scholarly journals Nature’s Perfection: Aristotle and Descartes on Motion and Purpose

Conatus ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 87
Author(s):  
Justin Humphreys
Keyword(s):  
Circular Motion ◽  
Rectilinear Motion ◽  
Philosophy Of Nature ◽  
Theological Foundation ◽  
Empirical Discovery ◽  
Laws Of Motion ◽  
Final Causes ◽  
Self Motion

Descartes holds that, insofar as nature is a purposeless, unthinking, extended substance, there could be no final causes in physics. Descartes’ derivation of his three laws of motion from the perfections of God thus underwrites a rejection of Aristotle’s conception of natural self-motion and teleology. Aristotle derived his conception of the purposeful action of sublunar creatures from his notion that superlunar bodies are perfect, eternal, living beings, via the thesis that circular motion is more complete or perfect than rectilinear motion. Descartes’ reduction of circular motion to rectilinear motion, achieved through his theological foundation of the laws of motion, thus marks a crucial break from Aristotle’s philosophy of nature. This paper argues that the shift from the Aristotelian conception of nature as self-moving and teleological to the Cartesian conception of nature as purposeless and inert, is not an empirical discovery but is rooted in differing conceptions of where perfection lies in nature.

Study of Kynematics and Dynamics in the Traffic of Rembangan Tourism in the Jember Regency as Learning Resources for Physics Learning in the Senior High School

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Alfido Fauzy Zakaria ◽  
Bambang Supriadi ◽  
Trapsilo Prihandono
Keyword(s):  
High School ◽  
School Teacher ◽  
High School Teacher ◽  
Senior High School ◽  
Circular Motion ◽  
Rectilinear Motion ◽  
Learning Resources ◽  
Physics Learning ◽  
Newton's Law ◽  
Newton’S Law

One branch of physics is mechanics. Based on interviews to Senior High School teacher in Jember, mechanics is difficult to learn. The eksternals factor this chapter is dificult to learn is learning Resources. The learning Resources are often less contextuall with around the phenomenon of students. The contextuall learning Resources in the Jember Regency is study of kynematics and dynamics in the traffic of Rembangan Tourism. From this experiment, we get data can be used as a learning resources chapter uniform rectilinear motion, decelerated uniform rectilinear motion, accelerated uniform rectilinear motion, Newton’s Law, and circular motion.

Plato on Self-Motion in Laws X

Rhizomata ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 96-122
Author(s):  
Rareș Ilie Marinescu
Keyword(s):  
Circular Motion ◽  
Necessary Condition ◽  
Spatial Motion ◽  
Textual Evidence ◽  
Spatial Understanding ◽  
Self Motion

Abstract In this paper, I argue that Plato conceives self-motion as non-spatial in Laws X. I demonstrate this by focusing on the textual evidence and by refuting interpretations according to which self-motion either is a specific type of spatial motion (e. g. circular motion) or is said to require space as a necessary condition for its occurrence. Moreover, I show that this non-spatial understanding differs from the identification of the soul’s motion with locomotion in the Timaeus. Consequently, I provide an explanation for this difference between the Timaeus and Laws X by considering developmentalist and contextualist viewpoints.

Modes of Explanation in the Aristotelian Mechanical Problems

2009 ◽  
Vol 14 (1-3) ◽  
pp. 22-42 ◽  
Author(s):  
Jean De Groot
Keyword(s):  
Basic Principle ◽  
Explanatory Power ◽  
Circular Motion ◽  
Rectilinear Motion ◽  
Posterior Analytics ◽  
Central Argument ◽  
Euclid’S Elements ◽  
General Method

AbstractScholars have been puzzled by the central argument of MP 1 where the author addresses the basic principle behind the balance and lever. It is not clear what is intended to provide the explanation—the dynamic concepts of force and constraint or the geometrical demonstration. Nor is it clear whether the geometrical part of the argument carries any logical force or has value as a proof. This paper makes a case for the cogency of the argument as a kinematic, not dynamic, account. MP 1 proceeds systematically as it extends the explanatory power of the parallelogram of movements from rectilinear motion to circular motion. Euclid's Elements I.43 provides insight on the author's procedure. His general method is demonstrative, as described in Posterior Analytics I.1.

