan
This document discusses how to write an argumentative paper by using claims and evidence. It defines a claim as a statement that takes a position and can be debated. There are four types of claims: claims of fact, value, cause and effect, and policy. Evidence is then used to support the claim. Six types of evidence are described: print/electronic sources, observation, interviews, surveys, experiments, and personal experience. The document provides examples and guidelines for incorporating high-quality claims and evidence into an argumentative paper.
The document provides guidance on creative and reflective writing. It defines creative writing as placing more emphasis on creating emotional effect and significance, compared to informative writing which primarily imparts knowledge. The document outlines the parts of a reflective paper as an introduction, body paragraphs with detailed analysis, and a conclusion. It also provides a step-by-step process for reflective writing, including how to start by considering questions about a topic, outlining main themes and experiences, and analyzing how those shaped one's understanding. Tips are given to maintain a clear, concise, and academic tone with proper citations.
This document provides guidance on how to effectively preach and teach the truth in love. It discusses selecting the best approach based on the audience and objectives. It also covers employing illustrations, aiming for life change over just information, and knowing how to start and end a message properly. Specific tips include using a teaching frame and outline, preaching with passion and persuasion, and developing as a preacher through conversion, Bible training, and coaching experiences.
The document discusses key concepts in logic including:
- Logic originated from the Greek word "logos" meaning spoken word or reason.
- Logic can be understood as both an art that guides reasoning and a science concerned with correct reasoning.
- Formal logic focuses on logical correctness while material logic considers the truth of thought contents based on reality.
- Other concepts discussed include simple apprehension, judgment, propositions, and inductive vs deductive reasoning.
The document provides an overview of the lesson plan for a class on argumentation. It discusses various types of invention techniques - definition, exemplification, comparison, causality, and effects - that students can use to systematically develop ideas for argumentative essays. As homework, students are asked to generate 8-10 pages of invention notes using all the techniques and to read a chapter on researching and the internet.
The document discusses the simple past tense of the verb "to be" in English (was/were). It explains that this tense is used to talk about finished actions in the past. Some example sentences are provided using was/were to talk about where someone was located or what their state was in different time periods last year, last summer, last night, etc. The document concludes by providing an incomplete exercise for the reader to fill in using was/were to describe themselves and other subjects in the past.
O documento fornece 9 dicas para o uso do laptop Classmate do UCA, incluindo tutoriais básicos, resolução de problemas de áudio, manuais de software e dicas sobre redirecionamento de email e compartilhamento de vídeos no YouTube.
El documento describe la arquitectura y funcionamiento básico de un ordenador. Explica que los ordenadores tienen periféricos de entrada y salida y una unidad central de proceso que trata la información. También describe los componentes clave de un ordenador como el microprocesador, la memoria y los puertos, así como formas de almacenamiento como discos duros, unidades ópticas y de estado sólido.
Organização e manutenção do acervo fotográfico da Revista do Globo+ Aloisio Magalhães
O projeto tem como objetivo organizar e preservar 47 mil fotografias da Revista do Globo entre 1929-1967. As fotografias estão sendo catalogadas, digitalizadas e organizadas em um banco de dados para permitir buscas e acesso aos pesquisadores. Até o momento, 1.262 fotografias foram higienizadas e catalogadas.
Usa rocky mountain region country editable powerpoint maps with states and co...SlideTeam.net
1. The document displays a map of the United States divided into 6 regions: Pacific, Rocky Mountain, Southwest, Midwest, Northeast, and Southeast.
2. Each region is represented by a different color and labeled on the map.
3. Additional details are provided in the legend about editing and customizing the regions.
Learn about the IBM Flex System FC5172 2-port 16Gb FC Adapter. The IBM Flex System FC5172 2-port 16Gb FC Adapter enables high-speed access for IBM Flex System compute nodes to connect to a Fibre Channel storage area network (SAN). This adapter is based on the proven QLogic 16Gb ASIC design and works with the 8 Gb and 16 Gb IBM Flex System Fibre Channel switches and pass-thru modules. For more information on Pure Systems, visit http://ibm.co/18vDnp6.
