Philosophy Quiz
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The document contains questions from a philosophy retreat quiz covering various philosophers, philosophical concepts and terms, and random philosophical questions. It includes multiple choice questions about philosophers from around the world, what feature the philosophers Plato, Aquinas, Descartes, Voltaire, Kant, Nietzsche and Sartre have in common, and who Bertrand Russell's godfather was. It also includes definitions of philosophical terms and the scores or answers to random philosophical questions about the paranormal, metaphysics, epistemology, reality, and criticisms of student essays.
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Last name 1Your NameProfessor FerreiraEnglish 6024 A.docx
Last name 1
Your Name
Professor Ferreira
English 60
24 August, 2011
What MLA Format Looks Like
This page is an example of what MLA format should look like. Please note that there are 1 inch margins around the page and that the writing is double spaced. Also, please note that there is a header. The header should contain the writer’s last name and the page number. Please use the tool bar to insert the header. The header is typically located under the View or Insert menus, but it depends on the software that you’re using. Be sure that you are using a Word program, otherwise there is a good chance that you won’t be able to read or view your papers on other computers, or email them to your instructor.
Please note that the title of the paper is not bold, not italicized, not in super-large print. In fact, it is in the same font as the rest of the paper. Also, there is no extra spacing between the class information, the title, and the beginning of your paper. Please don’t add any. It makes your paper look shorter, not longer.
Another important thing to be aware of is that some of the new Word programs
automatically default to have an extra space between paragraphs. This does not follow the guidelines of MLA formatting. If you find your paper has extra spaces, please be sure to go under the spacing option and delete them. Your should have the option to “Remove Space After Paragraph.”
Paper # 1
1. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCTIONS
2. THINK ABOUT IT
3. ANSWER THE FOLLOWING QUESTION (USING 2 PHILOSOPHERS YOU HAVE READ OR READ ABOUT SO FAR IN THE CLASS). DOES MARY LEARN ANYTHING NEW WHEN SHE SEES RED FOR THE FIRST TIME? IF SHE DOES, THEN, WHAT IS IT? IF SHE DOES NOT, WHY NOT?
The paper should be:
· 12 font
· Times New Roman
· With a cover page
· A works cited page
· Cite all references and quotations made
· 3 pages
What Did Mary Know?
Marina Gerner on a thought experiment about consciousness.
Imagine a girl called Mary. She is a brilliant neuroscientist and a world expert on colour vision. But because she grew up entirely in a black and white room, she has never actually seen any colours. Many black and white books and TV programmes have taught her all there is to know about colour vision. Mary knows facts like the structure of our eyes and the exact wavelengths of light that stimulate our retinas when we look at a light blue sky.
One day, Mary escapes her monochrome room, and as she walks through the grey city streets, she sees a red apple for the first time.
What changes upon Mary’s encounter with the red apple? Has Mary learnt anything new about the colour red upon seeing the colour for the first time? Since Mary already knew everything about the physics and biology of colour perception, she must surely have known all there is to know about the colour red beforehand. Or is it possible that some facts escape physical explanations? (‘Physical’ in this sense refers to all the realms of physical science, ...
Consciousness, Transcendence and Immortality
One dies and ... is everything over? ... or we have a spirit that transcends death. This is the topic that we will develop next: Consciousness, Transcendence and Immortality - HOW THE EXPERIENCES NEAR DEATH PROVE THAT CONSCIOUSNESS EXISTS BEYOND THE PHYSICAL BODY
A BRIEF HISTORYof theParadox2A BRIEF HIS.docx
A BRIEF HISTORY
of the
Paradox
2
A BRIEF HISTORY
of the
Paradox
PHILOSOPHY AND THE LABYRINTHS OF THE MIND
Roy Sorensen
2003
3
Oxford New York
Auckland Bangkok Buenos Aires Cape Town Chennai
Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata
Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi
São Paulo Shanghai Taipei Tokyo Toronto
Copyright © 2003 by Oxford University Press, Inc.
Published by Oxford University Press, Inc.
198 Madison Avenue, New York, New York 10016
www.oup.com
Oxford is a registered trademark of Oxford University Press
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior permission of Oxford University Press.
Library of Congress Cataloging-in-Publication Data
Sorensen, Roy. A.
A brief history of the paradox: philosophy and the labyrinths of the mind/ Roy Sorensen.
p. cm.
Includes bibliographical references and index.
ISBN 0-19-515903-9
1. Paradox. 2. Paradoxes. I. Title.
BC199.P2S67 2003
165—dc21 2003048631
Permission to print V. Alan White’s “Antimony” kindly granted by the author.
Book design by planettheo.com
4
http://www.oup.com
http://planettheo.com
To
those who never
have a book dedicated to them.
There are two famous labyrinths where our reason very often goes astray:
one concerns the great question of the Free and the Necessary, above all in
the production and the origin of Evil; the other consists in the discussion of
continuity and of the indivisibles which appear to be the elements thereof,
and where the consideration of the infinite must enter in. The first
perplexes almost all the human race, the other exercises philosophers only.
