IPHP-Doing-Introduction of Philosophy 12
ErekaLaguna
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Aug 29, 2024
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About This Presentation
Introduction of Philosophy
Slide Content
Introduction to the
Philosophy of the Human
Person
AGUSAN NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL
SY 2023-2024
HUMSS C
Philosophy of the Human
Person
AGUSAN NATIONAL HIGH SCHOOL –SENIOR HIGH SCHOOL
SY 2023-2024
HUMSS C
Why Study Philosophy?
Objectives
1.Discuss how philosophy proceeds from an act of
questioning toward holistic understanding;
2.Distinguish primary reflection from secondary reflection
and problem from mystery;
3.Demonstrate how to philosophize from concrete
experience of the human person as a being in the world;
4.Explain the value of philosophical thinking in
understanding the meaning of human life.
1.Discuss how philosophy proceeds from an act of
questioning toward holistic understanding;
2.Distinguish primary reflection from secondary reflection
and problem from mystery;
3.Demonstrate how to philosophize from concrete
experience of the human person as a being in the world;
4.Explain the value of philosophical thinking in
understanding the meaning of human life.
Workshop: The Shadow
▪ Philosophical questions are meant to
awaken us. We do not simply accept
things as told.
▪ By means of philosophy, we can think
about what is the most profound of all –
HUMAN LIFE ITSELF.
▪ Philosophical questions are meant to
awaken us. We do not simply accept
things as told.
▪ By means of philosophy, we can think
about what is the most profound of all –
HUMAN LIFE ITSELF.
WHAT IS PHILOSOPHY?
▪Begins in “Wonder”
▪Early Greek thinker called themselves wise men, “but out of humility,
Pythagoras, the first to introduce the term, simply “wanted to call himself a
lover of wisdom
▪The term "philosophy" has its roots in two Greek words: "philos" and "sophia.“
▪Philos: In Greek, "philos" (φίλος) refers to love or friendship. It is often used to
denote a strong affection or affinity for something or someone
▪Sophia: "Sophia" (σοφία) translates to wisdom or knowledge in Greek. It
represents a state of profound understanding, insight, and clarity.
▪When combined, "philosophy" literally means the "love of wisdom."
▪Begins in “Wonder”
▪Early Greek thinker called themselves wise men, “but out of humility,
Pythagoras, the first to introduce the term, simply “wanted to call himself a
lover of wisdom
▪The term "philosophy" has its roots in two Greek words: "philos" and "sophia.“
▪Philos: In Greek, "philos" (φίλος) refers to love or friendship. It is often used to
denote a strong affection or affinity for something or someone
▪Sophia: "Sophia" (σοφία) translates to wisdom or knowledge in Greek. It
represents a state of profound understanding, insight, and clarity.
▪When combined, "philosophy" literally means the "love of wisdom."
WHAT IS PHILOSOPHY?
▪When the person acknowledges that he knows nothing
that reality unfolds before him
▪Philosophical questions awaken us
▪(Pre-Socratic Philosophers) Early Greeks ask about the
“arche”(basic stuff or the origin of all things)
▪Monism – the belief that all of the universe is made of a
single element.
▪When the person acknowledges that he knows nothing
that reality unfolds before him
▪Philosophical questions awaken us
▪(Pre-Socratic Philosophers) Early Greeks ask about the
“arche”(basic stuff or the origin of all things)
▪Monism – the belief that all of the universe is made of a
single element.
The Pre-Socratic Philosophers
▪ThePre-Socratic Philosophersare defined as theGreekthinkers who
developed independent and original schools of thought from the time
ofThales of Miletus(l. c. 585 BCE) to that ofSocratesofAthens(470/469-
399 BCE). They are known as Pre-Socratics because they pre-date
Socrates.
•Thales of Miletus – l. c. 585 BCE.
•Anaximander – l. c. 610 - c. 546 BCE.
•Anaximenes – l. c. 546 BCE.
•Pythagoras – l. c. 571 - c. 497 BCE.
•Xenophanes of Colophon – l. c. 570 - c. 478 BCE.
•Heraclitus of Ephesus – l. c. 500 BCE.
•Parmenides – l. c. 485 BCE.
•Zeno of Elea – l. c. 465 BCE.
▪ThePre-Socratic Philosophersare defined as theGreekthinkers who
developed independent and original schools of thought from the time
ofThales of Miletus(l. c. 585 BCE) to that ofSocratesofAthens(470/469-
399 BCE). They are known as Pre-Socratics because they pre-date
Socrates.
•Thales of Miletus – l. c. 585 BCE.
•Anaximander – l. c. 610 - c. 546 BCE.
•Anaximenes – l. c. 546 BCE.
•Pythagoras – l. c. 571 - c. 497 BCE.
•Xenophanes of Colophon – l. c. 570 - c. 478 BCE.
•Heraclitus of Ephesus – l. c. 500 BCE.
•Parmenides – l. c. 485 BCE.
•Zeno of Elea – l. c. 465 BCE.
Thales of Miletus
▪Thales was the first to ask, "What is the basic 'stuff'
of the universe?" as in, what was the First Cause of
existence, from what element or force did everything
else proceed?
▪Thales claimed it was water because whatever the
First Cause was had to be a part of everything that
followed.
▪When water was heated it became air (vapor), when
it was cooled it became a solid (ice), added to earth,
it became mud and, once dried, it became solid
again, under pressure, it could move rocks, while at
rest, it provided a habitat for other living things and
was essential to human life. It seemed clear to
Thales, then, that the underlying element of creation
had to be water.
▪Thales was the first to ask, "What is the basic 'stuff'
of the universe?" as in, what was the First Cause of
existence, from what element or force did everything
else proceed?
▪Thales claimed it was water because whatever the
First Cause was had to be a part of everything that
followed.
▪When water was heated it became air (vapor), when
it was cooled it became a solid (ice), added to earth,
it became mud and, once dried, it became solid
again, under pressure, it could move rocks, while at
rest, it provided a habitat for other living things and
was essential to human life. It seemed clear to
Thales, then, that the underlying element of creation
had to be water.
Anaximander’s “apeiron”
▪concept of theapeiron– “the unlimited,
boundless, infinite, or indefinite” – which was
an eternal creative force bringing things into
existence according to a natural, set pattern,
destroying them and recreating them in new
forms.
▪No natural element could be the First Cause,
he claimed, because all natural elements must
have originated from an earlier source. Once
created, he claimed, creatures then evolved to
adapt to their environment
▪The first suggested the Theory of Evolution
over 2,000 years before Darwin.