Visit the official Scribd Channel of IBM India Smarter Computing at http://bit.ly/VwO86R to get access to more documents.
El documento describe conceptos básicos de transmisión de datos y redes de computadoras, incluyendo diferentes tipos de señales, conexiones físicas para transmisión de datos, evolución de las redes telefónicas hacia redes digitales e Internet, y tipos de redes como punto a punto y multipunto.
Electronic mail, commonly known as email, allows digital messages to be exchanged between an author and one or more recipients across computer networks like the Internet. Early email systems required both parties to be online simultaneously, but modern email uses a store-and-forward model where messages are sent to and stored on email servers until the recipient connects briefly to retrieve them, without needing to be online at the same time. There are different types of email accounts, including web-based email which is accessed through a web browser and POP3 email where messages are downloaded to a device and deleted from the server by default.
Welche Rolle Spielt Die Bibliothek Literaturversorgung FüR Den Gender Studi...danilo vetter
Folien zur 6. Arbeitstagung der „Konferenz der Einrichtungen für Frauen- und Geschlechterstudien im deutschsprachigen Raum“ (KEG) (15.11.08) in Freiburg. Vortrag im Rahmen einer Workshopreihe zur Literaturversorgung in der Frauen- und Geschlechterforschung.
This document discusses ways for marketing departments to do more with less as budgets shrink. It suggests leveraging existing relationships, thinking about specialty advertising items like pens and coffee cups with logos, revisiting local events, and using instant messaging to communicate with prospects farther away. Doing this type of lower-cost guerilla marketing can help showcase talents and keep the school's name in front of more people.
El sistema nervioso se divide en central y periférico. El sistema nervioso central está compuesto por el encéfalo y la médula espinal, y contiene neuronas y células de soporte. El encéfalo incluye el tronco del encéfalo, cerebelo, diencéfalo y cerebro. La médula espinal conecta el encéfalo con el sistema nervioso periférico a través de nervios espinales y craneales.
El documento describe cómo seleccionar y utilizar certificados digitales de diferentes fuentes como la tarjeta criptográfica o el equipo. Explica que algunas aplicaciones como IBOA y las utilizadas para gestionar certificados de la tarjeta criptográfica requieren instalar complementos como WebSigner la primera vez que se usen. También cubre cómo solicitar certificados de estar al corriente de pagos con Hacienda y la Agencia Tributaria usando un certificado a nombre de una entidad.
Adam Hackett is a music composer whose passion for game music was sparked by Final Fantasy and Nobuo Uematsu's scores. He studied music formally in marching band and college, and hopes to continue advancing his skills and bringing game music to the forefront through composition. His portfolio includes works for films, anime, and games. Ultimately, he defines success as doing his best and has a vision for continuing to create music in the future.
This document appears to be a student assignment comparing clothing items using comparative and superlative forms of adjectives in English. It compares t-shirts, sandals and boots, shorts and pants, jeans and tennis shoes, pairs of sandals, and stores. For each category, it provides 3 sentences comparing attributes of the clothes such as color, price, size, and suitability for hot weather. The assignment is submitted by a student named Rocío Marbelin Zapata Palomo for their English III class taught by Julio Cesar Sánchez Pérez.
The document provides an overview of the IB Philosophy HL Extension Paper 3, which requires students to write a response comparing and contrasting their experience of philosophical activity with the view(s) presented in an unseen text. It discusses the rationale and nature, function, meaning, and methodology of philosophy. Key aspects of "doing philosophy" highlighted include using reasoning to explore abstract ideas and questions about human existence. Students are advised to approach the response by identifying the text's view of philosophical activity, discussing it in relation to their own experiences through examples, and coming to a justified conclusion on their level of agreement.
The document discusses philosophical activity as presented in an unseen exam text for IB Philosophy students. It describes philosophical activity as involving abstract thinking about existence and reasoning about meaningful questions. Students are expected to demonstrate their understanding of philosophy by applying philosophical skills, knowledge, and ideas to thoughtfully respond to the unseen text. The summary evaluates the key aspects of philosophical activity highlighted in the document and their alignment with the student's experiences in the philosophy course.
