Aristotle On Distinction Between Substance And Matter Essay

ARISTOTLE ON DISTINCTION BETWEEN SUBSTANCE AND MATTER INTRODUCTION Aristotle was both a political thinker and a philosopher. So, we can see their effects on his writings. Moreover, he was hugely influenced by his great teacher Plato, who was in turn a disciple of the great thinker Socrates. He discussed about Substance and Matter in his book ‘Metaphysics’ mainly, apart from discussing them in his book ‘Ethics’. Generally, substance and matter are understood to be the same thing. But philosophically, they are different. ON SUBSTANCE Epistemologically, from the definition of substance it follows: 1. that substance is its own cause 2. that it is infinite 3. that it is the only substance 4. that it is eternal e.g., idea, soul, consciousness, God, respectively have been revered as substance by different philosophers. For Aristotle, substance (ousia), i.e. what is in the fullest sense, is an individual person or thing. Or rather, he normally describes the individual as substance in the primary sense. But logically and epistemologically, the individual is less knowable than the species to which it belongs; this is because the individual is a concrete whole, a combination of form and matter; and only the formal element is constant and definable, and therefore knowable. Hence he often identifies substance with the form or essence of a thing; and this seems to be the outcome of his long and careful discussion in Book 7 of the ‘Metaphysics’. He has been accused of notShow MoreRelatedForm and Matter in Aristotle Essay1585 Words   |  7 Pages Aristotle defined nature â€Å"as an internal origin of change or stability†1. Natural substances are things such as animals, plan ts and inanimate matter like earth, water, fire and air. Each natural substance according to Aristotle has its own nature, which is what gives rise to its natural behaviour/characteristic. The nature of a natural substance is its inner principle/source of change.2 Therefore natural substances are capable of motion i.e. growing, gaining qualities, losing them and lastlyRead MoreEssay on St. Thomas Aquinas’ On Being and Essence1002 Words   |  5 Pagesfound in composite substances. â€Å"Form and matter are found in composite substances, as for example soul and body in man. But it cannot be said that either one of these alone is called the essence.’ Aquinas argues that in a composite substance, not only is the form but also matter in the essence of a thing. However, in Metaphysics, Aristotle says that essence is in the form, which acts upon matter. He writes, â€Å"The form or the thing as having form should be said to be thing, but matter by itself must neverRead MoreEssay about Aristotle vs Plato1665 Words   |  7 Pages Aristotle is considered by many to be one of the most influential philosophers in history. As a student of Plato, he built on his mentor’s metaphysical teachings of things like The Th eory of Forms and his views on the soul. However, he also challenged them, introducing his own metaphysical ideas such as act and potency, hylemorphism, and the four causes. He used these ideas to explain his account of the soul and the immateriality of intellect. Prior to Aristotle, philosophers likeRead MoreDistinctions and Comparisons between Aristotle and Plato Essay1681 Words   |  7 PagesThe ideas introduced by Plato on the theory of forms, where deducted and critiqued by Aristotle. Both philosophers can be viewed as having opposing ideologies. Nonetheless, Plato and Aristotle are in agreement on certain factors of their philosophy. Many have scrutinized and compared the dissimilarities and similarities of Aristotles doctrine of categories and Platos theory of forms. The observations found are of an interesting nature. The beauty behind the writings of Plato is to not acceptRead MoreMetaphysics Essay example1838 Words   |  8 Pagesis concerned with beings as such. According to Aristotle, there is no such thing as mere being; to be is always to be a substance or object, a quantity, a quality, or a member of some other basic category. I. Substance and Accidents Substance is the primary mode of being according to Aristotle. The world is not one of atoms or particles, even though they have a place in the world. The basic notion of Aristotles logic reflects a distinction in the way reality is structured and reflects theRead MoreConceptions of the Soul Essay1161 Words   |  5 PagesPlato (in Phaedo) and Aristotle (in De Anima) present two fundamentally different conceptions of the soul. Through an analysis of their frameworks and genre, and whether their methods are plausible, it can be concluded that Aristotles formulation of the soul is more compelling than that of Plato. According to Plato, the body and the soul are separate entities. The soul is capable of existing before life of the body and after death of the body and it is constant, unchanging and non-physicalRead MorePlato s Theory Of Life And Life Essay1786 Words   |  8 Pagesperpetual and so then it must be pre existent before birth and existent post death. Now for Aristotle in De Anima, he explores what the soul really is by making the distinction between matter and form, and this is called hylomorphism. He uses hylomorphism as a defense to claim that observable objects cannot be