Final Exam: Philosophy

Final Jeopardy QuestionFinal Jeopardy Question

Famous Quotes

S’s. W.Unit One

500

ShortPassageAnalysis

S’s. W.Unit Three

S’s. W.Unit Two

Poetry

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Identify the speaker of this quote:

“Man must come to see everything ‘sub specie aeternitatis’.”

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Barach SpinozaBarach Spinoza

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Identify the speaker of this quote:

"As experience, the world belongs to the primary word I-It. The primary word I-Thou establishes the world of relation."

MartinBuber

Identify the speaker of the following quote:

"He will have to grow accustomed to the sight of the upper world. And first he will see shadows…"

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Plato

Identify the speaker of the following quote:

"I suppose, then, that all the things that I see are false."

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Rene DescartesRene Descartes

Identify the speaker of the following quote:

"Man is nothing else but what he makes of himself."

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Jean-Paul SartreJean-Paul Sartre

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According to Aristotle, what is the difference between form and substance?

a. Form is eternal and substance is unique to each individual.

b. Form is each thing’s specific characteristics; substance is the material from which it is made.

c. When something dies, its form ceases and all that remains is the substance.

d. All of the abovee. I have this dream every night. My teachers turn into

angry birds and my fears, anxieties, and the Kardashians turn into these sickly green pigs whose structures I destroy with my arsenal of angry birds. And every morning I wake up and am disappointed by reality.

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According to William James, which of the following would be considered a momentous

option?a. Suicide.b. Getting your driver’s license.c. Attending the birth of your daughter.d. All of the above.e. Winning at Minesweeper!

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Plato's Allegory of the Cave reveals which of the following ideas?

a. Truth is composed of a multitude of levels of understandings and revealings.b. Truth can only be achieved by being fully cognizant of all sensory perceptions.c. Truth cannot be achieved by all mankind, except the greatest of minds.d. None of the above.e. Plato + Cave + Hallucinogenic Drugs = Philosophic magic!

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Which of the following was the area of discourse for the Natural Philosophers?

a. The nature of matterb. The nature of changec. The nature of the sould. All of the abovee. Whether or not you can light your farts on fire

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Which of the following are philosophers of the Helenistic period?

a. The Stoicsb. The Natural Philosphersc. The Romanticsd. The Existentialistse. The Beatles

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Spinoza and Descartes agreed on which of the following?

a. Emotions guide morality.b. All of reality is divided between

thought and extension. c. Man can have certain knowledge of

God.d. All of the above.e. ‘Tis better to be trapped in a collapsed

mineshaft with a diseased serving wench than no serving wench at all!

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Hume would accept which of the following as true?a. When it snows, the roads get slick.b. There are ten boys in class.c. When I throw a ball in the air, it always

comes down.

d. When I touch a hot stove, I will get burned.

e. No one likes nit-picky empiricists.

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Rene Descartes proves the existence of God through which of the following rationales?

a. Scientific explanation cannot completely explain existence; thus, the only logical solution is God.b. The notion of God is so lofty and perfect that the human mind could not have possibly conceived of it, thus God placed the thought of God in our minds.c. The thought of God could never be placed in a human's mind without the existence of the imagination.d. None of the above.e. Well… “God” was a sock puppet that Descartes wore on his hand and talked to constantly under his breath. It was weird.

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Based on the theories of John Locke, which of the following qualifies as a primary quality?

a. Noticing six waiters in the restaurantb. Giving an essay an “A”c. Deciding who is the hottest boy in classd. Picking the best movie of the yeare. JACK, THE ISLAND WANTS US TO

STAY!!!!

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True or false: Spinoza believed that man had free will.

True– to a point. Man’s free will is limited by man’s own limitations

(i.e. his control over material, physics,his body, etc.)

True– to a point. Man’s free will is limited by man’s own limitations

(i.e. his control over material, physics,his body, etc.)

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Which of the following is a belief of the Romantics?

a. Man can never truly be free.b. The nature of reality and God cannot be found

by an individual, but instead by a collective human effort.

c. Imagination, intuition, and art can yield more prescient truths than empirical observation or rational thought.

d. Nature obscures our ability to view truth objectively,but is at least pleasant to be around.

e. Who wears short shorts? WE WEAR SHORT SHORTS!

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Hegel’s theory of history is summed up best by which of the following?

a. History is like Legos—each piece is different, but also share basic qualities.

b. History is like a box of chocolates—you never know what you’re going to get.

c. History is like a river—it is fluid and only understandable from where you stand in it.

d. History is like a Japanese Art film– Long, boring, and incomprehensible.

