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Richard B.
Reporter
Lopez
• Higher Education
                                    requires students to
                                    make judgements about
                                    the evidence and
                                    arguments placed before
                                    them, and all judgment
                                    has an aesthetic aspect.


study of beauty: the branch of philosophy dealing with
the study of aesthetic values, e.g. the beautiful and the
sublime Microsoft® Encarta® 2008. © 1993-2007 Microsoft Corporation. All rights reserved.
Struck!!   Feel!!
• A student who knows that the
  argument on pages 64-73, but
  who does not feel the force of
  its logic, will lack all motivation
  to internalize the rules or use
  them on other occasions.
• The difference that validity
  makes to an argument must be
  vividly real to a student if that
  student is to see why it matters.
• A student who does not feel the
  badness of a bad argument is
  unlikely to produce many good ones.
  After all, good arguments usually
  start out as not-so-good arguments
  that don‟t feel quite right.
LARVOR
1. Contrast Philosophy with Mathematics using the
   work of George Polya
2. Criticism against mainstream English-speaking
   Philosophy by saying that it is ill-equipped to think
   about the aesthetic and emotive aspects of the
   experience of doing and learning Philosophy by
   blaming the Enlightenment Era
3. Criticism against the viewpoint that humans are
   naturally rational. By rational, he means that
   something that is like dispassionate, formal
   rationality on display in the end-products of the
   mathematical sciences. (R.G. Collingwood)
MATHEMATICS VS. PHILOSOPHY

• In Mathematics, there is a
  standard distinction between
  seeing the validity of the
  individual steps in a proof, and
  understanding the proof as a
  whole.
POLYA   Desires of an Intelligent
          reader of Mathematics:
        1.Present step of the
          argument is correct.
        2.Purpose of the present
          step.
        •     Present step- purpose is to advance the
              overall proof strategy
            •   Connotes that the intelligent reader
                must have strategic overview
            •   Without the strategic overview, even
                the most intelligent reader in math
                may become bored and dismayed
                and it loses the thread of argument
BUT, IN FORMAL DERIVATION OF A
   MATHEMATICAL THEOREM…

• The purpose of a step may not be clear until
  the end, making it still a mysterious one on
  how did a certain theorem and proof came to
  be.
• May compel assent, but does not answer the
  second intelligent reader‟s second
  requirements
• Offers no heuristic lessons to students.
• Polya recommends to tell the story on why a
  certain theorem or proof came to be.
• For Polya, mathematical problem
  solving requires a n appropriate
  motivational and affective condition.
• You cannot practice the discipline
  without a feel for the subject-matter,
  where „feel‟ has two senses: an
  intuitive grasp and a caring concern.


              ax + b
PHILOSOPHY

• Like Mathematics,
  philosophy demands
  commitment, readily
  familiar with the
  subject-matter and a
  vivid sense of logical
  relations among its
  elements.
• The difference though
  is that Philosophy
  uses INTUITION.
INTUITION MEANS….
• the state of being aware of or knowing
  something without having to discover or
  perceive it, or the ability to do this
• is the power of obtaining knowledge that
  cannot be acquired either by inference or
  observation, by reason or experience. As
  such, intuition is thought of as an original,
  independent source of knowledge, since it is
  designed to account for just those kinds of
  knowledge that other sources do not provide.
  Knowledge of necessary truths and of moral
  principles is sometimes explained in this way.
ROLE OF INTUITIONS

1.In many philosophical enquiries, pre-
  theoretic intuition serves as a test-bed
  or evidential field.
2.In addition to using their intuitions
  heuristically, philosophy students must
  also examine their more spontaneous
  reactions to philosophical questions.
How do you perceive
                                           the TRUTH?




