Great Ideas of Philosophy

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Table of ContentsThe Great Ideas of Philosophy, 2 nd EditionPart IIIProfessor Biography............................................................................................iCourse Scope.......................................................................................................1Lecture Twenty-FiveFrancis Bacon and the Authority of Experience........2Lecture Twenty-Six Descartes and the Authority of Reason .....................4Lecture Twenty-Seven Newton⎯The Saint of Science .................................7Lecture Twenty-Eight Hobbes and the Social Machine ................................9Lecture Twenty-NineLecture ThirtyLecture Thirty-OneLocke’s Newtonian Science of the Mind.................12No Matter? The Challenge of Materialism..............15Hume and the Pursuit of Happiness.........................17Lecture Thirty-Two Thomas Reid and the Scottish School .....................19Lecture Thirty-Three France and the Philosophes .....................................22Lecture Thirty-FourThe Federalist Papers and theGreat Experiment.....................................................25Lecture Thirty-Five What Is Enlightenment? Kant on Freedom .............28Lecture Thirty-Six Moral Science and the Natural World .....................31Timeline.............................................................................................................34Glossary.............................................................................................................39Biographical Notes............................................................................................43Bibliography............................................................................................... Part Vii©2004 The Teaching Company Limited Partnership
Scope:The Great Ideas of Philosophy, 2 nd EditionThis course of 60 lectures is intended to introduce the student to main currents and issues in philosophical thoughtfrom the founding of the subject in ancient Greece to more contemporary studies. The lectures are organized aroundthree abiding problems: the problem of knowledge (epistemology and metaphysics), the problem of conduct (ethicsand moral philosophy), and the problem of governance (political science and law). Each of these has by nowevolved into a specialized subject treated rigorously in professional texts and journals. But even in these moretechnical projections, the problems remain largely as they were when the schools of Plato and Aristotle dealt withthem and imposed on them the features they still retain.More than a series of lectures on the great philosophers, this course is designed to acquaint the student with broadercultural and historical conditions that favored or opposed a given philosophical perspective. Attention is paid to theinfluence that scientific developments had on the very conception of philosophy and on the scientific rejection of“metaphysics” that took place when the “two cultures” began to take separate paths.Needless to say, the vast terrain that philosophy seeks to cover extends far beyond what can be explored in 60lectures—or in 200 lectures! Entire areas of active scholarship have been ignored. But still other areas have beenmore carefully examined than is customary in an introductory course: philosophy of law, philosophy and aesthetics,evolutionary and psychoanalytic theory. The hope and expectation is that, informed by these lectures, the interestedstudent will press on, will fashion a fuller curriculum of study, and will return to these lectures for the more generalframework within which the specialized knowledge ultimately must find a place.©2004 The Teaching Company Limited Partnership 1
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Daniel N. Robinson, Ph.D.Philosophy
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Lecture OneFrom the Upanishads to H
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E. The Upanishads would merge us wi
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2. Despite their oracles, priests,
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4. Looking at geometry, we are told
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E. The contribution of pre-Socratic
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of the mystery of earth itself impe
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Lecture SixHerodotus and the Lamp o
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Lecture SevenSocrates on the Examin
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Xenophon. Memorabilia. Cornell Univ
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II. A philosopher is engaged in the
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Lecture NineCan Virtue Be Taught?Sc
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Lecture TenPlato’s Republic⎯Man
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Annas, J. “Classical Greek Philos
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III. The dominant school of Greek m
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1. Epistemonikon is a special featu
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Timeline800-600 B.C.E. ............
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1705...............................
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1873...............................
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Functionalism: The view that consci
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Tabula rasa: A blank slate. In the
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progress in one of its most summoni
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John Locke (1632-1704): Physician a
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The Great Ideas ofPhilosophy, 2 nd
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Table of ContentsThe Great Ideas of
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Lecture ThirteenAristotle on Friend
Page 58 and 59: C. Aristotle is recovering the Home
Page 60 and 61: III. The problem of conduct is then
Page 62 and 63: C. The Stoic account relies on the
Page 64 and 65: Lecture SixteenThe Stoic Bridge to
Page 66 and 67: Recommended Reading:Bede. A History
Page 68 and 69: III. Roman law successfully permitt
Page 70 and 71: Lecture EighteenThe Light Within⎯
Page 72 and 73: B. Augustine approaches the problem
Page 74 and 75: B. Very early, the Islamic commitme
Page 76 and 77: Lecture TwentySecular Knowledge⎯T
Page 78 and 79: IV. The third great institutional c
Page 80 and 81: 1. Scholasticism was an attempt to
Page 82 and 83: Lecture Twenty-TwoScholasticism and
Page 84 and 85: E. Further, to the intellectual vir
Page 86 and 87: historical volumes tell Florentines
Page 88 and 89: Lecture Twenty-FourLet Us Burn the
Page 90 and 91: 1. First, the courts required a doc
Page 92 and 93: 650-850 C.E. ......................
