UID:
almahu_9947414935602882
Format:
1 online resource (x, 289 pages) :
,
digital, PDF file(s).
ISBN:
9780511597374 (ebook)
Content:
Questions about learning and discovery have fascinated philosophers from Plato onwards. Does the mind bring innate resources of its own to the process of learning or does it rely wholly upon experience? Plato was the first philosopher to give an innatist response to this question and in doing so was to provoke the other major philosophers of ancient Greece to give their own rival explanations of learning. This book examines these theories of learning in relation to each other. It presents an entirely different interpretation of the theory of recollection which also changes the way we understand the development of ancient philosophy after Plato. The final section of the book compares ancient theories of learning with the seventeenth-century debate about innate ideas, and finds that the relation between the two periods is far more interesting and complete than is usually supposed.
Note:
Title from publisher's bibliographic system (viewed on 05 Oct 2015).
,
Sect. I. Platonic Recollection. 1. The Meno. 2. Recollection in the middle period -- Sect. II. Aristotelian Experience. 3. The rejection of innatism. 4. Levels of learning. 5. Discovery and continuity in science. 6. Discovery and continuity in ethics -- Appendix to Section II -- Perception of the Universal -- Sect. III. Hellenistic Concepts. 7. Hellenistic philosophy and common sense. 8. Innateness in the Hellenistic era -- Sect. IV. Innatism in the Seventeenth Century. 9. The inner core and mortar of our thoughts. 10. Locke and the posture of blind credulity.
Additional Edition:
Print version: ISBN 9780521474559
Language:
English
Subjects:
Education
,
Philosophy
,
Ancient Studies
URL:
https://doi.org/10.1017/CBO9780511597374
URL:
Volltext
(URL des Erstveröffentlichers)
URL:
Volltext
(lizenzpflichtig)
