Dr. seuss let's talk about stereotypes
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Kick off Dr. Seuss Day/ Read Across America Let's Talk about Stereotypes using claim, evidence, reasoning.
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Why do clever people believe stupid things.docx
Why do clever osteopaths believe stupid things?
The International Academy of Osteopathy
http://www.osteopathie.eu/en
http://www.osteopathie.eu/en/publications
info@osteopathy.eu
1 Running head THE ETHICS OF ELEPHANTS IN CIRCUSES .docx
1
Running head: THE ETHICS OF ELEPHANTS IN CIRCUSES
The Ethics of Elephants in Circuses
Dr. Christopher Foster
PHI103: Informal Logic
Ashford University
Annotated example for Week One Assignment
2
THE ETHICS OF ELEPHANTS IN CIRCUSES
This is the argument in
Standard Form.
Standard Form means
putting each premise
and conclusion on a
separate line, as
observed here. Labeling
the premises P1, P2, etc.
is also helpful to be able
to refer to them later.
The next four
paragraphs
provide
support for
each premise
of the
argument.
The topic of
each
paragraph is
clear from the
opening
sentence.
It is good to
provide
clarification of
the meaning of
premises as well
(as indicated in
the instructions).
P1: Elephants are highly intelligent animals.
P2: Putting elephants in circuses requires them to live their
lives in extreme confinement.
P3: Anything that requires highly intelligent animals to
live their lives in extreme confinement is wrong unless it serves
a purpose that outweighs the suffering involved.
P4: Putting elephants in circuses does not serve a purpose that
outweighs the suffering involved.
C: Therefore, putting elephants in circuses is wrong.
The first premise has been widely known for decades by those who
have studied elephants. Scientific studies have shown that elephants are
able to independently discover novel methods to figure out how to retrieve
food, and they have recently been shown to be able to enlist the help of
other elephants in situations that require cooperation (Jabr, 2014).
The second premise is justified by looking at how elephants are
treated in circuses. When not performing or being transported, circus
elephants are kept on a short chain that prevents them from being able
to move around or even lie down normally. This is what is meant by
‘extreme confinement’: captivity so severe that the animal is not able
to get proper exercise and stimulation. In addition to the captivity, there
3
THE ETHICS OF ELEPHANTS IN CIRCUSES
have been many reports, and footage, of abuse of circus elephants with bullhooks, electrocution, and
other forms of cruelty (Nelson, 2011).
The third premise makes a strong moral claim. Given the intelligence of elephants, and their
natural use of vast savannahs of space, life spent on a tiny chain will involve a tremendous amount of
suffering. They develop “stereotypic behaviors” such as constant swaying back and forth, indicating
severe psychological distress (Wildlife Advocacy Project, n.d.). President of PAWS, Ed Stewart, expresses
it well:
Elephants should not be in captivity – period … The social structure isn’t correct, the space is not
right, the climate is not right, the food is not right … They are unbelievably intelligent. With all of
that brainpower – to be as limited as they are in captivity – it’s a wonder they cope at all. (Jabr,
2014)
My final premise states ...
Don't Be Fooled: Debunking Common Myths About Gifted Kids
Come learn about commonly held beliefs about gifted kids, and why educational psychologists (and research!) have proven them wrong. We will address social and emotional issues, overexcitabilities, sensitivities, and learning styles.
Presented for Baylor University Parent Conference, Spring 2021
The Developer's Guide to Learning - KCDC 2017
The ability to learn things is an essential part of the developer’s toolkit, which is only getting more important as we march into the future. New technologies and new tools are released constantly - there will probably be at least one new Javascript framework released just in the time it takes you to read this abstract. Even if you’re on a fixed tech stack on a long-running project, you need to evaluate and adapt to new versions of your tools and new software idioms as they're released. The thing is, we’re never really taught HOW to learn things - we’re expected to just figure it out ourselves. It is my opinion that this is Really Terrible. If you share that opinion, do something about it by coming to this talk! We’ll cover the types of learning and how to find which ones work for you. Do you wonder how learning a new framework is different than learning best practices for that framework? We’ll discuss that, too! We’ll also talk about the neuroscience of learning, how your brain connects cause and effect, the tricks your memory plays on you, and more. By the end, you’ll hopefully have the tools you need to learn anything efficiently and effectively.