It is possible that students can understand a question like
this, understand why it matters, and yet no intuitions tugging
them towards one solution or away from another.
• Most likely, it is that the students, while
  they have feelings about certain
  concepts about the truth, do not have
  intuition about metaphysics or
  semantics to guide their next moves.
• Lacking a sense of direction on the
  technical question, they sit still and wait
  for guidance.
• Student becomes passive, waiting only
  for an instruction and waiting to be
  spoon – fed.
• Cannot express their intuitions about
  the metaphysics of time for the same
  reason that they cannot follow an
  instruction to „Open the lid of your
  harpsichord.‟
• “Sorry, Sir, I don‟t have one of those.”
PHILOSOPHY STUDENTS

• In Philosophy, students
  who lack spontaneous
  responses to the matter
  in hand cannot
  participate.
• Articulation and
  examination of one‟s
  spontaneous intuitive
  responses is central
  activity but occupies to
  much time.
SOLUTION…
• Students of any subject must
  develop a sense for the
  characteristic arguments of their
  discipline. They should feel the
  „hardness of the logical must.
• This is mainly true in Philosophy
  because logic is part of our
  subject-matter.
• The Philosophy student
   must have an intuitive
   grasp of logical
   structure that is
   sufficiently robust for
   the student to test
   logical theory against it.
• Example:
  • A logic student should
    feel both the oddness
    of material implication
    considered on its own
    and the neatness of
    the system(s) of which
    it is part.
TO THE TEACHER OF PHILOSOPHY


• How to cultivate those
  sense ability of the
  students?
• What exercise can we
  devise to make
  philosophical concepts
  and logical relations vivid
  to them?
• Teachers should offer students problems
         at the correct level of difficulty that arise
         naturally.
       • The teacher should check that the student
         understands the problem by asking: What
         is the unknown? What are the data? What
         are the conditions? Further support should
         take the form of general heuristic
         questions, such as „do you know a related
         problem?‟
       • With enough practice of this sort, the
         student may internalize the heuristic
         questions and develop the confidence,
         commitment and intellectual stamina to
         tackle more demanding problems.

Poly   • “Teaching to solve problems is education
         of the will.”
THE KNIGHT OF REASON
              • English speaking heirs to
                the analytic tradition
                 •They see Philosophy as
                  something that is nothing
                  but the activity of
                  clarification; where other
                  disciplines have a
                  definitive subject-matter,
                  Philosophy has a mission
                  – to be the knight of clarity
• Mystery Monger – a “dealer or
  promoter” of “mystery” and
  doubtful arguments
• Intellectual chicanery - deception
  or trickery, especially by the clever
  manipulation of language
DERRIDA
• Most zealous clarifiers regard
  Derrida as a mystery-monger of
  the worst sort, that Philosophy is
  supposed to expose and
  eradicate.
• Derrida- focused on language. He
  attempted to show that language is
  consistently shifting and that
  traditional way of reading makes a
  number of false assumptions
  about the nature of texts.
• Suggest that clear speech is
  impossible, or at the very least,
  indicative of shallowness.
• Derrida fall short of the prevailing
Brendan Larvor:  Feeling the force of argument
Feyerabend, Duhem and
  Polanyi
• Insist on the importance of
  feeling and passion in
  Science
FEYERABEND
• Science will not progress if
  scientists always approach
  their hypotheses with
  perfectly disinterested
  rationality.
PIERRE DUHEM
• Introduced feeling into the very
  logic of science.
• Rather than focussing on the
  scientist‟s passionate
  commitment to an idea, Duhem
  emphasized the scientist‟s
  feeling for the phenomena,
  which he called “good sense.”
Good sense – the scientist‟s acquired
  knack of judgment, like a mechanic‟s
  ear for changes in the tone of an engine
  or a doctor‟s ability to diagnose a chest
  complaint from the pattern of wheezes
  and rasps.
• Experts require trained eyes and ears
  as well as a disciplined brain.
THOMAS KUHN

