Great Ideas of Philosophy

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Table of ContentsThe Great Ideas of Philosophy, 2 nd EditionPart IIProfessor Biography............................................................................................iCourse Scope.......................................................................................................1Lecture Thirteen Aristotle on Friendship ..............................................2Lecture Fourteen Aristotle on the Perfect Life ......................................5Lecture FifteenRome, the Stoics, and the Rule of Law......................7Lecture Sixteen The Stoic Bridge to Christianity ..............................10Lecture SeventeenLecture EighteenRoman Law⎯Making a City of theOnce-Wide World ...................................................13The Light Within⎯Augustine onHuman Nature..........................................................16Lecture Nineteen Islam ........................................................................19Lecture TwentyLecture Twenty-OneLecture Twenty-TwoSecular Knowledge⎯The Idea of University..........22The Reappearance of Experimental Science............25Scholasticism and the Theory of Natural Law.........28Lecture Twenty-Three The Renaissance⎯Was There One? .......................31Lecture Twenty-Four Let Us Burn the Witches to Save Them ..................34Timeline.............................................................................................................37Glossary.............................................................................................................42Biographical Notes............................................................................................46Bibliography............................................................................................... 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
Page 3 and 4: Daniel N. Robinson, Ph.D.Philosophy
Page 6 and 7: Lecture OneFrom the Upanishads to H
Page 8 and 9: E. The Upanishads would merge us wi
Page 10 and 11: 2. Despite their oracles, priests,
Page 12 and 13: 4. Looking at geometry, we are told
Page 15 and 16: E. The contribution of pre-Socratic
Page 17 and 18: of the mystery of earth itself impe
Page 19 and 20: Lecture SixHerodotus and the Lamp o
Page 21 and 22: Lecture SevenSocrates on the Examin
Page 23 and 24: Xenophon. Memorabilia. Cornell Univ
Page 25 and 26: II. A philosopher is engaged in the
Page 27 and 28: Lecture NineCan Virtue Be Taught?Sc
Page 29 and 30: Lecture TenPlato’s Republic⎯Man
Page 31 and 32: Annas, J. “Classical Greek Philos
Page 33 and 34: III. The dominant school of Greek m
Page 35 and 36: 1. Epistemonikon is a special featu
Page 37 and 38: Timeline800-600 B.C.E. ............
Page 39 and 40: 1705...............................
Page 41 and 42: 1873...............................
Page 43 and 44: Functionalism: The view that consci
Page 45 and 46: Tabula rasa: A blank slate. In the
Page 47 and 48: progress in one of its most summoni
Page 49 and 50: John Locke (1632-1704): Physician a
Page 51: The Great Ideas ofPhilosophy, 2 nd
Page 56 and 57: 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. ......................
Page 94 and 95: 1794...............................
Page 96 and 97: Apatheia: Freedom from pathos and s
Page 98 and 99: ut cannot know what it is. Ultimate
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
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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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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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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. ............
Page 197 and 198:
1705...............................
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1873...............................
Page 201 and 202:
Functionalism: The view that consci
Page 203 and 204:
Tabula rasa: A blank slate. In the
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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
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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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