I argue that Aristotle’s account of scientific demonstrations in the Posterior Analytics is centred upon formal causation, understood as a demonstration in terms of essence (and as innocent of the distinction between form and matter). While Aristotle says that all four causes can be signified by the middle term in a demonstrative syllogism, and he discusses at some length efficient causation, much of Aristotle’s discussion is foremost concerned with the formal cause. Further, I show that Aristotle had (...) very detailed procedures for identifying the formal cause, and that he is aware of several problems which might lead one to erroneously identify the wrong form as the cause of a property. Finally, I show that Aristotle’s account can easily be adapted to material causation, and through some modifications (introduction of process universals related through parthood), hinted at in II 11-12 and 16-17, to efficient and final causation. (shrink)

The paper examines Posterior Analytics II 11, 94a20-36 and makes three points. (1) The confusing formula ‘given what things, is it necessary for this to be’ [τίνων ὄντων ἀνάγκη τοῦτ᾿ εἶναι] at a21-22 introduces material cause, not syllogistic necessity. (2) When biological material necessitation is the only causal factor, Aristotle is reluctant to formalize it in syllogistic terms, and this helps to explain why, in II 11, he turns to geometry in order to illustrate a kind of (...) material cause that can be expressed as the middle term of an explanatory syllogism. (3) If geometrical proof is viewed as a complex construction built on simpler constructions, it can in effect be described as a case of purely material constitution. (shrink)

John Norton says that philosophers have been led astray for thousands of years by their attempt to treat induction formally. He is correct that such an attempt has caused no end of trouble, but he is wrong about the history. There is a rich tradition of non-formal induction. In fact, material theories of induction prevailed all through antiquity and from the Renaissance to the mid-1800s. Recovering these past systems would not only fill lacunae in Norton’s own theory but (...) would highlight areas where Norton has not freed himself from the straightjacket of formal induction as much as he might think. This essay begins that recovery. (shrink)

Much of the debate about Aristotle’s criticisms of Plato has focused on the separability of the Forms. Here the dispute has to do with the ontological status of the Forms, in particular Plato’s claim for their ontological priority in relation to perceptible objects. Aristotle, however, also disputes the explanatory and causal roles that Plato claims for the Forms. This second criticism is independent of the first; even if the problem of the ontological status of the Forms were resolved to Aristotle’s (...) satisfaction, this second criticism would still stand. The problem here is not that there is no room for Aristotle’s four causes in Plato’s ontology; on the contrary, antecedents for all four can be found in Plato’s works. The problem, instead, is that Plato’s Forms fail to meet the general requirements that Aristotle sets out for the material, efficient, formal, and final causes of perceptible objects. Hence, even if the Forms were immanent in perceptible objects, they would still explain nothing about them. (shrink)

Spinoza distinguishes between causation that is external, as in A causing B where A is external to B, and causation that is internal, where C causes itself (causa sui), without any involvement of anything external to C. External causation is easy to understand, but self causation is not. This note explores an approach to self-causation based upon Gödelian undecidability and draws upon ideas from an earlier study of Gödel’s proof and the quantum measurement problem (Zwick, 1978).

Hylomorphism and related to it classical concept of the human soul—understood as a substantial form of the human being—are traditionally supported and commented on by the followers of the Aristotelian-Thomistic thought, both in its classical and contemporary approach. At the same time, hylomorphism has recently found a new group of followers, coming from the circles of analytic metaphysics, unrelated to the classical school of thought. This article strives to answer the question of the relation of the new, analytic versions of (...) hylomorphism to its classical definition. Moreover, it also analyzes their application in the debate concerning the mind-body problem in philosophy of mind, as well as the question of their reference to the concept of the human soul. It seems that the mereological and structural reinterpretation of the material and the formal causes departs considerably from the classical definition of hylomorphism. Moreover, the suggestion of William Jaworski – who argues in favor of the new hylomorphism in the mind-body debate – to define mental phenomena as “structured manifestations of powers” belonging to the parts of human body, not only raises some serious metaphysical concerns, but also seems to leave no “space” for the classical concept of human soul. These difficulties notwithstanding, one should appreciate an attempt of the proponents of the new analytic hylomorphism at finding an alternative to the extreme positions of substance or property dualism and eliminative or reductionist materialism in the contemporary discussion concerning the mind-body problem. (shrink)

