Thursday, December 24, 2009
Happy (Philosophical) Holidays!
To my friends, all of whom are men and women of good will: may you have peace and eudaimonia this holiday season, and in the year ahead.
Wednesday, December 16, 2009
The Great MG Debates of Aught Nine
A Real-World Ethics Question
Monday, December 14, 2009
Empathy, Us, and Them
Saturday, December 12, 2009
Friday, December 11, 2009
Friday, December 4, 2009
Military Ethicist in the news
In the 1950s, when [the medical community] discovered that they were
involved in ethically thorny issues that were outside their domain of expertise,
they called in philosophers and theologians.
Thursday, December 3, 2009
Tonight's....errr...last night's homework
Tuesday, December 1, 2009
The Hidden Question of Ethics
Monday, November 30, 2009
Monday HW
Wednesday, November 25, 2009
Who Makes Your Decisions?
Think you do? Spend 18 minutes sometime this weekend watching this presentation by Dan Ariely about "decision illusions," fascinating scenarios that point out how easy it really is to be manipulated when making decisions that seem to be purely independent. It'll make you think twice the next time you're going through the Dunkin' Donuts drive-through...
If you like that one, try another of Ariely's talks, this one about the glitches in our common-sense moral codes: "the hidden reasons we think it's OK to cheat or steal (sometimes)." See if you recognize elements or concepts from the various ethical theories we've learned about.
By the way, enjoy the break!
Monday, November 23, 2009
FYP
I happened across this article at Prospect magazine's website. It's short, but succinctly and clearly states and defends a particular thesis. A great deal of what's of interest comes afterward, in the comments readers have left. Although the discussion is about the use of words, you'll see that the language argument is quite closely tied to a conclusion about ethical relativism. READ!
P.S.: The folks who posted on Friday are duly noted! Jon, Greg, Alyssa, and Sarah - kudos/shout-out to y'all.
Friday, November 20, 2009
oooooooo
Thursday, November 19, 2009
Sine, Cosine...
Wednesday, November 18, 2009
A Sibling Blog
Tuesday, November 17, 2009
Ethics in Odd Places...
'I've had three from young people saying they were contemplating
committing suicide. I've had two from women contemplating killing their children
and themselves. I had one last week from a person who said, "I'm so scared, my
only friend is my little dog. When should I put it to sleep so it won't suffer?"
And I don't know how to answer those questions.'
Monday, November 16, 2009
i have kno clue what i am doing
Thursday, November 12, 2009
Truth and Consequences
Your HW tonight: follow this link to the BBC News Magazine feature on philosophical thought experiments. Read the two variations of the trolley problem presented there (vote if you like!), AS WELL AS the comments left by other site visitors. Choose the comment you find most compelling, and in your own comment on my post here, copy-and-paste that comment, AND explain why you find it compelling, PLUS what you would do in the scenario. This latter part will be important, as you will see on tomorrow's quiz.
Tuesday, November 10, 2009
In today's discussion, we examined one logical expression of the idea that there is a theological foundation for morality, in the form of a deductive argument:
P1. Person#1 exists.
P2. Person#1 has said that X is morally right.
C. Therefore, X is morally right.
In other words, whether an action is moral or not depends simply on whether (a very specific) someone has said so.
HW: Your task has two (2!) parts. FIRST (as a comment below): Does the above argument work in general - that is, for ANY Person#1 and for ANY X? If not, then why should I suppose that it works for some very specific Person#1 and for certain specific Xes? SECOND: look up the term "biting the bullet." We will be using it in class tomorrow.
Thursday, November 5, 2009
Ick - I'm sick: but giving HW nonetheless.
Ahhh....verrrry, verrry interesting.
I did note one or two minor hesitations: for example, Alyssa T.'s comment included the caveat "I do believe that there are some things, such as murder and rape, that are just plan [sic] wrong regardless of morals".
Now that you've all given serious thought to the issue, and come up with your very best reasons for believing as you do, here's tonight's prompt for your (HW) comments:
Maybe I'm missing something, but it seems to me that, if I accept ethical relativism, I should allow everyone to "do their own thing," and my having a different (moral) opinion than someone else doesn't give me any right to impose my own morals on him or her. I wonder, then, on what basis could we possibly call murder and rape "wrong," if morals are nothing but personal opinion? Put another way, if I think that (at least sometimes) I should interfere with someone else's actions, and prevent his or her doing something (say, committing rape or murder or genocide), how can I justify my interference, if moral principles are merely opinions?