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Which of the following would represent Freud’s concept of the Superego?

a. Feeling guilty about not going to church

b. Taking the last cookie because you’re hungry

c. Cheating on your boyfriend because he cheated on you first

d. Putting flaming dog poop on Old Man Winters’ door step.

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By claiming, "A man is involved in life, leaves his impress on it, and outside of that there is nothing," Jean-Paul Sartre expresses his belief in

a. Agnosticism.b. Atheism.c. Paganism.d. Theism.e. Subterranean underpants gnomes.

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Which of the following did NOT hold existential beliefs?

a. Sartre.b. Kierkegaard.c. Freud.d. Camus.e. I choose not to answer this absurd question, and in so doing reject the meaningless pursuit of grades. What now, philosophy boy?

What would Jean-Paul Sartre assert about Edgar Allan Poe and his poem?

a. Living life in a dream world is a valuable and necessary commitment.

b. Poe has no true commitment to life for it is only through action in reality that life is created.

c. The relation Poe establishes regarding the waking life and dreams is invalidated by his lack of an objective view.

d. Poe only focuses solely on himself and not the obligation he has toward mankind and their dreams.

e. Poe’s a drug-addled (^)*&(* and deserves to be throat-punched in the grave.

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Need to see the poem again?

The word “climes” in line 15 most clearly means

a. to move upward using the feet and hands.

b. the final, culminating element in a series.

c. a region.d. a broad blade, often used by

butchers.e. Me knot gud wif words! Me angrey!Back

Need to see the poem again?

Line 12 contains an example of which of the following literary devices?

a. Apostrophe.b. Allegory.c. Aphorism.d. Alliteration.e. Alligators

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In the first stanza, Edgar Allan Poe most clearly contrasts which of the following?

a. Boyhood and adulthood.b. Heaven and Earth.c. Death and life.d. Waking life and slumber.e. Laguna Beach and The Hills.

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What is the poetic structure of “Dreams”?a. Petrarchian sonnet.b. Shakespearian tetrameter.c. Rhyming couplets.d. Blank verse.e. Battle Rap

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Need to see the poem again?

 'NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!'

The scene was a plain, bare, monotonous vault of a school-room, and the speaker's square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster's sleeve. The emphasis was helped by the speaker's square wall of a forehead, which had his eyebrows for its base, while his eyes found commodious cellarage in two dark caves, overshadowed by the wall. The emphasis was helped by the speaker's mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker's voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the speaker's hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside. The speaker's obstinate carriage, square coat, square legs, square shoulders, - nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was, - all helped the emphasis.

'In this life, we want nothing but Facts, sir; nothing but Facts!'

The speaker, and the schoolmaster, and the third grown person present, all backed a little, and swept with their eyes the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.

Hard TimesBook I, Chapter 1:

- THE ONE THING NEEDFUL

Ready for the question?

 'NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!'

The scene was a plain, bare, monotonous vault of a school-room, and the speaker's square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster's sleeve. The emphasis was helped by the speaker's square wall of a forehead, which had his eyebrows for its base, while his eyes found commodious cellarage in two dark caves, overshadowed by the wall. The emphasis was helped by the speaker's mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker's voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the speaker's hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside. The speaker's obstinate carriage, square coat, square legs, square shoulders, - nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was, - all helped the emphasis.

'In this life, we want nothing but Facts, sir; nothing but Facts!'

The speaker, and the schoolmaster, and the third grown person present, all backed a little, and swept with their eyes the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.

Hard TimesBook I, Chapter 1:

- THE ONE THING NEEDFUL

Ready for the question?

 'NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!'

The scene was a plain, bare, monotonous vault of a school-room, and the speaker's square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster's sleeve. The emphasis was helped by the speaker's square wall of a forehead, which had his eyebrows for its base, while his eyes found commodious cellarage in two dark caves, overshadowed by the wall. The emphasis was helped by the speaker's mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker's voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the speaker's hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside. The speaker's obstinate carriage, square coat, square legs, square shoulders, - nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was, - all helped the emphasis.

'In this life, we want nothing but Facts, sir; nothing but Facts!'

The speaker, and the schoolmaster, and the third grown person present, all backed a little, and swept with their eyes the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.

Hard TimesBook I, Chapter 1:

- THE ONE THING NEEDFUL

Ready for the question?

 'NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!'

The scene was a plain, bare, monotonous vault of a school-room, and the speaker's square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster's sleeve. The emphasis was helped by the speaker's square wall of a forehead, which had his eyebrows for its base, while his eyes found commodious cellarage in two dark caves, overshadowed by the wall. The emphasis was helped by the speaker's mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker's voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the speaker's hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside. The speaker's obstinate carriage, square coat, square legs, square shoulders, - nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was, - all helped the emphasis.