—Gottfried Leibniz, Theodicy
Here and elsewhere we shall not obtain the best insight into things until we
actually see them growing from the beginning . . .
—Aristotle, Politics
5
Contents
List of Figures
Preface
ONE
Anaximander and the Riddle of Origin
TWO
Pythagoras’s Search for the Common Denominator
THREE
Parmenides on What Is Not
FOUR
Sisyphus’s Rock and Zeno’s Paradoxes
FIVE
Socrates: The Paradox of Inquiry
SIX
The Megarian Identity Crisis
SEVEN
Eubulides and the Politics of the Liar
EIGHT
A Footnote to “Plato”
NINE
Aristotle on Fatalism
TEN
Chrysippus on People Parts
ELEVEN
Sextus Empiricus and the Infinite Regress of Justification
TWELVE
Augustine’s Pragmatic Paradoxes
6
THIRTEEN
Aquinas: Can God Have a Biography?
FOURTEEN
Ockham and the Insolubilia
FIFTEEN
Buridan’s Sophisms
SIXTEEN
Pascal’s Improbable Calculations
SEVENTEEN
Leibniz’s Principle of Sufficient Reason
EIGHTEEN
Hume’s All-Consuming Ideas
NINETEEN
The Common Sense of Thomas Reid
TWENTY
Kant and the Antinomy of Pure Reason
TWENTY-ONE
Hegel’s World of Contradictions
TWENTY-TWO
Russell’s Set
TWENTY-THREE
Wittgenstein and the Depth of a Grammatical Joke
TWENTY-FOUR
Quine’s Question ...
A BRIEF HISTORYof theParadox2A BRIEF HIS.docx
A BRIEF HISTORY
of the
Paradox
2
A BRIEF HISTORY
of the
Paradox
PHILOSOPHY AND THE LABYRINTHS OF THE MIND
Roy Sorensen
2003
3
Oxford New York
Auckland Bangkok Buenos Aires Cape Town Chennai
Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata
Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi
São Paulo Shanghai Taipei Tokyo Toronto
Copyright © 2003 by Oxford University Press, Inc.
Published by Oxford University Press, Inc.
198 Madison Avenue, New York, New York 10016
www.oup.com
Oxford is a registered trademark of Oxford University Press
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior permission of Oxford University Press.
Library of Congress Cataloging-in-Publication Data
Sorensen, Roy. A.
A brief history of the paradox: philosophy and the labyrinths of the mind/ Roy Sorensen.
p. cm.
Includes bibliographical references and index.
ISBN 0-19-515903-9
1. Paradox. 2. Paradoxes. I. Title.
BC199.P2S67 2003
165—dc21 2003048631
Permission to print V. Alan White’s “Antimony” kindly granted by the author.
Book design by planettheo.com
4
http://www.oup.com
http://planettheo.com
To
those who never
have a book dedicated to them.
There are two famous labyrinths where our reason very often goes astray:
one concerns the great question of the Free and the Necessary, above all in
the production and the origin of Evil; the other consists in the discussion of
continuity and of the indivisibles which appear to be the elements thereof,
and where the consideration of the infinite must enter in. The first
perplexes almost all the human race, the other exercises philosophers only.
—Gottfried Leibniz, Theodicy
Here and elsewhere we shall not obtain the best insight into things until we
actually see them growing from the beginning . . .
—Aristotle, Politics
5
Contents
List of Figures
Preface
ONE
Anaximander and the Riddle of Origin
TWO
Pythagoras’s Search for the Common Denominator
THREE
Parmenides on What Is Not
FOUR
Sisyphus’s Rock and Zeno’s Paradoxes
FIVE
Socrates: The Paradox of Inquiry
SIX
The Megarian Identity Crisis
SEVEN
Eubulides and the Politics of the Liar
EIGHT
A Footnote to “Plato”
NINE
Aristotle on Fatalism
TEN
Chrysippus on People Parts
ELEVEN
Sextus Empiricus and the Infinite Regress of Justification
TWELVE
Augustine’s Pragmatic Paradoxes
6
THIRTEEN
Aquinas: Can God Have a Biography?
FOURTEEN
Ockham and the Insolubilia
FIFTEEN
Buridan’s Sophisms
SIXTEEN
Pascal’s Improbable Calculations
SEVENTEEN
Leibniz’s Principle of Sufficient Reason
EIGHTEEN
Hume’s All-Consuming Ideas
NINETEEN
The Common Sense of Thomas Reid
TWENTY
Kant and the Antinomy of Pure Reason
TWENTY-ONE
Hegel’s World of Contradictions
TWENTY-TWO
Russell’s Set
TWENTY-THREE
Wittgenstein and the Depth of a Grammatical Joke
TWENTY-FOUR
Quine’s Question.
