Assignment Prompt & Instructions
attached
– ## Aristotle_Form_and_Matter.pdf
– ## Extracreditanddisc.docx
– ## TOBEORNOTTOBE-Shakespeare.pdf
– ## AncientGreekPhilosophy.pptx
– ## PlatosTripartiteSoul.pptx
– Plato-TheApologyofSocrates.pdf
– TheBirthofPhilosophy-Socrates-Plato-Aristotle.ppt
– Isrealitywhatwemakeit.pdf
– SocratesPlatoandAristotle.pdf
– TheHumanDilemmaLifeBetweenIllusionandRealityBenG.Yacobi.pdf
– ThesevenLawsofRealityandBeing.pdf
**## Aristotle_Form_and_Matter.pdf**
Aristotle: Form and Matter as the “Reality Real”
Like many students, Aristotle began by accepting the theories of his teacher Plato.
Later, however, he made a significant departure. He continued to accept Plato’s basic
division of the world into Form and matter and to agree with Plato that Form is superior
to matter, shaping and defining it, making it what it is. Where he came to disagree with
Plato was on the question of a separate world of perfect Forms. In Metaphysics. he
writes:
Above all one might discuss the question what on earth the Forms contribute to
sensible things, either to those that are eternal or to those that come into being and
cease to be. For they cause neither movement nor any change in them. But again
they help in no wise either towards the knowledge of the other things . . . or
towards their being, if they are not in the particulars which share in them . .
In other words, although the Forms may appear to serve no purpose in sense
objects, Aristotle agrees with Plato that they give the object its form or identity. If they
existed somewhere other than in association with matter, however, Aristotle believes they
would have no effect on the being, or reality, of the object. At this point Aristotle, the
student, rejects his teacher Plato’s theory that Forms exist in a separate, otherworldly
state (Figure 2.2).
Apart from particular tables, Aristotle argues, “tableness” is a slippery and not very
meaningful concept. If asked the question “How can I learn what makes a table a table?”
Plato would probably advise the use of reason to contemplate the Form of a table—its
“tableness.”
Asked the same question, Aristotle would be likely to reply, “Go and look at fifty tables;
then you will understand what makes a table a table”
Aristotle is willing to grant that in our minds we could make the distinction between
“tableness” and wood and then combine both into the one concept of a wood table, hut he
insists this could only be done as a mental exercise. In fact, no one ever encounters
“tableness” except in actual tables. ‘Again,” he writes, “it would seem impossible that the
substance and that of which it is the substance should exist apart; how, therefore, could
the Ideas, being the substances of things exist apart?”’2 A separate world of Forms, or as
disconnected from material reality—seems nonsensical.
In Aristotle’s view, to exist is to exist as a specific something, composed of Form
and matter. Each of these two ingredients, which make up all the specific somethings in
the world, has a reciprocal relationship with the other. Form gives matter its particularity,
whereas matter gives concreteness to Form. Each needs the other for completion, for
existence. Wood is only wood until “tableness” gives it Form, and “tableness” requires
wood (or some other matter) to express itself.
Matter has within it what Aristotle calls enlelechy, meaning “inner purpose” or
“end.” This gives matter the potential for becoming formed. To describe this process a
little more poetically, we might say that matter yearns for Form and with it matter
becomes formed. When its potential, matter becomes actual, matter becomes real. All
matter possesses entelechy, so all of it is formed. There is no matter without Form and no
Form without matter.
For Aristotle, a kingdom of matterless Forms was self-contradictory. Aristotle’s
insistence on a “this world” orientation has distinguished his philosophy from that of his
teacher and mentor Plato. Whereas Plato wrote I a book (Republic) outlining what an
ideal society would he like and how it should he governed, Aristotle approached the same
challenge by studying 158 actual constitutions and then examining the societies they
produced to see which were the most successful.
Entelechy in Aristot1e’s ontology, the inner purpose, or end, in something that brings it
to actuality.
FORM AND MATTER AS CONCEIVED BY ARISTOTLE
Aristotle rejected Plato’s theory, believing FORM and MATTER could only be separated
in a mental exercise, not in reality.
**## Extracreditanddisc.docx**
Extra credit- James Farmer
[https://youtu.be/LA3Od74Wbjs?si=Fy45y_yt7yUW3qRlLinks to an external site.](https://youtu.be/LA3Od74Wbjs?si=Fy45y_yt7yUW3qRl)
extra credit James Farmer
Please share THREE critical things you learned from this video
Week 3 Assignment 2: DISCUSSION 3: The Death of Socrates: Suicide or Martyrdom?
Read “The Suicide of Socrates, 399 BC” at
[http://www.eyewitnesstohistory.com/socrates.htmLinks to an external site.](http://www.eyewitnesstohistory.com/socrates.htm). Do you think, like this author, that Socrates committed suicide by allowing himself to be sentenced to death? Might there be reasons for one to tell lies in order to safe oneself from death, or should one simply allow an unfair penalty even when one believes it to be wrong? As you discuss this please remember Socrates's idea that "an unexamined life is not worth living." Your responses must be no less than 200 words.