And to really bake your noodle: if I decide to simply stand back and allow something I consider wrong to happen (without interfering), aren't I just doing exactly what ethical relativism says I should? On what basis, for example, would Paul Rusesabagina have a legitimate moral reason for doing as he did - interfering with the moral beliefs of the Hutu regime?
Wednesday, November 4, 2009
The Allure of Relativism...
Monday, November 2, 2009
The Ring of Gyges
Monday, October 26, 2009
I heard there was some extra credit for posting on the blog. Here it is.
Greg Karabinos
Philosophy
The Matrix
October 24, 2009
Ethics
Throughout the Matrix, Neo is faced with many ethical issues. He must decide weather it is wrong to kill regular humans in the Matrix even if they are following the instructions of the machines. In addition to this he is faced with a choice: is sacrificing one to save the lives of many morally correct? Also, he has to choose between his race and the machines. Even though Neo does not contemplate ethics as much as what is real and unreal they are presented to the viewer as very distinct choices. Each time a moral decision is made in the movie, the viewer is guided to his own conclusion.
While walking through a simulation of the Matrix, Morpheus explains to Neo that the matrix is a system and that system is their enemy. He continues, explaining that in this system all the people that inhabit it, the people they are trying to free are their enemies as long as they are plugged into the Matrix. Ironically, Morpheus and his band cause more harm to the other humans in the Matrix than the machines. They kill countless innocents. Neo accepts this decision without hesitation and shows little remorse in killing and maiming these cogs in the Matrix. Even though it would be impossible for Neo, Trinity, and Morpheus to complete their objectives without this killing, the morality of this is still questionable. In modern wars, civilian casualties are strongly avoided. This is largely due to the fact that each country must answer to the public and other countries. However, Morpheus does not answer to anyone in the Matrix or the real world, during the entire movie he does not have contact with any humans superior to him in the real world. Because of this he is able to make his own decisions, even if they are immoral.
Morpheus helps Neo overlook the moral issues regarding to killing the humans in the Matrix, but Neo must make his own decision when the agents capture Morpheus. The agents are trying to coerce Morpheus into giving them the codes to Zion, the last human city. Neo, Trinity, and Tank are confronted with a choice. They have to decide weather it is morally correct to kill Morpheus for the greater good. They all know that Morpheus would rather die than give up the codes to Zion to the robots. But can they make that decision for him? This is a debated issue today in the modern world in the form of assisted suicide. Is it principled to assist someone’s suicide or is it merely murder? In the Matrix Neo comes up with an answer to this difficult decision. He creates a third option. Instead of letting Morpheus die or murdering him, Neo attempts a daring rescue. To the viewers, this is the most honorable option and it skirts the difficult questions resulting from the choice Neo would have had to make. Can one value a human life? Can a human life be defined by dollars, or is it measurable in other human lives? Are certain lives worth more than others? The Matrix presents the viewer with this question but moves on before the viewer can make a decision.
One of the most important questions of the movie is presented to Neo when he must choose between the Humans and the machines. Although he makes this choice early in the movie when he allies himself with Morpheus, we see that other humans were not as committed as he. Cipher, one of Morpheus’s band betrays them to the agents, computer programs designed to protect the Matrix. While Cipher’s choice is motivated by pure self-gain, it brings doubt to the viewer. Who is right, the machines or humans? Morpheus admits that the humans were the ones who scorched the sky and Agent Smith compares the humans to a virus consuming more and more territory and using up many natural resources. Even though the viewer is clearly intended to support the humans regardless of their past failures, it may not be as obvious choice. Once Neo joins with the humans the machines are bent on his destruction. This forces him to accept the humans as his allies despite his lack of facts.
A viewer of the Matrix is able to question the ethics displayed in the Matrix without the pressure the characters are under. With less resources and time the characters are forced to compromise their ethics occasionally to survive while a viewer has the luxury of principles. Even though the characters may seem to be mercenaries, they are in fact devout believers adhering strictly to their cause. Their enduring goal is to free the humans from the Matrix but their immediate goal is to merely survive. Thus they are compelled to make decisions with less thought to ethics than usual.