Paper # 11. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCT.docx
Paper # 1
1. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCTIONS
2. THINK ABOUT IT
3. ANSWER THE FOLLOWING QUESTION (USING 2 PHILOSOPHERS YOU HAVE READ OR READ ABOUT SO FAR IN THE CLASS). DOES MARY LEARN ANYTHING NEW WHEN SHE SEES RED FOR THE FIRST TIME? IF SHE DOES, THEN, WHAT IS IT? IF SHE DOES NOT, WHY NOT?
The paper should be:
· 12 font
· Times New Roman
· With a cover page
· A works cited page
· Cite all references and quotations made
· 3 pages
What Did Mary Know?
Marina Gerner on a thought experiment about consciousness.
Imagine a girl called Mary. She is a brilliant neuroscientist and a world expert on colour vision. But because she grew up entirely in a black and white room, she has never actually seen any colours. Many black and white books and TV programmes have taught her all there is to know about colour vision. Mary knows facts like the structure of our eyes and the exact wavelengths of light that stimulate our retinas when we look at a light blue sky.
One day, Mary escapes her monochrome room, and as she walks through the grey city streets, she sees a red apple for the first time.
What changes upon Mary’s encounter with the red apple? Has Mary learnt anything new about the colour red upon seeing the colour for the first time? Since Mary already knew everything about the physics and biology of colour perception, she must surely have known all there is to know about the colour red beforehand. Or is it possible that some facts escape physical explanations? (‘Physical’ in this sense refers to all the realms of physical science, including chemistry, biology, neuroscience, etc.). If Mary has learnt something new, then we can conclude that scientific explanations cannot capture all there is to know, argues Professor Frank Jackson, who thought up this scenario in ‘Epiphenomenal Qualia’, in The Philosophical Quarterly (1982). The story of Mary is known as the ‘knowledge argument’ and it has become one of the most prominent thought experiments in the philosophy of mind.
You might say, “Hang on a minute, how was it possible that Mary grew up in a black and white room in the first place?” Never mind the first place. Some philosophers have put forth that she wore special goggles. But this issue need not concern us, because philosophical thought experiments depend on logical coherence rather than practical feasibility. Philosophers devise such narratives to think through an imagined situation, so as to learn something about the way we understand things. Thought experiments require no Bunsen burners or test tubes; they are laboratories of the mind. In thought experiments, time travel is logically possible, but no philosophy professor is expected to travel back in time to prove their point.
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Final Exam -- English 241 – Dr. McCrimmon – Fall 2015Each of t.docx
Final Exam -- English 241 – Dr. McCrimmon – Fall 2015
Each of the six close readings in Part One is worth 10 points (for a total of 60), and the Part Two essay question that follows these passages is worth 40 points, for a grand total of 100 points. I recommend printing out this exam and taking notes on it before launching into your responses. Increase the font size or double-space before printing, if you wish. I need to see only your responses, which can be sent by email to [email protected] no later than Monday, December 14th, at midnight.
Part One: Close Reading (60 pts.)
Note: Don’t be thrown by the length of these instructions. I’m just trying to give you some good strategies for close reading. You might use some of these for your major essay draft, in fact. I would prefer that you do your work on this exam independently. You should not have to use outside, secondary sources on this exam, although dictionaries such as the OED online (available as a database through our library) may help you to clarify certain word usages. My expectation is that you will generally be able to draw from the experience you have had thus far as a reader and writer in the course. Perhaps to gain some context for each passage, you may want to try to find its original placement on course Salon. You could also return and refer to previous postings and annotations of your own and others (properly cited as “(Johnson RR3)”, “(Jones GR4)”), or (“Jackson Annotation”), though that is by no means a requirement.
You are being asked to perform a “close reading” of each passage below. First, try to keep the following analytical moves in mind as you take notes on each passage:
· suspend judgment (understand before you judge);
· define significant parts and how they’re related;
· look for patterns of repetition and contrast and anomaly;
· make the implicit explicit (convert to direct statement meanings that are suggested indirectly);
· keep reformulating questions and explanations.
(Rosenwasser and Stephen, Writing Analytically, p. 41)
Consider another set of general questions as you continue to think about each passage closely:
· The question of evidence, or "How do we know what we know?"
· The question of viewpoint in all its multiplicity, or "Who's speaking?"
· The search for connection and patterns, or "What causes what?"
· Supposition, or "How might things have been different?"
· Why any of it matters, or "Who cares?"
(Debbie Meier, “Habits of Mind”)
Return to the Reader’s Toolkit on the course wiki for any other techniques (besides the two above) that seem appropriate to the task of close reading of a short to mid-length passage.
After you have thoroughly annotated these passages to your satisfaction, convert your notes into a response in sentences and paragraphs. Address both form (style, structure, genre, voice, attitude toward audience and subject, etc.) and content (what's actually being said; how the substance of the passage relate ...
