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Philosophy for Children, sometimes abbreviated to P4C, is a movement that aims to teach reasoning and argumentative skills to children. [1] There are also related methods sometimes called "Philosophy for Young People" or "Philosophy for Kids". Often the hope is that this will be a key influential move towards a more democratic form of democracy ...
Existential nihilism is the philosophical theory that life has no objective meaning or purpose. [1] The inherent meaninglessness of life is largely explored in the philosophical school of existentialism, where one can potentially create their own subjective "meaning" or "purpose".
Besides 1) classic mathematical-analytical theory, as in physics, there is 2) statistics-based, 3) computer simulation and 4) conceptual/verbal analysis. [30] Dougherty and Bittner argue that for biology to progress as a science, it has to move to more rigorous mathematical modeling, or otherwise risk to be "empty talk".
Form of life (German: Lebensform) is a term used sparingly by Ludwig Wittgenstein in posthumously published works Philosophical Investigations (PI), On Certainty and in parts of his Nachlass. [1] It is a term widely understood to refer to the shared background of human cultural practices, activities, and ways of living that provide the context ...
The group works to enable Philosophy graduates at University level to conduct practical philosophy sessions for children aged 5 to 11 as part of a drive to boost their reasoning skills from their first days in the school environment. [4]
The first English use of the expression "meaning of life" appears in Thomas Carlyle's Sartor Resartus (1833–1834), book II chapter IX, "The Everlasting Yea". [1]Our Life is compassed round with Necessity; yet is the meaning of Life itself no other than Freedom, than Voluntary Force: thus have we a warfare; in the beginning, especially, a hard-fought battle.
The concept of the plane itself is significant as it implies that immanence cannot simply be conceived as the within, but also as the upon, as well as the of.An object is not simply within a larger system, but folds from that very same system, functioning and operating consistently upon it, with it and through it, immanently mapping its environment, discovering its own dynamic powers and ...
Alexander Sutherland Neill was born in Forfar, [1] Scotland, on 17 October 1883 [2] to George Neill and Mary (née Sutherland Sinclair). [3] He was their fourth son; one of the eight surviving children out of 13. He was raised in an austere, Calvinist house with values of fear, guilt, and adult and divine authority, which he later repudiated. [4]