This document provides an overview of liberalism and related concepts through a series of slides. It begins by discussing the organic vs mechanistic worldviews and how they relate to liberal philosophy. It then covers key elements of liberalism like individualism, equality, liberty, and rationality. Other topics summarized include possessive individualism, liberal economics, objectivism, John Rawl's theory of justice, and how liberalism functions as a dominant ideology today. The summary synthesizes the main ideas and progression of concepts discussed across the numerous slides.
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Kantian ethics is, arguably, the most beautiful Philosophy written. It is grand, intimidating, and at times quixotic; however, it has been an integral component of the Higher and Intermediate curriculum and thus required the proper intention. When a student is faced with Kant’s lofty descriptions of ‘duty’ and ‘good’ one can’t help but feel for them. I must assure you, whilst bearing in mind everything I have said, for the studious mind it is also one of the most engaging pieces of philosophy and one in which you will be able to write about hopefully with interest.
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Kantian ethics is, arguably, the most beautiful Philosophy written. It is grand, intimidating, and at times quixotic; however, it has been an integral component of the Higher and Intermediate curriculum and thus required the proper intention. When a student is faced with Kant’s lofty descriptions of ‘duty’ and ‘good’ one can’t help but feel for them. I must assure you, whilst bearing in mind everything I have said, for the studious mind it is also one of the most engaging pieces of philosophy and one in which you will be able to write about hopefully with interest.
A presentation held by Tabea Hirzel at the SMCU Residency with Prof. Hardy Boullion.
Abstract.
“Anarchy, State, and Utopia” [CITATION Noz74 \l 2055 ] is a work in the libertarian tradition of constitutional theory in which Robert Nozick sets up an explanation why societies are organized as states and how these states came to be. His major point is to justify the state and the state’s actions morally. Nozick bases his theory on the normative paradigm of rights held by individuals where the act of violating them is considered unfair and unjust [ CITATION Lef79 \l 2055 ]. Starting from a state-of-nature theory he defines rights as redistributive side constrains [CITATION Noz74 \p 32 \l 2055 ] leading to what he denominates his “entitlement theory” from which, by each and every one’s primordial intention to protect one’s own rights, emerges the state in an evolutionary process based on free exchange of obligations and rights. This theory defines the minimal state as the ideal form and any further extended state as illegitimate, following that its extension could only come in existence by violation of individual rights only. Even though his theory remains at the end unreliable its moral justification [ CITATION Bar77 \l 2055 ] or “incoherent” in his explanatory attempt [ CITATION Dav77 \l 2055 ], his approach based on rights where people as free agents use moral values as functions towards the goal of the individuals higher happiness is revolutionary in constitutional theories and future theories may find a rich foundation to build on its dynamics.
Business Ethics - Metaphysics of Morals by Immanuel KantMufaddal Nullwala
Business Ethics - Book Review - Metaphysics of Morals by Immanuel Kant.
1) Biography of Immanuel Kant
2) Kant’s Concept on Morality
3) Chapter 1 – Goodwill
4) Chapter 1 – The Notion of Duty and Maxim
5) Chapter 2 - Transition from popular Moral Philosophy to the Metaphysic of Morals
6) Chapter 3 - Transition from the Metaphysics of Morals to the critique of pure practical reason
PowerPoint developed for lectures on Liberalism and delivered to PS 240 Introduction to Political Theory at the University of Kentucky, Spring 2007 by Dr. Christopher S. Rice, Instructor.
A presentation held by Tabea Hirzel at the SMCU Residency with Prof. Hardy Boullion.
Abstract.
