Philosophical Works, Volume 1Dover Publications, 1955 - Philosophy |
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Page 58
... extended . My conception is entirely the same if I say extension occupies place , as when I say that which is extended occupies place . Yet that is no reason why , in order to avoid ambiguity , it should be better to use the term that ...
... extended . My conception is entirely the same if I say extension occupies place , as when I say that which is extended occupies place . Yet that is no reason why , in order to avoid ambiguity , it should be better to use the term that ...
Page 246
... extended , i.e. as mind and body ; for we know them in this way very clearly and distinctly . It is moreover more easy to know a substance that thinks , or an extended substance , than substance alone , without regarding whether it ...
... extended , i.e. as mind and body ; for we know them in this way very clearly and distinctly . It is moreover more easy to know a substance that thinks , or an extended substance , than substance alone , without regarding whether it ...
Page 264
... extended particle ] because from its nature it is such . hea 80 fro PRINCIPLE XXI . That extension of the world is likewise indefinite . We likewise recognise that this world , or the totality of corporeal substance , is extended ...
... extended particle ] because from its nature it is such . hea 80 fro PRINCIPLE XXI . That extension of the world is likewise indefinite . We likewise recognise that this world , or the totality of corporeal substance , is extended ...
Contents
Discourse on the Method of Rightly Conducting the Reason | 81 |
Index | 451 |
CONCLUSIONS 1 | 1 |
Copyright | |
3 other sections not shown
Common terms and phrases
A. K. Coomaraswamy action administration Aristotle arteries ARTICLE attribute believe blood body brain C. I. Lewis cause chiliagon college and university conceive concept consider contrary corporeal corporeal substance deduced depend Descartes desire difficulty Dioptrics discover distinct diverse doubt effect elemen elementary principals elementary school principals Epistemon error esteem Eudoxus evil excited exist experience extension fact faculty feel figure follow heart idea imagination inasmuch inservice judge judgment knowledge Leibniz less likewise magnitude mathematics matter Max Born means method mind mode motion movement nature nerves never objects observe opinions ourselves Paperbound passions perceive perceptions perfect philosophy Polyander possess present principalship problems proceed programs reason received recognise regard regions relation RENÉ DESCARTES represent responses role sadness school district sciences sensations senses soul spleen substance T. L. Heath teachers teaching things thought tion true truth understanding Upanishads