Saturday prompt 9
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The document discusses the concept of relativism and relative knowledge, which holds that knowledge is situated within a specific context and must be understood within that context. It notes that a dilemma of relative knowledge is that a relativist's worldview is shaped by their own culture. The essay aims to analyze beliefs, how they are formed, and how they are influenced by social norms in order to reinforce the understanding of relative and contextual knowledge.
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Methods of philosophizing
Philosophy aims to distinguish truth from opinion. The document discusses various philosophical perspectives on truth and how truth is determined. It also examines the differences between facts, claims, and opinions. Philosophy can guide us in determining what is true by analyzing arguments and identifying logical fallacies and biases. Understanding the distinction between truth and opinion from a philosophical standpoint can help us make wiser decisions.
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This document discusses philosophical questions and the study of philosophy. It begins by listing some common philosophical questions such as "What is the purpose of life?" and "Does God exist?". It then defines philosophy as the critical thinking about thinking and the process of questioning ideas we take for granted to get to the bottom of things. Philosophy comes from the Greek words for "love" and "wisdom". The document goes on to discuss different branches of philosophy including metaphysics, epistemology, and ethics. It also outlines some primary features of philosophy like articulation, argument, and analysis. In the end, it discusses the importance of studying philosophy for developing understanding and making intelligent life choices.
Self
The document discusses several philosophers' theories of self-identity:
- Descartes argues self-identity depends on consciousness and that the mind is distinct from the body.
- Locke claims personal identity is based on self-consciousness and memory. One's identity depends on remembering past experiences.
- Hume argues we cannot find an enduring self through impressions. We are just a "bundle of perceptions" with no fixed identity.
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This document provides an overview of personal development and key concepts in psychology. It discusses developing the whole person through understanding how physiological, cognitive, psychological, spiritual, and social factors influence thoughts, feelings, and behaviors. Important psychologists discussed include Sigmund Freud, who developed concepts of the psyche and life/death drives; Carl Jung, who studied archetypes and extraversion/introversion; William James, who studied emotion; Carl Rogers, who studied self-actualization; and Alfred Adler, who developed individual psychology. The document also defines psychology, areas it concerns like cognition and relationships, distinguishes it from psychiatry which treats mental disorders, and lists branches of psychiatry. Homework assignments are provided to research important psychological concepts.
Understanding the self lecture 1 - PHILOSOPHICAL PERSPECTIVES
The document discusses different philosophical perspectives on the self from ancient to modern times. It covers views of the self from pre-Socratic philosophers like Thales who saw the soul as the primal matter and source of movement. Socrates believed man has both a body and soul and that the unexamined life is not worth living. Plato saw the soul as having rational, spirited and appetitive components. Later philosophers like Augustine, Aquinas and Descartes further developed ideas of the soul/mind being distinct from the body. Hume rejected the idea of a soul beyond the physical and saw the self as a bundle of perceptions. Kant and later philosophers viewed the self as organizing sensory experiences.
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Critical Thinking & TOK require questioning information and separating facts from unsupported claims. Ultimately, there are no absolute truths - knowledge claims must be scrutinized and supported by evidence while considering alternative viewpoints. We should believe things that are logically coherent and correspond with evidence, avoiding both unwarranted certainty and unfounded skepticism.
Eastern and western philosophy of self
The document compares Eastern and Western concepts of self. In Eastern thought as seen in Confucianism and Taoism, the self is relational and defined by relationships, and self-cultivation is important. In Confucianism, living according to principles like propriety and righteousness is valued. Taoism sees the self as an extension of nature and the cosmos, valuing selflessness. Buddhism sees the self as composed of five aggregates and teaches anatman, that there is no permanent self. The ultimate goal is nirvana or enlightenment. In Western thought, the self is distinct from others and defined by individual attributes, while Eastern thought focuses more on social roles and relationships.
