Innateness in ancient philosophy

Author(s):  
Dominic Scott

The idea that knowledge exists latently in the mind, independently of sense experience, is put forward in three of Plato’s dialogues: the Meno, the Phaedo and the Phaedrus. The claim is that the human soul exists before it enters a body, and that in its pre-existent state it knows certain things, which it forgets at birth. What we call ‘learning’ during our mortal lives is in fact nothing but the recollection of pre-existent knowledge. In a particularly famous passage in the dialogue the Meno, the character Socrates sets an uneducated slave boy a geometrical puzzle. After asking a series of questions, he elicits the correct answer from the boy, which he claims existed in him all along, merely needing to be aroused by the process of recollection. Aristotle dismisses recollection quite brusquely and tries to explain human learning by appeal to sense perception. In post-Aristotelian philosophy, it unclear how far any theory of innateness was accepted. Most probably, the Stoics thought that in some sense moral concepts and beliefs arise from human nature, though they did not endorse a theory of pre-existence or recollection.

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Mary Morgan ◽  
Philip Stokoe

James Fisher's work on curiosity and the authors' own thinking in this area are described. Fisher's view of curiosity, as a genetic aspect of human nature, and as the essential driver causing the development of the mind and of consciousness, is restated. The focus of curiosity is emotion, and emotion is meaningful. Thus curiosity serves to represent symbolically the meaning of our experience. The authors agree with Fisher, Bion, and Britton that the impulse to curiosity stands alongside the impulse to pleasure, and that the tension between these two impulses affects and guides our psychological and emotional development. The fields of couple psychoanalytic psychotherapy and organisational consultancy are drawn on to demonstrate the centrality of curiosity and to indicate its essential role in the development of a creative couple stage of identity. The importance of anxiety in either stimulating or de-activating curiosity is described. The authors emphasise the balance between the pleasure impulse and the impulse to curiosity by showing that L and H can be seen as the former, while K pertains to the latter. Where anxiety closes down curiosity, it is argued that this is an example of L and H dominating K, and is another way to describe the paranoid-schizoid position.


Ethics ◽  
1985 ◽  
Vol 96 (1) ◽  
pp. 198-200
Author(s):  
Gordon D. Marino
Keyword(s):  

2019 ◽  
Author(s):  
Stephen Malloch ◽  
Jonathan Delafield-Butt ◽  
Colwyn Trevarthen

Human learning is inspired with the purposes and feelings of individuals who seek conscious, in-the-moment cooperation. It is social and co-created through mutual attunement of the movements of body and mind. In school, the interested learner needs to be encouraged by a skilled teacher sensitive to the rhythms of the child’s friendly, open vitality. They co-create shared projects in play, with movement and language, developing meaning and learning in sympathetic collaboration. From infancy, projects of imagination are expressed by the body and voice with the creative forms of 'communicative musicality' – gestural narratives created in rhythms of movement, felt, seen and heard. They anticipate being responded to with love and care. Learning within these embodied narratives incorporates affective, energetic, and intentional components to produce schemas of engagement that structure knowledge, and become meaningful habits held in memory. The rituals of culture and technical skills develop from the psycho-motor structure of human nature, with its vital impulses of thought-in-action that express an integrated, imaginative, and sociable Self.


2005 ◽  
Vol 11 (2) ◽  
pp. 207-224 ◽  
Author(s):  
Donald A. Martin

Kurt Gödel is almost as famous—one might say “notorious”—for his extreme platonist views as he is famous for his mathematical theorems. Moreover his platonism is not a myth; it is well-documented in his writings. Here are two platonist declarations about set theory, the first from his paper about Bertrand Russell and the second from the revised version of his paper on the Continuum Hypotheses.Classes and concepts may, however, also be conceived as real objects, namely classes as “pluralities of things” or as structures consisting of a plurality of things and concepts as the properties and relations of things existing independently of our definitions and constructions.It seems to me that the assumption of such objects is quite as legitimate as the assumption of physical bodies and there is quite as much reason to believe in their existence.But, despite their remoteness from sense experience, we do have something like a perception also of the objects of set theory, as is seen from the fact that the axioms force themselves upon us as being true. I don't see any reason why we should have less confidence in this kind of perception, i.e., in mathematical intuition, than in sense perception.The first statement is a platonist declaration of a fairly standard sort concerning set theory. What is unusual in it is the inclusion of concepts among the objects of mathematics. This I will explain below. The second statement expresses what looks like a rather wild thesis.


