Free Course Image General Philosophy: From Descartes to Hume, Knowledge, Perception and Free Will

Free online courseGeneral Philosophy: From Descartes to Hume, Knowledge, Perception and Free Will

Duration of the online course: 6 hours and 53 minutes

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Sharpen your critical thinking in this free philosophy course: knowledge, perception and free will from Descartes to Hume, with exercises and a certificate.

In this free course, learn about

  • How early modern texts frame key epistemology and metaphysics problems
  • Shift from Aristotelian teleology to Galilean/mechanistic scientific explanation
  • Mechanism, inertia, corpuscularianism, and Newtonian instrumentalism
  • Hobbesian compatibilism: free will as acting from desires despite determinism
  • Locke on primary/secondary qualities and secondary qualities as mind-dependent powers
  • Berkeley/idealism, occasionalism, and critiques of abstraction and resemblance
  • Hume on causation, necessity, and the skeptical problem of induction
  • Limits of a priori reason illustrated by modern physics (e.g., two-slit experiment)
  • External-world skepticism: problem of the criterion, Cartesian Circle, Moorean replies
  • Cartesian dualism and modern responses incl. property dualism (Mary knowledge argument)
  • Theory of knowledge: propositional knowledge, JTB analysis, and Gettier problems
  • Externalism and ethics of belief: how perceptual knowledge can resist skeptical scenarios
  • Free will debate: incompatibilism vs compatibilism; Humean moral responsibility
  • Personal identity: Locke’s memory view, transitivity fixes, and split-brain implications

Course Description

Build a clear, confident foundation in philosophy by following the debates that shaped how we think about knowledge, reality, and human freedom. This free online course uses the early modern period as a practical starting point because it is where classic questions become especially vivid: How can we know anything about the world? What, exactly, do we perceive? Are mind and body different kinds of things? And if nature is governed by laws, what room is left for choice and moral responsibility?

You will move through the scientific and intellectual shift from Aristotelian explanation to the mechanistic outlook associated with figures such as Galileo and Descartes, then see how later philosophers respond, refine, or resist that picture. Along the way, the course connects big metaphysical claims to everyday assumptions: what it means to say an object causes an effect, why secondary qualities like color feel so immediate, and why sceptical challenges are harder to dismiss than they first appear.

The learning experience is designed to strengthen reasoning, not just memorization. Each section invites you to test your understanding with targeted questions that mirror the style of philosophical argument: spotting hidden assumptions, distinguishing what follows logically from what merely feels intuitive, and evaluating whether a proposed solution really addresses the original problem. This approach makes classic texts and positions accessible even if you have never studied philosophy before.

As you progress, you will see how questions about induction, the external world, and perception lead naturally into contemporary discussions, including thought experiments in the philosophy of mind and modern responses to dualism. You will also examine competing accounts of free will, determinism, and responsibility in a way that clarifies what is at stake in terms of agency, blame, and praise, rather than treating the debate as abstract wordplay.

Finally, the course ties these themes to the puzzle of personal identity: what it takes to remain the same person over time, how memory might ground that continuity, and why edge cases force us to be precise about what we mean by same. By the end, you will have a coherent map of the major moves from Descartes through Hume and a set of analytical tools you can apply far beyond philosophy class, from reading and writing to science, law, and everyday decision-making.

