Human
Flourishing
Lesson Objectives
At the end of the lesson, the student should be able to:
• identify different conception of human flourishing;
• Determine the development of the scientific method and
validity of science; and
• Critic human flourishing vis-à-vis progress of science and
technology to be able to define for themselves the
meaning of good life.
Introduction
• Eudaimonia, literally “good spirited” is a term coined by
renowned Greek philosopher Aristotle to describe the
pinnacle of happiness that is attainable by human. This has
often been translate into “ human flourishing” in literature,
arguably likening human to flowers achieving their full bloom.
Eudaimonia means the ultimate goal of life: happiness,
flourishing, or living well.
• As discussed in the Nicomachean Ethics, Aristotle’s human
flourishing arises as a result of different component such as
phronesis, friendship, wealth, and power. In Ancient Greek society,
they believe that acquiring these qualities will surely bring the
seekers happiness, which in effect allows them to partake in the
greater notion of what we call the Good.
Phronesis- Greek word that means "practical wisdom" or "prudence." It
refers to the ability to make wise and informed decisions in real-life
situations, taking into account the specific context and circumstances.
Good- Goodness of human
- capable of doing good thing
• Human flourishing has evolved over time, influenced by social
history, technological advancements, and cultural values. Aristotle's
concept of eudaimonia, or living a virtuous and fulfilling life, remains
relevant but has undergone significant changes.
• Early humans relied on simple machines for hunting and gathering.
• - Technological advancements led to more sophisticated machines,
space exploration, medical innovations, and life extension.
• - Today, humans are expected to be "men of the world," working
together globally to achieve common goals.
• Competition is no longer the primary means of survival. -
Coordination and cooperation have become essential for achieving
global goals.
• Western civilizations focus on individualism and personal achievement.
• - Eastern cultures prioritize community and collective well-being.
• - Human flourishing is more individual-centric in Western societies.
• Chinese Confucianism and Japanese Bushido emphasize community
over individual interests.
• - Education and personal development are encouraged for the greater
good.
Aristotelian View of Eudaimonia
• - Eudaimonia is the ultimate good, not a means to an end.
• - Achieving eudaimonia may lead individuals to serve their community,
but this is a personal choice rather than a societal expectation.
• Nevertheless, such stereotypes cannot be said to be true given the
current stance of globalization. Flourishing borders allowed people
full access to cultures that as a result, very few are able to maintain
their original philosophies. It is in this regard that we would tackle
human flourishing-in a global perspective and as a man of the
world.
Science, Technology, and Human
Flourishing
• Every discovery, innovation, and success contributes to our pool of
human knowledge. Perhaps, one of the most prevalent themes is
human's perpetual need to locate himself in the world by finding
proofs to trace evolution.
• The business of uncovering the secrets of the universe answers the
question of our existence and provides us something to look
forward to. Having a particular role, which is uniquely ours, elicits
our idea of self-importance.
• It is in this regard that human flourishing is deeply
intertwined with goal setting relevant to science and
technology. In this case, the latter is relevant as a tool in
achieving the former or echoing Heidegger's statement,
technology is a human activity that we excel in as a result
of achieving science.
• Suffice to say that the end goals of both science and
technology and human flourishing are related, in that the
good is inherently related to the truth. The following are
two concepts about science which ventures its claim on
truth.
Science as Method and Results
• science's reputation stems from the objectivity brought upon
by an arbitrary, rigid methodology whose very character
absolves it from any accusation of prejudice. Such infamy
effectively raised science in a pedestal untouchable by other
institutions-its sole claim to reason and empiricism garnering
supporters who want to defend it and its ways.
• In school, the scientific method is introduced in the earlier part
of discussions. Even though the number of steps varies, it
presents a general idea of how to do science:
1. Observe and determine if there are unexplained occurrences
unfolding
2. Determine the problem and identify factors involved.
3. Through past knowledge of similar instance, formulate
hypothesis that could explain the said phenomenon. Ideally, the
goal is to reject the null hypothesis and accept the alternative
hypothesis for the study "to count as significant" (can also be
separated into additional steps such as "to generate prediction" or
"to infer from past experiments").
4. Conduct experiment by setting up dependent and independent
variables, and trying to see how independent ones affect
dependent ones.
5. Gather. and analyze results throughout and upon culmination of
the experiment. Examine if the data gathered are significant enough
to conclude results.
