The Ancient World ← Main Table → The Renaissance
1. 試比較柏拉圖與普洛丁所主張的哲學觀點在實踐操作與理論認知上的異同？(p.70)
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Philosopher |
Plato |
Plotinus |
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Similarity |
Mind>World |
Mind(Nous)>World |
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Difference |
FORM>Nature>Arts |
FORM>Arts=Nature |
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Knowing |
Positivism |
Classicism |
Romanticism |
Positivism |
Classicism |
Romanticism |
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Creating |
Empiricism |
Rationalism |
Idealism |
Empiricism |
Rationalism |
Idealism |
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2. 試從主體與客體的角度探討早期基督教哲學中對理論認知與實踐操作上的想法為何？(p.73)
GOD>Body/Soul/Matter
↓
GOD>Subject & Object
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Knowing |
Positivism |
Classicism |
Romanticism |
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Creating |
Empiricism |
Rationalism |
Idealism |
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3. 中世紀工會(craft guilds)形成的原因為何？(p.87)
Roman Empire-4th AD.: Graft gilds/Collegia(unofficial)→offer materials and services
5thAD.-11th AD.: guilds was disappear and left family activities
↓
a. Christian influence: anti-personal creation and emphasize on Divine
b. Resurgence of city life and economic activity
c. A tentative interest to physical world
d. Increasing faith of personal power
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After 11th AD (the middle age): guilds recovered and offered educational services
4. 試從三種實踐操作(實證主義、古典主義、浪漫主義)與三種理論認知(經驗主義、理性主義、理想主義)探討中世紀工會學徒式教育與Vitruvius所主張的教育方式之間的差異為何？(p.89)
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Items |
Education in the guild |
Vitruvius |
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Features |
Craftsman→learn craftsmanship, technology and knowledge→journeyman→Master |
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Difference |
Focus on particular examples of architectural, geometrical and decorative form |
Base education on abstract principles found in the liberal arts. (combined theory and practice) |
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Only follow by architectural technical rules and skills |
Connection with cultural knowledge of different fields |
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Knowing |
Positivism |
Classicism |
Romanticism |
Positivism |
Classicism |
Romanticism |
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Creating |
Empiricism |
Rationalism |
Idealism |
Empiricism |
Rationalism |
Idealism |
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5. 試從普同概念(universal concept)的來源探討唯實論(Realism)與唯名論(Nominalism)之間的差異為何？(p.82)
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Realism |
Nominalism |
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Platonic idea |
Aristotelian view |
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universal concept=real physical matter=unreal |
universal concept=collective name from many kinds of physical matter |
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emphasis on FORM/Soul |
emphasis on sensory particulars |
6. 幾何在中世紀建築表現形式上所具有的意義為何？(p.75)
Geometry =Mathematical harmony and proportion
Geometry=God’s Divine order>Constructional order