¶ … Wisdom? The study of philosophy in general is often thought of as the gaining of knowledge. At least, so it is for many philosophy students embarking upon a college course that attempts to introduce them to the cannon of Western thought and to give them the basis for asking the right questions about their daily lives and their daily getting of wisdom, in class and outside of class.
After reading the philosopher Socrates, who stands at the beginning of the Western tradition of thought relating to wisdom, one might be tempted to equate wisdom with simply getting a clear and unbiased or 'truthful' view of the world and human nature. Unvarnished truth, in all of its ugliness ultimately gives one the greatest access to a true form of happiness and thusly, to true wisdom. This is why, according to Socrates, it is better to face death in a logically coherent fashion than it is to live a life of lies. It would be a lie, he tells his friends, not to drink hemlock and to escape Athens, after profiting from the societal structure of freedom and democracy for all of his life, that enabled him to teach. Thus Socrates will espouse his teachings, accept the verdict of his Athenian peers, accept the wisdom that was the focus of his life, and die rather than attempt to escape and live a life of lies.
Aldous Huxley, writing many years later than the Classic Greek philosopher, creates a satirical picture of a false world that like Socrates equates truth with wisdom. But Huxley creates a society that, unlike democratic Athens, does not seem to be undergoing a temporary madness in condemning a man for speaking freely. Society in Huxley's science fictional vision is entirely mad in the way it even biologically reproduces, much less educates its young. In the Brave New World of Huxley, truth and happiness...
Knowledge and truth were considered absolute and immutable by these two, though for very different reasons, which is the complete antithesis to the empirical theories of Popper, Peirce, Kuhn, and James. The progression of knowledge in the face of such certainty could only result in pure growth from previously established claims, as no truth could ever be said to exist that was not thoroughly and absolutely proved by careful
Medieval Philosophy In the introduction to the Greenwood series the Great Cultural Eras of the Western World, A.D. 500 to 1300, is described as the Middle Ages. "Borders and peoples were never quiescent during these tumultuous times." Schulman (2002). Germanic tribes had invaded and settled in the former Roman Empire, and the synthesis of three cultures -- the classical, Christian, and Germanic -- had begun. In the sixth century, Clovis had completed
Islamic Philosophy Abul-Waleed Muhammad Ibn Rushd: His Work and Philosophy Abul-Waleed Muhammad Ibn Rushd (1126-1198 C.E), also known as Averroes, is regarded by many as one of the foremost Islamic philosophers and a pivotal figure in the history of Andalusian philosophy. He is also deemed an important figure in the history of Western philosophy. An important contribution to Islamic culture and philosophy was his defense of Greek philosophy in the Islamic world
A philosopher makes "logoi," discusses, and cross examines about virtue, is short of wisdom, and is aware of it. However, in as much as one is a philosopher, one desires wisdom and searches for it. In historical Greek, this notion is virtually a tautology, prompting Socrates to hold that the wise no longer philosophize. Socrates believes that philosophy is gathering knowledge; however, going by valid evidence, philosophy is the
Progress of History: Hegel, Nietzsche and Heidegger For Hegel, the idea of the progress of history was tied to his immersion in the world of Enlightenment and Romantic writers and thinkers. He lived at a time when the French Revolution occurred and reshaped the direction of history. The Revolution expressed and institutionalized new ideas about Reason (literally deified by the Revolution) as well as socio-political philosophy regarding fraternity, equality and liberty.
Essentially, the power was held by the individual, and the individual was lacking of all incentives to make his understanding more universal. Bacon sees this as a major obstacle to widespread progress and sees development of easily understandable tables, graphs, and illustrations necessary to the proper sharing of scientific knowledge. He writes: But natural and experimental history is so varied and diffuse, that it confounds and distracts the understanding unless it
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