What is the difference between objectivity and subjectivity? Do objective "anythings" truly exist? Is the Christian faith founded on an outside truth claim, or an inward experience?
Cultural relativism holds that beliefs and ethics are relative to the individual's social context, so there are no universal moral truths. Ethnocentrism views one's own culture as superior. The document discusses differences in marriage ages, eye contact norms, and whether practices like female genital mutilation can be condemned despite being culturally accepted in some places. While cultural relativism says not to judge other cultures, some argue practices like FGM pose significant health risks and oppress women.
This document discusses the concept of ethical communication. It defines ethics as considering not only one's own well-being but also that of others and society. It notes that ethical communication involves being open, transparent, and avoiding inciting violence or hatred. The document also discusses key concepts related to ethical communication like prisoner's dilemma, chaos theory, and the responsibility of media to be socially concerned and avoid biased, trivial, or degrading content.
The document provides an overview of the concept of human dignity in Western thought from ancient philosophers like Socrates, Plato, and Aristotle to modern traditions. It discusses how dignity emerged from the idea that humans are rational beings and have worth that separates them from animals. Stoics like Cicero and Marcus Aurelius emphasized that all humans belong to a single moral community as world citizens. The Christian tradition established the idea that humans are created in God's image, giving them inherent worth. Modern frameworks like the UN Declaration of Human Rights are founded on respecting the dignity and equal rights of all people. However, some scholars like Ruth Macklin have critiqued the vague use of "dignity" in bioethics
Confucianism is a philosophy founded by Confucius that focuses on social order, ethics, and restoring harmony. It teaches human-heartedness and proper behavior in relationships. Confucius established schools advocating learning strategies like reviewing lessons and eliciting student understanding. He believed education should be available to all and aimed at developing good citizens, family members, and subjects of the emperor.
This document discusses the nature of truth from a philosophical perspective. It includes links to images related to truth and epistemology as well as examples of truth evaluations in the Ruby programming language. In Ruby, statements can be evaluated as true or false and arrays can contain different data types like numbers, strings and other arrays.
This PowerPoint presentation defines bullying and its types, discusses the causes and effects of bullying, and summarizes key aspects of the Anti-Bullying Act of 2013 in the Philippines. It defines bullying as the use of force or coercion to abuse or intimidate others, especially when the behavior is repeated. The presentation outlines four main types of bullying: physical, verbal, social/covert, and cyber bullying. It then discusses common causes of bullying behavior and negative effects it can have on victims. Finally, it provides an overview of the Anti-Bullying Act of 2013, including its goal of requiring schools to adopt anti-bullying policies, mechanisms to address reported bullying, reporting requirements, sanctions for noncompliance, and provisions for
The document provides background on the origins and development of the social sciences. It discusses how the social sciences emerged later than the natural sciences and were originally based on social and political philosophy. The key developments that allowed the social sciences to grow included the scientific revolution, secularization of learning through events like the Protestant Reformation and Enlightenment, the rise of universities, and the dissolution of feudal social relations with the growth of commerce. These changes helped establish science as the dominant way of understanding the world and nature.
Cultural relativism holds that beliefs and ethics are relative to the individual's social context, so there are no universal moral truths. Ethnocentrism views one's own culture as superior. The document discusses differences in marriage ages, eye contact norms, and whether practices like female genital mutilation can be condemned despite being culturally accepted in some places. While cultural relativism says not to judge other cultures, some argue practices like FGM pose significant health risks and oppress women.
This document discusses the concept of ethical communication. It defines ethics as considering not only one's own well-being but also that of others and society. It notes that ethical communication involves being open, transparent, and avoiding inciting violence or hatred. The document also discusses key concepts related to ethical communication like prisoner's dilemma, chaos theory, and the responsibility of media to be socially concerned and avoid biased, trivial, or degrading content.
The document provides an overview of the concept of human dignity in Western thought from ancient philosophers like Socrates, Plato, and Aristotle to modern traditions. It discusses how dignity emerged from the idea that humans are rational beings and have worth that separates them from animals. Stoics like Cicero and Marcus Aurelius emphasized that all humans belong to a single moral community as world citizens. The Christian tradition established the idea that humans are created in God's image, giving them inherent worth. Modern frameworks like the UN Declaration of Human Rights are founded on respecting the dignity and equal rights of all people. However, some scholars like Ruth Macklin have critiqued the vague use of "dignity" in bioethics
Confucianism is a philosophy founded by Confucius that focuses on social order, ethics, and restoring harmony. It teaches human-heartedness and proper behavior in relationships. Confucius established schools advocating learning strategies like reviewing lessons and eliciting student understanding. He believed education should be available to all and aimed at developing good citizens, family members, and subjects of the emperor.
This document discusses the nature of truth from a philosophical perspective. It includes links to images related to truth and epistemology as well as examples of truth evaluations in the Ruby programming language. In Ruby, statements can be evaluated as true or false and arrays can contain different data types like numbers, strings and other arrays.
This PowerPoint presentation defines bullying and its types, discusses the causes and effects of bullying, and summarizes key aspects of the Anti-Bullying Act of 2013 in the Philippines. It defines bullying as the use of force or coercion to abuse or intimidate others, especially when the behavior is repeated. The presentation outlines four main types of bullying: physical, verbal, social/covert, and cyber bullying. It then discusses common causes of bullying behavior and negative effects it can have on victims. Finally, it provides an overview of the Anti-Bullying Act of 2013, including its goal of requiring schools to adopt anti-bullying policies, mechanisms to address reported bullying, reporting requirements, sanctions for noncompliance, and provisions for
The document provides background on the origins and development of the social sciences. It discusses how the social sciences emerged later than the natural sciences and were originally based on social and political philosophy. The key developments that allowed the social sciences to grow included the scientific revolution, secularization of learning through events like the Protestant Reformation and Enlightenment, the rise of universities, and the dissolution of feudal social relations with the growth of commerce. These changes helped establish science as the dominant way of understanding the world and nature.
Freedom and responsibility are interconnected. True freedom requires responsibility - the ability to make choices without considering their impact on others is not really freedom. The document outlines six steps to becoming a more responsible person: admitting faults, understanding consequences, apologizing, making amends, promising to do better, and caring for others. It poses several critical questions about balancing freedom and responsibility, such as when limiting freedom can be beneficial and what sacrifices may be required to maintain freedom.
This document defines and categorizes different types of law. It states that law is a rule of conduct that gives shape to freedom and is based on basic values and reason. Law has both legal and non-legal definitions. There are four main categories of law: natural law based on the universal structure of life; civil law which applies natural law and ensures the common good; divine law which comes from religious revelation; and church law which applies divine law to Christian life circumstances. The document further breaks down divine law into the law given to Jewish people, Mosaic law from the Ten Commandments, and the law given by Christ.
