Locke against Descartes

2021 ◽  
pp. 90-107
Author(s):  
Stewart Duncan
Keyword(s):  
Human Beings ◽  
The Mind ◽  
Innate Idea ◽  
Principal Attribute ◽  
Idea Of God

This chapter considers Locke’s criticisms of Descartes’s views about the mind. Although Locke grants that dualism might be true (i.e., that human beings might have an immaterial mind), he thinks the Cartesian version of that view is false. The chapter focuses on two topics within Locke’s discussion of Descartes’s views: whether we have an innate idea of God, and whether the mind is always thinking. On the first issue, Locke rejects the view of Descartes (and More, Cudworth, and others) that we have an innate idea of God, but also rejects Hobbes’s view that we have no idea of God. On the second issue, Locke opposes Descartes’s view that the mind is always thinking, as well as his related view that thinking is the principal attribute of the mind, and indeed his metaphysical scheme of substance, principal attribute, and mode.

Do conhecimento objetivo ao problema corpo - mente

2018 ◽  
Vol 10 (2) ◽  
pp. 85-113
Author(s):  
Nathalia Gleyce dos Santos Salazar
Keyword(s):  
Third World ◽  
Sao Paulo ◽  
Karl Popper ◽  
São Paulo ◽  
Human Beings ◽  
The Third ◽  
Belo Horizonte ◽  
The Third World ◽  
The Mind

Resumo:  Apresenta-se uma discussão sobre o conhecimento e a tese dos três mundos no qual a interação entre estes nos aproxima da verdade do problema corpo-mente, tendo em vista, uma nova proposta de solução. O terceiro mundo é uma peça importante neste trabalho; sendo assim, analisaremos o que Popper designa como Mundo 3, em que ele consiste e o papel da linguagem como diferencial do ser humano. Apresentamos as críticas popperianas às correntes monistas e dualistas, ousando fazer uma crítica a Teoria do Conhecimento tradicional. Desta forma, a proposta apresentada por este filósofo da ciência diferencia-se de tudo que estava sendo feito até então, por isso, o interesse de apresentar essa abordagem pouco trabalhada de Popper. Palavras-chave: Conhecimento. Corpo-Mente. Mundo 3.Abstract: In this work, we present a discussion about knowledge and the theory of the three worlds in which the interaction between them approaches to the truth of the mind-body problem, in view of a proposed solution. The third world is an important piece in this work. Therefore, we will analyze what Popper describes as World 3, what it is and the role of language as a differential of human beings. We present Popper’s criticisms to the monistic and dualistic currents, daring to criticize the theory of traditional knowledge. Thus, the proposal of science presented by this philosopher differs from everything that was being done until then. This explains the interest in presenting this unusual approach to Popper.Keywords: Knowledge. Body-Mind.  World 3. REFERÊNCIASLEAL-TOLEDO, Gustavo . Popper e seu Cérebro. Revista da Faculdade de Letras. Série Filosofia, v. XXIII, p. 59-68, 2007.POPPER, Karl Raimund. A Lógica da Pesquisa Científica. Tradução de Leonidas Hegenberg e Octanny Silveira de Mota.  São Paulo: editora Cultrix. 2007.POPPER, Karl Raimund. Conhecimento Objetivo: uma abordagem evolucionária. Tradução de Milton Amado.  Belo Horizonte, Ed. Itatiaia Ilimitada. São Paulo, Ed. Da Universidade São Paulo, 1975._______.  O Conhecimento e o Problema Corpo –Mente. Tradução Joaquim Alberto Ferreira Gomes. Lisboa, Ed. 70. 1996.   _______. Conjecturas e Refutações: o desenvolvimento do conhecimento científico. Trad. Benedita Bettencourt. Ed. Livraria Almedina, 2006._______.  O Eu e Seu Cérebro. Karl Popper, Jonh C. Eccles;Tradução Silvio Meneses Garcia, Helena Cristina F. Arantes e Aurélio Osmar C. de Oliveira. – Campinas, SP: Papirus; Brasília, DF: Editora Universidade de Brasília. 1991.   _______. O Racionalismo Crítico na Política. Tradução de Maria da Conceição Côrte – Real. Brasília, Editora Universidade de Brasília, 2ª edição, 1994, 74p.SEARLE, John R. La construcción de la realidad social. Trad. Antoni Domènech. Barcelona: Paidós Ibérico, 1995.  