The document discusses the simple past tense of the verb "to be" in English (was/were). It explains that this tense is used to talk about finished actions in the past. Some example sentences are provided using was/were to talk about where someone was located or what their state was in different time periods last year, last summer, last night, etc. The document concludes by providing an incomplete exercise for the reader to fill in using was/were to describe themselves and other subjects in the past.
O documento fornece 9 dicas para o uso do laptop Classmate do UCA, incluindo tutoriais básicos, resolução de problemas de áudio, manuais de software e dicas sobre redirecionamento de email e compartilhamento de vídeos no YouTube.
El documento describe la arquitectura y funcionamiento básico de un ordenador. Explica que los ordenadores tienen periféricos de entrada y salida y una unidad central de proceso que trata la información. También describe los componentes clave de un ordenador como el microprocesador, la memoria y los puertos, así como formas de almacenamiento como discos duros, unidades ópticas y de estado sólido.
Organização e manutenção do acervo fotográfico da Revista do Globo+ Aloisio Magalhães
O projeto tem como objetivo organizar e preservar 47 mil fotografias da Revista do Globo entre 1929-1967. As fotografias estão sendo catalogadas, digitalizadas e organizadas em um banco de dados para permitir buscas e acesso aos pesquisadores. Até o momento, 1.262 fotografias foram higienizadas e catalogadas.
Usa rocky mountain region country editable powerpoint maps with states and co...SlideTeam.net
1. The document displays a map of the United States divided into 6 regions: Pacific, Rocky Mountain, Southwest, Midwest, Northeast, and Southeast.
2. Each region is represented by a different color and labeled on the map.
3. Additional details are provided in the legend about editing and customizing the regions.
Learn about the IBM Flex System FC5172 2-port 16Gb FC Adapter. The IBM Flex System FC5172 2-port 16Gb FC Adapter enables high-speed access for IBM Flex System compute nodes to connect to a Fibre Channel storage area network (SAN). This adapter is based on the proven QLogic 16Gb ASIC design and works with the 8 Gb and 16 Gb IBM Flex System Fibre Channel switches and pass-thru modules. For more information on Pure Systems, visit http://ibm.co/18vDnp6.
Visit the official Scribd Channel of IBM India Smarter Computing at http://bit.ly/VwO86R to get access to more documents.
El documento describe conceptos básicos de transmisión de datos y redes de computadoras, incluyendo diferentes tipos de señales, conexiones físicas para transmisión de datos, evolución de las redes telefónicas hacia redes digitales e Internet, y tipos de redes como punto a punto y multipunto.
Electronic mail, commonly known as email, allows digital messages to be exchanged between an author and one or more recipients across computer networks like the Internet. Early email systems required both parties to be online simultaneously, but modern email uses a store-and-forward model where messages are sent to and stored on email servers until the recipient connects briefly to retrieve them, without needing to be online at the same time. There are different types of email accounts, including web-based email which is accessed through a web browser and POP3 email where messages are downloaded to a device and deleted from the server by default.
Welche Rolle Spielt Die Bibliothek Literaturversorgung FüR Den Gender Studi...danilo vetter
Folien zur 6. Arbeitstagung der „Konferenz der Einrichtungen für Frauen- und Geschlechterstudien im deutschsprachigen Raum“ (KEG) (15.11.08) in Freiburg. Vortrag im Rahmen einer Workshopreihe zur Literaturversorgung in der Frauen- und Geschlechterforschung.
This document discusses ways for marketing departments to do more with less as budgets shrink. It suggests leveraging existing relationships, thinking about specialty advertising items like pens and coffee cups with logos, revisiting local events, and using instant messaging to communicate with prospects farther away. Doing this type of lower-cost guerilla marketing can help showcase talents and keep the school's name in front of more people.
El sistema nervioso se divide en central y periférico. El sistema nervioso central está compuesto por el encéfalo y la médula espinal, y contiene neuronas y células de soporte. El encéfalo incluye el tronco del encéfalo, cerebelo, diencéfalo y cerebro. La médula espinal conecta el encéfalo con el sistema nervioso periférico a través de nervios espinales y craneales.