The Suicide of Socrates, 399 BC.pdf
Week 4 Assignment 2: DISCUSSION 4: Cosmogonical Views:
Cosmology is discussion about the order of the cosmos. Cosmogony is the discussion about how the cosmos originated. What are the main competing cosmogonies in our society? What are the arguments for each view? Can you provide your personal view of cosmogony with supporting evidence? Your responses must be no less than 200 words.
## image1.png
**## TOBEORNOTTOBE-Shakespeare.pdf**
RELI 1301 Survey of Religion and Philosophy WEEK 4
RELI 1301 Survey of Religion and Philosophy
WEEK 4
Hamlet's "To Be, or Not to Be" Soliloquy and Summary
Hamlet's Fourth Soliloquy
SOURCE: https://owlcation.com/humanities/Hamlets-Fourth-Soliloquy-Original-Text-Summary
To be, or not to be: that is the question:
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them?
To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, 'tis a consummation
Devoutly to be wish'd. To die, to sleep;
To sleep: perchance to dream: ay, there's the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there's the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,
The oppressor's wrong, the proud man's contumely,
The pangs of despised love, the law's delay,
The insolence of office and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin? who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
No traveller returns, puzzles the will
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o'er with the pale cast of thought,
And enterprises of great pith and moment
With this regard their currents turn awry,
And lose the name of action. – Soft you now!
The fair Ophelia! Nymph, in thy orisons
Be all my sins remember'd.
[https://owlcation.com/humanities/Hamlets-Fourth-Soliloquy-Original-Text-Summary](https://owlcation.com/humanities/Hamlets-Fourth-Soliloquy-Original-Text-Summary)
**## AncientGreekPhilosophy.pptx**
12/15/2020
Introduction to Philosophy
1
Ancient Greek Philosophy
Socrates 470 BC – 399 BC
Plato 427 BC – 347 BC
Aristotle 384 BC – 323 BC
12/15/2020
Introduction to Philosophy
2
Socrates: 470BC – 399BC
Never wrote, taught orally through dialogue or conversation, via questions
Taught publicly, questioned authority
Is known through his student, Plato, who made Socrates the main character of all of his 39 “Dialogues” or books.
Died by drinking hemlock, after being jailed for “corrupting youth”, “worshipping false gods”
12/15/2020
Introduction to Philosophy
3
Plato 427 BC – 347 BC
Wrote his dialogues in defiance of the arrest and death of his teacher, Socrates.
Socrates is Plato’s mouthpiece.
Concerned with justice, virtue, character, the human soul.
Founded “The Academy” in Athens, Greece
Encouraged students to become their own authority – think for self!
12/15/2020
Introduction to Philosophy
4
Plato’s Philosophy
The only good life or life worth living is a life reasoned by your own mind, not other’s ideas and opinions-change your life and mind!
Examine your life, history, and ideas, once you self examine, then you are ready for knowledge.
All knowledge begins in not knowing. To state “I don’t know” is the first step – open to learning.
12/15/2020
Introduction to Philosophy
5
Plato’s Philosophy
Everything has a truth or an “essence”, your job is to seek this truth. Life as an adventure and journey, not destination.
The good teacher will spark you, lead you to the truth with integrity, reason, imagination
Virtue is excellence, or doing your best – reaching your highest potential for good.
12/15/2020
Introduction to Philosophy
6
Plato’s Philosophy
All human’s have potential for virtue, goodness, and to shape good character.
The potential rests in the human soul (or psyche/mind), everyone born with a soul.
Character is what is developed from this soul, and is molded and tested and shaped, a dynamic process.
12/15/2020
Introduction to Philosophy
7
Plato’s Philosophy
Plato was the first to unify a system of thought in Western society.
We all begin with common sense beliefs, opinions, we are lead further to ideas, and principles.
Human life always involves our fellow man and our personal and societal destiny.
Philosophy is not specialized nor technical but an way of life, requiring intellectual ability and moral goodness to pursue the good and truth.
12/15/2020
Introduction to Philosophy
8
Plato’s Philosophy
Appearances are deceiving; seeming isn’t being.
Society is our ultimate teacher, and it may produce errors and evils, as well as wrong values. Previous generation may have been wrong and transmitted bad ideas and practices.
12/15/2020
Introduction to Philosophy
9
Plato’s Philosophy
**Education is the conversion that leads us out of the dark of the cave into the light. This is a type of awakening, once we are enlightened, we recollect, develop knowledge, seek genuine well-being, happiness, and virtue.
“The good man makes you better not worse”
## image1.jpeg
## image2.png
**## PlatosTripartiteSoul.pptx**
Plato's Tripartite Soul
Dr. Solomon Waigwa
Plato (c. 427-347 BCE)
Plato starting point for his divisions of the soul is the different classes he observed in society (Guardians, Auxiliaries and Workers).
He concluded that this structure must have arisen from the individuals which make up society.
Plato started with noting what motivated people – desires, needs and wants.
These wants could be qualified or unqualified.
For example, someone who was thirsty could just want a drink or a particular type of drink.
The first type was appetitive (1) whereas the second type was reflective and rational (2).
Plato (c. 427-347 BCE)
Next he noted that young children showed signs of rationality despite their youth.