Topic 4. doing philosophy
This document outlines an introductory philosophy lesson for students. It includes:
1. Dividing the class into groups and having them answer questions to earn points.
2. Reviewing logical fallacies like appeals to emotion or authority.
3. Discussing philosophical concepts like reality, knowledge, and ethics.
4. Explaining methods philosophers use like logical arguments and thought experiments.
5. Asking how philosophy can be useful in students' lives through problem solving and communication.
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Methods of philosophizing
Philosophy aims to distinguish truth from opinion. The document discusses various philosophical perspectives on truth and how truth is determined. It also examines the differences between facts, claims, and opinions. Philosophy can guide us in determining what is true by analyzing arguments and identifying logical fallacies and biases. Understanding the distinction between truth and opinion from a philosophical standpoint can help us make wiser decisions.
Doing Philosophy
This document discusses philosophical questions and the study of philosophy. It begins by listing some common philosophical questions such as "What is the purpose of life?" and "Does God exist?". It then defines philosophy as the critical thinking about thinking and the process of questioning ideas we take for granted to get to the bottom of things. Philosophy comes from the Greek words for "love" and "wisdom". The document goes on to discuss different branches of philosophy including metaphysics, epistemology, and ethics. It also outlines some primary features of philosophy like articulation, argument, and analysis. In the end, it discusses the importance of studying philosophy for developing understanding and making intelligent life choices.
Self
The document discusses several philosophers' theories of self-identity:
- Descartes argues self-identity depends on consciousness and that the mind is distinct from the body.
- Locke claims personal identity is based on self-consciousness and memory. One's identity depends on remembering past experiences.
- Hume argues we cannot find an enduring self through impressions. We are just a "bundle of perceptions" with no fixed identity.
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This document provides an overview of personal development and key concepts in psychology. It discusses developing the whole person through understanding how physiological, cognitive, psychological, spiritual, and social factors influence thoughts, feelings, and behaviors. Important psychologists discussed include Sigmund Freud, who developed concepts of the psyche and life/death drives; Carl Jung, who studied archetypes and extraversion/introversion; William James, who studied emotion; Carl Rogers, who studied self-actualization; and Alfred Adler, who developed individual psychology. The document also defines psychology, areas it concerns like cognition and relationships, distinguishes it from psychiatry which treats mental disorders, and lists branches of psychiatry. Homework assignments are provided to research important psychological concepts.
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The document discusses different philosophical perspectives on the self from ancient to modern times. It covers views of the self from pre-Socratic philosophers like Thales who saw the soul as the primal matter and source of movement. Socrates believed man has both a body and soul and that the unexamined life is not worth living. Plato saw the soul as having rational, spirited and appetitive components. Later philosophers like Augustine, Aquinas and Descartes further developed ideas of the soul/mind being distinct from the body. Hume rejected the idea of a soul beyond the physical and saw the self as a bundle of perceptions. Kant and later philosophers viewed the self as organizing sensory experiences.
TOK 2
Critical Thinking & TOK require questioning information and separating facts from unsupported claims. Ultimately, there are no absolute truths - knowledge claims must be scrutinized and supported by evidence while considering alternative viewpoints. We should believe things that are logically coherent and correspond with evidence, avoiding both unwarranted certainty and unfounded skepticism.
Eastern and western philosophy of self
The document compares Eastern and Western concepts of self. In Eastern thought as seen in Confucianism and Taoism, the self is relational and defined by relationships, and self-cultivation is important. In Confucianism, living according to principles like propriety and righteousness is valued. Taoism sees the self as an extension of nature and the cosmos, valuing selflessness. Buddhism sees the self as composed of five aggregates and teaches anatman, that there is no permanent self. The ultimate goal is nirvana or enlightenment. In Western thought, the self is distinct from others and defined by individual attributes, while Eastern thought focuses more on social roles and relationships.
Topic 4. doing philosophy
This document outlines an introductory philosophy lesson for students. It includes:
1. Dividing the class into groups and having them answer questions to earn points.
2. Reviewing logical fallacies like appeals to emotion or authority.
3. Discussing philosophical concepts like reality, knowledge, and ethics.
4. Explaining methods philosophers use like logical arguments and thought experiments.
5. Asking how philosophy can be useful in students' lives through problem solving and communication.
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The document discusses different philosophical perspectives on the self and identity. It describes the views of several prominent philosophers including: Socrates, who said people should know themselves; Plato, who saw the soul as having rational, spirited, and appetitive parts; Augustine, who viewed humans as having both imperfect earthly and perfect immortal aspects; and Descartes, who argued "I think therefore I am" and saw the self as the mind separate from the body. Later philosophers discussed include Hume, Kant, Ryle, and Merleau-Ponty.