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Science, faith, and reason full
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Last name 1Your NameProfessor FerreiraEnglish 6024 A.docx
Last name 1
Your Name
Professor Ferreira
English 60
24 August, 2011
What MLA Format Looks Like
This page is an example of what MLA format should look like. Please note that there are 1 inch margins around the page and that the writing is double spaced. Also, please note that there is a header. The header should contain the writer’s last name and the page number. Please use the tool bar to insert the header. The header is typically located under the View or Insert menus, but it depends on the software that you’re using. Be sure that you are using a Word program, otherwise there is a good chance that you won’t be able to read or view your papers on other computers, or email them to your instructor.
Please note that the title of the paper is not bold, not italicized, not in super-large print. In fact, it is in the same font as the rest of the paper. Also, there is no extra spacing between the class information, the title, and the beginning of your paper. Please don’t add any. It makes your paper look shorter, not longer.
Another important thing to be aware of is that some of the new Word programs
automatically default to have an extra space between paragraphs. This does not follow the guidelines of MLA formatting. If you find your paper has extra spaces, please be sure to go under the spacing option and delete them. Your should have the option to “Remove Space After Paragraph.”
Paper # 1
1. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCTIONS
2. THINK ABOUT IT
3. ANSWER THE FOLLOWING QUESTION (USING 2 PHILOSOPHERS YOU HAVE READ OR READ ABOUT SO FAR IN THE CLASS). DOES MARY LEARN ANYTHING NEW WHEN SHE SEES RED FOR THE FIRST TIME? IF SHE DOES, THEN, WHAT IS IT? IF SHE DOES NOT, WHY NOT?
The paper should be:
· 12 font
· Times New Roman
· With a cover page
· A works cited page
· Cite all references and quotations made
· 3 pages
What Did Mary Know?
Marina Gerner on a thought experiment about consciousness.
Imagine a girl called Mary. She is a brilliant neuroscientist and a world expert on colour vision. But because she grew up entirely in a black and white room, she has never actually seen any colours. Many black and white books and TV programmes have taught her all there is to know about colour vision. Mary knows facts like the structure of our eyes and the exact wavelengths of light that stimulate our retinas when we look at a light blue sky.
One day, Mary escapes her monochrome room, and as she walks through the grey city streets, she sees a red apple for the first time.
What changes upon Mary’s encounter with the red apple? Has Mary learnt anything new about the colour red upon seeing the colour for the first time? Since Mary already knew everything about the physics and biology of colour perception, she must surely have known all there is to know about the colour red beforehand. Or is it possible that some facts escape physical explanations? (‘Physical’ in this sense refers to all the realms of physical science, ...
Consciousness, Transcendence and Immortality
One dies and ... is everything over? ... or we have a spirit that transcends death. This is the topic that we will develop next: Consciousness, Transcendence and Immortality - HOW THE EXPERIENCES NEAR DEATH PROVE THAT CONSCIOUSNESS EXISTS BEYOND THE PHYSICAL BODY
A BRIEF HISTORYof theParadox2A BRIEF HIS.docx
A BRIEF HISTORY
of the
Paradox
2
A BRIEF HISTORY
of the
Paradox
PHILOSOPHY AND THE LABYRINTHS OF THE MIND
Roy Sorensen
2003
3
Oxford New York
Auckland Bangkok Buenos Aires Cape Town Chennai
Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata
Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi
São Paulo Shanghai Taipei Tokyo Toronto
Copyright © 2003 by Oxford University Press, Inc.
Published by Oxford University Press, Inc.
198 Madison Avenue, New York, New York 10016
www.oup.com
Oxford is a registered trademark of Oxford University Press
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior permission of Oxford University Press.
Library of Congress Cataloging-in-Publication Data
Sorensen, Roy. A.
A brief history of the paradox: philosophy and the labyrinths of the mind/ Roy Sorensen.
p. cm.
Includes bibliographical references and index.
ISBN 0-19-515903-9
1. Paradox. 2. Paradoxes. I. Title.
BC199.P2S67 2003
165—dc21 2003048631
Permission to print V. Alan White’s “Antimony” kindly granted by the author.
Book design by planettheo.com
4
http://www.oup.com
http://planettheo.com
To
those who never
have a book dedicated to them.
There are two famous labyrinths where our reason very often goes astray:
one concerns the great question of the Free and the Necessary, above all in
the production and the origin of Evil; the other consists in the discussion of
continuity and of the indivisibles which appear to be the elements thereof,
and where the consideration of the infinite must enter in. The first
perplexes almost all the human race, the other exercises philosophers only.
—Gottfried Leibniz, Theodicy
Here and elsewhere we shall not obtain the best insight into things until we
actually see them growing from the beginning . . .
