1 Introducing the concept of the 'person' and 'persons' This unit explores what it is to be a person. There are several philosophical questions around the nature of personhood. In this unit we will be exploring hat it is that defines the concept. As you read on, you will notice that this area of enquiry has evolved its own semi-technical vocabulary. The plural of ‘person’ is, in this area of enquiry, standardly ‘persons’ rather than ‘people’. It is not difficult to see the reason for this. The question ‘What are people?’ is poten
Introduction This unit asks what it is to be a person. You will see that there are several philosophical questions around the nature of personhood. Here we explore what it is that defines the concept. As you work through the unit, you will notice that this area of enquiry has developed its own semi-technical vocabulary. The plural of ‘person’ is, in this area of enquiry, ‘persons’ rather than ‘people’. It is easy to see the reason for this. The question ‘What are people?’ is potentially c
4.4 Unravelling sentences In the following passage, mark as many subjects, verbs and objects as you can. James was to drive them. The first day we travelled thirty-two m 4.2.2 Pronouns Pronouns are used to avoid repeating nouns and to supply the subjects for verbs. I, me, we and us are known as the first person pronouns, you is the second person pronoun, and he, him, she, her, it, they and them are third person pronouns in English. In Latin, pronouns are used only when really necessary for the sense of a sentence, or sometimes for emphasis. Often, a pronoun subject, such as I, you or she, can be understoo 4.2.1 Nouns Nouns are used to name people, places, things or concepts, for example Cicero, Italy, tree, happiness. Most nouns can be singular or plural, for example tree, trees. They each belong to a certain gender, masculine, feminine or neuter (from Latin neuter, neither). In English, nouns have natural gender; for example, boatsman is masculine, woman is feminine, student is of common gender (either masculine or feminine), and university and b 4.2 Parts of speech In describing the grammar of written Latin, the best method is to use the traditional classical grammar, as worked out by the Greeks and Romans themselves. As a preliminary, it may be useful to learn the ‘parts of speech’ in English. A very brief explanation follows, and then a much fuller discussion. Introduction The aim of this unit is to enable you to get started in Latin. It has been developed in response to requests from students who had had no contact with Latin before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Latin and will offer you the opportunity to put in some early practice. This unit is an adapted extra References 2.3.5 History The census of 1911, the year of MacLean's birth, recorded 200,000 speakers of Scottish Gaelic. Fifty years later, the number had dropped to 81,000. If MacLean's vision is frequently pessimistic, this must surely derive at least in part from the dwindling of the culture and language to which he had committed himself as poet. Please now read ‘A Highland Woman’. Click to view the poem ‘Highland Woman’ 1 Approaching philosophy The 1960s show Beyond the Fringe included a sketch satirizing philosophy. In it, Jonathan Miller and Alan Bennett play two Oxbridge philosophers discussing the role of philosophy in everyday life. It concludes like this: Jon: … the burden is fair and square on your shoulders to explain to me the exact relevance philosophy does have to everyday life. Alan: Yes, I can do this quite easily. This mo Acknowledgements This unit was written by Dr Linda Walsh and Professor Tony Lentin Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following source Acknowledgements The content acknowledged below is Proprietary (see terms and conditions)
This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: 1.1 Introduction War memorials are artefacts which commemorate loss – of individuals, armies or battalions – in war and have particular symbolic meaning and form. We could define texts as ‘things that people have made or produce 4 Form of memorial I now want you to think about the form of ‘your’ war memorial. I don't think you will have had any difficulty in knowing what to look for when I asked you whether you had a memorial near to you, and where it was. You may have had to think about the question, and search for the memorial, but you knew what you were looking for. Introduction This unit gives you the opportunity to practise good study techniques using the theme of commemoration and memorials. It will help you to begin to think about how form influences meaning in the arts and how ideas influence approaches to the humanities. This material is from our archive and is an adapted extract from An introduction to the humanities (A103) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other cours 6 The Pavilion and the picturesque Nash's evocation of the picturesque as an aesthetic to describe the projected exterior for the Pavilion is striking. If neoclassical Palladian houses had stood four-square in the landscape, rising up out of extensive lawns and commanding an elaborately naturalistic landscape of grazing sheep and cattle to the horizon diversified by an ornamental lake, the picturesque house was instead enfolded within and extended by its garden. Repton and Nash, in partnership from 1796 to 1802, were two 4 ‘Chinese’ on the inside Our evidence for the evolution of the Pavilion's interiors is largely derived from Augustus Pugin's watercolours of the building's interiors and exteriors, executed for a picture-book commissioned around 1820 by the house-proud prince from his architect John Nash, entitled Views of the Royal Pavilion, completed in 1826. On the whole, the Pavilion today has been restored to congruence with the Views, to appear as it did in 1823 when the building was finished. Let's now look at th 2 A prince at the seaside In this section we will take a closer look at the life of George IV and what brought him to Brighton. The Prince of Wales (see Figure 2), known familiarly to his friends as ‘Prinny’, was born in 1762 and destined to become Prince Regent in 1811 following the onset of the madness of his father, George III. He finally became George 6 Further reading For a more advanced introduction to the topic of consciousness, which includes an historical survey of philosophical and psychological work on the topic and a survey of recent debates, see: Güzeldere, G. (1997) ‘The many faces of consciousness: a field guide’, in N. Block, O. Flanagan and G. Güzeldere (eds), The Nature of Consciousness: Philosophical Debates, Cambridge, Mass., MIT Press, pp. 1–67. (The collection in which this essay appears is a useful one, which reprints 4.5 The function of consciousness There is another problem I want to mention briefly. What is the function of consciousness? What difference does it make to have phenomenally conscious experiences? This may seem an odd question. Surely, the answer is obvious: the function of consciousness is to provide us with information about our environment – about colours, shapes, sounds and so on. But this is too swift. We do not need to have conscious experiences in order to acquire perceptual information about our enviro
Activity 10
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