Spyridon George Couvalis

Aristotle explains existence through postulating essences that are intrinsic and perception independent. I argue that his theory is more plausible than Hume’s and Russell’s theories of existence. Russell modifies Hume’s theory because he wants to allow for the existence of mathematical objects. However, Russell’s theory facilitates a problematic collapse of ontology into epistemology, which has become a feature of much analytic philosophy. This collapse obscures the nature of truth. Aristotle is to be praised for starting with a clear account of ordinary objects rather than immediately reifying mathematical objects. He thus allows us to have a coherent account of existence and truth, and to easily resist collapsing ontology into epistemology.

This thesis argues that: there are no indubitable or highly probable empirical statements that can serve as a foundation for scientific knowledge; the progress of science is not necessarily or generally cumulative; the widespread belief that certain scientific theories are founded in experience had had bad consequences because it has retarded the progress of science and led to the development of totalitarian institutions; hypotheses which are rivals to entrenched scientific theories are helpful and sometimes even necessary for bringing the fundamental presuppositions of those theories into question and for showing up the inadequacies of those theories; the widespread adoption of a scientific methodology which encourages the development of rival hypotheses will help science to progress and lead to the development of institutions and educational practices which encourage greater freedom of thought and action; there are no secure foundations that the dramatist can use to learn truths about human nature or to construct plays, or that the audience can use to decide whether what it sees is a correct representation of human nature and human social relations; plays constructed and presented according to the prescriptions of foundationalist dramatists will give the audience the misleading impressions that well-founded truths are being presented to them and render them incapable of criticising the views presented through those plays; plays constructed and produced according to Brecht's methodological prescriptions are preferable to plays constructed according to the prescription of foundationalist dramatists because they make the audience bring into question fundamental assumptions about the nature of human beings while not rendering them incapable of criticising the views presented by those plays; the fragmentation of knowledge into highly specialised disciplines with their own methodologies and narrow set of problems which has been the consequence of a widespread belief in foundationalism is both unjustified and dangerous; and educational programs in which specialists learn to use other methodologies and to carefully consider the ethical aspects of their work should replace the educational programs that are currently used

Aristotle argues that provided we have moderate luck, we can attain eudaimonia through our own effort. He claims that it is crucial to attaining eudaimonia that we aim at an overall target in our lives to which all our actions are directed. He also claims that the proper target of a eudaimon human life is virtuous activity, which is a result of effort not chance. He criticises Theognis for saying that the most pleasant thing is to chance on love, arguing instead that virtuous activity is the most pleasant thing. I argue that although Aristotle’s view is insightful and carefully worked out, he fails to show that Theognis is wrong. Effort is not necessarily the path to human eudaimonia and important things we attain by chance seem to have an irreplacable value.

This comprehensive textbook provides a clear nontechnical introduction to the philosophy of science. Through asking whether science can provide us with objective knowledge of the world, the book provides a thorough and accessible guide to the key thinkers and debates that define the field. George Couvalis surveys traditional themes around theory and observation, induction, probability, falsification and rationality as well as more recent challenges to objectivity including relativistic, feminist and sociological readings. This provides a helpful framework in which to locate the key intellectual contributions to these debates, ranging from those of Mill and Hume, through Popper and Kuhn to Laudan, Bloor and Garfinkel among.