Muslim philosophers separated the material cause and formal cause as essential, and the efficient cause and intention cause as existential, which are the four causes stated by Aristoteles. Mulla Sadra addresses the efficient cause in two parts which are natural and emanative (creative) causes. Natural perpetrator is preparatory perpetrator and the creative perpetrator is the perpetrator bestowing entity. According to a almohad, Allah is the perpetrator of everything. However, there are disputes concerning what (...) kind of perpetrator Allah is. Muslim philosophers dealt with all types of perpetrator to put forth the attributes of emanative perpetration. Agents by Intentional, Agreement, Providence, Manifestation are perpetrators who have knowledge and will. Agents by intentional perform their actions by the virtue of a purpose. Their knowledge is detailed in their actions. The knowledge of agent by agreement is collective before creation and detailed after creation. The knowledge of agents by providence on their entity is presential and their knowledge on their actions is conceptual and detailed. On the other hand, agents by manifestation have a detailed presential knowledge on their actions. This study addresses all the perpetrator types which may be attributed to Allah and identifies the perpetrator type which can possibly be attributed to Allah. (shrink)

This MA thesis investigates Aristotle's natural teleology, its presuppositions and implications. In order to achieve a better understanding of his theory, a study of the criticisms he addresses to his predecessors - Platonists and materialists - is made. On the one hand, Aristotle exposes thoses theories for not being able to explain certain natural facts, such as the constancy of reproduction; on the other, he finds the origin of this deficiency in the emphasis these philosophers give to one cause (...) alone (be it material or formal). A solution to these problems, Aristotle argues, can only be reached if we seriously consider the four causes: material, formal, efficient and final. (shrink)

The outline and introduction to my dissertation addresses the problem of the crisis between the human and natural sciences and the way in which Plato, by introducing the soul, as mediator between the two, provides us with solutions. The dissertation is divided into three chapters: the cosmos, the state or polis and the individual knower, which are each divided into three topics, the body, the soul and the mind, which represent the material cause, the efficient cause and (...) the formal cause, leaving out the final cause and which in modern terminology translate into: the philosophy of science, political theory or ethics and epistemology or the philosophy of mind. (shrink)

In the article I deal with some paradoxes and errors caused by improper usage of logical and philosophical terms appearing in the arguments for existence of god and other philosophical issues. I point at rst some paradoxes coming om improper usage of propositional calculus as an instrument for analysis of a natural language. this language is actually not using simple sentences but rather propositional functions, their logical connections, and some replacements for variables in them. We still have to deal with (...) so called paradox of material implication. the second paragraph provides formal and metatheoretical critics of Charles Sanders Peirce’s theory of deduction, induction and abduction. I argue that what Peirce and his followers call abduction is actually deduction or some reasoning unable to describe in terms of the logic used by them. Both syllogistic and inferential theory of abduction generate some paradoxes and contradictions. In the last paragraph also some paradoxes and contradictions resulting om the theory of causation by Jan Łukasiewicz are presented. the central issue of the article is erroneous usage of the implication: in logical paraphrases of a natural language, in description of the scienti c reasoning, and in description of causality. However, my objective is not to solve all problems mentioned above but rather to open a discussion over them. (shrink)

A phenome occurs through the many pathways of the complex net of interaction between the phenome and its environment; therefore researching and understanding how it arises requires investigation into many possible causes that are in constant interaction with each other. The most comprehensive investigations in biology are the ones in which many biologists from different sub-areas—evolutionary biology, developmental biology, molecular biology, physiology, genetics, epigenetics, ecology—have collaborated. Still, biologists do not always need to collaborate or look for the most comprehensive explanations. (...) A more standard investigation in biology occurs within a single subarea, and uses well-defined experiments with very specific conditions. This paper is about causation and related explanation in plant phenome research and its relevance to Aristotle’s Theory of Four Causes. I argue that there are causes which resemble Aristotle’s formal, material, and efficient causes in phenotype explanation and occurrence; but causes which resemble Aristotle’s final causes occur in phenotype explanation only, not in the occurrence. (shrink)

