Philosophy type of slidesVelasquez13e_PPT_ch01.pptx

In chapter 1 of Houlgate’s An Introduction to Hegel, the author starts by introducing the idea that human consciousness is presupposed by certain categories of thought that frame what we can know epistemologically. This basic idea of categories is similar to the idea proposed by Kant in the Critique of Pure Reason, but differs in an important respect because Kant holds that we can only truly know the phenomenological world of sensory experience and that, because our sensory input is shaped by our human categories of understanding, we can not really know the noumenal world (or the world as it actually is). Hegel argues that because we are part of nature, and derive from the natural world, that our categories have been shaped in a way that actually sees the world as it is and not just a phenomenological illusion that hides what is truly behind the curtain. This seemingly small change is actually enormous because it means that we can come to know Truth and the world we experience is not, as Nietzsche would argue, just a human fictional contrivance. In this sense, something like causality is not just a human concept that we impose on things, but is actually a constituent part of the world.

Another important difference between Hegel and Kant is that Kant sees the categories as unchanging, while Hegel sees them more in a historical light wherein they change, whether for better or worse, according to historical epoch and the advancing of civilizations. The milieu of categorical presuppositions combine to form a particular metaphysic within a culture or society. This represents the geist or spirit of that society. The world spirit comes to know itself through these changing categories and all revolutions in science, history, and politics, derive from the changing metaphysical vision of a society. In the text, this idea is connected with Thomas Kuhn’s notion of a “paradigm shift” and the ensuing changes in worldview that this shift ushers in. These changes in paradigm are not just brought about by changes in categories for Kuhn but also by technological advances. For Kuhn though, these changes are endless and will always progress, so the concept of the “end of history” would not align with Kuhn’s framework. For Hegel, humans do not just change concepts and paradigms for the sake of knowledge but more importantly for the sake of human freedom and self-determination. Thus, for H
comes to an end when all humans realize that they are free and fully able to achieve self-determination. Although all societies are moving towards greater freedom and self-determination, they each can have their unique way of achieving that goal. This historicism provides temporal and geographic context to history, a “spirit of the age,” beyond a singular vision of human progress. In this sense Hegel’s view is both universalistic and relativistic, or perhaps monistic and pluralistic. This means that the philosophy of any region or time must be living and not simply an attempt to

1. P H I L O S O P H Y A Text with Readings 13th Edition Manuel Velasquez Chapter 1: “ The Nature of Philosophy ” © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

2. Outline of Topics in Chapter 1 1.1 What Is Philosophy? 1.2 The Traditional Divisions of Philosophy 1.3 A Philosopher in Action: Socrates 1.4 The Value of Philosophy © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

3. 1.1 What Is Philosophy? The word philosophy comes from the Greek words philein , meaning “ to love, ” and sophia , meaning “ wisdom. ” Philosophy begins with wonder and questions. Its goal is to help us answer questions for ourselves, and make up our own minds about our self, life, knowledge, society, religion, and morality. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

4. Plato’s Allegory of the Cave The Allegory of the Cave, from The Republic of Plato , provides a powerful image of philosophy (5-6) What is the setting? How does the story begin? What happens to the prisoner once he’s unchained? What happens to him when he returns to the cave? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

5. Key Points in The Allegory of the Cave (slide 1 of 2) The myth describes the philosopher's climb from the dark cave of philosophical ignorance up into the light of philosophical wisdom. The story begins with chained prisoners watching shadows cast on a cave wall by objects passing in front of a fire. They mistake the shadows for reality. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

6. Key Points in The Allegory of the Cave (slide 2 of 2) If a prisoner is freed and forced to see the fire and objects, he will have difficulty seeing and will think the shadows are more real than the objects. The prisoner would at first be blinded if he were dragged out of the cave into the light. If he returns to the cave, he would be unable to see and would be laughed at. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

7. Plato’s Allegory and “Doing” Philosophy Plato’s myth is an allegory for what it means to “do” philosophy. Philosophy is an activity—not an outcome. The activity of philosophy can be hard work. The aim of this activity is freedom. Philosophy examines our most basic assumptions. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

8. Examining our Most Basic Assumptions Both Plato and the woman philosopher Perictione remind us that, as the pursuit of wisdom, philosophy involves the examination of our most fundamental assumptions. What are two basic assumptions you make about human nature, the nature of reality, or morality? Do you believe that you should accept them after reflecting on them? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

9. The Diversity of Philosophy The search for wisdom cuts across all races, cultures, and sexes. Therefore, this text will look not only at Western philosophers, but also Indian, African, and Asian philosophers. Additionally, although woman philosophers have been ignored or neglected, this book includes discussions of an approach to philosophy that tries to capture the special philosophical insights of female philosophers. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

10. 1.2 The Traditional Divisions of Philosophy Philosophy has traditionally pursued three kinds of questions: What is knowledge? What is real? What is right and good? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

