Chapter One The Fine Art of Wondering. Ray Bradbury writes: “To grow into youngness is a blow. To age into sickness is an insult. To die is, if we are.

Chapter OneChapter One

The Fine Art of WonderingThe Fine Art of Wondering

Ray Bradbury writes:Ray Bradbury writes:

““To grow into youngness is a blow. To To grow into youngness is a blow. To age into sickness is an insult. To die is, age into sickness is an insult. To die is, if we are not careful, to turn from God’s if we are not careful, to turn from God’s breast, feeling slighted and unloved. breast, feeling slighted and unloved. The sparrow asks to be seen as it falls. The sparrow asks to be seen as it falls. Philosophy must try, as best it can, to Philosophy must try, as best it can, to turn the sparrows to flights of angels, turn the sparrows to flights of angels, which, Shakespeare wrote, sing us to which, Shakespeare wrote, sing us to our rest.”our rest.”

The World RiddleThe World Riddle

• Can the human mind understand the Can the human mind understand the world?world?

• Can it discern the truth about human Can it discern the truth about human existence?existence?

• Does life have meaning? (What do Does life have meaning? (What do we mean by “meaning?)we mean by “meaning?)

• What is it that we are really after?What is it that we are really after?

Just in Case…Just in Case…

• Is there anything wrong with an Is there anything wrong with an Indian physicist, who is also a Indian physicist, who is also a member of the Brahmin caste, member of the Brahmin caste, offering a lucid presentation of offering a lucid presentation of celestial mechanics regarding a solar celestial mechanics regarding a solar eclipse to his class…and returning eclipse to his class…and returning home and offering a gift to the Black home and offering a gift to the Black Goddess – just in case?Goddess – just in case?

The Human ConditionThe Human Condition

• What is the meaning of existence?What is the meaning of existence?

• Panshin’s Panshin’s Rite of PassageRite of Passage

• Freud and Jung launch “depth probes Freud and Jung launch “depth probes into the inner world”into the inner world”

• Saint-Exupery’s Saint-Exupery’s Little PrinceLittle Prince

• Eros and Thanatos (the death wish)Eros and Thanatos (the death wish)

• Schweitzer/Watts on “hope”Schweitzer/Watts on “hope”

The Search for MeaningThe Search for Meaning

• ““Existential vacuum”Existential vacuum”

• The aggressive individual odysseyThe aggressive individual odyssey

• Schweitzer’s positive ethical principleSchweitzer’s positive ethical principle

• Abraham Maslow on tapeAbraham Maslow on tape

• Man’s Search for MeaningMan’s Search for Meaning

• ““He who has a why to live can bear He who has a why to live can bear with almost any how.”with almost any how.”

““Why” QuestionsWhy” Questions

• It would be comforting to know that It would be comforting to know that life has transcendent meaning; it life has transcendent meaning; it would feel good to know that “nothing would feel good to know that “nothing happens without a purpose.” But our happens without a purpose.” But our need for meaning lead us to find easy need for meaning lead us to find easy and absurd answers to such why-and absurd answers to such why-questions.questions.

• AD 410, November 1755, & April 1970AD 410, November 1755, & April 1970

The World-RiddleThe World-Riddle

• Life feeds upon itselfLife feeds upon itself

• The Naked ApeThe Naked Ape

• CalypsoCalypso

• KierkegaardKierkegaard

• CampbellCampbell

• StraussStrauss

Marcus AureliusMarcus AureliusPhilosopher-KingPhilosopher-King

• The problem was finding a way to live in the The problem was finding a way to live in the world and not be destroyed by it. The world and not be destroyed by it. The answer, Marcus reasons, lies in making a answer, Marcus reasons, lies in making a deep and permanent distinction between deep and permanent distinction between what you can take charge of and what you what you can take charge of and what you can’t, a distinction, that is, between the can’t, a distinction, that is, between the inner world which we can exercise a inner world which we can exercise a modicum of control, and the real world “out modicum of control, and the real world “out there” over which we have little control.there” over which we have little control.