 • Prevailing scientific theories of the time
   influence the training of the scientist‟s
   senses and intellect
 • Scientist‟s convictions affect the way he
   or she perceives the evidence
 • The defeat of one scientific theory by
   another is not entirely a logical process;
   it requires a kind of conversion
   experience in the scientific community.
DEFENDERS OF SCIENCE
• Rejected as heresy
  the suggestion that
  feeling plays an
  essential role in
  scientific practice
  because it seemed
  to undermine the
  rationality of
  science.
• If feelings
  play an
  important role
  in scientific
  practice then
  science is not
  wholly
  rational.
WHAT IS WRONG WITH THE ENLIGHTENMENT?
              • It makes formal rationality seem
                like something we already have,
                which we only need use more
                carefully.
              • Becoming rational largely consists
                in removing self-imposed
                impediments to the use of one‟s
                reason.
                  • Assumes that formal rationality is
                    already present in students and
                    lecturers alike, and needs only to
                    be drawn out and exercised.
                       • Experimental pshychology has
                         shown this to be false.
• We humans live first
           in a world of
           connotations and
LARVOR     associations, which
           are only later
           resolved into
           thoughts, facts,
           hypotheses and
           suchlike.
• Dispassionate formal
  rationality is not
  natural to us, even
  when we are
  engaged in rational
  activities.
• Scientists and
  mathematicians write up
  their theories and
  explanations, their
  theorems and proofs in
  dispassionate language,
  but the scientists and
  mathematicians must be
  passionate, or they would
  subject themselves to the
  hard rigour of scientific
  rationality.
COLLINGWOOD TO THE RESCUE

   • In order to have a good
     foundation in teaching
     philosophy and to set aside
     the Enlightenment attitude
     towards dispassionate
     rationality, Larvor used R.G.
     Collingwood‟s view of
     language written in his
     Principles of Arts.
PHILOSOPHICAL PSYCHOLOGY

 • Sustains an electrostatic metaphor: experiences
   and activities (including intellectual experiences
   and linguistic activities) have an “emotional
   charge.”
 • Modern education encourages us to attend to the
   sensation at the expense of the emotion
      ex: Highly educated adults - can‟t hardly notice
             the emotional charge of most of their
             sensory experience
          Artist and Children – feel the emotional
             charge of their experiences keenly.
AIM
• To develop a theory of
  imagination. Because for
  Collingwood, imagination is
  the capacity that allows
  creatures who feel to
  become creatures who
  think, write books and
  create art.
• Like Wittgenstein,
  Collingwood claims that
  language begins as
  emotional expression,
  and only later becomes a
  vehicle for the
  articulation of thoughts.
EXAMPLE
                          No obvious emotive
                          charge

 Phil Younghusband
                             H2
                             O
                        - It will express an emotion
                          – perhaps boredom or
                          excitement
                        - As soon as we take up
                          „symbolism for some
  Maam Patty and Maam     purpose, we give it an
         Corcoro
                          emotional charge.
CLASSROOM TIPS

1.Take time to respect and develop the
  intuitions that students already have
2.Tell the students what is going on
3.Design exercise to induce suitable
  intellectual experiences
4.Ensure that all your material is alive
5.Retrace the route to here

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Brendan Larvor: Feeling the force of argument

