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2 Philosophy of the Human Person Unit 1: Instructional Plan Professor JV Ignacio

APPENDIX E: GRAPHIC ORGANIZER FOR GROUP PRESENTATION

Leibniz
IDEALIST Source: http://plato.stanford.edu/entries/leibniz-mind/ Gottfried Willhelm Freiherr von Leibniz: 1646 - 1716 born: Leipzig, Saxony (now Germany) died: Hannover, Hanover (now Germany) Sources: http://www-history.mcs.stand.ac.uk/Biographies/Leibniz.html Mathematics, Philosophy and Physics a. There are three concepts essential to his infinitesimal calculus, particularly, provided clues to the relations of individuals, to the universal harmony, and to each other. These were the conceptions of mathematical function, continuity, and the infinite. b. Like other scientists, he was convinced that the achievements of the age confirmed the long tradition that mathematics is the grammar of nature. c. Analysis by determinants and the use of series in the solution of transcendental problems in Algebra supported his belief that there are hidden but effective symmetries within the

POINTS OF COMPARISON CITE SOURCES METHODOLOGY/ SYSTEM OF PHILOSOPHY TIME LINE

Locke
EMPIRICIST Source: Routledge Philosophy Guide book to Lock on Human Understanding by. E.J Lowe John Locke: 1632-1704 Born: Somerset, England Died: Essex, England http://www.egs.edu/library/john-locke/biography/

MAJOR INFLUENCES a. Anthony Ashley Cooper political figure. Cooper believed in religious tolerance and a parliament that could keep the monarchy in check. These views are reflected in Locke's Two Treatises on Government. b. Issac Newton Newton's reductionism and corpuscular view of the word had a direct impact on Locke's theory of the mind. Newton believed the world is composed of basic particles called corpuscles. The force of gravity held them together. Likewise, Locke saw the mind as made of basic constituents. Simple ideas are the basic components. The force of association combines simple ideas to form complex ideas Newtonian-

SUBMITTED BY: 3-10.2 apparent wholes of experience. d. He invented the binary system and it revealed fundamental relationships in the number system and it seemed to have value as a symbol of creationby one out of nothing. e. Probability is significant to him because it offered hope of extending the functional viewpoint of mathematics from merely formal and a priori considerations to truths of fact and existence. f. He also find mathematics an abstract clue to the solution of the problem of relations and, specifically, the relation of universal to particular. g. Equation is a formula or law of order which expresses the continuous dependence of one variable upon one or more others. A variable is the symbolic representation. He connected the existing universe to be regarded as a harmonious functional relationship between infinity of variables. h. Individual notion or law of the individual series. The individual consists of a series of values, each of which is a transition between the preceding and succeeding values, each corresponds to a value of all variables or individuals involved in the universal harmony. Individuals are therefore serial processes, the continuous expressions of universal laws, but also continuously expressing the infinity of other individuals bound to them by the general harmony. i. The analogy of inflections, maxima, and minima in curves. Inflections suggested to him the internal determinations, whether conscious or unconscious. Without such control, action influenced theory of the mind. c. Renee Descartes Locke found interest in Descartes views of the physical world, in which so-called simple matters are the building blocks of material This is similar of Newtons theory of the physical world. At the same time, Locke disagreed with Descartes view on the soul and innate ideas. Being an empiricist, Locke did not believe that the mind contained anything innate besides certain capacities for some mental processes. Descartes' way of ideas was a major influence on Locke's An Essay Concering Human Understanding. d. Aristotle the concept of tabula rasa, we learn by our experiences. e. Robert Boyle Boyle's mechanical philosophy saw the world as reducible to matter in motion. Locke learned about atomism and took the terms primary and secondary qualities. f. William Chillingworth human understanding is limited, and Locke set out to determine the certain limits. He draws on chilling worth as he attacked the rationalist concept of innate ideas. http://www.egs.edu/library/john-locke/biography/

SUBMITTED BY: 3-10.2 would at every point be linear and tangential. The quantity of motion or momentum, mv as opposed to quantity of force or living force, mv2 ; in mind it is the momentary appetite or affective drive. k. The relative and phenomenal nature of space and time. It offered him the ultimate solution of the problem of physical causalityfunctional dependence and particularly of the problem of mind-body relationship. l. a. Because of Physics, Leibnizs philosophy ws given the more definitely empirical and temporalistic direction which it assumed toward the end of the seventeenth century. m. b. Leibnizs interest in physics arose in Mainz out of two theological problems: the need to analyze motion to prove the existence of God and the need to analyze corporeal substance to prove transubstantiation. n. c. The two theological problems impelled Leibniz to take a realistic view of physical things but to stress the continuity of physical processes with mental and the inseparability of mechanism and purpose. j. http://plato.stanford.edu/entries/leibniz-mind/ 1. Psychology Leibnizs theory of sensation and feeling It provides the basis for his interpretation of the interdependence of body and mind. There is an active representation of a bodily condition by the mind, on the one hand, and a casual relation between an indistinct and confused mental quality or matter and its more distinct

MAJOR CONCEPTS (AT LEAST 5 CITATIONS)

1. Locke announced the senses immediate authority on questions of existence just as bluntly: they are the proper and sole Judges of this thing. 2. His treatment of sensitive knowledge of existence is an example. He identified the evidence of such knowledge without immediate knowledge in sensation that something doth exist without us 3. Truth has its origin in the senses, since reason is the

