History of Modern Philosophy Essay Example for Free

History of Modern Philosophy Essay 1- How, and with what success, does Hume deal with the apparent anomaly of the missing shade of blue? In A Treatise of Human Nature, Hume attempt to rid 18th century moral philosophy of what he considered to be meaningless and vacuous concepts underlying our theory of knowledge be it metaphysical arguments or hypotheses seemingly formulated from the mere imagination of many philosophers. Influenced by the emerging trend of empiricism and naturalistic science like Newton and Locke, which Hume owed much of his basic principles from Hume presented the Treatise as an attempt to introduce experimental methods of reasoning into the area of moral philosophy. In the first book of the Treatise, entitled Of the Understanding, Hume devoted the first part Of the Origin of our Ideas for explaining the basis of his philosophical system that appeals on the similar empiricist approach as that of Lockes. However, curiously, Hume had cited an explicit counter-argument the problem of missing shade of blue that could invalidate his whole philosophical system that is based on this central principle. Even more puzzling is Humes complacency with this problem, and although he considers the problem as singular and exceptional, he fully admitted to this counter example and did not try to resolve it. Yet, this case merits a deeper investigation, and it is this essays attempt to see whether his apparent complacency with the missing shade of blue would have any effect on the strength of his philosophical system, and other attempts to render this problem irrelevant. The problem of the missing shade of blue by Hume is as follows: suppose a man who is well acquainted with colours for thirty years and has seen all the colours in the set of possible colour spectrum, except for one particular shade of blue. Then, he is presented with a full spectrum of the shades of blue, from the darkest shade to the darkest, all except the one particular shade in which he has not yet encountered. It is then conceivable that this man would be able to produce this single missing shade of blue. The problem of this lies in the basis of the empiricist doctrine at which Hume is following, namely, that all ideas must be preceded by experience, yet, in this example, it is demonstrated that it is possible for an idea to precede sensation experience, as the man is able to produce the idea of the missing shade of blue without having first encountered it through his senses. At this point, I would like to elaborate more on Humes theory of mind and the origin of ideas as that would clarify why this example is so damaging to Humes system. As stated before, Humes project can be put into a general label of empiricism, which is a belief that all knowledge comes from experience. Much of his line of argument resembles that of Lockes, another prominent empiricist. Hume even borrowed Lockes key terminology to a certain extent, with terms like ideas and impressions. Locke believes that ideas are whatever the mind perceives in itself, or is in the immediate object of perception, thought, or understanding, as when one perceives, thinks, or understands, the ideas are before the mind. This limits all ideas to be originated from experience (perception), and also shows the connection between thought and perception and their interchangeable nature. The ideas can be divided into ideas of sensation (touch, smell, sight, etc.) and ideas of reflection (fear, happiness, sadness, etc.), which can then be separated further into simple and complex ideas, where complex ideas are derived from simple ones. Hume follows this line of argument with some modifications. He claims he restores the term ideas to its original sense by classifying the objects the mind is perceiving as perceptions, not directly as ideas as Locke have used, and from perceptions he then distinguished them into impressions and ideas, where they differ in degree, as impressions are more vivid and forceful before the mind, such when sees a colour, and the ideas are more faint, such when one thinks of a colour after having the impressions of it. Hume then makes the distinction of simple and complex ideas, and by introspection, Hume demonstrates that one can think of any simple ideas and then find corresponding simple impressions that are exact copies of each other, and one can do this with any conceivable simple ideas. Complex ideas are different in that they are composites of simple ideas. And with this experiment in introspection, Hume then postulates his first thesis, That all our simple ideas in their first appearance are derivd from simple impressions, which are correspondent to them, and which they exactly represent. We may call this the Copy Principle, as it simply states that every simple idea is a copy of a corresponding impression. One of the most important components of this thesis is the fact that its a genetic one in that it shows the origin of ideas as following from impressions as impressions to be the cause of ideas. Again, this is proved by the constant conjunction of simple impressions preceding simple ideas, which one can do to every simple idea one may have. Another support Hume gives is that of a man born defective of certain perceptive organs, hence, missing certain impressions (e.g. sight or sound), one would not have any ideas of those corresponded with the impressions, for it is evident that deaf people also have great trouble speaking. The genetic component is