He attributed this to the spirited (3) part of the soul which kept the appetitive (1) part of the soul in check.
The spirited (3) part of the soul had an affinity to the rational (2) part of the soul but was quite distinct and separate.
Plato (c. 427-347 BCE)
Plato explains this tripartite division by an allegory – a charioteer driving two horses.
The charioteer represents the rational (2) part of the soul.
The ugly black horse represents the appetitive (1) part of the soul which is kept in check by the white noble horse which represents the spirited (3) part of the soul.
Plato’s Tripartite Soul
| | | | |
| — | — | — | — |
| PARTS OF THE SOUL | RATIONAL (2) | SPIRITED (3) | APPETITIVE (1) |
| CHARIOT PART | Charioteer | White noble horse on the Right | Black ugly horse on the Left |
| LOVES | Truth, Wisdom and Analysing | Honour and Victory | Pleasure, Money, Comfort, Physical Satisfaction |
| DESIRES | Truth | Self-Preservation | Basic Instincts – Hunger, Thirst, Warmth, Sex…etc. |
| THE VIRTUE | Wisdom | Courage | Temperance |
| THE VICE | Pride and Sloth | Anger and Envy | Gluttony, Lust and Greed |
| BODY SYMBOL | Head | Heart | Belly/Genitals |
| CLASS IN REPUBLIC | Guardians(The Philosopher King) | Auxiliaries/Soldiers(Keep the workers in their place) | Merchants/Workers(Self interested) |
Sigmund Freud (1856-1939)
| | | | |
| — | — | — | — |
| FREUD’S STRUCTURES OF THE MIND | | | |
| PART OF MIND | Super Ego | EGO | ID |
| Role | Conscience i.e. socially acquired control mechanisms. | Consciousness self created by the dynamic tensions of the id and the super ego. Reconciles the conflicting demands with the requirements of external reality. | Sexual instincts and drives which require satisfaction |
W. H. Sheldon (c. 1940s)
In the 1940s W H Sheldon classified personality according to body type.
He called this a person’s ‘somatotype’.
| | | | |
| — | — | — | — |
| W H SHELDON’S SOMATOTYPES | | | |
| TYPE | ECTOMORPH | MESOMORPH | ENDOMORPH |
| Physical Description | High forehead, slight build, little muscular fat…etc. | Muscular, upright posture, well built, strong forearms and thighs…etc. | Big build, wide hips, narrow shoulders, fat…etc. |
| Personality Traits | Self-conscious, value privacy, artistic, restrained. | Adventurous, desire for power, courageous, competitive. | Love of food, sociable, good humoured, relaxed, need for affection. |
| | | | |
| — | — | — | — |
| MacLean’s Triune Brain | | | |
| PART | RATIONAL | INTERMEDIATE | PRIMITIVE |
| Part of Brain | Neocortex – neopallium | Limbic System – paleopallium | Archipallium |
| Evolutionary Stage | Neo-mammalian | Mammalian | Reptilian |
| Function | Intellectual Tasks | Emotions | Self preservation – fight of flight senses |
Paul MacLean (to date)
The neurologist Paul MacLean proposed a triune brain.
Each layer formed on the layer before.
## image1.jpeg
**Plato-TheApologyofSocrates.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/plato-theapologyofsocrates-pdf)
**TheBirthofPhilosophy-Socrates-Plato-Aristotle.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thebirthofphilosophy-socrates-plato-aristotle-ppt)
**Isrealitywhatwemakeit.pdf**
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**SocratesPlatoandAristotle.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socratesplatoandaristotle-pdf)
**TheHumanDilemmaLifeBetweenIllusionandRealityBenG.Yacobi.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thehumandilemmalifebetweenillusionandrealitybeng-yacobi-pdf)
**ThesevenLawsofRealityandBeing.pdf**
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**ThesevenLawsofRealityandBeing.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thesevenlawsofrealityandbeing-pdf)
**## Aristotle_Form_and_Matter.pdf**
Aristotle: Form and Matter as the “Reality Real”
Like many students, Aristotle began by accepting the theories of his teacher Plato.
Later, however, he made a significant departure. He continued to accept Plato’s basic
division of the world into Form and matter and to agree with Plato that Form is superior
to matter, shaping and defining it, making it what it is. Where he came to disagree with
Plato was on the question of a separate world of perfect Forms. In Metaphysics. he
writes:
Above all one might discuss the question what on earth the Forms contribute to
sensible things, either to those that are eternal or to those that come into being and
cease to be. For they cause neither movement nor any change in them. But again
they help in no wise either towards the knowledge of the other things . . . or
towards their being, if they are not in the particulars which share in them . .
In other words, although the Forms may appear to serve no purpose in sense
objects, Aristotle agrees with Plato that they give the object its form or identity. If they
existed somewhere other than in association with matter, however, Aristotle believes they
would have no effect on the being, or reality, of the object. At this point Aristotle, the
student, rejects his teacher Plato’s theory that Forms exist in a separate, otherworldly
state (Figure 2.2).
Apart from particular tables, Aristotle argues, “tableness” is a slippery and not very
meaningful concept. If asked the question “How can I learn what makes a table a table?”