—Aristotle, Politics
5
Contents
List of Figures
Preface
ONE
Anaximander and the Riddle of Origin
TWO
Pythagoras’s Search for the Common Denominator
THREE
Parmenides on What Is Not
FOUR
Sisyphus’s Rock and Zeno’s Paradoxes
FIVE
Socrates: The Paradox of Inquiry
SIX
The Megarian Identity Crisis
SEVEN
Eubulides and the Politics of the Liar
EIGHT
A Footnote to “Plato”
NINE
Aristotle on Fatalism
TEN
Chrysippus on People Parts
ELEVEN
Sextus Empiricus and the Infinite Regress of Justification
TWELVE
Augustine’s Pragmatic Paradoxes
6
THIRTEEN
Aquinas: Can God Have a Biography?
FOURTEEN
Ockham and the Insolubilia
FIFTEEN
Buridan’s Sophisms
SIXTEEN
Pascal’s Improbable Calculations
SEVENTEEN
Leibniz’s Principle of Sufficient Reason
EIGHTEEN
Hume’s All-Consuming Ideas
NINETEEN
The Common Sense of Thomas Reid
TWENTY
Kant and the Antinomy of Pure Reason
TWENTY-ONE
Hegel’s World of Contradictions
TWENTY-TWO
Russell’s Set
TWENTY-THREE
Wittgenstein and the Depth of a Grammatical Joke
TWENTY-FOUR
Quine’s Question ...
A BRIEF HISTORYof theParadox2A BRIEF HIS.docx
A BRIEF HISTORY
of the
Paradox
2
A BRIEF HISTORY
of the
Paradox
PHILOSOPHY AND THE LABYRINTHS OF THE MIND
Roy Sorensen
2003
3
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Library of Congress Cataloging-in-Publication Data
Sorensen, Roy. A.
A brief history of the paradox: philosophy and the labyrinths of the mind/ Roy Sorensen.
p. cm.
Includes bibliographical references and index.
ISBN 0-19-515903-9
1. Paradox. 2. Paradoxes. I. Title.
BC199.P2S67 2003
165—dc21 2003048631
Permission to print V. Alan White’s “Antimony” kindly granted by the author.
Book design by planettheo.com
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To
those who never
have a book dedicated to them.
There are two famous labyrinths where our reason very often goes astray:
one concerns the great question of the Free and the Necessary, above all in
the production and the origin of Evil; the other consists in the discussion of
continuity and of the indivisibles which appear to be the elements thereof,
and where the consideration of the infinite must enter in. The first
perplexes almost all the human race, the other exercises philosophers only.
—Gottfried Leibniz, Theodicy
Here and elsewhere we shall not obtain the best insight into things until we
actually see them growing from the beginning . . .
—Aristotle, Politics
5
Contents
List of Figures
Preface
ONE
Anaximander and the Riddle of Origin
TWO
Pythagoras’s Search for the Common Denominator
THREE
Parmenides on What Is Not
FOUR
Sisyphus’s Rock and Zeno’s Paradoxes
FIVE
Socrates: The Paradox of Inquiry
SIX
The Megarian Identity Crisis
SEVEN
Eubulides and the Politics of the Liar
EIGHT
A Footnote to “Plato”
NINE
Aristotle on Fatalism
TEN
Chrysippus on People Parts
ELEVEN
Sextus Empiricus and the Infinite Regress of Justification
TWELVE
Augustine’s Pragmatic Paradoxes
6
THIRTEEN
Aquinas: Can God Have a Biography?
FOURTEEN
Ockham and the Insolubilia
FIFTEEN
Buridan’s Sophisms
SIXTEEN
Pascal’s Improbable Calculations
SEVENTEEN
Leibniz’s Principle of Sufficient Reason
EIGHTEEN
Hume’s All-Consuming Ideas
NINETEEN
The Common Sense of Thomas Reid
TWENTY
Kant and the Antinomy of Pure Reason
TWENTY-ONE
Hegel’s World of Contradictions
TWENTY-TWO
Russell’s Set
TWENTY-THREE
Wittgenstein and the Depth of a Grammatical Joke
TWENTY-FOUR
Quine’s Question.
Paper # 11. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCT.docx
Paper # 1
1. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCTIONS
2. THINK ABOUT IT
3. ANSWER THE FOLLOWING QUESTION (USING 2 PHILOSOPHERS YOU HAVE READ OR READ ABOUT SO FAR IN THE CLASS). DOES MARY LEARN ANYTHING NEW WHEN SHE SEES RED FOR THE FIRST TIME? IF SHE DOES, THEN, WHAT IS IT? IF SHE DOES NOT, WHY NOT?
The paper should be:
· 12 font
· Times New Roman
· With a cover page
· A works cited page
· Cite all references and quotations made
· 3 pages
What Did Mary Know?
Marina Gerner on a thought experiment about consciousness.
Imagine a girl called Mary. She is a brilliant neuroscientist and a world expert on colour vision. But because she grew up entirely in a black and white room, she has never actually seen any colours. Many black and white books and TV programmes have taught her all there is to know about colour vision. Mary knows facts like the structure of our eyes and the exact wavelengths of light that stimulate our retinas when we look at a light blue sky.
One day, Mary escapes her monochrome room, and as she walks through the grey city streets, she sees a red apple for the first time.