▪concept of theapeiron– “the unlimited,
boundless, infinite, or indefinite” – which was
an eternal creative force bringing things into
existence according to a natural, set pattern,
destroying them and recreating them in new
forms.
▪No natural element could be the First Cause,
he claimed, because all natural elements must
have originated from an earlier source. Once
created, he claimed, creatures then evolved to
adapt to their environment
▪The first suggested the Theory of Evolution
over 2,000 years before Darwin.
Anaximenes
▪Anaximenes proposed air as the basic world principle.
▪While at first his thesis may seem a step backwards from
the more comprehensive (like Anaximander’s limitless) to
the less comprehensive particular (like Thales' water),
▪the underlying one (air) becomes the observable many:
By rarefaction, air becomes fire, and, by condensation, air
becomes, successively, wind, water, and earth.
▪Observable qualitative differences (fire, wind, water,
earth) are the result of quantitative changes, that is, of
how densely packed is the basic principle. This view is still
held by scientists.
▪Anaximenes proposed air as the basic world principle.
▪While at first his thesis may seem a step backwards from
the more comprehensive (like Anaximander’s limitless) to
the less comprehensive particular (like Thales' water),
▪the underlying one (air) becomes the observable many:
By rarefaction, air becomes fire, and, by condensation, air
becomes, successively, wind, water, and earth.
▪Observable qualitative differences (fire, wind, water,
earth) are the result of quantitative changes, that is, of
how densely packed is the basic principle. This view is still
held by scientists.
Pythagoras (PYTHAGOREAN THEOREM)
▪Number – mathematics - as the underlying principle of Truth
▪In the same way that number has no beginning or ending,
neither does creation nor destruction
▪The most certain in the universe and the indubitable reality
▪The concept of transformation is central to the Pythagorean
vision; the human soul, Pythagoras claimed, is immortal,
passing through many different incarnations, life after life, as
it acquires new knowledge of the world as experienced in
different forms
▪Transmigration of Souls (reincarnation) greatly influenced
Plato's belief regarding immortality
▪Number – mathematics - as the underlying principle of Truth
▪In the same way that number has no beginning or ending,
neither does creation nor destruction
▪The most certain in the universe and the indubitable reality
▪The concept of transformation is central to the Pythagorean
vision; the human soul, Pythagoras claimed, is immortal,
passing through many different incarnations, life after life, as
it acquires new knowledge of the world as experienced in
different forms
▪Transmigration of Souls (reincarnation) greatly influenced
Plato's belief regarding immortality
Heraclitus of Ephesus (Constant Flux)
▪Everything is made up of Fire
▪He is best known for the phrasePanta Rhei(“the only thing
that cannot be changed is changed itself”)
▪“One can never step into the same river twice”
▪To Heraclitus, existence was brought into being and
sustained through a clash of opposites which continually
encouraged transformation – day and night, theseasons,
etc.
▪Everything was always in continual motion and a state of
perpetual change.
▪Strife andwar were necessary aspects of life in that they
embodied the concept of transformative change.
▪To resist this change meant resisting life; accepting change
encouraged a peaceful and untroubled life.
▪Everything is made up of Fire
▪He is best known for the phrasePanta Rhei(“the only thing
that cannot be changed is changed itself”)
▪“One can never step into the same river twice”
▪To Heraclitus, existence was brought into being and
sustained through a clash of opposites which continually
encouraged transformation – day and night, theseasons,
etc.
▪Everything was always in continual motion and a state of
perpetual change.
▪Strife andwar were necessary aspects of life in that they
embodied the concept of transformative change.
▪To resist this change meant resisting life; accepting change
encouraged a peaceful and untroubled life.
Parmenides
▪rejected the concept of CHANGE (the idea of Monism)
▪all of observable reality is of one single substance, uncreated, and
indestructible.
▪Change is an illusion; appearances change, but not the essence of reality
which is shared by every human being. That which one experiences and
fears as “change” is illusory because all living things share in the same
essential essence.
▪One cannot trust the senses to interpret a reality that suggests change,
he said, because the senses are unreliable.
▪One must, instead, recognize that “there is a way which is and a way
which is not” (a way of fact and a way of opinion) and recognize the
essential Oneness of material existence which does not differentiate:
humans grow and develop and die just as animals and plants do.
▪What people see as “differences” between themselves and others are
only minor details.
▪rejected the concept of CHANGE (the idea of Monism)
▪all of observable reality is of one single substance, uncreated, and
indestructible.
▪Change is an illusion; appearances change, but not the essence of reality
which is shared by every human being. That which one experiences and
fears as “change” is illusory because all living things share in the same
essential essence.
▪One cannot trust the senses to interpret a reality that suggests change,
he said, because the senses are unreliable.
▪One must, instead, recognize that “there is a way which is and a way
which is not” (a way of fact and a way of opinion) and recognize the
essential Oneness of material existence which does not differentiate:
humans grow and develop and die just as animals and plants do.
▪What people see as “differences” between themselves and others are
only minor details.
What comes to your mind when you hear
the word “Philosophy”?
PHILOSOPHY
the word “Philosophy”?
PHILOSOPHY
Three Main Branches of Philosophy
1. Metaphysics: (Being)
Examines the fundamental nature of reality, including concepts like existence, time, space,
causality, and more. “Everything that there is”
▪What is the nature of reality?
▪What is the relationship between the mind and the body?
2. Epistemology: (Knowing)
Focuses on the nature of knowledge, belief, and justification. It explores questions related to
how we know and what we can know. “When can we say we know what we know”
▪What is knowledge, and how is it acquired?
▪What are the limits of human knowledge?
3. Ethics: (Doing)
Investigates concepts of right and wrong, morality, and ethical principles that guide human
behavior. “Summum bonum” at which all human action is directed and that we consistently
pursued
▪What is the nature of morality and ethical values?
▪What is the basis for determining right and wrong actions?
1. Metaphysics: (Being)
Examines the fundamental nature of reality, including concepts like existence, time, space,
causality, and more. “Everything that there is”
▪What is the nature of reality?
▪What is the relationship between the mind and the body?
2. Epistemology: (Knowing)
Focuses on the nature of knowledge, belief, and justification. It explores questions related to
how we know and what we can know. “When can we say we know what we know”
▪What is knowledge, and how is it acquired?
▪What are the limits of human knowledge?
