Paper I — Q2
(a) Critically analyse Hume's argument that causality is a matter of habit/custom involving psychological principle of…
Critically analyse Hume's argument that causality is a matter of habit/custom involving psychological principle of association. 20 marks
Present an exposition of Aristotle's distinction between actuality and potentiality. Does it provide a solution to the problem of being and becoming as presented in ancient Greek philosophy ? Discuss with suitable examples. 15 marks
Discuss Descartes' theory of innate ideas and the grounds on which Locke refutes it. 15 marks
हिंदी में प्रश्न पढ़ें
'कारणता संसर्ग के मनोवैज्ञानिक सिद्धांत पर आधारित आदत संबंधी विषय है'— ह्यूम के इस तर्क का आलोचनात्मक विश्लेषण कीजिए । (20 अंक)
अरस्तु के वास्तविकता तथा शक्यता के बीच प्रभेद की व्याख्या प्रस्तुत कीजिए । क्या यह प्राचीन ग्रीक दर्शन में प्रस्तुत सत् तथा संभवन की समस्या का समाधान प्रस्तुत करता है ? उचित उदाहरणों सहित व्याख्या कीजिए । (15 अंक)
देकार्त का जन्मजात प्रत्यय सिद्धांत तथा वे आधार जिन पर लॉक उनका खंडन करते हैं, की व्याख्या कीजिए । (15 अंक)
Model answer
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(a) Hume on causality as habit: a critical analysis
Hume divides objects of inquiry into relations of ideas and matters of fact. Causal inference belongs to matters of fact, so it rests on experience (Enquiry IV–VII). Observation of one billiard ball striking another gives only contiguity, priority in time and constant conjunction; no impression of a "necessary connection" or power is found in the objects. Reason cannot supply it either, since the effect is not contained in the cause and the denial of any causal claim is conceivable. After many repetitions the mind, through the associative principles of resemblance, contiguity and cause and effect, passes from the idea of one event to the expectation of the other. This custom or habit produces the felt determination of the mind, and that felt necessity is the only impression from which the idea of necessary connection arises. The belief that the future will resemble the past cannot be justified by reason without circularity: this is the problem of induction, and Hume offers a sceptical solution.
Evaluation. Strength: Hume exposes the limits of rationalist claims to a priori causal knowledge and starts the modern study of induction. Weaknesses: Kant argues that causality is a synthetic a priori category, a condition of any experience of events in an objective order (Second Analogy). Thomas Reid said that day follows night regularly without being its cause, which regularity alone cannot explain. Habit and association themselves presuppose causal processes in the mind. Popper replaces induction by falsification, and Strawson argues that causal belief is a natural, unavoidable framework. The account also does not separate laws from accidental regularities. Judgment: Hume succeeds in the negative and fails as an account of objective causation.
(b) Aristotle on actuality and potentiality, and being and becoming
Parmenides held that Being alone is, so that change from non-being to being is impossible; Heraclitus held that all is flux and becoming. Aristotle's reply in the Metaphysics (Book Theta) is that being is said in many ways. Potentiality (dunamis) is the capacity of a thing to become something; actuality (energeia) is its realised state, the fullest sense being entelecheia, the thing at its end. Change is therefore the actualising of what exists potentially, not a coming from non-being. A seed is potentially an oak, bronze is potentially a statue, and a sleeping person is potentially a seeing one. The matter is what is potential and the form what is actual; the four causes (material, formal, efficient, final) explain the process. Actuality is prior to potentiality in definition, in time as to the species (a man begets a man), and in substance, since potentiality is defined by its end. The unmoved mover is pure actuality without matter. Does it solve the problem? It saves both: substance persists while its determinations change, so there is real becoming. Critics note that it presupposes the substance and the final cause, which Parmenides would not grant, and that "potentiality" can look like a name for the change it explains.
