Type of Credit: Elective
Credit(s)
Number of Students
本課程專門研讀神聖羅馬帝國神學家、哲學家、法學家、數學家和天文學家庫薩努斯 (1401-1464) 寫於1450 年的作品《門外漢論心靈 (Idiota de mente) 》（或簡譯《論心靈》）。該作品是一個對話系列的一部分 (分別為 Idiota de sapientia、Idiota de mente 和 Idiota de staticis Experimentis) 。 透過閱讀此作，我們得以組織出庫薩努斯的心靈理論和相關論證，並探討其心靈理論如何跟他的形上學立場（特別是上帝、實存層級和數字）緊密相連。
This is a postgraduate course that focuses specifically on Nicholas of Cusa (1401-1464) – a German cardinal, philosopher, jurist, mathematician, and astronomer. We will read his work The Layman on Mind (Idiota de mente) written in 1450. The work is part of a series (Idiota de sapientia, Idiota de mente, and Idiota de staticis experimentis) that assumes a dialogue form. Through reading this work, we will come to form a picture of Nicholas of Cusa's theory of mind which is closely intertwined with his metaphysical views of God, levels of reality, and numbers.
能力項目說明
1. Demonstrate familiarity with the main theories and discussions in Nicholas of Cusa's Idiota de mente.
2. In their papers, students are required to demonstrate their ability to identify and explicate issues involved in Idiota de mente, and to formulate their understanding and critical assessment in their own terms.
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
|---|---|---|
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週次 Week |
課程主題 Topic |
課程內容與指定閱讀 Content and Reading Assignment |
教學活動與作業 Teaching Activities and Homework |
學習投入時間 Student workload expectation |
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課堂講授 In-class Hours |
課程前後 Outside-of-class Hours |
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1 |
General introduction, mind (mens) as measure (mensurare) |
Chapter 1 |
Lecture & Discussion |
3 |
3 |
|
2 |
Natural name, imprecise name, the simple beginning |
Chapter 2 |
Lecture & Discussion |
3 |
3 |
|
3 |
Precise name, God’s concept, and our concept |
Chapter 3 |
Lecture & Discussion |
3 |
3 |
|
4 |
Mind as image of the eternal enfolding |
Chapter 4 |
Lecture & Discussion |
3 |
3 |
|
5 |
Mind as a living substance created in a body |
Chapter 5 |
Lecture & Discussion |
3 |
3 |
|
6 |
Number and mind |
Chapter 6 |
Lecture & Discussion |
3 |
3 |
|
7 |
Holiday |
N/A |
N/A |
N/A |
N/A |
|
8 |
Mind and assimilation |
Chapter 7 |
Lecture & Discussion |
3 |
3 |
|
9 |
Mid-term |
N/A |
N/A |
N/A |
N/A |
|
10 |
Assimilation and concept formation |
Chapter 8 |
Lecture & Discussion |
3 |
3 |
|
11 |
Measuring things and apprehending truth |
Chapter 9 & 10 |
Lecture & Discussion |
3 |
3 |
|
12 |
Number of minds |
Chapter 11 |
Lecture & Discussion |
3 |
3 |
|
13 |
Disembodied minds and God’s creation |
Chapter 12 & 13 |
Lecture & Discussion |
3 |
3 |
|
14 |
Descendance of mind |
Chapter 14 |
Lecture & Discussion |
3 |
3 |
|
15 |
Immortality and incorruptibility of mind |
Chapter 15 |
Lecture & Discussion |
3 |
3 |
|
16 |
Self-study |
N/A |
N/A |
N/A |
N/A |
|
17 |
Self-study |
N/A |
N/A |
N/A |
N/A |
|
18 |
Final |
N/A |
N/A |
N/A |
N/A |
In-class Presentation: 30%
Final Essay: 70%
Assessment Criteria
90-100: The student is familiar with the thinkers’ positions and elaborates on the arguments that support the positions. The student proves his/her independent thinking and understanding by critically examining the arguments and defending them against possible counter-arguments.
80-89: The student knows the thinkers’ positions to a certain extent and shows an approximate understanding of the arguments. The student tries to develop his/her own critique or his/her own response to a possible critique, but the attempt is not effective.
70-79: The student conveys the central ideas in the texts/ of the positions correctly, but does not present the arguments in an organized, systematic manner. Nor does he/she consider any critique or possible answers to objections.
60-69: The student fails to explain the thinkers’ positions or arguments and shows a seriously incomplete understanding.
Below 60: The student shows the problems mentioned above and fails to complete the assignment.
Nicholas of Cusa, Jasper Hopkins (tr.), 1996, On Wisdom and Knowledge, Minneapolis, MN: Banning.