By Gareth B. Matthews
This lucid survey takes readers on a thought-provoking journey throughout the lifestyles and paintings of Augustine. This identify explores new insights into certainly one of antiquity's most vital philosophers. themes of this identify contain: skepticism, language acquisition, mind-body dualism, philosophical dream difficulties, time and construction, religion and cause, foreknowledge and unfastened will, and Augustine's status as a 'Socratic philosopher'.
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Extra info for Augustine
Further reading Gareth B. Matthews, Thought’s Ego in Augustine and Descartes. Ithaca: Cornell University Press, 1992. This work offers a more extensive comparison of the aims and accomplishments of Augustine and Descartes. notes 1 I owe the appreciation of this point to Charles Brittain. 2 We shall discuss in chapter 15 whether one can be mistaken or deceived about the desire for happiness. 42 the augustinian cogito chapter 6 mind–body dualism n Book 10 of Augustine’s great treatise On the Trinity we can ﬁnd at least two different arguments for mind–body dualism.
Augustine’s response to Adeodatus’s well-targeted counterexample is, one has to admit, somewhat lame. Augustine points out that we sometimes teach by reminding someone of something. He suggests that when we sing we teach ourselves by reminding ourselves of something we already know. Adeodatus, however, stands his ground. ” Score a point for Adeodatus! Using what looks like nothing more than a bit of sophistry, Augustine gets Adeodatus to agree to this new thesis: (A3) When we speak we want to teach or remind someone of something.
5). Devastatingly, Augustine asks Adeodatus if he does not realize that hurrying is something different from walking. Later on, Adeodatus embellishes Augustine’s point: T5. . how shall I guard against his thinking that it’s just the amount of walking I have done? He’ll be mistaken if he thinks this. He’ll think that anyone who walks farther than I have, or not as far, hasn’t walked at all. 29) The walking example becomes emblematic in the Teacher for the ambiguity of ostension. Certainly walking is different from hurrying.