  • 2. • Higher Education requires students to make judgements about the evidence and arguments placed before them, and all judgment has an aesthetic aspect. study of beauty: the branch of philosophy dealing with the study of aesthetic values, e.g. the beautiful and the sublime Microsoft® Encarta® 2008. © 1993-2007 Microsoft Corporation. All rights reserved.
  • 3. Struck!! Feel!!
  • 4. • A student who knows that the argument on pages 64-73, but who does not feel the force of its logic, will lack all motivation to internalize the rules or use them on other occasions. • The difference that validity makes to an argument must be vividly real to a student if that student is to see why it matters. • A student who does not feel the badness of a bad argument is unlikely to produce many good ones. After all, good arguments usually start out as not-so-good arguments that don‟t feel quite right.
  • 5. LARVOR 1. Contrast Philosophy with Mathematics using the work of George Polya 2. Criticism against mainstream English-speaking Philosophy by saying that it is ill-equipped to think about the aesthetic and emotive aspects of the experience of doing and learning Philosophy by blaming the Enlightenment Era 3. Criticism against the viewpoint that humans are naturally rational. By rational, he means that something that is like dispassionate, formal rationality on display in the end-products of the mathematical sciences. (R.G. Collingwood)
  • 6. MATHEMATICS VS. PHILOSOPHY • In Mathematics, there is a standard distinction between seeing the validity of the individual steps in a proof, and understanding the proof as a whole.
  • 7. POLYA Desires of an Intelligent reader of Mathematics: 1.Present step of the argument is correct. 2.Purpose of the present step. • Present step- purpose is to advance the overall proof strategy • Connotes that the intelligent reader must have strategic overview • Without the strategic overview, even the most intelligent reader in math may become bored and dismayed and it loses the thread of argument
  • 8. BUT, IN FORMAL DERIVATION OF A MATHEMATICAL THEOREM… • The purpose of a step may not be clear until the end, making it still a mysterious one on how did a certain theorem and proof came to be. • May compel assent, but does not answer the second intelligent reader‟s second requirements • Offers no heuristic lessons to students. • Polya recommends to tell the story on why a certain theorem or proof came to be.
  • 9. • For Polya, mathematical problem solving requires a n appropriate motivational and affective condition. • You cannot practice the discipline without a feel for the subject-matter, where „feel‟ has two senses: an intuitive grasp and a caring concern. ax + b
  • 10. PHILOSOPHY • Like Mathematics, philosophy demands commitment, readily familiar with the subject-matter and a vivid sense of logical relations among its elements. • The difference though is that Philosophy uses INTUITION.
  • 11. INTUITION MEANS…. • the state of being aware of or knowing something without having to discover or perceive it, or the ability to do this • is the power of obtaining knowledge that cannot be acquired either by inference or observation, by reason or experience. As such, intuition is thought of as an original, independent source of knowledge, since it is designed to account for just those kinds of knowledge that other sources do not provide. Knowledge of necessary truths and of moral principles is sometimes explained in this way.
  • 12. ROLE OF INTUITIONS 1.In many philosophical enquiries, pre- theoretic intuition serves as a test-bed or evidential field. 2.In addition to using their intuitions heuristically, philosophy students must also examine their more spontaneous reactions to philosophical questions.
  • 13. How do you perceive the TRUTH? It is possible that students can understand a question like this, understand why it matters, and yet no intuitions tugging them towards one solution or away from another.
  • 14. • Most likely, it is that the students, while they have feelings about certain concepts about the truth, do not have intuition about metaphysics or semantics to guide their next moves. • Lacking a sense of direction on the technical question, they sit still and wait for guidance. • Student becomes passive, waiting only for an instruction and waiting to be spoon – fed. • Cannot express their intuitions about the metaphysics of time for the same reason that they cannot follow an instruction to „Open the lid of your harpsichord.‟ • “Sorry, Sir, I don‟t have one of those.”
  • 15. PHILOSOPHY STUDENTS • In Philosophy, students who lack spontaneous responses to the matter in hand cannot participate. • Articulation and examination of one‟s spontaneous intuitive responses is central activity but occupies to much time.
  • 16. SOLUTION… • Students of any subject must develop a sense for the characteristic arguments of their discipline. They should feel the „hardness of the logical must. • This is mainly true in Philosophy because logic is part of our subject-matter.
  • 17. • The Philosophy student must have an intuitive grasp of logical structure that is sufficiently robust for the student to test logical theory against it. • Example: • A logic student should feel both the oddness of material implication considered on its own and the neatness of the system(s) of which it is part.
  • 18. TO THE TEACHER OF PHILOSOPHY • How to cultivate those sense ability of the students? • What exercise can we devise to make philosophical concepts and logical relations vivid to them?