LaneThinking about Thinking Using the Elements of Thoug.docx
Lane
Thinking about Thinking:
Using the Elements of Thought to
Determine the Logic of _____
Assess your writing
Assess someone else’s writing
Assess or evaluate _________
The elements of thought are...
Purpose of
the
Thinking
goal, objective
Concepts
theories,
definitions,
axioms, laws,
principles,
models
Assumptions
Information
data, facts,
observations,
experiences
Points of
View
frame
of reference,
perspective,
orentation
Question at
issue
problem
Interpretation &
Inference
conclusions, solutions
Consequences
and
Implications
THINKING ABOUT THINKING
How can we know what to believe when the facts are confusing and experts disagree? As you learn about environmental science-in this book and elsewhere-you will find many issues about which the data are indecisive, leading reasonable people to disagree on how they should be interpreted. How can we choose between competing claims? Is it simply a matter of what feels good at any particular moment, or are there objective ways to evaluate arguments? Critical thinking skills can help us form a rational basis for deciding what to believe and do. These skills foster reflective and systematic analysis to help us bring order out of chaos, discover hidden ideas and meanings, develop strategies for evaluating reasons and conclusions in arguments, and avoid jumping to conclusions. Developing rational analytic skills is an important part of your education and will give you useful tools for life.
Certain attitudes, tendencies and dispositions are essential for critical or reflective thinking. Among these are;
· Skepticism and independence. Question authority. Don't believe everything you hear or read, including this book. Even the experts can be wrong.
· Open-mindedness and flexibility. Be willing to consider differing points of view and entertain alternative explanations.
· Accuracy and orderliness. Strive for as much precision as the subject permits or warrants. Deal systematically with parts of a complex whole.
· Persistence and relevance. Stick to the main point and avoid allowing diversions or personal biases to lead you astray.
· Contextual sensitivity and empathy. Consider the total situation, feelings, level of knowledge, and sophistication of others as you study situations. Try and put yourself in another person's place to understand his or her position.
· Decisiveness and courage. Draw conclusions and take a stand when the evidence warrants doing so.
· Humility. Realize that you may be wrong and that you may have to reconsider in the future.
Critical thinking is sometimes called metacognition or "thinking about thinking." It is not critical in the sense of finding fault but rather is an attempt to rationally plan how to think about a problem. It requires a self-conscious monitoring of the process while you are doing it and an evaluation of how your strategy worked and what you learned when you have finished. Assembling, understanding, and evaluat ...
The Developer's Guide to Learning - Codestock 2018
The ability to learn things is an essential part of the developer’s toolkit, which is only getting more important as we march into the future. New technologies and new tools are released constantly. Even if you’re on a fixed tech stack on a long-running project, you need to evaluate and adapt to new versions of your tools and new software idioms as they're released.
The thing is, we’re never really taught HOW to learn things - we’re expected to just figure it out ourselves. It is my opinion that this is Really Terrible. If you share that opinion, do something about it by coming to this talk! Do you wonder about learning types? We'll cover those. Do you wonder how learning a new framework is different than learning best practices for that framework? We’ll discuss that, too! We’ll also talk about the neuroscience of learning, how your brain connects cause and effect, the tricks your memory plays on you, and more. By the end, you’ll hopefully have the tools you need to learn anything efficiently and effectively.
The Developer's Guide to Learning
The ability to learn things is an essential part of the developer’s toolkit, which is only getting more important as we march into the future. New technologies and new tools are released constantly. Even if you’re on a fixed tech stack on a long-running project, you need to evaluate and adapt to new versions of your tools and new software idioms as they're released.
