Great Ideas of Philosophy

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Table of ContentsThe Great Ideas of Philosophy, 2 nd EditionPart VProfessor Biography............................................................................................iCourse Scope.......................................................................................................1Lecture Forty-NineLecture FiftyAlan Turing in the Forest of Wisdom........................2Four Theories of the Good Life.................................5Lecture Fifty-One Ontology—What There “Really” Is ..........................7Lecture Fifty-TwoLecture Fifty-ThreeLecture Fifty-FourPhilosophy of Science—The Last Word?................10Philosophy of Psychology andRelated Confusions..................................................13Philosophy of Mind, If There Is One.......................17Lecture Fifty-Five What Makes a Problem “Moral” .............................20Lecture Fifty-SixMedicine and the Value of Life...............................23Lecture Fifty-Seven On the Nature of Law ..............................................26Lecture Fifty-EightJustice and Just Wars...............................................29Lecture Fifty-Nine Aesthetics—Beauty Without Observers ..................33Lecture Sixty God—Really? ..........................................................37Timeline................................................................................................ Parts I–IVGlossary................................................................................................ Parts I–IVBiographical Notes............................................................................... Parts I–IVBibliography......................................................................................................41ii©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
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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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1794...............................
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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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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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Lecture Twenty-EightHobbes and the
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Recommended Reading:Hobbes, T. Levi
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B. Other things can be known to be
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Lecture ThirtyNo Matter? The Challe
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Lecture Thirty-OneHume and the Purs
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Lecture Thirty-TwoThomas Reid and t
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efore him were not always faithful
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2. His Letters on the English makes
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Lecture Thirty-FourThe Federalist P
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VI. The Federalist Papers and the g
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III. Kant argues that there is some
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Lecture Thirty-SixMoral Science and
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Questions to Consider:1. A hypothet
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650-850 C.E. ......................
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1794...............................
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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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Page 161 and 162: Scope:The Great Ideas of Philosophy
Page 163 and 164: C. Though his system would be mocke
Page 165 and 166: 1. There is nothing in the physics
Page 167 and 168: F. To include Hegel within the trad
Page 169 and 170: Lecture FortyThe Aesthetic Movement
Page 171 and 172: insisted that our very character is
Page 173 and 174: III. Nietzsche was an admirer and o
Page 175 and 176: B. In the final state, we’re all
Page 177 and 178: Lecture Forty-ThreeDarwin and Natur
Page 179 and 180: 2. There is room for altruism but o
Page 181 and 182: 1. He is a Hegelian who stands Hege
Page 183 and 184: Lecture Forty-FiveThe Freudian Worl
Page 185 and 186: B. How can repressed elements be un
Page 187 and 188: III. What figures in the human imag
Page 189 and 190: Lecture Forty-SevenWilliam James’
Page 191 and 192: Questions to Consider:1. Conclude w
Page 193 and 194: III. As long as we subscribe to a
Page 195 and 196: Timeline800-600 B.C.E. ............
Page 197 and 198: 1705...............................
Page 199 and 200: 1873...............................
Page 201 and 202: Functionalism: The view that consci
Page 203 and 204: Tabula rasa: A blank slate. In the
Page 205 and 206: progress in one of its most summoni
Page 207 and 208: John Locke (1632-1704): Physician a
Page 209: The Great Ideas ofPhilosophy, 2 nd
Page 214 and 215: Lecture Forty-NineAlan Turing in th
Page 216 and 217: C. Searle thinks that the missing i
Page 218 and 219: 3. Even activities could be simulat
Page 220 and 221: B. The inclination to classify is a
Page 222 and 223: Lecture Fifty-TwoPhilosophy of Scie
Page 224 and 225: V. These debates illustrate a far l
Page 226 and 227: 1. The two had in common the idea t
Page 228 and 229: Questions to Consider:1. What does
Page 230 and 231: C. Locke and others emphasized that
Page 232 and 233: Lecture Fifty-FiveWhat Makes a Prob
Page 234 and 235: B. Kant suggests that the moral law
Page 236 and 237: 1. Proponents have argued that so m
Page 238 and 239: Lecture Fifty-SevenOn the Nature of
Page 240 and 241: 2. So far as it can coexist with th
Page 242 and 243: 3. Slavery is commonplace in all of
Page 244 and 245: 3. Does the just-war theorist have
Page 246 and 247: B. The quadrivium comprised arithme
Page 248 and 249: 2. He argues that the former is pre
Page 250 and 251: 1. The objects of the knowable worl
Page 252 and 253: etween a world of beauty and one of
Page 254 and 255: ⎯⎯⎯. On Free choice of Will.
Page 256 and 257: Herodotus. The Persian Wars. G. Raw
Page 258: ———. Toward a Science of Huma
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