Concept of  Mental Education: A Perspective of  Ibn Qayyim Al-Jawziyyah

2021 ◽  
Vol 3 (3) ◽  
pp. 407-419
Author(s):  
Makmudi Makmudi
Keyword(s):  
Mental Health ◽  
Human Body ◽  
Natural Environment ◽  
Integrated Curriculum ◽  
Educational Process ◽  
Sexual Education ◽  
Human Beings ◽  
The Will ◽  
Life Education ◽  
The Mind

Man consists of two elements, namely body and spirit, so that human beings are jasiman and ruhiyah at once. Hummans are also part of one element of the elements that exist in an educational process. Three element include the soul, the mind, the heart, and the human body. Humman and education, can not be separated from each other. Both are an interconnected entity, human as the perpetrator and education as a syistem in the process to achieve the goal of education itself.  Mental health education requires alignment and harmony in various stages and sectors as well as attention to the three elements that exist in the human self that is the physical element (psychomotor) which includes body building, skill (skill) and sexual education, the spiritual element (affective) which includes the formation of faith, and iradah (the will), the element of reason (cognitive) which includes the coaching of intelligence and the provision of knowledge. The purpose of writing this research is to know and analyze thoughts about the concept of life education perspective Ibn Qayyim al-Jauziyyah. Soul education is considered successful, if one's soul has reached the degree of nafs muthmainnah, which has three main characteristics that mutually reinforce one another, namely; (1) a faithful soul to God, (2) a patient soul, (3) a soul that is self-serving to Allah (tawakal). Through the process of mental education which includes: the foundation of theology, the purpose of mental education, integrated curriculum / manhaj at-takamul, appropriate methods and applicable according to its stages, such as: takhliyah stages, tahliyah stages, muhasabah an-nafs, dzikrullah, and tahqiq 'ubudiyah. So that from the process will give birth ihsan attitude, and will increase the piety in worship, both related to God and those related to humans and the surrounding natural environment. Because, the essence of ihsan attitude itself is upholding 'ubudiyah.

scholarly journals Ethics and science: between logical positivism and Islamic education - A comparative study -: الأخلاق والعلم بين الوضعية المنطقية والتربية الإسلامية - دراسة مقارنة -

2020 ◽  
Vol 4 (25) ◽  
Author(s):  
Smyah Ghazi M Allihyani
Keyword(s):  
Social Life ◽  
Scientific Method ◽  
Science Research ◽  
Logical Positivism ◽  
Islamic Education ◽  
Comparative Approach ◽  
Natural Phenomena ◽  
Human Beings ◽  
Human Needs ◽  
The Mind

The research aims to study and analyze the perception of the logical positivism of ethics and science, and study and analyze the perception of Islamic education for ethics and science, in addition to monitoring similarities and differences between the perception of logical positivism and Islamic education for ethics and science, and finally draw the most important conclusions from the comparison between the logical positivism perception and Islamic education of ethics and science. Research Methodology: George Bereday Curriculum's four-step comparative approach: description – interpretation – juxtaposition – comparison. The research reached several results, the most prominent of which are: 1- Islamic education was distinguished from logical positivism in its belief that benign morals are a fixed source; it derives from Islamic sources the Noble Qur’an and pure Sunnah, at a time when morals are considered relative as perceived by logical positivism. 2- Islamic education was distinguished in its view of Islamic morals as absolute and does not change with the change of time or place, at a time when the logical positivism considered ethics as separate from social life and its criterion of human needs, will and choice. 3- Islamic education was distinguished from the logical positivism in its conception of science where its view was more general and more comprehensive in the source of knowledge, for God Almighty is the source of knowledge and to him all things are returned, then nature and its facts and laws that come from the arrangement of God Almighty and the Creator and its use of human beings come. 4- Islamic education was distinguished from the logical positivism in its belief in the unseen and the testimony, so the mind and the senses are all tools by which the believer inferred the net belief on the existence of a creator and mastermind of this great universe. The great. 5- Islamic education was distinguished by the comprehensiveness of its view of the mind, because it is based on sincere faith and common sense, on which sound thinking is based. 6- Islamic education was more comprehensive than the logical positivism in the steps of the scientific method (research) in studying natural phenomena and various fields of knowledge, due to its dependence mainly on the divine (revelation) source which is from God Almighty being the source of knowledge and knowledge.

scholarly journals The social struggle against death: Human strategies for immortality

2018 ◽  
Vol 7 (13-14) ◽  
Author(s):  
Marko Galić
Keyword(s):  
Human Life ◽  
Life Forms ◽  
Human Beings ◽  
Biological Part ◽  
Knowing That ◽  
Social Struggle ◽  
The Social ◽  
To Come ◽  
The Mind ◽  
Human Death

Death is an infallible part of the human life, and what makes humandifferent from all other beings is fact that he knows that he isgoing to die. Knowing this, human beings are spending their wholelife knowing that the day of their end is going to come. It is clear thatdeath has its biological part, also as a huge event in the existenceof all life forms, including human, death has its philosophical pointof view, and finally, unlike some may disagree, death itself is a hugesocial phenomena as well, and as such, the social influence of deathdeserves close attention and its own part in the social science studies.This paper analyzes the presence of the death in human culture, includinginstitutions, rituals and beliefs following the discourse of lateZygmunt Bauman who left huge influence on this field of study. Sincethe earliest forms of communities, humans are trying to overcomethe death, the state of “after-life” and some form of immortality ofthe being is something that is common to all religions and beliefs everknown to mankind, which stands as a evidence that the final void ofnon-existence know to us as death is something that always presentedhorror in the mind of the humans.

