Philosophical Works, Volume 1Dover Publications, 1955 - Philosophy |
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Page 49
... question ' are treated . RULE XIII . Once a ' question ' is perfectly understood , we must free it of every conception superfluous to its meaning , state it in its simplest terms , and , having recourse to an enumeration , split it up ...
... question ' are treated . RULE XIII . Once a ' question ' is perfectly understood , we must free it of every conception superfluous to its meaning , state it in its simplest terms , and , having recourse to an enumeration , split it up ...
Page 52
... question ' is set , we must strive to understand distinctly what the inquiry is about . For frequently people are in such a hurry in their investigations , that they bring only a blank understanding to their solution , without having ...
... question ' is set , we must strive to understand distinctly what the inquiry is about . For frequently people are in such a hurry in their investigations , that they bring only a blank understanding to their solution , without having ...
Page 317
... question , and the reply that you make to me , simple as it may appear to you , will bring us into a labyrinth of difficulties , if I try ever so little to press you . Were I for example to ask Epistemon himself what a man is , and were ...
... question , and the reply that you make to me , simple as it may appear to you , will bring us into a labyrinth of difficulties , if I try ever so little to press you . Were I for example to ask Epistemon himself what a man is , and were ...
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