Great Ideas of Philosophy

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VI. Romanticism brings the recognition that with the sublime comes a dialectic of terror and conflict andconflagration, that progress is won at a price, that history is organic. Nothing stays in place. And reality isalways more than what we see.Recommended Reading:Stace, W. The Philosophy of Hegel. Dover, 1955.Findlay, Hegel: A Reexamination. London, 1958.Questions to Consider:1. Compare Hegel’s thinking of the state as “the march of God in the world” and Hitler’s development of “themaximum State.”2. Infer whether Hegel read Kant’s categorical imperative correctly. Conclude whether the good will is really thatwhich causes moral mischief and evil in the world.8©2004 The Teaching Company Limited Partnership
Lecture FortyThe Aesthetic Movement⎯GeniusScope: Whether or not inspired by Hegel and other figures in German philosophy and letters, the Anglo-Americanworld of the second half of the 19 th century had a renewed respect for the creative power of art and itselusive sources. The Aesthetes combined a transcendentalist philosophy of freedom with a zeal forreshaping the world. Art now was not decorative but expressive of what is best in nature and in humannature. Freedom is not merely a political bequest or the promise of law but the essence of man as such.As technology and the impulses of the Enlightenment combined to transform and reform daily life and thelife of the laboring classes, leaders of thought, such as Matthew Arnold and John Ruskin, defied the smugcertainty that science and progress were synonymous. They turned the debate to considerations of culture,beauty, art, and all that might re-humanize a human being now vulgarized and materialized by the modernform of life.OutlineI. By the middle of the 19 th century, a divorce had taken place between philosophers—especially aestheticists inthe tradition of Hegel—and scientists.A. The great physicist and physiologist Hermann von Helmholtz put it this way during a lecture at Heidelberg(Nov. 22, 1862):[Hegel’s] system of nature seemed, at least to natural philosophers, absolutely crazy….Hegel…launchedout with particular vehemence and acrimony against the natural philosophers, and especially against IsaacNewton. The philosophers accused the scientific men of narrowness; the scientific men retorted that thephilosophers were insane.B. The rift between aesthetes and men of science was not complete by 1862, but it was certainly on the way tobecoming so.1. The Romantic movement held that a mechanistic science was incapable of seeing anything clearly andtruthfully.2. We are much more likely to find an underlying, fundamental noumenal reality in the great productionsof art.3. This division all took place in the Aesthetic movement, from the middle to the end of the 19 th century.II. The Aesthetic movement did not have the 19 th century to itself; it nourishes and is nourished by othermovements. The 19 th century was the great age of reform, of the effort to relieve the masses of people fromtraditional patterns of oppression. The roots of this great effort lay both in the Enlightenment and in theRomantic “rebellion” against it.A. Many reforms were on the inspiration of the Earl of Shaftesbury and other leaders of what were regardedas radical groups, including John Stuart Mill’s father, James Mill.B. Many of the changes advocated and philosophically bolstered during the Enlightenment materialized in thesuccess of the American experiment and the Constitution of the United States.C. However, the American institution of slavery doesn’t quite go along with this.1. Antislavery rhetoric is among the finest productions of the entire history of humanitarian discourse.The antislavery movements in the United States were launched by some of the best minds in thecountry.2. In the Romantic tradition, there is a growing sense that our sentiments of benevolence are our noblestsentiments. If, in fact, the defining feature of human nature is its moral freedom, nothing can be worsethan to institutionalize that which denies the very exercise of moral autonomy.D. The great promise of the Enlightenment was that social problems—traditional modes of oppression andnarrow-mindedness—could be conquered with scientific solutions.III. There was already within Romanticism a recognition that science’s understanding of nature is incomplete.©2004 The Teaching Company Limited Partnership 9
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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
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C. Aristotle is recovering the Home
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III. The problem of conduct is then
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C. The Stoic account relies on the
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Lecture SixteenThe Stoic Bridge to
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Recommended Reading:Bede. A History
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III. Roman law successfully permitt
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Lecture EighteenThe Light Within⎯
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B. Augustine approaches the problem
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B. Very early, the Islamic commitme
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Lecture TwentySecular Knowledge⎯T
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IV. The third great institutional c
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1. Scholasticism was an attempt to
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Lecture Twenty-TwoScholasticism and
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E. Further, to the intellectual vir
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historical volumes tell Florentines
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Lecture Twenty-FourLet Us Burn the
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1. First, the courts required a doc
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650-850 C.E. ......................
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Apatheia: Freedom from pathos and s
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ut cannot know what it is. Ultimate
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Biographical NotesAeschylus (525-45
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Claude Adrien Helvetius (1715-1771)
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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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B. This expansion, however, does no
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1. This standard essentially rules
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Lecture Twenty-SevenNewton⎯The Sa
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Page 123 and 124: Lecture ThirtyNo Matter? The Challe
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Page 133 and 134: Lecture Thirty-FourThe Federalist P
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Page 139 and 140: Lecture Thirty-SixMoral Science and
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Page 183 and 184: Lecture Forty-FiveThe Freudian Worl
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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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