Terms Flashcards

Question

Pragmatism

Answer 1

About concrete consequences. What's true is what works in practice. Activity rather than empiricists' passive observations. US, Pierce, late 19th century

Answer 2

We should act for the greatest good for the greatest number. Consequentialism, the right action is the one with the right outcome

Answer 3

Thoughtful action

Answer 4

Practical wisdom, how to act in particular situations, prudence, practical virtuous judgement

Answer 5

Comenius System of universal knowledge, encyclopedic organising so can be taught, in native lang not Latin to anyone, even the poor, women

Answer 6

17th century Czech Progressivism. Learning through play. Education for all. Pansophism - synthesised all knowledge so that it can be taught to anyone (even poor, women) Comenius introduced a number of educational concepts and innovations including pictorial textbooks written in native languages instead of Latin, teaching based in gradual development from simple to more comprehensive concepts, lifelong learning with a focus on logical thinking over dull memorization, equal opportunity for impoverished children , education for women, and universal and practical instruction.

Answer 7

Relating to the spontaneous sensuous side of human nature. Used by Nietzsche.

Answer 8

Ren2. humaneness, altruistic, empathy, benevolence

Answer 9

Li3. Ritual, propriety, proper conduct

Answer 10

yi4. righteousness, moral principles for judgements, discretion, justice

Answer 11

Friere, Habermas

Answer 12

a philosophical theory or approach which emphasizes the existence of the individual person as a free and responsible agent determining their own development through acts of the will.

Answer 13

behaviourism Rigid behavioural response, no thought or reasoning. Different to training, which could also have thought.

Answer 14

Not just neutral education for autonomous individuals, but those individuals are situated in social context

Answer 15

Piaget suggests that people actively construct their knowledge of the world based on the interactions between their ideas and their experiences.

Answer 16

Questioning to activate knowledge (either innate like in Plato or recently acquired). More general definition is logical analysis of questions , part of logic.

Answer 17

education for an extrinsic not intrinsic end. Not just vocational but parenthood, citizenship, inculcation of a culture or religion.

Answer 18

using an example In analytic philosophy, the paradigm case argument is an argument which is applied as a rebuttal to the claim that certain concepts, such as free will or knowledge are meaningless.

Answer 19

What is true for one group may be untrue or valueless for another, so we have no way to decide what is really true and rational

Answer 20

We construct knowledge not receive it. Eg maths teaching work it out yourself, tell me your process. We can never assume 2 people construct the same knowledge. Based on Piaget's child interaction with objects.

Answer 21

Metaphysics - 2 different realms, physical and spiritual | Philosophy of mind - body and mind are separated

Answer 22

Knowledge from observation not reason. Specific not universal. Locke 17/18 century

Answer 23

Gramsci, Marxist, early 20th century Hegemonic culture propagates its own values and norms so that they become the "common sense" values of all and thus maintain the status quo. Cultural hegemony is therefore used to maintain consent to the capitalist order, rather than the use of force to maintain order. This cultural hegemony is produced and reproduced by the dominant class through the institutions that form the superstructure.

Answer 24

Durkheim, Emile, late 1800s early 1900s Collective consciousness, collective conscience, or collective conscious (French: conscience collective) is the set of shared beliefs, ideas, and moral attitudes which operate as a unifying force within society.[1] In general, it does not refer to the specifically moral conscience, but to a shared understanding of social norms.[2] The modern concept of what can be considered collective consciousness includes solidarity attitudes, memes, extreme behaviors like group-think and herd behavior, and collectively shared experiences during collective rituals and dance parties.[3] Rather than existing as separate individuals, people come together as dynamic groups to share resources and knowledge. It has also developed as a way of describing how an entire community comes together to share similar values. This has also been termed "hive mind", "group mind", "mass mind", and "social mind".[4] Gramsci too.

Answer 25

Zygmunt Bauman The swarm links individual consumption to wider corrosive consumerism. The swarm not a social group - no leaders and structure. Consumption has taken over from labour as society's organising principle.

Answer 26

Process of inquiry from many angles to come to a truth. The Socratic dialogues are a particular form of dialectic known as the method of elenchus (literally, "refutation, scrutiny"[7]) whereby a series of questions clarifies a more precise statement of a vague belief, logical consequences of that statement are explored, and a contradiction is discovered There is another interpretation of dialectic, suggested in The Republic, as a procedure that is both discursive and intuitive Special forms of it by Hegel and Marx

Answer 27

Western Marxism Hungarian 20th century esp early Lukács has been described as the preeminent Marxist intellectual of the Stalinist era, though assessing his legacy can be difficult as Lukács seemed both to support Stalinism as the embodiment of Marxist thought, and yet also to champion a return to pre-Stalinist Marxism.[8]