Real Selves: Persons as a Substantial Kind

1991 ◽  
Vol 29 ◽  
pp. 87-107
Author(s):  
E. J. Lowe
Keyword(s):  
Body Problem ◽  
Human Person ◽  
Human Case ◽  
Human Beings ◽  
Animal Body ◽  
Biological Substance ◽  
Mind Body Problem ◽  
The Mind

Are persons substances or modes? (The terminology may seem archaic, but the issue is a live one.) Two currently dominant views may be characterized as giving the following rival answers to this question. According to the first view, persons are just biological substances. According to the second, persons are psychological modes of substances which, as far as human beings are concerned, happen to be biological substances, but which could in principle be non-biological. There is, however, also a third possible answer, and this is that persons are psychological substances. Such a view is inevitably associated with the name of Descartes, and this helps to explain its current unpopularity, since substantial dualism of his sort is now widely rejected as ‘unscientific’. But one may, as I hope to show, espouse the view that persons are psychological substances without endorsing Cartesianism. This is because one may reject certain features of Descartes's conception of substance. Consequently, one may also espouse a version of substantial dualism which is distinctly non-Cartesian. One may hold that a person, being a psychological substance, is an entity distinct from the biological substance that is (in the human case) his or her body, and yet still be prepared to ascribe corporeal characteristics to this psychological substance. By this account, a human person is to be thought of neither as a non-corporeal mental substance (a Cartesian mind), nor as the product of a mysterious ‘union’ between such a substance and a physical, biological substance (a Cartesian animal body). This is not to deny that the mind—body problem is a serious and difficult one, but it is to imply that there is a version of substantial dualism which does not involve regarding the ‘mind’ as a distinct substance in its own right.

Intersubjectivity and Embodiment in the Field of Psychotherapy

2021 ◽  
Vol 66 (2 supplement) ◽  
pp. 141-152
Author(s):  
Kata Dóra Kiss
Keyword(s):  
Therapeutic Process ◽  
Phenomenological Approach ◽  
The Body ◽  
Psychological Approach ◽  
Human Beings ◽  
Sándor Ferenczi ◽  
Cultural Aspects ◽  
Psychological Attitude ◽  
The Mind ◽  
Social Entities

"Intersubjectivity is one of the most important concepts of the phenomenological school of thought. The approach assumes that our being in the world is based on relations with Others. The idea has a central role not only in the philosophy of perception but in psy-sciences as well. Mostly all branches of psychology agree that the self is constituted by its relations. However, there is much less consensus on how decisive these relations are. Therefore, the question of intersubjectivity has become the question of how we perceive human beings: as biological or social entities. Psy-sciences have never had one coherent and consensual paradigm, although nowadays the natural scientific standards are the most prevailing in the field, which prioritizes biological explanations over socio-cultural aspects. The study attempts to connect the phenomenological approach to intersubjectivity to the psychological approach to embodiment. For this, first, it elaborates on an essential problem of psy-sciences, transmitted by classical philosophy, namely the mind-body dualism, which implicitly establishes the current paradigm. Then, it aims to describe how the phenomenological approach, especially the philosophy of Maurice Merleau-Ponty, could dissolve the classical dualism through the assumption of the body-mind-world unity. Merleau-Ponty was one of those thinkers of the 20th century who laid down the foundations of the scientific paradigm of embodiment. Afterward, I illustrate the phenomenological concept above through Ben Rumble’s psychological approach, which applies the embodiment paradigm for the therapeutic process as a professional. The final part of the study attempts to establish a relation between the psychological attitude based on embodiment and the psychoanalytic theory of Sándor Ferenczi, the Hungarian psychoanalyst. Keywords: embodiment, intersubjectivity, psychoteraphy, phenomenology, psychoanalysis, critical psychology, Sándor Ferenczi "

Threshold

2016 ◽  
Author(s):  
Emanuele Castrucci
Keyword(s):  
Social Behaviour ◽  
Human Mind ◽  
The Body ◽  
Basic Material ◽  
Moral Order ◽  
Human Beings ◽  
Human History ◽  
Biological Basis ◽  
The Past ◽  
The Mind