Topic 6 the human person
The document discusses different philosophical perspectives on the human person:
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2. The psychological perspective focuses on human behavior, thought processes, and mental capabilities like rationality and intelligence.
3. The economic perspective sees humans as productive beings driven to meet needs and wants.
4. The theological perspective considers humans as God's creation with a special relationship to the creator.
5. Philosophy defines the human person by traits like awareness of self and sentience, and concepts of identity, personhood, and the integrated and developing self.
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1. The document discusses different philosophical concepts of the self from thinkers like Plato, Aristotle, Descartes, Locke, Hume, Freud, Kant, Ryle, and Merleau-Ponty.
2. Plato viewed the human soul as having three parts - rational, spirited, and appetitive - while Aristotle saw the soul as the essence of a person's being through intellect.
3. Descartes argued "I think therefore I am" and separated mind and body, while Hume believed there is no fixed self and it is simply a collection of perceptions.
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Methods of philosophizing
This document provides an overview of methods for philosophizing and determining truth. It discusses the importance of truth and differentiating between knowledge, facts, claims, opinions and arguments. Systematic doubt is presented as a philosophical method for establishing truth by scrutinizing and analyzing statements. Examples are provided to illustrate applying systematic doubt to determine whether a statement is factual or an opinion. Fallacies in reasoning that can undermine arguments are also defined and exemplified. The document aims to teach philosophical thinking and analysis to discern truth from falsehood.
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The document discusses different philosophers' views on the concept of self:
1. For Socrates, self-examination is essential to living an examined life. He questioned people's awareness of themselves and their virtues.
2. Plato added that the rational, spirited, and appetitive souls must be governed by reason.
3. Augustine and Aquinas viewed humans as composed of a mortal body and immortal soul, with the soul giving humans their essence.
4. Descartes defined self as mind/consciousness, separate from the extended body. Hume saw self as a bundle of impressions and ideas. Kant argued the mind organizes sense impressions.
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Realism
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Topic 6 the human person
The document discusses different philosophical perspectives on the human person:
1. The biological perspective views humans as evolved beings and emphasizes our physical traits.
2. The psychological perspective focuses on human behavior, thought processes, and mental capabilities like rationality and intelligence.
3. The economic perspective sees humans as productive beings driven to meet needs and wants.
4. The theological perspective considers humans as God's creation with a special relationship to the creator.
5. Philosophy defines the human person by traits like awareness of self and sentience, and concepts of identity, personhood, and the integrated and developing self.
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1. The document discusses different philosophical concepts of the self from thinkers like Plato, Aristotle, Descartes, Locke, Hume, Freud, Kant, Ryle, and Merleau-Ponty.
2. Plato viewed the human soul as having three parts - rational, spirited, and appetitive - while Aristotle saw the soul as the essence of a person's being through intellect.
3. Descartes argued "I think therefore I am" and separated mind and body, while Hume believed there is no fixed self and it is simply a collection of perceptions.
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Socrates believed that self-knowledge is necessary for virtue and a good life. He argued that if virtue can be learned, it can also be taught, and that seeking knowledge and wisdom should come before private interests. Additionally, true happiness comes from doing what is right and tending to one's soul in the long run. The Socratic paradox holds that people do not act immorally deliberately, but rather due to ignorance, as everyone seeks their self-interest. Therefore, we are responsible for our own happiness and ignorance.
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Heinz Kohut introduced self psychology in the 1970s, establishing it as one of the most significant psychoanalytic theories since Freud. Kohut questioned the theories he was trained in after encountering patients whose analyses were stalling or ending prematurely. He developed his theory of the self by closely observing patient Ms. F, who demanded he perfectly attune to her experiences. Kohut learned to understand things exclusively from her viewpoint, which he termed "experience-near." This approach led Kohut to understand Ms. F.'s need for recognition as a developmental arrest due to empathic failures in childhood. Kohut maintained that empathic failures between parents and children were at the root of psychopathology and that empathy itself could
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“Doing” philosophy involves having to question, scrutinize, explore, evaluate, analyze, synthesize, and apply your beliefs. It is critical thinking.
