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Speaking Philosophically
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Speaking Philosophically Philosophy is not an easily defined discipline. Those who study it are equally difficult to classify. Their are many wide varying branches of Philosophy, and many varying forms, all of which are part of the greater quest for knowledge. The expansion of human understanding has been the goal of academia and study for thousands of years. In the modern era we have splintered the realms of study into categories and specializations. This has made even the understanding, or description, of<b> philosophy </font></b>difficult. Largely<b> philosophy </font></b>tends to remain the study of the ephemeral, immeasurable things that modern thinking tends to devalue. Much of the study of the sciences was born in<b> philosophy </font></b>and the grasping of<b> philosophy </font></b>is necessary to maximize, not the effectiveness of science, but of learning for the individual. When discussing the nature of philosophy, or the practice of its ideals, we may be referring to any method of thought. There is a common lingual presence of<b> philosophy </font></b>in regard to thinking . For instance the republican philosophy, the criteria of political ideals we classify as belonging to the republican party. PHD stands for Philosofiae Doctor, meaning doctor of philosophy, despite the fact that we would not, in our society as it stands, consider most of the people holding PHDs to be philosophers by any means. The many branches of<b> philosophy </font></b>are primarily what we consider to be information application thinking. These include ethics, logic, metaphysics, epistemology and other forms of pure thought, non empirical, application thinking. To clarify with an example, ethics is the application of morality to conditions or events to gauge importance or for edification. One cannot, however, measure morality, or allocate it a number or calculable vector. The original use of philosophy, was to identify an approach to learning. For most of human history, it has represented any and all forms of learning. The disambiguation of learning into sciences, those disciplines with which the scientific method is applied, and philosophy, those to which it cannot, did not occur until around the nineteenth century. Before that any method of study that would expand the level of human knowledge of the world would have been considered<b> philosophy. </font></b>Most of the well known founders of scientific principles and practices would have considered themselves philosophers, Plato, Decardes, Newton, Aristotle, Euclid, Archimedes, and many more. In modern times there is a strong sentiment that things which are not tangible, and clear, are not important. Statements like "A parents love for a is immeasurable," would be considered unworthy of a scientific mind's consideration. This means that only information which is clearly definable, and largely already in use, is not as such because it is not useful. This methodology discourages creativity or even the acceptance of the possibility of expanding knowledge. It hold inherently that anything we do not already know is not worth knowing, unless we can prove that it is indeed a clearly measurable thing. Current physics calls this way of thinking into question, and the development of philosophical disciplines require the expanded thought process,, not just that which is already proven to be true. Science has become a field of compressed ideas and tunnel visional study. The only plausible way to expand human understanding is to specialize in a field, as we have accrued too much information to be held by any one individual. This eliminates the comprehensive apaches of the greatest and most celebrated thinkers in our history. A scientist who cannot employ anything but data will have no creative solutions, only logical reaction, which we will soon have, and in many cases already do, machines to do for us. It is possible that we will require the use of<b> philosophy </font></b>to maximize the learning potential of individuals, and to prevent ignorance of other simi-related sciences (all sciences are related at some point, in fact eventually I believe we will be able to prove that all learning and existence are related at some point,) from causing an inability to use the knowledge they do have to its full potential. -Lampe, AaronJacob S. |
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