Introduction to Communication and Civic Life COM 3 credits An overview of major approaches to the analysis and criticism of contemporary cultural concerns, situating these within the broader historical contexts of communication and cultural theory. Sophomore standing Credit for enrollment in approved study abroad programs. Organizational Communication COM 3 credits Microlevel, institutional and macrolevel analysis of the communication process in organizations.
History of the issue Questions about the nature of conscious awareness have likely been asked for as long as there have been humans. Neolithic burial practices appear to express spiritual beliefs and provide early evidence for at least minimally reflective thought about the nature of human consciousness PearsonClark and Riel-Salvatore Preliterate cultures have similarly been found invariably to embrace some form of spiritual or at least animist view that indicates a degree of reflection about the nature of conscious awareness.
Nonetheless, some have argued that consciousness as we know it today is a relatively recent historical development that arose sometime after the Homeric era Jaynes According to this view, earlier humans including those who fought the Trojan War did not experience themselves as unified internal subjects of their thoughts and actions, at least not in the ways we do today.
Though the ancients had much to say about mental matters, it is Self reflective essay anthropology clear whether they had any specific concepts or concerns for what we now think of as consciousness. The Hamlet who walked the stage in already saw his world and self with profoundly modern eyes.
By the beginning of the early modern era in the seventeenth century, consciousness had come full center in thinking about the mind. Indeed from the midth through the late 19th century, consciousness was widely regarded as essential or definitive of the mental.
Later, toward the end of the 17th century, John Locke offered a similar if slightly more qualified claim in An Essay on Human UnderstandingI do not say there is no soul in man because he is not sensible of it in his sleep. But I do say he can not think at any time, waking or sleeping, without being sensible of it.
Our being sensible of it is not necessary to anything but our thoughts, and to them it is and to them it always will be necessary. Locke explicitly forswore making any hypothesis about the substantial basis of consciousness and its relation to matter, but he clearly regarded it as essential to thought as well as to personal identity.
Leibniz was the first to distinguish explicitly between perception and apperception, i. In the Monadology he also offered his famous analogy of the mill to express his belief that consciousness could not arise from mere matter. He asked his reader to imagine someone walking through an expanded brain as one would walk through a mill and observing all its mechanical operations, which for Leibniz exhausted its physical nature.
Nowhere, he asserts, would such an observer see any conscious thoughts. Despite Leibniz's recognition of the possibility of unconscious thought, for most of the next two centuries the domains of thought and consciousness were regarded as more or less the same.
Associationist psychology, whether pursued by Locke or later in the eighteenth century by David Hume or in the nineteenth by James Millaimed to discover the principles by which conscious thoughts or ideas interacted or affected each other.
James Mill's son, John Stuart Mill continued his father's work on associationist psychology, but he allowed that combinations of ideas might produce resultants that went beyond their constituent mental parts, thus providing an early model of mental emergence The purely associationist approach was critiqued in the late eighteenth century by Immanuel Kantwho argued that an adequate account of experience and phenomenal consciousness required a far richer structure of mental and intentional organization.
Phenomenal consciousness according to Kant could not be a mere succession of associated ideas, but at a minimum had to be the experience of a conscious self situated in an objective world structured with respect to space, time and causality.
Within the Anglo-American world, associationist approaches continued to be influential in both philosophy and psychology well into the twentieth century, while in the German and European sphere there was a greater interest in the larger structure of experience that lead in part to the study of phenomenology through the work of Edmund Husserl, Martin HeideggerMaurice Merleau-Ponty and others who expanded the study of consciousness into the realm of the social, the bodily and the interpersonal.
At the outset of modern scientific psychology in the mid-nineteenth century, the mind was still largely equated with consciousness, and introspective methods dominated the field as in the work of Wilhelm WundtHermann von HelmholtzWilliam James and Alfred Titchener However, the relation of consciousness to brain remained very much a mystery as expressed in T.
Huxley's famous remark, How it is that anything so remarkable as a state of consciousness comes about as a result of irritating nervous tissue, is just as unaccountable as the appearance of the Djin, when Aladdin rubbed his lamp Contemporary Metaphilosophy.
What is philosophy?
What is philosophy for? How should philosophy be done? These are metaphilosophical questions, metaphilosophy being the study of the nature of philosophy. Cross-cultural management is the new challenge to the new age managers. It's not just a Human Resource (HR) issue, but departmental managers are also equally responsible for managing and motivating their respective cross-cultural workforce for getting .
Contemporary Metaphilosophy. What is philosophy? What is philosophy for? How should philosophy be done? These are metaphilosophical questions, metaphilosophy being the study of the nature of philosophy.
Syllabus (printable PDF incl. day-to-day schedule); Course Description. This course gives a wide overview of the development of public and private architecture in Berlin during the 19th, 20th and 21st centuries.
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Published: Fri, 12 May Teaching and learning today are completely different from yesterday because we are facing the challenges of changes in higher education for the future prosperity with todays young students and their readiness to take up these challenges to face up to the coming centuries.