3. Ethics: (Doing)
Investigates concepts of right and wrong, morality, and ethical principles that guide human
behavior. “Summum bonum” at which all human action is directed and that we consistently
pursued
▪What is the nature of morality and ethical values?
▪What is the basis for determining right and wrong actions?
Other considered branches of Philosophy
▪Logic – studies the principles of reasoning and valid argumentation.
It deals with the structure of valid arguments and the rules of
inference.
▪Aesthetics – explores concepts of beauty, art, and the nature of
aesthetic experiences, including the subjective aspects of perception.
▪Axiology – encompasses both ethics and aesthetics, examining
values, including ethical values and values associated with beauty
and art.
▪Political Philosophy – analyzes the nature of political systems,
governance, justice, and the rights and responsibilities of individuals
within societies.
▪Logic – studies the principles of reasoning and valid argumentation.
It deals with the structure of valid arguments and the rules of
inference.
▪Aesthetics – explores concepts of beauty, art, and the nature of
aesthetic experiences, including the subjective aspects of perception.
▪Axiology – encompasses both ethics and aesthetics, examining
values, including ethical values and values associated with beauty
and art.
▪Political Philosophy – analyzes the nature of political systems,
governance, justice, and the rights and responsibilities of individuals
within societies.
The Different Eras of Philosophy
1.Pre-Socratic Philosophy – a paradigm shift from mythological explanations
to rational thought and inquiry into the nature of the world
2.Ancient Philosophy – love of wisdom and offered early scientific explanations
of the natural world and proposed ideas such as atoms, biology, numbers, et
cetera
3.Medieval Philosophy – God is the center of inquiry
4.Modern Philosophy – the age of reason/enlightenment
5.Contemporary Philosophy – language games
6.Post-modern – deconstructionism, rise of atheism, and ethical relativism
1.Pre-Socratic Philosophy – a paradigm shift from mythological explanations
to rational thought and inquiry into the nature of the world
2.Ancient Philosophy – love of wisdom and offered early scientific explanations
of the natural world and proposed ideas such as atoms, biology, numbers, et
cetera
3.Medieval Philosophy – God is the center of inquiry
4.Modern Philosophy – the age of reason/enlightenment
5.Contemporary Philosophy – language games
6.Post-modern – deconstructionism, rise of atheism, and ethical relativism
Pre-Socratic Philosophy
▪refers to the time in Ancient Greece before the influence of Socrates.
It spans from the 6th to 5th century BCE and is characterized by
Greek philosophers who laid the groundwork for Western
philosophical thought.
▪focused on natural explanations for the cosmos.
▪prioritized rational thought and argumentation over mythology.
▪The Pre-Socratic philosophers introduced new methods of inquiry
into the world and sought to understand the fundamental principles
(arche) underlying reality, the limitless, the Apeiron, the indefinite, the
indestructible, et cetera.
▪refers to the time in Ancient Greece before the influence of Socrates.
It spans from the 6th to 5th century BCE and is characterized by
Greek philosophers who laid the groundwork for Western
philosophical thought.
▪focused on natural explanations for the cosmos.
▪prioritized rational thought and argumentation over mythology.
▪The Pre-Socratic philosophers introduced new methods of inquiry
into the world and sought to understand the fundamental principles
(arche) underlying reality, the limitless, the Apeiron, the indefinite, the
indestructible, et cetera.
Ancient Philosophy
▪Beginning around 600 BCE and extending to 1000 CE, this era
encompasses the philosophical thought of ancient civilizations like
the Greeks and Romans.
–Socrates (469/470 BCE - 399 BCE)
–Plato (427/428 BCE - 347 BCE)
–Aristotle (384 BCE - 322 BCE)
–Epicurus (341 BCE - 270 BCE)
–Confucius (551 BCE - 479 BCE)
–Lao Tzu (6th century BCE)
–Buddha (563 BCE - 483 BCE)
▪Beginning around 600 BCE and extending to 1000 CE, this era
encompasses the philosophical thought of ancient civilizations like
the Greeks and Romans.
–Socrates (469/470 BCE - 399 BCE)
–Plato (427/428 BCE - 347 BCE)
–Aristotle (384 BCE - 322 BCE)
–Epicurus (341 BCE - 270 BCE)
–Confucius (551 BCE - 479 BCE)
–Lao Tzu (6th century BCE)
–Buddha (563 BCE - 483 BCE)
Medieval Philosophy
▪Spanning from 1000 CE to 1500 CE, this era is marked by the fusion of
classical philosophy with religious influences, especially in Christian,
Islamic, and Jewish traditions.
–St. Agustine of hippo
–St. Thomas Aquinas
–St. Ambrose
–St. Anselm of Canterbury
–Duns Scotus
–Roger Bacon
–St. Bonaventure
–St. Victor Hugh
–Peter Abelard
▪Spanning from 1000 CE to 1500 CE, this era is marked by the fusion of
classical philosophy with religious influences, especially in Christian,
Islamic, and Jewish traditions.
–St. Agustine of hippo
–St. Thomas Aquinas
–St. Ambrose
–St. Anselm of Canterbury
–Duns Scotus
–Roger Bacon
–St. Bonaventure
–St. Victor Hugh
–Peter Abelard
Modern Philosophy
▪Ranging from 1500 CE to 1900 CE, this era witnessed significant shifts
in thinking due to the Renaissance, Enlightenment, and industrial
revolution.
–Rene Descartes
–David Hume
–Immanuel Kant
–Thomas Hobbes
–John Locke
–Jean Paul Sartre
–Aguste Comte
–Bertrand Russell
-John Stuart Mill
-Soren Kierkegaard
-Friedrich Hegel
-Gottfried Leibniz
-Baruch Spinoza
-Michel Foucault
-Jean-Jacques Rousseau
-Paul Ricouer
Et cetera
▪Ranging from 1500 CE to 1900 CE, this era witnessed significant shifts
in thinking due to the Renaissance, Enlightenment, and industrial
revolution.
–Rene Descartes
–David Hume
–Immanuel Kant
–Thomas Hobbes
–John Locke
–Jean Paul Sartre
–Aguste Comte
–Bertrand Russell
-John Stuart Mill
-Soren Kierkegaard
-Friedrich Hegel
-Gottfried Leibniz
-Baruch Spinoza
-Michel Foucault
-Jean-Jacques Rousseau
-Paul Ricouer
Et cetera
Contemporary Philosophy
▪From the early 20th century to the present day, contemporary
philosophy addresses diverse and complex topics, including
existentialism, postmodernism, and analytic philosophy.
