PHILOWEB | Web and Philosophy scientific events Nos textes, par ordre alphabétique Aristote (~384 - ~322) Arrien de Nicomédie ([95] - [175]) Bergson, Henri (1859 - 1941) Bréhier, Émile (1876 - 1952) D'Alembert, Jean le Rond (1717 - 1783) Descartes, René (1596 - 1650) Épicure ([-342] - -270) Hobbes, Thomas (1588 - 1679) Kant, Emmanuel (1724 - 1804) Lucrèce (Titus Lucretius Carus) (appx. 95 - 50 av. Mill, John Stuart (1806 - 1873) Nietzsche, Friedrich (1844 - 1900) Platon (-428 - -347) Robin, Léon (1866 - 1947) Rousseau, Jean-Jacques (1712 - 1778) Schopenhauer, Arthur (1788 - 1860) Voltaire (1694 - 1778)
Philosophy everywhere everywhen philosophy bites What is Philosophy? An Omnibus of Definitions from Prominent Philosophers by Maria Popova “Philosophy is 99 per cent about critical reflection on anything you care to be interested in.” Last week, we explored how some of history’s greatest minds, including Richard Feynman, Carl Sagan, Albert Einstein, Marie Curie, and Isaac Asimov, defined science. Kant famously considered philosophy the “queen of the sciences” — whether or not that is true, philosophy seems even more elusive than science to define. From Philosophy Bites, the book based on the wonderful podcast of the same name, comes an omnibus of definitions, bound by a most fascinating disclaimer — for, as Nigel Warburton keenly observes in the book’s introduction, “philosophy is an unusual subject in that its practitioners don’t agree what it’s about.” The following definitions are excerpted from the first chapter of the book, which asks a number of prominent contemporary philosophers the seemingly simple yet, as we’ll see, awfully messy question, “What is philosophy?” Another running theme — sensemaking:
La Philo aux enfants : Favoriser le développement d'un esprit critique chez les enfants. A propos du projet Éditer Depuis le début de l'année scolaires 2012, les enfants de la classe de CM2 (dernière année primaire) de l'école du Petit Paris de Brest (quartier Saint Marc) ont la chance d'avoir des cours de philosophie dans leur classe ! Pourquoi ? Tout au long de l'année, les phrases prononcées par les enfants sont glanées, collectées et conservées précieusement .. pour en faire une pièce de théâtre ! Ce projet s'inscrit dans une démarche plus globale portée notamment par la Mairie dur quartier Saint Marc à Brest : "cultivons notre quartier". En quoi ce projet est-il singulier et créatif ? La philosophie, ce n'est pas un sujet facile à aborder avec les parents, les enseignants.. Quelle est la plus-value sociale du projet ? Ce projet a un impact social très positif à trois niveaux : - Pour les élèves : ils peuvent aujourd'hui débattre d'un sujet de société tout comme d'un choix interne à leur classe. Quel est le potentiel de déploiement de cette initiative ?
Introduction to Philosophy through Science Fiction, a Free Online Textbook The Largest-Ever Survey of Philosophers: What Do They Believe? Last year, David Bourget and David Chalmers conducted an exercise in the sociology of philosophy, the largest survey of philosophers ever (3000+ respondents): the PhilPapers Surveys. Now that new results have been released, let’s look back at the findings. First, it’s worth noting, as the editors do, that (1) the survey focuses mostly on Anglophone analytic philosophers, and (2) answer choices were often too brief for respondents to know how to answer, and that (3) though the response rate of 47% was pretty good, there is inevitably some selection bias, probably toward younger analytic philosophers. Basic results The results for some of the questions of wide interest include… (note that ‘other’ includes answers like ‘I don’t know’) Ethics: realism or anti-realism? Ethics: deontology, consequentialism, or virtue ethics? Abstract objects: Platonism or nominalism? External world: idealism, skepticism, or non-skeptical realism? Free will: compatibilism, libertarianism, or no free will?
Philosophy Mission: Develop thrivable agents and a flourishing network to co-create a more thrivable world. We work with a 5 point model, considering the individual, their environment (at many scales), the social interactions involved, the feedback and metrics to enable adjustment of the course, and the conditions for creativity. Thrivable Elements Creative Through exploring cycles and process, future pacing, active listening, and individual vs. group dynamics, Thrivable seeks to uncover what factors promote creativity and emergence. What is stimulating people to be playful? Collaborative Network theory, collective intelligence, Appreciative Inquiry™, agreements, social media, community formation, and social science are important factors in understanding the interplay between peers, groups, and larger networks. What allows and encourages people to interact? Physical Our situatedness impacts our ability to create, evolve, and collaborate. What is the difference between a rival, non-rival, and ally?
Squashed Philosophers Abridged Editions - HOME Eléments de philosophie Carnet philosophique Process philosophy Process philosophy (or ontology of becoming) identifies metaphysical reality with change and development. Since the time of Plato and Aristotle, philosophers have posited true reality as "timeless", based on permanent substances, while processes are denied or subordinated to timeless substances. If Socrates changes, becoming sick, Socrates is still the same (the substance of Socrates being the same), and change (his sickness) only glides over his substance: change is accidental, whereas the substance is essential. Therefore, classic ontology denies any full reality to change, which is conceived as only accidental and not essential. This classical ontology is what made knowledge and a theory of knowledge possible, as it was thought that a science of something in becoming was an impossible feat to achieve.[1] History[edit] In Ancient Greek thought[edit] An early expression of this viewpoint is in Heraclitus's fragments. Twentieth century[edit] Whitehead's Process and Reality[edit] [edit]