What changes upon Mary’s encounter with the red apple? Has Mary learnt anything new about the colour red upon seeing the colour for the first time? Since Mary already knew everything about the physics and biology of colour perception, she must surely have known all there is to know about the colour red beforehand. Or is it possible that some facts escape physical explanations? (‘Physical’ in this sense refers to all the realms of physical science, including chemistry, biology, neuroscience, etc.). If Mary has learnt something new, then we can conclude that scientific explanations cannot capture all there is to know, argues Professor Frank Jackson, who thought up this scenario in ‘Epiphenomenal Qualia’, in The Philosophical Quarterly (1982). The story of Mary is known as the ‘knowledge argument’ and it has become one of the most prominent thought experiments in the philosophy of mind.
You might say, “Hang on a minute, how was it possible that Mary grew up in a black and white room in the first place?” Never mind the first place. Some philosophers have put forth that she wore special goggles. But this issue need not concern us, because philosophical thought experiments depend on logical coherence rather than practical feasibility. Philosophers devise such narratives to think through an imagined situation, so as to learn something about the way we understand things. Thought experiments require no Bunsen burners or test tubes; they are laboratories of the mind. In thought experiments, time travel is logically possible, but no philosophy professor is expected to travel back in time to prove their point.
Reinvigorating The Debate
The reason Professor Jackson devised the thought experiment involving Mary was to challenge the physicalist school of thought. In philosophy of mind debates, proponents of physicalism argue that what really m.
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In 1610, Galileo changed the Astrological Paradigm. Again, in 1905, Albert Einstein changed the Scientific Paradigm. Now, our current paradigm is about to make another profound change. This new paradigm is already here – it is called the Allisone Paradigm™.
For thousands of years, humanity’s lack of understanding of the fundamental principles of reality has diminished the quality of life on our planet.
We have the ability to change our lives for the better -- by “creating” the things we want in our lives instead of creating the things we don't want.
As the Allisone Paradigm™ becomes a widely accepted belief system, peace will begin to break out on the earth – because each of us will become aware that others are actually One with us – and we cannot harm (or help) another without harming (or benefiting) ourselves.
This Oneness principle is not just a sweet religious concept – it is pure physical reality; To believe otherwise means that we have become ensnared in the illusions that we have been taught all of our lives.
Wonderful scientific and spiritual insights will come to you as you begin to comprehend Oneness principles.
David Allisone -- is a Petroleum Engineer and Geologist with an MBA. He is also halfway to a Masters Degree in Psychology. David was an USAF Intelligence Officer during the Vietnam War / Cold War and he has worked as an engineer and computer specialist with five Fortune-100 Companies. He was the Chairman of Houston’s oldest Internet Company and he is the founder of the petroleum industry’s oldest project listing service, which connects energy projects with funding sources. After spending years as an agnostic, David has regained an appreciation for Christianity, as well as other religions of the world and, accordingly, he felt inspired to revive the ancient non-denominational order of the Children of the Law of One. He has been happily married for over 50 years and he has four sons, thirteen grandchildren, and he has lived in The Woodlands, Texas for the past 38 years. While David actively participates in several spiritual traditions, he follows but one religion – called TRUTH.
Phone: 281-962-0400
Email: davidallisone@gmail.com
www.childrenofthelawofone.org
Where all religions meet, there is One God.
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Final Exam -- English 241 – Dr. McCrimmon – Fall 2015Each of t.docx
Final Exam -- English 241 – Dr. McCrimmon – Fall 2015
Each of the six close readings in Part One is worth 10 points (for a total of 60), and the Part Two essay question that follows these passages is worth 40 points, for a grand total of 100 points. I recommend printing out this exam and taking notes on it before launching into your responses. Increase the font size or double-space before printing, if you wish. I need to see only your responses, which can be sent by email to [email protected] no later than Monday, December 14th, at midnight.
Part One: Close Reading (60 pts.)
Note: Don’t be thrown by the length of these instructions. I’m just trying to give you some good strategies for close reading. You might use some of these for your major essay draft, in fact. I would prefer that you do your work on this exam independently. You should not have to use outside, secondary sources on this exam, although dictionaries such as the OED online (available as a database through our library) may help you to clarify certain word usages. My expectation is that you will generally be able to draw from the experience you have had thus far as a reader and writer in the course. Perhaps to gain some context for each passage, you may want to try to find its original placement on course Salon. You could also return and refer to previous postings and annotations of your own and others (properly cited as “(Johnson RR3)”, “(Jones GR4)”), or (“Jackson Annotation”), though that is by no means a requirement.
You are being asked to perform a “close reading” of each passage below. First, try to keep the following analytical moves in mind as you take notes on each passage:
· suspend judgment (understand before you judge);
· define significant parts and how they’re related;
· look for patterns of repetition and contrast and anomaly;
· make the implicit explicit (convert to direct statement meanings that are suggested indirectly);
· keep reformulating questions and explanations.
