David Hume Philosophy - 1172 Words

David Hume, the Scottish philosopher, is recognized for his â€Å"philosophical empiricism and skepticism†. Of course, it is not all that surprising that an educated man, such as David Hume, would attempt to explain the human condition through experience, considering the fact that Hume lived during the Enlightenment period; a period during which science and reason dominated the world of thought. In his autobiography, My Own Life, the Scottish philosopher, takes notice of the fact that even women were able to partake in the Enlightenment. Hume acknowledges that his mother was an advocate of this new way of thought. After the death of his father, Hume’s mother â€Å"devoted herself entirely to the rearing and educating of her children.† Clearly,†¦show more content†¦in just one sentence, stating: â€Å"Hume emphasized education and experience: men of taste acquire certain abilities that lead to agreement about which authors and artworks are the best. † Freeland goes on to highlight the fact that Hume believes the â€Å"standard of taste† is universal; this is rather intriguing considering Hume’s claim that men of taste, â€Å"must preserve his mind free from all prejudice, and also nothing to enter into his consideration, but the very object which is submitted to his examination.† Hume argues that all men of taste are capable of freeing their minds of all prejudice—this seems questionable. Although it may be possible for a man or woman to entirely free his or herself from prejudice it is highly unlikely. If a man of taste must be a man who can free his mind entirely from all prejudice, sure this group of men of taste must be diminutive in size. Considering his background, it is not all that surprising that David Hume’s theory of art would be so narrow-minded. During his stint as an officer Hume was taught that finding structure and setting standards is crucial in all aspects ofShow M oreRelatedPhilosophy of David Hume Essays1927 Words   |  8 Pagesof a general notion Learning a lot this busy semester I have chosen to focus on David Hume and W.K. Clifford Theory. David Hume is a very famous philosopher for the methods that he takes to attack certain objects that he has a strong opinion on. He is the type of philosopher that will attack some of the simple things that we accept as humans and have grown to believe over time. First I’ll start off with David Hume and his outlook on Induction and generalization. Then we will go into W.K. CliffordRead MoreDavid Hume ´s Philosophy Essay875 Words   |  4 Pages Hume’s Epistemology David Hume was a Scottish philosopher known for his ideas of skepticism and empiricism. Hume strived to better develop John Locke’s idea of empiricism by using a scientific study of our own human nature. We cannot lean on common sense to exemplify human conduct without offering any clarification to the subject. In other words, Hume says that since human beings do, as a matter of fact, live and function in this world, observation of how humans do so is imminent. The primaryRead MoreKant And David Hume Views On The Matter1457 Words   |  6 Pagesthat lead to an individual to both reason and feel some sort of emotion. Objectively speaking, there is a no fine line between reasoning and how one feels, however there seems to be a distinct difference between the philosophers Immanuel Kant and David Hume views on the matter. Both are life changing philosophers with very opposing views. One sees the feelings in human nature while the other seems to see nothing but rationality. One ca n argue both are used but according to these two there is only oneRead MoreThe Dawn Of The Enlightenment By David Hume1740 Words   |  7 Pageshumanity was developed. Prolific Scottish philosopher David Hume, best known for his radical use of skepticism to examine every possible concept in the vast index of Enlightenment values, emerged as a revolutionary departure from the traditional French and English Enlightenment thinkers. Hume was known for applying a brand of skepticism in his consideration of concepts such as reason, human sympathy, and the authority of traditional ideas. While David Hume’s extreme skepticism challenges preconceivedRead MoreThe Spread Of Empiricism By Isaac Newton1067 Words   |  5 Pagescontributed to the birth of empiricism. This was the belief that knowledge acquired through sense experience is the only true meaningful knowledge. This idea began in Britain and spread all the way to Scotland and even Ireland. Philosophers such as David Hume de veloped radical ideas supporting these beliefs. Descartes theory regarding clockwork universe inspired others to further investigate the countless mysteries in nature. By 1687, Isaac Newton developed his Principia Mathematica, which astoundedRead MoreEssay about Of Miracles by David Hume936 Words   |  4 PagesOf Miracles by David Hume In David Hume?s paper ?Of Miracles,? Hume presents a various number of arguments concerning why people ought not to believe in any miracles. Hume does not think that miracles do not exist it is just that we should not believe in them because they have no rational background. One of his arguments is just by definition miracles are unbelievable. And have no rational means in believing miracles. Another argument is that most miracles tend to come from uncivilizedRead MoreDavid Humes Theory of Ethics Essay1675 Words   |  7 PagesDavid Hume is considered to be one of the big three British empiricists, along with Hobbes and Locke, and lived near the end of the Enlightenment. The Catholic Church was losing its control over science, politics and philosophy and the Aristotelian world view was being swallowed up by a more mechanistic viewpoint. Galileo found the theory provided by Copernicus to be correct, that our earth was not the center of everything, but the celestial bodies includin g the earth circled the sun. MathematiciansRead MorePersonal Identity : David Hume1133 Words   |  5 Pagesidentity is a concept within philosophy that has persisted throughout its history. In the eighteenth century this problem came to a head. David Hume dedicated a portion of his philosophy in the attempts to finally put what he saw as a fallacious claim concerning the soul to rest. In the skeptical wake of Hume, German idealist, beginning with Immanuel Kant, were left with a variety of epistemic and metaphysical problems, the least of which was personal identity. David Hume was a Scottish empiricistRead MoreAn Enquiry Concerning Human Understanding By David Hume Essay931 Words   |  4 Pagesreasoning (rationalism) has been the subject of academic debate among scholars. However, we will only focus on the limitation of pure reasoning, compare both David Hume and Rene Descartes’ views of knowledge, and decide whose belief works better to attain genuine knowledge in this paper. In the book â€Å"An Enquiry Concerning Human Understanding†, David Hume specifically clarifies on how moral reasoning (induction) works in the knowledge of cause and effect and he shares on its limitation. Accordingly, he writesRead MoreJohn Locke And David Hume s Theory Of The Self And Consciousness Essay1831 Words   |  8 Pagescontingent and changeable (Olson 2). Two well-known philosophers with very different opinions on this topic, as well as, self and consciousness, in general, are John Locke and David Hume. Each wrote their own theories on how the three ideas work together within a person. John Locke is known more for his self and body theory while David Hume’s issue with continuous self. Each philosopher has their own theories in relation to self, identity, and consciousness and they attempt to prove them, but one of them

