BIG Q _ 2-28-2025

Review Class Overview

  • Today’s class focus on review through student questions

  • Students encouraged to ask questions on material or study guide

  • Aim for clarification of concepts students find confusing

  • Class will share questions and collaboratively answer them

Class Structure

  • First 5 Minutes: Students develop questions individually

  • Group Sharing: Questions compiled on the board

  • Discussion: Answer as many questions as possible

  • Future Classes: Further discussion on examples from readings; next review on Monday

  • Class Cancellation: Reminder about no class next Friday, March 7

  • Resources: Slides available on Canvas after unit completion

Key Questions Discussed

  • A Priori vs. A Posteriori

  • Definitions:

    • A Priori: Knowledge that is independent of experience, e.g., mathematical truths

    • A Posteriori: Knowledge that depends on experience, e.g., sensory observations

  • Examples:

    • A priori: "A triangle has three sides"

    • A posteriori: "It is cold in State College"

  • Wax Example (Descartes):

  • Demonstrates that true understanding goes beyond sensory perceptions

  • Key Points:

    • Wax can change forms and sensory attributes

    • Essential qualities of wax lie in its capacity for change (extended, flexible, mutable)

    • Understanding derives from intellect rather than imagination

  • Evil Genius Hypothesis:

  • Descartes posits an evil genius to doubt all foundational knowledge

  • Helps establish "I think, therefore I am" as undeniable truth

  • Doubt inherently requires a doubter:

    • Knowledge of existence rooted in self-awareness and thought

  • Mind-Body Distinction (Dualism):

  • Characteristics:

    • Mind: immaterial, indivisible, associated with thought

    • Body: physical, divisible, occupies space

  • Problem of Interaction:

    • How can an immaterial mind influence a physical body?

    • Challenges faced in explaining this connection

Standpoint Theory

  • Main Claims:

  • Knowledge is socially situated; perspectives differ based on social, cultural, and historical contexts

  • Marginalized lives provide an invaluable starting point for knowledge production

  • Strong Objectivity:

    • Acknowledges the socially situated nature of knowledge but argues for redefining objectivity

    • Encourages self-reflexivity and critical engagement with varied perspectives

Next Steps

  • Continue review discussion in next class

  • Students encouraged to consult study guide and review materials before midterm examination.

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