Sunday, October 25, 2009
Post 2
"Discovery"
Friday, October 23, 2009
Matrix
Thursday, October 22, 2009
The Philosophy of the Matrix Day 3
The spoon isn't real. Taking that to a broader sense, while in the Matrix once you give up the illusion, only you are real.
Deja vu is actually a glitch in the system. Which is a smart way to explain it in the context of the universe and situations in the movie.
The agent mentioned how smell may not even be real in the Matrix which ties into my first point of defining what real in the Matrix is. But that brings it all full circle as that is the essential questions of my topic.
Matrix
Ethics
matrix oracle
1.
(esp. in ancient Greece) an utterance, often ambiguous or obscure, given by a priest or priestess at a shrine as the response of a god to an inquiry.
2.
the agency or medium giving such responses.
3.
a shrine or place at which such responses were given: the oracle of Apollo at Delphi.
4.
a person who delivers authoritative, wise, or highly regarded and influential pronouncements.
5.
a divine communication or revelation.
6.
any person or thing serving as an agency of divine communication.
7.
any utterance made or received as authoritative, extremely wise, or infallible.
8.
oracles, the Scriptures.
9.
the holy of holies of the Temple built by Solomon in Jerusalem. I Kings 6:16, 19–23.
so, if an oracle has to talk to god, does that mean there is a god or possibly multiple in the real world?
Cruz and Philosophy
Wednesday, October 21, 2009
The Philosophy of the Matrix Day 2
The real world is actually 200 years ahead of the Matrix. What we know to be the real world is actually a computer program designed to trick humans into a false sense of security. The real world had been taken over by the machines that the humans invented. "The One" refers to the person in the real world that brought others from the Matrix. The key to mastering the boundaries, or lack thereof, of the real world is to free your mind.
How do the machines know the actual taste of the food they program into the Matrix?
Can you dream in the real world if the Matrix is a dream?
Day 2 matrix
Tuesday, October 20, 2009
Matrix
also, how does the oracle know what is the truth? how does it know what is real and what is fake when sometimes the matrix can suck in reality but warp it? So far there are alot of questions on the knowledge of the movie and the realities.
The Matrix and Fate
Preexisting condition
matrix controll program
how come people just didnt demagnitize machines to begin with rather than resorting to scorching the sky
How many matrices are there?
Matrix Day 2
WTF
Monday, October 19, 2009
Matrix
The Philosophy of the Matrix Day 1
How does the Matrix give people the ability to defy gravity, time and death?
How did Neo already know about Morpheus?
The agents are the enemy, but are they the bad guys?
Thoughts on Matrix
1. What is it that Neo knows that has made him such a unique target to the agents and Morphius?
2. Was the real universe made up of millions of human biengs that are practically held in chambers until they are needed?
Also,maybe the other members of Morphius's group must have gone through the same process that Neo is/did going/go through.
Operation: Enter the Matrix: ACTIVATED
Sunday, October 18, 2009
Enter the Matrix
Remember that we will meet in the A/V Room, NOT S-13. Be prompt to class, since I'll be starting the movie directly.
OPERATION: ENTERING THE MATRIX
MISSION SPECIALIZATION CHOICES:
A> SUB-OPERATION: THE DESERT OF THE REAL. DESCRIPTION: YOU WILL FOCUS ON THE NATURE OF THE REALITY PRESENTED IN THE MATRIX. OBSERVATION AND ANALYSIS WILL BE DIRECTED TOWARD METAPHYSICAL INVESTIGATION.
B> SUB-OPERATION: BLUE PILL. DESCRIPTION: YOU WILL FOCUS ON THE NATURE OF KNOWLEDGE IN THE WORLD OF THE MATRIX. OBSERVATION AND ANALYSIS WILL BE DIRECTED TOWARD EPISTEMOLOGICAL INVESTIGATION.
C> SUB-OPERATION: VIRUS H(uman)1N1. DESCRIPTION: YOU WILL FOCUS ON THE NATURE OF MORALITY IN THE MATRIX. OBSERVATION AND ANALYSIS WILL BE DIRECTED TOWARD ETHICAL INVESTIGATION.