important in that they validate the empiricism doctrine on the reliance of experience. Anyhow, now we can see how the problem seems to defeat the purpose of this thesis. Moreover, a counter example, from a logical standpoint, one counter example is sufficient to turn an argument invalid. So why did Hume not deal with this problem? We may try to take it as Hume claimed the problem to be a singular case where it is not worth investing time on. Being a singular case, one may have to take the argument in closer inspection. Hume states explicitly that the man in question may have enjoyed the sights for thirty years and perfectly well acquainted with all the possible colours except one, and that may be the attempt by him to restrict this to some specific scenario. It is implicitly embedded in the counter example that the subject of this example must be well acquainted with all the colours, such that one can make up colours in ones mind, much like how only musicians of a certain skill level can sight read music. Thus, it appeals to some amount of experience such that one may be bound to experience, habits, or personal background. Yet, when given further consideration, this seems to be invalid as well, as these restrictions do not seem to hold. As far as experience go, a child who does not know what turquoise mean does not necessarily have an idea of the colour turquoise. So this case is certainly not an exceptional case and Hume had not dealt with it satisfactorily. Yet, Humean scholars have tried to find solutions for this problem and some even disregard it as a problem altogether. Firstly, the first objection to this counter argument is that there is no way to test whether the person in question does in fact have an idea of the missing shade of blue before seeing the missing shade or not. There is a great difference between being able to spot a missing spot in a complete spectrum of blue, and being able to produce an idea of the shade of blue without first encountering the impression of it. If ones sees a constant change in shade from, lets say blue-0 where it is darkest to blue-255 where it is the lightest shade, then if there is one shade of blue missing, it would be quite noticeable as the mind notices the jump in gradual and constant change, but it does not follow that one could create an idea of that missing shade. To test this is also impossible, as if one is to reproduce colour, it still does not follow that he produces the idea since he would only be mixing the existing colours to brighter shades, and thus, after finishing mixing the colour, one then has the idea of the colour following the impression. All other ways of testing is equally futile because they all involve exposing the subject to the missing impression one way or another. Alternatively, if we look at the thesis again, and instead of taking it as a genetic form of the argument that Hume meant it to be, and instead, modifies it slightly to a more analytical empiricism form. Humes thesis on the theory of mind, upon closer inspection, can be taken as a form of meaning empiricism, in the sense that ideas to him are the same as different thoughts, which are different kinds of concepts, which is linked to when one understands something in a linguistic sense one is linking the word with the meaning, or the concepts associated to the word. Hence, if we think of the initial genetic content of the thesis, that impressions strictly precedes ideas, we may relax it slightly in favour of the analogy to meaning empiricism and forget its genetic form and instead formulate the following thesis: that all simple ideas must have corresponding conceivable and encounterable impressions. By doing this, we are no longer faced with the problem of the missing shade, since it is perfectly possible that the subject would be able to encounter this particular shade. Lastly, from a personal view, I see the problem of the missing shade of blue as not a problem at all, but Humes mistake lies in classifying colours as simple ideas. It is true that the impressions of light blue might very well be different than dark blue, so to speak, but to use Humes method, it is possible to separate using our imagination the components light and dark from blue. Thus, it is the impression of blueness which is a simple impression, combined with the impression of light and absent of light that combine to give this multitude of shades of colours. Take this example, suppose some neutral shade of blue, lets number it blue 124, were put somewhere with light, you will be able to see blue 124. However, lets say for some reason, the room becomes lighter, certainly, the shade of blue 124 would have changed to some lighter shade of perhaps blue 200. If we vary the light in the room from darkest to lightest, it is then possible to observe from the darkest to the lightest shade of blue likewise. One may argue that the colour can be calibrated to some objective criteria, perhaps the ratio of pigments of colour blue of some sort, yet, that does not matter since all that matters to Hume is indeed only impression. Furthermore, using this example, we can also say that perhaps the subject of the experiment may have in fact encountered the particular shade of blue sometime before without acknowledging it. Conclusively, although Humes treatment of the missing shade of blue is very limited and very complacent, it is perhaps Humes own mistake for considering such example a problem, rather than the problem itself being a threat to his theory of origins of ideas.

