Final Exam: Philosophy Jeopardy Final Exam: Philosophy

Final Jeopardy Question Famous Quotes S’s. W. Unit One S’s. W. Unit Two S’s. W. Unit Three Poetry Short Passage Analysis 500 500 500 500 500 500 400 400 400 400 400 400 300 300 300 300 300 300 200 200 200 200 200 200 100 100 100 100 100 100 1 1 1 1 1 1 Final Jeopardy Question

Identify the speaker of this quote: Famous Quotes 500 pts Identify the speaker of this quote: “Man must come to see everything ‘sub specie aeternitatis’.” Barach Spinoza Back

It's the Daily Two Truths and a Lie!!! Famous Quotes 400 pts 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." Martin Buber Back

Famous Quotes 300 pts 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…" Plato Back

Identify the speaker of the following quote: Famous Quotes 200 pts Identify the speaker of the following quote: "I suppose, then, that all the things that I see are false." Rene Descartes Back

It's the Daily Quintuple!!! Famous Quotes 100 pts Identify the speaker of the following quote: "Man is nothing else but what he makes of himself." Jean-Paul Sartre Back

Sophie's World Unit One 500 pts 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. All of the above 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. Back

Sophie's World Unit One 400 pts 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! Back

Plato's Allegory of the Cave reveals which of the following ideas? Sophie's World Unit One 300 pts 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! Back

It's the Daily Tie a Christmas Tie Race!!! Sophie's World Unit One 200 pts It's the Daily Tie a Christmas Tie Race!!! Which of the following was the area of discourse for the Natural Philosophers? a. The nature of matter b. The nature of change c. The nature of the soul d. All of the above e. Whether or not you can light your farts on fire Back

Which of the following are philosophers of the Helenistic period? Sophie's World Unit One 100 pts Which of the following are philosophers of the Helenistic period? a. The Stoics b. The Natural Philosphers c. The Romantics d. The Existentialists e. The Beatles Back

Sophie's World Unit Two 500 pts 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. All of the above. ‘Tis better to be trapped in a collapsed mineshaft with a diseased serving wench than no serving wench at all! Back

Sophie's World Unit Two 400 pts 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. Back

It's the Daily Triple!!! Sophie's World Unit Two 300 pts 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. Back

It's the Daily Recycle Bin Knockout!!! Sophie's World Unit Two 200 pts It's the Daily Recycle Bin Knockout!!! Based on the theories of John Locke, which of the following qualifies as a primary quality? a. Noticing six waiters in the restaurant b. Giving an essay an “A” c. Deciding who is the hottest boy in class Picking the best movie of the year JACK, THE ISLAND WANTS US TO STAY!!!! Back

Sophie's World Unit Two 100 pts 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.) Back

Sophie's World Unit Three 500 pts Which of the following is a belief of the Romantics? a. Man can never truly be free. The nature of reality and God cannot be found by an individual, but instead by a collective human effort. Imagination, intuition, and art can yield more prescient truths than empirical observation or rational thought. 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! Back

Sophie's World Unit Three 400 pts Hegel’s theory of history is summed up best by which of the following? History is like Legos—each piece is different, but also share basic qualities. History is like a box of chocolates—you never know what you’re going to get. History is like a river—it is fluid and only understandable from where you stand in it. History is like a Japanese Art film– Long, boring, and incomprehensible. Back

Sophie's World Unit Three It's the Daily Double!!! Sophie's World Unit Three 300 pts Which of the following would represent Freud’s concept of the Superego? Feeling guilty about not going to church Taking the last cookie because you’re hungry Cheating on your boyfriend because he cheated on you first Putting flaming dog poop on Old Man Winters’ door step. Back

It's the Daily Quadruple!!! Sophie's World Unit Three 200 pts 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. Back

Sophie's World Unit Three 100 pts 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? Back

Need to see the poem again? Poetry 500 pts 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. Back

Need to see the poem again? Poetry 400 pts 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

It's the Daily X-Mas Pictionary!!! Need to see the poem again? Poetry 300 pts Line 12 contains an example of which of the following literary devices? a. Apostrophe. b. Allegory. c. Aphorism. d. Alliteration. e. Alligators Back

Need to see the poem again? It's the Daily Guess Mr. Rossi’s Letter!!! Poetry 200 pts Need to see the poem again? It's the Daily Guess Mr. Rossi’s Letter!!! 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. Back

Need to see the poem again? Poetry 100 pts What is the poetic structure of “Dreams”? a. Petrarchian sonnet. b. Shakespearian tetrameter. c. Rhyming couplets. d. Blank verse. e. Battle Rap Back

Book I, Chapter 1: - THE ONE THING NEEDFUL Hard Times Book I, Chapter 1: - THE ONE THING NEEDFUL '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.   Ready for the question?