'In this life, we want nothing but Facts, sir; nothing but Facts!'

The speaker, and the schoolmaster, and the third grown person present, all backed a little, and swept with their eyes the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.

Hard TimesBook I, Chapter 1:

- THE ONE THING NEEDFUL

Ready for the question?

 'NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!'

The scene was a plain, bare, monotonous vault of a school-room, and the speaker's square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster's sleeve. The emphasis was helped by the speaker's square wall of a forehead, which had his eyebrows for its base, while his eyes found commodious cellarage in two dark caves, overshadowed by the wall. The emphasis was helped by the speaker's mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker's voice, which was inflexible, dry, and dictatorial. The emphasis was helped by the speaker's hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside. The speaker's obstinate carriage, square coat, square legs, square shoulders, - nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was, - all helped the emphasis.

'In this life, we want nothing but Facts, sir; nothing but Facts!'

The speaker, and the schoolmaster, and the third grown person present, all backed a little, and swept with their eyes the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.

Hard TimesBook I, Chapter 1:

- THE ONE THING NEEDFUL

Ready for the question?

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Need to see the passage again?

Based on this speech, what can we infer will happen next?

A) The class will revolt against the rigidity of the class

B) The children will suffer greatly in classC) The children will be taught factsD) The speaker will be shown to be a

hypocriteE) Nothing much will happen for many,

many chapters, and then some random stuff will happen, but we won’t be able to understand any of it since this is a Dickens book

Although the speaker’s tone suggests hard times ahead for the students, all we caninfer thus far is that facts will be taught.

In the bold passage, which syntactic technique is most evident?

A) RepetitionB) OnomatopoeiaC) AssonanceD) ConsonanceE) Do you remember Crazy Bones?

Man, those were fun. I had so many of those. Craaaaaazy Bones. Wait, what were we talking about?Back

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Anaphora (Repetition of thephrase ‘the emphasis was

helped by…’

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Based on the description of the speaker (not the narrator, but the speaker), we can infer:

A) He is an older manB) He is not concerned with

speculationC) He has children of his ownD) All of the aboveE) He’s an amazing dancer.

‘A’ is inferred by his hairline; ‘B’Is content from the content

Of his speech; ‘C’ is inferred From something he says

The mood of this passage can best be described as:

A) Moody and pessimisticB) Devious and manipulativeC) Strict, stern, and rigidD) Cruel and mercilessE) Buber is a hilarious name!

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Dickens repeatedly emphasizes theRigidity of the class through words like inflexible, dry, and dictatorial

What literary device(s) is/are used in the underlined passage?

A) SimileB) MetaphorC) Pathetic FallacyD) All of the aboveE) A and B only

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again?

Metaphor: His Head is describedAs a ‘plantation

Of firs.’Simile: His knobsAre described as

Being like‘theCrust of pie.’

According to Martin Buber, what is the "exalted melancholy of our fate?

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Answer: That every I-Thou becomes an I-It.

Read the following poem and answer the questions

“Dreams”Oh! that my young life were a lasting dream!My spirit not awak’ning till the beamOf an Eternity should bring the morrow:Yes! tho’ that long dream were of hopeless sorrow;‘Twere better than the dull reality 5Of waking life to him whose heart shall be,And hath been ever, on the chilly earth,A chaos of deep passion from his birth!

But should it be – that dream eternallyContinuing – as dreams have been to me 10In my young boyhood – should it thus be given,‘Twere folly still to hope for higher heaven!For I have revell’d, when the sun was brightIn the summer sky; in dreamy fields of light,In climes of mine imagining – apart 15From mine own home with beings that have beenOf mine own thought – what more could I have seen?

“Twas once and only once and the wild hourFrom my remembrance shall not pass – some powerOr spell had bound me – ‘twas the chilly wind 20Come o’er me in the night and left behindIts image on my spirit, or the moonShone on my slumbers in her lofty noonToo coldly – or the stars – howe’er it wasThat dream was as that nightwind – let it pass. 25

I have been happy – tho’ but in a dream.I have been happy – and I love the theme – Dreams! In their vivid colouring of life – As in that fleeting, shadowy, misty strifeOf semblance with reality which brings 30To the delirious eye more lovely thingsOf Paradise and Love – and all our own!Than young Hope in his sunniest hour hath known.

Ready for the question?