Matrix 1 v.s. Matrix 3 :: essays research papers

After watching â€Å"Matrix Revolutions,† I was disapointed. The movie lost its confusing yet interesting story line that the first one did very well, and there were so many characters that a lot of them got lost in the story and they wasted many good actors.   Ã‚  Ã‚  Ã‚  Ã‚  When they return to the real world and the battle of the machines starts, it just goes on and on and on while Neo and Trinity disapear for a long time. The fight scenes just never cut away for such a long time that in the end it became anoying to watch. When the human base was under attack by the machines, there was no dialogue for such a long time. The effects were really good but they didn't cut away from this specific scene for what seems to be half the movie. The visual effects were just as good as the first movie but the fight scenes didn't match the originals. It isn't a really bad thing to take out the fight scenes, it's just the fact that the first movie was based solely on those fight scenes and it wasn't smart for them to take so much of them out. There were only a few good fight scenes and the biggest one dealt with flying and it was sort of overkill by the end. I think that one big thing that made â€Å"Revolutions† worse than the first movie wa s that everyone seemed to be in love with eachother. After watching the first one I was expecting more fighting but instead they turned it into romance and it was drawn out way too long. It seemed that in â€Å"Matrix Revolutions,† they had too many plot points that I've seen in other movies before.   Ã‚  Ã‚  Ã‚  Ã‚  The whole movie is full of little errors like this. For example, the machines make a deal in the end with Neo to defeat the agent Smith, and after he does, the machines are supposed to not continue attacking humans and growing them in their fields after years of doing so, just because of a promise. It doesn't make much sense. Neo comes in and saves the day at the end, but the movie doesn't really even explain how it works. Neo's about to lose and die and then magically he wins. I didn't think it was a very good ending, they should have finished the series at the end of the second movie.

An analysis of the poem ‘Monsoon History’ Essay

The poem is about the persona is reminiscing her childhood memories. It describes the persona’s â€Å"Peranakan† household during the monsoon season. In the â€Å"Monsoon History†, the lines are arranged in a particular way to create effect and the choice of words that the poet is focused on engaging the audience to interact with the poem. One of the themes of this poem is appreciating nature. The poem provides a vivid description of nature, which are the presence of creatures that are full of life, and the natural phenomena such as the monsoon. The monsoon is a period of uncertainties but when it is over there is tranquillity. We should learn to live by understanding the wonder of nature, even at times of uncertainties. The poet uses a lot of elements of nature and even small insects such as â€Å" gnats†, â€Å"black spiders†, †termites† in her poem. This shows that the poet is really observant of the things that are going around her and appreciating nature as she realised their peaceful co-existence. Furthermore, the persona faces the realities of life especially during the monsoon where the situation reflects uncertainties as indicated in stanza 2. The monsoon brings thunderstorm and rain, the atmosphere becomes moist. This is the reality of life in Monsoon History. One has to face this reality. Natural phenomenon in the form of the monsoon is in control and there is rolling darkness. The poem provides a realistic picture of what happens during the monsoon. The poem also highlights cultural richness. Traditions and customs are part of the culture practised by the people portrayed in the poem. There is a rich cultural heritage that needs to be preserved from generation to generation. This can be seen through strong presence of cultural sentiments that are symbolically presented this poem. For example, the poem provides some of the cultural practices such as the Nyonya-Baba tradition of wearing â€Å"sarong† and the burning of â€Å"silver paper† for the death. The â€Å"pantun† is also part of their culture and the â€Å"wash feet† is a taboo for them which symbolises whoever does not wash their feet before sleeping may have nightmares. The poem shows that people are identified through their cultural practices. The poet uses a lot of imageries which make our senses engage through the use of particular imagery in this poem. We as the readers feel the experiences as if we too are part of the experiences. For example, the auditory imagery such as â€Å"the air ticks† and â€Å"listening to down-pouring† are used to describe atmosphere. The poet also uses a lot of kinaesthetic as well as sight imagery by personifying animals, insects and the elements of nature in this poem. The use of words such as â€Å"air walking† and â€Å"fat white slugs furled† in this poem show actions and movement that makes the poem seem alive and engages our senses. The poem above is suitable to teach students for a reading lesson. For the pre-reading stage, teacher may ask students to work in pairs and share their childhood memories with their friends. They can talk about the foods, the clothes, the places that they used to eat, wear and go. This warm-up activity is helpful in activating students’ schemata and arousing their interests to analyse and understand the poem. As Aebersold and Field (1997) state, pre-reading is important to raise students’ awareness of the text that they are going to read later. After the warm-up activity students are usually ready to look at the poem. Therefore, as while reading activities, there will be two activities. First is the teacher introduces the poem to students. Teacher does a reading chain activity with students by asking the students to read one line each. Teacher may then ask students to get into group and discuss the elements such as the meaning, the themes and literacy devices of the poem as well as discuss the questions that are given to them by relating it to what they understand from the poem. By doing this activity, students may share their opinions and ideas. As a result, it may develop students’ interpretive skills. Lastly, as follow up activity at the post-reading stage, teacher may ask students to do a class project of Baba and Nyoya culture. Students are divided into four group: (1) Clothes, (2) beliefs, (3) traditions, and (4) background. In groups, they have to discuss, write and draw the ideas about Baba and Nyonya’s culture. Then, teacher compiles all the students’ work for the class magazine. This activity helps students to appreciate the poem more. In conclusion, Monsoon History is one of the good poems written by a famous Malaysian poet that has many good values to be taught to Malaysian students. Other than incorporating other type of literature such as British and American literature, Malaysian literature should also be embraced in education system seem they are appeal to students’ culture.

