This document provides an overview and comparison of the worldviews of Secular Humanism and Marxism/Leninism across 10 disciplines: theology, philosophy, ethics, biology, psychology, sociology, law, politics, economics, and history. It summarizes the key beliefs and stances of each worldview within each discipline, noting both similarities and differences between Secular Humanism and Marxism/Leninism. The document aims to describe the major tenets of each worldview.
Auguste Comte was a French philosopher considered the founder of the discipline of sociology. He proposed studying society scientifically through observation and classification of data. Comte believed that human thought progressed through three stages - theological, metaphysical, and positive. In the positive stage, which began around the 19th century, observation took precedence over imagination and the concept of God was replaced by seeking to understand causal relationships through empirical investigation and data. Comte coined the term "sociology" and emphasized the study of social progress and order through his concepts of social statics and dynamics. He developed the "Law of Three Stages" to describe the necessary and progressive evolution of human thought.
This document discusses the field of art education cognitive research (AECR). It provides historical context, noting influences from John Dewey's work on experience and cognition, as well as Howard Gardner's theory of multiple intelligences. AECR examines how art education relates to disciplines like neuroeducation and mind brain educational science. The document explores goals of inquiry within art education, such as how artmaking can produce knowledge, and debates around defining knowledge production. It also analyzes the epistemological paradigms commonly used in AECR, such as arts-based educational research.
This document summarizes a study that administered a survey to pre-service art educators to examine their ambiguity tolerance ideation (ATI) regarding controversial topics. The survey measured constructs like ATI, appropriateness of topics, and exposure to terms like disability, feminism, etc. It found no statistically significant differences between groups due to small sample sizes. It concluded that more questions, larger sample sizes, and opposing question phrasing would be needed to draw valid conclusions about pre-service art educators' ambiguity tolerance regarding controversial topics.
This document discusses different philosophical theories of materialism. Materialism is the doctrine that all existence is composed of matter or is an attribute of matter. It is opposed to idealism. There are several types of materialism discussed, including anti-religious materialism espoused by 18th century French philosophers like Diderot and d'Holbach, and historical materialism developed by Karl Marx which argues that economic systems determine societal organization. Modern philosophical materialism and cultural materialism are also mentioned. The document also discusses related concepts like determinism, which holds that all events are caused, technological determinism, and environmental determinism.
The document provides an overview of ancient Greek philosophy and views of human nature from Socrates, Plato, and Aristotle. It summarizes that Socrates believed human nature involved reasoning and that people do not willingly do wrong. Plato saw human nature as depending on the tripartite soul and that people fulfill their nature based on the society they live in. Aristotle viewed humans as rational social animals that achieve success by fulfilling their telos/function through virtue.
Materialism is a philosophical viewpoint that holds that the only thing that truly exists is matter, and that all phenomena can be explained as the result of interactions between material objects or entities. It asserts that matter is the fundamental substance in nature, and that all things, including mind and consciousness, are results of material interactions. The document traces the history of materialism from ancient Indian philosophy through ancient Greek and Roman philosophers like Lucretius, and its revival in the 17th century by thinkers like Gassendi and Diderot. It also contrasts materialism with idealism, which asserts that mind or spirit is primary and matter secondary.
The document provides an overview of several early Pre-Socratic philosophical periods and schools of thought in ancient Greece, including the Milesian school (Thales, Anaximander, Anaximenes), the Ephesian school (Heraclitus), pluralism (Anaxagoras, Archelaus, Empedocles), Pythagoreanism, sophism, and atomism. It describes some of the key philosophers within each school and summarizes some of their major philosophical ideas, such as their views on the fundamental substances or principles that constitute reality.
Chapter 1. lecture 2. human being according to Mayramarie Flor
1. The ancient Greek philosophers, such as Thales, Anaximenes, and Xenophanes, viewed the basic substance or "stuff" that constitutes the world as also constituting humans. Thales argued it was water, Anaximenes said air, and Xenophanes argued it was earth.
2. Anaximander believed all things come from an eternal, boundless substance called the apeiron and return to it. He suggested humans evolved from sea creatures.