The thing is, we’re never really taught HOW to learn things - we’re expected to just figure it out ourselves. It is my opinion that this is Really Terrible. If you share that opinion, do something about it by coming to this talk! Do you wonder about learning types? We'll cover those. Do you wonder how learning a new framework is different than learning best practices for that framework? We’ll discuss that, too! We’ll also talk about the neuroscience of learning, how your brain connects cause and effect, the tricks your memory plays on you, and more. By the end, you’ll hopefully have the tools you need to learn anything efficiently and effectively.
Radius ImagesPhotolibrary1Introducing Philosophy•Phi.docx
Radius Images/Photolibrary1
Introducing Philosophy
• Philosophy has a rich and fascinating history.
• Philosophers explore questions ranging from logic and
mathematics to morality and art.
• Philosophy helps us to better understand our beliefs and
those of others and to examine, defend, and criticize
those beliefs.
What We Will Discover
mos66103_01_ch01_001-030.indd 1 12/1/10 7:22 PM
CHAPTER 1Section 1.1 What Is Philosophy?
Philosophy is an unusual discipline, not just because it has an enormously long history, but
because it spends a good bit of time investigating what philosophy itself is. In this chap-
ter, we look at what philosophy is, how philosophers approach their subject, and what the
benefits of philosophical inquiry are. We will also include a brief overview of the rich and
fascinating history of the development of philosophy in the West.
1.1 What Is Philosophy?
Here we will explore what philosophy is, including some of its history. We will focus on Western philosophy, and the most important philosophers of that tradi-tion, but it is good to keep in mind that there are other important traditions in the
history of philosophy. One of the most important things philosophers do is ask questions,
and we will identify some of the questions that have engaged philosophers for thousands
of years.
What Do Philosophers Do?
Plato tells us that philosophy begins in wonder. Human beings wonder about themselves,
about other people, about where they came from, about where they are going, and about
what they should do while they are here. Human beings are naturally curious, and each
question one asks leads to another, then another, and then another. One way of think-
ing about philosophy, then, is that it is the sys-
tematic attempt to answer the general questions
human beings have always asked, and the debate
that naturally follows each proposed answer.
Philosophy combines curiosity—wonder about
the world and all that is in it, and even beyond
it—and criticism—objections to answers, sugges-
tions of new answers, and new objections to those
new answers. As should be clear, philosophical
inquiry has one other important feature: It never
ends. We do, on occasion, seem to discover solu-
tions to specific philosophical questions. But the
pursuit of philosophy will continue as long as
there are things we don’t understand, and as long
as we remain curious.
The word philosophy comes from two Greek
words. We see one of them, philein, or “to love,”
in the name of Philadelphia, “city of brotherly
love,” and in the word philanthropy, love for
human beings. We are familiar with the other
word, sophos, from such words as sophisticated
and sophomore: It means wisdom. Thus, philos-
ophy is, literally, the love of wisdom and refers
to the unending search for answers to questions.
To be successful, then, in philosophy, one must
Hilary Helton/81a/Photolibrary
As humans, we are naturally curi-
ous—something often q ...
The Developer's Guide to Learning Effectively
The ability to learn things is an essential part of the developer’s toolkit, which is only getting more important as we march into the future. New technologies and new tools are released constantly - there will probably be at least one new Javascript framework released just in the time it takes you to read this abstract. Even if you’re on a fixed tech stack on a long-running project, you need to evaluate and adapt to new versions of your tools and new software idioms as they're released.
The thing is, we’re never really taught HOW to learn things - we’re expected to just figure it out ourselves. It is my opinion that this is Really Terrible. If you share that opinion, do something about it by coming to this talk! We’ll cover the types of learning and how to find which ones work for you. Do you wonder how learning a new framework is different than learning best practices for that framework? We’ll discuss that, too! We’ll also talk about the neuroscience of learning, how your brain connects cause and effect, the tricks your memory plays on you, and more. By the end, you’ll hopefully have the tools you need to learn anything efficiently and effectively.
