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.