David Bronstein's Aristotle on knowledge and learning : the posterior PDF

By David Bronstein

ISBN-10: 019872490X

ISBN-13: 9780198724902

'All educating and all highbrow studying end up from pre-existing knowledge.' So starts Aristotle's Posterior Analytics, essentially the most vital, and hard, works within the background of western philosophy. David Bronstein sheds new mild in this demanding textual content via arguing that it truly is coherently dependent round subject matters of tolerating philosophical curiosity: wisdom and studying.

The Posterior Analytics, on Bronstein's studying, is a sustained exam of medical wisdom: what it truly is and the way it really is obtained. Aristotle first discusses central sorts of medical wisdom (epist?m? and nous). He then offers a compelling account, in opposite order, of the categories of studying one must adopt so as to collect them. The Posterior Analytics therefore emerges as an elegantly prepared paintings during which Aristotle describes the mind's ascent from sense-perception of details to medical wisdom of first rules.

Bronstein additionally highlights Plato's impact on Aristotle's textual content. for every form of studying Aristotle discusses, Bronstein uncovers an example of Meno's Paradox (a puzzle from Plato's Meno in keeping with which inquiry and studying are very unlikely) and an answer to it. furthermore, he argues, opposed to present orthodoxy, that Aristotle is devoted to the Socratic photo of inquiry, in keeping with which one should still search what a thing's essence is sooner than looking its demonstrable attributes and their causes.

Aristotle on wisdom and Learning may be of curiosity to scholars and students of historic philosophy, epistemology, or philosophy of science.

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Extra info for Aristotle on knowledge and learning : the posterior analytics

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Aristotle does not use the terms mathēsis or manthanein in these chapters. , 89b24 (in T13), 90a1 (in T14), 93a17 (in T31)), discovering (heurontes, 89b27 (in T13); heurōmen, 93a35 (in T34)), and getting to know (ginetai gnōrimon, 93b15–16 (in T29); gnōnai, 93b18 (in T29)), the last two of which are synonymous with learning. Aristotle sometimes distinguishes between learning and discovery in a way that suggests that all learning is caused by teaching, all discovery by independent inquiry. , SE 22, 178b34–5, 179a23–4.

19 passages I cite. Since experts and students learn by demonstration from different types of prior knowledge, the outcome of their learning is different: experts acquire new demonstrative scientific knowledge; students acquire new knowledge that falls short of scientific knowledge. 16 OUP CORRECTED PROOF – FINAL, 24/2/2016, SPi LEARNING BY DEMONSTRATION  ‘produces’ it. Recall too that Aristotle speaks of ‘learning by demonstration’. It is natural to think that learning by demonstration is the process in which demonstration produces new scientific knowledge.

77 Learning is one way of improving one’s cognitive condition. So what interests Aristotle (non-didactic learning) is an instance of what interests Socrates (inquiry, broadly construed). 78 The first horn of Aristotle’s dilemma is easy enough to understand. T7 begins with a conditional statement whose antecedent denies what Aristotle has said in the previous passage, T6—namely, that there is a difference between knowing universally and without qualification. If there is no such difference, then one possibility is that before learning the geometer already knows without qualification that C has 2R.

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Aristotle on knowledge and learning : the posterior analytics by David Bronstein

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