Book I, Chapter 1: - THE ONE THING NEEDFUL Hard Times Book I, Chapter 1: - THE ONE THING NEEDFUL '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.   Ready for the question?

Book I, Chapter 1: - THE ONE THING NEEDFUL Hard Times Book I, Chapter 1: - THE ONE THING NEEDFUL '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.   Ready for the question?

Book I, Chapter 1: - THE ONE THING NEEDFUL Hard Times Book I, Chapter 1: - THE ONE THING NEEDFUL '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.   Ready for the question?

Book I, Chapter 1: - THE ONE THING NEEDFUL Hard Times Book I, Chapter 1: - THE ONE THING NEEDFUL '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.   Ready for the question?

Need to see the passage again? Close Passage Analysis 500 pts 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 class C) The children will be taught facts D) The speaker will be shown to be a hypocrite E) 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 can infer thus far is that facts will be taught. Back

Close Passage Analysis 400 pts Need to see the passage again? Close Passage Analysis 400 pts In the bold passage, which syntactic technique is most evident? A) Repetition B) Onomatopoeia C) Assonance D) Consonance E) Do you remember Crazy Bones? Man, those were fun. I had so many of those. Craaaaaazy Bones. Wait, what were we talking about? Anaphora (Repetition of the phrase ‘the emphasis was helped by…’ Back

Close Passage Analysis 300 pts It's the Daily Heads Up/Three Up!!! Need to see the passage again? Close Passage Analysis 300 pts It's the Daily Heads Up/Three Up!!! Based on the description of the speaker (not the narrator, but the speaker), we can infer: A) He is an older man B) He is not concerned with speculation C) He has children of his own D) All of the above E) 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 Back

Need to see the passage again? Close Passage Analysis 200 pts Dickens repeatedly emphasizes the Rigidity of the class through words like inflexible, dry, and dictatorial The mood of this passage can best be described as: A) Moody and pessimistic B) Devious and manipulative C) Strict, stern, and rigid D) Cruel and merciless E) Buber is a hilarious name! Back

Need to see the passage again? Close Passage Analysis 100 pts Metaphor: His Head is described As a ‘plantation Of firs.’ Simile: His knobs Are described as Being like‘the Crust of pie.’ What literary device(s) is/are used in the underlined passage? A) Simile B) Metaphor C) Pathetic Fallacy D) All of the above E) A and B only Back

Final Jeopardy Time is up! You have 20 sec! According to Martin Buber, what is the "exalted melancholy of our fate? Answer: That every I-Thou becomes an I-It. Time is up! You have 20 sec! Back