described by their material components, but must be explained by their natural foundations and Aristotle believes that the soul is a particular kind of natural element to life, specifically itRead MorePlato s Theory Of Forms1629 Words   |  7 Pagesdiscussion in Phaedo and criticized in Parmenides and Timaeus thereafter. (These works will be further discussed later throughout the essay.) Plato’s theory of Forms, (sometimes referred to as the theory of Ideas) states basically: that which is made of matter and can be physically perceived by a human through one of his five senses does not represent true reality. The realm of ideas and abstract thought is in fact the ideal representation of reality. (When used in this manner, the first letter of formRead MoreThe Body And Soul Essay882 Words   |  4 Pagesthinks that the soul must be thought as the form of the man. There is much debate between philosophers on how the body and soul exist amongst each other. Aquinas believes that the soul is in the body, however it is not contained by it but rather containing it. To elaborate on this, Aquinas believes that the soul is not a substance in a living human because it is not a complete thing. In other words, the soul is matter. Therefore, in a living human, the soul must exist in the body. This means that theRead MoreKant vs Aristotle1314 Words   |  6 PagesThinking Philosophical Inquiry Section ON22 Erich Grunder Jim Cook 3/2/2007 During the 17th and 18th century two philosophers, Plato and Aristotle, arose carving for themselves a trench in the philosophical world. We can see the biggest distinction between the two in their theories of how we know things exist. The traditions of Plato and Aristotle have been dubbed rationalism and empiricism respectively. Under these traditions many well known philosophers have formed their own theories of

Leadership Theory Leadership Competency Model - 1429 Words

Three leadership models discussed take similar views on being an agent of change. The PCLCM, SLIM, and Systematic Change, all make is clear that preparedness for the change is most important. One cannot create change unless the community is ready for a change. There has to be an ownership with the followers of the change, and a responsibility of the leader to share the vision so that this ownership happens. A leader in these systems cannot be an overlord, but rather seeks to initiate change through collaboration and mentorship. Through these methods, change can be implemented. Principal Change Leadership Competency Model (PCLCM) Change models involve complex processes and in order to make sure that this change is successful there has to be a leader in places that has certain skill sets (Kin, Kareem, Nordin and Bing, 2014). The important aspects drawn from this model are that before initiating change, there has to be a recognition of a need for change. Then the change process has to be started and this can happen back setting a clear vision and creating a plan with which to implement this vision (Kim et. al, 2014). The second important aspect is preparing for change. Overcoming resistance to change is what happens at this stage and removing obstacles. Momentum develops towards the followers executing the change. The leader must be equipped with the necessary skills, and have the trust of the followers. The PCLCM model has four phases of change according to Kim et al.Show MoreRelatedThe Common Language Of Leadership By Corey Seelmiller And Thomas Murray1701 Words   |  7 PagesPurpose In the article titled, The Common Language of Leadership, by Corey Seelmiller and Thomas Murray, which can be found in the November 2013 edition of the Journal of Leadership Studies, the authors conducted qualitative research in an attempt to (a) define and understand the competencies needed by college students to engage in leadership in their respective career fields and (b) to use the research findings on leadership competencies in order to develop a program that will encompass all fieldsRead MoreLeadership Theory : Transformational And Transactional Leadership Theories1137 Words   |  5 Pagesthe course of research, various theories appeared in literature on situational leadership. In some instances, situational leadership is part of a broader theory and vice versa. 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Peter Senges Learning Disciplines and the Organizations Climate

Question: Describe about the Peter Senges Learning Disciplines and the Organizations Climate. Answer: Introduction. Description of Peters disciplines Peter Senge envisioned institutions to be places where individuals continuously develop their ability to produce the outcomes that they aspire, a place where they nurture fresh and vast forms of thought, where common desire is unrestricted and a place where persons repeatedly learn to see the whole collectively. The fundamental justification for such institutions is that in circumstances of swift revolution, those who are not opposing, who are productive and adaptive shine. For this to ensue, it is reasoned; organizations must learn how to tap into peoples assurance and ability to learn at all echelons (Chang Sun, 2007). According to Peter Senge, real education gets to the human heart. The human become able to recreate him/herself, this applying to organizations