Course content

  • Video class: 1.1 An Introduction to General Philosophy 05m
  • Exercise: Why does the course use early modern (17th–18th century) texts to introduce most topics in epistemology and metaphysics?
  • Video class: 1.2 The Birth of Modern Philosophy 15m
  • Exercise: What is the ancient sceptical “problem of the criterion” meant to show?
  • Video class: 1.3 From Aristotle to Galileo 18m
  • Exercise: What key shift in scientific explanation is highlighted when moving from Aristotelian science to Galileo’s approach?
  • Video class: 1.4 The Birth of the Early Modern Period: From Galileo to Descartes 10m
  • Exercise: In the mechanistic picture discussed, why does a moving object (like a sledge) continue in a straight line at constant speed unless something changes it?
  • Video class: 2.1 Recap of General Philosophy Lecture 1 05m
  • Exercise: What key change in explanation did 17th-century mechanism introduce compared with Aristotelian physics?
  • Video class: 2.2 Introduction to Thomas Hobbes 11m
  • Exercise: How does Hobbes argue that free will can exist even if universal determinism is true?
  • Video class: 2.3 Robert Boyle's Corpuscularian Theory 06m
  • Exercise: What key feature did Boyle’s corpuscular theory add that differs from Descartes’ view of matter as extension?
  • Video class: 2.4 Isaac Newton and Instrumentalism 07m
  • Exercise: What stance is described when a scientist treats a theory mainly as a tool for predicting observations, without committing to what really causes the phenomena?
  • Video class: 2.5 Introduction to John Locke 12m
  • Exercise: According to Locke, what is the correct way to understand secondary qualities (like color) in bodies?
  • Video class: 2.6 George Berkeley and Idealism 09m
  • Exercise: In occasionalism, why can’t the motion of one billiard ball be the real cause of the motion of another?
  • Video class: 3.1 Introduction to David Hume 19m
  • Exercise: What is Hume’s key skeptical point about induction (inferring from past to future)?
  • Video class: 3.2 David Hume: Concluding Remarks 10m
  • Exercise: What does the two-slit experiment illustrate about the limits of knowing the world “by pure reason”?
  • Video class: 3.3 The Problem of Induction 23m
  • Exercise: In Hume’s discussion of induction, why can’t the principle that the future will resemble the past be justified by demonstrative (logical) reasoning?
  • Video class: 4.1 Scepticism of the External World 08m
  • Exercise: What is the Cartesian Circle problem in the attempt to answer skepticism about the external world?
  • Video class: 4.2 Possible Answers to Scepticism of the External World 09m
  • Exercise: In the debate about skepticism and the external world, what is the key strategy suggested by the here is one hand, here is another style response?
  • Video class: 4.3 Introduction to Cartesian Dualism 22m
  • Exercise: In Cartesian dualism, what makes the mind and body distinct according to the view described?
  • Video class: 4.4 Modern Responses to Dualism 10m
  • Exercise: What is the main point of the knowledge argument (Mary and color) in support of property dualism?
  • Video class: 5.1 Introduction to Knowledge 10m
  • Exercise: In discussing knowledge, which type is the primary focus when philosophers talk about knowledge that P?
  • Video class: 5.2 The Traditional Analysis of Knowledge 16m
  • Video class: 5.3 Gettier and Other Complications 14m
  • Exercise: What do Gettier-style cases primarily show about the traditional “justified true belief” (JTB) analysis of knowledge?
  • Video class: 5.4 Scepticism, Externalism and the Ethics of Belief 12m
  • Exercise: Which claim best captures the externalist idea of how ordinary perceptual knowledge is possible despite skeptical scenarios?
  • Video class: 6.1 Introduction to Primary and Secondary Qualities 14m
  • Exercise: In Locke’s primary/secondary quality distinction, what is a secondary quality (e.g., yellowness) in an object?
  • Video class: 6.2 Problems with Resemblance 10m
  • Exercise: What marks the primary/secondary quality distinction in the view discussed?
  • Video class: 6.3 Abstraction and Idealism 10m
  • Exercise: Why do Berkeley and Hume reject the doctrine of abstraction in arguing about primary qualities?
  • Video class: 6.4 Making Sense of Perception 16m
  • Exercise: According to the argument presented, why doesn’t simply insisting that we perceive objects directly (rather than ideas or sense-data) solve the skeptic’s worry about the external world?
  • Video class: 7.1 Free Will, Determinism and Choice 18m
  • Exercise: In the free will debate, which position claims that free will (required for moral responsibility) is incompatible with determinism, and therefore determinism must be false if we have free will?
  • Video class: 7.2 Different Concepts of Freedom 14m
  • Exercise: According to the compatibilist “contrastive argument,” what is freedom primarily contrasted with?
  • Video class: 7.3 Hume on Liberty and Necessity 10m
  • Exercise: According to Hume, what is the basis of our idea of necessity/causation, and how does this support determinism about human action?
  • Video class: 7.4 Making Sense of Free Will and Moral Responsibility 09m
  • Exercise: Why does a Humean sentimentalist view of morality suggest that determinism need not undermine moral responsibility?
  • Video class: 8.1 Introduction to Personal Identity 08m
  • Exercise: In discussions of personal identity, what is the recommended way to avoid ambiguity when using the word same?
  • Video class: 8.2 John Locke on Personal Identity 15m
  • Exercise: According to Locke, what most fundamentally constitutes personal identity over time?
  • Video class: 8.3 Problems for Locke's View of Personal Identity 09m
  • Exercise: How does the “ancestral” (iterated) memory relation address the objection that memory-based personal identity violates the transitivity of identity?
  • Video class: 8.4 Persons, Humans and Brains 11m
  • Exercise: In split-brain transplant scenarios where each half is placed in a different body, what view is suggested as a plausible response to the problem of personal identity?

This free course includes:

6 hours and 53 minutes of online video course

Digital certificate of course completion (Free)

Exercises to train your knowledge

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