George Berkeley's Philosophy PDF

George Berkeley Coursebook, p. 187-189 How to overcome scepticism  George Berkeley (1685 – 1753) – known as Bishop Berkeley (Bishop of Cloyne of the Anglican Church of Ireland) – was an Anglo-Irish philosopher whose primary achievement was the advancement of a theory he called "i...

George Berkeley Coursebook, p. 187-189 How to overcome scepticism  George Berkeley (1685 – 1753) – known as Bishop Berkeley (Bishop of Cloyne of the Anglican Church of Ireland) – was an Anglo-Irish philosopher whose primary achievement was the advancement of a theory he called "immaterialism" (later referred to as "subjective idealism" by others). This theory denies the existence of material substance and instead contends that familiar objects like tables and chairs are ideas perceived by the mind and, as a result, cannot exist without being perceived. Berkeley is also known for his critique of abstraction, an important premise in his argument for immaterialism. In 1709, Berkeley published his first major work, An Essay Towards a New Theory of Vision, in which he discussed the limitations of human vision and advanced the theory that the proper objects of sight are not material objects, but light and colour. This foreshadowed his chief philosophical work, A Treatise Concerning the Principles of Human Knowledge, in 1710, which, after its poor reception, he rewrote in dialogue form and published under the title Three Dialogues Between Hylas and Philonous in 1713. In this book, Berkeley's views were represented by Philonous (Greek: "lover of mind"), while Hylas ("hyle", Greek: "matter") embodies the Irish thinker's opponents, in particular John Locke.  Berkeley argued against Isaac Newton's doctrine of absolute space, time and motion in De Motu (On Motion), published 1721. His arguments were a precursor to the views of Ernst Mach and Albert Einstein. In 1732, he published Alciphron, a Christian apologetic against the free-thinkers, and in 1734, he published The Analyst, a critique of the foundations of calculus, which was influential in the development of mathematics. Interest in Berkeley's work increased after World War II because he tackled many of the issues of paramount interest to philosophy in the 20th century, such as the problems of perception, the difference between primary and secondary qualities, and the importance of language. Locke, Berkeley, & Empiricism: Crash Course Philosophy #6 - YouTube George Berkeley's Idealism - YouTube  Contributions to philosophy According to Berkeley there are only two kinds of things: spirits and ideas. Spirits are simple, active beings which produce and perceive ideas; ideas are passive beings which are produced and perceived.  The use of the concepts of "spirit" and "idea" is central in Berkeley's philosophy. As used by him, these concepts are difficult to translate into modern terminology. His concept of "spirit" is close to the concept of "conscious subject" or of "mind", and the concept of "idea" is close to the concept of "sensation" or "state of mind" or "conscious experience". Thus Berkeley denied the existence of matter as a metaphysical substance, but did not deny the existence of physical objects such as apples or mountains ("I do not argue against the existence of any one thing that we can apprehend, either by sense or reflection. That the things I see with mine eyes and touch with my hands do exist, really exist, I make not the least question. The only thing whose existence we deny, is that which philosophers call matter or corporeal substance. And in doing of this, there is no damage done to the rest of mankind, who, I dare say, will never miss it.", Principles #35). This basic claim of Berkeley's thought, his "idealism", is sometimes and somewhat derisively called "immaterialism" or, occasionally, subjective idealism. In Principles #3, he wrote, using a combination of Latin and English, esse is percipi (to be is to be perceived), most often if slightly inaccurately attributed to Berkeley as the pure Latin phrase esse est percipi. The phrase appears associated with him in authoritative philosophical sources, e.g., "Berkeley holds that there are no such mind-independent things, that, in the famous phrase, esse est percipi (aut percipere)—to be is to be perceived (or to perceive)."  Hence, human knowledge is reduced to two elements: that of spirits and of ideas (Principles #86). In contrast to ideas, a spirit cannot be perceived. A person's spirit, which perceives ideas, is to be comprehended intuitively by inward feeling or reflection (Principles #89). For Berkeley, we have no direct 'idea' of spirits, albeit we have good reason to believe in the existence of other spirits, for their existence explains the purposeful regularities we find in experience ("It is plain that we cannot know the existence of other spirits otherwise than by their operations, or the ideas by them excited in us", Dialogues #145). This is the solution that Berkeley offers to the problem of other minds. Finally, the order and purposefulness of the whole of our experience of the world and especially of nature overwhelms us into believing in the existence of an extremely powerful and intelligent spirit that causes that order. According to Berkeley, reflection on the attributes of that external spirit leads us to identify it with God. Thus a material thing such as an apple consists of a collection of ideas (shape, color, taste, physical properties, etc.) which are caused in the spirits of humans by the spirit of God.  Relativity arguments John Locke (Berkeley's intellectual predecessor) states that we define an object by its primary and secondary qualities. He takes heat as an example of a secondary quality. If you put one hand in a bucket of cold water, and the other hand in a bucket of warm water, then put both hands in a bucket of lukewarm water, one of your hands is going to tell you that the water is cold and the other that the water is hot. Locke says that since two different objects (both your hands) perceive the water to be hot and cold, then the heat is not a quality of the water. While Locke used this argument to distinguish primary from secondary qualities, Berkeley extends it to cover primary qualities in the same way. For example, he says that size is not a quality of an object because the size of the object depends on the distance between the observer and the object, or the size of the observer. Since an object is a different size to different observers, then size is not a quality of the object. Berkeley rejects shape with a similar argument and then asks: if neither primary qualities nor secondary qualities are of the object, then how can we say that there is anything more than the qualities we observe?  Relativity is the idea that there is no objective, universal truth; it is a state of dependence in which the existence of one independent object is solely dependent on that of another. According to Locke, characteristics of primary qualities are mind-independent, such as shape, size, etc., whereas secondary qualities are mind-dependent, for example, taste and colour. George Berkeley refuted John Locke's belief on primary and secondary qualities because Berkeley believed that "we cannot abstract the primary qualities (e.g shape) from secondary ones (e.g colour)". Berkeley argued that perception is dependent on the distance between the observer and the object, and "thus, we cannot conceive of mechanist material bodies which are extended but not (in themselves) colored". What perceived can be the same type of quality, but completely opposite from each other because of different positions and perceptions, what we perceive can be different even when the same types of things consist of contrary qualities. Secondary qualities aid in people's conception of primary qualities in an object, like how the colour of an object leads people to recognize the object itself. More specifically, the colour red can be perceived in apples, strawberries, and tomatoes, yet we would not know what these might look like without its colour. We would also be unaware of what the colour red looked like if red paint, or any object that has a perceived red colour, failed to exist. From this, we can see that colours cannot exist on their own and can solely represent a group of perceived objects. Therefore, both primary and secondary qualities are mind-dependent: they cannot exist without our minds.  George Berkeley was a philosopher who opposed rationalism and "classical" empiricism. He was a "subjective idealist" or "empirical idealist", who believed that reality is constructed entirely of immaterial, conscious minds and their ideas; everything that exists is somehow dependent on the subject perceiving it, except the subject themselves. He refuted the existence of abstract objects that many other philosophers believed to exist, notably Plato. According to Berkeley, "an abstract object does not exist in space or time and which is therefore entirely non-physical and non-mental"; however, this argument contradicts his relativity argument. If "esse est percipi“, (Latin meaning that to exist is to be perceived) is true, then the objects in the relativity argument made by Berkeley can either exist or not. Berkeley believed that only the minds' perceptions and the Spirit that perceives are what exists in reality; what people perceive every day is only the idea of an object's existence, but the objects themselves are not perceived. Berkeley also discussed how, at times, materials cannot be perceived by oneself, and the mind of oneself cannot understand the objects. However, there also exists an "omnipresent, eternal mind" that Berkeley believed to consist of God and the Spirit, both omniscient and all-perceiving. According to Berkeley, God is the entity who controls everything, yet Berkeley also argued that "abstract object[s] do not exist in space or time". In other words, as Warnock argues, Berkeley "had recognized that he could not square with his own talk of spirits, of our minds and of God; for these are perceivers and not among objects of perception. Thus he says, rather weakly and without elucidation, that in addition to our ideas we also have notions—we know what it means to speak of spirits and their operations." However, the relativity argument violates the idea of immaterialism. Berkeley's immaterialism argues that "esse est percipi (aut percipere)", which in English is to be is to be perceived (or to perceive). That is saying only what perceived or perceives is real, and without our perception or God's nothing can be real. Yet, if the relativity argument, also by Berkeley, argues that the perception of an object depends on the different positions, then this means that what perceived can either be real or not because the perception does not show that whole picture and the whole picture cannot be perceived. Berkeley also believes that "when one perceives mediately, one perceives one idea by means of perceiving another". By this, it can be elaborated that if the standards of what perceived at first are different, what perceived after that can be different, as well. In the heat perception described above, one hand perceived the water to be hot and the other hand perceived the water to be cold due to relativity. If applying the idea "to be is to be perceived", the water should be both cold and hot because both perceptions are perceived by different hands. However, the water cannot be cold and hot at the same time for it self-contradicts, so this shows that what perceived is not always true because it sometimes can break the law of noncontradiction. In this case, "it would be arbitrary anthropocentrism to claim that humans have special access to the true qualities of objects". The truth for different people can be different, and humans are limited to accessing the absolute truth due to relativity. Summing up, nothing can be absolutely true due to relativity or the two arguments, to be is to be perceived and the relativity argument, do not always work together.  