To help understand dualism, reductive materialism, and integrationism, Stephen Hicks here offers three graphics and three mottos to concretize and contrast them. This is from Part 4 of Professor Hicks’s Philosophy of Education course. 1 clip: Previous: Integrationism. Next: Reasons for and against dualism. Return to the Philosophy of Education page. Return to the StephenHicks.org […]
Mottos and graphics Read More »
Stephen Hicks here develops several arguments for and against dualism and its competitors, reductive materialism and integrationism. This is from Part 4 of Professor Hicks’s Philosophy of Education course. Clips 1-6: Previous: Mottos and graphics. Next: Implications for education: The “problem child.” Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
Reasons for and against dualism Read More »
Stephen Hicks here introduces the dualist account of the mind-body relation. This is from Part 4 of Professor Hicks’s Philosophy of Education course. Clips 1-2: Previous: Five issues in human nature. Next: Reductive materialism. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
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Stephen Hicks here introduces the reductive materialist view of the mind-body relation. This is from Part 4 of Professor Hicks’s Philosophy of Education course. 1 clip: Previous: Dualism of mind and body. Next: Integrationism. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
Reductive materialism Read More »
Here Stephen Hicks discusses Stanley Milgram’s fascinating (and worrisome) experiments in obedience to higher authority. This is from Part 3 of Professor Hicks’s Philosophy of Education course. 1 clip: Previous: Asch’s conformity experiments. Next: Two more virtues: independence and courage. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
Milgram’s obedience experiments Read More »
This is Part 3 of Professor Hicks’s Philosophy of Education course, in which he discusses Solomon Asch’s conformity experiments. Clips 1-2: Previous: Education’s epistemological mission. Next: Milgram’s obedience experiments. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
Asch’s conformity experiments Read More »
Intellectual systems and movements are defined philosophically by means of their characteristic claims in the five major branches of philosophy: metaphysics, epistemology, human nature, ethics, and politics. As historical movements, they are defined by the time of their formulation and most vigorous activity. So in the following table I offer a definitions of pre-modernism and
Defining modernism and pre-modernism Read More »