too. The dimensions characterizing learning from native institutions is the ability to master basic five disciplines as suggested by Peter; these include, mental models, own mastery, systems rational, building a shared vision and team learning. He further reiterates that people are agents who act upon these systems and configurations (Senge, 1990). These systems are as follows; Systems rational Systematic thinking is the theoretical foundation of methodology for Peter Senge; it incorporates the others combining them into a cohesive body of philosophy and practice. This method can realize and bring out the whole, and scrutinize the interrelationships amongst the fragments, hence offers, for Peter, equally the motivation and process to incorporate the disciplines. He argues that humans tend to concentrate on the portions rather than being keen on the entire and we dont see an institution as a vibrant development. Thus an enhanced thankfulness of the structures will come after we have learned from our experiences. Individual mastery Own knowledge is the practice of constant clarification and developing of personal vision, strengths, and patience while we see reality by being objective. It argues that organizations only learn through individuals learning. Mastery is perceived to be a sort of expertise; it is not about supremacy but a vocation. Mental models These are assumptions or generalizations that influence our understanding of the universe and how we act. We are regularly not conscious of their influence on our behavior hence we have a task of developing the capability to reflect in and on actions. It begins with spinning the mirror inwards, learning to extract our mental images of the biosphere conveying them to the exterior and scrutinizing thoroughly. Building shared vision Peter Senge argues that if a clue about leadership stimulates establishments for many years, it is the structure that is to grasp the scenario of the prospect we strive to create. Such a picture stimulates and encourages innovation. A positive vision helps people to learn because they want to learn. Team learning Team learning starts with a discussion, the team members do away with assumptions and enter into an unpretentious rational together. It also encompasses knowing how to identify the outlines of relations in groups destabilizing learning. Team learning aligns and develops the capacities of a team to achieve desired results (Taggart, 2008). Organizational characteristics supporting learning Effective leadership creates a learning organization, not centered on an old ladder but a combination of differing personalities from all echelons of the arrangement leading in diverse ways. Such organizations have realized that every individual in the institution possesses the capability of finding answers to the glitches faced, and everyone can visualize a coming and go ahead in creating it (Williams, 2001). As argued by Gephart in Learning Organizations Come Alive, the organization's philosophy is the glue holding the institution together, systems supporting learning are open and trust employees including rewarding them for learning and being innovative, promoting experimentations and value the well -being of its workforce. These institutions have been able to shift minds by connecting to the world as opposed to separating from it, enabling them to create such a culture. Communication systems are also at advanced stages enhancing the exchange of information among individuals. One challenge that an organization must overcome is to isolate and break the protective nature of people in the workplace, make everyone learn the steps of defining and solving problems (Cropper, 2004). The relationship between organizational climate and Peter Senges disciplines Organizations able to learn from the surrounding can adapt to any change that may occur .and be able to maintain competitiveness in the market. Many organizations have introduced workplace learning, both in the past and present, into their daily activities aiming at supporting and accommodating the changes they face during political, economic and social changes. Organizational climate and Peter Senges disciplines have molded direction that relates the organization's learning with the institution, enabling the development of ideas through participation in events and training as opposed to the traditional ways (Sun, 2003). References Chang, D.-S., Sun, K.-L. (2007). Total Quality Management and Business Excellent. Senges five disciplines 3 organizational climate, 802-815. Cropper, B. (2004). Applying the Tools of the. Learning-Centred Leadership, 1-5. Senge, P. (1990, Sloan School of Management). The Leaders New York;Building Learning Organizations. Sloan Management Review, 32(1), 1-10. Retrieved September 30, 2016, from https://www.simpsonexecutivecoaching.com/pdf/orglearning/leaders-new-work-building-learning-organizations-peter-senge.pdf Sun, P. (2003). Exploring the divide organizational learning and learning organization (Vol. 10). MCB UP LTD. Taggart, J. (2008). The Five Learning Disciplines. From Individual to Organizational Learning, 4-8. Williams, G. (2001). Peter Senge and the learning organization. Retrieved from infed: https://infed.org/mobi/peter-senge-and-the-learning-organization/#_The_learning_organization