Class Philosophy of Mind

  • Presentation


    As part of a Master's Degree in Cognitive Sciences for the educational area, this course assumes relevance as a critical and argumentative instrument in the face of tax-positive science, but also in the face of the ambiguity of some subjective discourses. The epistemology of the human mind, in the classical tradition of philosophy, welcomes authors, schools and paths, all of them disparate, all of them rich. With or without definitive pretension, philosophical texts (either in the continental or in the analytical strand) regard the mind and mental products as essentially human, protecting them from mechanistic, deterministic, biologistic and neuroprogrammable attributions. Personal specificity (as Aristotle, Spinoza, Locke, Kant or Husserl argued) implies free will (or the intentionality of the states of consciousness), marking an essential difference. The ethicality of the educational task is measured by the free decision of the agent: without it there is no learning or culture(s).

  • Code


  • Syllabus


    The concept of mind in philosophical thought

    Mind and body: a complex relation from classics to contemporaries

    Anthropological dualism in the Platonic and Cartesian dichotomies

    The epistemology of anthropological reductionism in the biologistic, mechanistic, deterministic and neuroprogrammable versions

    The epistemology of anthropological unity in realism, personalism and phenomenology

    The magical mentality as a construction of a demiurgic dualism: the role of emotional projection and causal transference. Superstition and conviction.

    The religious mentality as the construction of a filial-paternal providence: the role of sacrificial asceticism and constructivist voluntarism. Faith and conviction.

    The critical mentality as a moderate sceptical construction of a world in scientific proof: the role of the philosopher. Pondering and conviction.

    From naturocentrism to theocentrism and, from the latter, to humanism. The great mental paradigms, support of the human world.

    Educating to consider 

  • Objectives


    Learning objectives are the following: 

    1. at the level of knowledge: identification and distinction between dogmatism and criticalism; analytic and contrast between magical, fideistic and scientific cultures; mechanisms of the cognitiv construction of reality; the concept of the human mind according to phenomenology; the epistemology of human decision according to philosophical realism.

    2. at the level of skills: discernment, understanding and criticism of the various planes on which the human mind can be studied, assessed and "taught"; discernment, understanding and criticism of mythological, religious and humanistic paradigms (as foundations of eclectic cultural contemporaneity).

    3. At the level of competences: examination of the conditions and responsibilities of an educator as a mental subject, builder of mentalities and fosterer of undetermined liberties

  • References


    Textos seleccionados (aula a aula)

    1. Aristóteles

    2. Espinosa

    3. Locke

    4. Kant

    5. Husserl


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