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Philosophy 110 > Midterm > Flashcards

Midterm Flashcards

1
Q

Philosophy

A

the rational attempt to formulate, understand, and answer fundamental questions
(Philos = “loving”, sophia = “wisdom”)
Activity
Just as much concern with formulating/ understanding questions as with finding answers

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2
Q

Fundamental questions

A

“basic” questions; has to do with what is primary; radical and abstract questions

  • Based on definition: What is X? based on essence
  • Based on model
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3
Q

4 major branches of philosophy

A
  1. Metaphysics
  2. Epistemology
  3. Axiology
  4. Logic
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4
Q

Metaphysics

A

purpose to develop a theory of reality or a theory of what is genuinely real
Distinction between appearance and reality
“Why is there something rather than nothing?”

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5
Q

Epistemology

A

study of knowledge and truth
Distinction between knowledge and opinion
Look for a definition of truth and wonder and how we can distinguish truth from error

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6
Q

Axiology

A

(Value Theory) study of value and distinction between value and fact

  1. Ethics
  2. Aesthetics
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7
Q

Ethics

A
  • questions about how to lead a morally good life
  • Rules or standards vs. human virtues (qualities)
  • Applied ethics
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8
Q

Aesthetics

A

deals with values we associate with art and beauty

- Different aesthetic judgements and vocab

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9
Q

Logic

A

The study of principles of correct reasoning

- Principles to guide the reasoning process

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10
Q

critical approach

A

To problematize what we think we know

Take our knowledge that has passed through us and not just accept it, but find an alternative story

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11
Q

Speculative approach

A

more traditional; to generate knowledge

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12
Q

Rationality

A

has to do with the way we proceed to investigate matters, settle disputes, evaluate evidence, and assess peoples’ behaviors, practices, and beliefs

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13
Q

Rationalists

A

get knowledge through exercising reason
claim that foundational principles of rationality amount to “clear and distinct ideas” that are innate in the human mind or can be discovered by a careful and critical analysis of our beliefs

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14
Q

Foundationalism

A

there are standards we can appeal to in order to determine if a belief, view or action is rational
Standards are:
Objective
Universal
Infallible
Self-evident
- There is only ONE set of correct standards (only one form of rationality)

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15
Q

Rationalist Foundationalist

A 
believe the standards are certain forms/ structures of reasoning (logical laws and rules of inference) and/or a privileged set of ideas (standards come from reasoning)
Laws of Logic:
- Law of noncontradiction
- Law of excluded middle
- Law of identity
Rules of Inference
Clear and distinct ideas
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16
Q

Law of noncontradiction

A

no statement can be both true and false

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17
Q

Law of excluded middle

A

every statement is either true or it is false; there is no third position

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18
Q

Law of identity

A

A=A. A thing is what it is and is identical with itself. It is not another thing.

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19
Q

Rules of Inference

A

rules about how we infer things from previous things
If a, then b
If santa is believed to be jolly, then santa exists
Santa is believed to be jolly, therefore santa exists

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20
Q

Clear and distinct ideas

A

ideas that are so evident that all grounds for doubt are excluded

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21
Q

Empiricist Foundationalist

A

believe the standards are sense impressions
“Seeing is believing”
Making observations through the senses → sense data
- an epistemological position

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22
Q

Constructivism

A

there are no standards that are not conditioned in important ways by culture, history, language, community, etc., so there are no objective and universal standards.
- Can take the form of relativism

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23
Q

relativism

A

holds the standards of rationality (cognitive relativism) and/or ethics (ethical relativism) are relative to a community, culture, language group, etc.
Consistent relativist can accept that from some (relative) point of view, the theory is false, irrational
Rationality is a social construction

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24
Q

Pluralism

A

there may be more than one set of standards and/or truths
- Convinced that we can learn from one another and that it’s good to try to discover common ground among different sets of standards
- Accepts fallibility, and admits that we cannot reach a clear answer
Underlying value: understanding one another

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25
Q

Socrates dates

A

469/470-399 BCE

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26
Q

Plato dates

A

427-347 BCE

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27
Q

Socrates’ Agenda for Philosophy

A

Focus: the human soul (psyche)
- Most important thing: to take care of the soul by doing Philosophy
- People should pursue truth (*objective and universal truth)- Rationalist Foundationalist
- Important connection between knowing and doing
- “One who knows the good will do the good”
- Ignorance is the root of all evil
VALUES**
Counter-cultural)

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28
Q

Socrates’ Method

A

Elenchus (cross-examination)
“What is X?” (x would be a general concept such as “justice”, “beauty”)
The essence or nature of X
Single characteristic that is X itself and which makes something the kind of thing it is
Looking for definitions of the essence
NOT looking for examples of X