“Anarchy, State, and Utopia” [CITATION Noz74 \l 2055 ] is a work in the libertarian tradition of constitutional theory in which Robert Nozick sets up an explanation why societies are organized as states and how these states came to be. His major point is to justify the state and the state’s actions morally. Nozick bases his theory on the normative paradigm of rights held by individuals where the act of violating them is considered unfair and unjust [ CITATION Lef79 \l 2055 ]. Starting from a state-of-nature theory he defines rights as redistributive side constrains [CITATION Noz74 \p 32 \l 2055 ] leading to what he denominates his “entitlement theory” from which, by each and every one’s primordial intention to protect one’s own rights, emerges the state in an evolutionary process based on free exchange of obligations and rights. This theory defines the minimal state as the ideal form and any further extended state as illegitimate, following that its extension could only come in existence by violation of individual rights only. Even though his theory remains at the end unreliable its moral justification [ CITATION Bar77 \l 2055 ] or “incoherent” in his explanatory attempt [ CITATION Dav77 \l 2055 ], his approach based on rights where people as free agents use moral values as functions towards the goal of the individuals higher happiness is revolutionary in constitutional theories and future theories may find a rich foundation to build on its dynamics.
Business Ethics - Metaphysics of Morals by Immanuel KantMufaddal Nullwala
Business Ethics - Book Review - Metaphysics of Morals by Immanuel Kant.
1) Biography of Immanuel Kant
2) Kant’s Concept on Morality
3) Chapter 1 – Goodwill
4) Chapter 1 – The Notion of Duty and Maxim
5) Chapter 2 - Transition from popular Moral Philosophy to the Metaphysic of Morals
6) Chapter 3 - Transition from the Metaphysics of Morals to the critique of pure practical reason
PowerPoint developed for lectures on Liberalism and delivered to PS 240 Introduction to Political Theory at the University of Kentucky, Spring 2007 by Dr. Christopher S. Rice, Instructor.
Chs 10 & 9 - by Phillip Patterson and Lee Wilkins Next, iMargenePurnell14
Chs 10 & 9 - by Phillip Patterson and Lee Wilkins
Next, in our study of Communication Ethics, we are going to read two chapters from a
widely used textbook on media ethics. Patterson and Wilkins, the authors of this textbook,
adopt an institution-centered and technology-centered approach to thinking about
communication ethics. Their ethical framework is a bit different than one we have explored so
far – there is much less emphasis on Kantianism and Utilitarianism and much more emphasis
on what we may call the ethic of inclusion in a democracy.
I. The Democratic Inclusion Ethics
The ethic of inclusion in a democracy takes it that a good and moral person is
informed. The basic thought here is that a well-informed person makes better moral
decisions than one who is poorly informed. In this thought, we can see a blend of Kantianism
and Utilitarianism – well-informed persons are autonomous and their decisions lead to greater
utility or happiness for everyone.
------ Interlude on Free Will
Of course, the issue that is not discussed here by Patterson and Wilkins is whether
even a well-informed person can choose to do evil things – use that information to harm
people or not act on the basis of that information at all.
There are two basic models of a human being on the basis of which the above issue
makes sense: the free will model and the knowledge-determinist model. According to the free
will model, a person can choose to act one way or its exact opposite with regard to what the
person knows (use the information for good or evil). According to the knowledge-determinist
model, the person is a product of what he knows and can only act one way as a result of what
he knows – a person will act in one and only one way as a result of what he knows and could
not have chosen to act any other way.
Patterson and Wilkins probably rely on the knowledge-determinist model: the only way
to make better moral decisions (in a Kantian, Utilitarian or other manner) is to be well-
informed. It is sufficient to be well-informed to make better moral decisions. But even if we
adopt the free will model, we would still say that the only way to make better moral decisions
is to be well-informed. However, on the free will model, being well-informed is necessary but
not sufficient to make better moral decisions. Being well-informed and choosing to act in a
moral manner would both, as two separate acts, be necessary and co-sufficient for making
better moral decisions. Whether knowledge is both necessary and sufficient, or only
necessary, for morally better decisions is beyond the scope of communication ethics – it is
enough for us to know that knowledge is at the very least necessary for making better moral
decisions.
-------- End of Interlude on Free Will
In light of all this, a communication is ethical if it leads to a person being better
informed. In light of what we have discussed in this class, it means that ...