SUBMITTED BY: 3-10.2 bodily cause, on the other. 2. Theory of Knowledge Knowledge whether merely theoretical or involving the will, is always insofar as it is true, a perception of the universal harmony or of its operation in existence; but insofar as it is mediated by sensory and symbolic content, it is relative and phenomenal. 3. Pre-established Harmony "The appropriate nature of each substance brings it about that what happens to one corresponds to what happens to all the others, without, however, their acting upon one another directly." A dropped glass shatters because it "knows" it has hit the ground, and not because the impact with the ground "compels" the glass to split. 4. Monadology Unlike atoms, monads possess no material or spatial character. By virtue of the principle of pre-established harmony, each monad follows a preprogrammed set of "instructions", so that a monad "knows" what to do at each moment. Each monad is like a little mirror of the universe. God, too, is a monad, and the existence of God can be inferred from the harmony prevailing among all other monads. 5. Theodicity and Optimism Leibniz asserted that the truths of theology (religion) and philosophy cannot contradict each other, since reason and faith are both "gifts of God" so that their conflict would imply God contending against himself. If God is all good, all wise and all powerful, product of the senses, if the senses are not true, all reason becomes false as well. 4. Metaphysical mistrust of the senses is mistrust of a basic cognitive faculty and is therefore self-destructive. 5. The doctrine of signs, notes or marks through which we can have knowledge of things not evident in themselves: what lies beyond the discovery of the senses can properly be cased on a wary of reasoning from Analogy. 6. The changing appearance of an object as it grows more distant: the appearance is not false, although a judgment that the object is itself growing smaller or changing shape would be false. Locke's Essay Concerning Human Understanding: A reader's guide. by Willian Uzgalis

SUBMITTED BY: 3-10.2 how did evil come into the world? The answer (according to Leibniz) is that, while God is indeed unlimited in wisdom and power, his human creations, as creations, are limited both in their wisdom and in their will (power to act). http://plato.stanford.edu/entries/leibniz-mind The body is distinct from the mind. Therefore, when a patient is inserted with a IV line, this is the bodily state. Then he feels pain, this is the mental state. Some state of the patients mind prior to the mental state was the real cause of pain sensation. The bodily state was not a direct causal factor in the pain sensation. This can be supported by science since it is through the brain functions such as the release of prostaglandins that makes a person feel pain. We are taught to care for our patients holistically and this includes the physical, mental, social, emotional, and spiritual aspect of a human person. We give treatment to their disease conditions through the light of reason, science. We shouldnt neglect its partner and encourage all our patients that it is also through the light of faith that they can surpass the pains and hardships. Sometimes we are too focused on the cure itself that we tend to forget the 5 aspects of care that we need to give attention to. References: Book Sources 1. Routledge Philosophy Guide book to Lock on Human Understanding by. E.J Lowe 2. Leibniz' Universal Jurispendence, Justice as the Charity of the Wise 3. Leibniz and Confucianism, The Search for Accord APPLICATION OF THE THEORY (THINK OF YOUR OWN) A word can mean something for the speaker and could mean another thing for the listener. Health education administered especially by the nurse to the client is very prone to misunderstandings. As nurses, we must always be sure that we are in the same page with the client. Proper consideration of the client's level of understanding as well as the integration of one's knowledge will help level out differences and will help the proper understanding of the health education given. As nurses, we have the responsibility to our clients to be accurate in our judgements and most especially in our assessment. And the only means to be accurate is to be able to assess properly with the help of our senses. The senses are the primary tool in assessing the client. What the nurses see, hear, smell and feel are essential to try to figure out and eventually help the client.

SUBMITTED BY: 3-10.2 4. Philosophical Papers and Letters. Leibnitz, G. 1956 5. Oxford Readings on Philosophy, oxford university press inc, Vere Chappell 1998 6. Locke's Essay Concerning Human Understanding: A reader's guide. by Willian Uzgalis Journal Sources 1. JONES, J. (2010). LOCKE ON REAL ESSENCES, INTELLIGIBILITY, AND NATURAL KINDS. Journal Of Philosophical Research, 35147-172.
2. Garber, D., & Rauzy, J. (2005). LEIBNIZ ON BODY, FORCE AND EXTENSION. Proceedings Of The Aristotelian Society (Paperback), 105(3), 363-384. doi:10.1111/j.1467-9264.2005.00180.x

3. M. F. Leibniz: An Intellectual Biography. Contemporary Review [serial online]. September 2009;291(1694):397. Available from: Psychology and Behavioral Sciences Collection, Ipswich, MA. Accessed July 6, 2012. 4. Brunhumer W. Leibniz and Confucianism (Book Review). American Historical Review [serial online]. October 1978;83(4):1040. Available from: Military & Government Collection, Ipswich, MA. Accessed July 6, 2012. 5. DONG LIUNAIHONG H. LEIBNIZ SUPERALGEBRAS AND CENTRAL EXTENSIONS. Journal Of Algebra & Its Applications [serial online]. December 2006;5(6):765-780. Available from: Military & Government Collection, Ipswich, MA. Accessed July 6, 2012. Internet Sources 1. http://plato.stanford.edu/entries/leibniz-mind/ 2. http://www-history.mcs.st-and.ac.uk/Biographies/Leibniz.html 3. http://www.egs.edu/library/john-locke/biography/ 4. http://plato.stanford.edu/entries/leibniz-mind/