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Page 96 and 97: Apatheia: Freedom from pathos and s
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Page 100 and 101: Biographical NotesAeschylus (525-45
Page 102 and 103: Claude Adrien Helvetius (1715-1771)
Page 104 and 105: Socrates (c. 469-399 B.C.): Greek p
Page 107: Daniel N. Robinson, Ph.D.Philosophy
Page 111 and 112: B. This expansion, however, does no
Page 113 and 114: 1. This standard essentially rules
Page 115 and 116: Lecture Twenty-SevenNewton⎯The Sa
Page 117 and 118: Lecture Twenty-EightHobbes and the
Page 119 and 120: Recommended Reading:Hobbes, T. Levi
Page 121 and 122: B. Other things can be known to be
Page 123 and 124: Lecture ThirtyNo Matter? The Challe
Page 125 and 126: Lecture Thirty-OneHume and the Purs
Page 127 and 128: Lecture Thirty-TwoThomas Reid and t
Page 129 and 130: efore him were not always faithful
Page 131 and 132: 2. His Letters on the English makes
Page 133 and 134: Lecture Thirty-FourThe Federalist P
Page 135 and 136: VI. The Federalist Papers and the g
Page 137 and 138: III. Kant argues that there is some
Page 139 and 140: Lecture Thirty-SixMoral Science and
Page 141 and 142: Questions to Consider:1. A hypothet
Page 143 and 144: 650-850 C.E. ......................
Page 145 and 146: 1794...............................
Page 147 and 148: Apatheia: Freedom from pathos and s
Page 149 and 150: ut cannot know what it is. Ultimate
Page 151 and 152: Biographical NotesAeschylus (525-45
Page 153 and 154: Claude Adrien Helvetius (1715-1771)
Page 155: Socrates (c. 469-399 B.C.): Greek p
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Daniel N. Robinson, Ph.D.Philosophy
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Scope:The Great Ideas of Philosophy
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C. Though his system would be mocke
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1. There is nothing in the physics
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F. To include Hegel within the trad
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Lecture FortyThe Aesthetic Movement
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insisted that our very character is
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III. Nietzsche was an admirer and o
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B. In the final state, we’re all
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Lecture Forty-ThreeDarwin and Natur
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2. There is room for altruism but o
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1. He is a Hegelian who stands Hege
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Lecture Forty-FiveThe Freudian Worl
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B. How can repressed elements be un
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III. What figures in the human imag
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Lecture Forty-SevenWilliam James’
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Questions to Consider:1. Conclude w
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III. As long as we subscribe to a
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Timeline800-600 B.C.E. ............
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1705...............................
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1873...............................
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Functionalism: The view that consci
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Tabula rasa: A blank slate. In the
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progress in one of its most summoni
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John Locke (1632-1704): Physician a
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The Great Ideas ofPhilosophy, 2 nd
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Table of ContentsThe Great Ideas of
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Lecture Forty-NineAlan Turing in th
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C. Searle thinks that the missing i
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3. Even activities could be simulat
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B. The inclination to classify is a
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Lecture Fifty-TwoPhilosophy of Scie
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V. These debates illustrate a far l
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1. The two had in common the idea t
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Questions to Consider:1. What does
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C. Locke and others emphasized that
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Lecture Fifty-FiveWhat Makes a Prob
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B. Kant suggests that the moral law
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1. Proponents have argued that so m
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Lecture Fifty-SevenOn the Nature of
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2. So far as it can coexist with th
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3. Slavery is commonplace in all of
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3. Does the just-war theorist have
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B. The quadrivium comprised arithme
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2. He argues that the former is pre
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1. The objects of the knowable worl
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etween a world of beauty and one of
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⎯⎯⎯. On Free choice of Will.
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Herodotus. The Persian Wars. G. Raw
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———. Toward a Science of Huma
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