Belief Belief is a mental representation, treated in various academic disciplines, especially philosophy and psychology, of a sentient being's attitude toward the likelihood or truth of something.[1] From Greek two different concepts are often represented by the concept of belief: Pistis and Doxa. Simplified we may say that the first deals in trust and confidence, the latter in opinion and acceptance. Knowledge and epistemology[edit] The terms belief and knowledge are used differently in philosophy. As a psychological phenomenon[edit] Mainstream psychology and related disciplines have traditionally treated belief as if it were the simplest form of mental representation and therefore one of the building blocks of conscious thought. The concept of belief presumes a subject (the believer) and an object of belief (the proposition). This has important implications for understanding the neuropsychology and neuroscience of belief. Belief-in[edit] Belief-that, delusion[edit] Formation[edit] Desirability
Authenticity Authenticity or authentic may refer to: Authentication, the act of confirming the truth of an attribute Arts and entertainment[edit] Authenticity in art, ways in which a work of art or an artistic performance may be considered authentic Music[edit] Authentic performance, an approach to the performance of classical musicAuthentic Records, a record labelAuthentic mode, a set of pitch organizations used in Gregorian chant Albums[edit] Other uses[edit] See also[edit]
Meaning of life Questions Questions about the meaning of life have been expressed in a broad variety of ways, including the following: What is the meaning of life? Philosopher in Meditation (detail) by RembrandtWhy are we here? These questions have resulted in a wide range of competing answers and arguments, from scientific theories, to philosophical, theological, and spiritual explanations. Scientific inquiry and perspectives Many members of the scientific community and philosophy of science communities think that science can provide the relevant context, and set of parameters necessary for dealing with topics related to the meaning of life. Psychological significance and value in life Neuroscience describes reward, pleasure, and motivation in terms of neurotransmitter activity, especially in the limbic system and the ventral tegmental area in particular. Experimental philosophy and neuroethics research collects data about human ethical decisions in controlled scenarios such as trolley problems. Platonism
Justification Knowledge that, knowledge how, and knowledge by acquaintance Existentialism Existentialism is a term applied to the work of certain late 19th- and 20th-century philosophers who, despite profound doctrinal differences,[1][2][3] shared the belief that philosophical thinking begins with the human subject—not merely the thinking subject, but the acting, feeling, living human individual.[4] In existentialism, the individual's starting point is characterized by what has been called "the existential attitude", or a sense of disorientation and confusion in the face of an apparently meaningless or absurd world.[5] Many existentialists have also regarded traditional systematic or academic philosophies, in both style and content, as too abstract and remote from concrete human experience.[6][7] Definitional issues and background[edit] There has never been general agreement on the definition of existentialism. Concepts[edit] Existence precedes essence[edit] "The subjective thinker’s form, the form of his communication, is his style. The Absurd[edit] Facticity[edit] Angst[edit]
Late Middle Ages Period of European history between 1250 and 1500 CE From the Apocalypse in a Biblia Pauperum illuminated at Erfurt around the time of the Great Famine. Death sits astride a lion whose long tail ends in a ball of flame (Hell). Famine points to her hungry mouth. The Late Middle Ages or Late Medieval Period was the period of European history lasting from 1250 to 1500 AD. The Late Middle Ages followed the High Middle Ages and preceded the onset of the early modern period (and in much of Europe, the Renaissance).[1] Around 1300, centuries of prosperity and growth in Europe came to a halt. Despite the crises, the 14th century was also a time of great progress in the arts and sciences. Combined with this influx of classical ideas was the invention of printing, which facilitated dissemination of the printed word and democratized learning. Historiography and periodization[edit] Modern historiography on the period has reached a consensus between the two extremes of innovation and crisis. Music[edit]
Teaching Knowledge Questions In IB Theory Of Knowledge “Knowledge Questions” are a key element of International Baccalaureate Theory of Knowledge classes. And they can be tricky, both for teachers and students, who have to develop ones throughout the course and particularly for their Oral Presentation. I’ve previously posted about this challenge at The Best Posts On Teaching TOK “Knowledge Questions.” This past year, I tried to refine and simplify how I taught students to develop them, and here’s my simple explanation: Knowledge questions combine a Way of Knowing with an Area of Knowledge, are open-ended, and use Theory of Knowledge vocabulary. Then, students reviewed these materials: Knowledge claims and knowledge questions Knowledge Questions in International Baccalaureate Subjects It seemed to work well.
Internalism and externalism Internalism and externalism are two opposing ways of explaining various subjects in several areas of philosophy. These include human motivation, knowledge, justification, meaning, and truth. The distinction arises in many areas of debate with similar but distinct meanings. Usually 'internalism' refers to the belief that an explanation can be given of the given subject by pointing to things which are internal to the person or their mind which is considering them. Moral philosophy[edit] Motivation[edit] In contemporary moral philosophy, motivational internalism (or moral internalism) is the view that moral convictions (which are not necessarily beliefs, e.g. feelings of moral approval or disapproval) are intrinsically motivating. These views in moral psychology have various implications. Reasons[edit] Some philosophers embrace the existence of both kinds of reason, while others deny the existence of one or the other. Consider the following situation. Epistemology[edit] Justification[edit]
Individual That which exists as a distinct figure or entity An individual is that which exists as a distinct entity. Individuality (or self-hood) is the state or quality of living as an individual; particularly (in the case of humans) of as a person unique from other people and possessing one's own needs or goals, rights and responsibilities. The concept of an individual features in diverse fields, including biology, law, and philosophy. Etymology[edit] From the 15th century and earlier (and also today within the fields of statistics and metaphysics) individual meant "indivisible", typically describing any numerically singular thing, but sometimes meaning "a person". Biology[edit] Law[edit] Philosophy[edit] Buddhism[edit] Empiricism[edit] Empiricists such as Ibn Tufail[4] in early 12th century Islamic Spain and John Locke in late 17th century England viewed the individual as a tabula rasa ("blank slate"), shaped from birth by experience and education. Hegel[edit] Existentialism[edit] Objectivism[edit]
Sigmund Freud Sigmund Freud (/frɔɪd/;[2] German pronunciation: [ˈziːkmʊnt ˈfʁɔʏ̯t]; born Sigismund Schlomo Freud; 6 May 1856 – 23 September 1939) was an Austrian neurologist, now known as the father of psychoanalysis. Freud qualified as a doctor of medicine at the University of Vienna in 1881,[3] and then carried out research into cerebral palsy, aphasia and microscopic neuroanatomy at the Vienna General Hospital.[4] Upon completing his habilitation in 1895, he was appointed a docent in neuropathology in the same year and became an affiliated professor (professor extraordinarius) in 1902.[5][6] Psychoanalysis remains influential within psychotherapy, within some areas of psychiatry, and across the humanities. Biography[edit] Early life and education[edit] Freud's birthplace, a rented room in a locksmith's house, Příbor, Czech Republic Freud (aged 16) and his beloved[12] mother, Amalia, in 1872 In 1859, the Freud family left Freiberg. Freud entered the University of Vienna at age 17. Early followers[edit]