Divine intention is an important problem for both philosophy and Kalam. This problem has two aspects as the subject and action of the intention. The intention of the subject occurs for the motion or the action itself. The intention of the action is to reach the motion or the action itself. According to this, when a person travels to Mecca to visit Kaaba, the visit is the intention of the subject and the journey is the intention of the action. In (...) this context, does Allah have an intention? And what are the intentions of the actions aris-ing from him? In the Islamic philosophy, the first question is handled as "intention of the sub-ject/divine intention” and the second question as "the intention of the actions/divine inten-tion of the actions". In order to answer the first question, we must examine all types of inten-tions. Each subject takes action to benefit them, to benefit others and to act for the sake of the goodness and kindness. Allah would be dependent being if he acted to benefit him and to make up for a flaw for the first of these intentions. In the second intention type, if Allah acted for someone else, this sit-uation would be on the degree of cause for the subject and he would be passive. For the third intention type which is to act to reach for perfection, it would deem Allah as a dependent being. The above-mentioned intentions are flawed. On the contrary, Allah is perfect and does not need any of these intentions to create. Thus, he is not subject to any of these possible inten-tions. These intentions are only used by imperfect subjects. Of course, it does not mean that Allah does not have intentions. According to Avicenna and Mulla Sadra, intention of Allah is the love towards his essence which is free from any flaw. According to this, all beings are entailed to the divine essence and they exist due to the love of essence of Allah. Allah has a direct intention as well as an indirect one. As mentioned before, Allah is in love with his essence. Allah loves the works and actions of his essence as well, according to the principal that one, who loves the essence, loves the works and actions of that essence as well. In this context, the love of essence of the Allah is a direct intention, while the love of his es-sence's works and actions is an indirect intention. After the divine intention is explained, we must also explain the intention of the divine ac-tions. According to both Mulla Sadra and Avicenna, since possible beings are flawed, their intention is to reach to certain perfections which are compatible with themselves. Mulla Sadra states that Allah bestows motivation to possible beings to advance towards the perfection and he claims that these beings make use of that motivation to be perfect. Therefore, possible beings try to make up their flaws and reach to perfection. Since Allah is the absolute perfect being, the final intention of the possible beings is Allah. In other words, all beings that seek for perfection, take example of him. The other intentions act as a primary tool to reach the final intention. How can flawed beings by essence reach to perfections compatible with them? Avicenna and Mulla Sadra stated different opinions on the search of perfection of the flawed beings in the Islam philosophy. According to Avicenna, beings change with extinction and creation. This change happens by accident and the substance stays constant. In accordance with this approach, this change and development is only possible with accidental motion. It occurs with the replacement between forms. But the theory of the Avicenna has some flaws. Because forms are not the intentions of each other and first hyle is not strong enough to have an intention. Thus, no form is superior to the other. It is also not possible to have substance development because the substance and es-sence of the material are constant. It only goes through changes in appearance with the acci-dental motion. It is clear that the changes in the appearance and the shape are not standards for perfection. On the other hand, Mulla Sadra's development theory, which is based on the fundamentality of existence, existential gradation and substantial motion, suggests that the material world is moving towards the perfection. The motion in the substance of material beings is reason of substantial and accidental developments. All beings try to promote themselves to a higher position by reaching perfection in accordance with their intentions. Thus, the theory of Avicenna focuses on the accidental and formal changes in the search of perfection of the material beings, while Mulla Sadra’s theory explains accidental changes as well as the essential ones. Mulla Sadra does not limit the explanation of which Allah is the intention of possible beings to ontological dimension. According to him, Allah is an intention of possible beings as well. He points out the Hadith Qudsi "I was a hidden treasure, I desired to be recognized so I created the creature" and states that "This (Hadith Qudsi) indicates that he is the subject and the in-tention of the universe in an ontological manner as well as the intention of the universe in an epistemological manner." Thus, according to Mulla Sadra, possible beings have two inten-tions, to reach to and understand Allah. (shrink)

My aim is to examine Aristotle's hylomorphism as a model for scientific explanation of living beings. I argue that the issue of matter-form relation should be connected with the opposition between the necessity of material and efficient causes and the teleology of forms. Form (as "telos") is a principle able to organize the appropriate conjunction of material and efficient causes. Formal and final causes are not a trick for filling the "gap in causation", nor are they bare (...) heuristic tools for inquiring into the "true" causes. The primacy of formal and final causes guarantees an appropriate account of material and efficient causes inasmuch as form and "telos" are responsible for bending and organizing the original dispositions of the material elements. (shrink)