1.1 Why Study EthicsYou are standing in line at the movies, and.docx
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavioryou think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit forwork that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether ourresponse is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known asethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That peopleconsider what is right and wrong, and what they ought to do, is fundamental to living in communities. Thus, another way of thinking aboutethics is that it is the study of "oughts" and "shoulds"—what ought I do, what should others do, what ought society do. Even though our focusin this text will be on the subject of ethics itself, we will also explore the long history of ethics and some of its important relationships withreligious traditions and legal and political doctrines before we reach the conclusion of our readings. Recognizing how our philosophical concepts—particularly ethical concepts—inform and clarify our understanding of religion, the law, and politics is important.
At the same time, we all have what philosophers call moral intuitions. Intuitions, in the philosophical sense, are views that we hold, and sharewith others, without any specific argument or reasoning involved. They tend to be immediate and spontaneous. Perhaps you see an animalbeing treated with great cruelty, and you immediately and spontaneously object to that treatment. This reflects your intuition that such crueltyis wrong; you don't hesitate to consider the evidence and arguments involved—you simply react. Such intuitions are often correct, and thestudy of ethics can help support them by providing deeper reflection on the issues involved and developing sophisticated arguments thatsupport these intuitions. It is also possible that such intuitions may be wrong, or at least may be considered by many others to be wrong. Aperson's intuitions may tell him any number of things: that stealing is sometimes okay, that violence can sometimes solve problems, thatwomen or people of other races or religions are inferior. Many of us may object to these intuitions. The study of ethics puts us in a strongerposition to be able not just to say that we disapprove, but also to explain why we disapprove and why such intuitions may both be wrong andlead to other immoral results. As we shall see, s ...
One word project 2019
This is the latest version of our One Word Project. Every year when we return from break I ask my students to set goals and define a vision to finish the year strong. This is part of that project.
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Similar to Dr. seuss let's talk about stereotypes
Why do clever people believe stupid things.docx
Why do clever osteopaths believe stupid things?
The International Academy of Osteopathy
http://www.osteopathie.eu/en
http://www.osteopathie.eu/en/publications
info@osteopathy.eu
1 Running head THE ETHICS OF ELEPHANTS IN CIRCUSES .docx
1
Running head: THE ETHICS OF ELEPHANTS IN CIRCUSES
The Ethics of Elephants in Circuses
Dr. Christopher Foster
PHI103: Informal Logic
Ashford University
Annotated example for Week One Assignment
2
THE ETHICS OF ELEPHANTS IN CIRCUSES
This is the argument in
Standard Form.
Standard Form means
putting each premise
and conclusion on a
separate line, as
observed here. Labeling
the premises P1, P2, etc.
is also helpful to be able
to refer to them later.
The next four
paragraphs
provide
support for
each premise
of the
argument.
The topic of
each
paragraph is
clear from the
opening
sentence.
It is good to
provide
clarification of
the meaning of
premises as well
(as indicated in
the instructions).
P1: Elephants are highly intelligent animals.
P2: Putting elephants in circuses requires them to live their
lives in extreme confinement.
P3: Anything that requires highly intelligent animals to
live their lives in extreme confinement is wrong unless it serves
a purpose that outweighs the suffering involved.
P4: Putting elephants in circuses does not serve a purpose that
outweighs the suffering involved.
C: Therefore, putting elephants in circuses is wrong.
The first premise has been widely known for decades by those who
have studied elephants. Scientific studies have shown that elephants are
able to independently discover novel methods to figure out how to retrieve
food, and they have recently been shown to be able to enlist the help of
other elephants in situations that require cooperation (Jabr, 2014).
