PHYSICS Aristotle translated by R. P. Hardie and R. K. Gaye
350 BC PHYSICS Aristotle translated by R. P. Hardie and R. K. Gaye
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Aristotle (384-322 BC) - One of the most prominent Greek philosophers, he is said to have reflected on every subject which came within the range of ancient thought. Called "the master of those who know," by Dante, his influence on the history of thought and knowledge is unparalleled. Physics (350 BC) - One of Aristotle's treatises on Natural Science. It is a series of eight books that deal with the general bases and relations of nature as a whole.
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Table Of Contents
BOOK 1
CHAPTER 1 . . . . . . . . . . . . . . .
5
CHAPTER 2 . . . . . . . . . . . . . . . 6
CHAPTER 3 . . . . . . . . . . . . . . . 9
CHAPTER 4 . . . . . . . . . . . . . . . 12
CHAPTER 5 . . . . . . . . . . . . . . . 15
CHAPTER 6 . . . . . . . . . . . . . . . 17
CHAPTER 7 . . . . . . . . . . . . . . . 19
CHAPTER 8 . . . . . . . . . . . . . . . 23
CHAPTER 9 . . . . . . . . . . . . . . . 25
BOOK 2
CHAPTER 1 . . . . . . . . . . . . . . . 27
CHAPTER 2 . . . . . . . . . . . . . . . 30
CHAPTER 3 . . . . . . . . . . . . . . . 32
CHAPTER 4 . . . . . . . . . . . . . . . 35
CHAPTER 5 . . . . . . . . . . . . . . . 37
CHAPTER 6 . . . . . . . . . . . . . . . 39
CHAPTER 7 . . . . . . . . . . . . . . . 41
CHAPTER 8 . . . . . . . . . . . . . . . 43
CHAPTER 9 . . . . . . . . . . . . . . . 46
BOOK 3
CHAPTER 1 . . . . . . . . . . . . . . . 48
CHAPTER 2 . . . . . . . . . . . . . . . 51
CHAPTER 3 . . . . . . . . . . . . . . .
52
CHAPTER 4 . . . . . . . . . . . . . . . 54
CHAPTER 5 . . . . . . . . . . . . . . .
57
CHAPTER 6 . . . . . . . . . . . . . . .
62
CHAPTER 7 . . . . . . . . . . . . . . .
65
CHAPTER 8 . . . . . . . . . . . . . . .
67
BOOK 4
CHAPTER 1 . . . . . . . . . . . . . . .
68
CHAPTER 2 . . . . . . . . . . . . . . . 71
CHAPTER 3 . . . . . . . . . . . . . . . 73
CHAPTER 4 . . . . . . . . . . . . . . . 75
CHAPTER 5 . . . . . . . . . . . . . . . 79
CHAPTER 6 . . . . . . . . . . . . . . . 81
CHAPTER 7 . . . . . . . . . . . . . . . 83
CHAPTER 8 . . . . . . . . . . . . . . . 85
CHAPTER 9 . . . . . . . . . . . . . . . 89
CHAPTER 10 . . . . . . . . . . . . . . .
92
CHAPTER 11 . . . . . . . . . . . . . . .
94
CHAPTER 12 . . . . . . . . . . . . . . .
97
CHAPTER 13 . . . . . . . . . . . . . . .
100
CHAPTER 14 . . . . . . . . . . . . . . .
102
BOOK 5
CHAPTER 1 . . . . . . . . . . . . . . . 105
CHAPTER 2 . . . . . . . . . . . . . . . 109
CHAPTER 3 . . . . . . . . . . . . . . . 112
CHAPTER 4 . . . . . . . . . . . . . . . 114
CHAPTER 5 . . . . . . . . . . . . . . . 118
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CHAPTER 6 . . . . . . . . . . . . . . . 120
Book 6
CHAPTER 1 . . . . . . . . . . . . . . . 123
CHAPTER 2 . . . . . . . . . . . . . . . 126
CHAPTER 3 . . . . . . . . . . . . . . . 130
CHAPTER 4 . . . . . . . . . . . . . . . 132
CHAPTER 5 . . . . . . . . . . . . . . . 135
CHAPTER 6 . . . . . . . . . . . . . . . 138
CHAPTER 7 . . . . . . . . . . . . . . . 141
CHAPTER 8 . . . . . . . . . . . . . . . 144
CHAPTER 9 . . . . . . . . . . . . . . . 147
CHAPTER 10 . . . . . . . . . . . . . . .
150
BOOK 7
CHAPTER 1 . . . . . . . . . . . . . . . 153
CHAPTER 2 . . . . . . . . . . . . . . . 156
CHAPTER 3 . . . . . . . . . . . . . . . 160
CHAPTER 4 . . . . . . . . . . . . . . . 164
CHAPTER 5 . . . . . . . . . . . . . . . 169
BOOK 8
CHAPTER 1 . . . . . . . . . . . . . . . 171
CHAPTER 2 . . . . . . . . . . . . . . . 176
CHAPTER 3 . . . . . . . . . . . . . . . 178
CHAPTER 4 . . . . . . . . . . . . . . . 182
CHAPTER 5 . . . . . . . . . . . . . . . 186
CHAPTER 6 . . . . . . . . . . . . . . . 192
CHAPTER 7 . . . . . . . . . . . . . . . 196
CHAPTER 8 . . . . . . . . . . . . . . . 200
CHAPTER 9 . . . . . . . . . . . . . . . 208
CHAPTER 10 . . . . . . . . . . . . . . .
211
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BOOK 1 CHAPTER 1 WHEN the objects of an inquiry, in any department, have principles, conditions, or elements, it is through acquaintance with these that knowledge, that is to say scientific knowledge, is attained. For we do not think that we know a thing until we are acquainted with its primary conditions or first principles, and have carried our analysis as far as its simplest elements. Plainly therefore in the science of Nature, as in other branches of study, our first task will be to try to determine what relates to its principles. The natural way of doing this is to start from the things which are more knowable and obvious to us and proceed towards those which are clearer and more knowable by nature; for the same things are not `knowable relatively to us' and `knowable' without qualification. So in the present inquiry we must follow this method and advance from what is more obscure by nature, but clearer to us, towards what is more clear and more knowable by nature. Now what is to us plain and obvious at first is rather confused masses, the elements and principles of which become known to us later by analysis. Thus we must advance from generalities to particulars; for it is a whole that is best known to sense-perception, and a generality is a kind of whole, comprehending many things within it, like parts. Much the same thing happens in the relation of the name to the formula. A name, e.g. `round', means vaguely a sort of whole: its definition analyses this into its particular senses. Similarly a child begins by calling all men `father', and all women `mother', but later on distinguishes each of them.
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