National Evangelical University

(UNEV)
Unit 2
 Problems and disciplines of Philosophy

Student
Juleisa Sosa Cordero

Tuition
2020-3200053

teacher
Luis Alberto Gonzalez Fajardo

Subject
Introduction to Philosophy

February 2021
 Second unity:
“PROBLEMS AND DISCIPLINES OF PHILOSOPHY”
Group Activity: (On topic I)
Item 1: Identify the problem: Know (C), Be (S) and Act (A).
S love A Wait for the red light A Investigate x
C Taking excursions C Teaching-learning S Ideas
C Master the topics To hear the news To exercise dancing
A Delight in music S Feelings C Visit museums
S The Laws A Claim your rights C Discuss an issue
A Promote corruption C Observe an exhibition A Vote for someone
A Question someone x S The spirit S The thought

Item 2: Relate the terms of each column with lines one by one.
Depth Moral Religion
Mythical Perception Be
Amoral Act Unit
Sensation Superstitious Reasoning
Natural Judgment Immoral
Know Whole Human
Concept First Impression
Item 3: Answer or complete the following points
1.- Infer what is missing and connect it by placing the letter in the corresponding
case:
Issues) Aspects) Example(s) Cases
Ontological a) Onto Feelings E The motorist ran the red light.
( Be ) b) Entity Book G I am fair and I practice the
criteria.
Gnoseological c) Subject Botanical The love for my land sublimates.
( Know ) d) Object Animal C The scientist investigates
cancer.
D The method is applied to the
Ethical e) Anti- Disrespect tree.
( Act or moral) values Immoral x B In my notebook I do my
f) Values Morality x homework.
g) Virtues F Punctuality distinguishes dad.

2.- When knowing, are reason and the senses essential?

Of course yes, since both complement the acquisition of even different types of
knowledge. (Yes, We reason about even what the senses present to us).
3.- In the human act, is there one stage more essential than another? (Write it
down)
Although the three stages are usually essential, for me the most important is
consciousness. (It is deliberation, because here the human being calculates
whether the action he is going to do is good or bad). x
Item 4: Underline the correct answer.
1. (Onto / Essence / Entity ): Existential dimension of being that is an aspect of
ontology.
2. (Methodology / Ethics / Logic ): Branch that makes one think when speaking
and the father is Aristotle.
3. ( Subject / Something / Thing): Element of knowledge that, together with the
object, belongs to the matter that epistemology reasons about.
4. ( Being / Gnoseological / Acting): Problem after knowing and is the interest of
axiology. (Act) x
5. (Axiology / Aesthetics / Anthroposophy): Discipline of Philosophy that
revolves around qualities or how things are.
6. ( Hermeneutic / Cosmological / Ethical): Nature of the survey, interview,
questionnaire.
7. (Ontological / Moral / Knowing ): Problem in which epistemology and
methodology converge.
Item 5: Fill each box with the appropriate philosophical discipline.
You are a human being who Anthroposophy
delights in a beautiful flower __________________,
but youEsthetic
read a sign: Do not step on the grass __________________ x , which
encourages you to respect _________________ x _ allEthics
Axiology the things that exist
__________________, thus delving into the first causes __________________
Ontology
that originated
Metaphysicsreality objective by essentially seeking its making principle
____________________. In such a search, rationalTheodicysteps are used
________________ and experts Method or specialists in __________________ science
are consulted to then interpretEpistemology
what is investigated __________________; This
brings __________________
Hermeneutics knowledge that includes __________________
Gnoseology
nature, the sole and precise purpose being __________________ to build a
Cosmology
coherent vision ofTeleology
the whole_______________.
Logicabout these questions and answer them.
Item 6: Reason
1) As a human being, what is more substantial in you: Being or having?
(Justifies).
I think that being is more substantial, since it speaks of your own identity, of
what you are and what you contribute. (First we are existing beings and then
we have, having cannot be changed for being).
2) The study of a topic is seen philosophically, which problem does it fit into and
why?
This fits into the problem of knowing, since anything seen from a
philosophical perspective needs to be rationalized and analyzed, which is why
prior knowledge is needed.
3) How are logic and ethics connected in your daily life?
 In our daily lives, logic as a science of thought is intertwined with ethics, since
it helps people to have greater control of their lives, through correct reasoning.
(In thinking there is logic, and after this there is action, in thinking there is
logic and in acting logic.)
4) Analyze (taking into account the family, the school or university, the
government or the State and society in general) why today anti-values
predominate more than values.
Because the love of the world has cooled, and because people begin to act
based on erroneous thoughts instead of correct ones, and the bad begins to be
disguised by the good, which leads to a loss of values collectively. .

