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PH1 Lecture and Seminar Notes

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Lecture notes of 28 pages for the course Y at UvA (6 weeks in total)

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  • September 15, 2024
  • 28
  • 2022/2023
  • Class notes
  • Jeff diamanti
  • All classes
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WEEK 1
Philosophy of the Humanities 1: Lecture

Instrumental approach
- Philosophical insights/frameworks instruments for reflection
(p.35)
o Pays attention to the way instruments can be used to
translate into knowledge
o Instruments: Telescope (technology) and even sentences
 Instruments can even be considered as even the
sentences which describe knowledge
 Active participants of translating the world into
knowledge

Logical Empiricism: historical context
- The turn to logical empiricism was understood:
o The inherent mystification
o Understood their task as getting rid of bad forms of
philosophy that couldn’t be reversely verifiable
o Make philosophy more scientific and rational
o Trying to understand the rise of fascism to create a more
just world
- They would reconstruct scientific results through a highly
rigorous and logic writing
- The only grounds for truth is sense experience
o Beyond that, that cannot be translated into a sentence is
essentially meaningless
o Get rid of meaningless
- The “nothing”
o We can’t go and see it … its just beyond our ability to see
it (Heidegger)
o “Where do we seek the nothing” (p.76)
- Must verify through induction

Popper’s attack on logical empiricism
- The verification criteria is useless for distinguishing universal
laws
o The is always a counter statement
- Popper: it’s impossible to test every instant of every universal
law
⁃ Deviation is always possible
- Solution to demarcation problem : Is not induction, IT IS
FALSIFICATION THROUGH DEDUCTION

, - Popper wants to capture the nature and growth of scientific
knowledge
o You cannot justify induction as there is always a gap

Falsifiability (Popper)
- Start with a larger hypothesis, and find pro and con statements
o Most importantly stamens which falsifies it as it grows a
better hypothesis
o They start with a hypothesis which is informed by a
theory as it gives the hypothesis reason (NOT A BAD
THING)
 It means at each level is that there is room for
falsifiability
- There is no such thing as neutral observation
- More falsifiability = good theory

Kuhn’s alternative (the structure of scientific revolution)
- “Contrary to Popper, he argued that scientists working in normal science do not try
to refute their theories, but on the contrary, precisely try to elaborate and refine
them”(p.119)
o In daily normal science, communicating it to other scientists… there is little
need for falsifiability
- BOTH AGREE that any scientific practice can be falsifiable with counter examples
- Paradigm
o The rules/practices of the discipline
o There is a shift once every thirty years within the natural sciences
- Paradigm choice
o It’s not possible to think outside of a paradigm which doesn’t exist
o You can have a hypothesis outside of a paradigm




Philosophy of the Humanities 1: Seminar 15/02/22

, Week 1 : Plato

Why is this program (media studies) in the humanities?

Reading philosophy
- Situate the text (contextualise)
o Is it a journal? Year?
- Read the text once…. Then again
o Underline the important lines
 Defining!
 Mark words you don’t understand and share
- Take notes
o Seminar questions
o Summaries key ideas
o Links with other texts?
The allegory of the cave
- Plato is against
o Democracy
o Ignorance
o Illusion
o Sophism
 Type of “philosophers” (Ex. Seminar Professor)
 Using clear logic to create false theories
 Use rhetoric (philosophy) to achieve an end (objective) not for the
sake of truth
 Means (philosophy) -> End (goal)
- Plato is for
o Truth
 I look for knowledge because that is the ultimate goal of human
beings
 Reason and knowledge produces Truth
- Plato’s Ideas
o He beloved that the root of knowledge and truth is up there in the world of
ideas (not the material work)
 This material world is the imperfect version of the world of ideas
o Aristotle thought the opposite where knowledge if found down here on earth
(material world)
- Style
o Socratic dialogue
o A play type of format
- Plato’s ideas of education
o Learning is remembering
 You can learn using reason and Plato asking students questions so
that they remember what they knew in the perfect world of ideas
 This is the opposite of a Sophist
- What is the main aim of “the republic”? JUSTICE! (What is justice?)

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