  • 19. • Teachers should offer students problems at the correct level of difficulty that arise naturally. • The teacher should check that the student understands the problem by asking: What is the unknown? What are the data? What are the conditions? Further support should take the form of general heuristic questions, such as „do you know a related problem?‟ • With enough practice of this sort, the student may internalize the heuristic questions and develop the confidence, commitment and intellectual stamina to tackle more demanding problems. Poly • “Teaching to solve problems is education of the will.”
  • 20. THE KNIGHT OF REASON • English speaking heirs to the analytic tradition •They see Philosophy as something that is nothing but the activity of clarification; where other disciplines have a definitive subject-matter, Philosophy has a mission – to be the knight of clarity
  • 21. • Mystery Monger – a “dealer or promoter” of “mystery” and doubtful arguments • Intellectual chicanery - deception or trickery, especially by the clever manipulation of language
  • 22. DERRIDA • Most zealous clarifiers regard Derrida as a mystery-monger of the worst sort, that Philosophy is supposed to expose and eradicate. • Derrida- focused on language. He attempted to show that language is consistently shifting and that traditional way of reading makes a number of false assumptions about the nature of texts. • Suggest that clear speech is impossible, or at the very least, indicative of shallowness. • Derrida fall short of the prevailing
  • 24. Feyerabend, Duhem and Polanyi • Insist on the importance of feeling and passion in Science
  • 25. FEYERABEND • Science will not progress if scientists always approach their hypotheses with perfectly disinterested rationality.
  • 26. PIERRE DUHEM • Introduced feeling into the very logic of science. • Rather than focussing on the scientist‟s passionate commitment to an idea, Duhem emphasized the scientist‟s feeling for the phenomena, which he called “good sense.”
  • 27. Good sense – the scientist‟s acquired knack of judgment, like a mechanic‟s ear for changes in the tone of an engine or a doctor‟s ability to diagnose a chest complaint from the pattern of wheezes and rasps. • Experts require trained eyes and ears as well as a disciplined brain.
  • 28. THOMAS KUHN • Prevailing scientific theories of the time influence the training of the scientist‟s senses and intellect • Scientist‟s convictions affect the way he or she perceives the evidence • The defeat of one scientific theory by another is not entirely a logical process; it requires a kind of conversion experience in the scientific community.
  • 29. DEFENDERS OF SCIENCE • Rejected as heresy the suggestion that feeling plays an essential role in scientific practice because it seemed to undermine the rationality of science.
  • 30. • If feelings play an important role in scientific practice then science is not wholly rational.
  • 31. WHAT IS WRONG WITH THE ENLIGHTENMENT? • It makes formal rationality seem like something we already have, which we only need use more carefully. • Becoming rational largely consists in removing self-imposed impediments to the use of one‟s reason. • Assumes that formal rationality is already present in students and lecturers alike, and needs only to be drawn out and exercised. • Experimental pshychology has shown this to be false.
  • 32. • We humans live first in a world of connotations and LARVOR associations, which are only later resolved into thoughts, facts, hypotheses and suchlike.
  • 33. • Dispassionate formal rationality is not natural to us, even when we are engaged in rational activities.
  • 34. • Scientists and mathematicians write up their theories and explanations, their theorems and proofs in dispassionate language, but the scientists and mathematicians must be passionate, or they would subject themselves to the hard rigour of scientific rationality.
  • 35. COLLINGWOOD TO THE RESCUE • In order to have a good foundation in teaching philosophy and to set aside the Enlightenment attitude towards dispassionate rationality, Larvor used R.G. Collingwood‟s view of language written in his Principles of Arts.
  • 36. PHILOSOPHICAL PSYCHOLOGY • Sustains an electrostatic metaphor: experiences and activities (including intellectual experiences and linguistic activities) have an “emotional charge.” • Modern education encourages us to attend to the sensation at the expense of the emotion ex: Highly educated adults - can‟t hardly notice the emotional charge of most of their sensory experience Artist and Children – feel the emotional charge of their experiences keenly.
  • 37. AIM • To develop a theory of imagination. Because for Collingwood, imagination is the capacity that allows creatures who feel to become creatures who think, write books and create art.
  • 38. • Like Wittgenstein, Collingwood claims that language begins as emotional expression, and only later becomes a vehicle for the articulation of thoughts.
  • 39. EXAMPLE No obvious emotive charge Phil Younghusband H2 O - It will express an emotion – perhaps boredom or excitement - As soon as we take up „symbolism for some Maam Patty and Maam purpose, we give it an Corcoro emotional charge.
  • 40. CLASSROOM TIPS 1.Take time to respect and develop the intuitions that students already have 2.Tell the students what is going on 3.Design exercise to induce suitable intellectual experiences 4.Ensure that all your material is alive 5.Retrace the route to here