(Rosenwasser and Stephen, Writing Analytically, p. 41)
Consider another set of general questions as you continue to think about each passage closely:
· The question of evidence, or "How do we know what we know?"
· The question of viewpoint in all its multiplicity, or "Who's speaking?"
· The search for connection and patterns, or "What causes what?"
· Supposition, or "How might things have been different?"
· Why any of it matters, or "Who cares?"
(Debbie Meier, “Habits of Mind”)
Return to the Reader’s Toolkit on the course wiki for any other techniques (besides the two above) that seem appropriate to the task of close reading of a short to mid-length passage.
After you have thoroughly annotated these passages to your satisfaction, convert your notes into a response in sentences and paragraphs. Address both form (style, structure, genre, voice, attitude toward audience and subject, etc.) and content (what's actually being said; how the substance of the passage relate ...
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Young Tom Selleck: A Journey Through His Early Years and Rise to Stardom
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When one thinks of Hollywood legends, Tom Selleck is a name that comes to mind. Known for his charming smile, rugged good looks. and the iconic mustache that has become synonymous with his persona. Tom Selleck has had a prolific career spanning decades. But, the journey of young Tom Selleck, from his early years to becoming a household name. is a story filled with determination, talent, and a touch of luck. This article delves into young Tom Selleck's life, background, early struggles. and pivotal moments that led to his rise in Hollywood.
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Early Life and Background
Family Roots and Childhood
Thomas William Selleck was born in Detroit, Michigan, on January 29, 1945. He was the second of four children in a close-knit family. His father, Robert Dean Selleck, was a real estate investor and executive. while his mother, Martha Selleck, was a homemaker. The Selleck family relocated to Sherman Oaks, California. when Tom was a child, setting the stage for his future in the entertainment industry.
Education and Early Interests
Growing up, young Tom Selleck was an active and athletic child. He attended Grant High School in Van Nuys, California. where he excelled in sports, particularly basketball. His tall and athletic build made him a standout player, and he earned a basketball scholarship to the University of Southern California (U.S.C.). While at U.S.C., Selleck studied business administration. but his interests shifted toward acting.
Discovery of Acting Passion
Tom Selleck's journey into acting was serendipitous. During his time at U.S.C., a drama coach encouraged him to try acting. This nudge led him to join the Hills Playhouse, where he began honing his craft. Transitioning from an aspiring athlete to an actor took time. but young Tom Selleck became drawn to the performance world.
Early Career Struggles
Breaking Into the Industry
The path to stardom was a challenging one for young Tom Selleck. Like many aspiring actors, he faced many rejections and struggled to find steady work. A series of minor roles and guest appearances on television shows marked his early career. In 1965, he debuted on the syndicated show "The Dating Game." which gave him some exposure but did not lead to immediate success.
The Commercial Breakthrough
During the late 1960s and early 1970s, Selleck began appearing in television commercials. His rugged good looks and charismatic presence made him a popular brand choice. He starred in advertisements for Pepsi-Cola, Revlon, and Close-Up toothpaste. These commercials provided financial stability and helped him gain visibility in the industry.
Struggling Actor in Hollywood
Despite his success in commercials. breaking into large acting roles remained a challenge for young Tom Selleck. He auditioned and took on small parts in T.V. shows and movies. Some of his early television appearances included roles in popular series like Lancer, The F.B.I., and Bracken's World. But, it would take a
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Over several decades, Tom Selleck, a name synonymous with charisma. From his iconic role as Thomas Magnum in the television series "Magnum, P.I." to his enduring presence in "Blue Bloods," Selleck has captivated audiences with his versatility and charm. As a result, "Tom Selleck net worth" has become a topic of great interest among fans. and financial enthusiasts alike. This article delves deep into Tom Selleck's wealth, exploring his career, assets, endorsements. and business ventures that contribute to his impressive economic standing.
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Early Life and Career Beginnings
The Foundation of Tom Selleck's Wealth
Born on January 29, 1945, in Detroit, Michigan, Tom Selleck grew up in Sherman Oaks, California. His journey towards building a large net worth began with humble origins. , Selleck pursued a business administration degree at the University of Southern California (USC) on a basketball scholarship. But, his interest shifted towards acting. leading him to study at the Hills Playhouse under Milton Katselas.
Minor roles in television and films marked Selleck's early career. He appeared in commercials and took on small parts in T.V. series such as "The Dating Game" and "Lancer." These initial steps, although modest. laid the groundwork for his future success and the growth of Tom Selleck net worth. Breakthrough with "Magnum, P.I."
The Role that Defined Tom Selleck's Career
Tom Selleck's breakthrough came with the role of Thomas Magnum in the CBS television series "Magnum, P.I." (1980-1988). This role made him a household name and boosted his net worth. The series' popularity resulted in Selleck earning large salaries. leading to financial stability and increased recognition in Hollywood.
