Category Archives: Knowledge

How are prudence and experience related?

In Book VI of Aristotle’s Nicomachean Ethics, Aristotle intensively discusses knowledge in the form of Prudence, a form of virtue. In this section, he provides his take on the debate between teaching vs. experience as means to achieve something, the similar issue we face in Plato’s Protagoras in which Socrates argues whether good is learned or experienced. Unlike Socrates, Aristotle clearly states his opinion on this issue, which is discussed below.   Continue reading

Lies to the Eyes

Aristotle, in his Nicomachean Ethics, introduces a thought provoking statement: “We all suppose that what we know is not capable of being otherwise; of things capable of being otherwise we do not know, when they have passed outside our observation, whether they exist or not.” (1139b36-1139b36 p. 1799) Continue reading

Apples and Oranges and Peaches

In Aristotle’s “Metaphysics,” Aristotle’s claims have a lot to do with splitting different forms of knowledge and experience into categories and classes. For example, according to him, animals live by appearances and memories, while humans live by art and reason.  He clearly makes a distinction that while experience is more of an individual mentality, art is something universal because experience, which made of many memories, lead to art. Therefore, art is more knowledgeable than experience since artists can teach. He then proceeds to lay out a hierarchy of who is wiser, which includes the class of inventors.

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Conditions for the Pursuit of Knowledge

In Book One of his Metaphysics Aristotle gives a brief history lesson on the evolution of knowledge.

“Hence when all such inventions were already established, the sciences which do not aim at giving pleasure or at the necessities of life were discovered, and first in the places where men first began to have leisure. This is why the mathematical arts were founded in Egypt; for there the priestly caste was allowed to be at leisure.” (Metaphysics, Book I, p. 1553).

Here he describes a departure from the condition of the “practical,” a condition which he uses to qualify the rest of his intellectual virtues. Even to art Aristotle prescribes a practical pursuit: to bring “into being” or to give pleasure (Nicomachean Ethics p. 1800). In this short passage Aristotle mentions a sort of pointless knowledge, with no utility beyond that of knowing for the sake of knowing, and certain conditions for pursuing this sort of knowledge—leisure. Continue reading

Experience vs. Knowledge

In Book VI of Nicomachean Ethics, Aristotle delivers an intriguing example explaining the connection between practical knowledge and experience.

“This is why some who do not know, and especially those who have experience, are more practical than others who know; for if a man knew that light meats are digestible and wholesome, but did not know which sorts of meat are light, he would not produce health, but the man who knows that chicken is wholesome is more likely to produce health” (7, page 1802).

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Existence Through Participation

“Plato accepted his teaching, but held that the problem applied not to any sensible thing but to entities of another kind—for this reason, that the common definition could not be a definition of any sensible thing, as they were always changing. Things of this other sort, then, he called Ideas, and sensible things, he said, were apart from these, and were all called after these; for the multitude of things which have the same name as the Form exist by participation in it. Only the name ‘participation’ was new; for the Pythagoreans say that things exist by imitation of numbers, and Plato says they exist by participation, changing the name. But what the participation or the imitation of the Forms could be they left an open question” (V I, Book VI).

After coming from reading several excerpts from Plato’s documents concerning Socrates’ life experiences and lessons, I find the transition to examining Plato’s ideas through Aristotle quite fascinating. It is somewhat reticent of coming full circle in that after Plato sharing his mentor’s philosophy in various different documents, now Aristotle is relating his mentor’s theories.

Additionally, I found this passage very interesting for its content. I find that I do not understand much of it except for the last two lines, especially the part concerning participation in relation to Form. Therefore, I bring this excerpt of the reading up for discussion because I am not entirely sure of its meaning and want to come to a better understanding to it.

What I gather from this passage is that Plato believed that change dictates much of life, and that its transformative power allows for progression in many aspects of existence. He was convinced that nothing was concrete or static; everything was constantly evolving into different things. Unlike Socrates, his beloved teacher, Plato was focused on both the ethical and the physical, looking at all entities of knowledge in order to gain a better understanding of the universe.

Plato did not believe in simple definitions; rather, he was convinced that the term “Idea” was the best word that could be used to define the concept of a certain form of existence. According to Plato, a “common definition could not be a definition of any sensible thing, as they [entities of another kind] were always changing” (V I, Book VI).

Furthermore, he believed that all things exist in relation to Form, or an abstract property or quality. This means that by stripping away fundamental or properties or qualities and examining just the object by itself, one would be able to analyze the form of that object. Based off of this theory, Plato believed that forms are the causes of all that exists in the world. He, therefore, asserts that the best way in which to examine the world is through the sensation of non-material abstract forms, or ideas, in order to gain the most fundamental source of reality.

I have to say that I am very confused by what this all means. I am in agreement with most of what I understand from this passage, but I am still pretty lost about the idea of participation in Form. I do believe that nearly everything in life is transitory, constantly evolving and always moving in one direction or another. I also believe that if we strip an object of its characteristics and qualities, we can move towards understanding what it is composed of, what its qualities can cause or bring forth, and why it exists. However, I am still pretty confused about Plato’s theory concerning Form.

Any thoughts?

The Selfishness of Practical Wisdom

In Book Six of Aristotle’s Nicomachean Ethics, Aristotle discusses the different states of the soul in order to achieve virtue. He describes each of them and the components of each. One distinction he made caught my attention. Continue reading

Deliberate Youth

In Book VI, Socrates discusses several different topics such as practical wisdom, art, philosophical wisdom, political wisdom, wisdom, and knowledge, but the topic most intriguing to me is the idea of practical wisdom.  Continue reading

The Key to “Eudaimonia”

In Friday’s class, there was a discussion on the different elements that make up happiness or “eudaimonia.”  Some of these components included the “measures of health: courage, wisdom, piety, moderation and justice, along with moral character and external characteristics.” Discussion also led into Socrates’ insistence on knowledgeability in academic regards as a key to happiness and virtuosity. I agree with Socrates in the sense that knowledge is truly important and with more wisdom comes the ability to make better decisions and in some light live a happier life.  However, I do not necessarily agree that academic prowess leads to a happier life for every individual.

Examining the Role of “Perplexity”

The role of “perplexity” is an important concept to grasp because it serves as the basis for why people continually seek to gain knowledge.  The confusion brought upon by being taught a certain subject but not being able to fully understand it creates the perplexity complex and forces people to try and learn just what it is they are perplexed about and as a result, gain knowledge by obtaining missing information.  For example, in the text, Socrates attempts to break down this perplexity when he says “I still want the two of us to try to find out what [being good] is” (80d).  The perplexity is represented by the state of what it means to be good and it plays the role of encouraging Socrates and Meno to figure it out.  Therefore, perplexity influences the increase of knowledge by creating a window of unknown that has yet to be discovered and learned.