El documento describe cómo seleccionar y utilizar certificados digitales de diferentes fuentes como la tarjeta criptográfica o el equipo. Explica que algunas aplicaciones como IBOA y las utilizadas para gestionar certificados de la tarjeta criptográfica requieren instalar complementos como WebSigner la primera vez que se usen. También cubre cómo solicitar certificados de estar al corriente de pagos con Hacienda y la Agencia Tributaria usando un certificado a nombre de una entidad.
Adam Hackett is a music composer whose passion for game music was sparked by Final Fantasy and Nobuo Uematsu's scores. He studied music formally in marching band and college, and hopes to continue advancing his skills and bringing game music to the forefront through composition. His portfolio includes works for films, anime, and games. Ultimately, he defines success as doing his best and has a vision for continuing to create music in the future.
This document appears to be a student assignment comparing clothing items using comparative and superlative forms of adjectives in English. It compares t-shirts, sandals and boots, shorts and pants, jeans and tennis shoes, pairs of sandals, and stores. For each category, it provides 3 sentences comparing attributes of the clothes such as color, price, size, and suitability for hot weather. The assignment is submitted by a student named Rocío Marbelin Zapata Palomo for their English III class taught by Julio Cesar Sánchez Pérez.
The document provides an overview of the IB Philosophy HL Extension Paper 3, which requires students to write a response comparing and contrasting their experience of philosophical activity with the view(s) presented in an unseen text. It discusses the rationale and nature, function, meaning, and methodology of philosophy. Key aspects of "doing philosophy" highlighted include using reasoning to explore abstract ideas and questions about human existence. Students are advised to approach the response by identifying the text's view of philosophical activity, discussing it in relation to their own experiences through examples, and coming to a justified conclusion on their level of agreement.
The document discusses philosophical activity as presented in an unseen exam text for IB Philosophy students. It describes philosophical activity as involving abstract thinking about existence and reasoning about meaningful questions. Students are expected to demonstrate their understanding of philosophy by applying philosophical skills, knowledge, and ideas to thoughtfully respond to the unseen text. The summary evaluates the key aspects of philosophical activity highlighted in the document and their alignment with the student's experiences in the philosophy course.
This document discusses doing philosophy. It begins by defining philosophy as the love of wisdom. It then discusses the origins of philosophy in ancient Greece with thinkers like Thales questioning the nature of reality. It outlines the main branches of philosophy like metaphysics, epistemology, ethics, and logic. It describes doing philosophy as asking questions, examining other philosophers' work, and reflecting critically. Key aspects of doing philosophy include wondering, doubting, seeking truth and simplicity, revising beliefs, and discussing ideas with others. Philosophical reading involves getting an overview, analyzing arguments, and relating ideas to one's own thinking.
The document discusses several key topics in philosophy including ethics, moral philosophy, and the nature of moral judgements. It can be summarized as follows:
1. Ethics (or moral philosophy) is the branch of philosophy concerned with defining right and wrong conduct. It examines moral principles and rules that guide people's decisions about what is right or wrong.
2. Moral philosophy refers to the specific principles or rules that people use to make judgements about the morality of actions.
3. Moral judgements evaluate actions as right or wrong by comparing them to a moral standard. They are normative and involve applying standards to actions, rather than just describing facts.
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.
Meaning and nature of philosophy -.pptxIdrisMammadov
1. Philosophy is defined as the rational inquiry into fundamental questions about life, the universe, and reality.
2. There are different conceptions of philosophy, including having a personal set of beliefs, critically reflecting on beliefs, seeking a unified worldview, analyzing language, and investigating perennial problems.
3. The main branches of philosophy are logic, metaphysics, epistemology, and value theory. Metaphysics studies the nature of reality, epistemology studies the nature and validity of knowledge, and value theory includes ethics, aesthetics, and social and political philosophy.