Using Spanish Direct and Indirect Object Pronouns

Perhaps the most difficult aspect of grammar for most Spanish students when studying pronouns is learning how to use and distinguish between direct object and indirect object pronouns. English doesnt make a distinction between the two types of pronouns, but Spanish does. Direct vs. Indirect Objects Direct object pronouns are those pronouns that represent the nouns directly acted upon by the verb. Indirect object pronouns stand for the noun that is the recipient of the verbs action. In both English and Spanish, a verb may have no object (e.g., I live, vivo), a direct object only (e.g., I killed the fly, matà © la mosca), or both direct and indirect objects (e.g., I gave her the ring, le di el anillo, where le or her is the indirect object and anillo or ring the direct object). The construction of an indirect object without a direct object isnt used in English, but it can be done in Spanish (e.g., le es difà ­cil, it is difficult for him, where le is the indirect object). Another way of looking at indirect objects in Spanish is that they could be replaced by a prepositional pronoun or sometimes para prepositional pronoun. In the example sentence, we could say di el anillo a ella and mean the same thing (just as we could say in English, I gave the ring to her). In Spanish, unlike English, a noun cant be an indirect object; it must be used as the object of a preposition. For example, we could say I gave Sally the ring in English, while Sally is the indirect object, but in Spanish the preposition a is needed, le di el anillo a Sally. As in this example, it is common, although not strictly required, to include both the pronoun le and the named indirect object. In English, we use the same pronouns for both direct and indirect objects. In Spanish, both types of object pronouns are the same except in the third person. The third-person singular direct object pronouns are lo (masculine) and la (feminine), while in the plural, they are los and las. But the indirect object pronouns are le and les in the singular and the plural, respectively. No distinction is made according to gender. The other object pronouns in Spanish are me (first-person singular), te (second-person familiar singular), nos (first-person plural), and os (second-person familiar plural). Following in chart form are the object pronouns in Spanish. The direct objects are shown in the second and third columns, the indirect objects in the fourth and fifth columns. me me Ella me ve (she sees me). me Ella me dio el dinero (she gave me the money). you (familiar) te Ella te ve. te Ella te dio el dinero. him, her, it, you (formal) lo (masculine)la (feminine) Ella lo/la ve. le Ella le dio el dinero. us nos Ella nos ve. nos Ella nos dio el dinero. you (familiar plural) os Ella os ve. os Ella os dio el dinero. them, you (plural formal) los (masculine)las (feminine) Ella los/las ve. les Ella les dio el dinero. More About Using Object Pronouns Here are some other details of using these pronouns: Leà ­smo In some parts of Spain, le and les are used as direct-object pronouns to to refer to masculine human beings instead of lo and los, respectively. Youre not likely to run into this usage, known as el leà ­smo, in Latin America. Attaching Object Pronouns Object pronouns can be attached after infinitives (the unconjugated form of the verb that ends in -ar, -er or -ir), gerunds (the form of the verb that ends in -ando or -endo, generally equivalent to the -ing ending in English), and the affirmative imperative. Quiero abrirla. (I want to open it.)No estoy abrià ©ndola. (I am not opening it.)à brela. (Open it.) Note that where the pronunciation requires it, a written accent needs to be added to the verb. Placing Object Pronouns Before Verbs Object pronouns are always placed before verb forms except those listed above. Quiero que la abras. (I want you to open it.)No la abro. (I am not opening it.)No la abras, (Dont open it.) Se To avoid alliteration, when le or les as an indirect-object pronoun precedes the direct-object pronoun lo, los, la or las, se is used instead of le or les. Quiero dà ¡rselo. (I want to give it to him/her/you/.)Se lo darà ©. (I will give it to him/her/you.) Order of Object Pronouns When both direct-object and indirect-object pronouns are objects of the same verb, the indirect object comes before the direct object. Me lo darà ¡. (He will give it to me.)Quiero dà ¡rtelo. (I want to give it to you.) Sample Sentences These simple sentences demonstrate the distinctions among the pronouns. Compro el regalo. (I am buying the gift. Regalo is a direct object.)Lo compro. (I am buying it. Lo is a direct object.)Voy a comprarlo. (I will buy it. The direct object lo is attached to the infinitive.)Estoy comprà ¡ndolo. (I am buying it. The direct object is attached to the gerund. Note the accent mark to keep the stress on the second syllable of the verb.)Te compro el regalo. (I am buying you the gift. Te is an indirect project.)Le compro el regalo. (I am buying him the gift, or I am buying her the gift. Le is the indirect object; the indirect object pronouns are same for males and females.)Se lo compro. (I am buying it for him, or I am buying it for her. Se here substitutes for le.) Key Takeaways Verbs act on direct objects, while indirect objects are recipients of the verbs action.Although there are regional variations in usage, the standard direct and indirect objects in Spanish are the same in the first and second person, while the indirect objects are le and les in the third person.Object pronouns come before verbs, although they can be attached to infinitives, gerunds, and affirmative commands.