–John Rawls
–Carlos Segovia
–Thomas Nagel
–Amartya Sen
–Simon Veil
–Noam Chomsky
–David Lewis
–Richard Rorty
▪From the early 20th century to the present day, contemporary
philosophy addresses diverse and complex topics, including
existentialism, postmodernism, and analytic philosophy.
–John Rawls
–Carlos Segovia
–Thomas Nagel
–Amartya Sen
–Simon Veil
–Noam Chomsky
–David Lewis
–Richard Rorty
Post-modern Philosophy
(rejection of grand narratives)
▪It emerged in the second half of the 20th century, characterized by
skepticism and subjectivism
▪Postmodernism questions the importance of power dynamics,
personalization, and discourse in shaping truth and worldviews.
▪It rejects epistemic and metaphysical certainty, emphasizing a
multiplicity of perspectives and experiences.
▪This movement challenges traditional notions of truth, reality, and
knowledge. It is known for its critique of fixed meanings and embrace
of ambiguity. Postmodern philosophy plays a significant role in
reshaping how we understand the nature of reality, language, and
human experiences.
(rejection of grand narratives)
▪It emerged in the second half of the 20th century, characterized by
skepticism and subjectivism
▪Postmodernism questions the importance of power dynamics,
personalization, and discourse in shaping truth and worldviews.
▪It rejects epistemic and metaphysical certainty, emphasizing a
multiplicity of perspectives and experiences.
▪This movement challenges traditional notions of truth, reality, and
knowledge. It is known for its critique of fixed meanings and embrace
of ambiguity. Postmodern philosophy plays a significant role in
reshaping how we understand the nature of reality, language, and
human experiences.
Post Modern Philosophers
▪Jacques Derida
▪Jean-Francois Lyotard
▪Michel Foucault
▪Martin Heidegger
▪Ferdinand Saussure
▪Friedrich Nietzsche
▪Karl Marx
▪Jurgen Habermas
▪Jacques Derida
▪Jean-Francois Lyotard
▪Michel Foucault
▪Martin Heidegger
▪Ferdinand Saussure
▪Friedrich Nietzsche
▪Karl Marx
▪Jurgen Habermas
Atheist and Deconstructionist
(Activity: Choose among the list of philosophers to present in the class)
▪Michel Foucault
▪Jean-Paul Sartre
▪Ernest Hemingway
▪Jeramy Bentham
▪Albert Camus
▪Auguste Comte
▪Donald Davidson
▪Jacques Derrida
▪John Dewey
▪Susan Haack
▪David Hume
▪David Lewis
▪Karl Marx
▪Friedrich Nietzsche
▪Ayn Rand
▪John Rawls
▪Bertrand Russell
▪Richard Rorty
▪Arthur Schopenhauer
▪Peter Singer
▪Herbert Spencer
(Activity: Choose among the list of philosophers to present in the class)
▪Michel Foucault
▪Jean-Paul Sartre
▪Ernest Hemingway
▪Jeramy Bentham
▪Albert Camus
▪Auguste Comte
▪Donald Davidson
▪Jacques Derrida
▪John Dewey
▪Susan Haack
▪David Hume
▪David Lewis
▪Karl Marx
▪Friedrich Nietzsche
▪Ayn Rand
▪John Rawls
▪Bertrand Russell
▪Richard Rorty
▪Arthur Schopenhauer
▪Peter Singer
▪Herbert Spencer
Philosophy is Human Life itself
▪Philosophy as a mode of inquiry has that unique task of probing into
the final or ultimate causes of things
▪Philosophy is concerned with thinking
▪Human beings live in order to find a sense of purpose or meaning in
life.
▪The meaning is found outside of the self (Existential fulcrum)
▪To be human and with a sense of certitude are not merely a biological
species.
▪Philosophy as a mode of inquiry has that unique task of probing into
the final or ultimate causes of things
▪Philosophy is concerned with thinking
▪Human beings live in order to find a sense of purpose or meaning in
life.
▪The meaning is found outside of the self (Existential fulcrum)
▪To be human and with a sense of certitude are not merely a biological
species.
The unrestrictive drive to know there is
to know
▪Everything starts with a question
▪To engage with reality
▪Intellectual Hunger: Human being has a natural desire to know the
truth
▪Quest for knowledge is a kind of hunger from deep within us
▪Concept of Transcendence: We must go beyond the practical aspect
of existence
▪Profound meaning of human life
to know
▪Everything starts with a question
▪To engage with reality
▪Intellectual Hunger: Human being has a natural desire to know the
truth
▪Quest for knowledge is a kind of hunger from deep within us
▪Concept of Transcendence: We must go beyond the practical aspect
of existence
▪Profound meaning of human life
An Insight into Reality
▪Philosophy gives us insight into reality
▪Human possibilities are endless
▪The truth is irreducible to anything that is merely practical
▪Transformation rather than criticism and acceptance
▪Pay attention to every human experience and do not take it for
granted
▪Philosophy gives us insight into reality
▪Human possibilities are endless
▪The truth is irreducible to anything that is merely practical
▪Transformation rather than criticism and acceptance
▪Pay attention to every human experience and do not take it for
granted
Marcelian Reflection
▪We are in a unique position to be able to question the meaning of life
▪Existential Imports (seeing what really matters in order to live)
▪Reflecting is never exercised on things that are not worth the trouble of reflecting
about.
▪Two levels of reflection:
–Primary Reflection
–Secondary Reflection
▪We are in a unique position to be able to question the meaning of life
▪Existential Imports (seeing what really matters in order to live)
▪Reflecting is never exercised on things that are not worth the trouble of reflecting
about.
▪Two levels of reflection:
–Primary Reflection
–Secondary Reflection
Primary Reflection
▪Refers to the act of deriving clear concepts from the process of abstraction
▪Based on the analysis of observable phenomena
▪Considers what is available to the senses (objective reality)
▪We see, for instance, the attributes of a material thing like a table or chair – its shape,
color, or function
▪We separate ourselves from the inner world in order to see our body objectively.
▪“I have a body”
▪The danger of reducing our experiences into the type of objectivity that is not reflective of
the spontaneity of human life
▪Fragments of scattered events or moments thus life is seen as difficult and inadequate
▪Refers to the act of deriving clear concepts from the process of abstraction
▪Based on the analysis of observable phenomena
▪Considers what is available to the senses (objective reality)
▪We see, for instance, the attributes of a material thing like a table or chair – its shape,
color, or function
▪We separate ourselves from the inner world in order to see our body objectively.