YOUR MISSION PARAMETERS:
>>>1. RECONNAISANCE. MAXIMUM ALLOTTED TIME: 136 MINUTES. DESCRIPTION: FROM A SECURE LOCATION, OBSERVE AND RECORD MAJOR CHARACTERS, INTERACTIONS, EVENTS WITHIN THE MATRIX. BUILD A DATABASE COMPLETE ENOUGH TO SUPPORT 4 PERIODIC COMPREHENSIVE MISSION DEBRIEFS (VERBAL AND/OR WRITTEN FORMAT) TO ZION MISSION HQ AND/OR EXTERNAL COMMAND REPRESENTATIVES.
>>>2. EVALUATION/SYNTHESIS. MAXIMUM ALLOTTED TIME: 60 MINUTES. DESCRIPTION: INTERPRET THE DATA YOU COLLECT. RECORD QUESTIONS AND MAKE INFORMED HYPOTHESES ABOUT THE SIGNIFICANCE/MEANING OF: CHARACTER NAMES, SYMBOLS, CONVERSATIONS, ESPECIALLY POSSIBLE PHILOSOPHICAL SIGNIFICANCE (RELEVANT TO YOUR CHOSEN MISSION SPECIALIZATION). THE RESULT OF THIS ACTIVITY WILL BE RECORDED IN JOURNAL FORMAT, DATE-STAMPED, AND WILL BE SAVED IN ELECTRONIC DOCUMENT FORMAT FOR IMMEDIATE USE (SEE MISSION PARAMETER 3 BELOW). **NOTE: THIS PORTION OF YOUR MISSION MAY REQUIRE ACCESS TO MULTIPLE RESEARCH DATABASES (ONLINE AND OFFLINE) FOR UNFAMILIAR TERMINOLOGY.
>>>3. COLLABORATION. MAXIMUM ALLOTTED TIME: N/A. DESCRIPTION: ACTIVE DATA SHARING WITH OTHER OPERATIVES VIA COMMON BLOG ACCESS (CODENAME: MOUNTIESPHILOSOPHY.BLOGSPOT.COM). THE MATRIX IS A SOPHISTICATED AND COMPLEX ENTITY; IT IS IMPERATIVE THAT ALL OPERATIVES SHARE THEIR DATA/OBSERVATIONS IN COMMON, TO ACHIEVE A FULL ANALYSIS OF THE PHENOMENON. ONCE YOU HAVE COMPLETED MISSION PARAMETER 2, YOU WILL POST YOUR EVALUATION/SYNTHESIS TO BLOG AND POST A MINIMUM OF 2 COMMENTS ON 2 OTHER OPERATIVES' EVAL/SYNTHS.
>>>4. MISSION REPORT. LENGTH: 500-600 WORDS. SUBMIT DEADLINE: 10/26, 0800 HOURS. DESCRIPTION: SUBMIT A COMPREHENSIVE ANALYSIS OF YOUR CHOSEN SUB-OPERATION, BASED ON THE SUM TOTAL OF DATA COLLECTED THROUGH COMPLETING MISSION PARAMETERS 1 THROUGH 3. ZION MISSION HQ WILL MAKE COMMAND DECISIONS BASED UPON YOUR INTEL; OBVIOUSLY YOU STRIVE TO PRESENT AS THOROUGH AS POSSIBLE A REPORT.
END TRANSMISSION
Thursday, October 15, 2009
Scientists Use Quake 2 to Study Mouse Brains
In this week's issue of Nature, scientists from Princeton University trained
mice to navigate around a virtual environment using a setup that resembles a
combination of a giant trackball and a mini-iMax theater displaying a virtual
world rendered using a modified version of the Quake 2 open source game
engine. (Here's the academic paper, subscription required.) They hold the
mouse's head still atop a giant trackball, which the mouse turns by running. The
scientists use the rotations to move the mouse around in the virtual
environment, and when he reaches certain places, he gets a reward. Because they
are able to hold the head still, they can stick microscopic glass electrodes
into individual neurons in the hippocampus of this mouse as it 'navigates.' They
find the neural activity that resembles activity during real life navigation,
and learned new things about the inputs and computations that are going on
inside these neurons, which weren't known before.