The document provides instructions for classroom activities on doing philosophy. It outlines 5 groups that students will be divided into, with each group appointing a leader and secretary. The first group to answer "what is your score" will receive extra points. The highest scoring group will receive 10 points with lower scores receiving 8, 6, 4, and 2 points respectively. The document then provides review questions and prompts for discussion and analysis on philosophical concepts.
Lesson 1-Introduction to the Philosophy of the Human Person.pdfliya49
Here are my reflections on the actions from a holistic perspective:
1. Research different options, compare features and prices. Consider your needs and budget.
2. Observe how they treat others, share values. Compatibility is important for a healthy friendship.
3. Check quality and freshness. A balanced diet supports well-being.
4. Research programs and campus culture. Visit to feel the environment. Prioritize learning over amenities.
5. Learn about their mission and activities. Consider time commitment and how it aligns with your goals.
6. Assess the situation carefully before assisting. Ensure safety for both parties as top priority.
7. Balance social life with responsibilities. Agree
This document discusses the meaning and nature of philosophy. It begins by defining philosophy as the love of wisdom, tracing the origin of the word to Pythagoras. Philosophy is then described as the study of fundamental problems regarding existence, knowledge, values, reason, mind, and language through rational inquiry. The document also notes that philosophy can serve as a guide to life, a comprehensive view of the universe, and an intellectual activity driven by a love of knowledge. It examines different definitions of philosophy provided by philosophers and outlines several key aspects of philosophy, including that it involves critical reflection on beliefs, seeks to understand life as a whole, analyzes language, and addresses perennial problems. The document concludes by discussing the importance of studying philosophy
CHAPTER ONE & TWO LOGIC AND PHILOSOPHY.pptxBarentuShemsu
This document provides an introduction to philosophy by outlining some of its key concepts and fields. It begins by defining philosophy as the love of wisdom and noting that philosophy deals primarily with fundamental issues rather than having a single subject matter. The document then outlines some of philosophy's major fields, including metaphysics, epistemology, axiology, and logic. For each field, it provides brief definitions and examples of the types of questions addressed. The document emphasizes that philosophy is an activity that encourages critical examination and reflection on life and reality.
Philosophy module 1 - The Meaning and Method of Doing PhilosophyRey An Castro
Philosophy Module 1: The Meaning and Method of Doing Philosophy of Rey An C. Castro, LPT., was created as a tool for teaching Philosophy in senior high school students.
The author aims to help educators and students in teaching and learning Philosophy.
This document provides an overview of a philosophy course, including:
- The course will examine different philosophical theories and apply views to questions. Students will learn about famous philosophers.
- The content includes history of philosophy, ontology, epistemology, and social philosophy. Topics within each area are outlined.
- The role of philosophy in human life and society is discussed in the first lecture, including the meaning and nature of philosophy and its importance. The main branches of philosophy - logic, metaphysics, epistemology, and value theory - are also introduced.
This document provides an overview of philosophical views and concepts. It begins by defining philosophy as the love of wisdom and discusses its meaning and importance. The document then outlines topics that will be covered, including the pioneers in different fields of learning, philosophical schools of thought, and theories of determining truth. It also lists learning outcomes around understanding phenomena through philosophy and tracing its development. The document then delves into defining philosophy in more depth and outlining its three main branches of metaphysics, epistemology, and axiology. It closes by emphasizing philosophy's importance in clarifying beliefs, stimulating thinking, and developing analytical abilities.
Radius Images/Photolibrary1
Introducing Philosophy
• Philosophy has a rich and fascinating history.
• Philosophers explore questions ranging from logic and
mathematics to morality and art.
• Philosophy helps us to better understand our beliefs and
those of others and to examine, defend, and criticize
those beliefs.
What We Will Discover
mos66103_01_ch01_001-030.indd 1 12/1/10 7:22 PM
CHAPTER 1Section 1.1 What Is Philosophy?
Philosophy is an unusual discipline, not just because it has an enormously long history, but
because it spends a good bit of time investigating what philosophy itself is. In this chap-
ter, we look at what philosophy is, how philosophers approach their subject, and what the
benefits of philosophical inquiry are. We will also include a brief overview of the rich and
fascinating history of the development of philosophy in the West.