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 beam Of an Eternity should bring the morrow: Yes! tho’ that long dream were of hopeless sorrow; ‘Twere better than the dull reality 5 Of 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 eternally Continuing – as dreams have been to me 10 In 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 bright In the summer sky; in dreamy fields of light, In climes of mine imagining – apart 15 From mine own home with beings that have been Of mine own thought – what more could I have seen? “Twas once and only once and the wild hour From my remembrance shall not pass – some power Or spell had bound me – ‘twas the chilly wind 20 Come o’er me in the night and left behind Its image on my spirit, or the moon Shone on my slumbers in her lofty noon Too coldly – or the stars – howe’er it was That 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 strife Of semblance with reality which brings 30 To the delirious eye more lovely things Of 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 beam Of an Eternity should bring the morrow: Yes! tho’ that long dream were of hopeless sorrow; ‘Twere better than the dull reality 5 Of 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 eternally Continuing – as dreams have been to me 10 In 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 bright In the summer sky; in dreamy fields of light, In climes of mine imagining – apart 15 From mine own home with beings that have been Of mine own thought – what more could I have seen? “Twas once and only once and the wild hour From my remembrance shall not pass – some power Or spell had bound me – ‘twas the chilly wind 20 Come o’er me in the night and left behind Its image on my spirit, or the moon Shone on my slumbers in her lofty noon Too coldly – or the stars – howe’er it was That 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 strife Of semblance with reality which brings 30 To the delirious eye more lovely things Of 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 beam Of an Eternity should bring the morrow: Yes! tho’ that long dream were of hopeless sorrow; ‘Twere better than the dull reality 5 Of 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 eternally Continuing – as dreams have been to me 10 In 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 bright In the summer sky; in dreamy fields of light, In climes of mine imagining – apart 15 From mine own home with beings that have been Of mine own thought – what more could I have seen? “Twas once and only once and the wild hour From my remembrance shall not pass – some power Or spell had bound me – ‘twas the chilly wind 20 Come o’er me in the night and left behind Its image on my spirit, or the moon Shone on my slumbers in her lofty noon Too coldly – or the stars – howe’er it was That 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 strife Of semblance with reality which brings 30 To the delirious eye more lovely things Of 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 beam Of an Eternity should bring the morrow: Yes! tho’ that long dream were of hopeless sorrow; ‘Twere better than the dull reality 5 Of 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 eternally Continuing – as dreams have been to me 10 In 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 bright In the summer sky; in dreamy fields of light, In climes of mine imagining – apart 15 From mine own home with beings that have been Of mine own thought – what more could I have seen? “Twas once and only once and the wild hour From my remembrance shall not pass – some power Or spell had bound me – ‘twas the chilly wind 20 Come o’er me in the night and left behind Its image on my spirit, or the moon Shone on my slumbers in her lofty noon Too coldly – or the stars – howe’er it was That 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 strife Of semblance with reality which brings 30 To the delirious eye more lovely things Of 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 beam Of an Eternity should bring the morrow: Yes! tho’ that long dream were of hopeless sorrow; ‘Twere better than the dull reality 5 Of 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 eternally Continuing – as dreams have been to me 10 In 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 bright In the summer sky; in dreamy fields of light, In climes of mine imagining – apart 15 From mine own home with beings that have been Of mine own thought – what more could I have seen? “Twas once and only once and the wild hour From my remembrance shall not pass – some power Or spell had bound me – ‘twas the chilly wind 20 Come o’er me in the night and left behind Its image on my spirit, or the moon Shone on my slumbers in her lofty noon Too coldly – or the stars – howe’er it was That 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 strife Of semblance with reality which brings 30 To the delirious eye more lovely things Of Paradise and Love – and all our own! Than young Hope in his sunniest hour hath known. Ready for the question?

Question #6: Who believed you cannot trust any complex ideas not traced back to simple sensations—including cause and effect? Question #14: Who said “One thing only I know and that is that I know nothing!” Question #9: Who believed that art was the best means of approaching truth and God because of its irrational nature? Question #4: Who believed in dialecticism—thesis/antithesis/synthesis– as a method of historical progress? Question #5: Who used an allegory of mistaking shadows for truth? Question #1: According to Martin Buber, what is the “exalted melancholy of our fate?” Question #2: Who said “Man is nothing else but what he makes of himself.”? Question #3: Who began his philosophical inquiry by doubting his senses? Question #17: What is a slave morality (according to Nietzsche)? Question #16: According to William James, what is a genuine option? Question #18: According to Soren Kierkegaard, why do we need a leap of faith? Question #20: Name two existentialists! Question #15: Correctly pronounce Socrates and Descartes! Do it NOW! Question #19: Name ONE Natural Philosopher! Question #18: According to Waking Life, what ere Kierkegaard’s last words? Question #10: Who believed that all change in nature was related to a Formal Cause, Material Cause, Efficient Cause, and Final Cause? Question #7:Who said “You cannot step into the same river twice?” Question #8: Who said we must see everything sub specie aeternitatis? Question #11”What is the meaning of das Ding an zich? Question #12: Who believed that man was not “homo sapian” (man as knowing), but instead “homo faber” (man the maker)? Question #13: According to Sigmund Freud, what is the id? Lightning Round!!! Each Question Correct Is Worth 50 Points! Each Question Incorrect is 50 points for the opposition!

If dogs could talk, what would their voice sound like? Do a dog voice! Famous Quotes 1 pt If dogs could talk, what would their voice sound like? Do a dog voice! Back

Sophie's World Unit One 1 pt If you are a little teapot—short and stout– where EXACTLY would your handle and spout be located? Back

Sophie's World Unit Two 1 pt You meet George Lucas at the supermarket. What is the correct action? Shake his hand Punch him in the face Buy him a present Beat him senseless with a Jar-Jar Binks doll. “Wait. Who is George Lucas?” Back

Sophie's World Unit Three 1 pt Do a magic trick! Prestidigitation! Back

Share your secret handshake with a teammate! Poetry 1 pts Share your secret handshake with a teammate! Back

Close Passage Analysis 1 pt Name the creepy crow that lives over the television in the corner of the room! Back It’s the daily Pentacentumeter (500x multiplier!)