Cultural relativism holds that morality is determined by one's own culture, and that no culture is superior to another. It challenges the idea of universal moral truths. However, cultural relativism is problematic as it cannot criticize objectively bad practices like genocide.
While cultures do have some differing moral codes, there is also significant agreement across cultures on basic moral rules necessary for societies to function. Many apparent disagreements are due to misunderstandings rather than true conflicts.
Ethnocentrism is the bias of judging another culture through the lens of one's own culture. It prevents open-minded understanding of other ways of life. Cultural relativism teaches tolerance of differences but not an obligation to accept all cultural practices.
Polsc2 11 introduction to bill of rightsYvan Gumbao
The document discusses the classification of different types of rights, including natural rights, constitutional rights, and statutory rights. It explains that constitutional rights include political rights that give citizens power in government, civil rights that are enforced by law, social and economic rights that ensure well-being, and rights of the accused to protect those being tried for crimes. The document also provides examples of different rights that fall under each of these classifications.
Cultural relativism argues that (1) different cultures have different moral codes, (2) there is no universal moral truth, and (3) one cannot judge another culture's moral codes as better or worse. However, this view has limitations. If taken to the extreme, cultural relativism implies that harmful practices cannot be criticized as long as a culture allows them. Most argue some moral values like protecting life are universal. Cultural relativism is a useful reminder not to assume one's own culture is objectively best, but it does not preclude all judgments across cultures.
The document discusses the development of Critical Race Theory as an area of scholarship within political philosophy. It argues that just as Feminist scholarship has grown into its own category, Critical Race Theory should do the same by analyzing the views of philosophers through the lens of race and constructing genealogies of racism. It provides examples of how philosophers' theories were influenced by and justified racial domination and the creation of a racial polity that subordinates non-whites.
LESSON IN INTRODUCTION TO PHILOSOPHY OF HUMAN PERSON
SENIOR HIGH SCHOOL
https://learnwithjehn.blogspot.com/2021/02/introduction-to-philosophy-of-human.html
This document discusses different types of freedom and responsibility. It defines internal, self, external, political, collective, and spiritual freedom. Internal freedom refers to freedom within oneself, while external freedom means freedom from interference in daily life. Political freedom provides rights and limits on government. Collective freedom prioritizes the values of a collective over individuals. Spiritual freedom is freedom from desires to identify with God. The document also discusses moral and legal responsibility, and how responsibility relates to justice. It identifies four kinds of responsibility: role, causal, liability, and capacity. Responsibility is seen as the price of freedom.
This document outlines the Department of Education's child protection policy under DepEd Order no. 40 series of 2012. It mandates that schools ensure a safe environment for children and protect them from all forms of abuse, neglect, and exploitation. The policy defines terms like child, child abuse, and corporal punishment. It prohibits all types of physical, psychological, sexual and verbal violence against children. Schools are required to have a Child Protection Committee to handle cases of child abuse and bullying. Teachers and staff are expected to care for children as substitute parents. Non-compliance could result in disciplinary action for teachers or students depending on the offense. The overall goal is for schools to be free of child abuse cases and reduce dropout rates.
This document provides an overview of religion and belief systems. It discusses the main types of religions including monotheism, polytheism, and non-theism. It also covers the elements of most religions such as rituals, sacred concepts, belief systems, and organizations. Six major world religions are named as Hinduism, Buddhism, Jainism, Sikhism, Taoism, and Shintoism. The document also categorizes religions as simple supernaturalism, animism, theism, and transcendent idealism and describes the characteristics of each.
This document provides an overview of morality and ethics. It defines philosophy and explains how ethics relates to the study of morality. It outlines two approaches to studying morality - descriptive and philosophical. The philosophical approach includes normative ethics, which deals with standards of behavior, and meta-ethics, which analyzes the logic and reasoning behind ethical systems. The document also discusses where morality comes from, including objective theories based on supernatural beings or natural laws, and subjective theories that see morality as residing within humans. It explores the relationships between morality, law, religion and culture.
This document discusses different types of freedom and elements that affect human freedom. It explores freedom from several perspectives, including self, conscience, will, and responsibility. It also defines different kinds of freedom, such as physical freedom, psychological freedom, and moral freedom.
This document provides a summary of various philosophers and their ideas. It discusses early Greek philosophers like Thales, Socrates, and Plato. It then covers Aristotle, Thomas Hobbes, René Descartes, Baruch Spinoza, Gottfried Leibniz, George Berkeley, David Hume, and Immanuel Kant among others. For each, it briefly outlines their key ideas and contributions to philosophy such as Descartes' "I think therefore I am" and Kant's distinction between a priori and a posteriori knowledge. The document aims to concisely introduce these major figures and some of their most important philosophical concepts.
This document outlines the daily lesson plan for a 12th grade Globalization class. The lesson focuses on the effects of globalization in daily life. Students will analyze pictures and videos showing how activities like using technology, education, and agriculture have been impacted by globalization. They will discuss how globalization leads to an interconnected world and the benefits of collaboration. A formative assessment asks students to identify examples that do and do not demonstrate effects of globalization. The lesson aims to explain the economic, social, and political impacts of globalization and showcase how cooperation helps global networks function.
1) Professor Claude Rochet discussed the common good at a forum in Paris on August 25, 2013.
2) He argued that a legal regime loses legitimacy if it infringes on principles of the common good, and citizens can judge the natural right legitimacy of a regime.
3) Rochet presented the common good as an emergent reality and deliberative process, not a fixed content, involving sharing goods publicly, equal access, and how individual and collective well-being improve together through society guided by common good principles.
This document outlines a lesson plan about Philippine politics and governance that focuses on citizenship. The objectives are for students to explain the concept of citizenship, assess avenues for citizen participation, and illustrate the value of citizenship. The lesson proper involves defining citizenship, discussing how it is acquired through voluntary or involuntary means based on the Philippine constitution, and dividing students into groups to complete activities related to citizenship duties and obligations. Students are evaluated through short answer questions about reacquiring or losing citizenship and explaining the relevant section of the 1987 Philippine constitution.
The document defines human rights and discusses their origins and categories. It provides definitions of human rights from the United Nations and Philippine Commission on Human Rights as inherent rights necessary for human life and dignity. The document then outlines the basic characteristics of human rights as fundamental, inalienable, and universal. It proceeds to categorize human rights and provide examples, such as political rights, democratic rights, and economic/social/cultural rights. The document concludes by tracing the origins of human rights protections in the Philippines from the 1896 Malolos Constitution to provisions in modern constitutions beginning in 1935.