What do you imagine we might learn from such experiments? Anything interesting or useful or practical?
Out of the Cave...
"On the mountains of truth you can never climb in vain: either you will reach a point higher up today, or you will be training your powers so that you will be able to climb higher tomorrow."
-Friedrich Nietzsche, philosopher (1844-1900)
Can you think of a way this quotation applies to Plato's allegory of the cave?
Wednesday, October 14, 2009
Finish the Phrase...
"The philosopher must return to the cave because..." ...finish the sentence (or two or three) with your best, most thoughtful reason. Be creative! Be logical!
Monday, October 12, 2009
Philosophy Assembly next Wednesday!
"Disappearing Into Asia"
The speaker: Joe Cruz is professor of philosophy and cognitive science at Williams College. His writing and research is on consciousness, thought, and knowledge. Professor Cruz is also an elite mountain bike racer, and he coaches the Eph cycling team. His bicycle expeditions include Pakistan, India, Tibet, Nepal, Southeast Asia, the American West, and much of Western Europe.
Thursday, October 8, 2009
HW...and $
Now, what about this "$" in the title above? I invite you to click on the "Philosophy Slam!" link (to the right). You will see that next Friday, October 16, is an important date for a national philosophy contest, which I'm going to encourage all of you to enter.
Extra, Extra!
Wednesday, October 7, 2009
Ooooh, Nominalism...
Tuesday, October 6, 2009
Plato (not Play-Doh) [D'oh!]
Monday, October 5, 2009
Always Thinking: Philosophy in the Liberal Arts
"While many students who major in philosophy may not become philosophy teachers, they certainly have a wide range of career perspectives and opportunities," says
Nnodim. "Some may pursue a career in law, business, management, as well as in
government, non-profit or international organizations. The skills they gain
studying philosophy complement most careers."
For Your Edification...
HW: find a good philosophical definition of metaphysics, and post here.
Extracredit: The following exercise is available for any of you to ponder; for anyone who scored an 89 or lower on the exam, it has a special, added characteristic - i.e., it can count for up to 10 points in my gradebook. The point-value of your answer will depend on its correctness, completeness, and clarity. The real value of your answer will depend on these same things. (What's the difference?) If you are responding to the exercise and want to qualify for points, you must comment on this post by 11:59 pm on Wednesday 7 October.
ANYway...
Below are excerpts from actual letters to the editor in which the authors argue for or against a particular position on a social issue. Your mission, should you choose to accept it, is to choose one excerpt and:
1) Identify and label the premises and the conclusion of the argument. (Remember that you can, if necessary, insert enthymemes - any statements that are assumed, and are important to the argument, but which the author hasn't stated explicitly. Enthymemes are often omitted because the author considers them too obvious to state aloud - but they're important to analyzing the argument.) There can certainly be more than two premises, so don't worry if you find more. Label them P1, P2, ... C.
2) Classify the argument. First: is it deductive or inductive? Second: if deductive, is it valid/invalid, then sound/unsound? if inductive, is it strong/weak, then cogent/uncogent? Third: are there any fallacies committed? if so, name them.
3) If there is a fallacy, reconstruct the argument so that it is a valid (or strong) argument. (If there is no fallacy, simply write "no fallacy" for this step.)
4) Respond to one (1) of your classmates' analyses - either suggest a revision, or ask a question, or otherwise challenge her/his analysis. (If only one person in the class chooses to do this assignment, this step does not apply.)
Happy hunting! Please note: the writers are not exactly neutral or unbiased in their writing. When you analyze their arguments, try to make them as unbiased as you can.
Excerpt #1. "Evolution would have been dealt serious setbacks if environmentalists had been around over the eons trying to save endangered species. Species are endangered because they just do not fit the bigger picture any more as the world changes. That's not bad. It's just life. In most cases we have seen the 'endangered species' argument is just a ruse; much deeper motives usually exist."
Excerpt. #2. "The problem that I have with the pro-choice supporters' argument is that they make 'choice' the ultimate issue. Let's face facts. No one has absolute freedom of choice sanctioned by the law. One can choose to rob a bank, but it's not lawful. Others can choose to kill their one-year-old child, but it is not legal. Why then should a woman have the legal right to take the life of her unborn child?"