6. Formulate conclusion and provide recommendation in case
others would want to broaden the study.
the above routine is basic methodology when introducing them to
experimentation and empiricism- two distinct features that give
science edge over other schools of thought. Throughout the course of
history, however, there exists heavy objections on the scientific
procedure; the line separating science and the so-called
pseudoscience becomes more muddled.
Verification Theory
• The idea proposes that a discipline is science if it can be confirmed
or interpreted in the event of an alternative hypothesis being
accepted. In that regard, said theory gives premium to empiricism
and only takes into account those results which are measurable
and can you make in presentation context experiments which are
repeatable. This was espoused by a movement in the early
twentieth century called the Vienna Circle.
Vienna Circle
• a group of scholars who believed that only
those which can be observed should be
regarded as meaningful and reject those
which cannot be directly accessed as
meaningless.
• Initially, this proved to be attractive due to general consensus from
people, which happened to see for themselves how the experiment
occurred, solidifying its validity and garnering supporters from
esteemed figures.
• Its shortcomings, however, proved to be a somewhat too risky-
several budding theories that lack empirical results might be shot
down prematurely, causing slower innovation and punishing
ingenuity of newer, novel thoughts.
• Celebrated discoveries in physics, for instance, are initially
theorized without proper acknowledgment of their being. Einstein's
theory on the existence of gravitational waves would, following this
thought, be dismissed due to lack of evidence almost a hundred
years ago.
• Quantum mechanics would not have prospered if the scientific
society during the time of Edwin Schrödinger did not entertain his
outrageous thought that the cat in the box is both dead and alive,
which can only be determined once you look in the box yourself.
Thomas Kuhn
• American philosopher Thomas Kuhn warned us
against bridging the gap between evidence and
theory by attempting to interpret the former
according to our own biases, that is, whether or
not we subscribe to the theory.
Falsification Theory
• falsification theory asserts that as long as an ideology is
not proven to be false and can best explain a
phenomenon over alternative theories, we should accept
the said ideology. Due to its hospitable character, the shift
to this theory allowed emergence of theories otherwise
rejected by verification theory.
• It does not promote ultimate adoption of one theory but instead
encourages research in order to determine which among the
theories can stand the test of falsification. The strongest one is that
which is able to remain upheld amidst various tests, while being
able to make particularly risky predictions about the world.
Karl Popper
• is the known proponent of this view. He was notorious for stating
that up-and-coming theories of the time, such as Marx's Theory of
Social History and Sigmund Freud's Psychoanalysis, are not
testable and thus not falsifiable, and subsequently questioning their
status as scientific. Albeit majority of scientists nowadays are more
inclined to be Popperian in their beliefs, this theory, similar to the
theory above, presents certain dangers by interpreting an otherwise
independent evidence in light of their pet theory.
Science as a Social Endeavor
• Due to inconclusiveness of the methodologies previously cited, a
new school of thought on the proper demarcation criterion of
science emerged. Several philosophers such as Paul Thagard,
Imre Lakatos, Helen Longino, David Bloor, and Richard Rorty,
among others, presented an alternative demarcation that explores
the social dimension of science and effectively, technology.
Sciences cease to belong solely to gown- wearing, bespectacled
scientists at laboratories. The new view perpetuates a dimension
which generally benefits the society.
• For instance, far-off places in South America where many of the tribes
remain uncontacted, do not regard western science as their science.
Whatever their science is, it can be ascertained that it is in no way
inferior to that of globalized peoples' science. Thus, it presents an
alternative notion that goes beyond the boundaries of cold, hard facts
of science and instead projects it in a different light, such as a
manifestation of shared experience forging solidarity over
communities.
Science and Results
• people who do not understand science are won over when the
discipline is able to produce results. Similar to when Jesus
performed miracles and garnered followers, people are sold over
the capacity of science to do stuff they cannot fully comprehend. In
this particular argument, however, science is not the only discipline
which is able to produce results-religion, luck, and human
randomness are some of its contemporaries in the field.
• For some communities without access to science, they can turn to
divination and superstition and still get the same results. Science is
not entirely foolproof, such that it is correct 100% of the time.
Weather reports, for one, illustrate fallibility and limitations of their
scope, as well as their inability to predict disasters. The best that
can be done during an upcoming disaster is to reinforce materials
to be more calamity proof and restore the area upon impact. It can
be then concluded that science does not monopolize the claim for
definite results.
Science as Education
• Aforementioned discussion notes there is no such thing as a
singular scientific method, offering instead a variety of procedures
that scientists can experiment with to get results and call them
science. Discoveries in physics, specifically in quantum mechanics,
appeared to have debunked the idea of objectivity in reality,
subscribing instead to alternative idea called intersubjectivity.
