PDF This Is Philosophy: An Introduction

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The footnote references to important thinkers are well done. The advice for further reading is refreshingly unconventional, but not well balanced; and what is said about Plato and Greek philosophy is definitely misleading. Reprints and Permissions. By submitting a comment you agree to abide by our Terms and Community Guidelines. If you find something abusive or that does not comply with our terms or guidelines please flag it as inappropriate.

Introduction to Metaphysics

Article metrics. Advanced search. Skip to main content. Subscribe Search My Account Login. Abstract THIS clear and well-reasoned introduction starts from the classical problem of modern philosophical thought—sense perception and the knowledge we take to be based upon it. An Introduction to Philosophy W.

Cambridge Introductions to Philosophy: An Introduction to Ethics

Introduction: What is Philosophy? Philosophy: Difficult, Important and Everywhere 11m. Reading 3 readings. About this Course 10m. Module: What is Philosophy? Optional Reading 10m. Quiz 2 practice exercises. Practice: What is Philosophy? What is Philosophy? The Status of Morality 11m.

Objectivism, Relativism and Emotivism 13m.

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Objections to Objectivism, Relativism and Emotivism 11m. Further Discussion 7m. Reading 2 readings.

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  8. Module: Morality: Objective, Emotive or Relative? Related work by Philosophy staff at the University of Edinburgh 10m. Quiz 1 practice exercise. Practice: Morality: Objective, Relative or Emotive? Video 5 videos. The Basic Constituents of Knowledge 13m.

    Fundamental Ideas in Philosophy: An Introduction - ANU

    Do We Have Any Knowledge? Further Discussion 1 10m. Further Discussion 2 3m. Module: What is Knowledge? And Do We Have Any? Practice: What is Knowledge? Morality: Objective, Relative or Emotive?

    About An Introduction to Indian Philosophy

    What is Knowledge? Video 7 videos. The Grounds of Political Obligation 2m.

    Book Review: Education and Philosophy: an introduction, by Ansgar Allen and Roy Goddard

    Gratitude and Benefit 4m. Consent 8m. Fairness 3m. What if the Problem Can't Be Solved?

    Morality: Objective, Relative or Emotive?

    Summary 1m. Introduction: Hume on Testimony and Miracles 8m. Reid's Challenge to Hume 2m. Reid's Argument 5m. Kant, the Enlightenment and Intellectual Autonomy 4m. The Value of Intellectual Autonomy 3m. Descartes' Substance Dualism Theory of the Mind 11m. Physicalism: Identity Theory and Functionalism 13m.

    Functionalism and What Mental States Do 8m. Functionalism and Functional Complexity 4m. Minds vs. Machines: Problems for the Computational View of the Mind 4m. Further Discussion 4m. Module: Mind, Brains and Computers 10m. Practice: Minds, Brains and Computers 24m. The Aim of Science: Saving the Phenomena vs. Truth 2m. Saving the Phenomena? Ptolemeic Astronomy 5m. The next chapter draws on the work of post- Foucauldian scholars such as Ian Hunter and James MacDonald to provide a historical account of the origins and subsequent evolution of mass schooling in the 19th century and of the parallel development of a form of liberal education exclusively reserved for a privileged elite.

    The chapter concludes by arguing that the failed attempts of both progressive education and research universities to defend their enlightenment educational values against the forces of modernity unwittingly prepared the ground for the kind of schools and universities by which they have now been replaced.

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    The hallmark of a good introductory text is that it combines a coherent overview of its subject matter with its own distinctive argument. This book more than meets this requirement. But, for me, its major achievement is that it offers a penetrating analysis of the present condition of education, which actually addresses the needs and concerns of the many teachers, students, and teacher educators who want to understand why and how they have become implicated in maintaining a system of education they actually deplore. On this modern view, philosophy of education is primarily concerned with the scholarly investigation of problems in academic philosophy that have some connection to education.

    For the authors of this book this view has proven to be practically sterile and, as a result, is now on the verge of extinction. This view of the contribution of philosophy to the education of teachers is, of course, hardly original.