Second unity:
“PROBLEMS AND DISCIPLINES OF PHILOSOPHY”
Self appraisal
Topic I: Choose from the group of words.
Method, Logic, Free, Subject, Human, Socrates, Everyday, Ethical, Love,
Philosophy, Scheler.
1) It is an example of virtue as advocated by the precursor of axiology: Love
2) Second degree knowledge being the foundation of particular science:
Philosophy x (Everyday)
3) Problem involving knowledge: Ethical
4) Philosopher who prioritizes values into pleasant, vital and spiritual: Scheler
5) Along with ethics, it is a branch that requires a relationship between what is
said and what is done: Logic
6) Feature of your act, which, being conscious and volitional, consists of
choosing: Free
7) It is more applicable when we scientifically try to solve a problem: Method
8) Being in which the three philosophical problems converge: Human
9) It is the one who apprehends things and is called by Descartes the “thinking
self”: Subject
10) Knowledge that gives rise to science and deepens being of second degree:
Everyday x (Philosophy)
Theme II: Very personal:
1.- The component of objective reality that caught your attention the most, which
of the philosophical problems does it fit into?
The component of objective reality that caught my attention the most was “Onto”
(being and essence) and it fits into the problem of being.
2.- According to this, which philosophical discipline(s) would you cultivate?
I would like to cultivate cosmology or philosophy of nature; Gnoseology; Ethics
and Logic.

Topic III: Infer the problem or discipline that is missing.

Discipline or Philosophical Branch Aspect of the Philosophical Problem
1) Cosmology 1) Cosmos, World, Universe (Being)
2) Ethics 2) Act or Moral (or Ethical)
3) Epistemology 3) Particular Science
4) Methodology 4) Method (teaching, learning,
5) Aesthetics scientific, philosophical)
6) Ontology 5) Beauty and Ugliness
7) Gnoseology 6) Entities or Being (in general)
8) Axiology 7) Knowing, knowledge
9) Logic 8) Values, Virtues and Anti-values
10) Theodicy 9) Coherent Thinking
11) Teleology 10) Be First or First Agent
12) Hermeneutics 11) The purpose of things
13) Anthroposophy 12) Scientific Interpretation
14) Metaphysics 13) Being rational (Human being)
14) Essence or Primal Causes
Topic IV: Determined by matching the case with the respective discipline or
branch.
1.- “If you don't contribute to order, don't complain about disorder.” 3 a)
Epistemology
2.- Chemical weapons, the black hole and planetary toxins affect the
environment.
3.- You expose the blood circulatory process. c) Knowledge
4.- The universe emerged from the big bang or great explosion is my 13 e)
Teleology synthesis regarding the theories on the origin of life.
5.- You criticize and interpret the opinion of a historian 6 f) Ethics of the country.
6.- Interrupting a classmate who explains his ideas og) Teleos not paying
attention to the teacher's assignment.
7.- You are reason, feelings, will, language, virtues. 10 h) Axiology
8.- Realize that a person is still great 4 i) Theodicy even beyond physically
lacking something.
9.- You summarize your childhood and student experiences. ___ j) Logos
10.- The statement: “Values are the natural shield that 8 k) Metaphysics you
have to protect yourself and if you lose them you will be fooled.”
11. If you define life based on the fact that all things have life. 7 l)
Anthroposophy
12.- When you choose the material to study, you select a place and time, and thus
you can master the content.
13.- You determine the end of email and the digital network. 12 n)
Methodology
14.- Delight in the meaning of a painting, we admire the actors and we are
fascinated by a movie.
o) Ethos
_9_ p) Gnoseology
 14 q) Aesthetics
___ r) Axios
5 s) Hermeneutics
_2__ t) Cosmology

Topic V: Answer the following questions precisely.

1.- Regarding democracy and demagoguery: Which one exists today? (Reasons).
In today's world both are present, but we cannot deceive ourselves, because we
know that "demagoguery" has overthrown democracy, the freedom to choose has
been diminishing and today very few practice it. (Demagoguery exists)
2.- Do you see any relationship between common knowledge and scientific
knowledge?
Both are rational knowledge, but they are obtained in different ways. (Yes, the
human being starts from common knowledge (see what reality presents to us, and
thus reach scientific knowledge).
3.- How would you cultivate values even if society does not value them?
Seek to transmit values from generation to generation and truly educate, and for
life. (Identify which and what the values consist of, give examples of this, and
then solve this situation).