11. Epistemology: The Study of Knowledge The field of philosophy that addresses this question is called epistemology . Epistemology deals with questions about the nature of knowledge, its reliability and extent, and the nature of truth. Write out two examples of epistemological questions. What sorts of epistemological assumptions does the feminist philosopher Gail Stenstad call into question? What claims does she make? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

12. Metaphysics: The Study of Reality or Existence The field of philosophy that addresses this question is called metaphysics . Metaphysics addresses questions of reality, the nature of mind, self, and human freedom, as well as some topics that overlap with religion. Write out two examples of metaphysical questions. What metaphysical assumptions did Paul Henri d ’ Holbach call into question? How does Frankl argue against Holbach ? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

13. Ethics: The Study of Values The field of philosophy that addresses this question is called ethics . Ethics is the study of our values and moral principles and how they relate to human conduct and to our social and political institutions. What are two examples of ethical questions? What ethical assumptions did Gandhi call into question? What alternative viewpoint did the egoist philosopher Harry Browne offer? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

14. Other Philosophical Inquiries Philosophy also includes a range of inquiries usually referred to as "the philosophy of…” These examine the basic assumptions underlying particular areas of human knowledge or activity. They include: Philosophy of science Philosophy of art Political philosophy © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

15. 1.3 A Philosopher in Action: Socrates To better understand philosophy, we’ ll take a close look at Socrates, who is sometimes called the father of Western philosophy. Socrates was born 469 BCE in Athens, Greece, a flourishing and vigorous city-state. He was well-known for his practice of questioning powerful men about their beliefs. This led to his death, after Athenians claimed that Socrates had weakened the traditional values and beliefs that made Athens strong by questioning them. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

16. The Dialogues of Plato Socrates left no writings, so most of what we know about him comes from the Dialogues of Plato, one of Socrates ’ disciples. The Dialogues are short dramas in which the character of Socrates usually plays a major role. There is some controversy over whether Plato ’ s Dialogues reflect the real conversations and views of Socrates. We’ ll look at four dialogues: A) Euthyphro , B) The Republic , C) The Apology , and D) Crito . © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

17. A) Euthyphro Euthyphro shows Socrates questioning traditional religious beliefs about “holiness,” or action required by religious duty. Under what circumstances do Euthyphro and Socrates meet? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

18. Thinking about Holiness What sort of account of holiness does Socrates seek from Euthyphro , and how do Euthyphro’s answers fall short? Socrates asks Euthyphro , “Do the gods love what is holy because it is holy, or is it holy because they love it?” How does Euthyphro answer this? What other answers are there? Is there a best answer? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

19. B) The Republic In the selection from The Republic , Socrates is exploring the question, “What is justice?” He uses his questioning method to show Thrasymachus , a well-known teacher, that he does not know what he is talking about. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

20. Thinking about Justice How does Thrasymachus answer the question, “ What is justice? ” (25-26) How does Thrasymachus explain his answer? Explain how Socrates tests the truth of Thrasymachus ’ answer. (26-27) Write out Socrates’ argument against Thrasymachus ’ conception of justice. List the premises and conclusion as separate statements. Are you convinced by his argument? What questions does it raise for you? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

21. C) The Apology Shortly after the scene described in Euthyphro , Meletus and others brought Socrates to trial. The Apology is Plato’s account of the speech Socrates delivered in his own defense. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

22. Exploring Socrates’ Defense Why is Socrates on trial? What is Socrates’ explanation of the origin of the charges against him? (28) How does Socrates come to do philosophy? What does Socrates conclude about his own wisdom, and how does arrive at this conclusion? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

23. D) Crito Even after his trial, Socrates continues his practice of doing philosophy. In Crito , Plato recounts Socrates’ conversation with his close friend, Crito , the day before his execution. Crito tries to convince him to escape. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

24. Do We Have an Obligation to Obey the Law? Review Socrates’ three arguments against escaping (32-34). Are any terms vague or ambiguous? Are there any debatable assumptions? Which premises seem acceptable and which not? Can you provide an alternative argument for Socrates’ conclusion, or for a different conclusion? Under what condition is it permissible to disobey the law? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

25. 1.4 The Value of Philosophy How does the philosophy help one to… Achieve freedom? Build one’s own view of life? Cultivate Awareness? Learn to think critically? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

26. The Theme of This Text This text might appear to address many disparate philosophical themes. The unifying question that draws them all together is: Who and what am I? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

27. 1.5 Reading (slide 1 of 2) Why study philosophy? In his “ Story of a Good Brahmin, ” the eighteenth-century philosopher Voltaire suggests that even though an ignorant person may be much happier than a philosopher, we nevertheless prefer the despair of philosophy to ignorant contentment. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

28. 1.5 Reading (slide 2 of 2) Do you believe that Voltaire is right? Would you rather be the Brahmin than the old woman who was his neighbor? Why? If you would rather be the Brahmin—why do you prefer knowledge to happiness? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.