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Author: David Bronstein
Publisher: Oxford University Press
ISBN: 019872490X
Category : Philosophy
Languages : en
Pages : 287
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Book Description
David Bronstein sheds new light on Aristotle's 'Posterior Analytics' - one of the most important, and difficult, works in the history of Western philosophy. He argues that it is coherently structured around two themes of enduring philosophical interest - knowledge and learning - and goes on to highlight Plato's influence on Aristotle's text.
Author: David Bronstein
Publisher: Oxford University Press
ISBN: 019872490X
Category : Philosophy
Languages : en
Pages : 287
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Book Description
David Bronstein sheds new light on Aristotle's 'Posterior Analytics' - one of the most important, and difficult, works in the history of Western philosophy. He argues that it is coherently structured around two themes of enduring philosophical interest - knowledge and learning - and goes on to highlight Plato's influence on Aristotle's text.
Author: M. F. Burnyeat
Publisher: Cambridge University Press
ISBN: 0521750725
Category : History
Languages : en
Pages : 393
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Book Description
The first of two volumes collecting the published work of one of the greatest living ancient philosophers, M.F. Burnyeat.
Author: Marta Jimenez
Publisher: Oxford University Press
ISBN: 0192565192
Category : Philosophy
Languages : en
Pages : 225
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Book Description
Marta Jimenez presents a novel interpretation of Aristotle's account of the role of shame in moral development. Despite shame's bad reputation as a potential obstacle to the development of moral autonomy, Jimenez argues that shame is for Aristotle the proto-virtue of those learning to be good, since it is the emotion that equips them with the seeds of virtue. Other emotions such as friendliness, righteous indignation, emulation, hope, and even spiritedness may play important roles on the road to virtue. However, shame is the only one that Aristotle repeatedly associates with moral progress. The reason is that shame can move young agents to perform good actions and avoid bad ones in ways that appropriately resemble not only the external behavior but also the orientation and receptivity to moral value characteristic of virtuous people. Through an analysis of the different cases of pseudo-courage and the passages on shame in Aristotle's ethical treatises, Jimenez argues that shame places young people on the path to becoming good by turning their attention to considerations about the perceived nobility and praiseworthiness of their own actions and character. Although they are not yet virtuous, learners with a sense of shame can appreciate the value of the noble and guide their actions by a genuine interest in doing the right thing. Shame, thus, enables learners to perform virtuous actions in the right way before they possess practical wisdom or stable dispositions of character. This proposal solves a long-debated problem concerning Aristotle's notion of habituation by showing that shame provides motivational continuity between the actions of the learners and the virtuous dispositions that they will eventually acquire
Author: Dominic Scott
Publisher: Cambridge University Press
ISBN: 0521474558
Category : Education
Languages : en
Pages : 301
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Book Description
Questions about learning and discovery have fascinated philosophers from Plato onwards. Does the mind bring innate resources of its own to the process of learning or does it rely wholly upon experience? Plato was the first philosopher to give an innatist response to this question and in doing so was to provoke the other major philosophers of ancient Greece to give their own rival explanations of learning. This book examines these theories of learning in relation to each other. It presents an entirely different interpretation of the theory of recollection which also changes the way we understand the development of ancient philosophy after Plato. The final section of the book compares ancient theories of learning with the seventeenth-century debate about innate ideas, and finds that the relation between the two periods is far more interesting and complete than is usually supposed.
Author: Christiana M. M. Olfert
Publisher: Oxford University Press
ISBN: 0190281006
Category : Philosophy
Languages : en
Pages : 289
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Book Description
In Aristotle on Practical Truth, C.M.M. Olfert gives the first book-length treatment of Aristotle's notion of practical truth. The book covers the origins of practical truth in Plato's philosophy; practical truth's role in practical reasoning; its contributions to motivation and action; and its implications for ethical development.
Author: Aristotle
Publisher: Cambridge University Press
ISBN: 9780521043892
Category : History
Languages : en
Pages : 156
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Book Description
Author: Marc Gasser-Wingate
Publisher: Oxford University Press
ISBN: 0197567452
Category : Language Arts & Disciplines
Languages : en
Pages : 277
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Book Description
Though Aristotle is often thought to be an empiricist-someone who thinks all knowledge is somehow derived from perception-the philosopher is often thought to have little to say on these matters. Gasser-Wingate here offers a sustained examination of these discussions and their epistemological, psychological, and ethical implications. It defends an interpretation of Aristotle as a moderate sort of empiricist, who thinks we can develop sophisticated forms of knowledge by broadly perceptual means, and that we therefore share an important part of our cognitive lives with nonrational animals, but also holds that our intellectual powers allow us to surpass them in certain ways, and develop distinctively human forms of understanding.
Author: Aristotle
Publisher: Createspace Independent Publishing Platform
ISBN: 9781539784388
Category :
Languages : en
Pages : 152
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Book Description
The Ethics of Aristotle is one half of a single treatise of which his Politics is the other half. Both deal with one and the same subject. This subject is what Aristotle calls in one place the "philosophy of human affairs;" but more frequently Political or Social Science. In the two works taken together we have their author's whole theory of human conduct or practical activity, that is, of all human activity which is not directed merely to knowledge or truth. The Nicomachean Ethics is the name normally given to Aristotle's best-known work on ethics. The work, which plays a pre-eminent role in defining Aristotelian ethics, consists of ten books, originally separate scrolls, and is understood to be based on notes from his lectures at the Lyceum. The title is often assumed to refer to his son Nicomachus, to whom the work was dedicated or who may have edited it (although his young age makes this less likely). Alternatively, the work may have been dedicated to his father, who was also called Nicomachus. The theme of the work is a Socratic question previously explored in the works of Plato, Aristotle's friend and teacher, of how men should best live. In his Metaphysics, Aristotle described how Socrates, the friend and teacher of Plato, had turned philosophy to human questions, whereas Pre-Socratic philosophy had only been theoretical. Ethics, as now separated out for discussion by Aristotle, is practical rather than theoretical, in the original Aristotelian senses of these terms. In other words, it is not only a contemplation about good living, because it also aims to create good living. It is therefore connected to Aristotle's other practical work, the Politics, which similarly aims at people becoming good. Ethics is about how individuals should best live, while the study of politics is from the perspective of a law-giver, looking at the good of a whole community.
Author: Jiyuan Yu
Publisher: Routledge
ISBN: 1136748482
Category : Philosophy
Languages : en
Pages : 290
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Book Description
As a comparative study of the virtue ethics of Aristotle and Confucius, this book explores how they each reflect upon human good and virtue out of their respective cultural assumptions, conceptual frameworks, and philosophical perspectives. It does not simply take one side as a framework to understand the other; rather, it takes them as mirrors for each other and seeks to develop new readings and perspectives of both ethics that would be unattainable if each were studied on its own.
Author: Norbert M. Seel
Publisher: Springer Science & Business Media
ISBN: 1441914277
Category : Education
Languages : en
Pages : 3643
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Book Description
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