Freedom is defined as the power of the human will to make deliberate choices and take actions. True freedom involves using one's will and reason to perform good actions that do not infringe on the freedoms of others. While freedom is a gift from God, it must be directed towards good and not abused through licentious or unrestrained behavior, as that leads to slavery of sin rather than true freedom. Freedom always entails moral obligation and is perfected when used to serve God.
This document discusses several ethical theories and concepts related to using child labor:
- Consequentialism focuses on the consequences of actions and argues that using child labor could maximize benefits and utility. However, deontology argues it violates moral rules and principles of protecting children.
- Cultural relativism could defend child labor as a local cultural practice, but offers no way to evaluate practices or progress morally. Using child labor also fails tests of universalizability in Kantian ethics.
- Virtue ethics notes that using child labor fails to cultivate virtues of compassion and fairness, and damages children's development into moral exemplars. Overall, most major ethical theories condemn using child labor due to the harms inflicted on children.
The document provides an overview of rational choice theory (RCT). It discusses the key assumptions of RCT, including individualism, optimality, self-interest, and rationality. RCT argues that individuals make choices to maximize their own welfare. The document outlines the growth of RCT in political science and economics. It also discusses criticisms of RCT and its limitations in fully explaining human social behavior and collective action problems.
This document provides advice on revising poetry by eliminating cliches, using concrete rather than abstract language, replacing linking verbs with active verbs, and taking risks in writing to add originality. It encourages experimenting and taking chances to lead to imaginative breakthroughs, and emphasizes the importance of reading widely to understand modern poetry and mature as a writer.
The cell theory states that all living things are composed of cells, cells are the basic unit of structure and function in living organisms, and cells only arise from pre-existing cells. The cell theory provides a widely accepted explanation of the relationship between cells and living things and holds true for organisms regardless of their size, complexity, or other characteristics. Studying cells can provide insights into growth, reproduction, and other functions common to all life.
Freedom and responsibility are interconnected. True freedom requires responsibility - the ability to make choices without considering their impact on others is not really freedom. The document outlines six steps to becoming a more responsible person: admitting faults, understanding consequences, apologizing, making amends, promising to do better, and caring for others. It poses several critical questions about balancing freedom and responsibility, such as when limiting freedom can be beneficial and what sacrifices may be required to maintain freedom.
This document defines and categorizes different types of law. It states that law is a rule of conduct that gives shape to freedom and is based on basic values and reason. Law has both legal and non-legal definitions. There are four main categories of law: natural law based on the universal structure of life; civil law which applies natural law and ensures the common good; divine law which comes from religious revelation; and church law which applies divine law to Christian life circumstances. The document further breaks down divine law into the law given to Jewish people, Mosaic law from the Ten Commandments, and the law given by Christ.
Cultural relativism holds that morality is determined by one's own culture, and that no culture is superior to another. It challenges the idea of universal moral truths. However, cultural relativism is problematic as it cannot criticize objectively bad practices like genocide.
While cultures do have some differing moral codes, there is also significant agreement across cultures on basic moral rules necessary for societies to function. Many apparent disagreements are due to misunderstandings rather than true conflicts.
Ethnocentrism is the bias of judging another culture through the lens of one's own culture. It prevents open-minded understanding of other ways of life. Cultural relativism teaches tolerance of differences but not an obligation to accept all cultural practices.
Polsc2 11 introduction to bill of rightsYvan Gumbao
The document discusses the classification of different types of rights, including natural rights, constitutional rights, and statutory rights. It explains that constitutional rights include political rights that give citizens power in government, civil rights that are enforced by law, social and economic rights that ensure well-being, and rights of the accused to protect those being tried for crimes. The document also provides examples of different rights that fall under each of these classifications.
Cultural relativism argues that (1) different cultures have different moral codes, (2) there is no universal moral truth, and (3) one cannot judge another culture's moral codes as better or worse. However, this view has limitations. If taken to the extreme, cultural relativism implies that harmful practices cannot be criticized as long as a culture allows them. Most argue some moral values like protecting life are universal. Cultural relativism is a useful reminder not to assume one's own culture is objectively best, but it does not preclude all judgments across cultures.
The document discusses the development of Critical Race Theory as an area of scholarship within political philosophy. It argues that just as Feminist scholarship has grown into its own category, Critical Race Theory should do the same by analyzing the views of philosophers through the lens of race and constructing genealogies of racism. It provides examples of how philosophers' theories were influenced by and justified racial domination and the creation of a racial polity that subordinates non-whites.
LESSON IN INTRODUCTION TO PHILOSOPHY OF HUMAN PERSON
SENIOR HIGH SCHOOL
https://learnwithjehn.blogspot.com/2021/02/introduction-to-philosophy-of-human.html
This document discusses different types of freedom and responsibility. It defines internal, self, external, political, collective, and spiritual freedom. Internal freedom refers to freedom within oneself, while external freedom means freedom from interference in daily life. Political freedom provides rights and limits on government. Collective freedom prioritizes the values of a collective over individuals. Spiritual freedom is freedom from desires to identify with God. The document also discusses moral and legal responsibility, and how responsibility relates to justice. It identifies four kinds of responsibility: role, causal, liability, and capacity. Responsibility is seen as the price of freedom.
This document outlines the Department of Education's child protection policy under DepEd Order no. 40 series of 2012. It mandates that schools ensure a safe environment for children and protect them from all forms of abuse, neglect, and exploitation. The policy defines terms like child, child abuse, and corporal punishment. It prohibits all types of physical, psychological, sexual and verbal violence against children. Schools are required to have a Child Protection Committee to handle cases of child abuse and bullying. Teachers and staff are expected to care for children as substitute parents. Non-compliance could result in disciplinary action for teachers or students depending on the offense. The overall goal is for schools to be free of child abuse cases and reduce dropout rates.
This document provides an overview of religion and belief systems. It discusses the main types of religions including monotheism, polytheism, and non-theism. It also covers the elements of most religions such as rituals, sacred concepts, belief systems, and organizations. Six major world religions are named as Hinduism, Buddhism, Jainism, Sikhism, Taoism, and Shintoism. The document also categorizes religions as simple supernaturalism, animism, theism, and transcendent idealism and describes the characteristics of each.
This document provides an overview of morality and ethics. It defines philosophy and explains how ethics relates to the study of morality. It outlines two approaches to studying morality - descriptive and philosophical. The philosophical approach includes normative ethics, which deals with standards of behavior, and meta-ethics, which analyzes the logic and reasoning behind ethical systems. The document also discusses where morality comes from, including objective theories based on supernatural beings or natural laws, and subjective theories that see morality as residing within humans. It explores the relationships between morality, law, religion and culture.