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29
Q

Apology meaning of title

A

apologia = “defense”

30
Q

Socrates portrayal of himself as an outsider

A

Knows his values are different from the athenians

Is going to communicate these different values, wants to be regarded as stranger

31
Q

Charges of the 1st accusers

A

anonymous public, more dangerous

  1. Socrates searches into things under the earth and in the heavens (impiety)
  2. Socrates makes the weaker argument defeat the stronger
  3. Socrates teaches these doctrines to others
32
Q

Charges of the 2nd accusers

A
  1. Socrates corrupts the youth
  2. Socrates does not believe in the gods of the state
  3. Socrates has other divinities of his own
33
Q

Socrates response to charge of corrupting youth

A

asks meletus “who is their improver?”
Meletus says the laws, everyone but socrates; Meletus says socrates alone has a corrupting influence on the youth
Socrates’ horse analogy: horses are analogous to the youth
- Need training/ education
- Most people have a harmful influence
- Those who have a beneficial influence are rare. There are very few trainers.
He wants them to conclude that it is unreasonable to think that he alone corrupts the youth AND that meletus is thoughtless/ ignorant
Meletus says that socrates intentionally corrupts the youth
Socrates’ premises: if I (1) intentionally corrupt the youth, I intentionally run the risk of being harmed by them; (2) I would not intentionally run the risk of being harmed by the youth.
Socrates’ conclusion: (1) I do not intentionally corrupt the youth; (2) either I don’t corrupt the youth or I corrupt them unintentionally

34
Q

Socrates response to impiety charges (2 & 3)

A

Meletus says Socrates is an atheist (believes in no gods)
CONTRADICTION with charge 3
All socrates does is point out his contradiction (does not deny it)
Socrates describes his values (pg. 69) and is most concerned with doing the right thing (counter-cultural)

35
Q

Socrates’ refusal to hold public office

A

No public office because of:
The voice/ oracle
He would perish
(nothing morally necessary about holding public office)

36
Q

Socrates’ “oracle”

A

Socrates’ oracle/ sign/ voice- Daimon = “Demon”

Tells him what NOT to do

37
Q

What is the meaning of real harm or injury for socrates?

Does he think his accusers can injure him?

A

“It is not possible that a bad man can injure someone better than himself” (70)
Injury to the soul
Moral injury
Moral corruption

NO

38
Q

How socrates values compare with the more typical Athenian ones

A

Counter-cultural

  • Socrates focused on values, truth, justice
  • Athenians focused on success
39
Q

Socrates hypotheses and view about death

A
  1. Nothingness - like a dreamless sleep
  2. Change of place for the soul
    He is optimistic
40
Q

Why does socrates think evil runs faster than death

A

(he has been caught by the slower one)

Could have avoided punishment or death by being evil because it’s easier to be caught by it

41
Q

Socrates proposed counter-penalty and verdict

A

Meletus proposes death penalty
- Maintenance in the Prytaneum (like city hall)
- A fine, his friends will chip in
More people voted for death penalty than the # of people who voted for conviction in the first place (mad about Prytaneum)

42
Q

Socrates wish for his sons

A

Be the gadfly for them (if they care more about riches than virtue)

43
Q

Ego theory

A

“peach-pit theory”
Some unchanging entity (self, ago, soul, mind) that is the subject of experiences, the doer of actions, the bearer of knowledge, feelings, memories, etc.
- Accounts for the unity of consciousness and for personal identity (sameness) over time
Examples: socrates, plato

44
Q

No-self theory

A

the “self” is only an idea or imaginative construction
- There is no underlying, unchanging self
- There is a multitude of experiences, memories, actions, etc. that are mistaken for a substantial self - illusion of coherent/ unified self
Examples: Buddha, Hume, some modern neuroscientists

45
Q

Relational theory of human becoming/ personhood

A

the person is a tissue of social roles and relationships, not some entity or person who is bearing those relationships
- What “makes” an identifiable person is the distinctive relational activity occurring among human beings
- Identity is sustained only for as long as the relational activities exist
- When the tissue of relationships dissolves, there is no person
Every “person” is a constellation of many social “relatings”
Ex: confucius

46
Q

Numerical identity

A

2 or more apparently different things are numerically identical if they are the same individual
Ex: Morningstar = Venus, Eveningstar = Venus

47
Q

Qualitative identity

A

2 or more things are qualitatively identical if they have the same qualities or characteristics
Ex: 2 expo markers

48
Q

View of socrates on the soul (psyche)