1.1 What Is Philosophy?
Here we will explore what philosophy is, including some of its history. We will focus on Western philosophy, and the most important philosophers of that tradi-tion, but it is good to keep in mind that there are other important traditions in the
history of philosophy. One of the most important things philosophers do is ask questions,
and we will identify some of the questions that have engaged philosophers for thousands
of years.
What Do Philosophers Do?
Plato tells us that philosophy begins in wonder. Human beings wonder about themselves,
about other people, about where they came from, about where they are going, and about
what they should do while they are here. Human beings are naturally curious, and each
question one asks leads to another, then another, and then another. One way of think-
ing about philosophy, then, is that it is the sys-
tematic attempt to answer the general questions
human beings have always asked, and the debate
that naturally follows each proposed answer.
Philosophy combines curiosity—wonder about
the world and all that is in it, and even beyond
it—and criticism—objections to answers, sugges-
tions of new answers, and new objections to those
new answers. As should be clear, philosophical
inquiry has one other important feature: It never
ends. We do, on occasion, seem to discover solu-
tions to specific philosophical questions. But the
pursuit of philosophy will continue as long as
there are things we don’t understand, and as long
as we remain curious.
The word philosophy comes from two Greek
words. We see one of them, philein, or “to love,”
in the name of Philadelphia, “city of brotherly
love,” and in the word philanthropy, love for
human beings. We are familiar with the other
word, sophos, from such words as sophisticated
and sophomore: It means wisdom. Thus, philos-
ophy is, literally, the love of wisdom and refers
to the unending search for answers to questions.
To be successful, then, in philosophy, one must
Hilary Helton/81a/Photolibrary
As humans, we are naturally curi-
ous—something often q ...
Philosophy is important for several reasons. It expands our understanding of the world and freedom of thought. It also raises public awareness and helps form engaged citizens. Philosophy can increase sensitivity to moral values and stimulate standing up for justice. Studying philosophy provides self-knowledge, foresight, and direction in life. Philosophical reflection considers situations from different perspectives by asking deeper questions about motivations and implications. This holistic view helps develop critical thinking and problem-solving skills.
The document discusses the topic of doing philosophy. It provides instructions for classroom activities where students will be split into groups and discuss philosophical questions. It also summarizes some of the key questions and methods used in philosophy, such as questions about reality, certainty, ethics, and the tools philosophers use like systematic doubt, argumentation, and thought experiments.
The document provides an overview of philosophy and various philosophical concepts and thinkers. It discusses what philosophy is, including the original definition as the "love of wisdom." It summarizes some key aspects of prominent philosophers like Plato, Descartes, Locke, Nietzsche, Aquinas, and Kant. It also briefly outlines Kant's categorical imperative and discusses justice versus righteousness. The document appears to be notes for an introductory philosophy course covering foundational topics and major historical figures.
The document discusses four methods of philosophizing: logic, existentialism, analytic tradition, and phenomenology. It provides details on each method:
- Logic uses premises and inferences to build arguments and draw conclusions. It teaches correct thinking.
- Existentialism asserts individual freedom and responsibility over one's choices and future.
- Analytic philosophy validates truths through scientific processes and experimentation rather than perception alone.
- Phenomenology seeks the essential meaning of things by examining different perspectives on them.
The document advocates using these philosophy methods, especially logic, to develop critical thinking skills and make reasoned judgments.
The document provides guidance for learners taking a philosophy module. It outlines 8 steps for learners to follow, including reading instructions carefully, answering a pre-test before lessons, doing activities to understand lessons, and answering a post-test after all lessons. It also lists 7 guides for proper use of the module, such as following instructions, being honest in answering, and seeking help from teachers if needed.
This summary provides an overview of critical thinking and how it has been defined by experts over the past 100 years:
1. Critical thinking has been studied formally for over 100 years, beginning with John Dewey's concept of "reflective thinking" which he defined as the careful consideration of beliefs and knowledge based on supporting reasons and implications.
2. Later experts like Edward Glaser and Robert Ennis built on Dewey's definition, emphasizing skills like reasoning, examination of evidence, and decision making.
