Mohammad Anbarsooz; Yousef Nozohour
Abstract
Baruch Spinoza, the rationalist philosopher of the seventeenth century, devoted special attention to knowledge and epistemology. In his philosophy, knowledge has types and classes, the most valid of which is intuitive knowledge, and from this point of view, he focused on intuition, its objects, and its ...
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Baruch Spinoza, the rationalist philosopher of the seventeenth century, devoted special attention to knowledge and epistemology. In his philosophy, knowledge has types and classes, the most valid of which is intuitive knowledge, and from this point of view, he focused on intuition, its objects, and its features. This paper, studying the types of cognition in Spinoza’s thought, attempts to explain its meaning and the object. Furthermore, the article, based on two sorts of interpretations, shows that, in the development of Spinoza’s philosophy, the object of intuition changes. This variation is caused by passing Spinoza’s thought from the division of knowledge, based on the form in the TRE, to that division, based on content in Ethics and there are serious debates among interpreters about that. In both works, Spinoza’s intuition is inferential, immediate, and irregular. Although, in TRE, its object is attribute and mode, while in Ethics, it is only mode or the essence of a particular thing. Finally, we show that the realization of intuitive knowledge guarantees credible and efficient knowledge and leads to liberty and happiness as the main purpose of Spinoza's philosophy.
mahdi ganjvar
Abstract
The problem of "immortality" - as an innate thing - can be studied from various aspects: revelatory, mystical, intellectual and philosophical. In this paper, Spinoza's conception of soul and immortality is critically analyzed while drawing on the principles of transcendental Philosophy. Spinoza, like ...
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The problem of "immortality" - as an innate thing - can be studied from various aspects: revelatory, mystical, intellectual and philosophical. In this paper, Spinoza's conception of soul and immortality is critically analyzed while drawing on the principles of transcendental Philosophy. Spinoza, like Sadr al-Muta'llehin, believes in immortality of soul; but they differ by the fact that Spinoza denies, on the one hand, the substantiality of the soul and, on the other hand, believes that immortality is non-inclusive and acquired. Therefore, the acquisition of immortality for Spinoza is conditioned by gaining some qualifications and removal of some obstacles. Accordingly, only those souls experience immortality who are qualified by certain terms. Mulla Sadra, however, believes that immortality is genetic and essential for the soul, and therefore includes every single one.
The conception and explanation of how immortality is acquired and how it relates to human happiness in Spinoza, compared with the view of Mulla Sadra, constitutes the most part of the paper. The method of this research is descriptive-analytic with critical approach.
Mohsen Farmahini. Farahani; Najmeh AhmadAbadi Arani; Ali Abdolayar; hamid ahmadi hedayat
Abstract
This paper is an attempt to study Spinoza's epistemology and its educational supplies with a critical approach based on Islamic teachings. To achieve the objectives of this research, conceptual, descriptive, analytical and critical methods have been applied. The results revealed that issue of recognition ...
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This paper is an attempt to study Spinoza's epistemology and its educational supplies with a critical approach based on Islamic teachings. To achieve the objectives of this research, conceptual, descriptive, analytical and critical methods have been applied. The results revealed that issue of recognition plays an important part in his philosophical system. Spinoza divided knowledge into four categories including: knowledge from the senses, experiences, inference and intuitive. Based on his epistemology, the most important educational supplies consist of indoctrination in education, the manifestation of the rational nature in education, the attainment of unity and high stages in the education, the efforts and perseverance of educators, the emphasis on the role of nature in education, paying attention to religious institutions in moral education and avoiding conflicts in learning process. Despite the positive points that exist in the epistemological and educational theories of Spinoza including the activation of educators and the emphasis on rationality, there are also challenges that can be criticized based on Islamic teachings. These include humanistic epistemology of Spinoza's theory, cognitive relativism in Spinoza's theory, and Spinoza’s emphasis on indoctrination in education, ignoring individual differences in education, and lacking of attention to critical thinking in education.