"Magnum P.I." garnered high ratings and critical acclaim during its run. Selleck's portrayal of the charming and resourceful private investigator resonated with audiences. making him one of the most beloved television actors of the 1980s. The success of "Magnum P.I." played a pivotal role in shaping Tom Selleck net worth, establishing him as a major star.
Film Career and Diversification
Expanding Tom Selleck's Financial Portfolio
While "Magnum, P.I." was a cornerstone of Selleck's career, he did not limit himself to television. He ventured into films, further enhancing Tom Selleck net worth. His filmography includes notable movies such as "Three Men and a Baby" (1987). which became the highest-grossing film of the year, and its sequel, "Three Men and a Little Lady" (1990). These box office successes contributed to his wealth.
Selleck's versatility allowed him to transition between genres. from comedies like "Mr. Baseball" (1992) to westerns such as "Quigley Down Under" (1990). This diversification showcased his acting range. and provided many income streams, reinforcing Tom Selleck net worth.
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Philosophy Quiz
- 2. Round 4 Q 1. Philosophers from around the world
- 3. (A, B: 1/2 mark each)
- 4. D. On the left (1/2 mark) On the right (1 mark) C. These two (1/2 mark each)
- 5. F. The old guy (1/2 mark) E. This guy (1/2 mark)
- 6. G, H, I. All five (1 1/2 marks) Four of five (1 mark) Three of five (1/2 mark)
- 7. Round 4, Q 2. What feature of their personal lives do these philosphers have in common? Plato, St Aquinas, Descartes, Voltaire, Kant, Nietzsche, Sartre. (1 mark)
- 8. Round 4, Q 3. Who was Bertrand Russell’s Godfather? (1 mark)
- 9. Q 2. They were never married. Q 3. John Stuart Mill.
- 11. Define these philosophical terms Misoneism Quiddity Transworld depravity Tripos Berry’s paradox Existence Nescience Nomological Dangler In the event that no team correctly defines a given term, then the point will be awarded to the team with the most creative / funniest answer (Judges discretion is final).
- 12. Misoneism A dislike or hatred of innovations
- 13. Quiddity The essence of a thing, its ‘whatness’.
- 14. Transworld Depravity An agent suffers from TD iff in any possible world in which the agent is created by God, the agent freely performs at least one morally wrong action.
- 15. Tripos The final honours examination at Cambridge (Bonus mark if you can tell the cakes-and-ale joke regarding this examination)
- 16. Berry’s Paradox There is a set of integers that cannot be named in less than 28 syllables. There is a least integer (N) in this set. N cannot be named in less than 28 syllables. But: N is “the least integer that cannot be named in ordinary English in less than 28 syllables”
- 17. Existence Your guess is as good as most philosophers’ guesses. The main subject matter of metaphysics. “Frege uses the word ‘existence’ in 14 ways…”
- 19. Nomological Dangler A relation or law that would be a loose end dangling from a network of scientific laws. E.g. Qualia (Feigl, Smart)
- 20. Round 6: Random Questions
- 21. 1. On the Paranormal What is the Falkirk Triangle?
- 22. 2. On Metaphysics What was the title of Jay Shaw’s 2003 book on metaphysics?
- 23. 3. On Epistemology Who said: “Is this chicken, what I have, or is this fish? I know it's tuna, but it says Chicken by the Sea.”
- 24. 4. Student Essays What grade did the student essay that this quote was drawn from get? “While it is tempting to say, that the argument that denies the existence of God, an omnipotent, omniscient, morally perfect being seems logically sound, we will never really know until we die, and then we won’t know if God doesn’t exist because we’ll be too dead to tell.”
- 25. 5. And this one… “If God is all knowing and perfectly good, for example, people who commit a crime cause suffering, would God choose to eliminate all crimes? If all crimes are eliminated, what are you going to do with the justice system that is used to deal with crimes – police officers, judges, the whole chain, those people will loose [sic] their jobs.”
- 26. 6. What ought this one to have got? “But certainly this same fool, when he hears this very thing that I am saying — something than which nothing greater can be imagined — understands what he hears; and what he understands is in his understanding, even if he does not understand that it is. For it is one thing for a thing to be in the understanding and another to understand that a thing is.”
- 27. 7. Complete the Response Steven Pinker (1997) How the Mind Works Jerry Fodor (2001) …?
- 28. 8. On Reality Who said: “Reality is that which, when you stop believing in it, doesn't go away”
- 29. Answers Round 6.
- 30. Falkirk Triangle The region of the globe that has the highest density of UFO sightings (Scotland)
- 31. Jay Shaw Some Logical Problems Concerning Existence (2003)
- 32. On what we know Jessica Simpson
- 33. Student Essays 59% C+ 43% D To Anselm – “there may have been a nice essay in here somewhere, but we’ll never know because your sentence constructions are completely unintelligible. Fail, D.”
- 34. How the Mind Works (Pinker) The Mind Doesn’t Work that Way (Fodor) “Reality is that which, when you stop believing in it, doesn't go away” - Philip K Dick