Is integrative biology a good idea, or even possible? There has been much interest lately in the unifica- tion of biology and the integration of traditionally separate disciplines such as molecular and develop- mental biology on one hand, and ecology and evolutionary biology on the other. In this paper I ask if and under what circumstances such integration of efforts actually makes sense. I develop by example an analogy with Aristotle’s famous four “causes” that one can investigate concerning any object (...) or phenomenon: material (what something is made of), formal (what distinguishes that particular object from others), efficient (how was the object made) and final (why was the object made). The example is provided by ongoing research on different aspects of flowering time in the model system Arabidop- sis, a small weed belonging to the mustard family. I show that understanding how flowering time is controlled is an epistemologically different sort of question from why and how it evolved, and that the two research agendas can be pursued largely independently of each other. Toward the end, I propose that the real goal of integrative biology is to understand the boundary layers between levels of biologi- cal analysis, something to which modern philosophy of science can contribute significantly. (shrink)

This paper presents a view of nature as a network of infocomputational agents organized in a dynamical hierarchy of levels. It provides a framework for unification of currently disparate understandings of natural, formal, technical, behavioral and social phenomena based on information as a structure, differences in one system that cause the differences in another system, and computation as its dynamics, i.e. physical process of morphological change in the informational structure. We address some of the frequent misunderstandings regarding the (...) natural/morphological computational models and their relationships to physical systems, especially cognitive systems such as living beings. Natural morphological infocomputation as a conceptual framework necessitates generalization of models of computation beyond the traditional Turing machine model presenting symbol manipulation, and requires agent-based concurrent resource-sensitive models of computation in order to be able to cover the whole range of phenomena from physics to cognition. The central role of agency, particularly material vs. cognitive agency is highlighted. (shrink)

Aristotle, in his Metaphysics, not only tries to establish a relationship that is direct, coherent, inter-operational and "precise" between this science, its name as a science, and its object of study, but also begins an indignation that tries to set a science — materially adequate and formally correct — to study τὸ ὂν ᾗ ὂν. In order to complete this task, Aristotle does an in-focus strategy that consists on the diffusion of τὸ ὄν in its categories, that allows Aristotle the (...) possibility of formulate a science ἐπιστήμη to study τὸ ὂν ᾗ ὂν at the same time that supports the diffusion of τὸ ὄν in the "different categories or supreme genres" of τὸ ὄν. Due to this argumentation, Aristotle distinguishes the ἐπιστήμη σοφία of any other type of knowledge: the former is fundamentally an enquiry "about the first causes (πρῶτα αἴτια) and the principles (ἀρχὰς)". With this conception in mind, Aristotle was able to characterize several related forms of the ἐπιστήμη σοφία which, as a whole, eventually allow him to establish a science of the principles and causes "maximally universal and referred to…everything real", and in consequence, to "that that is, as long as something is". In this work, I will try to reconstruct such arguments, and offer some observations and conjectures referred to these notions that plausibly incline the scale in favor of an ontological reading of Aristotle’s Metaphysics, in order to contribute to clarify the confusion that exists between the aim of the discipline with the justification to establish the existence of its own object. (shrink)

