1. The cosmological argument attempts to prove God's existence by arguing that the universe must have been created by a divine being since it is contingent and could not exist without a first cause.
2. Thomas Aquinas proposed five ways to demonstrate God's existence through an unmoved mover, an uncaused cause, possibility and necessity, degrees of quality, and design.
3. David Hume and Bertrand Russell objected that we cannot infer a cause for the universe since we have not observed its creation and it may be eternal and self-existent.
The Kalam Cosmological Argument for the Existence of GodDanny Scotton, Jr.
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Premise 1: Whatever begins to exist has a cause. Premise 2: The universe (all space, time, and matter) began to exist. Therefore: the universe has a cause. This cause is necessarily spaceless, timeless, and immaterial and probably personal â a.k.a. God
The Kalam Cosmological Argument for the Existence of GodDanny Scotton, Jr.
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Premise 1: Whatever begins to exist has a cause. Premise 2: The universe (all space, time, and matter) began to exist. Therefore: the universe has a cause. This cause is necessarily spaceless, timeless, and immaterial and probably personal â a.k.a. God
The Essentials of Apologetics - Why God (Part 1)?Robin Schumacher
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This presentation presents the first of three core arguments for the existence of God and presents evidence for God being the beginning cause of the universe.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Letâs explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
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Cosmological Argument
1. âAâ Level Philosophy and Ethics
Notes
The Cosmological Argument for
The Existence of God
Specification the cosmological argument from Aquinas and Copleston,
and challenges to it from
Summary: Hume and Russell;
"The first question which should rightly be asked," wrote G.W.F. Leibniz, is "Why is there something
rather than nothing?" According to Aristotle, philosophy begins with a sense of wonder about the
world, and the most profound question a man can ask concerns the origin of the universe. In his
biography of Ludwig Wittgenstein, Norman Malcolm reports that Wittgenstein said that he sometimes
had a certain experience which could best be described by saying that "when I have it, I wonder at the
existence of the world. I am then inclined to use such phrases as 'How extraordinary that anything
should exist!'"Similarly, one contemporary philosopher remarks, ". . . My mind often seems to reel
under the immense significance this question has for me. That anything exists at all does seem to me a
matter for the deepest awe."
Why does something exist instead of nothing? Leibniz answered this question by arguing that
something exists rather than nothing because a necessary being exists which carries within itself its
reason for existence and is the sufficient reason for the existence of all contingent being.
Although Leibniz (followed by certain contemporary philosophers) regarded the non- existence of a
necessary being as logically impossible, a more modest explication of necessity of existence in terms of
what he calls "factual necessity" has been given by John Hick: a necessary being is an eternal,
uncaused, indestructible, and incorruptible being. Leibniz, of course, identified the necessary being as
God. His critics, however, disputed this identification, contending that the material universe could itself
be assigned the status of a necessary being. "Why," queried David Hume, "may not the material
universe be the necessary existent Being, according to this pretended explanation of necessity?"
Typically, this has been precisely the position of the atheist. Atheists have not felt compelled to
embrace the view that the universe came into being out of nothing for no reason at all; rather they
regard the universe itself as a sort of factually necessary being: the universe is eternal, uncaused,
indestructible, and incorruptible. As Russell neatly put it, " . . . The universe is just there, and that's all."
The Existence of God and the Beginning of the Universe, William Lane Craig
The cosmological argument is the attempt to argue that there is a God
because there is a created universe. This universe must have been
created by some Divine Being. The contingent, created order is traced
back to a non-contingent source. There are two main versions of the
argument, proposed by Thomas Aquinas, and by the Muslim philosophers
al-Kindi and al-Ghazali.
Thomas Aquinas
Aquinas proposed five ways through which he believed that the existence
of God could be shown:-
1. An unmoved mover 2. An uncaused cause 3. Possibility and necessity
4. Degrees of quality 5. Design
2. The Cosmological Argument for the Existence of God
1. An Unmoved Mover
Influenced by Aristotle - it is based on the premise that there is change
in the world. From this change, we move to an original instigator of
that change. (c.f. For every action there is an equal and opposite reaction).
2. An Uncaused cause
There are causes and effects in the world. Each event is caused by
something, and the event then causes something in its turn. There
must be a first cause initiating the chain of causes and effects.
3. Possibility and Necessity
There are things that are impermanent (plants, animals &c), and there
are things that are permanent. The permanent, ungenerated being is
the source of the impermanent things.