The second premise is justified by looking at how elephants are
treated in circuses. When not performing or being transported, circus
elephants are kept on a short chain that prevents them from being able
to move around or even lie down normally. This is what is meant by
‘extreme confinement’: captivity so severe that the animal is not able
to get proper exercise and stimulation. In addition to the captivity, there
3
THE ETHICS OF ELEPHANTS IN CIRCUSES
have been many reports, and footage, of abuse of circus elephants with bullhooks, electrocution, and
other forms of cruelty (Nelson, 2011).
The third premise makes a strong moral claim. Given the intelligence of elephants, and their
natural use of vast savannahs of space, life spent on a tiny chain will involve a tremendous amount of
suffering. They develop “stereotypic behaviors” such as constant swaying back and forth, indicating
severe psychological distress (Wildlife Advocacy Project, n.d.). President of PAWS, Ed Stewart, expresses
it well:
Elephants should not be in captivity – period … The social structure isn’t correct, the space is not
right, the climate is not right, the food is not right … They are unbelievably intelligent. With all of
that brainpower – to be as limited as they are in captivity – it’s a wonder they cope at all. (Jabr,
2014)
My final premise states ...
Don't Be Fooled: Debunking Common Myths About Gifted Kids
Come learn about commonly held beliefs about gifted kids, and why educational psychologists (and research!) have proven them wrong. We will address social and emotional issues, overexcitabilities, sensitivities, and learning styles.
Presented for Baylor University Parent Conference, Spring 2021
The Developer's Guide to Learning - KCDC 2017
The ability to learn things is an essential part of the developer’s toolkit, which is only getting more important as we march into the future. New technologies and new tools are released constantly - there will probably be at least one new Javascript framework released just in the time it takes you to read this abstract. Even if you’re on a fixed tech stack on a long-running project, you need to evaluate and adapt to new versions of your tools and new software idioms as they're released. The thing is, we’re never really taught HOW to learn things - we’re expected to just figure it out ourselves. It is my opinion that this is Really Terrible. If you share that opinion, do something about it by coming to this talk! We’ll cover the types of learning and how to find which ones work for you. Do you wonder how learning a new framework is different than learning best practices for that framework? We’ll discuss that, too! We’ll also talk about the neuroscience of learning, how your brain connects cause and effect, the tricks your memory plays on you, and more. By the end, you’ll hopefully have the tools you need to learn anything efficiently and effectively.
LaneThinking about Thinking Using the Elements of Thoug.docx
Lane
Thinking about Thinking:
Using the Elements of Thought to
Determine the Logic of _____
Assess your writing
Assess someone else’s writing
Assess or evaluate _________
The elements of thought are...
Purpose of
the
Thinking
goal, objective
Concepts
theories,
definitions,
axioms, laws,
principles,
models
Assumptions
Information
data, facts,
observations,
experiences
Points of
View
frame
of reference,
perspective,
orentation
Question at
issue
problem
Interpretation &
Inference
conclusions, solutions
Consequences
and
Implications
THINKING ABOUT THINKING
How can we know what to believe when the facts are confusing and experts disagree? As you learn about environmental science-in this book and elsewhere-you will find many issues about which the data are indecisive, leading reasonable people to disagree on how they should be interpreted. How can we choose between competing claims? Is it simply a matter of what feels good at any particular moment, or are there objective ways to evaluate arguments? Critical thinking skills can help us form a rational basis for deciding what to believe and do. These skills foster reflective and systematic analysis to help us bring order out of chaos, discover hidden ideas and meanings, develop strategies for evaluating reasons and conclusions in arguments, and avoid jumping to conclusions. Developing rational analytic skills is an important part of your education and will give you useful tools for life.
Certain attitudes, tendencies and dispositions are essential for critical or reflective thinking. Among these are;
· Skepticism and independence. Question authority. Don't believe everything you hear or read, including this book. Even the experts can be wrong.
· Open-mindedness and flexibility. Be willing to consider differing points of view and entertain alternative explanations.
· Accuracy and orderliness. Strive for as much precision as the subject permits or warrants. Deal systematically with parts of a complex whole.