(c) Descartes' innate ideas and Locke's refutation
Descartes divides ideas into adventitious, from the senses, factitious, made by the mind, and innate, born with the mind (Meditations III). Innate ideas are the self, God, and the mathematical and logical truths; they are clear and distinct, they have more reality than the finite mind or experience can give, and the idea of a perfect being is like the maker's mark on his work. They are held as dispositions, not as thoughts always before the mind. Locke attacks innatism in Book I of the Essay Concerning Human Understanding. The argument from universal consent fails, since children and the uneducated do not know "whatever is, is" or the law of non-contradiction, and cultures differ on God and morals. Locke's dilemma: if an idea is innate only as a capacity, then all knowledge is innate and the claim is empty; if it requires actual awareness, it is false. Nothing can be in the mind without its being conscious of it. All ideas arise from sensation and reflection, the mind being a blank tablet (tabula rasa). Leibniz replied that innate ideas are dispositions, like veins in a block of marble. The dispute leads on to Kant's synthesis.
How this answer will be evaluated
Framework: UPSC Philosophy Paper 1
What earns full marks: Precise technical vocabulary, strong counter-arguments, and clear reconstruction of philosophical positions.
Evaluation rubric
Each sub-part is marked on its own, against the marks and word limit printed on the paper.
- (a) Critically analyse Hume's argument that causality is a habit formed by the association of ideas. 20 marks
critique— the claim → its strengths → its weaknesses → your judgment
Must cover
- Constant conjunction, contiguity and succession but no impression of necessary connection
- Custom or habit and the associative principles
- Problem of induction
- Critical evaluation with a reasoned judgment
Loses marks
- Biography of Hume, or confusing Hume with Locke or Berkeley.
Earns more
- Marks for reconstruction of the argument and for at least two objections (Kant, Reid, Popper, Strawson).
Extra mark
- Relations of ideas and matters of fact; sceptical solution; laws versus accidental regularities.
- (b) Expound Aristotle's actuality-potentiality distinction and assess whether it solves the problem of being and becoming. 15 marks
discuss— intro → 3-4 dimensions → example → balanced close
Must cover
- Dunamis and energeia/entelechy defined
- Parmenides versus Heraclitus
- Example such as seed and oak or bronze and statue
- Verdict on whether the problem is solved
Loses marks
- Treating potentiality as mere possibility.
Earns more
- Marks for definitions, the ancient problem, examples and an assessment.
Extra mark
- Priority of actuality, unmoved mover and four causes.
- (c) Discuss Descartes' theory of innate ideas and Locke's grounds for refuting it. 15 marks
discuss— intro → 3-4 dimensions → example → balanced close
Must cover
- Descartes' three kinds of ideas and the innate ones
- Clarity and distinctness as the mark
- Locke's attack on universal consent
- Locke's dilemma and tabula rasa
Loses marks
- Biography or ignoring Locke's grounds.
Earns more
- Marks for Descartes' theory, Locke's arguments and a balanced close.
Extra mark
- Leibniz's reply and the Essay Book I.
What "Critically analyse" is asking you to do
Break the subject into its working parts and show how they act on each other. The marks are in the interconnections — which factor drives which, and what the resulting structure explains — not in the inventory of factors. “Critically” is not a section added at the end: name the yardstick you are judging by — the evidence, the stated objective, a constitutional principle, a rival explanation — and let a verdict close each part of the body. Where the question quotes a claim, that verdict must land on the claim itself, accepted, qualified or rejected, and not on the theme in general.
Structure that answers it
Define the whole → separate it into its parts → show which part drives which → what that interaction produces → what the structure implies
Where marks are lost
Merits in one paragraph, demerits in the next, and a conclusion calling for a balanced and holistic approach. That is a survey with the judgement left out and it holds the answer in the middle band. The opposite error is reading “critically” as permission to attack — and with the odd pairings, critically describe or critically explain, the exposition still carries most of the marks, the judgement being a layer on it rather than a substitute for it.
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