Plato would probably advise the use of reason to contemplate the Form of a table—its
“tableness.”
Asked the same question, Aristotle would be likely to reply, “Go and look at fifty tables;
then you will understand what makes a table a table”
Aristotle is willing to grant that in our minds we could make the distinction between
“tableness” and wood and then combine both into the one concept of a wood table, hut he
insists this could only be done as a mental exercise. In fact, no one ever encounters
“tableness” except in actual tables. ‘Again,” he writes, “it would seem impossible that the
substance and that of which it is the substance should exist apart; how, therefore, could
the Ideas, being the substances of things exist apart?”’2 A separate world of Forms, or as
disconnected from material reality—seems nonsensical.
In Aristotle’s view, to exist is to exist as a specific something, composed of Form
and matter. Each of these two ingredients, which make up all the specific somethings in
the world, has a reciprocal relationship with the other. Form gives matter its particularity,
whereas matter gives concreteness to Form. Each needs the other for completion, for
existence. Wood is only wood until “tableness” gives it Form, and “tableness” requires
wood (or some other matter) to express itself.
Matter has within it what Aristotle calls enlelechy, meaning “inner purpose” or
“end.” This gives matter the potential for becoming formed. To describe this process a
little more poetically, we might say that matter yearns for Form and with it matter
becomes formed. When its potential, matter becomes actual, matter becomes real. All
matter possesses entelechy, so all of it is formed. There is no matter without Form and no
Form without matter.
For Aristotle, a kingdom of matterless Forms was self-contradictory. Aristotle’s
insistence on a “this world” orientation has distinguished his philosophy from that of his
teacher and mentor Plato. Whereas Plato wrote I a book (Republic) outlining what an
ideal society would he like and how it should he governed, Aristotle approached the same
challenge by studying 158 actual constitutions and then examining the societies they
produced to see which were the most successful.
Entelechy in Aristot1e’s ontology, the inner purpose, or end, in something that brings it
to actuality.
FORM AND MATTER AS CONCEIVED BY ARISTOTLE
Aristotle rejected Plato’s theory, believing FORM and MATTER could only be separated
in a mental exercise, not in reality.
**## Extracreditanddisc.docx**
Extra credit- James Farmer
[https://youtu.be/LA3Od74Wbjs?si=Fy45y_yt7yUW3qRlLinks to an external site.](https://youtu.be/LA3Od74Wbjs?si=Fy45y_yt7yUW3qRl)
extra credit James Farmer
Please share THREE critical things you learned from this video
Week 3 Assignment 2: DISCUSSION 3: The Death of Socrates: Suicide or Martyrdom?
Read “The Suicide of Socrates, 399 BC” at
[http://www.eyewitnesstohistory.com/socrates.htmLinks to an external site.](http://www.eyewitnesstohistory.com/socrates.htm). Do you think, like this author, that Socrates committed suicide by allowing himself to be sentenced to death? Might there be reasons for one to tell lies in order to safe oneself from death, or should one simply allow an unfair penalty even when one believes it to be wrong? As you discuss this please remember Socrates's idea that "an unexamined life is not worth living." Your responses must be no less than 200 words.
The Suicide of Socrates, 399 BC.pdf
Week 4 Assignment 2: DISCUSSION 4: Cosmogonical Views:
Cosmology is discussion about the order of the cosmos. Cosmogony is the discussion about how the cosmos originated. What are the main competing cosmogonies in our society? What are the arguments for each view? Can you provide your personal view of cosmogony with supporting evidence? Your responses must be no less than 200 words.
## image1.png
**## TOBEORNOTTOBE-Shakespeare.pdf**
RELI 1301 Survey of Religion and Philosophy WEEK 4
RELI 1301 Survey of Religion and Philosophy
WEEK 4
Hamlet's "To Be, or Not to Be" Soliloquy and Summary
Hamlet's Fourth Soliloquy
SOURCE: https://owlcation.com/humanities/Hamlets-Fourth-Soliloquy-Original-Text-Summary
To be, or not to be: that is the question:
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them?
To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, 'tis a consummation
Devoutly to be wish'd. To die, to sleep;
To sleep: perchance to dream: ay, there's the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there's the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,
The oppressor's wrong, the proud man's contumely,
The pangs of despised love, the law's delay,
The insolence of office and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin? who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
No traveller returns, puzzles the will
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o'er with the pale cast of thought,
And enterprises of great pith and moment
With this regard their currents turn awry,
And lose the name of action. – Soft you now!
The fair Ophelia! Nymph, in thy orisons
Be all my sins remember'd.
[https://owlcation.com/humanities/Hamlets-Fourth-Soliloquy-Original-Text-Summary](https://owlcation.com/humanities/Hamlets-Fourth-Soliloquy-Original-Text-Summary)
**## AncientGreekPhilosophy.pptx**
12/15/2020
Introduction to Philosophy
1
Ancient Greek Philosophy
Socrates 470 BC – 399 BC
Plato 427 BC – 347 BC
Aristotle 384 BC – 323 BC
12/15/2020
Introduction to Philosophy
2
Socrates: 470BC – 399BC
Never wrote, taught orally through dialogue or conversation, via questions
Taught publicly, questioned authority
Is known through his student, Plato, who made Socrates the main character of all of his 39 “Dialogues” or books.
