牛津大学开放课程：哲学概论ppt讲义一资料.pdf

General PhilosophyGeneral Philosophy Dr Peter Millican, Hertford CollegeDr Peter Millican, Hertford College Lecture 1:Lecture 1: Historical Historical Background Part 1Background Part 1 2 2 What is What is “ “General PhilosophyGeneral Philosophy” ”? ? Some central issues of epistemologySome central issues of epistemology ( (“ “What can we know?What can we know?” ”) and metaphysics) and metaphysics ( (“ “What is the nature of things?What is the nature of things?” ”). ). Illustrates how philosophy is done: typesIllustrates how philosophy is done: types of arguments, methods of enquiry etc.of arguments, methods of enquiry etc. Historical focus: all but one of the topicsHistorical focus: all but one of the topics (Knowledge) are introduced through the(Knowledge) are introduced through the writings of writings of “ “ClassicalClassical” ” philosophers of the philosophers of the 1717th th and 18 and 18th th centuries. centuries. 3 3 Why Study Philosophy Historically?Why Study Philosophy Historically? How the agenda got set: when and why didHow the agenda got set: when and why did these problems become important?these problems become important? Learning the labels: Learning the labels: “ “Cartesian dualismCartesian dualism” ”, , “ “Lockean veil of perceptionLockean veil of perception” ”, , “ “BerkeleianBerkeleian idealismidealism” ”, , “ “Berkeleian instrumentalismBerkeleian instrumentalism” ”, , “ “Humean compatibilismHumean compatibilism” ”, , “ “CartesianCartesian” ” or or “ “HumeanHumean” ” scepticism etc. scepticism etc. Great original thinkers, writing for a generalGreat original thinkers, writing for a general audience: so their ideas are profound, andaudience: so their ideas are profound, and they donthey don’ ’t take too much for granted.t take too much for granted. 4 4 The Value of Historical PerspectiveThe Value of Historical Perspective Philosophical ideas tend to have broad andPhilosophical ideas tend to have broad and deep interconnections.deep interconnections. Studying classic Studying classic “ “battles of ideasbattles of ideas” ” enables enables us to view these interconnections inus to view these interconnections in context and with the perspective of history.context and with the perspective of history. Many classic themes recur throughout theMany classic themes recur throughout the history of thought, sometimes hidden underhistory of thought, sometimes hidden under the surface of contemporary debate.the surface of contemporary debate. Ignoring the past can make us slaves ofIgnoring the past can make us slaves of fashion, and blinker us to other options.fashion, and blinker us to other options. 5 5 The Topics (1)The Topics (1) ScepticismScepticism: Descartes: Descartes’ ’ evil genius, evil genius, LockeLocke’ ’s veil of perceptions veil of perception Knowledge:Knowledge: Responding to scepticism Responding to scepticism PerceptionPerception: Locke: Locke’ ’s representatives representative theory of perception, Berkeleytheory of perception, Berkeley’ ’s criticismss criticisms Primary and secondary qualitiesPrimary and secondary qualities: Boyle: Boyle and Lockeand Locke’ ’s theory, Berkeleys theory, Berkeley’ ’s criticismss criticisms InductionInduction: Hume: Hume’ ’s sceptical argument,s sceptical argument, and his denial that nature is and his denial that nature is “ “intelligibleintelligible” ” 6 6 The Topics (2)The Topics (2) Free WillFree Will: Hobbes: Hobbes’ ’ and Hume and Hume’ ’s s compatibilism, and their naturalistic view ofcompatibilism, and their naturalistic view of man as part of natureman as part of nature Mind and BodyMind and Body: Descartes: Descartes’ ’ dualism, dualism, various philosophers on the limited powersvarious philosophers on the limited powers of matter and their religious implicationsof matter and their religious implications Personal IdentityPersonal Identity: Locke: Locke’ ’s attempt tos attempt to ground this independently of ground this independently of “ “spiritualspiritual substancesubstance” ” 7 7 The Birth of PhilosophyThe Birth of Philosophy The ancient Greeks, distinctively,The ancient Greeks, distinctively, aimed for rational understandingaimed for rational understanding independent of religious tradition.independent of religious tradition. Many different philosophers and Many different philosophers and “ “schoolsschools” ”: : – – Various Various “ “Pre-SocraticsPre-Socratics” ” (c. 600 - 400 BC) (c. 600 - 400 BC) – – Plato and his Plato and his Academy Academy (387 BC -)(387 BC -) – – Aristotle (pictured) and his Aristotle (pictured) and his LyceumLyceum (335 BC -) (335 BC -) – – Pyrrhonian sceptics (c. 320 BC -)Pyrrhonian sceptics (c. 320 BC -) – – Epicureans (c. 307 BC -)Epicureans (c. 307 BC -) – – Stoics (c. 300 BC -)Stoics (c. 300 BC -) 8 8 The Institution of ScholasticismThe Institution of Scholasticism Roman Empire became Christianised:Roman Empire became Christianised: – – Pagan temples and libraries destroyed 391 AD;Pagan temples and libraries 。