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Study of ultimate reality
• Is there a god?/What are we made of |
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Study of knowledge
• What is knowledge/truth? |
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Study of value
• What is value? What makes an action right or wrong. |
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The study of correct reasoning
• What is an argument?/what makes a good argument? |
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| Used gods to explain what the science of the time could not. Homer and later Hesiod, who gave moral character, most known. |
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Came from a need to know more than assumptions that were filled by the gods of mythology.
Milesian tried to explain the world as it really was/earliest form of metaphysics/the very beginning of science, medicine. |
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| The first philosopher of the Western World/argued the nature of things/said world was made of water. Separated the cause of things from doings of the gods/Many made up of one |
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| Rejected a single element/Basic Stuff, was boundless/Emphasized opposites/ Said all life came from sea. |
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| Said Anaximander’s explanation was too vague/Air/Concerned with differences in quantity and quality. |
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| Devoted self to mathematics, said all things consist of numbers, concerned with purifying the soul. 3 divisions of the soul: Workers/competitors/observers. Discovered the relationship between music and numbers[tempo]. Discovered relationship between arithmetic and geometry. Related health and well-being to harmony and an in tune soul. |
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| All things are in flux, always changing/becoming different but remaining the same. He focused on fire. Said that nothing is ever lost, and stability is maintained by a balance in change of flux. Said reason is universal law. Fire and God are one. Unity in the one. |
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| One universe, never changes, no parts, cannot be destroyed. Change is an illusion. Appearance of things was not reality. |
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| Believed in a plurality. Change and motion are real. Said you must LOOK and THINK. Senses give information about appearances not reality. Said changes occur through time and a diversity of objects is spread throughout space. RACECOURSE, Achilles and the tortoise, The arrow, The relativity of motion. Motion has no definition and therefore is a relative point. |
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| Jumped into a crater. Discovered a way of saying that there is change but at the same time reality was fundamentally changeless. Believed in Many. The particles do not change. Earth, Air, Fire, Water. |
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| Distinguished mind from matter. |
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| Well educated, concerned with public discourse, taught students to use rhetoric to persuade. Focused on man/moral behavior like Socrates. Unlike Socrates they taught that in a democracy you had to be well educated, groomed, and have good speaking skills. Socrates believed this kind of teaching would lead students to use deception to get ahead financially and politically. |
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| Knowledge is limited to perceptions, impossible to perceive anything. Said knowledge was relative to each person. Laws based on custom not an overall universal law. This is what makes stable society. What something appears to be is not always its reality. |
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| Nothing exists, even if it does you can’t communicate it. |
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| Preferred injustice to justice. Might is Right/ people in power make up the rules and dictate what is right. |
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| Socrates Views on Government Officials |
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| Thought that government officials should hold morality and the good for all people above all else. Thought that only highly educated people could hold office and decide what is right for all people. Should pursue truth above all else. |
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| Unsure of how accurate his teachings were because he never wrote anything down because he thought that true knowledge came from dialogue. It’s hard to piece together a concrete picture of him because of this. |
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| “I know that I know nothing”. He becomes wise through the realization of his own ignorance. |
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| Answered questions with questions |
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| An attempt to draw out, through dialect, from others a response to critically engage their faculties. Forces you to be aware of contradictory reasoning by clarifying ideas. |
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| Why Plato Was Concerned for Democracy |
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| Questioned its ability to produce great leaders, saw the treatment of society towards Socrates, Determined that democracy was only as good as the people who made it up. |
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| Metaphor of the Divided Line |
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Details the level of knowledge that we can achieve.
• Imagining: most superficial form/least amount of reality.
• Belief: strong sense of certainty, stage of opinion.
• Thinking: move to the world of knowledge, search for laws and truths, scientific method. Start questioning truth.
• Perfect Intelligence: Comprehend the relationship of all things to all things. |
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Made of three parts/activities that are in conflict with each other.
• Reason: awareness of goal or value.
• Spirit: Drive towards the action/responds to reason
• Appetite: desire for things of the body |
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| Two horses one is wild, appetite, one is not, spirit. Reason controls both |
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| Invented by Aristotle Defined as the instrument with which to formulate language properly when analyzing what a science involves. |
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Major/minor premise/conclusion
• All humans are mortal
• Socrates is human
• Socrates is mortal |
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| Aristotle’s View of Change and Becoming |
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Form and matter never exist separately
• What is it?/Formal cause
• What is it made of?/Material cause
• By what is it made?/Efficient Cause
• For what end is it made?/Final cause
All things that come to be come to be by some agency and from something and come to be something |
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| Aristotle’s View of Human Behavior |
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We have the capacity for right behavior, but we do not act right by nature
Goodness is in us all POTENTIALLY. Actuality remains to be seen in practice. |
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| Intrinsic VS Instrumental Ends |
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Intrinsic: Acts that are done as a means for other ends
Instrumental: Acts that are done for their own sake |
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| That which is good is the middle ground or mean of two excesses. EX: Sloth, Ambition, Greed EX2: Cowardice, Courage, Rashness |
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| The explanation of phenomena by the purpose they serve rather than by postulated causes. |
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| To know good is to do good, knowledge is virtue, and absence of knowledge is evil |
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