Light Path

2019 ◽  
Vol 8 (2) ◽  
pp. 43-79
Author(s):  
Russell Smith ◽  
Keyword(s):  
Seventeenth Century ◽  
Early Modern ◽  
Circular Motion ◽  
Kinematics And Dynamics ◽  
Rectilinear Motion ◽  
Light Path ◽  
Local Motion ◽  
Ancient Greek ◽  
Mechanical Motion ◽  
Point Motion

This paper focuses on the mathematisation of mechanics in the seventeenth century, specifically on how the representation of compounded rectilinear motions presented in the ancient Greek Mechanica found its way into Newton’s Principia almost two thousand years later. I aim to show that the path from the former to the latter was optical: the conceptualisation of geometrical lines as paths of reflection created a physical interpretation of dia­grammatic principles of geometrical point-motion, involving the kinematics and dynamics of light reflection. Upon the atomistic conception of light, the optical interpretation of such geometrical principles entailed their mechanical generalisation to local motion; rectilinear motion via the physico-mathemat­ics of reflection and the Mechanica’s parallelogram rule; circular motion via the physico-mathematics of reflection, the Archimedean squaring of the circle and the Mechanica’s extension of the parallelogram rule to centripetal motion. This appeal to the physico-mathematics of reflection forged a realist founda­tion for the mathematisation of motion. Whereas Aristotle’s physics rested on motions which had their source in the nature of the elements, early modern thinkers such as Harriot, Descartes, and Newton based their new principles of mechanical motion upon selected elements of the mechanics of light motion, projected upon the geometry of the parallelogram rule for rectilinear and, ultimately, circular motion.

scholarly journals Francis Bacon and the Relation between Theology and Natural Philosophy

2019 ◽  
Vol 34 (1) ◽  
pp. 105-123
Author(s):  
Ünsal Çimen
Keyword(s):  
Natural Philosophy ◽  
European History ◽  
Francis Bacon ◽  
Philosophy Of Nature ◽  
The Bible ◽  
Religious Influences ◽  
Ecclesiastical Authority ◽  
The Reformation ◽  
Final Causes

The Reformation in European history was an attempt to remove ecclesiastical authority from political (or secular) authority and culture – a process called secularisation. During the eighteenth and especially nineteenth centuries, however, secularisation gained a different meaning, which is, briefly stated, evolving from religiousness to irreligiousness. Instead of referring to becoming free from religious tutelage, it began to refer to the total isolation of societies from religion. For those who saw secularisation as atheism, having ideas which were supportive of secularisation and having a religious basis was contradictory. For example, Francis Bacon was interpreted as non-secular due to his usage of the Bible as his reference to justify his ideas regarding the liberation of science from theology. Contrarily, in this paper, I argue that Bacon’s philosophy of nature is secular. To do this, alongside addressing Biblical references presented in his works, I will also explore how Bacon freed natural (or secular) knowledge from religious influences by removing final causes from natural philosophical inquiries.

Simple realization of balanced motions under different speeds for a mechanical regulator-free bicycle robot

Robotica ◽  
2014 ◽  
Vol 33 (9) ◽  
pp. 1958-1972 ◽  
Author(s):  
Yonghua Huang ◽  
Qizheng Liao ◽  
Lei Guo ◽  
Shimin Wei
Keyword(s):  
High Speed ◽  
Control Strategies ◽  
Front Wheel ◽  
Circular Motion ◽  
Rectilinear Motion ◽  
Rolling Angle ◽  
Control Rules ◽  
Physical Experiments ◽  
Wheel Drive ◽  
Bar Turning