This document discusses different types of freedom and elements that affect human freedom. It explores freedom from several perspectives, including self, conscience, will, and responsibility. It also defines different kinds of freedom, such as physical freedom, psychological freedom, and moral freedom.
This document provides a summary of various philosophers and their ideas. It discusses early Greek philosophers like Thales, Socrates, and Plato. It then covers Aristotle, Thomas Hobbes, René Descartes, Baruch Spinoza, Gottfried Leibniz, George Berkeley, David Hume, and Immanuel Kant among others. For each, it briefly outlines their key ideas and contributions to philosophy such as Descartes' "I think therefore I am" and Kant's distinction between a priori and a posteriori knowledge. The document aims to concisely introduce these major figures and some of their most important philosophical concepts.
This document outlines the daily lesson plan for a 12th grade Globalization class. The lesson focuses on the effects of globalization in daily life. Students will analyze pictures and videos showing how activities like using technology, education, and agriculture have been impacted by globalization. They will discuss how globalization leads to an interconnected world and the benefits of collaboration. A formative assessment asks students to identify examples that do and do not demonstrate effects of globalization. The lesson aims to explain the economic, social, and political impacts of globalization and showcase how cooperation helps global networks function.
1) Professor Claude Rochet discussed the common good at a forum in Paris on August 25, 2013.
2) He argued that a legal regime loses legitimacy if it infringes on principles of the common good, and citizens can judge the natural right legitimacy of a regime.
3) Rochet presented the common good as an emergent reality and deliberative process, not a fixed content, involving sharing goods publicly, equal access, and how individual and collective well-being improve together through society guided by common good principles.
This document outlines a lesson plan about Philippine politics and governance that focuses on citizenship. The objectives are for students to explain the concept of citizenship, assess avenues for citizen participation, and illustrate the value of citizenship. The lesson proper involves defining citizenship, discussing how it is acquired through voluntary or involuntary means based on the Philippine constitution, and dividing students into groups to complete activities related to citizenship duties and obligations. Students are evaluated through short answer questions about reacquiring or losing citizenship and explaining the relevant section of the 1987 Philippine constitution.
The document defines human rights and discusses their origins and categories. It provides definitions of human rights from the United Nations and Philippine Commission on Human Rights as inherent rights necessary for human life and dignity. The document then outlines the basic characteristics of human rights as fundamental, inalienable, and universal. It proceeds to categorize human rights and provide examples, such as political rights, democratic rights, and economic/social/cultural rights. The document concludes by tracing the origins of human rights protections in the Philippines from the 1896 Malolos Constitution to provisions in modern constitutions beginning in 1935.
Freedom is defined as the power of the human will to make deliberate choices and take actions. True freedom involves using one's will and reason to perform good actions that do not infringe on the freedoms of others. While freedom is a gift from God, it must be directed towards good and not abused through licentious or unrestrained behavior, as that leads to slavery of sin rather than true freedom. Freedom always entails moral obligation and is perfected when used to serve God.
This document discusses several ethical theories and concepts related to using child labor:
- Consequentialism focuses on the consequences of actions and argues that using child labor could maximize benefits and utility. However, deontology argues it violates moral rules and principles of protecting children.
- Cultural relativism could defend child labor as a local cultural practice, but offers no way to evaluate practices or progress morally. Using child labor also fails tests of universalizability in Kantian ethics.
- Virtue ethics notes that using child labor fails to cultivate virtues of compassion and fairness, and damages children's development into moral exemplars. Overall, most major ethical theories condemn using child labor due to the harms inflicted on children.
The document provides an overview of rational choice theory (RCT). It discusses the key assumptions of RCT, including individualism, optimality, self-interest, and rationality. RCT argues that individuals make choices to maximize their own welfare. The document outlines the growth of RCT in political science and economics. It also discusses criticisms of RCT and its limitations in fully explaining human social behavior and collective action problems.
This document provides advice on revising poetry by eliminating cliches, using concrete rather than abstract language, replacing linking verbs with active verbs, and taking risks in writing to add originality. It encourages experimenting and taking chances to lead to imaginative breakthroughs, and emphasizes the importance of reading widely to understand modern poetry and mature as a writer.
The cell theory states that all living things are composed of cells, cells are the basic unit of structure and function in living organisms, and cells only arise from pre-existing cells. The cell theory provides a widely accepted explanation of the relationship between cells and living things and holds true for organisms regardless of their size, complexity, or other characteristics. Studying cells can provide insights into growth, reproduction, and other functions common to all life.
This document discusses ethics and values that should be considered when conducting social work research. It outlines policies from the federal government and NASW Code of Ethics regarding protecting research participants. When conducting student projects, researchers must discuss how they will protect participants' identities, potential risks and benefits, and obtain informed consent. Special considerations are needed for obtaining consent from children or vulnerable populations. Researchers must also determine if their project requires exempt, expedited or full IRB review.
This document discusses scientific social science research and the scientific method. It explains that social science research refers to the scientific study of human behavior and interaction. The scientific method relies on evidence, concepts, objectivity, and logical reasoning processes like induction and deduction. Induction involves studying individual cases to draw generalizations, while deduction applies general principles to specific cases. For research to be considered scientific, it must follow a systematic process including defining the problem, formulating hypotheses, collecting quantitative data, stating clear generalizations, and fully reporting the research process and methods of analysis.
The scientific method is a process used by scientists to investigate phenomena and answer questions through observation and experimentation. It has evolved over thousands of years through contributions from ancient Greek philosophers like Aristotle, Islamic scholars like Ibn al-Haytham, and later scientists like Galileo, Newton, and Popper. The modern scientific method typically involves 6 steps: asking a question, forming a hypothesis, testing the hypothesis through experiments, analyzing results, drawing conclusions, and communicating findings. This process helps organize investigations and keep them focused.
Methodology of Research - Assumptions and the Research Hypothesispolchan
Methodology of Research Topic IV: The Research Title and Statement of the Problem - Assumptions and the Research Hypothesis
-Assumption defined
-Assumption in Research
-Assumption
-Hypothesis defined
-Importance of Hypothesis in Research
-Characteristics of a Good Hypothesis
-Sources of Hypothesis
-Types of Hypothesis
This document defines key concepts in research methods including variables, dependent and independent variables, assumptions, hypotheses, and guidelines for formulating hypotheses. It explains that a variable can take on different values, and an attribute is a specific value of a variable. A dependent variable is affected by manipulating independent variables, which the researcher controls. Assumptions are self-evident truths based on facts, while hypotheses are tentative answers to research questions. Hypotheses should be testable, relate variables, and be limited in scope. The document provides examples and guidelines for formulating explicit and null hypotheses to structure an investigation.