Died by drinking hemlock, after being jailed for “corrupting youth”, “worshipping false gods”
12/15/2020
Introduction to Philosophy
3
Plato 427 BC – 347 BC
Wrote his dialogues in defiance of the arrest and death of his teacher, Socrates.
Socrates is Plato’s mouthpiece.
Concerned with justice, virtue, character, the human soul.
Founded “The Academy” in Athens, Greece
Encouraged students to become their own authority – think for self!
12/15/2020
Introduction to Philosophy
4
Plato’s Philosophy
The only good life or life worth living is a life reasoned by your own mind, not other’s ideas and opinions-change your life and mind!
Examine your life, history, and ideas, once you self examine, then you are ready for knowledge.
All knowledge begins in not knowing. To state “I don’t know” is the first step – open to learning.
12/15/2020
Introduction to Philosophy
5
Plato’s Philosophy
Everything has a truth or an “essence”, your job is to seek this truth. Life as an adventure and journey, not destination.
The good teacher will spark you, lead you to the truth with integrity, reason, imagination
Virtue is excellence, or doing your best – reaching your highest potential for good.
12/15/2020
Introduction to Philosophy
6
Plato’s Philosophy
All human’s have potential for virtue, goodness, and to shape good character.
The potential rests in the human soul (or psyche/mind), everyone born with a soul.
Character is what is developed from this soul, and is molded and tested and shaped, a dynamic process.
12/15/2020
Introduction to Philosophy
7
Plato’s Philosophy
Plato was the first to unify a system of thought in Western society.
We all begin with common sense beliefs, opinions, we are lead further to ideas, and principles.
Human life always involves our fellow man and our personal and societal destiny.
Philosophy is not specialized nor technical but an way of life, requiring intellectual ability and moral goodness to pursue the good and truth.
12/15/2020
Introduction to Philosophy
8
Plato’s Philosophy
Appearances are deceiving; seeming isn’t being.
Society is our ultimate teacher, and it may produce errors and evils, as well as wrong values. Previous generation may have been wrong and transmitted bad ideas and practices.
12/15/2020
Introduction to Philosophy
9
Plato’s Philosophy
**Education is the conversion that leads us out of the dark of the cave into the light. This is a type of awakening, once we are enlightened, we recollect, develop knowledge, seek genuine well-being, happiness, and virtue.
“The good man makes you better not worse”
## image1.jpeg
## image2.png
**## PlatosTripartiteSoul.pptx**
Plato's Tripartite Soul
Dr. Solomon Waigwa
Plato (c. 427-347 BCE)
Plato starting point for his divisions of the soul is the different classes he observed in society (Guardians, Auxiliaries and Workers).
He concluded that this structure must have arisen from the individuals which make up society.
Plato started with noting what motivated people – desires, needs and wants.
These wants could be qualified or unqualified.
For example, someone who was thirsty could just want a drink or a particular type of drink.
The first type was appetitive (1) whereas the second type was reflective and rational (2).
Plato (c. 427-347 BCE)
Next he noted that young children showed signs of rationality despite their youth.
He attributed this to the spirited (3) part of the soul which kept the appetitive (1) part of the soul in check.
The spirited (3) part of the soul had an affinity to the rational (2) part of the soul but was quite distinct and separate.
Plato (c. 427-347 BCE)
Plato explains this tripartite division by an allegory – a charioteer driving two horses.
The charioteer represents the rational (2) part of the soul.
The ugly black horse represents the appetitive (1) part of the soul which is kept in check by the white noble horse which represents the spirited (3) part of the soul.
Plato’s Tripartite Soul
| | | | |
| — | — | — | — |
| PARTS OF THE SOUL | RATIONAL (2) | SPIRITED (3) | APPETITIVE (1) |
| CHARIOT PART | Charioteer | White noble horse on the Right | Black ugly horse on the Left |
| LOVES | Truth, Wisdom and Analysing | Honour and Victory | Pleasure, Money, Comfort, Physical Satisfaction |
| DESIRES | Truth | Self-Preservation | Basic Instincts – Hunger, Thirst, Warmth, Sex…etc. |
| THE VIRTUE | Wisdom | Courage | Temperance |
| THE VICE | Pride and Sloth | Anger and Envy | Gluttony, Lust and Greed |
| BODY SYMBOL | Head | Heart | Belly/Genitals |
| CLASS IN REPUBLIC | Guardians(The Philosopher King) | Auxiliaries/Soldiers(Keep the workers in their place) | Merchants/Workers(Self interested) |
Sigmund Freud (1856-1939)
| | | | |
| — | — | — | — |
| FREUD’S STRUCTURES OF THE MIND | | | |
| PART OF MIND | Super Ego | EGO | ID |
| Role | Conscience i.e. socially acquired control mechanisms. | Consciousness self created by the dynamic tensions of the id and the super ego. Reconciles the conflicting demands with the requirements of external reality. | Sexual instincts and drives which require satisfaction |
W. H. Sheldon (c. 1940s)
In the 1940s W H Sheldon classified personality according to body type.