Reflection on “The Children’s March” Free Essays

As I watched the video entitled, â€Å"The Children’s March†, I just sat with mouth open as I watched the absolute dedication and passion for a cause. The kids decided to pick up the cause when the adults sat and did nothing in an effort to put an end to segregation in Birmingham, Alabama. As a teacher who strives to make multicultural education a daily routine within the classroom, I really think about how a unit in civil rights would be of huge benefit to kids in the 2nd and 3rd grades. We will write a custom essay sample on Reflection on â€Å"The Children’s March† or any similar topic only for you Order Now This age to me is an age where they still have some of their usual belief that there is inherent good in everyone. It, unfortunately, is also an age where many students witness or experience racism on different level, whether it is towards a relative, or towards themselves. I think about the absolute power and solidarity that kids can find in watching a video like this as part of a civil rights unit and how it can often bring solidarity and belief in whats right to a classroom. I have personally seen this in a 3rd grade classroom that my son was in 2 years ago and it served to jump-start a belief within the classroom that â€Å"we are all in this together†. It really made for a cohesive and caring classroom atmosphere and the 3rd graders really seemed to understand the true dynamics of the civil rights movement. Some very endearing conversations were had between my son and his parents and to this day, his understanding of racism and the civil rights movement is an understanding of equality and concern that it could happen again. As a Jew, he is even more in tune with this so has mad a connection between this movement and the Statement, â€Å"Never Again† as was uttered by millions of Jews before they were killed in the German gas chambers. One of the things that strikes me as an educator is a similarity in what the kids did in Birmingham, and the approach that I believe will have to happen in order to create truly multicultural classrooms. First and foremost, too many of our educators that have been teaching for a long time are not prepared for change in the classroom. In our staff developments, more attention needs to be paid to having a truly inclusive multiculturally diverse classroom. Secondly, we are going to have to learn from our students. They come to us each year with a wealth of experiences and beliefs. It is our job as educators to figure out how to best make that unique characteristic a part of our diverse learning community within the classroom. If our kids are so accepting of each other and the similarities and differences that we all bring into the school, then we as educators need to realize that creates an initial bond within our classroom that is hard to break. Just as our parents disliked having people of color, or people with different sexual preferences around, our children today are growing up with that reality and they really don’t think anything of it! Being in a class with kids of different ethnic backgrounds is part of the unique tapestry of that class. Ultimately, having a classroom where multicultural diversity is our responsibility as educators. There will always be stumbling blocks that try to derail that effort, but as our kids overcome those barriers, so shall we as teachers. Let the kids help us understand that we’re really no so different and that all any kid wants to do is learn and be accepted for who they are†¦.. a kid! How to cite Reflection on â€Å"The Children’s March†, Papers