Immanuel Kant‘s famous line from his Critique of Pure Reason is discussed as representative of the change of strategy among religion-friendly thinkers after the widely-perceived failure of natural theology. This is from Part 3 of Professor Hicks’s Philosophy of Education course. 1 clip: Previous: Phase Two: The rise of natural theology. Next: Kierkegaard, Luther, and […]
Phase Three: “I found it necessary to deny reason …” Read More »
Stephen Hicks here discusses quotations on religious faith from Søren Kierkegaard, Martin Luther, and Tertullian. This is from Part 3 of Professor Hicks’s Philosophy of Education course. 1 clip: Previous: Phase Three: “I found it necessary to deny reason …” Next: The story of Abraham. Return to the Philosophy of Education page. Return to the
Kierkegaard, Luther, and Tertullian Read More »
Not a perfect analogy, but a disturbing anecdote and an intriguing comparison: “Some of the savage nations in North America tie four boards round the heads of their children, and thus squeeze them, while the bones are tender and gristly, into a form that is almost perfectly square. Europeans are astonished at the absurd barbarity
Adam Smith on slaves to fashion Read More »
Here Stephen Hicks discusses the early modern conflict between science and religion over cosmology. This is from Part 3 of Professor Hicks’s Philosophy of Education course, in which he introduces epistemology, its competing theories, and their role in education. Clips 1-3: Previous: The value of reason. Next: Phase Two: The rise of natural theology. Return
Phase One: Copernicus, Bruno, and Galileo Read More »
After the Galileo affair, many religious thinkers switched from a strategy of suppression to an embrace of natural theology. This is from Part 3 of Professor Hicks’s Philosophy of Education course. 1 clip: Previous: Phase One: Copernicus, Bruno, and Galileo. Next: Phase Three: “I found it necessary to deny reason …” Return to the Philosophy
Phase Two: The rise of natural theology Read More »
Here Stephen Hicks discusses Stanley Milgram’s fascinating (and worrisome) experiments in obedience to higher authority. This is from Part 3 of Professor Hicks’s Philosophy of Education course. 1 clip: Previous: Asch’s conformity experiments. Next: Two more virtues: independence and courage. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
Milgram’s obedience experiments Read More »
In the light of Asch’s conformity experiments and Milgram’s obedience experiments, Stephen Hicks discusses their implications for educating students to think for themselves. This is from Part 3 of Professor Hicks’s Philosophy of Education course. 1 clip: Previous: Milgram’s obedience experiments. Next: The value of reason. Return to the Philosophy of Education page. Return to
Two more virtues: independence and courage Read More »
Professor Hicks summarizes the case for reason in education. This is from Part 3 of his Philosophy of Education course. 1 clip: Previous: Two more virtues: independence and courage. Next: Phase One: Copernicus, Bruno, and Galileo. Return to the Philosophy of Education page. Return to the StephenHicks.org main page.
The value of reason Read More »