Gods Existence
The document discusses arguments for and against the existence of God from a rational perspective. It argues that everything in the universe is finite and limited, so something unlimited must have created all finite things. While science can explain processes within the universe, it cannot prove or disprove why the universe exists in the first place or what created it, as these questions are beyond its scope. The document also notes that characterizing God with human attributes is an imperfect attempt to understand the divine. In the end, it poses the question of whether God is a myth or a rational concept as still open to debate.
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The document discusses several key concepts related to personality:
1. It defines personality as an individual's characteristic patterns of behavior, including needs, motives, temperament, self-concept, attitudes and abilities.
2. It presents several frameworks for understanding personality, including the bio-psycho-social model, which views personality as influenced by biological, psychological and social factors, and ecological frameworks that consider environmental influences.
3. It discusses early theories of personality typology based on physical characteristics like body type, as well as Freudian concepts like the id, ego, superego and psychosexual stages of development.
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This is a powerpoint presentation of one of the Senior High School Core Subject: Personal Development. For this powerpoint, this serves as a presentation about the topic of the definition of self in a psychological point of view.
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The document discusses meditation as a mind-body practice that originated in Eastern religious traditions but is now commonly used for health and well-being outside of religious contexts. It provides an overview of why people meditate (for conditions like stress, anxiety, depression), how to meditate (focusing on breathing or a mantra), and the benefits (improved attention, brain function, mood regulation). Different types of meditation are described including mindfulness meditation and Transcendental Meditation.
Methods of philosophizing
This document provides an overview of methods for philosophizing and determining truth. It discusses the importance of truth and differentiating between knowledge, facts, claims, opinions and arguments. Systematic doubt is presented as a philosophical method for establishing truth by scrutinizing and analyzing statements. Examples are provided to illustrate applying systematic doubt to determine whether a statement is factual or an opinion. Fallacies in reasoning that can undermine arguments are also defined and exemplified. The document aims to teach philosophical thinking and analysis to discern truth from falsehood.
Understanding the Self: Philosophical Perspectives
The document discusses different philosophers' views on the concept of self:
1. For Socrates, self-examination is essential to living an examined life. He questioned people's awareness of themselves and their virtues.
2. Plato added that the rational, spirited, and appetitive souls must be governed by reason.
3. Augustine and Aquinas viewed humans as composed of a mortal body and immortal soul, with the soul giving humans their essence.
4. Descartes defined self as mind/consciousness, separate from the extended body. Hume saw self as a bundle of impressions and ideas. Kant argued the mind organizes sense impressions.
5. Ryle rejected the
Emotivism
Emotivism is a meta-ethical theory that believes objective moral laws do not exist and that moral terms express personal emotional attitudes rather than factual propositions. According to A.J. Ayer, the philosopher who developed emotivism, ethical statements are neither verifiable nor analytic, but are used to express approval or disapproval in order to influence others. Emotivism faces challenges as it does not allow for basic moral principles to be established, renders ethical debate pointless, and means there can be no universal agreement on what actions are right or wrong.
Self Psychology in Brief
PPT presentation based on Peter A. Lessem's book, Self Psychology: An Introduction, created by Luba Rascheff, MDiv Harvard University, for the Psycho-Spiritual Care and Therapy Practicum, Supervised Pastoral Education (SPE Basic II): Integrative Theory and Practice (EMP3551Y), taken in the Winter term of 2020 at the University of Toronto which explains Heinz Kohut's Self Psychology in brief.
Inspiration Unlimited
This document discusses inspiration and its importance. It states that inspiration gives individuals the will to face hurdles and stretch their limitations. It allows one to feel "high on life" and in a state of transcendence. Inspiration makes the world go round by providing streams of energy even when facing constraints. It gives life purpose and allows ideas to flow. The document argues that inspiration is the fundamental building block of humanity and what gives struggle in life purpose.
