Philosophy of education 7:2
Sku: 20400A0E050
Archival Number: CD/mp3 204
Author: Lonergan, B.
Language(s): English,
Decade: 1950

Description:

CD/mp3 204, second part of seventh Cincinnati lecture on philosophy of education. Corresponds to CWL 10: 168-77. Sponsored by Rev. Msgr. Richard M. Liddy. A further illustration of development and the need for conversion is philosophic. The notion of the real develops, from the view that the real is what satisfies several perceptual schemes of operations to the view that the real is what is known in true judgments. Again, there are development and aberration in the notion of being. Aquinas's notion of being is not the only answer to the question, What is being? For Scotus being is 'not nothing,' the concept with the minimum connotation and the maximum denotation. Lonergan distinguishes the intention of being, the concept of being, knowing a being, knowing the notion of being, and knowing being, or knowing the idea of being. The intention of being is the light of intellect, the desire to know. The concept of being arises from heading for judgment. Knowing a being occurs when one adds the judgment. Knowing the notion of being results from a series of reflections on intention, concept, and knowing a being. The notion of being underpins the intention, uses the phantasm as an instrument towards knowing a being, combines in the concept what is grasped by understanding and what is present to sense, and adds its ultimate intention, to get the thinking of being, and then the judgment in which one knows a being. Finally, the idea of being is the act of understanding that understands being; it is God. Another notion that develops is the notion of objectivity. The spontaneous notion of objectivity is that the objective is what is out there. A second notion is found in thinking of impartiality, detachment. A third component is the absolute, the unconditioned, the true. A fourth stage combines elements from the other three and brings us back to the starting point with what we have learned on the way, where one knows a universe of objects and the subject as one of the objects in the universe. The theory of philosophic differences begins with a discussion of the basic group of operations in human knowledge: experience, understanding, and judging. Those operations as a group determine an object, compounded of act (judgment), form (understanding), and potency (experience). Scientific knowledge is the set of theories (form) verified (act) in instances (potency).

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