Excerpt #3. "Since when did military service become a right, for gays or anyone else? The military has always been allowed to discriminate against people who don't meet its requirements, including those who are overweight or too tall or too short. There is an adequate supply of personnel with the characteristics they need. And there is no national need for gays in the military."
Excerpt #4. "The issue is not whether we should subsidize the arts, but whether anyone should be able to force someone else to subsidize the arts. You and I are free to give any amount of our money to any artistic endeavor we wish to support. When the government gets involved, however, a group of bureaucrats is given the power to take our money and give it to the arts they wish to support. We are not consulted. That is not a way to promote a responsible culture, That is tyrrany."
Excerpt #5. "If the advocates of prayers in public schools win on this issue, just where will it end? Perhaps next they will ask for prayers on public transportation? Prayers by government workers before they start their job each day? Or maybe, mandatory prayers in public restaurants before starting each meal might be a good idea."
Friday, October 2, 2009
Philosophers' Thought of the Day
Monday, September 28, 2009
Review Stuff for Tonight...
For the official record, the test has been moved to Thursday.
Also: tonight's the last chance to comment on my posting about the possible field trip.
Saturday, September 26, 2009
O, that this too, too solid flesh...
Two items of business for Monday.
Item the First: If you have any interest in the proposed theatric-philosophical field trip, comment on that posting THIS WEEKEND. Time is short to arrange it, so I will need to get it moving on Monday if it's to happen at all.
Item the Second: Our first exam will be on Tuesday. You should make sure you know (and love) the important terms, and their definitions, reviewed on Thursday in class. (For those of you who were not there, the handout is online here - but it will be VERY HELPFUL for you to get in touch with a classmate who was present, since the online version is MUCH LONGER than you need). Also, re-read Descartes' First Meditation, making sure you understand what radical skepticism is, and why Descartes believes it is the only choice (cf. the Hopeful/Doubtful arguments).
Monday will be your chance to ask for any clarifications. The test format: expect to spend 30-40 minutes answering 15-20 multiple-choice questions, plus approx. 10 argument-evaluation questions (like what we did on Thursday at the end of class): in each of these, I will present a short argument, and it will be your job to evaluate it (what are the premises, and what is the conclusion? is the argument inductive or deductive? if inductive, is it strong (and, possibly, good)? if deductive, is it valid (and, possibly, sound)?
Thursday, September 24, 2009
Field Trip...?
The Barrington Stage Company in Pittsfield is currently staging Freud's Last Session, a play built around some of the "big questions" of philosophy. From the BSC website:
After escaping the Nazis in Vienna, legendary psychiatrist Dr. Sigmund
Freud invites a young, little known professor, C.S. Lewis, to his home in
London. Lewis expects to be called on the carpet for satirizing Freud in a
recent book but the dying Freud has a more significant agenda. On the day
England entered WW II, Freud and Lewis clash on the existence of God, love, sex
and the meaning of life – only two weeks before Freud chose to take his
own.
I've been in touch with the BSC directors, and they offer a student rate of $15. They would arrange a Q&A with the actors after the show for us, too. They suggest the performance on Sunday, October 4 at 7:30 pm, but there are other dates and times.
Comment if you're even possibly interested; if there's enough feedback, I'll look into the logistics of arranging it.
Reviewing Basic Logic Skills!
Is there anything wrong with these arguments? Use "official" terms (e.g. deductive, valid, etc.) if you can.
* “Philosophy” originally means love of wisdom in Greek. If you are a philosopher,
you must have a lot of wisdom.
* “Art” originally means “to make”. So art is created whenever someone makes
something.
Wednesday, September 23, 2009
Txt iz Gr8!! OMG!!
A recent study out of the University of Alberta says that kids who are well-versed in proper spelling are not only unaffected by the atrocities introduced by shortened words and text slang, they actually use complex structures when chatting with each other in addition to new words.
There are some differences by gender, too:
[...]boys who frequently used text speak and abbreviations were less likely to
be good spellers, while the opposite was true of girls—girls who used more
abbreviations tended to be better spellers than girls who did not. This could be
an indication that girls who use abbreviations have a better understanding of
the language and how it relates to "normal" spelling.