He called this a person’s ‘somatotype’.
| | | | |
| — | — | — | — |
| W H SHELDON’S SOMATOTYPES | | | |
| TYPE | ECTOMORPH | MESOMORPH | ENDOMORPH |
| Physical Description | High forehead, slight build, little muscular fat…etc. | Muscular, upright posture, well built, strong forearms and thighs…etc. | Big build, wide hips, narrow shoulders, fat…etc. |
| Personality Traits | Self-conscious, value privacy, artistic, restrained. | Adventurous, desire for power, courageous, competitive. | Love of food, sociable, good humoured, relaxed, need for affection. |
| | | | |
| — | — | — | — |
| MacLean’s Triune Brain | | | |
| PART | RATIONAL | INTERMEDIATE | PRIMITIVE |
| Part of Brain | Neocortex – neopallium | Limbic System – paleopallium | Archipallium |
| Evolutionary Stage | Neo-mammalian | Mammalian | Reptilian |
| Function | Intellectual Tasks | Emotions | Self preservation – fight of flight senses |
Paul MacLean (to date)
The neurologist Paul MacLean proposed a triune brain.
Each layer formed on the layer before.
## image1.jpeg
**Plato-TheApologyofSocrates.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/plato-theapologyofsocrates-pdf)
**TheBirthofPhilosophy-Socrates-Plato-Aristotle.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thebirthofphilosophy-socrates-plato-aristotle-ppt)
**Isrealitywhatwemakeit.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/isrealitywhatwemakeit-pdf)
**SocratesPlatoandAristotle.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socratesplatoandaristotle-pdf)
**TheHumanDilemmaLifeBetweenIllusionandRealityBenG.Yacobi.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thehumandilemmalifebetweenillusionandrealitybeng-yacobi-pdf)
**ThesevenLawsofRealityandBeing.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thesevenlawsofrealityandbeing-pdf)
**## Aristotle_Form_and_Matter.pdf**
Aristotle: Form and Matter as the “Reality Real”
Like many students, Aristotle began by accepting the theories of his teacher Plato.
Later, however, he made a significant departure. He continued to accept Plato’s basic
division of the world into Form and matter and to agree with Plato that Form is superior
to matter, shaping and defining it, making it what it is. Where he came to disagree with
Plato was on the question of a separate world of perfect Forms. In Metaphysics. he
writes:
Above all one might discuss the question what on earth the Forms contribute to
sensible things, either to those that are eternal or to those that come into being and
cease to be. For they cause neither movement nor any change in them. But again
they help in no wise either towards the knowledge of the other things . . . or
towards their being, if they are not in the particulars which share in them . .
In other words, although the Forms may appear to serve no purpose in sense
objects, Aristotle agrees with Plato that they give the object its form or identity. If they
existed somewhere other than in association with matter, however, Aristotle believes they
would have no effect on the being, or reality, of the object. At this point Aristotle, the
student, rejects his teacher Plato’s theory that Forms exist in a separate, otherworldly
state (Figure 2.2).
Apart from particular tables, Aristotle argues, “tableness” is a slippery and not very
meaningful concept. If asked the question “How can I learn what makes a table a table?”
Plato would probably advise the use of reason to contemplate the Form of a table—its
“tableness.”
Asked the same question, Aristotle would be likely to reply, “Go and look at fifty tables;
then you will understand what makes a table a table”
Aristotle is willing to grant that in our minds we could make the distinction between
“tableness” and wood and then combine both into the one concept of a wood table, hut he
insists this could only be done as a mental exercise. In fact, no one ever encounters
“tableness” except in actual tables. ‘Again,” he writes, “it would seem impossible that the
substance and that of which it is the substance should exist apart; how, therefore, could
the Ideas, being the substances of things exist apart?”’2 A separate world of Forms, or as
disconnected from material reality—seems nonsensical.
In Aristotle’s view, to exist is to exist as a specific something, composed of Form
and matter. Each of these two ingredients, which make up all the specific somethings in
the world, has a reciprocal relationship with the other. Form gives matter its particularity,
whereas matter gives concreteness to Form. Each needs the other for completion, for
existence. Wood is only wood until “tableness” gives it Form, and “tableness” requires
wood (or some other matter) to express itself.
Matter has within it what Aristotle calls enlelechy, meaning “inner purpose” or
“end.” This gives matter the potential for becoming formed. To describe this process a
little more poetically, we might say that matter yearns for Form and with it matter
becomes formed. When its potential, matter becomes actual, matter becomes real. All
matter possesses entelechy, so all of it is formed. There is no matter without Form and no
Form without matter.
For Aristotle, a kingdom of matterless Forms was self-contradictory. Aristotle’s
insistence on a “this world” orientation has distinguished his philosophy from that of his
teacher and mentor Plato. Whereas Plato wrote I a book (Republic) outlining what an
ideal society would he like and how it should he governed, Aristotle approached the same
challenge by studying 158 actual constitutions and then examining the societies they
produced to see which were the most successful.
Entelechy in Aristot1e’s ontology, the inner purpose, or end, in something that brings it
to actuality.