2019 ◽  
pp. 192-209
Author(s):  
Дионисий Шленов

В XI в. монах Студийского монастыря прп. Никита Стифат в аскетико-богословском корпусе своих сочинений неоднократно пользовался выражениями «главные добродетели» и «главные страсти». В статье делается попытка раскрыть смысл выражения«главные добродетели», систематизировать представления автора о четырех главных добродетелях, известных ему от античной традиции через посредство христианских авторов, продолжавших и далее свободно пользоваться этим выражением. Общий контекст позволяет выявить своеобразие автора, который сравнивает «четыре главные добродетели» с четырехчастностью человеческой души как великого мира по сравнению с внешним, малым, миром, состоявшим, согласно античным представлениям, из четырех первоэлементов. Особо рассматривается еще более детализированное сравнение четырех добродетелей с четырьмя способностями высшей части души - разума. Наряду с этим, автор сопоставляет пять чувств тела и пять разумных сил души. Для прп. Никиты четыре главные добродетели являются основополагающими, что не исключает особого внимания автора к ряду других ключевых добродетелей, таких как смирение и любовь. Учение о четырех главных добродетелях отсутствует в корпусе сочинений учителя прп. Никиты - прп. Симеона Нового Богослова, что сильнее подчеркивает более«школьный» и компилятивный характер наследия Стифата. Учение Стифата рассматривается в контексте античной и византийской литературы. In the XI century a monk of the Studite monastery St. Nicetas Stethatus in the ascetic-theological corpus of his writings repeatedly used the expressions “main virtues” and “main passions”. The article attempts to uncover the meaning of the expression “main virtues”, to systematize the author’s ideas about the four main virtues, known to him from the ancient tradition through Christian authors, who continued to use this expression freely. The general context makes it possible to reveal the originality of the author, who compares the “four main virtues” with the fourfold part of the human soul as a great world compared to the external, small, world, which, according to ancient concepts, consisted of four primary elements. Particularly, an even more detailed comparison of the four virtues with the four abilities of the higher part of the soul, the mind, is considered. Along with this, the A. compares the five senses of the body and the five rational powers of the soul. For St. Nicetas the four main virtues are fundamental, which does not exclude the A.’s special attention to a number of other key virtues, such as humility and love. The doctrine of the four main virtues is missing from the corpus of St. Nicetas/St. Simeon the New Theologian, which more strongly emphasizes the more “school-like” and compilative nature of St. Stethatus’ heritage. The doctrines of Stethatus are considered in the context of ancient Byzantine literature.


2018 ◽  
pp. 277-280
Author(s):  
Erika Lorraine Milam

This concluding chapter reflects on the lessons presented by this volume as a whole and considers the ongoing study into the origins of humanity in the post-1970s era. In the decades after, readers have not lost their passion for epic evolutionary dramas in which the entirety of human history unfolds before their eyes. Yet when students today respond to the question “What makes us human?” they are far more likely to invoke neurological facts than paleontological ones. The public battlefield over violence and cooperation has since shifted to new ground in the mind and brain sciences. Despite the apparent polarization of scientists writing about human nature into culture- and biology-oriented positions, the intellectual landscape defined by scientists working on the interaction between culture and biology has continued to flourish.


Author(s):  
David Fate Norton

Francis Hutcheson is best known for his contributions to moral theory, but he also contributed to the development of aesthetics. Although his philosophy owes much to John Locke’s empiricist approach to ideas and knowledge, Hutcheson was sharply critical of Locke’s account of two important normative ideas, those of beauty and virtue. He rejected Locke’s claim that these ideas are mere constructs of the mind that neither copy nor make reference to anything objective. He also complained that Locke’s account of human pleasure and pain was too narrowly focused. There are pleasures and pains other than those that arise in conjunction with ordinary sensations; there are, in fact, more than five senses. Two additional senses, the sense of beauty and the moral sense, give rise to distinctive pleasures and pains that enable us to make aesthetic and moral distinctions and evaluations. Hutcheson’s theory of the moral sense emphasizes two fundamental features of human nature. First, in contrast to Thomas Hobbes and other egoists, Hutcheson argues that human nature includes a disposition to benevolence. This characteristic enables us to be, sometimes, genuinely virtuous. It enables us to act from benevolent motives, whereas Hutcheson identifies virtue with just such motivations. Second, we are said to have a perceptual faculty, a moral sense, that enables us to perceive moral differences. When confronted with cases of benevolently motivated behaviour (virtue), we naturally respond with a feeling of approbation, a special kind of pleasure. Confronted with maliciously motivated behaviour (vice), we naturally respond with a feeling of disapprobation, a special kind of pain. In short, certain distinctive feelings of normal observers serve to distinguish between virtue and vice. Hutcheson was careful, however, not to identify virtue and vice with these feelings. The feelings are perceptions (elements in the mind of observers) that function as signs of virtue and vice (qualities of agents). Virtue is benevolence, and vice malice (or, sometimes, indifference); our moral feelings serve as signs of these characteristics. Hutcheson’s rationalist critics charged him with making morality relative to the features human nature happens at present to have. Suppose, they said, that our nature were different. Suppose we felt approbation where we now feel disapprobation. In that event, what we now call ‘vice’ would be called ‘virtue’, and what we call ‘virtue’ would be called ‘vice’. The moral sense theory must be wrong because virtue and vice are immutable. In response, Hutcheson insisted that, as our Creator is unchanging and intrinsically good, the dispositions and faculties we have can be taken to be permanent and even necessary. Consequently, although it in one sense depends upon human nature, morality is immutable because it is permanently determined by the nature of the Deity. Hutcheson’s views were widely discussed throughout the middle decades of the eighteenth century. He knew and advised David Hume, and, while Professor of Moral Philosophy at Glasgow, taught Adam Smith. Immanuel Kant and Jeremy Bentham, among other philosophers, also responded to his work, while in colonial America his political theory was widely seen as providing grounds for rebellion against Britain.


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