In lieu of an abstract, here is a brief excerpt of the content:FEYERABEND'S EPISTEMOLOGY AND BRECHTS THEORY OF THE DRAMA by S. G. Couvalis In his early paper, "On the Improvement of the Sciences and the Arts," Feyerabend argues that, just as rival hypotheses show the shortcomings of entrenched scientific hypotheses, so theatre which presents hypotheses contrary to common beliefs about human beings shows the shortcomings of these beliefs. It develops understanding of human relations more effectively than intellectual debate because it is a more complex medium whose elements can "represent the contrary hypotheses at the same time."1 He takes Brecht to be the first theorist of such a theatre. I shall argue that Brecht's epistemology is similar to Feyerabend's early epistemology and that his dramatic theory is a consequence of it.2 1 shall also argue, however, that Feyerabend is wrong in saying that Brechtian theatre presents contrary hypotheses at the same time, because plays, like descriptions, are theory-laden and Brecht, in any case, intends to show on stage that tragedies have social origins and not to present contrary hypotheses about human beings. According to Brecht, most people improperly assume that human behavior and social relations follow fixed patterns inherent in nature because they have been unable to compare the human behavior they know with that in other societies. They take what they experience to be typically human. Moreover, they interpret their social world as they have been taught: "A child, living in a world of old men... knows the run of things before he can walk."3 Feyerabend brings out the effect of such training very vividly: "The teaching procedures both shape the 'appearance,' or 'phenomenon' and establish a firm connection with words, so that finally the phenomena seem to speak for themselves...."4 Because these interpretations of the social world which children are taught are descriptive, explanatory, and prescriptive, they are more 117 118Philosophy and Literature complex and more dangerous than the interpretations of physical objects they are taught. For example, children learn different evaluations of precisely the same behavior in males and females through being taught how to describe it. In being taught to describe certain behavior as "manly" they are taught both that it arises from a male's nature and that it is laudable behavior for boys but not for girls. "Manly" behavior in a woman is not "confident" or "forthright," but "aggressive" or "pushy." In order to stop us from regarding traditional behavior patterns and social relations as unchangeable, and to enable us to question our descriptions of them, Brecht argues that the dramatist must cause us to cease to regard such patterns and social relations as familiar givens that can only be described in one way. To achieve this, he must not structure his plays on the Aristotelian model. The Aristotelian model makes audiences incapable of criticizing the dramatic message, imparts the view that the sources of tragedy lie in an inexplicable human essence, and presents social rules as if they were unquestionable natural laws. Instead, he should structure his plays to induce in audiences a scientific attitude to social relations and patterns of behavior. Like Feyerabend, Brecht realizes that a scientific attitude is not displayed by collecting descriptions of experience without considering whether the interpretations contained in the descriptions are correct. In Galileo, his view of those who mechanically describe experience in traditional terms is shown in Galileo's replies to the Aristotelian arguments of Andrea. When Andrea argues, "I can see that the sun's not in the same place in the evening and morning. So it can't stand still. It just can't," Galileo replies, "You 'W! What do you see? You see nothing at all. You're just gaping. Gaping isn't seeing." He then demonstrates to Andrea that the apparent motions of objects need not be their real motions because an apparent motion can be caused in more than one way. 5 Brecht shows that the central question for the scientist is not "How shall I collect descriptions of appearances?" but "What is it that I really perceive and how is it caused?" He argues elsewhere that "there's a vast difference between experiment and experience" because experiments are set up to test...

Aristotle explains existence through postulating essences that are intrinsic and percep- tion independent. I argue that his theory is more plausible than Hume’s and Russell’s theories of existence. Russell modifies Hume’s theory because he wants to allow for the existence of mathematical objects. However, Russell’s theory facilitates a problematic collapse of ontology into epistemology, which has become a feature of much analytic philosophy. This collapse obscures the nature of truth. Aristotle is to be praised for starting with a clear account of ordinary objects rather than immediately reifying mathematical objects. He thus allows us to have a coherent account of existence and truth, and to easily resist collapsing ontology into epistemology.

Most philosophers hold that the use of our deductive powers confers an especially strong warrant on some of our mathematical and logical beliefs. By contrast, many of the same philosophers hold that it is a matter of serious debate whether any inductive inferences are cogent. That is, they hold that we might well have no warrant for inductively licensed beliefs, such as generalizations. I argue that we cannot know that we know logical and mathemati- cal truths unless we use induction. Our confidence in our logical and mathematical powers is not justified if we are inductive scep- tics. This means that inductive scepticism leads to a deductive scep- ticism. I conclude that we should either be philosophical sceptics about our knowledge of deduction and induction, or accept that some of our inductive inferences are cogent.

The eighteenth century philosopher David Hume was much influenced by Greek philosophy and literature. His favourite writer was the satirist Lucian. What is David Hume’s thanatotherapy (therapy of the fear of death)? Is he an Epicurean or Pyrrhonian thanatotherapist? I argue that, while he is in part an Epicurean who is sceptical about his Epicureanism, he is primarily a Lucianic thanatotherapist. A Lucianic thanatotherapist uses self and other deprecating irony as a form of therapy. He also ruthlessly satirises religious consolations. I use Hume’s deathbed allusions to Lucian’s Kataplous (floating downwards) and the Dialogues of the Dead to explain my view.