Are there objective moral values which can unite human beings and bring them peace and happiness? How are they discerned? How can they be put into action in the lives of persons and communities? These perennial questions concerning good and evil are today more urgent than ever, insofar as people have become more aware of forming one single world community.
Humanism — a history of the hijacked Credo of our species Jul 3rd, By admin Category: Term freely applied to a variety of beliefs, methods, and philosophies that place central emphasis on the human realm.
Most frequently, however, the term is used with reference to a system of education and mode of inquiry that developed in northern Italy during the 13th and 14th centuries and later spread through continental Europe and England.
But humanism sought its own philosophical bases in far earlier times and, moreover, continued to exert some of its power long after the end of the Renaissance. Renaissance humanism in all its forms defined itself in its straining toward this ideal. Humanitas meant the development of human virtue, in all its forms, to its fullest extent.
Just as action without insight was held to be aimless and barbaric, insight without action was rejected as barren and imperfect. Humanitas called for a fine balance of action and contemplation, a balance born not of compromise but of complementarity.
The goal of such fulfilled and balanced virtue was political, in the broadest sense of the word. The purview of Renaissance humanism included not only the education of the young but also the guidance of adults including rulers via philosophical poetry and strategic rhetoric.
It included not only realistic social criticism but also utopian hypotheses, not only painstaking reassessments of history but also bold reshapings of the future.
Humanism had an evangelical dimension: Greek and Roman thought, available in a flood of rediscovered or newly translated manuscripts, provided humanism with much of its basic structure and method. Compared with the typical productions of medieval Christianity, these pagan works had a fresh, radical, almost avant-garde tonality.
Indeed, recovering the classics was to humanism tantamount to recovering reality. Classical philosophy, rhetoric, and history were seen as models of proper method—efforts to come to terms, systematically and without preconceptions of any kind, with perceived experience.
Moreover, Classical thought considered ethics qua ethics, politics qua politics: Classical virtue, in examples of which the literature abounded, was not an abstract essence but a quality that could be tested in the forum or on the battlefield.
Finally, classical literature was rich in eloquence. In particular since humanists were normally better at Latin than they were at GreekCicero was considered to be the pattern of refined and copious discourse.
In eloquence humanists found far more than an exclusively aesthetic quality. As an effective means of moving leaders or fellow citizens toward one political course or another, eloquence was akin to pure power.Best Personal Defense Weapon Just Because It’s Common Doesn’t Make It Wisdom.
The common wisdom goes something like this: the doesn’t have much stopping power, making it a less ideal choice than the next step up the ladder, the 9mm. Socratic questioning (or Socratic maieutics) was named after Socrates, who was a philosopher in c. BCE–c. plombier-nemours.comes utilized an educational method that focused on discovering answers by asking questions from his students.
Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of. + free ebooks online. Did you know that you can help us produce ebooks by proof-reading just one page a day?
Go to: Distributed Proofreaders. In the Ευθυφρων (), for example, Socrates engaged in a sharply critical conversation with an over-confident young man. Finding Euthyphro perfectly certain of his own ethical rectitude even in the morally ambiguous situation of prosecuting his own father in court, Socrates asks him to define what "piety" () really plombier-nemours.com demand here is for something .
One of the reasons that instructors tend to overemphasize “coverage” over “engaged thinking” is that they do not fully appreciate the role of questions in teaching content. Socrates (— B.C.E.). Socrates is one of the few individuals whom one could say has so-shaped the cultural and intellectual development of the world that, .