The human mind has phased out its traditional anchorage in a natural biological basis (the «reasons of the body» which even Spinoza’s Ethics could count on) – an anchorage that had determined, for at least two millennia, historically familiar forms of culture and civilisation. Increasingly emphasising its intellectual disembodiment, it has come to the point of establishing in a completely artificial way the normative conditions of social behaviour and the very ontological collocation of human beings in general. If in the past ‘God’ was the name that mythopoietic activity had assigned to the world’s overall moral order, which was reflected onto human behaviour, now the progressive freeing of the mind – by way of the intellectualisation of life and technology – from the natural normativity which was previously its basic material reference opens up unforeseen vistas of power. Freedom of the intellect demands (or so one believes) the full artificiality of the normative human order in the form of an artificial logos, and precisely qua artificial, omnipotent. The technological icon of logos (which postmodern dispersion undermines only superficially) definitively unseats the traditional normative, sovereign ‘God’ of human history as he has been known till now. Our West has been irreversibly marked by this process, whose results are as devastating as they are inevitable. The decline predicted a century ago by old Spengler is here served on a platter....

Logic and Abstraction as Capabilities of the Mind

2010 ◽  
pp. 132-148
Author(s):  
David J. Saab ◽  
Uwe V. Riss
Keyword(s):  
Fundamental Difference ◽  
Logical Thinking ◽  
Human Beings ◽  
Analytic Thinking ◽  
General Role ◽  
Computational Approaches ◽  
Input Processing ◽  
The Mind ◽  
Sensus Communis

In this chapter we will investigate the nature of abstraction in detail, its entwinement with logical thinking, and the general role it plays for the mind. We find that non-logical capabilities are not only important for input processing, but also for output processing.  Human beings jointly use analytic and embodied capacities for thinking and acting, where analytic thinking mirrors reflection and logic, and where abstraction is the form in which embodied thinking is revealed to us. We will follow the philosophical analyses of Heidegger and Polanyi to elaborate the fundamental difference between abstraction and logics and how they come together in the mind.  If computational approaches to mind are to be successful, they must be able to recognize meaningful and salient elements of a context and engage in abstraction. Computational minds must be able to imagine and volitionally blend abstractions as a way of recognizing gestalt contexts.  And it must be able to discern the validity of these blendings in ways that, in humans, arise from a sensus communis.

Luminosity and the KK Thesis

2019 ◽  
pp. 31-48
Author(s):  
Robert C. Stalnaker
Keyword(s):  
Information Theory ◽  
Mental State ◽  
Mental States ◽  
The State ◽  
Simplified Model ◽  
Human Beings ◽  
Margin Of Error ◽  
The Mind

A mental state is luminous if and only if being in a state of that kind always puts one in a position to know that one is in the state. This chapter is a critique of Timothy Williamson’s margin-of-error argument that no nontrivial states are luminous in this sense. While I agree with Williamson’s rejection of a Cartesian internalist conception of the mind, I argue that an externalist conception (one based on information theory) can be reconciled with the luminosity of intentional mental states such as knowledge. My argument, which uses an artificial and simplified model of knowledge, is not a direct rebuttal to his argument, as applied to a more realistic notion of the knowledge of human beings, but I argue that it shows that a luminosity assumption is compatible with externalism about knowledge, and it suggest an intuitively plausible strategy for resisting his argument.

Introduction

2018 ◽  
Author(s):  
Strachan Donnelley
Keyword(s):  
Natural World ◽  
Alfred North Whitehead ◽  
Natural Order ◽  
Human Beings ◽  
Direct Experience ◽  
Self Identity ◽  
Fly Fishing ◽  
Life Of The Mind ◽  
Essential Unity ◽  
The Mind

This book is written with the knowledge that serious cancer will foreshorten the author’s life. It is an expression of a life of exploring ideas and nature. And it is an affirmation of the essential unity of human beings and a natural order that is valuable and good. Following Alfred North Whitehead, this order can be called “nature alive.” The author has been shaped by an impulse to explore the life of the mind and the recognition of his own fundamental ignorance. The writing and contents of the book are shaped by two themes. One, “living waters,” centres on the direct experience with the nonhuman world, particularly fly-fishing, and is a metaphor for the fact that the natural world is fluid and dynamic, not completed and static. The second theme is “magic mountains,” which refers to the influence that important philosophical thinkers have had on the author’s thinking and self-identity. Each chapter in the book is designed to reveal the development of this tradition of questions and ideas and to invite readers to carry that dialogue further in their own lives and minds.

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