· Persistence and relevance. Stick to the main point and avoid allowing diversions or personal biases to lead you astray.
· Contextual sensitivity and empathy. Consider the total situation, feelings, level of knowledge, and sophistication of others as you study situations. Try and put yourself in another person's place to understand his or her position.
· Decisiveness and courage. Draw conclusions and take a stand when the evidence warrants doing so.
· Humility. Realize that you may be wrong and that you may have to reconsider in the future.
Critical thinking is sometimes called metacognition or "thinking about thinking." It is not critical in the sense of finding fault but rather is an attempt to rationally plan how to think about a problem. It requires a self-conscious monitoring of the process while you are doing it and an evaluation of how your strategy worked and what you learned when you have finished. Assembling, understanding, and evaluat ...
The Developer's Guide to Learning - Codestock 2018
The ability to learn things is an essential part of the developer’s toolkit, which is only getting more important as we march into the future. New technologies and new tools are released constantly. Even if you’re on a fixed tech stack on a long-running project, you need to evaluate and adapt to new versions of your tools and new software idioms as they're released.
The thing is, we’re never really taught HOW to learn things - we’re expected to just figure it out ourselves. It is my opinion that this is Really Terrible. If you share that opinion, do something about it by coming to this talk! Do you wonder about learning types? We'll cover those. Do you wonder how learning a new framework is different than learning best practices for that framework? We’ll discuss that, too! We’ll also talk about the neuroscience of learning, how your brain connects cause and effect, the tricks your memory plays on you, and more. By the end, you’ll hopefully have the tools you need to learn anything efficiently and effectively.
The Developer's Guide to Learning
The ability to learn things is an essential part of the developer’s toolkit, which is only getting more important as we march into the future. New technologies and new tools are released constantly. Even if you’re on a fixed tech stack on a long-running project, you need to evaluate and adapt to new versions of your tools and new software idioms as they're released.
The thing is, we’re never really taught HOW to learn things - we’re expected to just figure it out ourselves. It is my opinion that this is Really Terrible. If you share that opinion, do something about it by coming to this talk! Do you wonder about learning types? We'll cover those. Do you wonder how learning a new framework is different than learning best practices for that framework? We’ll discuss that, too! We’ll also talk about the neuroscience of learning, how your brain connects cause and effect, the tricks your memory plays on you, and more. By the end, you’ll hopefully have the tools you need to learn anything efficiently and effectively.
Radius ImagesPhotolibrary1Introducing Philosophy•Phi.docx
Radius Images/Photolibrary1
Introducing Philosophy
• Philosophy has a rich and fascinating history.
• Philosophers explore questions ranging from logic and
mathematics to morality and art.
• Philosophy helps us to better understand our beliefs and
those of others and to examine, defend, and criticize
those beliefs.
What We Will Discover
mos66103_01_ch01_001-030.indd 1 12/1/10 7:22 PM
CHAPTER 1Section 1.1 What Is Philosophy?
Philosophy is an unusual discipline, not just because it has an enormously long history, but
because it spends a good bit of time investigating what philosophy itself is. In this chap-
ter, we look at what philosophy is, how philosophers approach their subject, and what the
benefits of philosophical inquiry are. We will also include a brief overview of the rich and
fascinating history of the development of philosophy in the West.
1.1 What Is Philosophy?
Here we will explore what philosophy is, including some of its history. We will focus on Western philosophy, and the most important philosophers of that tradi-tion, but it is good to keep in mind that there are other important traditions in the
history of philosophy. One of the most important things philosophers do is ask questions,
and we will identify some of the questions that have engaged philosophers for thousands
of years.
What Do Philosophers Do?
Plato tells us that philosophy begins in wonder. Human beings wonder about themselves,
about other people, about where they came from, about where they are going, and about
what they should do while they are here. Human beings are naturally curious, and each
question one asks leads to another, then another, and then another. One way of think-
ing about philosophy, then, is that it is the sys-
tematic attempt to answer the general questions
human beings have always asked, and the debate
that naturally follows each proposed answer.