3. The Pythagoreans were the first to view humans as consisting of both a body and an immortal soul, with the soul able to be reincarnated into other forms.
Auguste Comte was a French philosopher considered the founder of the discipline of sociology. He proposed studying society scientifically through observation and classification of data. Comte believed that human thought progressed through three stages - theological, metaphysical, and positive. In the positive stage, which began around the 19th century, observation took precedence over imagination and the concept of God was replaced by seeking to understand causal relationships through empirical investigation and data. Comte coined the term "sociology" and emphasized the study of social progress and order through his concepts of social statics and dynamics. He developed the "Law of Three Stages" to describe the necessary and progressive evolution of human thought.
This document discusses the field of art education cognitive research (AECR). It provides historical context, noting influences from John Dewey's work on experience and cognition, as well as Howard Gardner's theory of multiple intelligences. AECR examines how art education relates to disciplines like neuroeducation and mind brain educational science. The document explores goals of inquiry within art education, such as how artmaking can produce knowledge, and debates around defining knowledge production. It also analyzes the epistemological paradigms commonly used in AECR, such as arts-based educational research.
This document summarizes a study that administered a survey to pre-service art educators to examine their ambiguity tolerance ideation (ATI) regarding controversial topics. The survey measured constructs like ATI, appropriateness of topics, and exposure to terms like disability, feminism, etc. It found no statistically significant differences between groups due to small sample sizes. It concluded that more questions, larger sample sizes, and opposing question phrasing would be needed to draw valid conclusions about pre-service art educators' ambiguity tolerance regarding controversial topics.
This document discusses different philosophical theories of materialism. Materialism is the doctrine that all existence is composed of matter or is an attribute of matter. It is opposed to idealism. There are several types of materialism discussed, including anti-religious materialism espoused by 18th century French philosophers like Diderot and d'Holbach, and historical materialism developed by Karl Marx which argues that economic systems determine societal organization. Modern philosophical materialism and cultural materialism are also mentioned. The document also discusses related concepts like determinism, which holds that all events are caused, technological determinism, and environmental determinism.
The document provides an overview of ancient Greek philosophy and views of human nature from Socrates, Plato, and Aristotle. It summarizes that Socrates believed human nature involved reasoning and that people do not willingly do wrong. Plato saw human nature as depending on the tripartite soul and that people fulfill their nature based on the society they live in. Aristotle viewed humans as rational social animals that achieve success by fulfilling their telos/function through virtue.
Materialism is a philosophical viewpoint that holds that the only thing that truly exists is matter, and that all phenomena can be explained as the result of interactions between material objects or entities. It asserts that matter is the fundamental substance in nature, and that all things, including mind and consciousness, are results of material interactions. The document traces the history of materialism from ancient Indian philosophy through ancient Greek and Roman philosophers like Lucretius, and its revival in the 17th century by thinkers like Gassendi and Diderot. It also contrasts materialism with idealism, which asserts that mind or spirit is primary and matter secondary.
The document provides an overview of several early Pre-Socratic philosophical periods and schools of thought in ancient Greece, including the Milesian school (Thales, Anaximander, Anaximenes), the Ephesian school (Heraclitus), pluralism (Anaxagoras, Archelaus, Empedocles), Pythagoreanism, sophism, and atomism. It describes some of the key philosophers within each school and summarizes some of their major philosophical ideas, such as their views on the fundamental substances or principles that constitute reality.
Chapter 1. lecture 2. human being according to Mayramarie Flor
1. The ancient Greek philosophers, such as Thales, Anaximenes, and Xenophanes, viewed the basic substance or "stuff" that constitutes the world as also constituting humans. Thales argued it was water, Anaximenes said air, and Xenophanes argued it was earth.
2. Anaximander believed all things come from an eternal, boundless substance called the apeiron and return to it. He suggested humans evolved from sea creatures.
3. The Pythagoreans were the first to view humans as consisting of both a body and an immortal soul, with the soul able to be reincarnated into other forms.
Positivism was a philosophy developed by Auguste Comte that argued human thought had developed through three stages: first explaining everything through theology, then through abstract metaphysics, and finally reaching the most advanced positive or scientific stage where everything can be explained through empirical observation and scientific analysis. Comte is considered the father of sociology as he advocated using observable facts to scientifically study and develop laws of social progress.
