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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/plato
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课程名称：古代哲学：柏拉图及其前任者 课程概述：哲学是什么？它与科学、宗教及其他人类对话方式有何不同？本课程追溯西方哲学的起源，探索古希腊思想家的观点。课程开始于公元前6世纪的前苏格拉底自然哲学家们，他们被认为是第一批科学家。泰勒斯、阿那克西曼德和阿那克西美尼斯对现实的最终构成提出了大胆的设想，而赫拉克利特则主张变化的世界中存在着潜在的秩序。巴门尼德斯对此所有提案提出了强有力的质疑，而后来的希腊理论家（如阿那克萨哥拉和原子论者德谟克利特）试图回应这种质疑。在公元前5世纪的雅典，苏格拉底强调了基本伦理问题的重要性——“我该如何生活？”他的学生柏拉图及柏拉图的学生亚里士多德，发展了复杂的哲学体系来解释现实、知识和人类幸福的本质。在亚里士多德去世后，伊壁鸠鲁学派和斯多噶学派在希腊化时期对早期传统进行了发展和转变。课程将研究这些思想家的主要学说。第一部分将覆盖柏拉图及其前任者，第二部分将涉及亚里士多德及其继承者。 课程大纲： 1. 米利都学派与赫拉克利特：泰勒斯、阿那克西曼德、阿那克西美尼斯和泽诺伽尼斯探索宇宙的物质原则，并提出一种全新的神祇观念。赫拉克利特提炼出他们“自然主义”的本质，通过充满谜语的口号表达出来。 2. 从巴门尼德斯到柏拉图：巴门尼德斯通过否认变化的可理解性，对所有自然主义探究提出了根本性的哲学挑战。后来自然主义者（恩培多克勒、阿那克萨哥拉和德谟克利特）对此进行回应。柏拉图对苏格拉底的刻画提出了关于哲学的性质、其在公共生活中的角色，以及道德与宗教之间关系的问题。 3. 柏拉图论美德、教学与正义：什么是美德？如何能够教授？教学究竟是什么，我们又如何获得知识？苏格拉底通过几何课展示学习是对记忆的回忆。我们为什么要公正地行动？这对我们有什么好处？一个关于城市与人类灵魂的复杂类比试图让我们相信，犯罪永远不会得益，即使犯罪者能够逃避惩罚。 4. 柏拉图论现实与善：终极现实是可理解的形式，而我们经验的世界只是真实的影像。善是世界的基本特征。柏拉图的宇宙论：宇宙的创造（包含一个世界灵魂）以及在每个层面结构它的数学完美原则。
Name:The Milesians & Heraclitus
Description:Thales, Anaximander, Anaximenes and Xenophanes seek the material principle of the cosmos, and arrive at a radical new conception of the gods. Heraclitus distills the essence of their “naturalism” in his riddling slogans.
Name:Parmenides to Plato
Description:Parmenides poses a fundamental philosophical challenge to all naturalistic inquiry when he denies the intelligibility of change. Later naturalists (Empedocles, Anaxagoras, and Democritus) respond to his challenge. Plato’s portrait of Socrates raises questions about the nature of philosophy, its role in public life, and the relation between morality and religion.
Name:Plato on Virtue, Teaching, & Justice
Description:What is virtue, and how can it be taught? What is teaching anyway, and how could we ever acquire knowledge? Socrates gives a geometry lesson purporting to show that learning is recollection. Why should we act justly? What’s in it for us? An elaborate analogy between a city and a human soul seeks to convince us that crime never pays, even if the criminal can escape detection.
Name:Plato on Reality & Goodness
Description:The ultimate realities are intelligible Forms, while the world of our experience is only an image of that reality. Goodness is a fundamental feature of the world. Plato’s cosmology: the creation of the universe (complete with a world soul) and the principles of mathematical perfection that structure it at every level.
What is philosophy? How does it differ from science, religion, and other modes of human discourse? This course traces the origins of philosophy in the Western tradition in the thinkers of Ancient Greece. We begin with the Presocratic natural philosophers who were active in Ionia in the 6th century BCE and are also credited with being the first scientists. Thales, Anaximander, and Anaximines made bold proposals about the ultimate constituents of reality, while Heraclitus insisted that there is an underlying order to the changing world. Parmenides of Elea formulated a powerful objection to all these proposals, while later Greek theorists (such as Anaxagoras and the atomist Democritus) attempted to answer that objection. In fifth-century Athens, Socrates insisted on the importance of the fundamental ethical question—“How shall I live?”—and his pupil, Plato, and Plato’s pupil, Aristotle, developed elaborate philosophical systems to explain the nature of reality, knowledge, and human happiness. After the death of Aristotle, in the Hellenistic period, Epicureans and Stoics developed and transformed that earlier tradition. We will study the major doctrines of all these thinkers. Part I will cover Plato and his predecessors. Part II will cover Aristotle and his successors.