This document discusses various approaches to constructing accounting theories, including pragmatic, syntactic, semantic, normative, and positive approaches. It also addresses differences between scientific and naturalistic perspectives. Accounting theory has evolved from a normative approach focused on deriving true income and decision usefulness to a more positive descriptive approach based on real-world experiences. Developing auditing theory mirrors this evolution and the document discusses early normative auditing theories as well as more recent positive experimental research on auditing judgments and decision making.
This document discusses the deductive and inductive methods. It provides examples of each method. The deductive method uses logic to form a conclusion based on general statements. The inductive method uses specific observations to develop a tentative generalization. Some key differences are that the deductive method does not produce new knowledge, while the inductive method discovers new knowledge through observation. The deductive method is a quicker verification process, while induction is a slower discovery process.
The document outlines the scientific research method and provides guidance on developing mathematical models and completing a thesis. It describes the four main steps of the scientific method as observation, hypothesis, experimental testing, and predictions. Observation involves recognizing facts or occurrences, which are then used to form a hypothesis. The hypothesis is then tested experimentally, and if proven true, predictions can be made. Mathematical models, such as using equations to fit experimental data, can help test hypotheses and predictions. Following the scientific method and reporting iterations that include publishable results are keys to completing a successful thesis.
This document discusses empirical legal research. It begins by defining research and noting that empirical research involves collecting data through observation and experimentation to test hypotheses. It then discusses different types of legal research, including evolutionary, explanatory, identificatory, impact analysis, projective/predictive, and interpretative research. Empirical legal research uses methods like observation, interviews, questionnaires, surveys and case studies to collect data. This data is then analyzed using the empirical cycle of observation, induction, deduction, and evaluation. Empirical legal research is important as it can identify deficiencies in laws and problems with implementation, assisting in legal reform and improvements to the legal system.
While learning theory has been demonstrated through classical and operant conditioning in animal studies, its application to human learning and attachment may be limited. Animals are similar to humans in how they learn but humans have more complex brains and emotions that likely play a larger role. Also, rewards beyond just food, like attention and comfort, may be more important than food in forming human attachments.
The document discusses the inductive and deductive methods of problem solving. The inductive method involves moving from specific observations and examples to broader generalizations and conclusions. It allows students to discover truths for themselves through a process of observation, analysis, classification, abstraction and application. While slow, it promotes active learning and self-confidence. The deductive method provides students with general principles and rules and asks them to apply these to specific examples. It is faster but does not facilitate self-discovery or independent thinking. Both methods have merits and limitations depending on the learning context and goals.
The document discusses the difference between objective and subjective statements. It defines objective statements as based on facts without personal bias, while subjective statements are influenced by personal opinions and interpretations. Some examples are provided to illustrate objective statements of facts versus subjective statements of personal opinions or preferences. The document concludes by providing links to two news articles and instructing the reader to complete a worksheet distinguishing objective and subjective statements in the articles.
Social Research: Part 1 The Scientific Methodbchozinski
The scientific method involves systematically defining problems, formulating hypotheses, collecting and analyzing data, and drawing conclusions. There are three main types of social research: exploratory research explores new phenomena, descriptive research provides facts about the social world, and explanatory/causal research looks for causation between variables. Proper research requires carefully operationalizing variables, reviewing literature without duplication, posing testable hypotheses relating independent and dependent variables, collecting data through sampling techniques, analyzing data objectively, and verifying findings through reliability and validity.
This document discusses research methods, levels of measurement, types of data, and ensuring validity and reliability in measurements. It describes four levels of measurement - nominal, ordinal, interval, and ratio - and gives examples. Nominal data involves categories without logical ordering. Ordinal data has ranked categories but distances between variables are unknown. Interval and ratio data are quantitative and involve equal intervals, with ratio having a true zero point. The document also discusses ensuring measurements are valid by covering all domains of the concept and assessing the underlying construct. Reliability means measurements duplicate results to be free of error.
Research is defined as a systematic investigation designed to develop or contribute to generalizable knowledge. It involves carefully defining problems, formulating hypotheses, collecting and organizing data, making deductions, reaching conclusions, and testing conclusions. The main objectives of research are to gain familiarity with phenomena, accurately portray characteristics, determine frequencies of occurrences, and test hypotheses of causal relationships between variables. In conclusion, research is a systematic and logical process that follows specified steps in a specified sequence according to a set of rules.
Session # 2. Does Absolute Truth Exist? A Basic Guide to Christian Apologeticsrogerskirk
This document summarizes a Sunday school class on Christian apologetics. It includes an introduction welcoming people to class and encouraging them to invite others. It then discusses various topics from the class, including what Christian apologetics is, whether absolute truth exists, what truth is, whether all religions can be true, and the difference between truth and tolerance. Key points made include that Christian apologists defend Christianity using historical evidence, philosophical arguments and scientific findings, and that while absolute truth exists, beliefs about truth may change over time.
Does Absolute Truth Exist? Class # 1 introkandcrog
"Pilate said to Jesus, "Are You a King then?" Jesus answered, "You say rightly that I am a king. For this cause I was born and for this cause I have come into the world, that I should bear witness to the truth. Everyone who is of the truth hears My voice." Pilate said to Him, "What is truth?"
What is truth? In our world today many seem to have decided "truth" is whatever they want it to be. Even when individuals are presented with strong and undisputed evidence, if it is not to their liking, they will not accept it as true for them. But for Christians this is not an option. However, there is powerful and convincing proof that Christianity is the one true religion, that the triune God who reveals himself in the Bible is the one and only God of the universe, and Jesus Christ died for our sins so that we may live. Yet many choose to ignore the evidence and instead hold to other beliefs.
We will use the book "I Don't Have Enough Faith to Be an Atheist" by Norman L Geisler and Frank Truek to explore the topic of Christian Apologetics. We will study together and discuss the reasons for our faith as believers in Jesus Christ and we will equip ourselves to help skeptics who are open to the truth to see the real truth.
The document argues that the perceived dichotomy between science/skepticism and religion/faith is false. While skepticism aims to question all claims and use the scientific method to evaluate them, matters of faith deal with ineffable spiritual experiences that are not scientifically verifiable. Both skepticism and religious practice provide objective benefits to society and individuals. The dichotomy is based on false assumptions by both skeptics and Christians regarding the nature of truth, knowledge, faith and their respective domains. Ultimately, the author finds no conflict between their personal passions for both skepticism and their Christian spiritual practice.
The short answer is Yes, according to Biblical context you will go to Hell, but thats the easy answer..I would be remiss if I did not take a moment to share the following.
