• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month
Page
1. 1
1
2. 2
2
• Level: GCSE
• Subject: Maths
• Word count: 1046

# Describe Aristotle's teachings about the differences between the final cause and the other sorts of causes.

Extracts from this document...

Introduction

Leanne Down 13ML

Describe Aristotle’s teachings about the differences between the final cause and the other sorts of causes

In Aristotle’s teachings there are different types of causes. There is the material cause, the efficient cause, the formal cause and the final cause. The material cause is the matter from which something is made (like the bricks used for the building of the house). The efficient cause is the agent that brings something about (like a builder that builds a house). The formal cause is the form of something (the building being done). The final cause is the goal or purpose that something wants to achieve (work towards), or the reason why it the way it is (the final building).

The material cause is what something is made up of. Without the material cause there would be no other causes, because you need a substance etc, for anything to happen. Using the example above, you

Middle

Aristotle noticed that there was some flexibility in that the formal cause in one circumstance could be the efficient cause in another. Even though he realised this, he said that everything must include a final cause, as there is a purpose, a goal or telos to everything in nature.

The final cause is the something’s purpose. It is the function in which it has been intented on doing. The final cause is made up from everything being combined, in order for this to come about. However, Aristotle had a lot to say on the subject of the final cause especially with the idea of the prime mover (unmoved mover).

Aristotle believed there was a ‘prime mover’, who bought about everything. He said that because we see things in motion, there must someone who set the motion going. Which meant that there was an unmoved mover to begin with, who had set the whole universe going.

Conclusion

The fact that everything including the world had a final cause meant that everything had a purpose. Therefore, it helped to see that everything around us has a cause and therefore has a purpose. This is a strength because it enables people to realise that not everything in the world is jus there because it is, but it actually has a reason/purpose for being there.

There are many views about the strengths and weaknesses of the way in which Aristotle viewed causality. However, I think that the idea about everything having a purpose, is correct and helps to understand why things are there. I don’t agree though that there is a ‘prime mover’, if everything has to have the four causes then what are the other causes of the ‘prime mover’?

This student written piece of work is one of many that can be found in our GCSE Phi Function section.

## Found what you're looking for?

• Start learning 29% faster today
• 150,000+ documents available
• Just £6.99 a month

Not the one? Search for your essay title...
• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month

# Related GCSE Phi Function essays

1. ## The totient function.

As you can see from above I have found a formula that is applicable to all of ?(p�). Check: All the Phi values below are compared to the table that I found from the Internet, which is shown in Part 1.

2. ## a. Describe Aristotle's teaching about the difference between the Final Cause and other sorts of ...

The prime mover is the movement of everything, whether being made or a person growing. Aristotle claimed that if A is moving, something must be moving this, which is B, B must also be being used by something which would be C and so on.

1. ## Identify and explain the rules and equations associated with the Phi function.

We can then use the equation found previously to find out the Phi values of each of the primes to the power of any number. These Phi values multiplied together equal the Phi value of n. For example: ?18= ?(21)

2. ## Investigating the Phi function

(25)=20(5)=4 20= 4x4 this equation didn't work even though it was odd x odd (3x6) = (3)x (6) (18)=6 (3)=2 (6)=2 6= 2x2 this also didn't work even though it was odd x even but I couldn't find any equations to prove even x even correct and later on I found out why.

1. ## The Phi Function

it applies to. Integers Factors Does it fit into expression for 4, 6 or 24? 1 1 4,6,24 2 1,2 None 3 1,3 4 4 1,2,4 None 5 1,5 6,24 6 1,2,3,6 None 7 1,7 24 8 1,2,4,8 None 9 1,3,9 None 10 1,2,5,10 None 11 1,11 24 12 1,2,3,4,6,12

2. ## Investigate the strength of a snail's mucus on different surfaces

First 30�, then 45�,60�,75�,90, 105� and 150�. 4. Do the same with the 4 other snails and stick them each separately to the 5 different surfaces (in total 25 experiments). Results: Snail Mass(g) ?m 0.1g Does the snail stick to a plastic surface at 30� ??

1. ## Millikan's theory.

A is the product of a device that had the performance of F as a proper function and normally performs F by way of producing an item like A. Condition (1) defines what Millikan terms direct proper functions. These are the proper functions which an item has when its very

2. ## The phi function.

(7) = 6 As the answer gotten from ? (21) is equal to that of ? (3) x ? (7), the equation ? (n x m) = ? (n) x ? (m), where n = 3 and m = 7 is correct.

• Over 160,000 pieces
of student written work
• Annotated by
experienced teachers
• Ideas and feedback to
improve your own work