3. Richard Paul's definition focused on "thinking about one's thinking" or metacognition, and aiming to improve the quality of thinking based on intellectual standards. Developing critical thinking requires consciously evaluating
1. Introduction to Philosophy What is Philosophy?
Week 1: What is Philosophy?
[Welcome to the first handout of your Introduction to Philosophy MOOC! This handout
is designed to complement the video lecture by giving you a written summary of the key points
covered in the videos. You can use it, or not, however you like! In my seminars at University of
Edinburgh I encourage my students to write their thoughts on the material we cover alongside
the relevant parts of the handout. Or you might like to simply have it open alongside the videos
as you watch them, or to read back over it after watching, to refresh the key points in your
mind. However you choose to use it, we hope you enjoy this week’s material, and the course!]
1. What is Philosophy?
Thinking about this question is our mission for this week. Here are some first
strategies for thinking about it:
• The practical strategy: ‘There ain’t nothing to it but to do it!’
In fact, I think this is the best strategy – to understand what philosophy is, you
need to get stuck in to thinking about philosophical problems, and the ways other
thinkers have approached them. This is what we’ll be doing on the rest of the
course. So much of philosophy is learning specific tools and techniques to reason,
argue, and express yourself. We won’t focus on that this week, but the best way to
get a grasp of those tools and techniques, and to get a sense of the questions that
interest philosophers, is to work your way through the rest of the course!
• The definitional strategy: What does ‘philosophy’ mean?
The word ‘philosophy’ comes from the Greek ‘philosophia’ meaning, roughly, the
love of knowledge. This does capture something important, but we need to know
more: what kind of knowledge are we interested in? How do we go about getting
that knowledge?
• The deferential strategy: What do other people say philosophy is?
In the video, I give some examples of how other people have defined philosophy.
Two of my favourites:
‘Philosophy is an activity that uses reasoning and rigorous argument to promote
human flourishing’ (Martha Nussbaum)
‘[Philosophy is] thinking clearly and well about reality and our place in it’ (Barry
Smith)
At the end of the lectures, you might like to return to the quotes from the first
video, and think about what they all have in common: are they all saying the same
thing, or do they express different visions of what philosophy is?
2. Introduction to Philosophy What is Philosophy?
Here’s my attempt at a definition: Philosophy is the activity of working out the right way of
thinking about things.
So this week, we’re doing philosophy about philosophy (or meta-philosophy) – trying
to work out the right way of thinking about philosophical enquiry.
2. Is Philosophy ‘Fundamental’?
It is often claimed (often by philosophers!) that philosophy, or the questions it asks,
are in some sense fundamental. What might this mean? Is it true?
• One sense in which it’s not true: There are plenty of questions you can ask, and
activities that you can pursue, perfectly legitimately without doing any philosophy.
• The sense in which it is true: No matter what sort of questions you’re asking, or
activities you’re pursuing, further philosophical questions can always arise.
o This is because philosophy involves stepping back and examining the
presuppositions of what you’re doing, or the questions you’re asking. What are
those presuppositions? Are they the right ones?
o This is why philosophy, as a subject, is so broad – this ‘stepping back’ is
something we can always do, whatever we’re asking or thinking about.
In the video, I suggest that it might be interesting to think here (or perhaps at the end
of this week’s lectures) about what a philosopher would, or should, say in response to
a claim like Steven Hawking’s: that philosophy is dead, and has been replaced by
science. See the appendix for some links if you’d like to see what others have said!
3. Is Philosophy Important?
As with the claim that philosophy is fundamental, when trying to define philosophy it’s
often said that the subject, or the questions it asks, have some special importance. Is
this true?
• Again, there’s a sense in which it’s clearly not – because (as I’ve suggested)
philosophical questions can arise about anything, there will be many that are too
trivial or boring to bother asking!
• But there are reasons for thinking philosophy, at its best, often is important:
o Most philosophy (or at least, most worthwhile philosophy) aims at thinking clearly
about the things that matter most to us.
o Thinking philosophically (for example, stepping back and examining
presuppositions) can help us to question or see past dogma or accepted wisdom
that may not be the best thing for us to think or believe.