Occam's Razor (and why we use it) - YouTube Berkeley's razor (18) Berkeley's Use of Ockham's Razor - YouTube Berkeley's razor is a rule of reasoning proposed by the philosopher Karl Popper in his study of Berkeley's key scientific work De Motu. Berkeley's razor is considered by Popper to be similar to Ockham's razor but "more powerful". It represents an extreme, empiricist view of scientific observation that states that the scientific method provides us with no true insight into the nature of the world. Rather, the scientific method gives us a variety of partial explanations about regularities that hold in the world and that are gained through experiment. The nature of the world, according to Berkeley, is only approached through proper metaphysical speculation and reasoning. Popper summarises Berkeley's razor as such:  A general practical result—which I propose to call "Berkeley's razor"—of [Berkeley's] analysis of physics allows us a priori to eliminate from physical science all essentialist explanations. If they have a mathematical and predictive content they may be admitted qua mathematical hypotheses (while their essentialist interpretation is eliminated). If not they may be ruled out altogether. This razor is sharper than Ockham's: all entities are ruled out except those which are perceived.  In another essay of the same book titled "Three Views Concerning Human Knowledge", Popper argues that Berkeley is to be considered as an instrumentalist philosopher, along with Robert Bellarmine, Pierre Duhem and Ernst Mach. According to this approach, scientific theories have the status of serviceable fictions, useful inventions aimed at explaining facts, and without any pretension to being true. Popper contrasts instrumentalism with the above-mentioned essentialism and his own "critical rationalism".  KARL MARX WAS A GERMAN-BORN PHILOSOPHER, ECONOMIST, POLITICAL THEORIST, HISTORIAN, SOCIOLOGIST, JOURNALIST, AND REVOLUTIONARY SOCIALIST. HIS BEST-KNOWN WORKS ARE THE 1848 PAMPHLET THE COMMUNIST MANIFESTO (WITH FRIEDRICH ENGELS) AND THE THREE-VOLUME DAS KAPITAL (1867–1894); THE LATTER EMPLOYS HIS CRITICAL APPROACH OF HISTORICAL MATERIALISM IN AN ANALYSIS OF CAPITALISM AND REPRESENTS HIS GREATEST INTELLECTUAL ACHIEVEMENT. MARX'S IDEAS AND THEORIES AND THEIR SUBSEQUENT DEVELOPMENT, COLLECTIVELY KNOWN AS MARXISM, HAVE EXERTED ENORMOUS INFLUENCE ON MODERN INTELLECTUAL, ECONOMIC AND POLITICAL HISTORY. Marx's view of history, which came to be called historical materialism (controversially adapted as the philosophy of dialectical materialism by Engels and Lenin), certainly shows the influence of Hegel's claim that one should view reality (and history) dialectically. However, whereas Hegel had thought in idealist terms, putting ideas in the forefront, Marx sought to conceptualize dialectics in materialist terms, arguing for the primacy of matter over idea. Where Hegel saw the "spirit" as driving history, Marx saw this as an unnecessary mystification, obscuring the reality of humanity and its physical actions shaping the world. He wrote that Hegelianism stood the movement of reality on its head, and that one needed to set it upon its feet. PHILOSOPHY - Hegel - YouTube Though inspired by French socialist and sociological thought, Marx criticised utopian socialists, arguing that their favoured small-scale socialistic communities would be bound to marginalisation and poverty and that only a large-scale change in the economic system could bring about real change. Other important contributions to Marx's revision of Hegelianism came from Engels's book, The Condition of the Working Class in England in 1844, which led Marx to conceive of the historical dialectic in terms of class conflict and to see the modern working class as the most progressive force for revolution, as well as from the social democrat Friedrich Wilhelm Schulz, who in Die Bewegung der Produktion described the movement of society as "flowing from the contradiction between the forces of production and the mode of production." Marx believed that he could study history and society scientifically, discerning tendencies of history and thereby predicting the outcome of social conflicts. Some followers of Marx, therefore, concluded that a communist revolution would inevitably occur. However, Marx famously asserted in the eleventh of his "Theses on Feuerbach" that "philosophers have only interpreted the world, in various ways; the point however is to change it" and he clearly dedicated himself to trying to alter the world.  MARX'S THEORIES INSPIRED SEVERAL THEORIES AND DISCIPLINES OF FUTURE, INCLUDING BUT NOT LIMITED TO: CONTEMPORARY CRITIQUE OF POLITICAL ECONOMY KONDRATIEV WAVE AND KUZNETS SWING THEORY OF UNDERCONSUMPTION CREATIVE DESTRUCTION CRISIS THEORY QUANTITATIVE ECONOMIC HISTORY WORLD-SYSTEMS THEORY  HISTORICAL MATERIALISM HISTORICAL MATERIALISM IS KARL MARX'S THEORY OF HISTORY. MARX LOCATES HISTORICAL CHANGE IN THE RISE OF CLASS SOCIETIES AND THE WAY HUMANS LABOR TOGETHER TO MAKE THEIR LIVELIHOODS. FOR MARX AND HIS LIFETIME COLLABORATOR, FRIEDRICH ENGELS, HISTORICAL MATERIALISM IS THE "VIEW OF THE COURSE OF HISTORY WHICH SEEKS THE ULTIMATE CAUSE AND THE GREAT MOVING POWER OF ALL IMPORTANT HISTORIC EVENTS IN THE ECONOMIC DEVELOPMENT OF SOCIETY, IN THE CHANGES IN THE MODES OF PRODUCTION AND EXCHANGE, IN THE CONSEQUENT DIVISION OF SOCIETY INTO DISTINCT CLASSES, AND IN THE STRUGGLES OF THESE CLASSES AGAINST ONE ANOTHER." ALTHOUGH MARX NEVER BROUGHT TOGETHER A FORMAL OR COMPREHENSIVE DESCRIPTION OF HISTORICAL MATERIALISM IN ONE PUBLISHED WORK, HIS KEY IDEAS ARE WOVEN INTO A VARIETY OF WORKS FROM THE 1840S ONWARD. SINCE MARX'S TIME, THE THEORY HAS BEEN MODIFIED AND EXPANDED. IT NOW HAS MANY MARXIST AND NON-MARXIST VARIANTS.  What Is Marxism? - YouTube https://plato.stanford.edu/entries/marx/ 1632-1704 Essential John Locke: Who was John Locke? - YouTube  Who was he?  John Locke was an English philosopher and physician, widely regarded as one of the most influential of Enlightenment thinkers and commonly known as the "father of liberalism". Considered one of the first of the British empiricists, following the tradition of Sir Francis Bacon, Locke is equally important to social contract theory. His work greatly affected the development of epistemology and political philosophy. His writings influenced Voltaire and Jean-Jacques Rousseau, and many Scottish Enlightenment thinkers, as well as the American Revolutionaries. His contributions to classical republicanism and liberal theory are reflected in the United States Declaration of Independence. Internationally, Locke’s political-legal principles continue to have a profound influence on the theory and practice of limited representative government and the protection of basic rights and freedoms under the rule of law  Theory of mind  Locke's theory of mind is often cited as the origin of modern conceptions of identity and the self, figuring prominently in the work of later philosophers such as Jean- Jacques Rousseau, David Hume, and Immanuel Kant. Locke was the first to define the self through a continuity of consciousness. He postulated that, at birth, the mind was a blank slate, or tabula rasa. Contrary to Cartesian philosophy based on pre-existing concepts, he maintained that we are born without innate ideas, and that knowledge is instead determined only by experience derived from sense perception, a concept now known as empiricism. Demonstrating the ideology of science in his observations, whereby something must be capable of being tested repeatedly and that nothing is exempt from being disproved, Locke stated that "whatever I write, as soon as I discover it not to be true, my hand shall be the forwardest to throw it into the fire". Such is one example of Locke's belief in empiricism.  Early life  Locke was born on 29 August 1632, in a small thatched cottage by the church in Wrington, Somerset, about 12 miles from Bristol. He was baptised the same day, as both of his parents were Puritans. Locke's father, also called John, was an attorney who served as clerk to the Justices of the Peace in Chew Magna and as a captain of cavalry for the Parliamentarian forces during the early part of the English Civil War. His mother was Agnes Keene. Soon after Locke's birth, the family moved to the market town of Pensford, about seven miles south of Bristol, where Locke grew up in a rural Tudor house in Belluton.  In 1647, Locke was sent to the prestigious Westminster School in London under the sponsorship of Alexander Popham, a member of Parliament and John Sr.'s former commander. After completing studies there, he was admitted to Christ Church, Oxford, in the autumn of 1652 at the age of 20. Although a capable student, Locke was irritated by the undergraduate curriculum of the time. He found the works of modern philosophers, such as René Descartes, more interesting than the classical material taught at the university. Through his friend Richard Lower, whom he knew from the Westminster School, Locke was introduced to medicine and the experimental philosophy being pursued at other universities and in the Royal Society, of which he eventually became a member.  Locke was awarded a bachelor's degree in February 1656 and a master's degree in June 1658. He obtained a bachelor of medicine in February 1675, having studied the subject extensively during his time at Oxford and, in addition to Lower, worked with such noted scientists and thinkers as Robert Boyle, Thomas Willis and Robert Hooke. In 1666, he met Anthony Ashley Cooper, Lord Ashley, who had come to Oxford seeking treatment for a liver infection. Ashley was impressed with Locke and persuaded him to become part of his retinue.  Career  Locke had been looking for a career and in 1667 moved into Ashley's home at Exeter House in London, to serve as his personal physician. In London, Locke resumed his medical studies under the tutelage of Thomas Sydenham. Sydenham had a major effect on Locke's natural philosophical thinking – an effect that would become evident in An Essay Concerning Human Understanding.  Locke's medical knowledge was put to the test when Ashley's liver infection became life-threatening. Locke coordinated the advice of several physicians and was probably instrumental in persuading Ashley to undergo surgery (then life-threatening in itself) to remove the cyst. Ashley survived and prospered, crediting Locke with saving his life.  During this time, Locke served as Secretary of the Board of Trade and Plantations and Secretary to the Lords Proprietors of Carolina, which helped to shape his ideas on international trade and economics.  Ashley, as a founder of the Whig movement, exerted great influence on Locke's political ideas. Locke became involved in politics when Ashley became Lord Chancellor in 1672 (Ashley being created 1st Earl of Shaftesbury in 1673). Following Shaftesbury's fall from favour in 1675, Locke spent some time travelling across France as a tutor and medical attendant to Caleb Banks. He returned to England in 1679 when Shaftesbury's political fortunes took a brief positive turn. Around this time, most likely at Shaftesbury's prompting, Locke composed the bulk of the Two Treatises of Government.  While it was once thought that Locke wrote the Treatises to defend the Glorious Revolution of 1688, recent scholarship has shown that the work was composed well before this date. The work is now viewed as a more general argument against absolute monarchy (particularly as espoused by Robert Filmer and Thomas Hobbes) and for individual consent as the basis of political legitimacy. Although Locke was associated with the influential Whigs, his ideas about natural rights and government are today considered quite revolutionary for that period in English history.  