READING 2:
“Philosophy as a Critical Attitude”
(Adaptation)
Philosophy originates a critical attitude that is its own. But where does this
philosophizing come from? I do not know for sure. The truth is that such an
attitude is rare in humans, which is what is extraordinary about Philosophy. Now,
it is no secret that this attitude has its beginnings in Greece when Thales, from
the city of Miletus, had the audacity to erect his famous School of Miletus, also
called the Ionian School, whose main theme was nature. It is irrefutable that
among primitive peoples there were schools. Of course, the purpose of every
school is to preserve and disseminate the thoughts of its founder or teacher, so if
someone decides to try to change the teacher's doctrine, but if he has died, the
others exclude him. We can affirm that the separation of the students causes the
school to branch out and, therefore, sometimes enables its rebirth with other
ideas, which allow us to interpret the teacher's thinking and merge it with new
approaches found during his journey. Hence, every school preserves something
from the founding teacher and then renews or reinterprets it to say that what it
presents is the same since its foundation. In itself, the ideas assumed become part
of what the teacher said and no one dares to refute or deny them and even less to
say that it is a new doctrine, but that it is the teacher's but updated. This is what
the students of the Pythagorean School did when they spread the word that the
teacher Pythagoras himself had said this or that expression; It was intended that,
without opposing, everyone would welcome it. Due to this mixture in which the
original ideas are joined with other new ideas, it was impossible to learn or
determine which of these ideas are those proposed by a specific school. Of
course, then, since all the ideas are accepted after the death of the founder, it is
difficult to know exactly what the original ideas that he came to propose really
are. 43 Manual Guide to Philosophy Without a doubt, the Thales school,
established in the city of Miletus in the Ionia region of ancient Greece, breaks the
scheme of attributing everything to the founding teacher, and subsequently
becomes a parameter of Philosophy in Greece, from where it becomes a model
for the entire West. It is not easy to uproot a school from the solid thought of the
teacher since sometimes he was even deified. Placing, where what was already
established by the founder, other ideas that could even dethrone him was
something never before seen in any school. Therefore, one of the greatness of the
Milesian school is to allow the incursion of diverse ideas, different doctrines,
pluralistic thought; Of course, with the sole objective of finding the truth. We
infer, therefore, that it is the Ionian or Miletus school, among all philosophical
schools or not, that makes it possible to do better what the master has done.
Therefore, it is worth recognizing that Thales is the ideologist of such a great feat
by allowing his own disciples to have the courage not only to criticize his ideas
but to improve them and even surpass them. That enormous, firm and great thing
passed from the Thales school, the catapult as a paradigm to follow, transcending
to the present day. In itself, such a critical attitude of said school, together with
the improvement of what was proposed by the teacher, is understandable if in the
meetings the founder were to say: "Criticize everything and try to improve the
proposal that I have taught you." In this way, Thales De Mileto teaches its
students a kind of procedure that is a tradition and which is clearly developed in
two stages. The first consists of discussing the teacher's original ideas, thus being
able to accept or take new or different approaches, with which no one was
rejected but everyone was welcomed. The second is that, since the teacher could
be criticized and his approaches could be improved, there was no need to
marginalize him, much less despise him, since the teacher himself took effect in
each new criticism that any member could make of him. The significance of the
Milesian school, or school of Miletus, is in considering the change of ideas to be
feasible, especially because what the teacher had done before; and, also, said
transcendence is that it encourages the overcoming of ideas but without ceasing
to be based on or return to those who have proposed them. Here is the origin of
ideas and their story through time. 44 Manual Guide to Philosophy In the
procedure, described above, the foundations of the so-called modern science are
found, being something essential in our current world; It comes from the
traditional Thales legacy and arose on a single occasion. The truth is that,
although such an extraordinary legacy was buried for two or three centuries, at
the beginning of the modern age it shone with Galileo Galilei. (Karl Raimund
Popper. The Responsibility of Living. Writings on Politics, History and
Knowledge).

* Answer the questions given below:

1.- Why should we criticize based on foundations?
Because when we have a base or prior knowledge of what we are going to
criticize, the same criticism is better accepted, so it is considered more feasible.
2.- Is it typical of a teacher to ensure that the student is autonomous?
I believe that being autonomous is something that belongs to the person
themselves, but if you studied in one of those schools, it was impossible to be
totally autonomous, until the Milesia school emerged.
3.- How does a new idea not be rejected by a school?
When that idea is under the foundation of the one that the teacher had proposed.
4.- Where is the greatest greatness of the Milesian or Ionian school?
In which the students of this school could refute, improve and even surpass the
ideas of its founder, Thales of Miletus.
5.- What connection is presented between Galilei and Thales?
That Galilei continues and reaffirms the work that Thales had been doing.