Unit's End...
Monday, September 21, 2009
Descartes' Radical Skepticism
As you read (by the way, it's pretty easy going), pay attention to the stages of Descartes' thought experiment. Why, exactly, does he reach his final decision at the end of the Meditation? What about God? Notice how the "Doubtful" character uses our everyday experiences of dreaming to make very strong skeptical claims.
Saturday, September 19, 2009
Grrr, Sniff, Arf
The above quote comes from a book review in The New York Times for the newly-published book INSIDE OF A DOG: What Dogs See, Smell, and Know, by Alexandra Horowitz.
Even though we haven't read any Aristotle yet, and "teleology" makes you think of ginseng, the review will be a fun read. In your comment below, include 1 quote from the review that expresses a neat fact, and your reaction or any interesting thoughts that popped into your head as you read.
Thursday, September 17, 2009
The Fallacy Files
Word of the day: schadenfreude.
Tuesday, September 15, 2009
Tuesday Night HW, Plus Venn Link.
Argument the First. Write a sound deductive argument. (Remember what two features are required to make it sound.)
Argument the Second. Write a valid deductive argument which contains at least one false premise.
Argument the Third. Write an invalid deductive argument with all true sentences (premises and conclusion).
Hint: When writing Arguments the First and the Second, remember that the goal of a deductive argument is to absolutely guarantee that, if someone accepts the premises, s/he is absolutely compelled to accept the conclusion - 0% room for exceptions. You want a totally iron-clad logical connection between your premises and conclusion. (Remember my "Socrates is mortal" example.)
If you found the Venn diagram helpful in visualizing the quarterback-steak argument on the board today, you might find this page (from Washington State University) of interest. It gives several examples of how to evaluate deductive arguments using Venn diagrams (visually), giving you the chance to decide for yourself and then check your answers.
Monday, September 14, 2009
Take the Deductive Argument Quiz!
Friday, September 11, 2009
Schrodinger's Virus?
If you're curious about how anything can be in two places at once, search for "Schrodinger's Cat" - a classic thought experiment in quantum physics.
If I Only Had A Brain...
Scary? Awesome? What potential uses for such technology can you think of?
Thursday, September 10, 2009
Thursday homework
Tonight: comment below, addressing one (or both!) of the following questions (from p. 37 in the text):
3. If everything in the universe were to grow proportionally one-thousand times larger, would we be able to detect it?
4. Does one have the obligation to be a hero? Does one have the obligation to be a saint? Discuss whether of not the needs of others should always be put before one’s own.
Bonus points for the first to correctly identify the branch of philosophy each question deals with.
Local Philosophy News!
Wednesday, September 9, 2009
Wednesday Homework
Friday, September 4, 2009
Homework
Now that I've got your attention...
My original idea of using this post as a permanent homework link didn't pan out so well. It just got too messy keeping up with the new batches of comments every day. So, here's the new plan: simply go to the main blog site (http://mountiesphilosophy.blogspot.com/) for the daily homework. It will always be visible as the most recent post (i.e., the post at the top of the page).
Thursday, September 3, 2009
To Talk, or to Listen?
[t]he shrill chaos of a million tweets, blogs and call-in cable and radio
shows has entranced us with the sounds of our own voices and immersed us in the
white noise of narcissism.
Comment: do you think that Facebook and Twitter, utilities that let us immediately share any little detail of our lives, makes us more self-absorbed or narcissistic? Can you give an example of something or someone that supports your view?
Wednesday, September 2, 2009
First!
--Chris
p.s. if you're feeling really courageous watch "BRICKS"
(I will not be held responsible for any mental and /or physical harm incurred via the watching of "BRICKS")
Twitter: Better Than Your English Professor
What Good Is Summer Homework?
Monday, August 31, 2009
Welcome!
Before you get started, though. The first thing you should do is follow the 'Intro / Read Me' link (to the right). This will take you to the very first post on the blog, which will give you a short overview of my expectations for your participation in the online life of the course. Once you've read it, you'll be prepared for what follows. I expect you to have questions: after all, questions are what philosophy is all about!