The Netherlands  Locke fled to the Netherlands in 1683, under strong suspicion of involvement in the Rye House Plot, although there is little evidence to suggest that he was directly involved in the scheme. The philosopher and novelist Rebecca Newberger Goldstein argues that during his five years in Holland, Locke chose his friends "from among the same freethinking members of dissenting Protestant groups as Spinoza's small group of loyal confidants. Locke almost certainly met men in Amsterdam who spoke of the ideas of that renegade Jew who... insisted on identifying himself through his religion of reason alone." While she says that "Locke's strong empiricist tendencies" would have "disinclined him to read a grandly metaphysical work such as Spinoza's Ethics, in other ways he was deeply receptive to Spinoza's ideas, most particularly to the rationalist's well thought out argument for political and religious tolerance and the necessity of the separation of church and state." In the Netherlands, Locke had time to return to his writing, spending a great deal of time working on the Essay Concerning Human Understanding and composing the Letter on Toleration.  Return to England  Locke did not return home until after the Glorious Revolution. Locke accompanied Mary II back to England in 1688. The bulk of Locke's publishing took place upon his return from exile – his aforementioned Essay Concerning Human Understanding, the Two Treatises of Government and A Letter Concerning Toleration all appearing in quick succession.  Locke's close friend Lady Masham invited him to join her at Otes, the Mashams' country house in Essex. Although his time there was marked by variable health from asthma attacks, he nevertheless became an intellectual hero of the Whigs. During this period he discussed matters with such figures as John Dryden and Isaac Newton.  Death  He died on 28 October 1704, and is buried in the churchyard of the village of High Laver, east of Harlow in Essex, where he had lived in the household of Sir Francis Masham since 1691. Locke never married nor had children.  Events that happened during Locke's lifetime include the English Restoration, the Great Plague of London, the Great Fire of London, and the Glorious Revolution. He did not quite see the Act of Union of 1707, though the thrones of England and Scotland were held in personal union throughout his lifetime. Constitutional monarchy and parliamentary democracy were in their infancy during Locke's time.  Philosophy  Locke exercised a profound influence on political philosophy, in particular on modern liberalism. Michael Zuckert has argued that Locke launched liberalism by tempering Hobbesian absolutism and clearly separating the realms of Church and State. He had a strong influence on Voltaire, who called him "le sage Locke". His arguments concerning liberty and the social contract later influenced the written works of Alexander Hamilton, James Madison, Thomas Jefferson, and other Founding Fathers of the United States. In fact, one passage from the Second Treatise is reproduced verbatim in the Declaration of Independence, the reference to a "long train of abuses". Such was Locke's influence that Thomas Jefferson wrote:  Bacon, Locke and Newton… I consider them as the three greatest men that have ever lived, without any exception, and as having laid the foundation of those superstructures which have been raised in the Physical and Moral sciences.  Locke, Berkeley, & Empiricism: Crash Course Philosophy #6 - YouTube  However, Locke's influence may have been even more profound in the realm of epistemology. Locke redefined subjectivity, or self, leading intellectual historians such as Charles Taylor and Jerrold Seigel to argue that Locke's An Essay Concerning Human Understanding (1689/90) marks the beginning of the modern Western conception of the self.  Locke's theory of association heavily influenced the subject matter of modern psychology. At the time, Locke's recognition of two types of ideas, simple and complex—and, more importantly, their interaction through association—inspired other philosophers, such as David Hume and George Berkeley, to revise and expand this theory and apply it to explain how humans gain knowledge in the physical world.  The human mind  Locke defines the self as "that conscious thinking thing, (whatever substance, made up of whether spiritual, or material, simple, or compounded, it matters not) which is sensible, or conscious of pleasure and pain, capable of happiness or misery, and so is concerned for itself, as far as that consciousness extends". He does not, however, wholly ignore "substance", writing that "the body too goes to the making the man".  In his Essay, Locke explains the gradual unfolding of this conscious mind. Arguing against both the Augustinian view of man as originally sinful and the Cartesian position, which holds that man innately knows basic logical propositions, Locke posits an 'empty mind', a tabula rasa, which is shaped by experience; sensations and reflections being the two sources of all of our ideas. He states in An Essay Concerning Human Understanding:  This source of ideas every man has wholly within himself; and though it be not sense, as having nothing to do with external objects, yet it is very like it, and might properly enough be called 'internal sense.'  Locke's Some Thoughts Concerning Education is an outline on how to educate this mind. Drawing on thoughts expressed in letters written to Mary Clarke and her husband about their son, he expresses the belief that education makes the man—or, more fundamentally, that the mind is an "empty cabinet":  I think I may say that of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education.  Locke also wrote that "the little and almost insensible impressions on our tender infancies have very important and lasting consequences". He argues that the "associations of ideas" that one makes when young are more important than those made later because they are the foundation of the self; they are, put differently, what first mark the tabula rasa. In his Essay, in which both these concepts are introduced, Locke warns, for example, against letting "a foolish maid" convince a child that "goblins and sprites" are associated with the night, for "darkness shall ever afterwards bring with it those frightful ideas, and they shall be so joined, that he can no more bear the one than the other".  This theory came to be called associationism, going on to strongly influence 18th- century thought, particularly educational theory, as nearly every educational writer warned parents not to allow their children to develop negative associations. It also led to the development of psychology and other new disciplines with David Hartley's attempt to discover a biological mechanism for associationism in his Observations on Man (1749).  The philosophical theory of knowledge  A dominant theme of the Essay is the question with which the original discussion in Exeter House began: What is the capacity of the human mind for understanding and knowledge? In his prefatory chapter, Locke explains that the Essay is not offered as a contribution to knowledge itself but as a means of clearing away some of the intellectual rubbish that stands in the way of knowledge. He had in mind not only the medieval Scholastics and their followers but also some of his older contemporaries. The Scholastics—those who took Aristotle and his commentators to be the source of all philosophical knowledge and who still dominated teaching in universities throughout Europe—were guilty of introducing technical terms into philosophy (such as substantial form, vegetative soul, abhorrence of a vacuum, and intentional species) that upon examination had no clear sense—or, more often, no sense at all. Locke saw the Scholastics as an enemy that had to be defeated before his own account of knowledge could be widely accepted, something about which he was entirely right.  Locke begins the Essay by repudiating the view that certain kinds of knowledge— knowledge of the existence of God, of certain moral truths, or of the laws of logic or mathematics—are innate, imprinted on the human mind at its creation. (The doctrine of innate ideas, which was widely held to justify religious and moral claims, had its origins in the philosophy of Plato, who was still a powerful force in 17th-century English philosophy.) Locke argues to the contrary that an idea cannot be said to be “in the mind” until one is conscious of it. But human infants have no conception of God or of moral, logical, or mathematical truths, and to suppose that they do, despite obvious evidence to the contrary, is merely an unwarranted assumption to save a position. Furthermore, travelers to distant lands have reported encounters with people who have no conception of God and who think it morally justified to eat their enemies. Such diversity of religious and moral opinion cannot not be explained by the doctrine of innate ideas but can be explained, Locke held, on his own account of the origins of ideas.  In Book II he turns to that positive account. He begins by claiming that the sources of all knowledge are, first, sense experience (the red colour of a rose, the ringing sound of a bell, the taste of salt, and so on) and, second, “reflection” (one’s awareness that one is thinking, that one is happy or sad, that one is having a certain sensation, and so on). These are not themselves, however, instances of knowledge in the strict sense, but they provide the mind with the materials of knowledge. Locke calls the materials so provided “ideas.” Ideas are objects “before the mind,” not in the sense that they are physical objects but in the sense that they represent physical objects to consciousness.  All ideas are either simple or complex. All simple ideas are derived from sense experience, and all complex ideas are derived from the combination (“compounding”) of simple and complex ideas by the mind. Whereas complex ideas can be analyzed, or broken down, into the simple or complex ideas of which they are composed, simple ideas cannot be. The complex idea of a snowball, for example, can be analyzed into the simple ideas of whiteness, roundness, and solidity (among possibly others), but none of the latter ideas can be analyzed into anything simpler.  In Locke’s view, therefore, a major function of philosophical inquiry is the analysis of the meanings of terms through the identification of the ideas that give rise to them. The project of analyzing supposedly complex ideas (or concepts) subsequently became an important theme in philosophy, especially within the analytic tradition, which began at the turn of the 20th century and became dominant at Cambridge, Oxford, and many other universities, especially in the English-speaking world. Primary and secondary qualities  In the course of his account, Locke raises a host of related issues, many of which have since been the source of much debate. One of them is his illuminating distinction between the “primary” and “secondary” qualities of physical objects. Primary qualities include size, shape, weight, and solidity, among others, and secondary qualities include colour, taste, and smell. Ideas of primary qualities resemble the qualities as they are in the object—as one’s idea of the roundness of a snowball resembles the roundness of the snowball itself. However, ideas of secondary qualities do not resemble any property in the object; they are instead a product of the power that the object has to cause certain kinds of ideas in the mind of the perceiver. Thus, the whiteness of the snowball is merely an idea produced in the mind by the interaction between light, the primary qualities of the snowball, and the perceiver’s sense organs. John Locke's Primary and Secondary Qualities - YouTube  Personal identity  Locke discussed another problem that had not before received sustained attention: that of personal identity. Assuming one is the same person as the person who existed last week or the person who was born many years ago, what fact makes this so? Locke was careful to distinguish the notion of sameness of person from the related notions of sameness of body and sameness of man, or human being. Sameness of body requires identity of matter, and sameness of human being depends on continuity of life (as would the sameness of a certain oak tree from acorn to sapling to maturity); but sameness of person requires something else. Locke’s proposal was that personal identity consists of continuity of consciousness. One is the same person as the person who existed last week or many years ago if one has memories of the earlier person’s conscious experiences. Locke’s account of personal identity became a standard (and highly contested) position in subsequent discussions. Activity: Are you the same person as the person who existed two years back?  