3. Introduction to Philosophy What is Philosophy?
o These ideas come together in this great quote from Isaiah Berlin:
"[People] cannot live without seeking to describe and explain the universe to
themselves. The models they use in doing this must deeply affect their lives, not
least when they are unconscious; much of [their] misery and frustration… is due to
the mechanical and unconscious, as well as deliberate, application of models where
they do not work... The goal of philosophy is always the same, to assist [people] to
understand themselves and thus operate in the open and not wildly, in the dark."
So I’d like to suggest a new definition: Good philosophy is the activity of working out
the right way of thinking about the things that matter most to us.
4. Philosophy and the (question of the) Meaning of Life
The rest of the course will give you plenty of examples of the sorts of questions that
philosophers try to answer, and how they go about it. But to illustrate what we’ve said
so far this week, let’s think how philosophers might approach the question ‘what is
the meaning of life?’
• One approach would be to try to dismiss the question – to argue that it’s not a
sensible one to ask, that its presuppositions are somehow confused.
o And one way to do this might be to claim that the question presupposes
a confused way of thinking about meaning: it presupposes that a life is the
sort of thing that can have a meaning, whereas (someone might argue)
words, phrases and sentences are the only sorts of things that really have
meanings.
o For this to be convincing, it’d need to be shown (1) Why that is the right
way to think about meaning; (2) Why it seems to make sense to ask about
‘the meaning of life’
• Another approach would be to try and answer the question, rather than dismiss
it. But suppose someone has actually made the challenge above – they’ve
suggested that the question we want to answer is somehow confused. Then it
seems we need to justify why we should keep trying to answer our question.
o The obvious way of doing this would be to dispute the above claim
about meaning: to argue that words, phrases, sentences, aren’t the only
kinds of things that can have meaning.
o So perhaps before we can answer our question, we need to think about a
dispute between two alternative ways of thinking about meaning:
Designative: To mean something is to stand for it, or point to it. The
word ‘jumper’ stands for the object jumper. The meaning of the
word is the thing in the world it stands for.
4. Introduction to Philosophy What is Philosophy?
Expressive: To mean something is to express something – the act of
expression brings about the meaning in a same way that a great
piece of music or film might bring about the feelings or ideas it’s
trying to convey.
o Perhaps on this second, expressive view, lives are the sorts of things that
have meanings. But can we state this view clearly? Can we give
convincing reasons that it’s a better way of thinking about meaning than
the designative view?
Our job for this week is not to try to answer these questions [Though you’re encouraged
to discuss them in the forums if they interest you!]. The purpose of the above was to give
you an example of the way philosophy can put all kinds of different questions on our
agenda, and the unexpected places that those questions can lead. We’ve just seen, for
example, how trying to think clearly about ‘the meaning of life’ might lead us to
thinking about the way a piece of music can express a mood.
Importantly, if we did want to settle the above dispute, we’d need to do so through
reasoning and critical thinking – we’d need to give reasons for one of the above views of
meaning over the other, and show how the reasons given by our opponents were
either wrong, or not in fact incompatible with our view.
Thinking through the issues and questions that we’ll consider on this course will give
you a good grasp of what tools and methods philosophers use for this, as well as of
the sorts of questions they apply these tools to.
* * * * * *
[Remember,
after
thinking
about
the
material
from
each
week,
it’s
a
great
idea
to
go
and
discuss
it
with
your
fellow
students
in
the
course’s
discussion
forums.
What
didn’t
make
sense?
What
do
you
disagree
with?
Did
any
parts
of
the
week’s
material
seem
especially
important,
or
interesting?]
Appendix
One potential topic to think about and discuss in the forums is how we should think
about Steven Hawking’s statement that ‘philosophy is dead’. Is he right? How might a
philosopher respond? If you’d like to see what others have thought (on behalf of the
philosophers!), then here are a couple of resources:
http://www.economist.com/node/16990802
http://www.guardian.co.uk/commentisfree/2010/sep/30/stephen-hawking-
disproved-gods-role-creation