After the Galileo affair, many religious thinkers switched from a strategy of suppression to an embrace of natural theology. This is from Part 3 of Professor Hicks’s Philosophy of Education course. 1 clip: Previous: Phase One: Copernicus, Bruno, and Galileo. Next: Phase Three: “I found it necessary to deny reason …” Return to the Philosophy […]
Phase Two: The rise of natural theology 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 »
In the light of Asch’s conformity experiments and Milgram’s obedience experiments, Stephen Hicks discusses their implications for educating students to think for themselves. This is from Part 3 of Professor Hicks’s Philosophy of Education course. 1 clip: Previous: Milgram’s obedience experiments. Next: The value of reason. Return to the Philosophy of Education page. Return to
Two more virtues: independence and courage Read More »
Professor Hicks summarizes the case for reason in education. This is from Part 3 of his Philosophy of Education course. 1 clip: Previous: Two more virtues: independence and courage. Next: Phase One: Copernicus, Bruno, and Galileo. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
The value of reason Read More »
This is Part 3 of Professor Hicks’s Philosophy of Education course, in which he introduces epistemology, its competing theories, and their role in education. 1 clip: Previous: [Part 2: Metaphysics] Metaphysics and method. Next: Reason–a developmental story. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
Introduction: What epistemology is Read More »
Professor Hicks here discusses our faculty of reason and its development from infancy to maturity. This is from Part 3 of his Philosophy of Education course. Clips 1-4: Previous: Introduction: What epistemology is. Next: The Semmelweis case. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
Reason–a developmental story Read More »
From Part 3 of Stephen Hicks’s Philosophy of Education course, in which he discusses Ignaz Semmelweis’s discovery of the cause of puerperal fever, with special focus on the cognitive methods Semmelweis used. Clips 1-3: Previous: Reason–a developmental story.Next: The “Juliet is the sun” metaphor.Return to the Philosophy of Education page.Return to the StephenHicks.org main page.
The Semmelweis case Read More »
Here Professor Hicks discusses the central metaphor from a passage in Shakespeare’s Romeo and Juliet as an example of method. This is from Part 3 of Professor Hicks’s Philosophy of Education course. Clips 1-3: Previous: The Semmelweis case. Next: Education’s epistemological mission. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
The “Juliet is the sun” metaphor Read More »