Rationalism is a philosophical system that emphasizes the role of reason in obtaining knowledge, in contrast to empiricism which emphasizes experience and sense perception. Some key rationalist philosophers discussed in the document include Baruch Spinoza, Gottfried Leibniz, Rene Descartes, and Plato. Spinoza believed that God and nature are the same reality and that there is no free will. Leibniz proposed the theory of monads and preestablished harmony. Descartes emphasized using skepticism and reason to find certainty, stating "I think, therefore I am". Plato believed ideas are immutable and the goal of education is knowledge of the good. The document contrasts rationalism with empiricism and discusses rationalism in various fields such
The pre-Socratic philosophers were the first group to provide non-mythological accounts of nature and reality without the use of instruments. They lived in Miletus, a trading center that exposed them to ideas from other cultures. Thales believed the fundamental substance is water, while Anaximander said it is the infinite and Anaximenes said it is air. They were among the first to make philosophical inquiries and attempt to explain the world through reason rather than mythology.
Auguste Comte was a French philosopher born in 1798 who is considered one of the founders of sociology and positivism. He introduced the term "altruism" and wrote two influential books. Comte believed that society progresses through three phases - theological, metaphysical, and positive - in how it understands the world. He argued this "Law of Three Stages" showed how reason could be used to understand society scientifically.
This document provides an overview of different educational philosophies and metaphysical schools of thought. It discusses the following philosophies in detail: idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, reconstructionism, and information processing theory. The document examines the views of reality, aims of education, curriculum emphasis, and teaching methods associated with each philosophy. It also discusses influential philosophers and theorists such as Plato, Aristotle, Dewey, Freire, Piaget, and Vygotsky.
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.
Auguste Comte (1798-1857) developed the philosophy of positivism and founded the academic discipline of sociology. He believed that societies and knowledge pass through three stages of development: theological, metaphysical, and positive. In the positive stage, explanations are based on scientific laws discovered through observation, experimentation, and logic. Comte aimed to establish sociology as a scientific discipline that would uncover natural laws governing social order and change, which could then be used to reform and improve society.
Philosophy of man(modern, ancient, contemporary)EsOr Naujnas
Philosophy is the study of fundamental problems concerning existence, knowledge, reason, mind and language. It uses methods like questioning, argumentation and systematic presentations to analyze topics such as metaphysics, epistemology, ethics, aesthetics and logic. Metaphysics examines concepts like existence, objects, properties, time and causation. Epistemology is the study of knowledge and justified belief. Value theory includes ethics, which analyzes concepts like goodness, justice and virtue, and aesthetics, which addresses beauty, art and taste. Modern philosophy originated in 17th century Western Europe with rationalists like Descartes, Spinoza and Leibniz using systematic doubting and reasoning to understand fundamental concepts.
The document discusses several key ideas about the nature and social aspects of science:
1) Science has had a huge impact on society but its claims of absolute truth are challenged by thinkers like Popper who see science as fallible and open to criticism through falsification of theories.
2) Sociologists like Merton argue science is guided by social norms like communalism, universalism, and organized skepticism that promote open sharing and testing of knowledge.
3) However, interpretivists see science as socially constructed, with facts produced through dominant paradigms and needing community acceptance of interpretations.
4) Marxists and feminists critique science for serving the interests of dominant social groups like men and capitalists rather than
Aristotle developed a philosophical system called realism that rejected Plato's idealism. While influenced by Plato, Aristotle believed that ideas could only be understood by studying real, existing things in the material world using observation and the senses. He outlined seven principles of his realism, including that universal ideas exist in matter but not vice versa, that the soul aims to balance rational thought with emotions and desires, and that matter is always changing towards some purpose or final form determined by its definition.
Social Philosophy is concerned with studying human society from a philosophical perspective. It examines questions about social behavior, institutions, and values. Social Philosophy is closely related to other fields like sociology, politics, and ethics. Sociology studies social relationships and institutions scientifically, while social philosophy provides a philosophical interpretation of sociological findings. Politics is concerned with the state and governance, aiming for social order and harmony through laws and power, whereas social philosophy defines ideal social relations and solidarity based on shared values and virtues. Both social philosophy and ethics inquire into what is right and good for individuals and society.