research into conformity essay - 771 Words

Essay Questions 8/10/12 marks Marks are always split equally Outline (AO1) + evaluate (AO2) Unit 1 (PSYA1)- only one 1 essay question Research methods Developmental Cognitive Unit 2 (PSYA2)- at least 2 essay question Social Stress Abnormality Outline + Evaluate research into conformity (12 marks) Outline (6 marks) - describing Evaluate (6 marks) Conformity- Asch, Sherif Moscovici, zimberardo Pick 2 studies – Asch and Sherif for example which 6 marks. AO1- (6 marks) 3- Asch – Aims, Procedure, findings/conclusions 3- Sherif – Aims, Procedure, findings/conclusions AO2- (6 marks) Evaluate – S+W Research methods It lacks Mundane realism- why ash lacks mundane lacks it and then why sherif†¦show more content†¦Both of these studies lack population validity. Sherif study was conducted on American University boys so it isn’t representative of everybody. Alike Sherif’s study, Ash’s study conducted on all males. So both studies are androcentric. This means that the results of both experiments are only representative for males and don’t apply to women so it isn’t representative of the target population. Sherif’s study was conducted in 1930’s and Asch’s was conducted in the 1950’s so the result’s lack temporal validity. So because they were done in the early 20th century, it was conducted in a time when standing out being individual wasn’t something people did. So the results are reflective of a conservative era. However they both have good internal validity. They were both conducted in a lab so the experimenter’s could control the IV well and recreate the right atmosphere. This means that the DV was only getting manipulated by the IV not by other contributing factors you could of got if it was a field experiment for anShow MoreRelatedResearch Findings Relating to Conformity Essay862 Words   |  4 PagesResearch Findings Relating to Conformity Conformity is the social process by which people in a group or in a social circle engage in behaviour which appears to be socially acceptable, that is they go along with the social expectations apparent at the time. One of the key factors in conformity, however, is yielding to group pressure, as defined by Mann (1969): â€Å" The essence of conformity is yielding to group pressures but it may take other forms and be based on motives other than group pressures† Read MoreSocial Conformity Scale918 Words   |  4 PagesSurvey and the Social Conformity Scale developed previously by the researcher. 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What Are Olympic Medals Made Of

The top three finishers of each Olympic competition are awarded the gold, silver, and bronze medals, respectively. While the name seems to imply it, Olympic gold medals are not 100% gold. At one time the prize given to the first-place finisher in each competition was solid gold, but now Olympic gold medals are made mostly from silver. For that matter, the second-place silver medals arent always 100% silver either, though they do contain the same amount of silver as the gold medal. As for the third-place bronze medal, it is made of exactly what its name claims. Composition The specific composition and design of Olympic medals is determined by the host citys organizing committee. However, minimum standards must be maintained: Gold and silver medals are at least 92.5% silver.Gold medals must be plated with at least 6 grams of gold.All Olympic medals must be at least 3 mm thick and at least 60 mm in diameter.Bronze medals are bronze, an alloy of copper and usually tin. The silver medals at the 2018 PyeongChang Winter Olympics had a purity of 99.9%, according to Olympic.org. A gold medal was a silver medal plated with 6 grams of gold, while the bronze as made of an alloy of 90% copper and 10% zinc. Other Awards Gold, silver, and bronze medals have not always been awarded. In the original Greek games, a wreath of olive leaves taken from a tree near the temple of Zeus was placed on the victors head. When the first modern Olympics were held in Athens in 1896, the first-place winners were awarded silver medals, since silver was more sought-after at the time. The runners-up got bronze medals. The winners at the 1900 Paris Olympics received trophies or cups instead of medals. The custom of awarding gold, silver, and bronze medals started at the 1904 St. Louis Olympics. The last Olympic gold medal that was made from solid gold was awarded in 1912 in Stockholm. After that year, the gold medals have been gilded silver rather than solid gold. Eco-Friendly Metals The 2016 Rio Summer Olympics featured eco-friendly metals with the gold free of mercury contamination. Mercury and gold are notoriously difficult elements to separate. The sterling silver used for the silver medals was partly recycled (about 30% by mass.) Part of the copper used to make the bronze for the bronze medals was recycled as well. Some Solid Gold Medals Although the Olympic gold medal is more silver than gold, there are gold medals that are solid gold, such as the Congressional Gold Medal and Nobel Prize Medal. Before 1980, the Nobel Prize medal was made from 23-carat gold. Newer Nobel Prize medals are 18-carat green gold plated with 24-carat gold.