A

Psyche = soul (separate from body, non-physical)
Imortal
Mind - to cognize (to know)
Seat of our uniqueness
Seat of our identity / sameness over time

49
Q

View of Plato on the soul

A

Snowman figure
- Rational part of soul (intellect): plato thought it needed to be in charge of entire soul
- Spirited part (emotional): carries a lot of energy; gets a person to move/ action
Can be trained to reflect/ act
- Appetitive part (blind animal desire): this can be constrained
To have a good life, have all parts in their proper balance

50
Q

How the story of Kisagotami (the woman who lost her family) illustrates the relational view

A

All of her relationships were cut off (die)
Takes deceased child to Buddha
Says he can help her, but she must bring back a mustard seed from a home that has not lost a loved one- does not exist
Her personhood was mutilated because she was not in a relationship with others
Buddha sent her out to relate with others (to rebuild her personhood)

51
Q

Confucius dates

A

551-479 BCE

52
Q

Similarities between Confucius, Socrates and Plato

A

Continue existing traditions

Loyal male followers/ mentees

53
Q

Confucius idea of metaphysics

A

NOT a metaphysical thinker
Accepts that everything is changing
Process world-view

54
Q

Socrates and Plato idea of metaphysics

A

2 world view
Becoming (changing) world
Being (ideas; conceptual) world — more real and more valuable

55
Q

Confucius’ Method

A

Narrative method
Very holistic
Relationships → person
Basic unit of humanity: the individual within the group/ family
Narratives of cultural-heroes, ancestors or exemplars as important.

56
Q

Confucius’ view of self/ person

A

relational theory

57
Q

Socrates/ Plato view of self/ person

A

Ego theory

58
Q

He (harmony)

A

Culinary term: good cooks blend/ pair ingredients so that they bring out the best in each other
Metaphor for society (bringing out the best in each other)

59
Q

Relational view of personhood and the power and importance of social roles

A

Basic unit of humanity of the “individual within the family/ group”
Social roles:
- Identify a unique person
- Carry expectations and guidance
- A medium through which one achieves personhood/ humanity

60
Q

Confucius’s thoughts about personal cultivation (xiushen) and 3 ways of conceiving it

A

His major philosophical aspiration

  1. As development of an exemplary dao
  2. As the refinement/rehabituation of the human being
  3. As the development of ren
61
Q

Personal cultivation as development of an exemplary dao

A

Personal way, style, manner of living one’s life

“The right or optimal path”

62
Q

Personal cultivation as the refinement/rehabituation of the human being

A

Dimensions: intellectual, feeling, bodily, aesthetic, social

63
Q

Personal cultivation as the development of ren

A

No actual definition from confucius
Understood situationally
Person who is/ has ren is called the junzi (“exemplary person”)

64
Q

Ren and the person who has ren (also called junzi)

A

Kindness, benevolence, human-heartedness, authoritative person/ conduct, consummate person/ conduct, love, humaneness
- Ren as social or relational excellence that has no existence outside of actual daily life.
Characteristics: respectful, reverential, deferential, slow to speak, delights in learning, etc
- Determined from analects

65
Q

How one develops ren through li or ritual propriety

A
  1. Book study
  2. Practice in traditional Six Arts
    - Calligraphy, music, charioteering, archery, arithmetic, observing ritual propriety (li)
66
Q

What is li?

A

Acting according to ritualized or ceremonial forms of social behavior and observing the requirements of social roles

67
Q

Where does li come from?

A 
Originates in Shong Dynasty
- Only ruler practiced it
Early Zhou Dynasty
- Was extended to court society
Confucious’ vision
- Everybody should practice observing ritual propriety
68
Q

Why does Confucius give li such prominence in his thought?

A

(see 12.1 for example)
Through self discipline and observing ritual propriety, one becomes authoritative in one’s conduct (ren)
Self- originating

69
Q

li functions

A

Ritualized interactions create order and stability
Necessary for refining human sensibilities
Structured by rules, yet can be used creatively for personal expression
Creates order/ harmony; uses tradition
The ren of the past
Informs family relations

70
Q

Connection of ren and li

A

Li is the ren of the past

It is also the condition for ren to flourish anew

71
Q

Xiao (fillial piety)

A

family feeling, family reverence
Root form of ren; fostered by li that shapes conduct within the family
- Parents are the first teachers; personal cultivation begins within family
- Family relationships are the first opportunity to shed ego-centrism and form considerate relationships
- children learn mutuality, compassion, deference, respect, and kindness
- Modeling of these values within the family is crucial
- The fundamental form of governance
- Not about blind obedience, children may remonstrate with their parents

Philosophy 110 (6 decks)

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