EDD Classical Theory
EDD Classical Theory
EDD Classical Theory
The classical theory of concepts is one of the five primary theories of concepts,
the other four being prototype or exemplar theories, atomistic theories, theory-theories,
and neoclassical theories. The classical theory implies that every complex concept has
a classical analysis, where a classical analysis of a concept is a proposition giving
metaphysically necessary and jointly sufficient conditions for being in the extension
across possible worlds for that concept. That is, a classical analysis for a complex
concept C gives a set of individually necessary conditions for being a C (or conditions
that must be satisfied in order to be a C) that together are sufficient for being a C (or are
such that something’s satisfying every member of that set of necessary conditions
entails its being a C). The classical view also goes by the name of “the definitional view
of concepts,” or “definitionism,” where a definition of a concept is given in terms of
necessary and jointly sufficient conditions.
This article provides information on the classical theory of concepts as present in
the historical tradition, on concepts construed most generally, on the nature of classical
conceptual analysis, and on the most significant of the objections raised against the
classical view.
The classical view can be traced back to at least the time of Socrates, for in
many of Plato’s dialogues Socrates is clearly seeking a classical analysis of some
notion or other. In the Euthyphro, for instance, Socrates seeks to know the nature of
piety: Yet what he seeks is not given in terms of, for example, a list of pious people or
actions, nor is piety to be identified with what the gods love. Instead, Socrates seeks an
account of piety in terms of some specification of what is shared by all things pious, or
what makes pious things pious—that is, he seeks a specification of the essence of piety
itself. The Socratic elenchus is a method of finding out the nature or essence of various
kinds of things, such as friendship (discussed in the Lysis), courage (the Laches),
knowledge (the Theatetus), and justice (the Republic). That method of considering
candidate definitions and seeking counterexamples to them is the same method one
uses to test candidate analyses by seeking possible counterexamples to them, and thus
Socrates is in effect committed to something very much like the classical view of
concepts.
One sees the same sort of commitment throughout much of the Western tradition
in philosophy from the ancient Greeks through the present. Clear examples
include Aristotle’s notion of a definition as “an account [or logos] that signifies the
essence” (Topics I) by way of a specification of essential attributes, as well as his
account of definitions for natural kinds in terms of genus and difference. Particular
examples of classical-style analyses abound after Aristotle: For instance, Descartes (in
Meditation VI) defines body as that which is extended in both space and time, and mind
as that which thinks.
Locke defines being free with respect to doing an action A as choosing/willing to
do A where one’s choice is part of the cause of one’s actually doing A. Hume defines
a miracle (in Enquiry Concerning Human Understanding, §X) as an event that is both a
violation of the laws of nature and caused by God. And so on. The classical view looks
to be a presumption of the early analytic philosophers as well (with Wittgenstein being a
notable exception). The classical view is present in the writings of Frege and Russell,
and the view receives its most explicit treatment by that time in G.E. Moore’s Lectures
on Philosophy and other writings. Moore gives a classical analysis of the very notion of
a classical analysis, and from then on the classical view (or some qualified version of it)
has been one of the pillars of analytic philosophy itself.
One reason the classical view has had such staying power is that it provides the
most obvious grounding for the sort of inquiry within philosophy that Socrates began. If
one presumes that there are answers to What is F?-type questions, where such
questions ask for the nature of knowledge, mind, goodness, etc., then that entails that
there is such a thing as the nature of knowledge, mind, goodness, etc. The nature of
knowledge, for example, is that which is shared by all cases of knowledge, and a
classical analysis of the concept of knowledge specifies the nature of knowledge itself.
So the classical view fits neatly with the reasonable presumption that there are
legitimate answers to philosophical questions concerning the natures or essences of
things. As at least some other views of concepts reject the notion that concepts have
metaphysically necessary conditions, accepting such other views is tantamount to
rejecting (or at least significantly revising) the legitimacy of an important part of the
philosophical enterprise.
The classical view also serves as the ground for one of the most basic tools of
philosophy—the critical evaluation of arguments. For instance, one ground of contention
in the abortion debate concerns whether fetuses have the status of moral persons or
not. If they do, then since moral persons have the right not to be killed, generally
speaking, then it would seem to follow that abortion is immoral. The classical view
grounds the natural way to address the main contention here, for part of the task at
hand is to find a proper analysis of the concept of being a moral person. If that analysis
specifies features such that not all of them are had by fetuses, then fetuses are not
moral persons, and the argument against the moral permissibility of abortion fails. But
without there being analyses of the sort postulated by the classical view, it is far from
clear how such critical analysis of philosophical arguments is to proceed. So again, the
classical view seems to underpin an activity crucial to the practice of philosophy itself.
Contingency approach
The contingency management approach states that there is not just one
management approach that fits every organization. It believes that the optimal
management style depends on the situation. Leaders who utilize this theory do not
adopt a single management style and instead must identify and use different styles for
different situations. As a result, these leaders also develop additional traits and skills
that ensure they can employ various management approaches effectively. The use of
diverse styles can help make these leaders more flexible and adaptable in the
workplace.
This theory outlines three variables that it believes influence an organization's
structure: the organization's size, the technology it uses and the leadership styles. An
effective manager understands these factors and how they may impact performance.
For example, a small organization may represent more flexibility and less separation
between departments, whereas a large organization may be more complex and divided.
Managers in smaller organizations can have more control over processes due to their
flexibility and potentially make changes to them more easily.
Systems approach
The systems approach of management states that organizations represent a
complex collection of various components that work together to reach a common goal.
An organization is made up of numerous subsystems, such as different departments.
Managers using this theory examine how these subsystems interact with and affect one
another, rather than analyzing them separately. They must also consider their
surrounding environment and external factors that influence or affect these systems.
The systems approach further defines an organization by dividing it into different
components. These components demonstrate how different parts of the organization
work together toward a common goal:
Inputs: Inputs represent the factors that are needed to create goods and
services. For example, inputs may include raw materials, capital, technology or
information.
Transformational process: Transformational processes represent the activities or
abilities that convert the organization's inputs into outputs. For example, these
processes may include employees' work tasks or operational activities.
Outputs: Outputs represent the results produced by an organization. These
outputs may include products, services and financial results, such as profits.
Feedback: Feedback represents information related to the organization's
outcomes or outputs. Leaders can use this information to influence or make decisions
related to the organization's inputs.
In the systems approach, management staff members develop goals and
processes that support their organization's overall objectives and performance. For
example, department managers can look to the department above them in the hierarchy
to determine their department's purpose and priorities. They may implement deadlines
for their team that ensure that the other department can begin and complete its
necessary tasks. Aligning their department's activities with the next department's goals
can help processes run more smoothly and efficiently throughout the organization.
Purok Mauswagon,
Mabini Davao de Oro
+639658258190
[email protected]
TIN: 441-223-552
PERSONAL INFORMATION
WORK HISTORY
FEBRUARY 01, 2021- PRESENT
MASTER TEACHER-I/ TEACHER-IN-CHARGE
LIBUDON ELEMENTARY SCHOOL
Libudon, Mabini Davao de Oro
TEACHER-I
Grade 3 Adviser
CANDINUYAN ELEMENTARY SCHOOL
Candinuyan, Golden Valley, Mabini
Compostela Valley Province
ELIGIBILITY
REFERENCES