Reflections…Reflections…

• What if you decide that life is without What if you decide that life is without meaning – what would this mean to meaning – what would this mean to you personally? Do you think your you personally? Do you think your life would be less worth living? (Why, life would be less worth living? (Why, incidentally, are you attempting to incidentally, are you attempting to answer this question?)answer this question?)

The Spirit of InquiryThe Spirit of Inquiry

• Whether to think and try to understand, Whether to think and try to understand, or just believe…that is the question.or just believe…that is the question.

• Each of us is burdened with the task of Each of us is burdened with the task of deciding what answers are right for us.deciding what answers are right for us.

• This includes inquiry into who and what This includes inquiry into who and what we humans are, what life is all about, we humans are, what life is all about, and how it should be lived.and how it should be lived.

The Love of WisdomThe Love of Wisdom

• PhileinPhilein – “to love” – “to love”• Sophia Sophia – “wisdom”– “wisdom”• A philosopher is (or should be) a A philosopher is (or should be) a

“lover of wisdom”“lover of wisdom”• To be “wise” is to possess the To be “wise” is to possess the

understanding and skill to make understanding and skill to make mature judgments about the use of mature judgments about the use of knowledge in the content of daily lifeknowledge in the content of daily life

The Greek MiracleThe Greek Miracle

• The first philosophers were not satisfied The first philosophers were not satisfied with the explanation to every question, with the explanation to every question, “The gods willed it”“The gods willed it”

• The Milesian philosophers sought a The Milesian philosophers sought a different kind of explanation: When they different kind of explanation: When they asked about the cause of events, they asked about the cause of events, they made the assumption that the answer made the assumption that the answer might be found in “nature” or within might be found in “nature” or within matter itselfmatter itself

Freedom to Wonder & Freedom to Wonder & To Ask QuestionsTo Ask Questions

• Philosophy and freedom of inquiry Philosophy and freedom of inquiry were born together. Neither has ever were born together. Neither has ever existed without the other. If we existed without the other. If we possess freedom, we inquire. But if possess freedom, we inquire. But if our freedom to inquire is too limited, our freedom to inquire is too limited, then freedom, which is rightly a then freedom, which is rightly a condition, becomes itself the goal of condition, becomes itself the goal of our striving.our striving.

A Western DilemmaA Western Dilemma

““I have said some things,” Socrates once I have said some things,” Socrates once remarked, “of which I am not altogether remarked, “of which I am not altogether confident. But that we shall be better and confident. But that we shall be better and braver and less helpless if we think that we braver and less helpless if we think that we ought to inquire, than we should have been ought to inquire, than we should have been if we indulged in the idle fancy that there if we indulged in the idle fancy that there was no knowing and no use in seeking to was no knowing and no use in seeking to know what we do not know – that is a know what we do not know – that is a theme upon which I am ready to fight, in theme upon which I am ready to fight, in word and deed, to the utmost of my word and deed, to the utmost of my power.”power.”

Belief, Doubt, Critical Belief, Doubt, Critical Thinking, & FaithThinking, & Faith

• BeliefBelief – “blind belief,” the unthinking – “blind belief,” the unthinking acceptance of an idea or system of ideasacceptance of an idea or system of ideas

• FaithFaith – authentic faith is always based on – authentic faith is always based on doubtdoubt

• DoubtDoubt – a philosopher engages in doubt as – a philosopher engages in doubt as a normal a normal modus operandimodus operandi

• Critical thinking – Critical thinking – taking a good look at the taking a good look at the ideas that we are thinking and then ideas that we are thinking and then making a commitment to live by the best making a commitment to live by the best ideas we can come up withideas we can come up with

SocratesSocratesThe Wisest Man AliveThe Wisest Man Alive

• ““The unexamined life – human life – is The unexamined life – human life – is not worth living”not worth living”

• ““Know thyself”Know thyself”• His supreme concern was the His supreme concern was the

breakdown of human relations – ethics. breakdown of human relations – ethics. He believed that all unethical behavior He believed that all unethical behavior is committed as a result of ignoranceis committed as a result of ignorance

• Moral knowledge leads to moral actionMoral knowledge leads to moral action

Reflections…Reflections…

• Summarize in your own way the Summarize in your own way the nature of the “Western dilemma” nature of the “Western dilemma” regarding human knowledge. Is it regarding human knowledge. Is it “either/or” for you personally, or “either/or” for you personally, or have you discovered a pathway have you discovered a pathway between the two traditions?between the two traditions?