Association of ideas  A further influential section of Book II is Locke’s treatment of the association of ideas. Ideas, Locke observes, can become linked in the mind in such a way that having one idea immediately leads one to form another idea, even though the two ideas are not necessarily connected with each other. Instead, they are linked through their having been experienced together on numerous occasions in the past. The psychological tendency to associate ideas through experience, Locke says, has important implications for the education of children. In order to learn to adopt good habits and to avoid bad ones, children must be made to associate rewards with good behaviour and punishments with bad behaviour. Investigations into the associations that people make between ideas can reveal much about how human beings think. Through his influence on researchers such as the English physician David Hartley (1705–57), Locke contributed significantly to the development of the theory of associationism, or associationist psychology, in the 18th century. Association has remained a central topic of inquiry in psychology ever since.  Language  Having shown to his satisfaction that no idea requires for its explanation the hypothesis of innate ideas, Locke proceeds in Book III to examine the role of language in human mental life. His discussion is the first sustained philosophical inquiry in modern times into the notion of linguistic meaning. As elsewhere, he begins with rather simple and obvious claims but quickly proceeds to complex and contentious ones. Words, Locke says, stand for ideas in the mind of the person who uses them. It is by the use of words that people convey their necessarily private thoughts to each other. In addition, Locke insists, nothing exists except particulars, or individual things. There are, for example, many triangular things and many red things, but there is no general quality or property, over and above these things, that may be called “triangle” (“triangularity”) or “red” (“redness”) (see universal). Nevertheless, a large number of words are general in their application, applying to many particular things at once. Thus, words must be labels for both ideas of particular things (particular ideas) and ideas of general things (general ideas). The problem is, if everything that exists is a particular, where do general ideas come from?  Locke’s answer is that ideas become general through the process of abstraction. The general idea of a triangle, for example, is the result of abstracting from the properties of specific triangles only the residue of qualities that all triangles have in common—that is, having three straight sides. Although there are enormous problems with this account, alternatives to it are also fraught with difficulties. John Locke's Empiricism - YouTube  Knowledge  In Book IV of the Essay, Locke reaches the putative heart of his inquiry, the nature and extent of human knowledge. His precise definition of knowledge entails that very few things actually count as such for him. In general, he excludes knowledge claims in which there is no evident connection or exclusion between the ideas of which the claim is composed. Thus, it is possible to know that white is not black whenever one has the ideas of white and black together (as when one looks at a printed page), and it is possible to know that the three angles of a triangle equal two right angles if one knows the relevant Euclidean proof. But it is not possible to know that the next stone one drops will fall downward or that the next glass of water one drinks will quench one’s thirst, even though psychologically one has every expectation, through the association of ideas, that it will. These are cases only of probability, not knowledge—as indeed is virtually the whole of scientific knowledge, excluding mathematics. Not that such probable claims are unimportant: humans would be incapable of dealing with the world except on the assumption that such claims are true. But for Locke they fall short of genuine knowledge.  There are, however, some very important things that can be known. For example, Locke agreed with Descartes that each person can know immediately and without appeal to any further evidence that he exists at the time that he considers it. One can also know immediately that the colour of the print on a page is different from the colour of the page itself—i.e., that black is not white—and that two is greater than one. It can also be proved from self-evident truths by valid argument (by an argument whose conclusion cannot be false if its premises are true) that a first cause, or God, must exist. Various moral claims also can be demonstrated—e.g., that parents have a duty to care for their children and that one should honour one’s contracts. People often make mistakes or poor judgments in their dealings with the world or each other because they are unclear about the concepts they use or because they fail to analyze the relevant ideas. Another great cause of confusion, however, is the human propensity to succumb to what Locke calls “Enthusiasm,” the adoption on logically inadequate grounds of claims that one is already disposed to accept.  One major problem that the Essay appeared to raise is that if ideas are indeed the immediate objects of experience, how is it possible to know that there is anything beyond them—e.g., ordinary physical objects? Locke’s answer to this problem, insofar as he recognized it as a problem, appears to have been that, because perception is a natural process and thus ordained by God, it cannot be generally misleading about the ontology of the universe. In the more skeptical age of the 18th century, this argument became less and less convincing. This issue dominated epistemology in the 18th century.  The Essay’s influence was enormous, perhaps as great as that of any other philosophical work apart from those of Plato and Aristotle. Its importance in the English-speaking world of the 18th century can scarcely be overstated. Along with the works of Descartes, it constitutes the foundation of modern Western philosophy.  John Locke: Educating Clearly Thinking Minds – YouTube  Locke on Knowledge - YouTube PHILOSOPHY - Epistemology: The Problem of Skepticism [HD] - YouTube PHILOSOPHY - Epistemology: Three Responses to Skepticism [HD] - YouTube Coursebook, p. 182-185, 193-197  353 Reliabilism - YouTube Justified True Belief vs. Reliabilism: Theories of Knowledge - YouTube ARISTOTLE  His Life Aristotle (384–322 BC) was an Ancient Greek philosopher and polymath. His writings cover a broad range of subjects spanning the natural sciences, philosophy, linguistics, economics, politics, psychology and the arts. As the founder of the Peripatetic school of philosophy in the Lyceum in Athens, he began the wider Aristotelian tradition that followed, which set the groundwork for the development of modern science. Little is known about Aristotle's life. He was born in the city of Stagira in northern Greece during the Classical period. His father, Nicomachus, died when Aristotle was a child, and he was brought up by a guardian. At 17 or 18 he joined Plato's Academy in Athens and remained there till the age of 37 (c. 347 BC). Shortly after Plato died, Aristotle left Athens and, at the request of Philip II of Macedon, tutored his son Alexander the Great beginning in 343 BC. He established a library in the Lyceum which helped him to produce many of his hundreds of books on papyrus scrolls.  Epistemology Aristotle's immanent realism means his epistemology is based on the study of things that exist or happen in the world, and rises to knowledge of the universal, whereas for Plato epistemology begins with knowledge of universal Forms (or ideas) and descends to knowledge of particular imitations of these. Aristotle uses induction from examples alongside deduction, whereas Plato relies on deduction from a priori principles.  Natural philosophy Aristotle's "natural philosophy" spans a wide range of natural phenomena including those now covered by physics, biology and other natural sciences. In Aristotle's terminology, "natural philosophy" is a branch of philosophy examining the phenomena of the natural world, and includes fields that would be regarded today as physics, biology and other natural sciences. Aristotle's work encompassed virtually all facets of intellectual inquiry. Aristotle makes philosophy in the broad sense coextensive with reasoning, which he also would describe as "science". However, his use of the term science carries a different meaning than that covered by the term "scientific method". For Aristotle, "all science (dianoia) is either practical, poetical or theoretical“. His practical science includes ethics and politics; his poetical science means the study of fine arts including poetry; his theoretical science covers physics, mathematics and metaphysics. Aristotle - Wikipedia PHILOSOPHY - René Descartes - YouTube  René Descartes, (born March 31, 1596, La Haye, Touraine, France—died February 11, 1650, Stockholm, Sweden), was a French mathematician, scientist, and philosopher. Because he was one of the first to abandon Scholastic Aristotelianism, because he formulated the first modern version of mind-body dualism, from which stems the mind-body problem, and because he promoted the development of a new science grounded in observation and experiment, he is generally regarded as the founder of modern philosophy.  Applying an original system of methodical doubt, he dismissed apparent knowledge derived from authority, the senses, and reason and erected new epistemic foundations on the basis of the intuition that, when he is thinking, he exists; this he expressed in the dictum “I think, therefore I am” (best known in its Latin formulation, “Cogito, ergo sum,” though originally written in French, “Je pense, donc je suis”). He developed a metaphysical dualism that distinguishes radically between mind, the essence of which is thinking, and matter, the essence of which is extension in three dimensions. Descartes’s metaphysics is rationalist, based on the postulation of innate ideas of mind, matter, and God, but his physics and physiology, based on sensory experience, are mechanistic and empiricist.  Mind-body dualism, in its original and most radical formulation, the philosophical view that mind and body (or matter) are fundamentally distinct kinds of substances or natures. That version, now often called substance dualism, implies that mind and body not only differ in meaning but refer to different kinds of entities. Thus, a mind-body (substance) dualist would oppose any theory that identifies mind with the brain, conceived as a physical mechanism.  WHAT DO YOU THINK ABOUT IT?  Rationalism, in Western philosophy, is the view that regards reason as the chief source and test of knowledge.  