Read the following poem and answer the questions

“Dreams”Oh! that my young life were a lasting dream!My spirit not awak’ning till the beamOf an Eternity should bring the morrow:Yes! tho’ that long dream were of hopeless sorrow;‘Twere better than the dull reality 5Of waking life to him whose heart shall be,And hath been ever, on the chilly earth,A chaos of deep passion from his birth!

But should it be – that dream eternallyContinuing – as dreams have been to me 10In my young boyhood – should it thus be given,‘Twere folly still to hope for higher heaven!For I have revell’d, when the sun was brightIn the summer sky; in dreamy fields of light,In climes of mine imagining – apart 15From mine own home with beings that have beenOf mine own thought – what more could I have seen?

“Twas once and only once and the wild hourFrom my remembrance shall not pass – some powerOr spell had bound me – ‘twas the chilly wind 20Come o’er me in the night and left behindIts image on my spirit, or the moonShone on my slumbers in her lofty noonToo coldly – or the stars – howe’er it wasThat dream was as that nightwind – let it pass. 25

I have been happy – tho’ but in a dream.I have been happy – and I love the theme – Dreams! In their vivid colouring of life – As in that fleeting, shadowy, misty strifeOf semblance with reality which brings 30To the delirious eye more lovely thingsOf Paradise and Love – and all our own!Than young Hope in his sunniest hour hath known.

Ready for the question?

Read the following poem and answer the questions

“Dreams”Oh! that my young life were a lasting dream!My spirit not awak’ning till the beamOf an Eternity should bring the morrow:Yes! tho’ that long dream were of hopeless sorrow;‘Twere better than the dull reality 5Of waking life to him whose heart shall be,And hath been ever, on the chilly earth,A chaos of deep passion from his birth!

But should it be – that dream eternallyContinuing – as dreams have been to me 10In my young boyhood – should it thus be given,‘Twere folly still to hope for higher heaven!For I have revell’d, when the sun was brightIn the summer sky; in dreamy fields of light,In climes of mine imagining – apart 15From mine own home with beings that have beenOf mine own thought – what more could I have seen?

“Twas once and only once and the wild hourFrom my remembrance shall not pass – some powerOr spell had bound me – ‘twas the chilly wind 20Come o’er me in the night and left behindIts image on my spirit, or the moonShone on my slumbers in her lofty noonToo coldly – or the stars – howe’er it wasThat dream was as that nightwind – let it pass. 25

I have been happy – tho’ but in a dream.I have been happy – and I love the theme – Dreams! In their vivid colouring of life – As in that fleeting, shadowy, misty strifeOf semblance with reality which brings 30To the delirious eye more lovely thingsOf Paradise and Love – and all our own!Than young Hope in his sunniest hour hath known.

Ready for the question?

Read the following poem and answer the questions

“Dreams”Oh! that my young life were a lasting dream!My spirit not awak’ning till the beamOf an Eternity should bring the morrow:Yes! tho’ that long dream were of hopeless sorrow;‘Twere better than the dull reality 5Of waking life to him whose heart shall be,And hath been ever, on the chilly earth,A chaos of deep passion from his birth!

But should it be – that dream eternallyContinuing – as dreams have been to me 10In my young boyhood – should it thus be given,‘Twere folly still to hope for higher heaven!For I have revell’d, when the sun was brightIn the summer sky; in dreamy fields of light,In climes of mine imagining – apart 15From mine own home with beings that have beenOf mine own thought – what more could I have seen?

“Twas once and only once and the wild hourFrom my remembrance shall not pass – some powerOr spell had bound me – ‘twas the chilly wind 20Come o’er me in the night and left behindIts image on my spirit, or the moonShone on my slumbers in her lofty noonToo coldly – or the stars – howe’er it wasThat dream was as that nightwind – let it pass. 25

I have been happy – tho’ but in a dream.I have been happy – and I love the theme – Dreams! In their vivid colouring of life – As in that fleeting, shadowy, misty strifeOf semblance with reality which brings 30To the delirious eye more lovely thingsOf Paradise and Love – and all our own!Than young Hope in his sunniest hour hath known.

Ready for the question?

Read the following poem and answer the questions

“Dreams”Oh! that my young life were a lasting dream!My spirit not awak’ning till the beamOf an Eternity should bring the morrow:Yes! tho’ that long dream were of hopeless sorrow;‘Twere better than the dull reality 5Of waking life to him whose heart shall be,And hath been ever, on the chilly earth,A chaos of deep passion from his birth!

But should it be – that dream eternallyContinuing – as dreams have been to me 10In my young boyhood – should it thus be given,‘Twere folly still to hope for higher heaven!For I have revell’d, when the sun was brightIn the summer sky; in dreamy fields of light,In climes of mine imagining – apart 15From mine own home with beings that have beenOf mine own thought – what more could I have seen?