Critical AnalysisCritical Analysis

• How does the world work?How does the world work?

• What is our place in it?What is our place in it?

The Philosophic MindThe Philosophic Mind

• How does one go about dispelling the How does one go about dispelling the feeling of ignorance and moving feeling of ignorance and moving toward the truth of things?toward the truth of things?

• The first step is to ask questionsThe first step is to ask questions

• Philosophic mind = question-asking Philosophic mind = question-asking mindmind

Critical SkillsCritical Skills

1)1) Fact-claim verificationFact-claim verification

2)2) Concept clarificationConcept clarification

3)3) Inference validationInference validation

Fact-Claim VerificationFact-Claim Verification

• Fact-claim – any idea submitted for Fact-claim – any idea submitted for consideration as an item of consideration as an item of knowledgeknowledge

• Example: It’s raining outsideExample: It’s raining outside

Concept ClarificationConcept Clarification

1)1) No evaluation is intelligible unless the No evaluation is intelligible unless the criterion used to make the judgment is criterion used to make the judgment is made explicit and clearly understoodmade explicit and clearly understood

2)2) Any action or event can logically be Any action or event can logically be evaluated as good or bad, right or wrongevaluated as good or bad, right or wrong

3)3) The ethically informed person is aware The ethically informed person is aware that different and distinct criteria exist that different and distinct criteria exist and are used in daily lifeand are used in daily life

Inference ValidationInference Validation

• Logic – the science of valid inference, Logic – the science of valid inference, used to clarify the relationships of used to clarify the relationships of ideas. It includes both inductive and ideas. It includes both inductive and deductive reasoningdeductive reasoning

• The “problem of evil”The “problem of evil”

Brief Skirmishes/Brief Skirmishes/Examples of Critical ThinkingExamples of Critical Thinking• ““Enquiring minds want to know”Enquiring minds want to know”• ““Call us now!”Call us now!”• ““Mommy, Ginny told me…”Mommy, Ginny told me…”• ““It was a fever of the gods,…”It was a fever of the gods,…”• ““I hate broccoli. It tastes awful!”I hate broccoli. It tastes awful!”• ““Time had a beginning at the big bang.”Time had a beginning at the big bang.”• ““The swastika is the hated symbol of Nazi The swastika is the hated symbol of Nazi

horror.”horror.”• ““Who discovered America…”Who discovered America…”

A Special Kind of ListeningA Special Kind of Listening

• A philosopher listens not only to what A philosopher listens not only to what you say but even to the more implicit you say but even to the more implicit thought processes that got you therethought processes that got you there

PlatoPlatoThe First EducatorThe First Educator

• Plato’s life is marked by two extreme Plato’s life is marked by two extreme achievements: the establishment of the achievements: the establishment of the Academy and the immortalizing of Academy and the immortalizing of Socrates in writingSocrates in writing

• Plato wanted to education young men and Plato wanted to education young men and women to seek the truth, with the hope women to seek the truth, with the hope that they will be qualified to assume that they will be qualified to assume positions of leadership in the world where positions of leadership in the world where they could put that truth to workthey could put that truth to work

Reflections…Reflections…

• If you had been Job and had lost If you had been Job and had lost everything that was precious to you, everything that was precious to you, what would you say to your friends what would you say to your friends who have come to “comfort” you? who have come to “comfort” you? What would you say to God? (Do you What would you say to God? (Do you know what Job actually said, know what Job actually said, according to the according to the Book of JobBook of Job?)?)