▪“I have a body”
▪The danger of reducing our experiences into the type of objectivity that is not reflective of
the spontaneity of human life
▪Fragments of scattered events or moments thus life is seen as difficult and inadequate
Secondary Reflection
▪Reality is not limited to its spatial and temporal aspects there is
always something that remains whole which transcends the
empirical.
▪Going beyond what is physical (see life holistically)
▪Deal with reality that is truly felt from the inside (introspection)
▪“I am a body”, human body is not just a physico-chemical substance
▪Reflection is like a plunge
▪Step back in order to see human life from the perspective of what lies
within us (focusing our inner thoughts, emotions, and values)
▪Reality is not limited to its spatial and temporal aspects there is
always something that remains whole which transcends the
empirical.
▪Going beyond what is physical (see life holistically)
▪Deal with reality that is truly felt from the inside (introspection)
▪“I am a body”, human body is not just a physico-chemical substance
▪Reflection is like a plunge
▪Step back in order to see human life from the perspective of what lies
within us (focusing our inner thoughts, emotions, and values)
Secondary reflection (cont.)
▪Brings into the mind a unity of meaning (like arranging the pieces of a
puzzle)
▪Synthesis of our experience (gather together the different fragments
of our experiences in order to truly see the big picture)
▪Realize the meaning of human life in terms of the connectedness of
all things
▪Connectedness refers to the reality of the world as a unity
▪Life is about finding the reason to live
▪Brings into the mind a unity of meaning (like arranging the pieces of a
puzzle)
▪Synthesis of our experience (gather together the different fragments
of our experiences in order to truly see the big picture)
▪Realize the meaning of human life in terms of the connectedness of
all things
▪Connectedness refers to the reality of the world as a unity
▪Life is about finding the reason to live
The paradox of relationship
While in a relationship, two young people may enjoy the
company of each other in their day-to-day activities. Then,
they promise true love to each other. But before that promise
is made by two persons, human life simply dwelt in the mere
temporariness of things. However, the very moment they
commit to a lifetime of togetherness, things will become
different. The experience is like being uprooted from the
ordinariness of the days of their lives.
While in a relationship, two young people may enjoy the
company of each other in their day-to-day activities. Then,
they promise true love to each other. But before that promise
is made by two persons, human life simply dwelt in the mere
temporariness of things. However, the very moment they
commit to a lifetime of togetherness, things will become
different. The experience is like being uprooted from the
ordinariness of the days of their lives.
Etymology of Philosophy
( an explanation of where a word came from: the history of a word)
▪Philo (Greek)- means "love of"
▪Sophia (Latin)- means "wisdom"
▪Philosophy therefore is the love of wisdom
or the love of truth.
( an explanation of where a word came from: the history of a word)
▪Philo (Greek)- means "love of"
▪Sophia (Latin)- means "wisdom"
▪Philosophy therefore is the love of wisdom
or the love of truth.
Strict definition of Philosophy
▪In it’s very essence, Philosophy is also defined
as the science that by natural light of reason
studies the first causes or highest principle of
all things. Under this definition, four things are
to be considered:
▪In it’s very essence, Philosophy is also defined
as the science that by natural light of reason
studies the first causes or highest principle of
all things. Under this definition, four things are
to be considered:
A.Science- it is called science because the investigation
is systematic. It follows certain steps or it employs
certain procedure. In other words, it is an organized
body of knowledge just like any other sciences.
B.Natural light of reason- philosophy investigates
things, not by using any other laboratory instrument or
investigative tools, neither on the basis of supernatural
revelation, otherwise it becomes theology; instead, the
philosopher uses his natural capacity to think or simply,
human reason alone or the so called unaided reason.
is systematic. It follows certain steps or it employs
certain procedure. In other words, it is an organized
body of knowledge just like any other sciences.
B.Natural light of reason- philosophy investigates
things, not by using any other laboratory instrument or
investigative tools, neither on the basis of supernatural
revelation, otherwise it becomes theology; instead, the
philosopher uses his natural capacity to think or simply,
human reason alone or the so called unaided reason.
C. Study of All Things- This sets the distinction
between philosophy from other sciences. All other’s
sciences concern themselves with a particular object
of investigation. For example, anthropologist study
human beings in relation with society, sociologist
study society, its form, structures, and functions;
botanists focus their attention to plants; liguists
limit themselves with language; theologians
investigate God; whereas, philosophers studies human
beings, society, religion, language, God, and plants,
among other concerns.
between philosophy from other sciences. All other’s
sciences concern themselves with a particular object
of investigation. For example, anthropologist study
human beings in relation with society, sociologist
study society, its form, structures, and functions;
botanists focus their attention to plants; liguists
limit themselves with language; theologians
investigate God; whereas, philosophers studies human
beings, society, religion, language, God, and plants,
among other concerns.
D. First Cause or Highest Principle-
a principle is that from which something proceeds in any
manner whatsoever. Principles are;
1.Principle of identity- whatever is is; and whatever is not; everything is what it is.
Everything is its own being, and not being is not belong.
2.Principle of Non-Contradiction- it is impossible for a thing to be and not to be at
the same time and at the same respect.
3.Principle of Excluded Middle- a thing is either is or is not, everything must be
either be or not be, between being and not being, there is no middle ground
possible.
4.Principle of Sufficient Reason- nothing exists without a sufficient reason for its
being and existence.
a principle is that from which something proceeds in any
manner whatsoever. Principles are;
1.Principle of identity- whatever is is; and whatever is not; everything is what it is.
Everything is its own being, and not being is not belong.
2.Principle of Non-Contradiction- it is impossible for a thing to be and not to be at
the same time and at the same respect.
3.Principle of Excluded Middle- a thing is either is or is not, everything must be
either be or not be, between being and not being, there is no middle ground
possible.
4.Principle of Sufficient Reason- nothing exists without a sufficient reason for its
being and existence.
Importance of the study of philosophy
▪It leads us to a broader understanding of man and experience
▪It gives man a pleasure or satisfaction
▪It serves man a better understanding of himself and his fellow human
beings.
▪It acquaints a person to the various philosophical thinkers of the past
and of his time
▪It will guide in making day to day decision of life and experiences.
▪It gives other sciences a sense of meaning.