If you consider yourself an atheist with a sincere interest in truth, there are several things about Christianity that's critical to understand. This article will solely deal with the biblical Christian faith which I subscribe to personally, and since this question is a biblical one I submit the following.
Shock troops are military units organized for mobility with the goal of penetrating enemy defenses through vulnerable rear areas using unconventional weapons and tactics. They wear extra heavy armor to defend themselves while carrying out assaults. Christian shock troops, or evangelists, are similarly organized for mobility to win souls for Christ by attacking spiritual vulnerabilities with weapons of truth and a heavy armor of rational and scriptural evidence that forms an effective defense of their faith. Their goal is to enthusiastically spread Christianity using unconventional apologetic methods to convince others.
Module 7 AVP
PHI 110RS Module 7
The Pluralist Hypothesis: Hick’s Response to Religious Diversity
The Problem of Conflicting Truth-Claims
The fact is that there are lots of different religions in the world and these religions don’t all teach the same thing. According to Christians, for example, God is Trinity; he is made up of Father, Son, and Holy Spirit. And Jesus Christ is the Son of God. And as such, he is divine. Islam, on the other hand, teaches that, while Jesus was a great prophet of God, he was by no means divine in the sense that Allah is divine. Allah is one; there is no division of parts within him. He is most certainly not a Trinity.
Religions also differ when it comes to life after death. According to some Eastern religions, such as Buddhism and Hinduism, human beings a caught in vast system of birth and rebirth, and the great majority of human beings will be reincarnated into some new form after this present life. Islam and Christianity, on the other hand, teach that human beings will die only once, and after that, face judgment. There is no “second chance” to come back and try again.
What this fact of religious diversity entails is that, at most, only one religion can possibly be absolutely true. Perhaps no religion is absolutely and exclusively true, but at most, only one of them is.
Religious Pluralism
Religious pluralism responds to the problem of religious diversity by arguing that no one religion is absolutely true. At best, each religion is only partially true. But no one of them has a monopoly on the truth. No one of them gets all of the facts right about the world.
Yet, religious pluralism is not religious skepticism. Religious skepticism throws in the towel and concludes that since no one religion contains the absolute truth, all religion is bunk and should be rejected. Religious pluralism, on the other hand, is an earnestly religious response to the problem of conflicting truth-claims. Although no one religion is absolutely true, says pluralism, many religions are nonetheless good, beneficial, and imperfect interpretations of an undeniably real divine reality.
Hick’s Pluralistic Hypothesis
Hick’s pluralistic hypothesis is that the various different religions are distinct ways of experiencing the same ultimate divine reality. Hick calls this divine ultimate reality “the Real.”
Just as people often experience the same thing in different ways without contradicting each other, different religions experience the Real in different ways, without contradiction.
Interpretation of the Real as “Seeing-As”
To see how Hick’s hypothesis of the Real works, let us consider an analogy. Look at the image on the screen. What do you see?
Chances are that you see one of the following: either a duck or a rabbit. If you only see a duck, try looking at the image a little differently. The two long peninsulas that make up the duck’s bill can also be viewed instead as rabbit ears. So that rather than a duck facing toward the left, ...
The document discusses nondual Christianity and what that might entail. It describes the optimal nondual approach to reality as having four aspects: 1) intersubjective intimacy between subjects/persons, 2) intraobjective identity whereby all realities are intricately interconnected, 3) intrasubjective integrity involving each subject's growth in authenticity, and 4) interobjective indeterminacy whereby created and uncreated subjects/objects are also distinct. It notes that some religions emphasize dualism over nondualism, and that the term "nondual" can take on different meanings depending on the context.
The document contains several Bible passages from Acts, Mark, Luke, and Matthew that discuss Jesus commanding his followers to go into the world and spread the gospel message. It also contains commentary affirming faith in Jesus Christ and what he did on the cross to save humanity.
The document discusses nondual Christianity and how it could be conceptualized. It proposes that a nondual approach to reality aims to realize 1) intersubjective intimacy between subjects, 2) intraobjective identity by seeing all realities as intricately interconnected, 3) intrasubjective integrity through growth of one's true self, and 4) interobjective indeterminacy by recognizing distinctions between created and uncreated beings/objects. A discussion then follows about clarifying different understandings of these terms and how a nondual approach relates to spirituality.
This document discusses different perspectives on salvation and how it relates to faith. It addresses the Catholic and Protestant views on salvation and faith, exploring how they use these terms differently. The document also examines questions around whether non-Christians can be saved and debates the need for explicit faith in Jesus versus having faith in God more generally. It suggests pagans who sought God and believed in him to their level of knowledge could potentially be saved through Christ as the preincarnate Logos.
This document discusses the concept of "nondual Christianity" through a discussion on an online forum. It presents four aspects of an optimal nondual approach to reality: 1) intersubjective intimacy between subjects/persons, 2) intraobjective identity recognizing all realities as interconnected, 3) intrasubjective integrity through growth of the true self, and 4) interobjective indeterminacy recognizing created and uncreated subjects/objects as distinct. The discussion clarifies definitions and explores implications for spirituality and relationships with God, focusing on phenomenological experience over rigid ontology.
The document discusses objective and subjective truth. Objective truth corresponds to reality and is true for everyone, while subjective truth is based on personal feelings and preferences. It argues that moral and ethical claims are objective truths, not subjective, and examines common arguments like "there is no truth." Faith is discussed as trusting in what is reasonably believed to be true, not believing without evidence. Reason, experience, and practice are presented as tests for determining what is true. Understanding truth is important for the sake of effectively sharing the gospel.
This document summarizes a workshop on defending the Christian faith and studying worldviews. It includes:
1. An introduction where participants share their backgrounds and expectations for the course.
2. A review of the syllabus and discussion of key concepts like what is a worldview and different approaches to truth and knowledge.
3. An exploration of major worldviews including naturalism, monism/transcendentalism, theism, postmodernism and pragmatism. Each worldview is examined based on its perspectives on important questions.
4. A discussion of why studying worldviews is important and a defense of the coherence and comprehensiveness of a Christian worldview.
The document discusses nondual Christianity and how it could be conceptualized. It proposes that a nondual approach to reality aims to realize 1) intimacy between subjects, 2) identity within a divine matrix, 3) integrity of the true self, and 4) indeterminacy between created and uncreated things. It asserts that dysfunctional religion comes from an overemphasis on dualism and underemphasis on nonduality. It also discusses how nonduality relates to different categories like anthropology, ontology, axiology, epistemology, and theology.