Booklet that I made for criminological theories revision, using resources from the internet. These theories include:
* Classical Theory
* Functionalist Crime Theories (includes Durkheim and Merton)
* Marxist Theory
* Right realism
* Left realism
* Labelling (Interactionism)
* Individualistic theories (learning theories, psychological theories and psychodynamic theories)
* Eysenck's theory
* Family crime theories
* Neurophysiological (brain damage)
* Neurochemical
* Kohlberg's moral development
* Behaviourist theory
Using the Business Model Canvas and Gamestorming for Hybrid and Online Course...Christopher Rice
Presentation for EDUCAUSE 2015 conference, Indianapolis, IN. Discusses how I have used design thinking tools like the Business Model Canvas, Value Proposition Canvas and Gamestorming activities to work with faculty and staff to develop innovative online and hybrid courses and programs.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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 “any matter” at “any time” 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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
30. The Liberal concept of agency is
based on the theory of
possessive individualism
31. Possessive Individualism
1. What makes one human is freedom from dependence on the wills of
others.
2. Freedom from dependence on others means freedom from any
relations with others except those relations which the individual
enters voluntarily with a view to his own interest.
3. The individual is essentially the proprietor of his or her own person
and capacities, for which he or she owes nothing to society.
4. Although an individual cannot alienate the whole of his property in
his own person, he may alienate his capacity to labor.
5. Human society consists of a series of market relations – Since the
individual is human only in so far as free, and free only in so far as
proprietor of him- or herself, human society can only be a series of
relations between sole proprietors, i.e., a series of market relations.
6. Since freedom from the wills of others is what makes one human,
each individual’s freedom can rightfully be limited only by such
obligations and rules as are necessary to secure the same freedom
for others.
7. Political society is a human contrivance for the protection of the
individual’s property in his person and goods, and (therefore) for the
maintenance of orderly relations of exchange between individuals
regarded as proprietors of themselves.
(C. B. Macpherson, The Political Theory of Possessive Individualism)
59. Harm Principle
Every sane adult should be
free to do whatever he or
she wants as long as his
or her actions do not harm,
or threaten to harm,
others.
76. Option #1:
Money can be divided up such that
20% of us will get 82.7% of the
income and property, 20% will get
11.7% of income and property, 20%
will get 2.3% of income, 20% will get
1.9%, and the last 20% will get
1.4%.
77. Option #2:
Divide it up such that everyone
gets an equal share of the wealth
and property, regardless of job or
status. (Each group will get 20%
of income, divided equally).
81. The Original Position
Non-presocial liberal ideas that, if
consensually held, would lead
everyone to accept the equal liberty
and difference principles as the
basis for mutually beneficial social
cooperation.
90. Equal Liberty
Principle
The state must provide the
most extensive system of
equal liberties that is feasible
and desirable. All individuals
must enjoy the greatest
degree of liberty consistent
with the enjoyment of like
liberty by everyone else.
91. Difference Principle
Primary social goods are to
be distributed equally unless
an unequal distribution would
improve the welfare of the
least well-off in society.
101. The many benefits of capitalism
are offset by certain problems:
• Complete market freedom results in
various types of market failures.
• Monopolies which undermine
competition & lead to concentrated
power.
• Business cycles which create
economic inefficiency and insecurity.
102. The many benefits of capitalism
are offset by certain problems:
• Capitalism creates externalities
which harm the broader public.
• Pure Market Systems unable to
provide many public goods.
• Wealth isn’t distributed to everyone.
108. Three ways to deal with
deficits:
• Grow your way out of it – as
incomes rise, taxes rise as people
move up through the tax brackets.
• Increase income taxes on the
wealthy, create luxury taxes, etc.
• Reduce government spending in
specific areas where it is no longer
needed.