ABSTRACT Attributing different titles to the activity of teaching Turkish to non-native speakers is related to the perspective of those who conduct this activity. If Turkish Language teaching centres are sub-units of Schools of Foreign Languages and Departments of Foreign Languages of our Universities or teachers have a foreign language background, then the title “Teaching Turkish as a Foreign Language” is adopted and claimed to be universal. In determining success at teaching and learning, the psychological perception of the educational activity (...) and the associational power of the words used are far more important factors than the teacher, students, educational environment and educational tools. For this reason, avoiding the negative connotations of the adjective “foreign” in the activity of teaching foreigners Turkish as spoken in Turkey would be beneficial. In order for the activity of Teaching Turkish as Spoken in Turkey to Turkic Speakers to be successful, it is crucial to dwell on the formal and contextual quality of the books written for this purpose. Almost none of the course books and supplementary books in the field of teaching Turkish to non-native speakers has taken Teaching Turkish as Spoken in Turkey to Turkic Speakers into consideration. The books written for the purpose of teaching Turkish to non-speakers should be examined thoroughly in terms of content and method and should be organized in accordance with the purpose and level of readiness of the target audience. Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers are still conducted at public and private primary and secondary schools and colleges as well as private courses by self-educated teachers who are trained within a master-apprentice relationship. Turkic populations who had long been parted by necessity have found the opportunity to reunite and turn towards common objectives after the dissolution of The Union of Soviet Socialist Republics. This recent state of affairs resulting from the use of various alphabets such as Arabic, Kirill, Latin by Turkic republics that declared independence and by autonomous and semi-autonomous Turkic communities or Turkic minorities living in various regions in the World have risen the need for a common communicative language and alphabet among the cognate people of those communities. For this reason, Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers have gained a particular significance today. Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers are still handled within the scope of “Teaching Turkish to Foreigners” and people who have no background of Turkish language are given the same curriculum as Turkic speakers. This causes students who have zero Turkish language background and the ones who have the basic structural knowledge of the language at a native level to be given the same education in the same classroom environment and same tests. In these classrooms where the students’ levels of readiness vary dramatically, half of the students are unable to follow the lesson. While teaching Turkish as spoken in Turkey to the Turkic speakers, the equivalence level of the words in the dialect to be taught must be taken into consideration. You can teach someone who knows nothing about a subject better than the ones that have different or inaccurate knowledge of the subject. The same applies to teaching Turkish spoken in Turkey to Turkic speakers. In order to decide which of The Turkic dialects is to be the common communicative language, we must pay attention to factors such as the geographical size of the land that the dialect is spoken in, the domain, the level of appeal and the power of the dialect in visual and print media. As Turkish spoken in Turkey is number one in almost all of these factors, it should be the common communicative language among Turkic speakers. When taught consciously in a classroom environment, the similarities and associations between the dialects would help Turkic speakers to learn Turkish language more easily; but when neglected, the result would be the opposite. To form the first texts with the common words in Turkic dialects in the books to be written for Teaching Turkish as Spoken in Turkey to Turkic Speakers would facilitate language learning. There is a need for a systematic study in terms of every aspect such as the title, the common alphabet, the books and materials to be produced and teaching methods to be used in Teaching Turkish as Spoken in Turkey to Turkic Speakers. The characteristics of Turkish dialect spoken in Turkey and other Turkic dialects are still not considered in the activities conducted on the subject; and the activity is considered as foreign language teaching instead of teaching another dialect of Turkish language. It is considered that Turkish as spoken in Turkey should be the common communicative language among the Turkish world and for this reason it is crucial to teach it to people who speak other dialects of Turkic languages. First of all, common and similar semantic, vocal and structural units in the dialects must be identified and texts and methods that emphasize these similarities must be determined. Teaching Turkish as spoken in Turkey should be divided into two main sections as “Teaching Turkish as spoken in Turkey to Native Turkic speakers” and “Teaching Turkish as spoken in Turkey to Non-native Speakers” and teaching methods and educational tools should be determined accordingly. “Teaching Turkish as spoken in Turkey to Native Turkic speakers” should also be classified into groups. For example, under the sub title of “Teaching Turkish as spoken in Turkey to Turkic speakers”, specific course books for “Azerbaijan Turks, Kirghiz Turks, Kazakh Turks, Uzbek Turks and Turkman Turks, etc.” should be prepared in order to teach them Turkish as spoken in Turkey. In addition, instead of grammar based methods, techniques that give grammatical knowledge subtly should be preferred in Teaching Turkish as Spoken in Turkey to Turkic Speakers. While teaching Turkish to adults that come from various parts of the world with various language knowledge and skills, we should benefit from the power of pictures and shapes which are considered the common language of humankind. The sentence, which is the basic component that states a meaningful idea, should be taken as basis while teaching the language; and for the ones who do not know the Turkish alphabet, firstly letters, which are the smallest units of written language, should be comprehended by means of alphabets with pictures. Instead of making students memorize words, the meanings and forms of the words should be presented within the sentences while tenses and personal pronouns and endings should be comprehended within the sentence. While teaching sentences; first, correct pronunciation of the sentence, the meaning and correct articulation (first oral and then written) of the sentence, and then how to analyse the sentence structure and produce similar sentences should be taught; stress, intonation and spelling rules should be comprehended by means of sentences. Teaching Turkish as spoken in Turkey to Turkic speakers and Teaching Turkish to foreigners are still considered the same. A state policy has to be formed on this matter; the scope, content and teaching method of teaching Turkish to non-native speakers must be evaluated based on scientific criteria and measures must be taken in terms of professional Turkish language teaching. In a word, new measures must be taken and scientific studies must be conducted for the activity of Teaching Turkish as Spoken in Turkey to Turkic Speakers in terms of fields varying from raising course teachers, producing course books, determining the method and location of the class to the production and selection of educational tools. (shrink)