Cartesianism, the philosophical and scientific traditions derived from the writings of the French philosopher René Descartes (1596–1650).  Metaphysically and epistemologically, Cartesianism is a species of rationalism, because Cartesians hold that knowledge—indeed, certain knowledge—can be derived through reason from innate ideas. It is thus opposed to the tradition of empiricism, which originated with Aristotle (384–322 BCE) and according to which all knowledge is based on sense experience and is therefore (because sense experience is fallible) only probable. In practice, however, Cartesians developed probabilistic scientific theories from observation and experiment, as did empiricists.  Cartesian Skepticism - Neo, Meet Rene: Crash Course Philosophy #5 - YouTube  Cartesians were forced to satisfy themselves with uncertainty in science because they believed that God is omnipotent and that his will is entirely free; from this it follows that God could, if he so wished, make any apparent truth a falsehood and any apparent falsehood—even a logical contradiction—a truth. The human intellect, by contrast, is finite; thus, humans can be certain only of what God reveals and of the fact that they and God exist.  Descartes argues that one has certain knowledge of one’s own existence because one cannot think without knowing that one exists; this insight is expressed as “Cogito, ergo sum” (Latin: “I think, therefore I am”) in his Discourse on Method (1637) and as “I think, I am” in his Meditations (1641). In the Meditations, Descartes also argues that because we are finite, we cannot generate an idea of infinity, yet we have an idea of an infinite God, and thus God must exist to cause us to have that idea. He also says that although we have no direct acquaintance with the material world, not even with our own bodies, but only with ideas that represent the material world, we cannot know the material world directly. We know it exists only because God is not a deceiver. Descartes - Never Be Fooled Again | SKEPTIC PHILOSOPHY - YouTube  I think, therefore I am  Descartes finds certainty in the intuition that, when he is thinking—even if he is being deceived—he must exist. In the Discourse, Descartes expresses this intuition in the dictum “I think, therefore I am”; but because “therefore” suggests that the intuition is an argument—though it is not—in the Meditations he says merely, “I think, I am” (“Cogito, sum”). The cogito is a logically self-evident truth that also gives intuitively certain knowledge of a particular thing’s existence—that is, one’s self. Nevertheless, it justifies accepting as certain only the existence of the person who thinks it. If all one ever knew for certain was that one exists, and if one adhered to Descartes’s method of doubting all that is uncertain, then one would be reduced to solipsism, the view that nothing exists but one’s self and thoughts. To escape solipsism, Descartes argues that all ideas that are as “clear and distinct” as the cogito must be true, for, if they were not, the cogito also, as a member of the class of clear and distinct ideas, could be doubted. Since “I think, I am” cannot be doubted, all clear and distinct ideas must be true.  Solipsism  Solipsism, in philosophy, an extreme form of subjective idealism that denies that the human mind has any valid ground for believing in the existence of anything but itself. The British idealist F.H. Bradley, in Appearance and Reality (1893), characterized the solipsistic view as follows:  I cannot transcend experience, and experience must be my experience. From this it follows that nothing beyond my self exists; for what is experience is its [the self’s] states  Dualism  Cartesians adopted an ontological dualism of two finite substances, mind (spirit or soul) and matter. The essence of mind is self-conscious thinking; the essence of matter is extension in three dimensions. God is a third, infinite substance, whose essence is necessary existence. God unites minds with bodies to create a fourth, compound substance, human beings. Humans obtain general knowledge by contemplating innate ideas of mind, matter, and God. For knowledge of particular events in the world, however, humans depend on bodily motions that are transmitted from sense organs through nerves to the brain to cause sensible ideas— i.e., sensations—in the mind. Thus, for Cartesians, knowledge of the material world is indirect.  This dualism of mind and matter gives rise to serious problems concerning causal interaction and knowledge. Given that mind and matter are so radically different, how can the body cause the mind to have sensible ideas? Likewise, how can the mind cause the body to move? How can the mind know the material world by way of sensible ideas, which are mental? In other words, how can ideas represent the properties of material objects, given that mind and matter are essentially distinct? Various lines of Cartesian philosophy developed from different answers to these questions.  Descartes’s philosophy is rooted in his mathematics. He invented analytic geometry—a method of solving geometric problems algebraically and algebraic problems geometrically—which is the foundation of the infinitesimal calculus developed by Sir Isaac Newton (1642–1727) and Gottfried Wilhelm Leibniz (1646–1716). The method discussed in his Discourse on Method is basically an extension of analytic mathematical method, which he applies to all branches of science.  He also devised a universal method of deductive reasoning, based on mathematics, that is applicable to all the sciences. This method, which he later formulated in Discourse on Method (1637) and Rules for the Direction of the Mind (written by 1628 but not published until 1701), consists of four rules: (1) accept nothing as true that is not self-evident, (2) divide problems into their simplest parts, (3) solve problems by proceeding from simple to complex, and (4) recheck the reasoning. These rules are a direct application of mathematical procedures.  Science and religion  In addition to the dualism of mind and matter in Cartesian metaphysics, there is a more general dualism in Cartesianism as a whole between a rationalist metaphysics and epistemology, which entails the existence of innate ideas of mind, matter, and God and the possibility of obtaining certain knowledge through reason, and an empiricist (and mechanistic) physics, according to which scientific knowledge, which is never certain, is gradually accumulated through observation and experience of the material world. Descartes’s insistence on the possibility of certain knowledge of God’s existence has led some commentators to present him primarily as an apologist for Christianity. Others, however, have argued that he was really an atheist and a materialist who made arguments for God’s existence only to protect himself from persecution by the church.  According to Descartes, the material universe consists of an indefinitely large plenum of infinitely divisible matter, which is separated into the subtle matter of space and the denser matter of bodies by a determinate quantity of motion that is imparted and conserved by God. Bodies swirl like leaves in a whirlwind in vortices as great as that in which the planets sweep around the Sun and as small as that of tiny spinning globes of light. All bodily joinings and separations are mechanical, resulting from the collisions of other moving bodies. Because the amount of motion is conserved according to the laws of nature, the Cartesian material world exhibits a kind of determinism. After the initial impulse, the world evolves lawfully. If the speeds and positions of all the whirling portions of matter in the universe at any one moment could be completely described, then a complete description of their speeds and positions at any later time could be deduced through calculations based on the laws of motion. Of course, only God has the infinite intellect required for performing these calculations.  Determinism  Determinism, in philosophy and science: the thesis that all events in the universe, including human decisions and actions, are causally inevitable. Determinism entails that, in a situation in which a person makes a certain decision or performs a certain action, it is impossible that he or she could have made any other decision or performed any other action. In other words, it is never true that people could have decided or acted otherwise than they actually did.  Determinism in this sense is usually understood to be incompatible with free will, or the supposed power or capacity of humans to make decisions or perform actions independently of any prior event or state of the universe. Philosophers and scientists who deny the existence of free will on this basis are known as “hard” determinists. What is Determinism? (Determinism Defined, Meaning of Determinism, Determinism Explained) - YouTube  René Descartes - Residence in the Netherlands | Britannica  Cartesianism | Definition, Philosophy, Beliefs, Examples, & Facts | Britannica  The Mind Body Problem – YouTube  Determinism vs Free Will: Crash Course Philosophy #24 - YouTube 424/423 – 348/347 BC  Plato (Πλάτων) was a Greek philosopher born in Athens during the Classical period in Ancient Greece. He founded the Platonist school of thought and the Academy, the first institution of higher learning on the European continent.  Along with his teacher, Socrates, and his student, Aristotle, Plato is a central figure in the history of Ancient Greek philosophy and the Western and Middle Eastern philosophies descended from it. He has also shaped religion and spirituality. The so-called neoplatonism of his interpreter Plotinus greatly influenced both Christianity (through Church Fathers such as Augustine) and Islamic philosophy (through e.g. Al-Farabi). In modern times, Friedrich Nietzsche diagnosed Western culture as growing in the shadow of Plato (famously calling Christianity "Platonism for the masses"), while Alfred North Whitehead noted: "the safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato."  Plato: Biography of a Great Thinker - YouTube The Problem of universals is a metaphysical concept that consists of the question of whether properties exist and, if so, what they are. The fundamental issue is the question of whether universals exist in reality or merely in thought and speech.  Plato was an innovator of the written dialogue and dialectic forms in philosophy. He raised problems for what later became all the major areas of both theoretical philosophy and practical philosophy. His most famous contribution is the theory of Forms known by pure reason, in which Plato presents a solution to the problem of universals, known as Platonism (also ambiguously called either Platonic realism or Platonic idealism). He is also the namesake of Platonic love and the Platonic solids.  His own most decisive philosophical influences are usually thought to have been, along with Socrates, the pre-Socratics Pythagoras, Heraclitus and Parmenides, although few of his predecessors' works remain extant and much of what we know about these figures today derives from Plato himself. Unlike the work of nearly all of his contemporaries, Plato's entire body of work is believed to have survived intact for over 2,400 years. Although their popularity has fluctuated, Plato's works have consistently been read and studied.  PHILOSOPHY  In Plato's dialogues, Socrates and his company of disputants had something to say on many subjects, including several aspects of metaphysics. These include religion and science, human nature, love, and sexuality. More than one dialogue contrasts perception and reality, nature and custom, and body and soul. Francis Cornford referred to the "twin pillars of Platonism" as being the 1. theory of Forms on the one hand, and, on the other hand, the 2. doctrine of immortality of the soul.  