▪It leads us to a broader understanding of man and experience
▪It gives man a pleasure or satisfaction
▪It serves man a better understanding of himself and his fellow human
beings.
▪It acquaints a person to the various philosophical thinkers of the past
and of his time
▪It will guide in making day to day decision of life and experiences.
▪It gives other sciences a sense of meaning.
The Mystery of Life
▪There is no greater mystery than the mystery of human life.
▪Life cannot be reduced into a mechanical problem.
▪Our experience tells us that most things break down and for this
reason , problem arise.
▪Human life is like the dark night.
▪The search for meaning is like the search for the light.
▪But a life that is truly lived is never wasted.
▪You value the things that you lose and you sometimes lose the things
that you value.
▪There is no greater mystery than the mystery of human life.
▪Life cannot be reduced into a mechanical problem.
▪Our experience tells us that most things break down and for this
reason , problem arise.
▪Human life is like the dark night.
▪The search for meaning is like the search for the light.
▪But a life that is truly lived is never wasted.
▪You value the things that you lose and you sometimes lose the things
that you value.
▪The mystery of human life includes the fact that we are confronted with many
contrasting choices.
▪We can only step back and see how we can situate ourselves as conscious beings
to face the reality that we find ourselves in.
▪The profound mystery of being human suggests that we cannot imagine
ourselves outside some concrete situation.
▪“Being in a Situation” –Gabriel Marcel
▪Human beings and their situation are inseparable.
▪What is to become of the life that he lives will depend upon the way the person
makes himself accountable in the face of his arduous tasks as determined by his
inescapable situation.
The Mystery of Life (cont.)
contrasting choices.
▪We can only step back and see how we can situate ourselves as conscious beings
to face the reality that we find ourselves in.
▪The profound mystery of being human suggests that we cannot imagine
ourselves outside some concrete situation.
▪“Being in a Situation” –Gabriel Marcel
▪Human beings and their situation are inseparable.
▪What is to become of the life that he lives will depend upon the way the person
makes himself accountable in the face of his arduous tasks as determined by his
inescapable situation.
The Mystery of Life (cont.)
The Mystery of Life (cont.)
▪Making human life truly worth living cannot be equated with
simple problem-solving.
▪Any person in the midst of a family conflict cannot simply say
that he will just suspend his relationship with those people he
“once loved” because he does not want to be hurt. Doing so is
plain evasion. One cannot separate himself and put his heart
away from the moral or existential burden that human life
brings.
▪Making human life truly worth living cannot be equated with
simple problem-solving.
▪Any person in the midst of a family conflict cannot simply say
that he will just suspend his relationship with those people he
“once loved” because he does not want to be hurt. Doing so is
plain evasion. One cannot separate himself and put his heart
away from the moral or existential burden that human life
brings.
MOST NOTABLE ANCIENT GREEK
PHILOSOPHERS
Western Philosophy
PHILOSOPHERS
Western Philosophy
Socrates (469–399 BCE)
▪The wisest man in ancient Greek civilization
(Oracle of Delphi).
▪I know that I do not know (Docta Ignorantia)
▪The midwife of ideas (Socratic method)
▪The unexamined life is not worth living
▪He believed in the pursuit of ethical virtue
and the importance of knowing oneself.
▪ Socrates was put on trial and sentenced to
death for "corrupting the youth" and
"introducing new gods." He willingly accepted
his punishment, drinking hemlock, a poison.
▪The wisest man in ancient Greek civilization
(Oracle of Delphi).
▪I know that I do not know (Docta Ignorantia)
▪The midwife of ideas (Socratic method)
▪The unexamined life is not worth living
▪He believed in the pursuit of ethical virtue
and the importance of knowing oneself.
▪ Socrates was put on trial and sentenced to
death for "corrupting the youth" and
"introducing new gods." He willingly accepted
his punishment, drinking hemlock, a poison.
Socrates: “I know that I do not know”
▪Sophists
▪They were teachers in Ancient Greece
▪Orators, public speakers, mouths for hire
in an oral culture.They were gifted with
speech.They were skilled in what
became known as Rhetoric.They were
respected, feared, and hated.
▪Sophists
▪They were teachers in Ancient Greece
▪Orators, public speakers, mouths for hire
in an oral culture.They were gifted with
speech.They were skilled in what
became known as Rhetoric.They were
respected, feared, and hated.
Plato (427–347 BCE)
▪“Allegory of the Cave”
▪Philosopher King must be the one to
govern the Polis (The Republic)
▪His theory of Forms suggests that there
is a realm of perfect, unchanging
concepts or forms that underlie the
imperfect physical world
▪Plato's "Republic" discussed justice and
the ideal state, while his "Phaedo"
explores the nature of the soul and
immortality
▪“Allegory of the Cave”
▪Philosopher King must be the one to
govern the Polis (The Republic)
▪His theory of Forms suggests that there
is a realm of perfect, unchanging
concepts or forms that underlie the
imperfect physical world
▪Plato's "Republic" discussed justice and
the ideal state, while his "Phaedo"
explores the nature of the soul and
immortality
Aristotle (384–322 BCE)
▪Teacher of Alexander the Great.
▪Aristotle is known as the "Father of Biology." He earned
this title due to his profound contributions to the
understanding of the natural world through extensive
scientific research. In the 4th century BC, Aristotle, a
Greek philosopher, conducted in-depth studies of
various aspects of life, ranging from animals to plants.
His work laid the foundation for the scientific study of
life and the classification of living organisms. Aristotle's
investigations into the anatomy, behavior, and
classification of different species set
▪He developed a systematic approach to logic.
▪His "Nicomachean Ethics" delves into virtue ethics and
the pursuit of eudaimonia (flourishing).
▪Aristotle's "Metaphysics" explored the nature of reality,
and his empirical approach laid the groundwork for
natural sciences.
▪Teacher of Alexander the Great.
▪Aristotle is known as the "Father of Biology." He earned
this title due to his profound contributions to the
understanding of the natural world through extensive
scientific research. In the 4th century BC, Aristotle, a
Greek philosopher, conducted in-depth studies of
various aspects of life, ranging from animals to plants.
His work laid the foundation for the scientific study of
life and the classification of living organisms. Aristotle's
investigations into the anatomy, behavior, and
classification of different species set
▪He developed a systematic approach to logic.
▪His "Nicomachean Ethics" delves into virtue ethics and
the pursuit of eudaimonia (flourishing).
▪Aristotle's "Metaphysics" explored the nature of reality,
and his empirical approach laid the groundwork for
natural sciences.