This document discusses the concept of nondual Christianity. It begins by describing four aspects of an optimal nondual approach to reality: 1) intersubjective intimacy between subjects/persons, 2) intraobjective identity whereby all realities are intricately interconnected, 3) intrasubjective integrity through each person's growth in authenticity, and 4) interobjective indeterminacy whereby created and uncreated things are somehow distinct. It then discusses how dualistic approaches represent a practical accommodation of finite existence. Dysfunctional religion can come from overemphasizing the dualistic and underemphasizing the nondual. The document explores how a nondual approach might interface with spirituality and living out the greatest commandment.
Similar to Lesson 2: Objective and subjective (17)
The document discusses topics related to human sciences for week 16. It covers three main ideas:
1. Human sciences aims to understand, categorize, and predict human behavior through frameworks of knowledge.
2. Human sciences includes branches of evolving thought throughout history such as behavioralism vs gestalt theories and qualitative vs quantitative research.
3. Human sciences involves crossovers with other areas of knowing including ethics, nature vs nurture, and determining "truth" and "facts".
The document summarizes the International Baccalaureate (IB) Diploma Program, which prepares students for success in higher education and life in a global society. Key points include that the IB program is offered in over 2,300 schools worldwide and develops skills like critical thinking, research, and global awareness. Studies show IB students outperform peers on assessments, have higher college acceptance and graduation rates, and are more likely to attend graduate school. The IB curriculum incorporates theory of knowledge, an extended essay, creativity/action/service activities, and externally assessed exams to provide a rigorous and well-rounded education.
Here are descriptions of the two artworks:
1. Parallel Lines by Ann Hamilton is a mixed media installation presented in two separate rooms as part of the 1991 Sao Paulo Biennial art exhibition in Brazil. It likely featured found objects and textiles arranged in a way to divide and connect the two spaces. The title references the parallel nature of the two parts existing simultaneously but separately.
2. The Basilica of Hagia Sophia is a 6th century church located in Istanbul, Turkey that was originally constructed as an Orthodox Christian cathedral but now serves as a museum. Notable for its massive dome structures, it exemplifies the architectural achievements and mathematical/engineering principles of Byzantine building techniques during the early Christian period.
The document provides information about Internal Assessments (IA) and External Assessments (EA) for the IB Theory of Knowledge course. An IA is a presentation by 1-5 students on a Problem of Knowledge taught to an audience. It is assessed based on identification of a knowledge issue, treatment of issues, knower's perspective, and connections. An EA is a 1600 word essay on a prescribed topic, graded externally and based on understanding issues, knower's perspective, analysis quality, and organization. The document outlines calendars and expectations for developing IA and EA projects over the course of a semester, including research methods, outlining, peer reviews, and presentations.
The language of literature world literatureJustin Morris
This document describes a new type of battery that is safer and longer lasting than current lithium-ion batteries. It works by using sodium ions rather than lithium ions and two different solid materials for the anode and cathode. Sodium ions can move back and forth between these solid materials during charging and discharging. This new battery design could enable safer, more cost-effective batteries for consumer electronics and electric vehicles.
The document provides an overview of climate change data and statistics concepts. It includes 3 figures showing land surface temperature data from the Berkeley Earth Surface Temperature study with different timeframes and trend lines applied. It also lists topics to be covered in an intro to statistics course on climate change, including how to collect and interpret data ethically and reduce bias. Finally, it provides the reading list for the course, which covers evolution, Charles Darwin, and more.
The document discusses philosophical changes in art from the 18th century to the 20th century. It notes that the Romantics began emphasizing individual expression and the "now" over classical traditions. This focus on innovation and the present came to fruition in the 20th century with Modernism. Modernism philosophically emphasized scientific reasoning, avant-garde forms, and abstract reinventions of previous styles. The document then analyzes several influential 20th century art movements including Expressionism, Cubism, Futurism, Abstraction, Suprematism, and Dada/Surrealism and highlights pioneering artists associated with each movement.
Achilles was a hero in Greek mythology known for his strength and bravery in battle. However, he had one weakness - his heel. As a baby, his mother Thetis held him by his heel and dipped him in the river Styx to make him invulnerable. But his heel, where she held him, was not touched by the water and remained mortal.
23. post impressionism, symbolism and art nouveauJustin Morris
This document provides an overview of several Post-Impressionist artists and movements that emerged in the late 19th century in reaction to or evolution from Impressionism, including Pointillism, Symbolism, and Art Nouveau. It discusses key Post-Impressionists like Georges Seurat, Paul Cezanne, Vincent van Gogh, Henri de Toulouse-Lautrec, Edvard Munch, and Paul Gauguin, summarizing their artistic styles, subjects, and philosophies. The document also contrasts the aesthetic principles of Cezanne and Seurat through analyses of their landscape paintings.
1. The document outlines the agenda for a mathematics class, including readings on history of mathematics, a podcast, and activities on mind reading, the Monty Hall problem, and coloring shapes.
2. It discusses definitions of mathematics, axioms, theorems, and the relationship between math and reality. Concepts like a priori synthetic knowledge and the certainty of mathematical statements are examined.
3. On Wednesday, students will discuss how statistics and probability relate to their Extended Essay topics and how different interpretations of data affect understanding. They will pose questions about the mathematical aspects of their topics.
The document discusses the impact of photography and industrialization on artmaking in the 19th century. It notes that mass production through mechanical processes affected even the decorative arts and that photography depended on non-human chemical and mechanical processes, making the artist's hand less important. Key differences between painting and photography are outlined, such as the accumulation of technique over time in painting versus capturing a single moment in photography. The invention of photography by Joseph Nicephore Niepce is described. Early photographers like Talbot, Nadar, and Brady are mentioned, as are Civil War photographs by Gardner.
This document provides an overview of artistic styles and movements between 1750-1850, including Neoclassicism and Romanticism. It discusses key philosophers, artists, and works that exemplified these periods. Neoclassicism was inspired by Enlightenment ideals and emphasized reason, while Romanticism embraced emotion and nature. The document also notes tensions between these styles, and how they varied between countries and evolved over time.
The document provides a weekly schedule and breakdown of art to be covered, including:
- Monday: Dutch Masters from the 17th century and an introduction to French Baroque.
- Tuesday: French Baroque artists de La Tour and Poussin.
- Wednesday: Sites to visit in Paris, including the Royal Academy, Louvre, and Versailles.
- Thursday: Introduction to the Rococo period and artists Watteau and Hogarth.
- Friday: Italian Rococo.
The French Academy ranked classical art forms over romantic art forms. Its purpose was to standardize art instruction through a hierarchical system overseen by Jean-Baptiste Colbert. It promoted a compromise between baroque and classical styles that appealed to Louis XIV's taste for grandeur but in a more secular form known as le bon gout, or good taste. This style was imposed across France and elevated Paris over Rome as the artistic capital of Europe.