Philosophy combines curiosity—wonder about
the world and all that is in it, and even beyond
it—and criticism—objections to answers, sugges-
tions of new answers, and new objections to those
new answers. As should be clear, philosophical
inquiry has one other important feature: It never
ends. We do, on occasion, seem to discover solu-
tions to specific philosophical questions. But the
pursuit of philosophy will continue as long as
there are things we don’t understand, and as long
as we remain curious.
The word philosophy comes from two Greek
words. We see one of them, philein, or “to love,”
in the name of Philadelphia, “city of brotherly
love,” and in the word philanthropy, love for
human beings. We are familiar with the other
word, sophos, from such words as sophisticated
and sophomore: It means wisdom. Thus, philos-
ophy is, literally, the love of wisdom and refers
to the unending search for answers to questions.
To be successful, then, in philosophy, one must
Hilary Helton/81a/Photolibrary
As humans, we are naturally curi-
ous—something often q ...
The Developer's Guide to Learning Effectively
The ability to learn things is an essential part of the developer’s toolkit, which is only getting more important as we march into the future. New technologies and new tools are released constantly - there will probably be at least one new Javascript framework released just in the time it takes you to read this abstract. Even if you’re on a fixed tech stack on a long-running project, you need to evaluate and adapt to new versions of your tools and new software idioms as they're released.
The thing is, we’re never really taught HOW to learn things - we’re expected to just figure it out ourselves. It is my opinion that this is Really Terrible. If you share that opinion, do something about it by coming to this talk! We’ll cover the types of learning and how to find which ones work for you. Do you wonder how learning a new framework is different than learning best practices for that framework? We’ll discuss that, too! We’ll also talk about the neuroscience of learning, how your brain connects cause and effect, the tricks your memory plays on you, and more. By the end, you’ll hopefully have the tools you need to learn anything efficiently and effectively.
1.1 Why Study EthicsYou are standing in line at the movies, and.docx
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavioryou think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit forwork that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether ourresponse is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known asethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That peopleconsider what is right and wrong, and what they ought to do, is fundamental to living in communities. Thus, another way of thinking aboutethics is that it is the study of "oughts" and "shoulds"—what ought I do, what should others do, what ought society do. Even though our focusin this text will be on the subject of ethics itself, we will also explore the long history of ethics and some of its important relationships withreligious traditions and legal and political doctrines before we reach the conclusion of our readings. Recognizing how our philosophical concepts—particularly ethical concepts—inform and clarify our understanding of religion, the law, and politics is important.
At the same time, we all have what philosophers call moral intuitions. Intuitions, in the philosophical sense, are views that we hold, and sharewith others, without any specific argument or reasoning involved. They tend to be immediate and spontaneous. Perhaps you see an animalbeing treated with great cruelty, and you immediately and spontaneously object to that treatment. This reflects your intuition that such crueltyis wrong; you don't hesitate to consider the evidence and arguments involved—you simply react. Such intuitions are often correct, and thestudy of ethics can help support them by providing deeper reflection on the issues involved and developing sophisticated arguments thatsupport these intuitions. It is also possible that such intuitions may be wrong, or at least may be considered by many others to be wrong. Aperson's intuitions may tell him any number of things: that stealing is sometimes okay, that violence can sometimes solve problems, thatwomen or people of other races or religions are inferior. Many of us may object to these intuitions. The study of ethics puts us in a strongerposition to be able not just to say that we disapprove, but also to explain why we disapprove and why such intuitions may both be wrong andlead to other immoral results. As we shall see, s ...
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- 4. Discussion Questions http://www.teachingchildrenphilosophy.org/wiki/The_Sneetches The Nature of Prejudice 1. What makes the Sneetches different from one another? 2. How do the Sneetches treat those who are different from them? 3. Do you think it is all right to treat those who look different than you differently? What about those who act differently?
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