Thales of Miletus (c. 624–546 BCE)
▪Thales is considered one of the first
philosophers because he sought natural
explanations for phenomena instead of
relying on myths.
▪He proposed that water was the
fundamental substance from which all
things arise, which was an early attempt
at explaining the material world using a
unified principle.
▪Thales is considered one of the first
philosophers because he sought natural
explanations for phenomena instead of
relying on myths.
▪He proposed that water was the
fundamental substance from which all
things arise, which was an early attempt
at explaining the material world using a
unified principle.
Pythagoras (c. 570–495 BCE)
▪Pythagoras founded a mystical and
philosophical school known as
Pythagoreanism.
▪He believed in the importance of
mathematics and that numbers were the
foundation of reality.
▪The Pythagorean theorem is attributed
to him, although it likely emerged from
the school he founded.
▪Pythagoras founded a mystical and
philosophical school known as
Pythagoreanism.
▪He believed in the importance of
mathematics and that numbers were the
foundation of reality.
▪The Pythagorean theorem is attributed
to him, although it likely emerged from
the school he founded.
The Oriental Philosophers
Eastern Philosophy
Eastern Philosophy
Confucius (551 - 479 BCE)
▪Four Books
–Analects
–Mencius
–Great Learning
–Doctrine of the Mean
▪Moral character and merit significant
impact on society
▪“Gentlemen” must govern society both
political and social aspect
▪Four Books
–Analects
–Mencius
–Great Learning
–Doctrine of the Mean
▪Moral character and merit significant
impact on society
▪“Gentlemen” must govern society both
political and social aspect
Lao Tzu “Taoism” (6
th
century–5
th
century BCE)
▪Lao Tzu, a Chinese Taoist philosopher attributed
to writing the Tao Te Ching.
▪Explores the nature of reality, the balance of
opposites, and the path to enlightenment. Living
harmony with the TAO or the universal principle
of balance and harmony, and cultivating virtues
such as compassion, humility, and non-action.
▪Lao Tzu's philosophy centers around the concept
of Tao, which can be understood as the
fundamental principle or way that guides the
universe.
▪He is considered the first philosopher of Chinese
Daoism, and his teachings continue to influence
Eastern philosophy and spirituality.
th
century–5
th
century BCE)
▪Lao Tzu, a Chinese Taoist philosopher attributed
to writing the Tao Te Ching.
▪Explores the nature of reality, the balance of
opposites, and the path to enlightenment. Living
harmony with the TAO or the universal principle
of balance and harmony, and cultivating virtues
such as compassion, humility, and non-action.
▪Lao Tzu's philosophy centers around the concept
of Tao, which can be understood as the
fundamental principle or way that guides the
universe.
▪He is considered the first philosopher of Chinese
Daoism, and his teachings continue to influence
Eastern philosophy and spirituality.
Hinduism (with roots and customs dating back more than 4,000 years)
▪Hindu philosophy is the collection of
Indian philosophical systems that
have developed alongside the religion
of Hinduism.
▪Central themes in Hindu philosophy
include the concept of dharma
(duty/righteousness), the pursuit of
artha (material wealth), kama
(desire/pleasure), and moksha
(liberation from the cycle of birth and
death).
▪Hindu philosophy is the collection of
Indian philosophical systems that
have developed alongside the religion
of Hinduism.
▪Central themes in Hindu philosophy
include the concept of dharma
(duty/righteousness), the pursuit of
artha (material wealth), kama
(desire/pleasure), and moksha
(liberation from the cycle of birth and
death).
Buddhism (originated 2,500 years ago in India)
▪Buddhism is a philosophy that emphasizes
the attainment of spiritual growth
through the cultivation of mindfulness,
compassion, and wisdom
▪Buddhism teaches that suffering is caused
by craving and ignorance and that the
path to liberation is through the Eightfold
Path and the Four Noble Truths.
▪Buddhism is a philosophy that emphasizes
the attainment of spiritual growth
through the cultivation of mindfulness,
compassion, and wisdom
▪Buddhism teaches that suffering is caused
by craving and ignorance and that the
path to liberation is through the Eightfold
Path and the Four Noble Truths.
Buddha was asked:
Someone asked Buddha:
“What have you gained from
meditation?”
He replied:
“Nothing! However, let me tell
you what I lost: Anger, Anxiety,
Depression, Insecurity, Fear of
Old age and Death.”
Someone asked Buddha:
“What have you gained from
meditation?”
He replied:
“Nothing! However, let me tell
you what I lost: Anger, Anxiety,
Depression, Insecurity, Fear of
Old age and Death.”
Why is there a need to
Philosophize?
Philosophize?
Why is there a need to philosophize?
•Critical Thinking: Philosophy encourages critical examination of beliefs,
leading to a deeper understanding of concepts and ideas.
•Questioning Assumptions: It challenges assumptions and preconceived
notions, fostering intellectual growth and openness to new perspectives.
•Ethical Reflection: Philosophical inquiry helps individuals develop a coherent
ethical framework and make well-reasoned moral decisions.
•Clarity of Thought: Philosophy refines communication skills and helps
express complex ideas with clarity and precision.
•Metaphysical Exploration: It delves into questions about reality, existence,
and the nature of the universe, expanding our understanding of the world.
•Critical Thinking: Philosophy encourages critical examination of beliefs,
leading to a deeper understanding of concepts and ideas.
•Questioning Assumptions: It challenges assumptions and preconceived
notions, fostering intellectual growth and openness to new perspectives.
•Ethical Reflection: Philosophical inquiry helps individuals develop a coherent
ethical framework and make well-reasoned moral decisions.
•Clarity of Thought: Philosophy refines communication skills and helps
express complex ideas with clarity and precision.
•Metaphysical Exploration: It delves into questions about reality, existence,
and the nature of the universe, expanding our understanding of the world.
Why is there a need to philosophize?
•Self-Understanding: Philosophical reflection aids in understanding
personal values, beliefs, and motivations.
•Cultural Insights: Philosophical exploration of cultural and historical
ideas enhances cross-cultural understanding.
•Resolving Conflicts: Philosophical methods can aid in resolving
conflicts by fostering rational dialogue and empathy.
•Guidance in Life: Philosophical frameworks offer guidance in
navigating life's challenges and complexities.
•Advancing Knowledge: Philosophy contributes to the advancement of
human knowledge by addressing fundamental questions and
promoting intellectual curiosity.
