Source: John Henry Newman, Discourse VIII in The Idea of a University Defined and Illustrated In Nine Discourses Delivered to the Catholics of Dublin (1852)Seguir leyendo “Knowledge Viewed In Relation To Religion (Notas de estudio 3.11.20)”
Source: John Henry Newman, Discourse VI in The Idea of a University Defined and Illustrated In Nine Discourses Delivered to the Catholics of Dublin (1852)Seguir leyendo “Knowledge Viewed In Relation To Learning (Notas de estudio 15.10.20)”
Source: John Henry Newman, Discourse V in The Idea of a University Defined and Illustrated In Nine Discourses Delivered to the Catholics of Dublin (1852)Seguir leyendo “Knowledge Its Own End (Notas de estudio 14.10.20)”
Source: John Henry Newman, Discourse IV in The Idea of a University Defined and Illustrated In Nine Discourses Delivered to the Catholics of Dublin (1852)
- Circle of knowledge
- A habit of viewing
Inventory of questions
- Is there a contrariety between human science and Revelation?
- What is the consequence of excluding one science from the circle of knowledge?
- What is the danger of cultivating secular science exclusively?
- What is the role of the intellect in man’s life?
- What are the ways in which people go off in their philosophizing?
- And what are the causes of it?
- Why does science need philosophy?
- What are examples of the sciences surpassing their proper bounds?
- In what way could Painting pervert itself?
“All that exists, as contemplated by the human mind, forms one large system or complex fact, and this of course resolves itself into an indefinite number of particular facts, which, as being portions of a whole, have countless relations of every kind, one towards another. Knowledge is the apprehension of these facts, whether in themselves, or in their mutual positions and bearings.”
“Astronomy, plane and physical, each has the same subject-matter, but views it or treats it differently; lastly, Geology and Comparative Anatomy have subject-matters partly the same, partly distinct. Now these views or sciences, as being abstractions, have far more to do with the relations of things than with things themselves. They tell us what things are, only or principally by telling us their relations, or assigning predicates to subjects; and therefore they never tell us all that can be said about a thing, even when they tell something, nor do they bring it before us, as the senses do.”
“They arrange and classify facts; they reduce separate phenomena under a common law; they trace effects to a cause. Thus they serve to transfer our knowledge from the custody of memory to the surer and more abiding protection of philosophy, thereby providing both for its spread and its advance:—for, inasmuch as sciences are forms of knowledge, they enable the intellect to master and increase it; and, inasmuch as they are instruments, to communicate it readily to others.”
“Since then sciences are the results of mental processes about one and the same subject-matter, viewed under its various aspects, and are true results, as far as they go, yet at the same time separate and partial,”
“Viewed altogether, they approximate to a representation or subjective reflection of the objective truth, as nearly as is possible to the human mind, which advances towards the accurate apprehension of that object, in proportion to the number of sciences which it has mastered…”
“And in like manner, as regards the whole circle of sciences, one corrects another for purposes of fact, and one without the other cannot dogmatize, except hypothetically and upon its own abstract principles. For instance, the Newtonian philosophy requires the admission of certain metaphysical postulates, if it is to be more than a theory or an hypothesis; as, for instance, that what happened yesterday will happen to-morrow; that there is such a thing as matter, that our senses are trustworthy, that there is a logic of induction, and so on.”
“Summing up, Gentlemen, what I have said, I lay it down that all knowledge forms one whole, because its subject-matter is one; for the universe in its length and breadth is so intimately knit together, that we cannot separate off portion from portion, and operation from operation, except by a mental abstraction…”
“As they all belong to one and the same circle of objects, they are one and all connected together; as they are but aspects of things, they are severally incomplete in their relation to the things themselves, though complete in their own idea and for their own respective purposes; on both accounts they at once need and subserve each other.”
“And further, the comprehension of the bearings of one science on another, and the use of each to each, and the location and limitation and adjustment and due appreciation of them all, one with another, this belongs, I conceive, to a sort of science distinct from all of them, and in some sense a science of sciences, which is my own conception of what is meant by Philosophy, in the true sense of the word, and of a philosophical habit of mind, and which in these Discourses I shall call by that name.”
Source: John Henry Newman, Preface in The Idea of a University (1852)Seguir leyendo ““The Idea of a University”: Preface, University Teaching, Theology a Branch of Knowledge (Notas de estudio 22.9.20)”
Source: Herbert Spencer, ch. 3 in Education: Intellectual, Moral, and Physical (A. L. Curt Company, Publishers, 1891) 5-93.Seguir leyendo “Moral Education (Notas de estudio 17.8.20)”
Source: Herbert Spencer, ch. 2 in Education: Intellectual, Moral, and Physical (A. L. Curt Company, Publishers, 1891) 5-93.Seguir leyendo “Intellectual Education (Notas de estudio 11.8.20)”
What Knowledge is of Most Worth?
Source: Herbert Spencer, ch. 1 in Education: Intellectual, Moral, and Physical (A. L. Curt Company, Publishers, 1891) 5-93.Seguir leyendo “What Knowledge is of Most Worth? (Notas de estudio 31.7.20)”
The Age of Reason
Source: W.T. Jones, ch. 1 in A History of Western Philosophy (Kant and the Nineteenth Century, volume IV, Second edition, revised) (Belmont, CA: Wadsworth Cengage Learning, 1975), 1-13.Seguir leyendo “The Age of Reason, Foreword y Cognition and Measurement (Notas de estudio 4.5.20)”
Learning in the social context
Source: Peter Jarvis, ch. 3 in Towards a Comprehensive Theory of Human Learning (Lifelong Learning and the Learning Society, Volume 1) (New York: Routledge, 2005), 52-58.