4. Degrees of Quality
Goodness is an achieved actuality - good expresses the notion of value
and perfection, and thus the notion of completeness. Goodness and
completeness are things that belong to God.
5. Design
Everything operates as to a design. This design is from God.
The first three arguments are cosmological. They have attracted some
criticism!
There are things that change of The Second Way is also criticised
themselves (e.g. people and - most criticisms come from the
animals appear to have problem associated with "infinite
autonomy). Also, some things can regress". Aquinas is arguing that
be changed by other things who there cannot be an infinite
remain beyond the process of the procession of causes - the buck
event. has to stop somewhere. But why
can't there be an infinite series of
regressions?
Aquinas appears to be arguing that
the universe has to have a cause
that is ungenerated and
incorruptible. Some argue that the
universe is simply here, and that is
that.
In a radio debate, F. W. Copleston asked Bertrand Russell if he thought
that the universe was "gratuitous" (i.e. here by pure accident). Russell
replied, "I should say the universe is just here, and that's all".
Hick points out that the Five Ways of Aquinas present us with two
alternatives - that the universe is either a "mere unintelligible brute fact",
or there is a First Cause. However, we are not compelled to choose one
2
3. The Cosmological Argument for the Existence of God
over the other. The argument only holds if we can show conclusively that
the universe is not unintelligible.
Thompson also criticises Aquinas. He points out that there could be a
theoretically infinite number of causes for each action, and each
action can produce a theoretically infinite number of results. He says,
"we move within a seamless web of causality that goes forward and
backward in time and outwards in space" (Thompson, TY Philosophy
of Religion, p100).
Hume believed that all knowledge comes from our experience of the
worked. Something can only be called a cause if it is observed to be
causing something. The linking of cause to effect depends upon them
being observed as two separate things. However, we cannot get "outside"
the world to observe its cause.
But also, some have rallied to help Aquinas. Peter Geach points out that
the question of interdependence in nature adds to discussions about the
causes of individual elements of creation. Science seeks to explain the
origins and causes of things.
"If the world is an object, it seems natural to ask about it the sort of
causal questions which would be legitimate about its parts. If it began to
exist, what brought it into existence? In any case, what keeps it from
perishing, as some of its parts perish? And what keeps its processes
going?"
Anscombe, G. E. M., and Geach, P. T., Three Philosophers p.112
Aquinas was aware that his arguments had their limitations. He never
intended to use the arguments to define God, but rather to point towards
the existence of something that could be called God.
David Humeâs Objections
We have not experienced the creation of a Universe. Yet we are prepared
to argue that because there are causes of things within the Universe,
there is a cause for the Universe as a whole.
Frederick Copleston
Copleston was a Professor in the University of London. His version of the
Cosmological Argument was first proposed in a famous radio debate with
Bertrand Russell broadcast in 1947. Coplestonâs argument comes in four
steps:
1. There are some things which need not exist â they are contingent, and
look beyond themselves for the reasons for their existence.
3
4. The Cosmological Argument for the Existence of God
That is, objects which might not exist had a certain event not
happened.
Peter Vardy (Puzzle of God, p74) gives âyou and Iâ as an example â
without our parentsâ having met, we would not exist.
This means that the existence of some things can be explained by
referring to something beyond themselves. They depend on something
else for their existence.
2. Copleston goes on to suggest that the world is the sum total of all
objects. None of these objects contain within themselves the reason
for their own existence.
That is, every object in the world depends on some other object for
its existence. The world is the sum total of all these things.
3. If everything within the world requires something else to exist, the
cause of the entire universe must be external to the universe.
4. This explanation must be a being which exists, but which contains
within itself the cause of its existence. Its existence is âself-
explanitoryâ.
Copleston refers to this as a âNecessary Beingâ.
Compare this with the Ontological Argument and its attempt to argue
that Godâs existence is ânecessaryâ.
Bertrand Russellâs response
Russellâs initial response was simply to reject the terminology that
Copleston used. He argues that the Universe is neither contingent nor
non-contingent.
âI should say that the Universe is just there, and that is allâ
Copleston argued that this was tantamount to refusing to sit down at the
chess-game in order to avoid being beaten.
Russell also suggested that the argument appeared to suggest that
because everyone has a mother, then the Universe must have a parent.
While this might be true for each Human Being, it does not follow for the
Universe.
§ Copleston argues that everything within the Universe has a cause.
§ Russell argues that it does not.
However, if Russell could be persuaded to accept that everything has a
cause, he would probably want to argue that the existence of âGodâ needs
an explanation just as much as the Universe needs an explanation.
4