Arlene capati
The document discusses different philosophers' conceptions of the self, including Socrates, Plato, Augustine, Aquinas, Descartes, Hume, Kant, Ryle, Merleau-Ponty, and Freud. For each philosopher, the document provides the author's understanding of their view of self in their own words. The author believes their concept of self is compatible with the philosophers' views because in high school they studied the philosophers' definitions of self carefully. They recognize self as understanding one's mind, communicating with others, accepting God, being shaped by experiences, regulating thoughts and behaviors, being revealed through actions, including the body, and being divided between conscious and unconscious parts.
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- Transitory cultures tolerate more diversity in behaviors and values until tolerance levels are established through laws and rules. They are driven more by resources and change while Complex cultures seek stability over time. Int
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The document discusses how humanities disciplines like philosophy, religion, history, literature and the arts impact people's perceptions of who they are, why they exist, and how they should act. It examines how culture and socialization shape individuals' norms, beliefs and sense of appropriate behavior through symbolic systems and the internalization of dominant cultural values. The document questions whether formal institutions like education, religion and therapy play a role in socially constructing people's worldviews, morality and sense of self.
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Saturday prompt 9
- 2. Prompt Relativism entails the presupposition that all knowledge is situated within a context of knowledge, and this context must be taken into account in our formulations and presuppositions of the certainty of knowledge. The inherent dilemma of relative knowledge is that the relativist’s “world view” is construed within the context of the culture in which it originates and takes shape. To reinforce an understanding of relative knowledge, contextual knowledge, or “positional” knowledge stemming from relative beliefs, the following essay will analyze and evaluate the nature of beliefs, how they are formed, and how they are facilitated in the norms and patterns of those who adhere to them.
- 3. certainty of knowledge What is knowledge: Absolute: a truth that is universally true. It has constancy. Relative: a truth that is contingent on beliefs that are based on subjective value that are according to differences in perception and consideration.
- 4. The inherent dilemma of relative knowledge is that the relativist’s “world view” is construed within the context of the culture in which it originates and takes shape. Relative beliefs are determined by time, space, culture, age, religion, but do not translate to other cultures. They limit a world view to a positional view.
- 5. To reinforce an understanding of relative knowledge, contextual knowledge, or “positional” knowledge stemming from relative beliefs, the following essay will analyze and evaluate the nature of beliefs, What is a belief. If they are relative they are the result of time, space, culture If they are absolute they are reality that all should know and accept.
- 6. Relative absolute is a belief that is considered an absolute, but is positional. It is thought to be true for all people, but comes from a groups dominant belief
- 7. how they are formed, They are formed by the process of perception and processing the world Through relativistic beliefs Through absolute beliefs
- 8. and how they are facilitated in the norms and patterns of those who adhere to them. Norms: things one thinks to be considered right and/or normal Patterns: behaviors one do to be considered right and/or normal
- 9. The Taoist tradition is a tradition of enlightenment theory. Self oriented awareness that focuses on: Discovering one’s true reality Accepting one’s true reality Sharing one’s true reality
- 10. Tao Te ChingWritten by Lao-tzu Fill your bowl to the brimand it will spill. What happens when you try too hard? When you have too much to do? When you try to be more than you are?
- 11. Keep sharpening your knifeand it will blunt. What happens when you keep remaking yourself someone/thing that will fit into the expectations of other?
- 12. Chase after money and securityand your heart will never unclench. How much stress is caused by wanting and wanting and never being satisfied? Never accepting yourself?
- 13. Care about people's approvaland you will be their prisoner. What happens if you try to please others or gain their praise? Do you belong to them?
- 14. Do your work, then step back.The only path to serenity. Do your best and then get away from what you have done to get clarity. This whole essay is about discovering yourself, accepting yourself, and sharing yourself.
- 15. Realize you have the rights to: Think what you think Say what you think Don’t say what you think Feel what you feel Say what you feel Don’t say what you feel
- 16. Prompt # 2: You are a fish in a bowl in your home. What do you see and experience?