SUMMARYMechanical regulator-free bicycle robots have lighter weight and fewer actuators than the traditional regulator-based bicycle robots. In order to deal with the difficulty of maintaining balance for this kind of bicycle robot, we consider a front-wheel drive and mechanical regulator-free bicycle robot. We present the methodologies for realizing the robot's ultra-low-speed track-stand motion, moderate-speed circular motion and high-speed rectilinear motion. A simplified dynamics of the robot is developed using three independent velocities. From the dynamics, we suggest there may be an underactuated rolling angle in the system. Our balancing strategies are inspired by human riders' experience, and our control rules are based on the bicycle system's underactuated dynamics. In the case of track-stand and circular motion, we linearize the frame's rolling angle and configure the robot to maintain balance by the front-wheel's motion with a fixed front-bar turning angle. In the case of the rectilinear motion, we linearize both front-bar steering angle and front-wheel rotating angle, and configure the system to maintain balance by the front-bar's turning with a constant front-wheel rotating rate. Numerical simulations and physical experiments are given together to validate the effectiveness of our control strategies in realizing the robot's proposed three motions.

A Commotion over Motion

2017 ◽  
Author(s):  
David S. Sytsma
Keyword(s):  
Substantial Form ◽  
Mechanical Philosophy ◽  
Theological Foundation ◽  
Laws Of Motion ◽  
Correct Understanding ◽  
Secondary Causes

This chapter addresses Baxter’s response to Copernicanism, substantial forms, Descartes’s laws of motion, and Henry More’s variant of mechanical philosophy. Baxter was far more concerned about changing notions of substance and causality than he was about Copernicanism. His objections to mechanical philosophy stemmed from a desire to affirm secondary causes as intrinsic sources of motion, which he regarded as important to a correct understanding of God and creation. He defended a concept of substantial form and objected to the theological foundation of Descartes’s first law of motion. Baxter also argued for the plausibility of various kinds of nonliving principles of motion against Henry More’s restriction of motion to spiritual beings.

Newton and the Laws of Motion

2020 ◽  
pp. 138-159
Author(s):  
Robert T. Hanlon
Keyword(s):  
Circular Motion ◽  
Universal Gravitation ◽  
Robert Hooke ◽  
Sir Isaac Newton ◽  
Isaac Newton ◽  
Critical Moment ◽  
Laws Of Motion ◽  
The Law ◽  
The Universe

In his Principia (1687), Sir Isaac Newton laid out his discovery of the laws of motions and the law of universal gravitation. His historic journey involved a critical moment when, aided by discussions with Robert Hooke, he conquered the challenge of circular motion, e.g. one body circling another, by introducing the concept of force. The Principia was a tour-de-force demonstration of the intelligibility of the universe and ultimately broke physics away from philosophy. This work led directly to the concept of energy.

scholarly journals Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena

2019 ◽  
Vol 8 (2) ◽  
pp. 187-196
Author(s):  
Rismawati Rismawati ◽  
Sarwanto Sarwanto ◽  
Budiyono Saputro
Keyword(s):  
Student Learning ◽  
Project Based Learning ◽  
Circular Motion ◽  
Rectilinear Motion ◽  
Learning Method ◽  
Guided Inquiry ◽  
Learning Methods ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
The Right

The learning method is one of the essential factors that influence the success of learning. To build good quality learning, choosing the right method is a crucial step. This study aims to identify differences in student learning achievement by applying two learning methods, project-based learning (PjBL) and guided inquiry (GI) in rectilinear motion and circular motion. The quasi-experimental method was used in this study. The participants were selected by cluster random sampling consisting of two classes (36 students and 35 students) from one of the Vocational Schools in Surakarta. Data collected through multiple-choice tests and interviews were analyzed in descriptive and inferential statistics using ANOVA and t-test. The results show that there is an influence of the learning method on student learning achievement in which both the PjBL and GI method. Students who learned rectilinear motion and circular motion using PjBL got higher scores than the GI method. The implication of this research is as a teacher's reference in choosing learning methods relevant to the rectilinear motion and circular motion and its implementation is expected to improve student learning achievement.

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