THEORY OF FORMS  The theory of Forms or theory of Ideas is a philosophical theory, concept, or world- view, attributed to Plato, that the physical world is not as real or true as timeless, absolute, unchangeable ideas. According to this theory, ideas in this sense, often capitalized and translated as "Ideas" or "Forms", are the non-physical essences of all things, of which objects and matter in the physical world are merely imitations. Plato speaks of these entities only through the characters (primarily Socrates) of his dialogues who sometimes suggests that these Forms are the only objects of study that can provide knowledge. The theory itself is contested from within Plato's dialogues, and it is a general point of controversy in philosophy. Nonetheless, the theory is considered to be a classical solution to the problem of universals.  FORMS  The Forms are expounded upon in Plato's dialogues and general speech, in that every object or quality in reality—dogs, human beings, mountains, colors, courage, love, and goodness—has a form. Form answers the question, "What is that?" Plato was going a step further and asking what Form itself is. He supposed that the object was essentially or "really" the Form and that the phenomena were mere shadows mimicking the Form; that is, momentary portrayals of the Form under different circumstances. The problem of universals – how can one thing in general be many things in particular – was solved by presuming that Form was a distinct singular thing but caused plural representations of itself in particular objects. For example, in the dialogue Parmenides, Socrates states: "Nor, again, if a person were to show that all is one by partaking of one, and at the same time many by partaking of many, would that be very astonishing. But if he were to show me that the absolute one was many, or the absolute many one, I should be truly amazed.":129 Matter is considered particular in itself. For Plato, forms, such as beauty, are more real than any objects that imitate them. Though the forms are timeless and unchanging, physical things are in a constant change of existence. Where forms are unqualified perfection, physical things are qualified and conditioned.  A Form is an objective "blueprint" of perfection. The Forms are perfect and unchanging representations of objects and qualities. For example, the Form of beauty or the Form of a triangle. For the form of a triangle say there is a triangle drawn on a blackboard. A triangle is a polygon with 3 sides. The triangle as it is on the blackboard is far from perfect. However, it is only the intelligibility of the Form "triangle" that allows us to know the drawing on the chalkboard is a triangle, and the Form "triangle" is perfect and unchanging. It is exactly the same whenever anyone chooses to consider it; however, time only affects the observer and not the triangle. It follows that the same attributes would exist for the Form of beauty and for all Forms.  Plato explains how we are always many steps away from the idea or Form. The idea of a perfect circle can have us defining, speaking, writing, and drawing about particular circles that are always steps away from the actual being. The perfect circle, partly represented by a curved line, and a precise definition, cannot be drawn. Even the ratio of pi is an irrational number, that only partly helps to fully describe the perfect circle. The idea of the perfect circle is discovered, not invented.  INTELLIGIBLE REALM AND SEPARATION OF THE FORMS  Plato often invokes, particularly in his dialogues Phaedo, Republic and Phaedrus, poetic language to illustrate the mode in which the Forms are said to exist. Near the end of the Phaedo, for example, Plato describes the world of Forms as a pristine region of the physical universe located above the surface of the Earth (Phd. 109a–111c). In the Phaedrus the Forms are in a "place beyond heaven" (huperouranios topos) (Phdr. 247c ff); and in the Republic the sensible world is contrasted with the intelligible realm (noēton topon) in the famous Allegory of the Cave.  It would be a mistake to take Plato's imagery as positing the intelligible world as a literal physical space apart from this one. Plato emphasizes that the Forms are not beings that extend in space (or time), but subsist apart from any physical space whatsoever. Thus we read in the Symposium of the Form of Beauty: "It is not anywhere in another thing, as in an animal, or in earth, or in heaven, or in anything else, but itself by itself with itself," (211b). And in the Timaeus Plato writes: "Since these things are so, we must agree that that which keeps its own form unchangingly, which has not been brought into being and is not destroyed, which neither receives into itself anything else from anywhere else, nor itself enters into anything anywhere, is one thing," (52a, emphasis added).  CRITICISMS OF PLATONIC FORMS  Plato was well aware of the limitations of the theory, as he offered his own criticisms of it in his dialogue Parmenides. There Socrates is portrayed as a young philosopher acting as junior counterfoil to aged Parmenides. The dialogue does present a very real difficulty with the Theory of Forms; these criticisms were later emphasized by Aristotle in rejecting an independently existing world of Forms.  One difficulty lies in the conceptualization of the "participation" of an object in a form (or Form). The young Socrates conceives of his solution to the problem of the universals in another metaphor:  Nay, but the idea may be like the day which is one and the same in many places at once, and yet continuous with itself; in this way each idea may be one and the same in all at the same time.  But exactly how is a Form like the day in being everywhere at once? The solution calls for a distinct form, in which the particular instances, which are not identical to the form, participate; i.e., the form is shared out somehow like the day to many places. The concept of "participate", represented in Greek by more than one word, is as obscure in Greek as it is in English. Plato hypothesized that distinctness meant existence as an independent being, thus opening himself to the famous third man argument of Parmenides, which proves that forms cannot independently exist and be participated.  If universal and particulars – say man or greatness – all exist and are the same then the Form is not one but is multiple. If they are only like each other then they contain a form that is the same and others that are different. Thus if we presume that the Form and a particular are alike then there must be another, or third Form, man or greatness by possession of which they are alike. An infinite regression would then result; that is, an endless series of third men. The ultimate participant, greatness, rendering the entire series great, is missing. Moreover, any Form is not unitary but is composed of infinite parts, none of which is the proper Form.  The young Socrates did not give up the Theory of Forms over the Third Man but took another tack, that the particulars do not exist as such. Whatever they are, they "mime" the Forms, appearing to be particulars. This is a clear dip into representationalism, that we cannot observe the objects as they are in themselves but only their representations. That view has the weakness that if only the mimes can be observed then the real Forms cannot be known at all and the observer can have no idea of what the representations are supposed to represent or that they are representations.  Socrates' later answer would be that men already know the Forms because they were in the world of Forms before birth. The mimes only recall these Forms to memory.  THE SOUL  For Plato, as was characteristic of ancient Greek philosophy, the soul was that which gave life. See this brief exchange from the Phaedo: "What is it that, when present in a body, makes it living? — A soul."  Another hallmark of Plato's view of the soul is that it is what rules and controls a person's body. Plato uses this observation in the Alcibiades as evidence that people are their souls.  Plato advocates a belief in the immortality of the soul, and several dialogues end with long speeches imagining the afterlife. In the Timaeus, Socrates locates the parts of the soul within the human body: Reason is located in the head, spirit in the top third of the torso, and the appetite in the middle third of the torso, down to the navel.  Furthermore, Plato evinces in multiple dialogues (such as the Phaedo and Timaeus) a belief in the theory of reincarnation. Scholars debate whether he intends the theory to be literally true, however.  PLATO, Knowledge and the Analogy of the Divided Line - YouTube EPISTEMOLOGY  Plato also discusses several aspects of epistemology. More than one dialogue contrasts knowledge (episteme) and opinion (doxa). Plato's epistemology involves Socrates (and other characters, such as Timaeus) arguing that knowledge is not empirical, and that it comes from divine insight. The Forms are also responsible for both knowledge or certainty, and are grasped by pure reason.  In several dialogues, Socrates inverts the common man's intuition about what is knowable and what is real. Reality is unavailable to those who use their senses. Socrates says that he who sees with his eyes is blind. While most people take the objects of their senses to be real if anything is, Socrates is contemptuous of people who think that something has to be graspable in the hands to be real. In the Theaetetus, he says such people are eu amousoi (εὖ ἄμουσοι), an expression that means literally, "happily without the muses". In other words, such people are willingly ignorant, living without divine inspiration and access to higher insights about reality.  In Plato's dialogues, Socrates always insists on his ignorance and humility, that he knows nothing, so-called "Socratic irony." Several dialogues refute a series of viewpoints, but offer no positive position, thus ending in aporia.  RECOLLECTION  In several of Plato's dialogues, Socrates promulgates the idea that knowledge is a matter of recollection of things acquainted with before one is born, and not of observation or study. Keeping with the theme of admitting his own ignorance, Socrates regularly complains of his forgetfulness. In the Meno, Socrates uses a geometrical example to expound Plato's view that knowledge in this latter sense is acquired by recollection. Socrates elicits a fact concerning a geometrical construction from a slave boy, who could not have otherwise known the fact (due to the slave boy's lack of education). The knowledge must be present, Socrates concludes, in an eternal, non-experiential form.  In other dialogues, the Sophist, Statesman, Republic, and the Parmenides, Plato himself associates knowledge with the apprehension of unchanging Forms and their relationships to one another (which he calls "expertise" in dialectic), including through the processes of collection and division. More explicitly, Plato himself argues in the Timaeus that knowledge is always proportionate to the realm from which it is gained. In other words, if one derives one's account of something experientially, because the world of sense is in flux, the views therein attained will be mere opinions. Meanwhile, opinions are characterized by a lack of necessity and stability. On the other hand, if one derives one's account of something by way of the non-sensible forms, because these forms are unchanging, so too is the account derived from them. That apprehension of forms is required for knowledge may be taken to cohere with Plato's theory in the Theaetetus and Meno. Indeed, the apprehension of Forms may be at the base of the "account" required for justification, in that it offers foundational knowledge which itself needs no account, thereby avoiding an infinite regression.  