• With objectivity gone, it has lost its number one credence.
Nevertheless, there still exists a repressing concept that comes
about as a result of unjustified irreverence of science-our preference
of science-inclined students over those which are less adept.
• There are distinct portions in entrance exams in the secondary and
tertiary levels that are dedicated to science and mathematics. In the
Philippines, a large distribution of science high schools can be found
all over the country, forging competition for aspiring students to
secure a slot and undergo rigorous science and mathematics training
based on specialized curricula. Although arguable as these schools
also take great consideration in providing holistic education by
assuring that other non-science courses are covered, adeptness in
science and mathematics are the primary condition to be admitted.
• This preference is also reflected on the amount of STEM
(Science, Technology, Engineering, Mathematics)-offering
schools accommodating Grades 11 and 12. Among all the
clusters being offered, STEM trumps the remaining
clusters in terms of popularity and distribution, with
Accounting and Business coming in as a close second.
• One might infer that there are more demand in this field
as students are preconditioned that the field would latter
land them high-paying jobs and a lucrative career after
graduation.
• How is science perceived by those who graduated from this field? A
couple of years ago, a student entered a class all curious and
excited. When he was made to report on Paul Feyerabend's work
How to Defend Society Against Science one day, he looked
dissident, staunchly refusing to consider the author's ideas on
science and critiquing him instead.
• When asked why, he reasoned out that he had come from a
science high school and was trained to regard science in a distinct
accord. As isolated a case as it may seem, it somewhat suggests
that the aforementioned kind of academic environment has made
students unwelcoming of objections against science.
• Reminiscent of Paul Feyerabend's sentiment above, he muses how
the educational system can hone and preserve students' capacity
to entertain other options and decide for themselves the best
among all presented. It will thus reinforce their imagination and
allow some level of unorthodoxy, bringing forth novel discoveries
that otherwise would not be considered had they stuck to the
default methodology.
• Innovations are brought forth by the visionaries, not the prude
legalists, and several notable figures in science even consider
themselves as outsiders. If one is really in pursuit of human
flourishing, it would make sense for them to pursue it holistically
• Simply mastering science and technology would be inadequate if
we are to, say, socialize with people or ruminate on our inner self.
Aristotle's eudaimonic person is required to be knowledgeable
about science, among other things of equal importance. They are
supposed to possess intellectual virtues that will enable them to
determine truth from falsehood or good reasoning from poor
reasoning. A true eudaimon recognizes that flourishing requires one
to excel in various dimensions, such as linguistic, kinetic, artistic,
and socio-civic. Thus, he understands that he should not focus on
one aspect alone.
How Much Is Too Much?
• In 2000, world leaders signed the Millennium Development Goals
(MDG) that targets eight concerns, one of which states that they
should be able to forge a global partnership for development.
Inasmuch as the institutes imposing them do so in good faith, the
primary goal to achieve growth for all might prove to be fatal in the
long run. Economists believe that growth is the primary indicator of
development, as both go hand in hand, and has put forth their
resources in trying to achieve such.
• Technology has been a primary instrument in enabling them to
pursue said goal, utilizing resources, machineries, and labor. What
is missing in this equation is that growth presents an illusory notion
of sustainability-the world's resources can only provide so much, it
cannot be expected to stretch out for everybody's consumption
over a long period of time.
• Joseph Hickel contemplated on, suggesting that developed
countries should not push forth more growth but instead adopt "de-
development" policies or else, everybody loses. The rapid pace of
technological growth allows no room for nature to recuperate,
resulting in exploitation and irreversible damages to nature.
• Right now, we are experiencing repercussions of said exploits in
the hands of man-made climate change, which would snowball and
affect majority of flora and fauna, driving half of the latter extinct in
less than a hundred year from now. If this continue in its currently
alarming rate, we might bring about our own extinction.
Summary
Human flourishing is defined as being "good spirited" in the classical
Aristotelian notion. Humans generally have a notion on what it means
to flourish; albeit in the advent of science and technology, they chose
to hinge their ends alongside the latter's results. While it is true that
science equips its knowers some details about the world, its main
claim to objectivity and systematic methodology is at the very least
flawed. However, that does not stop institutions to favor those who
excel in said discipline. Finally, the economic perception of
enrichment, otherwise known as growth, is heavily fueled by
technology and should be impeded. We have to rethink of our
perception of a good life apart from one presented in this regard.
Thank you
Member:
Gabrielle Nicole Niog
Sharmine Ruiz