Synoptic SynthesisSynoptic Synthesis

• The world is truly like a great Picture The world is truly like a great Picture Puzzle, and the goal of synoptic Puzzle, and the goal of synoptic philosophy is to see the picture on philosophy is to see the picture on the Puzzle – the whole picture – and the Puzzle – the whole picture – and to see it as accurately and clearly as to see it as accurately and clearly as humanly possible at a given point in humanly possible at a given point in space and timespace and time

And He Wants to And He Wants to Understand ItUnderstand It

• Synoptic philosophy is the love of the Synoptic philosophy is the love of the wisdom that comes from achieving a wisdom that comes from achieving a coherent picture of everything seen coherent picture of everything seen together – a vision of the whole of lifetogether – a vision of the whole of life

• Example: A cat named TygerExample: A cat named Tyger

Life on a Picture-PuzzleLife on a Picture-Puzzle

• Synoptic philosophy encourages Synoptic philosophy encourages each of us to wander over the puzzle, each of us to wander over the puzzle, visiting neighboring parts and trying visiting neighboring parts and trying to see how the pieces of the puzzle to see how the pieces of the puzzle all fit togetherall fit together

The Annihilation of The Annihilation of BoundariesBoundaries• The synoptist never tries “to know The synoptist never tries “to know

everything.” He makes no attempt to everything.” He makes no attempt to memorize the reams of hard data that memorize the reams of hard data that have accumulated in the specialized have accumulated in the specialized fieldsfields

• The task of the synoptist is to keep The task of the synoptist is to keep himself informed on the latest himself informed on the latest conclusions, general principles, conclusions, general principles, hypothesis, models, and theorieshypothesis, models, and theories

How to do Synoptic How to do Synoptic PhilosophyPhilosophy

• Place yourself in the center of the Place yourself in the center of the “synoptic wheel”“synoptic wheel”

• Proceed with philosophic analysisProceed with philosophic analysis

• What fields contain information What fields contain information related to the problem?related to the problem?

• Criss-cross from field to field, Criss-cross from field to field, interconnecting lines of illuminationinterconnecting lines of illumination

The Synoptic Venture: The Synoptic Venture: Risks & RewardRisks & Reward

• Risk – the more one specializes the more Risk – the more one specializes the more he tends to neglect a general knowledge he tends to neglect a general knowledge of life necessary to remain humanof life necessary to remain human

• Risk – loss of the ability to communicateRisk – loss of the ability to communicate• Reward – learning to “think bigger”Reward – learning to “think bigger”• Reward – produces greater awareness in Reward – produces greater awareness in

our perception of daily lifeour perception of daily life• Reward – coherent worldviewReward – coherent worldview

Epilog: Epilog: “I can float over the “I can float over the Orchard…”Orchard…”• Asimov writes, “I have never been Asimov writes, “I have never been

sorry for my stubborn advance toward sorry for my stubborn advance toward generalization. To be sure, I can’t generalization. To be sure, I can’t wander in detail through all the wander in detail through all the orchard, any more than anyone else orchard, any more than anyone else can, no matter how stupidly can, no matter how stupidly determined I may be to do so. Life is determined I may be to do so. Life is far too short and the mind is far too far too short and the mind is far too limited. But I can float over the orchard limited. But I can float over the orchard as in a balloon.”as in a balloon.”

Aristotle Aristotle The First Scientific Worldview The First Scientific Worldview

• EudaimoniaEudaimonia – “happiness” – “happiness”

• The journey to AthensThe journey to Athens

• The royal summonsThe royal summons

• The LyceumThe Lyceum

• Inventor of formal logicInventor of formal logic

• Laying the foundations for the science Laying the foundations for the science of physics, astronomy, ethics, etc…of physics, astronomy, ethics, etc…

Reflections…Reflections…

• Rephrase in your own (meaningful) Rephrase in your own (meaningful) way the essential goals of synoptic way the essential goals of synoptic philosophy and make your own philosophy and make your own assessment of the rewards of the assessment of the rewards of the synoptic venture. Would your thinking synoptic venture. Would your thinking and feeling change if you could and feeling change if you could achieve the rewards mentioned in this achieve the rewards mentioned in this chapter? Are you willing to accept the chapter? Are you willing to accept the risks?risks?