•Self-Understanding: Philosophical reflection aids in understanding
personal values, beliefs, and motivations.
•Cultural Insights: Philosophical exploration of cultural and historical
ideas enhances cross-cultural understanding.
•Resolving Conflicts: Philosophical methods can aid in resolving
conflicts by fostering rational dialogue and empathy.
•Guidance in Life: Philosophical frameworks offer guidance in
navigating life's challenges and complexities.
•Advancing Knowledge: Philosophy contributes to the advancement of
human knowledge by addressing fundamental questions and
promoting intellectual curiosity.
HOLISTIC AND PARTIAL THINKING
IN PHILOSOPHY
IN PHILOSOPHY
Holistic Thinking in Philosophy
•Interconnectedness: Holistic thinking in philosophy involves considering the
interconnected nature of various philosophical concepts, theories, and perspectives. It
recognizes that different aspects of philosophy can influence and illuminate each other.
•Synthesis of Ideas: Holistic thinkers in philosophy aim to synthesize diverse philosophical
viewpoints to create a more comprehensive understanding of complex issues. They seek
connections and relationships between different theories.
•Systemic Approach: Philosophers using holistic thinking might adopt a systemic
approach, exploring how various philosophical ideas interact to form a coherent
worldview or understanding.
•Integration of Disciplines: Holistic philosophy often involves integrating insights from
various disciplines like metaphysics, ethics, and epistemology to construct a unified
perspective on fundamental questions.
•Emphasis on Context: Holistic thinkers consider the historical, cultural, and intellectual
context in which philosophical ideas emerged, recognizing the impact of these factors on
philosophical thought.
•Interconnectedness: Holistic thinking in philosophy involves considering the
interconnected nature of various philosophical concepts, theories, and perspectives. It
recognizes that different aspects of philosophy can influence and illuminate each other.
•Synthesis of Ideas: Holistic thinkers in philosophy aim to synthesize diverse philosophical
viewpoints to create a more comprehensive understanding of complex issues. They seek
connections and relationships between different theories.
•Systemic Approach: Philosophers using holistic thinking might adopt a systemic
approach, exploring how various philosophical ideas interact to form a coherent
worldview or understanding.
•Integration of Disciplines: Holistic philosophy often involves integrating insights from
various disciplines like metaphysics, ethics, and epistemology to construct a unified
perspective on fundamental questions.
•Emphasis on Context: Holistic thinkers consider the historical, cultural, and intellectual
context in which philosophical ideas emerged, recognizing the impact of these factors on
philosophical thought.
Partial Thinking in Philosophy
•Focus on Specific Issues: Partial thinking in philosophy involves concentrating on
specific philosophical issues, theories, or arguments without fully exploring their
broader implications.
•Narrow Scope: Philosophers practicing partial thinking might delve deeply into a
particular topic while neglecting its connections to other areas of philosophy.
•Analytical Depth: Partial thinkers often bring analytical depth to a specific issue,
examining it from various angles and providing intricate details.
•Specialization: Philosophers engaged in partial thinking may specialize in a
particular branch of philosophy, such as ethics, metaphysics, or philosophy of mind,
becoming experts in that specific area.
•Thematic Analysis: They may focus on themes that recur throughout philosophical
history and analyze how different philosophers have approached these themes in
isolation from each other.
•Focus on Specific Issues: Partial thinking in philosophy involves concentrating on
specific philosophical issues, theories, or arguments without fully exploring their
broader implications.
•Narrow Scope: Philosophers practicing partial thinking might delve deeply into a
particular topic while neglecting its connections to other areas of philosophy.
•Analytical Depth: Partial thinkers often bring analytical depth to a specific issue,
examining it from various angles and providing intricate details.
•Specialization: Philosophers engaged in partial thinking may specialize in a
particular branch of philosophy, such as ethics, metaphysics, or philosophy of mind,
becoming experts in that specific area.
•Thematic Analysis: They may focus on themes that recur throughout philosophical
history and analyze how different philosophers have approached these themes in
isolation from each other.
Meaning,
▪Partial Thinking in Philosophy:
•Imagine a Puzzle Piece: Think of partial thinking like focusing on
just one puzzle piece instead of looking at the whole picture. You're
really good at understanding that one piece, but you might miss
how it fits with the rest of the puzzle.
•Specialized Expertise: It's like becoming an expert in a specific
topic, like superheroes or dinosaurs. You know a lot about that one
thing, but you might not think about how it connects to other
things in the world.
▪Partial Thinking in Philosophy:
•Imagine a Puzzle Piece: Think of partial thinking like focusing on
just one puzzle piece instead of looking at the whole picture. You're
really good at understanding that one piece, but you might miss
how it fits with the rest of the puzzle.
•Specialized Expertise: It's like becoming an expert in a specific
topic, like superheroes or dinosaurs. You know a lot about that one
thing, but you might not think about how it connects to other
things in the world.
Meaning,
▪Holistic Thinking in Philosophy:
•Picture the Whole Puzzle: Imagine looking at the entire puzzle, all
the pieces put together. Holistic thinking is like understanding how
all the pieces fit and work together to create the big picture.
•Seeing the Bigger Picture: It's like thinking about not just one part
of a story, but how the whole story fits together. You try to
understand how different ideas in philosophy connect to give us a
better overall understanding of things.
•Putting Pieces Together: Holistic thinking is like being a detective,
trying to solve a mystery by collecting clues from different places
and seeing how they all relate to figure out what's really going on.
▪Holistic Thinking in Philosophy:
•Picture the Whole Puzzle: Imagine looking at the entire puzzle, all
the pieces put together. Holistic thinking is like understanding how
all the pieces fit and work together to create the big picture.
•Seeing the Bigger Picture: It's like thinking about not just one part
of a story, but how the whole story fits together. You try to
understand how different ideas in philosophy connect to give us a
better overall understanding of things.
•Putting Pieces Together: Holistic thinking is like being a detective,
trying to solve a mystery by collecting clues from different places
and seeing how they all relate to figure out what's really going on.
Meaning,
▪So, partial thinking is about being really good at
one thing but possibly missing how it fits with
everything else.
▪Holistic thinking is about understanding how
everything fits together to give us a better
understanding of the world. Both ways of thinking
are important in philosophy!
▪So, partial thinking is about being really good at
one thing but possibly missing how it fits with
everything else.
▪Holistic thinking is about understanding how
everything fits together to give us a better
understanding of the world. Both ways of thinking
are important in philosophy!
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