This document provides context on the Baroque period in Italy and Spain through several artworks and artists. It discusses the 17th century conflicts in Europe including the Thirty Years War. The development of science at this time is also noted. For art, the document outlines the development of the Baroque style in Italy, focusing on Caravaggio's realism and use of tenebrism. It then discusses the artists Gentileschi, Annibale Carracci, Bernini, and their contributions to developing the Baroque style through works like The Calling of Saint Matthew and The Ecstasy of Saint Therese. Finally, it briefly introduces the Spanish Baroque, noting key artists like Velazquez who were inspired by Italian masters.
The document provides an overview of Baroque art in Holland and Flanders between the 16th and 17th centuries. It discusses the historical context of the Dutch gaining independence from Spain in 1648. It then profiles several prominent Dutch Baroque artists from the period, including Peter Paul Rubens, Anthony Van Dyck, Jan Bruegel the Elder, Frans Hals, Rembrandt, and Johannes Vermeer. For each artist, it provides brief biographical information and images to highlight characteristics of their work.
Jan Van Eyck (1385-1441) was a Flemish painter who served as court painter to the Count of Holland. Some of his most famous works include the Ghent Altarpiece and the Arnolfini Portrait. He was influential as one of the first Western artists to use oil-based pigments in his paintings and the first to sign his name on a portrait. Modern theorists have proposed that Van Eyck's realistic style was achieved through using convex mirrors to trace projected forms, though this claim is disputed. The document provides biographical information about Jan Van Eyck and discusses his artistic accomplishments and innovative techniques.
14. late renaissance and mannerism 15 c. italyJustin Morris
Titian was one of the greatest Venetian artists, known for his tonal approach to painting landscapes and figures. He employed bold strokes of color as a base and would leave paintings for months before reexamining and refining them. His mastery brought figures to a state of perfect symmetry and living flesh through gradual stages. Titian's works were commissioned during the Counter-Reformation to combat Protestant movements and iconoclasm.
The document provides background information on key figures and developments during the High Renaissance period in 16th century Italy. It discusses the three major figures of the High Renaissance - Leonardo da Vinci, Raphael, and Michelangelo. For Leonardo, it describes his training in Florence and career working for patrons in Milan and Florence. It highlights his use of sfumato technique and imaginative landscapes. The document also provides analysis of Leonardo's famous works like the Mona Lisa, noting its pyramidal composition and enigmatic smile.
1) Florence established itself as a center of art and architecture in the early 15th century after gaining independence. Major projects like the dome of Santa Maria del Fiore were completed during this period.
2) Brunelleschi and Ghiberti competed to design the baptistery doors, with Ghiberti winning. Brunelleschi then turned his attention to solving the engineering challenges of building the dome of Florence Cathedral, establishing new construction methods.
3) Wealthy families like the Medicis became important patrons of the arts, commissioning works from artists such as Donatello, Masaccio, and Botticelli. These artists helped establish ideals of naturalism, perspective, and classical inspiration that
1. Defining Truth in Scripture and Conversation Objective and Subjective
2. What is objective truth? What is subjective truth? Are both necessary in Christianity? What have you experienced in regards to relativism? Let’s think…
3. Introduce our weekly arguments. Know and apply objective and subjective truth appropriately and with humility concerning: The ability to know anything at all! The Old and New Testament The Church today The physical world around us The plurality of different religious convictions Practice responding to a relativistic, or Post-Modernist worldview. Where we are going
4. We have one belief. This belief has many different sides of arguments. Some may be stronger than others. We may disagree with our approaches. We are all ambassadors for Christ. (2 Cor. 5:20) One Belief, Many Arguments Christ Cosmological Teleological Transcendental Ambassador
5. You are a king, then!" said Pilate. Jesus answered, "You are right in saying I am a king. In fact, for this reason I was born, and for this I came into the world, to testify to the truth. Everyone on the side of truth listens to me." "What is truth?" Pilate asked. What is Truth?
6. Objectivity Ambassador Objective: Existing outside of me and represents the way things really are. “Insulin is a hormone needed for energy” Being Objective is different from being Absolute It represents the connection between facts and the declaration of those facts. Christianity: Objective Justification “Christ died for on the cross for the world’s sins” A sentence that represents the facts of the matter.
7. 2 major categories of Subjective truth. 1. Opinions concerning personal like and dislike. “I like ice cream” An objective truth applied to a particular context Christianity: Subjective Justification “I am saved on account of Christ alone.” Subjectivity Ambassador
8. I find religion is meaningless -- solely defined for myself. This is indirect relativism How should we respond to this? What do I know? Ambassador
9. There is no truth… One must be able to understand the statement, therefore each word must have truth outside of the sentence. The sentiment represented in the sentence must also be true in order for the statement to have meaning. Therefore, it must be TRUE that there is no truth. Stupid. Question: How do you know that there is no truth? How can you make that truth statement if what you say is true? What do I know? Ambassador
10. There are many truths… Possibly true if the truth statements are completely subjective (definition 1). However, Christianity and Islam cannot be both true, since both make competing and exclusive claims to truth. One is true, one is false, or they are both false for some third, exclusive claim. Question: How can something be both true and not true? Is that not a contradiction? Many Truths Ambassador
11. Scripture reveals the objective will of God In a particular place and time. Referring to a specific audience addressed. With the intent and consistent motivation that Christ is at the forefront of humanity in terms of salvation. Therefore: We can’t make God’s word “subjective” to our current time where it has not given us reason to do so. OT and NT Ambassador
12. We have an inner testimony of the Spirit This is a subjective truth that no one else can share in the same way. However, our inner testimony is objective in the sense that no other religion has a true experience, but a false one. Therefore: The inner testimony is a proof of God’s existence and the truth of Christ, but it may not be a convincing proof for others. Church Today Ambassador
13. Unless we can utilize our faculties to understand truth and make truth claims that are consistent with the facts, we have no knowledge of the world. Cogito ergo Sum: I think therefore I am. Science, philosophy, and theology are all important truth bearing systems. The world around Ambassador
14. Questions to clarify: What do you mean? What do you believe? How do you know what is true? What are your requirements for truth. Statements to make: Objective truth must exist, or else nothing is meaningful. Certain objective truths proceed others (Logic before science). Ambassador Ambassador
15. Why is it illogical to suggest that Logic, Reason, and other concepts be subjective? Could society construct their own definitions of Reason, Logic, Morality? Also! Start thinking about Christ, and the evidences for His death and resurrection! To think about and discuss