Nation Within The History Of The American Occupation

The final chapters of â€Å"Nation Within: The History of the American Occupation† demonstrate little conclusion; however, this may have been conducted with purpose, allowing each reader to form their own conclusion. Except, having a reader form their own conclusion after giving a one sided argument is rather unfair for the parties involved. Understandably, yes Hawaii was a nation conquered, not annexed; but there also must be more to the story. Before reaching the personal conclusion about a one sided story, we shall consider the information provided in the last two chapters. Chapter twenty focused on the Spanish and how Hawaii’s annexation was provoked through war with the Spanish. Roosevelt was desperate for war; meanwhile, McKinley contemplated it, but attempted to avoid war: â€Å"McKinley had known war and did not want it. Roosevelt knew nothing about war firsthand, but was entranced by it† (Coffman 294). Demonstrating how past experiences shaped each indiv idual’s solution and perception of how to address problems. While their views differed, McKinley did acknowledge that Roosevelt was right about how the US’ interests in Hawaii should not concern the Japanese. With a little bit of reassurance, Roosevelt began to devise war plans; he avoided the advice of Long, the attorney general, and even purposely waited till Long was out of office to act on certain ambitions. Roosevelt was sneaky, he wanted the war; he wanted the fight and nothing was going to stop him. With theseShow MoreRelated Post WW II and Japan Essay1255 Words   |  6 PagesEnding the long, horrific seven-year war. nbsp;nbsp;nbsp;nbsp;nbsp;Upon Japan’s admitted defeat, the U.S. invaded and took occupation of the country for seven years. Though assumed to be a distressing circumstance and expected total domination, it was a benefit to Japan, for the United States to take control of them, rather than being a disadvantage. 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The social and political organization

Create tension and atmosphere throughout the play Essay Example For Students

Create tension and atmosphere throughout the play Essay Throughout the whole play; different emotions, feelings and actions have taken place within each of the characters; being a mixture of regret, guilt, anger and bemusement with most of them being down to the inspectors invading input through both verbal and physical presence. In this miniature essay I will be lightly going through who the inspector is and what his purpose is.  Inspector Goole comes into the play as an apparent inspector for the police force but as the story progresses his unnatural rude and pushiness starts to become very evident and suspicions arise of whether he is of the high authority or a fake and so who, throughout the play, is quite unclear. There are two ways about him; one being that he is a man whos purpose is too deliver a clever and massive hoax to the family as Gerald rightly points out quote. By this we know that the inspector wasnt being honest and when Gerald brings it too light the whole thing seems to one sick set up to make the family feel bad however after the infirmary calls to prove the death of Eva Smith the hoax idea doesnt fall into place and that bring the other idea about the inspector being supernatural. One reason the inspector may have been ghostly or supernatural is within his own name which is Goole, this could be an implementation by J.B Priestley to obscurely imply that he is of a supernatural force as it is just a different spelling to ghoul which is a spectre or spirit. Also another thing that adds to his phantasmal presence is that the inspector says that Eva Smith had committed suicide and was at the infirmary; so Goole was saying it as it was in the past quote however the family found out that infirmary hadnt had such a suicide for months, but later gets a call-back saying a girl matching the fate of the inspectors telling just turned up. Unless it was a very cleverly plotted out hoax; the inspector, by fact, had foretold the future perfectly which is very strange and abnormal. Who the inspector actually was may have been unclear but his purpose was more palpable. At his introduction to the play he seems, to the family and reader, an inspector doing his job but as his out-of-line rudeness and interrogatory nature is highlighted to the family; it starts to look more personal Public men, Mr Birling, have responsibilities as well as privileges here the Inspector seems to be overpowering Birling and putting him in his place which is unusual for an average man of the authority. His purpose seems more intent on teaching a lesson and force-feeding guilt to the family and using Eva Smith as an example We are all responsible for each other the inspector says implying that the family should have taken a greater responsibility over making the right decisions and thinking of the outcome as they all contributed to the supposed death of Eva Smith. He also says If men will not learn that lessonthey will be taught it in fire and blood and anguish maybe trying to get the family to understand the error of their ways and that they should be regretful and sincere about their actions or they will find themselves learning it the hard way.