“Twas once and only once and the wild hourFrom my remembrance shall not pass – some powerOr spell had bound me – ‘twas the chilly wind 20Come o’er me in the night and left behindIts image on my spirit, or the moonShone on my slumbers in her lofty noonToo coldly – or the stars – howe’er it wasThat dream was as that nightwind – let it pass. 25

I have been happy – tho’ but in a dream.I have been happy – and I love the theme – Dreams! In their vivid colouring of life – As in that fleeting, shadowy, misty strifeOf semblance with reality which brings 30To the delirious eye more lovely thingsOf Paradise and Love – and all our own!Than young Hope in his sunniest hour hath known.

Ready for the question?

Lightning Round!!!Lightning Round!!!

Each Question Each Question Correct Is Worth 50 Correct Is Worth 50

Points! Each Points! Each Question Incorrect Question Incorrect is 50 points for the is 50 points for the

opposition!opposition!

Question #1: According to Question #1: According to Martin Buber, what is the Martin Buber, what is the “exalted melancholy of our “exalted melancholy of our fate?”fate?”

Question #2: Who said “Man is Question #2: Who said “Man is nothing else but what he makes nothing else but what he makes of himself.”?of himself.”?

Question #3: Who began his Question #3: Who began his philosophical inquiry by philosophical inquiry by doubting his senses?doubting his senses?

Question #4: Who believed in Question #4: Who believed in dialecticism—thesis/antithesis/sydialecticism—thesis/antithesis/synthesis– as a method of nthesis– as a method of historical progress?historical progress?

Question #5: Who used an Question #5: Who used an allegory of mistaking shadows allegory of mistaking shadows for truth?for truth?

Question #6: Who believed you Question #6: Who believed you cannot trust any complex ideas cannot trust any complex ideas not traced back to simple not traced back to simple sensations—including cause and sensations—including cause and effect?effect?

Question #7:Who said “You Question #7:Who said “You cannot step into the same river cannot step into the same river twice?”twice?”

Question #8: Who said we must Question #8: Who said we must see everything see everything sub specie sub specie aeternitatis?aeternitatis?

Question #9: Who believed that Question #9: Who believed that art was the best means of art was the best means of approaching truth and God approaching truth and God because of its irrational nature? because of its irrational nature?

Question #10: Who believed that Question #10: Who believed that all change in nature was related all change in nature was related to a Formal Cause, Material to a Formal Cause, Material Cause, Efficient Cause, and Final Cause, Efficient Cause, and Final Cause?Cause?

Question #11”What is the Question #11”What is the meaning of das Ding an zich?meaning of das Ding an zich?Question #12: Who believed that Question #12: Who believed that man was not “homo sapian” man was not “homo sapian” (man as knowing), but instead (man as knowing), but instead “homo faber” (man the maker)?“homo faber” (man the maker)?

Question #13: According to Question #13: According to Sigmund Freud, what is the id?Sigmund Freud, what is the id?Question #14: Who said “One Question #14: Who said “One thing only I know and that is thing only I know and that is that I know nothing!”that I know nothing!”

Question #15: Correctly Question #15: Correctly pronounce Socrates and pronounce Socrates and Descartes! Do it NOW!Descartes! Do it NOW!

Question #16: According to Question #16: According to William James, what is a genuine William James, what is a genuine option?option?

Question #17: What is a slave Question #17: What is a slave morality (according to morality (according to Nietzsche)?Nietzsche)?

Question #18: According to Question #18: According to Soren Kierkegaard, why do we Soren Kierkegaard, why do we need a leap of faith?need a leap of faith?

Question #18: According to Question #18: According to Waking Life,Waking Life, what ere what ere Kierkegaard’s last words?Kierkegaard’s last words?

Question #19: Name ONE Question #19: Name ONE Natural Philosopher!Natural Philosopher!Question #20: Name two Question #20: Name two existentialists!existentialists!

If dogs could talk, what would their voice sound like? Do a dog voice!

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If you are a little teapot—short and stout– where EXACTLY would your handle and spout be located?

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Sophie's World Unit Two1 pt

You meet George Lucas at the supermarket. What is the correct action?

a)Shake his handb)Punch him in the facec)Buy him a presentd)Beat him senseless with a Jar-Jar Binks doll. e)“Wait. Who is George Lucas?”

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Do a magic trick! Prestidigitation!

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Share your secret handshake with a

teammate!

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Name the creepy crow that lives over the television in the corner of the room!

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