PHL 3305 Lecture 5

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Closing remarks on Fides et Ratio

Know Thyself

  • Man has a soul to partake of higher order, but also has a body with which to sense the natural world
    • We act as a bridge between the world and the intellect
  • Fundamental Questions
    • Who am I?
    • Where do I come from?
    • Where am I going?
    • Why do evils exist here?
    • What awaits us after this life?
  • "Philosophy was born and developed when man began to question himself concerning the causes and ends of realities." (FR 3)
    • Where did you come from?
    • Where did you go?
    • Cotton-eyed Joe.
wonder
a mild fear in the presence of one's own ignorance
engine that drives the acquisition of knowledge
speculation
proper to human intellect
proper implies sense of onwership (e.g. property)
  • Science in itself has an orderered whole
    • Principle of non-contradiction: we have to change theories once we obtain knowledge that contradicts the current state-of-the-art
  • Implicity Philosophy: Characteristics and beliefs of a sane person:
    • Principle of non-contradiction
    • Finality
    • Causality
    • We are free and intelligent subjects
  • Reason seeks out the truth

Common modern fallacies:

  • universal skepticism: presumes doubt rather than belief
  • undifferentiated pluralism: treating all opinions as if they have the same validity (a type of relativism)

As Catholics, we

  1. seek out the truth
  2. meditate on it
  3. rejoice in it

G. K. Chesterton

Philosophy for the Schoolroom

Theses:

  • all arguments begin with infallible dogma/assumption
  • there are certain unproved and unprovable things that all sane men believe
    • these things do not (and cannot) need to be demonstrated
  1. the world around him and the people in it are real and not his own delusion
  2. the world not only exists but matters: we seek to improve the things we did not make
  3. there is such a thing as a "self" (or "ego") which is continuous
  4. power of choice and responsibility for action

For Next Time

  • The Idea of a University
  • Freedom and the Intellectual Life