FORM AND MATTER AS CONCEIVED BY ARISTOTLE
Aristotle rejected Plato’s theory, believing FORM and MATTER could only be separated
in a mental exercise, not in reality.
**## Extracreditanddisc.docx**
Extra credit- James Farmer
[https://youtu.be/LA3Od74Wbjs?si=Fy45y_yt7yUW3qRlLinks to an external site.](https://youtu.be/LA3Od74Wbjs?si=Fy45y_yt7yUW3qRl)
extra credit James Farmer
Please share THREE critical things you learned from this video
Week 3 Assignment 2: DISCUSSION 3: The Death of Socrates: Suicide or Martyrdom?
Read “The Suicide of Socrates, 399 BC” at
[http://www.eyewitnesstohistory.com/socrates.htmLinks to an external site.](http://www.eyewitnesstohistory.com/socrates.htm). Do you think, like this author, that Socrates committed suicide by allowing himself to be sentenced to death? Might there be reasons for one to tell lies in order to safe oneself from death, or should one simply allow an unfair penalty even when one believes it to be wrong? As you discuss this please remember Socrates's idea that "an unexamined life is not worth living." Your responses must be no less than 200 words.
The Suicide of Socrates, 399 BC.pdf
Week 4 Assignment 2: DISCUSSION 4: Cosmogonical Views:
Cosmology is discussion about the order of the cosmos. Cosmogony is the discussion about how the cosmos originated. What are the main competing cosmogonies in our society? What are the arguments for each view? Can you provide your personal view of cosmogony with supporting evidence? Your responses must be no less than 200 words.
## image1.png
**## TOBEORNOTTOBE-Shakespeare.pdf**
RELI 1301 Survey of Religion and Philosophy WEEK 4
RELI 1301 Survey of Religion and Philosophy
WEEK 4
Hamlet's "To Be, or Not to Be" Soliloquy and Summary
Hamlet's Fourth Soliloquy
SOURCE: https://owlcation.com/humanities/Hamlets-Fourth-Soliloquy-Original-Text-Summary
To be, or not to be: that is the question:
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them?
To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, 'tis a consummation
Devoutly to be wish'd. To die, to sleep;
To sleep: perchance to dream: ay, there's the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there's the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,
The oppressor's wrong, the proud man's contumely,
The pangs of despised love, the law's delay,
The insolence of office and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin? who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
No traveller returns, puzzles the will
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o'er with the pale cast of thought,
And enterprises of great pith and moment
With this regard their currents turn awry,
And lose the name of action. – Soft you now!
The fair Ophelia! Nymph, in thy orisons
Be all my sins remember'd.
[https://owlcation.com/humanities/Hamlets-Fourth-Soliloquy-Original-Text-Summary](https://owlcation.com/humanities/Hamlets-Fourth-Soliloquy-Original-Text-Summary)
**## AncientGreekPhilosophy.pptx**
12/15/2020
Introduction to Philosophy
1
Ancient Greek Philosophy
Socrates 470 BC – 399 BC
Plato 427 BC – 347 BC
Aristotle 384 BC – 323 BC
12/15/2020
Introduction to Philosophy
2
Socrates: 470BC – 399BC
Never wrote, taught orally through dialogue or conversation, via questions
Taught publicly, questioned authority
Is known through his student, Plato, who made Socrates the main character of all of his 39 “Dialogues” or books.
Died by drinking hemlock, after being jailed for “corrupting youth”, “worshipping false gods”
12/15/2020
Introduction to Philosophy
3
Plato 427 BC – 347 BC
Wrote his dialogues in defiance of the arrest and death of his teacher, Socrates.
Socrates is Plato’s mouthpiece.
Concerned with justice, virtue, character, the human soul.
Founded “The Academy” in Athens, Greece
Encouraged students to become their own authority – think for self!
12/15/2020
Introduction to Philosophy
4
Plato’s Philosophy
The only good life or life worth living is a life reasoned by your own mind, not other’s ideas and opinions-change your life and mind!
Examine your life, history, and ideas, once you self examine, then you are ready for knowledge.
All knowledge begins in not knowing. To state “I don’t know” is the first step – open to learning.
12/15/2020
Introduction to Philosophy
5
Plato’s Philosophy
Everything has a truth or an “essence”, your job is to seek this truth. Life as an adventure and journey, not destination.
The good teacher will spark you, lead you to the truth with integrity, reason, imagination
Virtue is excellence, or doing your best – reaching your highest potential for good.
12/15/2020
Introduction to Philosophy
6
Plato’s Philosophy
All human’s have potential for virtue, goodness, and to shape good character.
The potential rests in the human soul (or psyche/mind), everyone born with a soul.
Character is what is developed from this soul, and is molded and tested and shaped, a dynamic process.
12/15/2020
Introduction to Philosophy
7
Plato’s Philosophy
Plato was the first to unify a system of thought in Western society.
We all begin with common sense beliefs, opinions, we are lead further to ideas, and principles.
Human life always involves our fellow man and our personal and societal destiny.
Philosophy is not specialized nor technical but an way of life, requiring intellectual ability and moral goodness to pursue the good and truth.