Answer 28

Method of interpretation. Seems to have 2 uses 1. Interpretation of ancient texts like the Bible but now seems to be used for all kinds of study of oldish texts 2. interpretation of social life, understanding and being understood Hermeneutics is the theory and philosophy of understanding and interpretation. The term derives from Hermes, a son of Zeus, who interprets messages from the Greek gods. Hermes was not simply a messenger, however. He was also a trickster. It was not always easy to determine which role Hermes was playing. As Hermes’s story suggests, understanding and interpretation can be fraught. In education, for example, students sometimes struggle to understand the meaning of texts. Teachers try to understand students’ questions and may wonder about the meaning of teaching for their own lives. Educational researchers who use qualitative and quantitative methods make interpretive judgments (albeit for different reasons) and must determine whether their interpretations are defensible. Hermeneutic theory recognizes that interpretive challenges such as these can be analyzed from various perspectives that posit different assumptions about what interpretation entails and what the goals of interpretation should be. Becoming familiar with debates in hermeneutic theory can help us appreciate the interpretive complexities we encounter every day and permit us to become more thoughtful interpreters. A key debate concerns how interpretation is defined. One definition frames interpretation in terms of epistemology (the philosophy of knowing and knowledge). From this perspective, interpretation is a method or cognitive strategy we employ to clarify or construct meaning. The goal is to produce valid understanding of meaningful “objects,” such as texts, artifacts, spoken words, experiences, and intentions. The second definition frames interpretation in terms of ontology (the philosophy of being and existence). In this view, interpretation is not an act of cognition, a special method, or a theory of knowledge. Interpretation, instead, characterizes how human beings naturally experience the world. Realized through our moods, concerns, self-understanding, and practical engagements with people and things we encounter in our sociohistorical contexts, interpretation is an unavoidable aspect of human existence.

Answer 29

Heuristic, keep things as simple as possible (shave away extraneous) the problem-solving principle that "entities should not be multiplied without necessity", sometimes inaccurately paraphrased as "the simplest explanation is usually the best one."

Answer 30

A gap. Eg a lacuna in the theory or system.

Answer 31

What ought to be, setting or relating to a standard or norm

Answer 32

Ideas vs facts and their epistemology. Sometimes the same as Hume's law - If we know something is true, doesn't mean we know what ought to be Hume's fork, a statement's meaning either is analytic or is synthetic, the statement's truth—its agreement with the real world—either is necessary or is contingent, and the statement's purported knowledge either is a priori or is a posteriori.[

Answer 33

Analytic a priori means true due to the definition of the words in the statement eg squares have 4 sides/bachelors are unmarried. You know it if you know the constituent definitions,the 2 are related Synthetic sentences are more usual, based on experience of the world eg bachelors have fun. The predicate have fun is totally different to the bachelor word. You synthesise the different concepts.

Answer 34

A part of a sentence containing a verb saying something about the subject. Eg 'went home' in 'John went home'

Answer 35

The separate thing causing something The material cause: “that out of which”, e.g., the bronze of a statue. The formal cause: “the form”, “the account of what-it-is-to-be”, e.g., the shape of a statue. The efficient cause: “the primary source of the change or rest”, e.g., the artisan, the art of bronze-casting the statue, the man who gives advice, the father of the child. The final cause: “the end, that for the sake of which a thing is done”, e.g., health is the end of walking, losing weight, purging, drugs, and surgical tools.

Answer 36

The material cause: “that out of which”, e.g., the bronze of a statue. The formal cause: “the form”, “the account of what-it-is-to-be”, e.g., the shape of a statue. The efficient cause: “the primary source of the change or rest”, e.g., the artisan, the art of bronze-casting the statue, the man who gives advice, the father of the child. The final cause: “the end, that for the sake of which a thing is done”, e.g., health is the end of walking, losing weight, purging, drugs, and surgical tools.

Answer 37

Common knowledge or belief. Plato saw it as illusion (which, like art, was bad), based on unrational belief of the masses, compared to knowledge (justified true belief). Plato presents the sophists as wordsmiths who ensnared and used the malleable doxa of the multitude to their advantage without shame. Aristotle clarifies this by categorizing the accepted truths of the physical world that are passed down from generation to generation as endoxa. Pierre Bourdieu, in his Outline of a Theory of Practice (1972), used the term doxa to denote a society's taken-for-granted, unquestioned truths.[10] In comparison, opinion is the sphere of that which may be openly contested and discussed.[11] The doxa, in Bourdieu's view, is the experience by which "the natural and social world appears as self-evident."[10]:164 It encompasses what falls within the limits of the thinkable and the sayable ("the universe of possible discourse"); that which "goes without saying because it comes without saying." Bourdieu also explains the term doxa in his interview with theorist Terry Eagleton, where he uses an example about common beliefs in school.[13] He asked students what qualifies as achievement in school. In response, the students on the lower end of the academic spectrum viewed themselves as being inferior or not as smart as the students who excelled. Doxa is evident in this response, because this was the common belief and attitude that the students had based on what society pushed them to believe. Bourdieu believes that doxa derives from socialization, as socialization also deals with beliefs that derive from society; as we grow up in the environment, we tend to believe what society tells us is correct. Adding on to his previous example, Bourdieu contends that it is a socially-accepted misconception that if you do not score as high as someone else, then you are obviously not as smart as they are. Scores do not prove that one is smarter, because there are many different factors that play into what you score on a test. People may excel within a certain topic and fail at another. However, even though it is a misconception, people tend to partake in common practices to make themselves feel better. In the case of common beliefs in school, the students who feel inferior due to popular belief that they are not as smart as the students who score higher than they, may experiment with drugs to ease the insecurities they face. Bourdieu believes that doxa is more than common belief: it also has the potential to give rise to common action.

Answer 38

PHILOSOPHY an underlying reality or substance, as opposed to attributes or to that which lacks substance

Answer 39

to assume the reality of (an idea, proposition, etc.); to treat or regard (a concept, idea, etc.) as a distinct substance or reality

Answer 40

the part of theology concerned with death, judgement, and the final destiny of the soul and of humankind.

Terms Flashcards

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