113. Principles of Objectivism
1. That reality is what it is, that things are what they
are, independent of anyone's beliefs, feelings,
judgments or opinions -- that existence exists, that A
is A;
2. That reason, the faculty that identifies and
integrates the material provided by the various
senses, is fully competent, in principle, to
understand the facts of reality;
3. That any form of irrationalism, supernaturalism, or
mysticism, any claim to a nonsensory, nonrational
form of knowledge, is to be rejected;
4. That a rational code of ethics is possible and is
derivable from an appropriate assessment of the
nature of human beings as well as the nature of
reality;
114. Principles of Objectivism
1. That reality is what it is, that things are what they
are, independent of anyone's beliefs, feelings,
judgments or opinions -- that existence exists, that A
is A;
2. That reason, the faculty that identifies and
integrates the material provided by the various
senses, is fully competent, in principle, to
understand the facts of reality;
3. That any form of irrationalism, supernaturalism, or
mysticism, any claim to a nonsensory, nonrational
form of knowledge, is to be rejected;
4. That a rational code of ethics is possible and is
derivable from an appropriate assessment of the
nature of human beings as well as the nature of
reality;
115. Principles of Objectivism
1. That reality is what it is, that things are what they
are, independent of anyone's beliefs, feelings,
judgments or opinions -- that existence exists, that A
is A;
2. That reason, the faculty that identifies and
integrates the material provided by the various
senses, is fully competent, in principle, to
understand the facts of reality;
3. That any form of irrationalism, supernaturalism, or
mysticism, any claim to a nonsensory, nonrational
form of knowledge, is to be rejected;
4. That a rational code of ethics is possible and is
derivable from an appropriate assessment of the
nature of human beings as well as the nature of
reality;
116. Principles of Objectivism
1. That reality is what it is, that things are what they
are, independent of anyone's beliefs, feelings,
judgments or opinions -- that existence exists, that A
is A;
2. That reason, the faculty that identifies and
integrates the material provided by the various
senses, is fully competent, in principle, to
understand the facts of reality;
3. That any form of irrationalism, supernaturalism, or
mysticism, any claim to a nonsensory, nonrational
form of knowledge, is to be rejected;
4. That a rational code of ethics is possible and is
derivable from an appropriate assessment of the
nature of human beings as well as the nature of
reality;
117. Principles of Objectivism
5. That the standard of the good is not God or the
alleged needs of society but rather "Man's life,"
that which is objectively required for man's or
woman's life, survival, and well-being;
6. That a human being is an end in him- or herself,
that each one of us has the right to exist for our
own sake, neither sacrificing others to self nor self
to others;
7. That the principles of justice and respect for
individuality autonomy, and personal rights must
replace the principle of sacrifice in human
relationships;
118. Principles of Objectivism
5. That the standard of the good is not God or the
alleged needs of society but rather "Man's life,"
that which is objectively required for man's or
woman's life, survival, and well-being;
6. That a human being is an end in him- or herself,
that each one of us has the right to exist for our
own sake, neither sacrificing others to self nor self
to others;
7. That the principles of justice and respect for
individuality autonomy, and personal rights must
replace the principle of sacrifice in human
relationships;
119. Principles of Objectivism
5. That the standard of the good is not God or the
alleged needs of society but rather "Man's life,"
that which is objectively required for man's or
woman's life, survival, and well-being;
6. That a human being is an end in him- or herself,
that each one of us has the right to exist for our
own sake, neither sacrificing others to self nor self
to others;
7. That the principles of justice and respect for
individuality autonomy, and personal rights must
replace the principle of sacrifice in human
relationships;
120. Principles of Objectivism
8. That no individual -- and no group -- has the moral
right to initiate the use of force against others;
9. That force is permissible only in retaliation and only
against those who have initiated its use;
10.That the organizing principle of a moral society is
respect for individual rights and that the sole
appropriate function of government is to act as
guardian and protector of individual rights.
121. Principles of Objectivism
8. That no individual -- and no group -- has the moral
right to initiate the use of force against others;
9. That force is permissible only in retaliation and only
against those who have initiated its use;
10.That the organizing principle of a moral society is
respect for individual rights and that the sole
appropriate function of government is to act as
guardian and protector of individual rights.
122. Principles of Objectivism
8. That no individual -- and no group -- has the moral
right to initiate the use of force against others;
9. That force is permissible only in retaliation and only
against those who have initiated its use;
10.That the organizing principle of a moral society is
respect for individual rights and that the sole
appropriate function of government is to act as
guardian and protector of individual rights.
131. “The triumph of the West, of the
Western idea, is evident first of
all in the total exhaustion of
viable systematic alternatives to
Western liberalism.”
Francis Fukuyama, The End of History