12/15/2020
Introduction to Philosophy
8
Plato’s Philosophy
Appearances are deceiving; seeming isn’t being.
Society is our ultimate teacher, and it may produce errors and evils, as well as wrong values. Previous generation may have been wrong and transmitted bad ideas and practices.
12/15/2020
Introduction to Philosophy
9
Plato’s Philosophy
**Education is the conversion that leads us out of the dark of the cave into the light. This is a type of awakening, once we are enlightened, we recollect, develop knowledge, seek genuine well-being, happiness, and virtue.
“The good man makes you better not worse”
## image1.jpeg
## image2.png
**## PlatosTripartiteSoul.pptx**
Plato's Tripartite Soul
Dr. Solomon Waigwa
Plato (c. 427-347 BCE)
Plato starting point for his divisions of the soul is the different classes he observed in society (Guardians, Auxiliaries and Workers).
He concluded that this structure must have arisen from the individuals which make up society.
Plato started with noting what motivated people – desires, needs and wants.
These wants could be qualified or unqualified.
For example, someone who was thirsty could just want a drink or a particular type of drink.
The first type was appetitive (1) whereas the second type was reflective and rational (2).
Plato (c. 427-347 BCE)
Next he noted that young children showed signs of rationality despite their youth.
He attributed this to the spirited (3) part of the soul which kept the appetitive (1) part of the soul in check.
The spirited (3) part of the soul had an affinity to the rational (2) part of the soul but was quite distinct and separate.
Plato (c. 427-347 BCE)
Plato explains this tripartite division by an allegory – a charioteer driving two horses.
The charioteer represents the rational (2) part of the soul.
The ugly black horse represents the appetitive (1) part of the soul which is kept in check by the white noble horse which represents the spirited (3) part of the soul.
Plato’s Tripartite Soul
| | | | |
| — | — | — | — |
| PARTS OF THE SOUL | RATIONAL (2) | SPIRITED (3) | APPETITIVE (1) |
| CHARIOT PART | Charioteer | White noble horse on the Right | Black ugly horse on the Left |
| LOVES | Truth, Wisdom and Analysing | Honour and Victory | Pleasure, Money, Comfort, Physical Satisfaction |
| DESIRES | Truth | Self-Preservation | Basic Instincts – Hunger, Thirst, Warmth, Sex…etc. |
| THE VIRTUE | Wisdom | Courage | Temperance |
| THE VICE | Pride and Sloth | Anger and Envy | Gluttony, Lust and Greed |
| BODY SYMBOL | Head | Heart | Belly/Genitals |
| CLASS IN REPUBLIC | Guardians(The Philosopher King) | Auxiliaries/Soldiers(Keep the workers in their place) | Merchants/Workers(Self interested) |
Sigmund Freud (1856-1939)
| | | | |
| — | — | — | — |
| FREUD’S STRUCTURES OF THE MIND | | | |
| PART OF MIND | Super Ego | EGO | ID |
| Role | Conscience i.e. socially acquired control mechanisms. | Consciousness self created by the dynamic tensions of the id and the super ego. Reconciles the conflicting demands with the requirements of external reality. | Sexual instincts and drives which require satisfaction |
W. H. Sheldon (c. 1940s)
In the 1940s W H Sheldon classified personality according to body type.
He called this a person’s ‘somatotype’.
| | | | |
| — | — | — | — |
| W H SHELDON’S SOMATOTYPES | | | |
| TYPE | ECTOMORPH | MESOMORPH | ENDOMORPH |
| Physical Description | High forehead, slight build, little muscular fat…etc. | Muscular, upright posture, well built, strong forearms and thighs…etc. | Big build, wide hips, narrow shoulders, fat…etc. |
| Personality Traits | Self-conscious, value privacy, artistic, restrained. | Adventurous, desire for power, courageous, competitive. | Love of food, sociable, good humoured, relaxed, need for affection. |
| | | | |
| — | — | — | — |
| MacLean’s Triune Brain | | | |
| PART | RATIONAL | INTERMEDIATE | PRIMITIVE |
| Part of Brain | Neocortex – neopallium | Limbic System – paleopallium | Archipallium |
| Evolutionary Stage | Neo-mammalian | Mammalian | Reptilian |
| Function | Intellectual Tasks | Emotions | Self preservation – fight of flight senses |
Paul MacLean (to date)
The neurologist Paul MacLean proposed a triune brain.
Each layer formed on the layer before.
## image1.jpeg
**Plato-TheApologyofSocrates.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/plato-theapologyofsocrates-pdf)
**TheBirthofPhilosophy-Socrates-Plato-Aristotle.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thebirthofphilosophy-socrates-plato-aristotle-ppt)
**Isrealitywhatwemakeit.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/isrealitywhatwemakeit-pdf)
**SocratesPlatoandAristotle.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socratesplatoandaristotle-pdf)
**TheHumanDilemmaLifeBetweenIllusionandRealityBenG.Yacobi.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thehumandilemmalifebetweenillusionandrealitybeng-yacobi-pdf)
**ThesevenLawsofRealityandBeing.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thesevenlawsofrealityandbeing-pdf)
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