Does Philosophy Matter?
Thursday, August 27, 2009
"Doing Good", Self-Interest, and Cows
Rational individuals (and states) will always benefit by being free riders
in the short term. If you do the right thing, you lose; you’re a sucker. Doing
the wrong thing at least keeps you even.
Wednesday, August 19, 2009
Generation Tech 2: The Death of General Knowledge?
Friday, August 7, 2009
Bats and Brains
This is an interesting position. Many folks think that consciousness can be completely explained by neural structure - once we completely understand the network of our brains, we will know all there is to know about consciousness. Nagel rejects this so-called "reductionist" thesis, using a pretty engaging thought experiment.
Anyway, an article in today's BBC News made me think of this issue: an "immersive" exhibit at a conference in New Orleans demonstrates what it's like to experience the world with animals' senses rather than our own. Infrared and ultraviolet sight, etc. Perhaps even the sonar of a bat...?
Friday, July 17, 2009
Would You Sell Your Body?
But what if someone approached you and offered up to $2,500 for one of your kidneys? You can lead a perfectly healthy life with only one; and if the procedure is done in a legitimate hospital, it's reasonably safe. Plus, you'd be helping someone else lead a healthy life again - a bit of altruism as an added bonus.
If you think this sounds pretty idealistic, first read this article from the Atlantic; then read this dispatch from a writer who's promoting radical change in the way America deals with organ donation.
Thursday, July 16, 2009
Generation Tech
Does this mean that technology has changed the way we actually think?
A philosopher named Martin Heidegger thought so. And he wrote a little something about the issue, "The Question Concerning Technology". (NB: Heidegger was a philosopher, plus he wrote in German, so the original's a little...dense.) A post on the TalkingPhilosophy blog summarizes it nicely this way:
What do you think? Is there really such a thing as "a technological way of life"? By using tech so much, have we forgotten how to solve our problems...except with more technology?? And do back-to-the-earth eco-types represent a new (old) way of thinking?He argues that we are all enmeshed in a technological way of life — our
problems, activities, agendas and so on happen in a social world where
everything is regarded as a standing reserve, a stockpile. [...] We see our problems as technological problems, and our solutions are technological too. It’s all
we can see because we’re stuck in the world we’ve thought oursleves into.
He tells us that we can maybe get out again by reflection on the senses in which
we are enveloped by technology, instead of further attempts to save ourselves
from it with yet more of it. We can look to art, he says, and maybe build
an aesthetic outlook into our way of life. We can think of the mountain as
beautiful, not simply as a source of coal.
Open-Source College?
In yesterday's Wired Campus feature in the Chronicle of Higher Education, David Wiley offers his perspective on the value of 'open teaching' - that is, making course materials, readings, assignments, and even lectures freely accessible not only to students in the course, but to anyone at all on the web.
Read the article (and comments posted by readers!), then respond below. How do you balance considerations of fairness to paying students with what we might call the 'open-source ethos' - the presumption that information should be distributed as widely and freely as possible?
Monday, July 13, 2009
Obama, Philosopher in Chief
Carlin Romano writes in the Chronicle of Higher Education [06/26/2009], describing how President Obama's foreign policy positions are informed by a commitment to philosophical principles from pragmatism to Stoic cosmopolitanism. A selection:
At its core, his teaching was ethical and political, using the intellectual tools of logic to illuminate hypocrisy and contradiction.
Sounds like philosophy to me!
Friday, July 10, 2009
Welcome!
This blog is our agora. Here we will post our weekly Development Papers, and respond to each others'. I'll post course documents here, as well as discussion questions, occasional interesting tidbits and announcements, links to news items, other blogs, etc.
(Regular and substantial) participation in this blog COUNTS in the participation component (35%) of your grade, along with in-class participation, so make sure to check in and contribute often! If you've ever thought of a really great point to make in a class discussion...but thought of it too late...posting it as a follow-up on the blog is the perfect opportunity to make your voice heard!
NOTA BENE (Latin for 'note well'): don't forget that the blog is a course-related forum, and will be monitored by me for content. Basic standards of civility, respect, and adequate grammar WILL BE STRICTLY ENFORCED.
Thus says Dr. P.