JUSTIFIED TRUE BELIEF  Many have interpreted Plato as stating — even having been the first to write — that knowledge is justified true belief, an influential view that informed future developments in epistemology. This interpretation is partly based on a reading of the Theaetetus wherein Plato argues that knowledge is distinguished from mere true belief by the knower having an "account" of the object of their true belief. And this theory may again be seen in the Meno, where it is suggested that true belief can be raised to the level of knowledge if it is bound with an account as to the question of "why" the object of the true belief is so.  Many years later, Edmund Gettier famously demonstrated the problems of the justified true belief account of knowledge. That the modern theory of justified true belief as knowledge, which Gettier addresses, is equivalent to Plato's is accepted by some scholars but rejected by others. Plato himself also identified problems with the justified true belief definition in the Theaetetus, concluding that justification (or an "account") would require knowledge of difference, meaning that the definition of knowledge is circular.  ALLEGORIES-THE CAVE  The theory of Forms is most famously captured in his Allegory of the Cave, and more explicitly in his analogy of the sun and the divided line. The Allegory of the Cave is a paradoxical analogy wherein Socrates argues that the invisible world is the most intelligible (noeton) and that the visible world ((h)oraton) is the least knowable, and the most obscure.  Socrates says in the Republic that people who take the sun-lit world of the senses to be good and real are living pitifully in a den of evil and ignorance. Socrates admits that few climb out of the den, or cave of ignorance, and those who do, not only have a terrible struggle to attain the heights, but when they go back down for a visit or to help other people up, they find themselves objects of scorn and ridicule.  According to Socrates, physical objects and physical events are "shadows" of their ideal or perfect forms, and exist only to the extent that they instantiate the perfect versions of themselves. Just as shadows are temporary, inconsequential epiphenomena produced by physical objects, physical objects are themselves fleeting phenomena caused by more substantial causes, the ideals of which they are mere instances. For example, Socrates thinks that perfect justice exists (although it is not clear where) and his own trial would be a cheap copy of it.  The Allegory of the Cave is intimately connected to his political ideology, that only people who have climbed out of the cave and cast their eyes on a vision of goodness are fit to rule. Socrates claims that the enlightened men of society must be forced from their divine contemplation and be compelled to run the city according to their lofty insights. Thus is born the idea of the "philosopher-king", the wise person who accepts the power thrust upon him by the people who are wise enough to choose a good master. This is the main thesis of Socrates in the Republic, that the most wisdom the masses can muster is the wise choice of a ruler.  DIALECTIC  Socrates employs a dialectic method which proceeds by questioning. The role of dialectic in Plato's thought is contested but there are two main interpretations: a type of reasoning and a method of intuition. Simon Blackburn adopts the first, saying that Plato's dialectic is "the process of eliciting the truth by means of questions aimed at opening out what is already implicitly known, or at exposing the contradictions and muddles of an opponent's position." A similar interpretation has been put forth by Louis Hartz, who compares Plato's dialectic to that of Hegel. According to this view, opposing arguments improve upon each other, and prevailing opinion is shaped by the synthesis of many conflicting ideas over time. Each new idea exposes a flaw in the accepted model, and the epistemological substance of the debate continually approaches the truth. Hartz's is a teleological interpretation at the core, in which philosophers will ultimately exhaust the available body of knowledge and thus reach "the end of history." Karl Popper, on the other hand, claims that dialectic is the art of intuition for "visualising the divine originals, the Forms or Ideas, of unveiling the Great Mystery behind the common man's everyday world of appearances."  LEGACY-IN PHILOSOPHY  Plato's thought is often compared with that of his most famous student, Aristotle, whose reputation during the Western Middle Ages so completely eclipsed that of Plato that the Scholastic philosophers referred to Aristotle as "the Philosopher". However, the study of Plato continued in the Byzantine Empire, the Caliphates during the Islamic Golden Age, and Spain during Golden age of Jewish culture.  The only Platonic work known to western scholarship was Timaeus, until translations were made after the fall of Constantinople, which occurred during 1453. George Gemistos Plethon brought Plato's original writings from Constantinople in the century of its fall. It is believed that Plethon passed a copy of the Dialogues to Cosimo de' Medici when in 1438 the Council of Ferrara, called to unify the Greek and Latin Churches, was adjourned to Florence, where Plethon then lectured on the relation and differences of Plato and Aristotle, and fired Cosimo with his enthusiasm; Cosimo would supply Marsilio Ficino with Plato's text for translation to Latin. During the early Islamic era, Persian, Arab, and Jewish scholars translated much of Plato into Arabic and wrote commentaries and interpretations on Plato's, Aristotle's and other Platonist philosophers' works (see Al-Kindi, Al-Farabi, Avicenna, Averroes, Hunayn ibn Ishaq). Plato is also referenced by Jewish philosopher and Talmudic scholar Maimonides in his The Guide for the Perplexed. Many of these commentaries on Plato were translated from Arabic into Latin and as such influenced Medieval scholastic philosophers.  During the Renaissance, with the general resurgence of interest in classical civilization, knowledge of Plato's philosophy would become widespread again in the West. Many of the greatest early modern scientists and artists who broke with Scholasticism and fostered the flowering of the Renaissance, with the support of the Plato-inspired Lorenzo (grandson of Cosimo), saw Plato's philosophy as the basis for progress in the arts and sciences. More problematic was Plato's belief in metempsychosis as well as his ethical views (on polyamory and euthanasia in particular), which did not match those of Christianity. It was Plethon's student Bessarion who reconciled Plato with Christian theology, arguing that Plato's views were only ideals, unattainable due to the fall of man. The Cambridge Platonists were an influential group active in the 17th century.  By the 19th century, Plato's reputation was restored, and at least on par with Aristotle's. Notable Western philosophers have continued to draw upon Plato's work since that time. Plato's influence has been especially strong in mathematics and the sciences. Plato's resurgence further inspired some of the greatest advances in logic since Aristotle, primarily through Gottlob Frege and his followers Kurt Gödel, Alonzo Church, and Alfred Tarski. Albert Einstein suggested that the scientist who takes philosophy seriously would have to avoid systematization and take on many different roles, and possibly appear as a Platonist or Pythagorean, in that such a one would have "the viewpoint of logical simplicity as an indispensable and effective tool of his research." Werner Heisenberg stated that “My mind was formed by studying philosophy, Plato and that sort of thing". and that "Modern physics has definitely decided in favor of Plato. In fact the smallest units of matter are not physical objects in the ordinary sense; they are forms, ideas which can be expressed unambiguously only in mathematical language" Samuel Taylor Coleridge said: Everybody is born either a Platonist or an Aristotelian.  The political philosopher and professor Leo Strauss is considered by some as the prime thinker involved in the recovery of Platonic thought in its more political, and less metaphysical, form. Strauss' political approach was in part inspired by the appropriation of Plato and Aristotle by medieval Jewish and Islamic political philosophers, especially Maimonides and Al-Farabi, as opposed to the Christian metaphysical tradition that developed from Neoplatonism. Deeply influenced by Nietzsche and Heidegger, Strauss nonetheless rejects their condemnation of Plato and looks to the dialogues for a solution to what all three latter-day thinkers acknowledge as 'the crisis of the West.  W. V. O. Quine dubbed the problem of negative existentials "Plato's beard". Noam Chomsky dubbed the problem of knowledge Plato's problem. One author calls the definist fallacy the Socratic fallacy.  More broadly, platonism refers to the view that there are many abstract objects. Still to this day, platonists take number and the truths of mathematics as the best support in favour of this view. Most mathematicians think, like platonists, that numbers and the truths of mathematics are perceived by reason rather than the senses yet exist independently of minds and people, that is to say, they are discovered rather than invented.  Contemporary platonism is also more open to the idea of there being infinitely many abstract objects, as numbers or propositions might qualify as abstract objects, while ancient Platonism seemed to resist this view, possibly because of the need to overcome the problem of "the One and the Many". Thus e. g. in the Parmenides dialogue, Plato denies there are Forms for more mundane things like hair and mud. However, he repeatedly does support the idea that there are Forms of artifacts, e. g. the Form of Bed. Contemporary platonism also tends to view abstract objects as unable to cause anything, but it is unclear whether the ancient Platonists felt this way.  ACTIVITIES  1. Explain in brief the allegory of the cave – add a drawing to your explanation if you want.  2. How do you understand the phrase “knowledge is justified true belief”.  3. Is ignorance forgetfulness, in your opinion?  4. Do you agree with the platonic idea of the immortality of the soul? Explain your opinion.  Platonic love is a type of love that is not sexual or romantic.  The term is named after the Greek philosopher Plato, though the philosopher never used the term himself. Platonic love, as devised by Plato, concerns rising through levels of closeness to wisdom and true beauty, from carnal attraction to individual bodies to attraction to souls, and eventually, union with the truth.  Platonic love is contrasted with romantic love. What is the difference between platonic love and friendship? Do you believe in platonic love? Do you have examples of platonic love in your life?  Platonic love is examined in Plato's dialogue, the Symposium, which has as its topic the subject of love, or more generally the subject of Eros. It explains the possibilities of how the feeling of love began and how it has evolved, both sexually and non- sexually, and defines genuine platonic love as inspiring a person's mind and soul and directing their attention towards spiritual matters. Of particular importance is the speech of Socrates, who attributes to the prophetess Diotima an idea of platonic love as a means of ascent to contemplation of the divine, an ascent known as the "Ladder of Love". For Diotima and Plato generally, the most correct use of love of human beings is to direct one's mind to love of divinity.  Socrates defines love based on separate classifications of pregnancy (to bear offspring); pregnancy of the body, pregnancy of the soul, and direct connection to existence. Pregnancy of the body results in human children. Pregnancy of the soul, the next step in the process, produces "virtue"—which is the soul (truth) translating itself into material form.  "... virtue for the Greeks means self-sameness... in Plato's terms, Being or idea."  Pausanias, in Plato's Symposium, defines two types of the love known as "Eros": vulgar Eros, or earthly love, and divine Eros, or divine love. Pausanias defines vulgar Eros as material attraction towards a person's beauty for the purposes of physical pleasure and reproduction, and divine Eros as starting from physical attraction but transcending gradually to love for supreme beauty, placed on a similar level to the divine. This concept of divine Eros was later transformed into the term "platonic love".  Vulgar Eros and divine Eros were both considered to be connected, and part of the same continuous process of pursuing perfection of one's being, with the purpose of mending one's human nature and eventually reaching a point of unity where there is no longer an aspiration or need to change.  "Eros is... a moment of transcendence... in so far as the other can never be possessed without being annihilated in its status as the other, at which point both desire and transcendence would cease... Comment on that!  Plato's Symposium defines two extremes in the process of platonic love; the entirely carnal and the entirely ethereal. These two extremes of love are seen by the Greeks in terms of tragedy and comedy. According to Diotima in her discussion with Socrates, for anyone to achieve the final rung in the Ladder of Love, they would essentially transcend the body and rise to immortality—gaining direct access to Being. Such a form of love is impossible for a mortal to achieve.  What Plato describes as "pregnancy of the body" is entirely carnal and seeks pleasure and beauty in bodily form only. This is the type of love, that, according to Socrates, is practiced by animals.  "Now, if both these portraits of love, the tragic and the comic, are exaggerations, then we could say that the genuine portrayal of Platonic love is the one that lies between them. The love described as the one practiced by those who are pregnant according to the soul, who partake of both the realm of beings and the realm of Being, who grasp Being indirectly, through the mediation of beings, would be a love that Socrates could practice.” Student Philosopher: Platonic Love & the Troubadours - YouTube What is Knowledge? Coursebook, pages 1/5  Different kinds of knowledge Ability knowledge or practical knowledge (how) Knowledge of acquaintance (of) Factual or propositional knowledge (that) The Three Kinds of Knowledge (Knowledge That, Knowledge Of, and Knowledge How) - YouTube  Activities, p. 3 and p. 5 Try to complete both activities. Do you have any questions?  Socrates (Σωκράτης, c. 470–399 BC) was a Greek philosopher from Athens who is credited as the founder of Western philosophy and among the first moral philosophers of the ethical tradition of thought.  An enigmatic figure, Socrates authored no texts and is known mainly through the posthumous accounts of classical writers, particularly his students Plato and Xenophon. These accounts are written as dialogues, in which Socrates and his interlocutors examine a subject in the style of question and answer; they gave rise to the Socratic dialogue literary genre.  Contradictory accounts of Socrates make a reconstruction of his philosophy nearly impossible, a situation known as the Socratic problem.  Socrates was a polarizing figure in Athenian society. In 399 BC, he was accused of impiety and corrupting the youth. After a trial that lasted a day, he was sentenced to death. He spent his last day in prison, refusing offers to help him escape.  Plato's dialogues are among the most comprehensive accounts of Socrates to survive from antiquity. They demonstrate the Socratic approach to areas of philosophy including rationalism and ethics. The Platonic Socrates lends his name to the concept of the Socratic method, and also to Socratic irony.  The Socratic method of questioning, or elenchus, takes shape in dialogue using short questions and answers, epitomized by those Platonic texts in which Socrates and his interlocutors examine various aspects of an issue or an abstract meaning, usually relating to one of the virtues, and find themselves at an impasse, completely unable to define what they thought they understood.  Socrates is known for proclaiming his total ignorance; he used to say that the only thing he was aware of was his ignorance, seeking to imply that the realization of our ignorance is the first step in philosophizing.  Socrates exerted a strong influence on philosophers in later antiquity and has continued to do so in the modern era. Socrates was studied by medieval and Islamic scholars and played an important role in the thought of the Italian Renaissance, particularly within the humanist movement.  Interest in Socrates continued unabated, as reflected in the works of Søren Kierkegaard and Friedrich Nietzsche.  Depictions of Socrates in art, literature, and popular culture have made him a widely known figure in the Western philosophical tradition.  AN EXAMPLE OF A DIALOGUE: CRITO  In the early morning, before visitors may arrive to meet with prisoners, Crito arrives at Socrates' cell and bribes the guard for entry. Once inside, he sits beside Socrates until he wakes up. Upon waking, Socrates remarks that Crito arrived early. Crito expresses concern at Socrates' relaxed attitude to his upcoming execution. Socrates responds that he is almost 70 years old and that to be scared of death would be inappropriate.  Crito has come to see Socrates because he has learned his execution will take place the next day, and wishes to rescue his friend. Crito planned to bribe all of the guards who are part of the execution and assures Socrates he has enough money to see the plan through and that he has additional friends who are also willing to pay. After being rescued from prison, Socrates would be taken to a home in Thessaly, where Crito and his friends would be pleased to house and feed him.  Crito asserts that if Socrates is executed, Crito will suffer a personal misfortune through the loss of a great friend. Crito also says if Socrates is executed, his sons will be deprived of the privileges to which the sons of a philosopher would be entitled—a proper education and living conditions. He also points out that when one takes on the responsibility of having children, it is immoral to abandon that duty. Additionally, if Socrates did not go with them, it will reflect poorly upon Crito and his friends because people would believe they were too miserly to save Socrates. Crito also claims that it is important that they consider the thoughts of the majority as they "can inflict … the greatest evils if one is slandered among them". Finally, Crito argues that Socrates should not worry about the potential punishments that he and his conspirators could face as they feel that the risk is worth taking.  SOCRATES' ARGUMENTS  After hearing Crito's arguments, Socrates asks to be allowed to respond with a discussion of related, open-ended issues, to which Crito may not respond. As Socrates continues with his arguments, Crito only affirms Socrates' words. Socrates first says the opinions of the educated should be taken into consideration and that the opinions of those with subjective biases or beliefs may be disregarded. Likewise, the popularity of an opinion does not make it valid. Socrates uses the analogy of an athlete listening to his physician rather than his supporters because the physician's knowledge makes his opinion more valuable. According to Socrates, damage to the soul in the form of injustice makes life worthless for a philosopher in the same way life for a person who has injured himself out of incompetence is pointless. A person's goal should be to live a virtuous and just life rather than a long one, thus escape from the prison would rely on a discussion on justice.  Socrates disregards Crito's fears of a damaged reputation and his children's futures, which are irrelevant to him. He compares such motivations to a person who sentences someone to death and then regrets the action. Socrates then says Crito and his friends should know better because they have shared the same principles for a long time and that abandoning them at their age would be childish. To wrong the state, even in reaction to an injustice, would be an injustice.  LAWS AND JUSTICE  Socrates then points out the question would then be whether he should harm someone or ignore a just obligation. To solve this question, he creates a personification of the Laws of Athens and speaks through its point of view, which is to defend the state and its decision against Socrates.  According to Socrates, the Laws would argue a state cannot exist without respect for its rules. They would criticize Socrates for believing he and every other citizen had the right to ignore court judgments because chaos could ensue. Thus, Socrates could refute this particular instance as an unjust decision of the law, while maintaining that the law itself is just and should be obeyed. Socrates could justify his disobeying this legal ruling as just on these grounds. This argument, which mirrors Martin Luther King’s argument on unjust laws, is perhaps the best answer to the form of social contract theory that Socrates puts forward. However, Crito is never allowed to make this argument because Socrates cuts him off.  According to the Laws, if Socrates had accepted Crito's offer, he would have exposed his accomplices to the risk of fleeing or losing their assets. As a fugitive in a well- established state, Socrates would be suspicious of good citizens because he would be suspected of violating the laws in his place of exile. He would have to be content with a region like Thessaly, which was chaotic and disorganized, and where he could only entertain crowds with the story of his unjust escape. As a philosopher who had become unfaithful to his principles, he would be discredited and would have to give up his previous life content and his sense of life would only be through food.  In conclusion, if Socrates accepts his execution, he will be wronged by men rather than the law, remaining just. If he takes Crito's advice and escapes, Socrates would wrong the laws and betray his lifelong pursuit of justice. After completing the imaginary plea of the Laws, Socrates claims he was chained to the laws as a dancer is to flute music and asks Crito to rebuff him if he wishes. Crito has no objections. Before Crito leaves, Socrates refers to the divine guidance he hopes to be helped by.  SOCRATIC METHOD  A fundamental characteristic of Plato's Socrates is the Socratic method, or the method of refutation (elenchus). The typical elenchus proceeds as follows: 1. Socrates initiates a discussion about a topic with a known expert on the subject, usually in the company of some young men and boys, and by dialogue proves the expert's beliefs and arguments to be contradictory. 2. Socrates initiates the dialogue by asking his interlocutor for a definition of the subject. As he asks more questions, the interlocutor's answers eventually contradict the first definition. 3. The conclusion is that the expert did not really know the definition in the first place. The interlocutor may come up with a different definition. That new definition, in turn, comes under the scrutiny of Socratic questioning. 4. With each round of question and answer, Socrates and his interlocutor hope to approach the truth. More often, they continue to reveal their ignorance. Since the interlocutors' definitions most commonly represent the mainstream opinion on a matter, the discussion places doubt on the common opinion.  Socrates also tests his own opinions through the Socratic method. Thus Socrates does not teach a fixed philosophical doctrine. Rather, he acknowledges his own ignorance while searching for truth with his pupils and interlocutors.  Scholars have questioned the validity and the exact nature o