Herbert Spencer (Philosophy of Education)Nharyza Cueva
Herbert Spencer (1820-1903) was a leading English philosopher and social theorist known for coining the term "survival of the fittest". His educational theory emphasized developing independent thought through presenting the natural history of society, with learning as an individual effort and the survival of the fittest. Spencer believed education should train memory, cultivate judgment, and impart moral and religious discipline, with knowledge of science being most important. Students should learn through individual effort aided by teachers, books, observation and laboratory work.
This report discusses about Logical Empiricism, or Logical Positivism – from its origins, who founded this "movement", its influences, weaknesses, and its contribution to education in general.
Auguste Comte (1789-1857) was a French philosopher who is considered the founder of the discipline of sociology and the doctrine of positivism. He presented a theory of the three stages of intellectual development - theological, metaphysical, and positive/scientific. He classified the sciences based on their development from simple to complex phenomena. Comte aimed to synthesize all knowledge through the science of sociology and establish a "Religion of Humanity" to guide social progress based on scientific understanding.
This document discusses the ancient concept of "Know Thyself" from various philosophical and religious perspectives across different time periods and cultures. It explores expressions of self-knowledge from ancient Greek, Egyptian, Hindu, Confucian, Islamic, and other traditions. Key points made include that self-knowledge has been seen as the highest form of knowledge and the foundation for understanding both oneself and the divine. Many philosophers, poets, and spiritual figures throughout history have emphasized the importance of introspection and seeking one's true self or higher self as a path to enlightenment or God-realization.
This document discusses the role of dualism and materialism in the women's rights movement from the 17th to 18th centuries. It explains that early feminists adopted dualism's view of the mind having no gender to argue for women's intellect. However, dualism was later seen as furthering women's subjugation. Philosophers like Mary Wollstonecraft and Margaret Cavendish supported materialism's view of the unified mind and body, allowing women to claim rights over their physical selves. As materialism gained acceptance, it provided academic justification for women having equal control over their bodies and minds.
This document discusses three models of the relationship between science and religion:
1. Separate Domains - Science and religion remain isolated, with science rejecting supernatural explanations.
2. Parallel but Separate - Science and religion are accepted as sources of truth but remain separate, with religion not influencing science.
3. Interaction - Science and religion actively interact where they make overlapping claims, with both accepted as cognitive sources and providing feedback to each other. The author argues this third model best integrates science and a literal biblical interpretation.
History and Philosophy of Contemporary Education. Empiricism versus idealism. With Empiricism and Positivism's etymology, history and proponents and it's different types.
Rationalism is a philosophical view that regards reason as the primary source of knowledge. Rationalists use logic and deduction to understand situations and determine what is right or wrong. In the 17th century, rationalism emerged with philosophers like Descartes who believed that everything could be explained through reason and logic alone, even going so far as to question the reliability of the senses. Descartes introduced formulas to understand life and argued that the senses can deceive us, using the example of how we perceive the size of the sun.
The three styles of research are scientific evidence based, socially constructed (where the knower cannot be seperated from the known) and participatice (where meanng and questions emerge from sharin praxis)
Tyrone José González Oramas, known as Canserbero, was a Venezuelan rapper, singer, and composer born in 1988 in Caracas. He began performing hip hop music at age 11 and adopted his stage name Canserbero. After the murder of his half-brother, his music shifted to more critical genres like hip hop and hard rock. Throughout his career he was part of several musical groups and released two solo albums. On January 20, 2015, Canserbero was found dead outside the apartment where he lived in Maracay, Venezuela. The circumstances of his death are unclear as conflicting reports emerged regarding what occurred in the apartment that night.
INTERFACE AGENT METAPHOR WITH CHARACTERPrateek Soni
This document discusses interface agents, which are software agents that aim to assist users by anticipating needs, making suggestions, and providing advice without explicit requests. Interface agents emphasize autonomy and learning to perform tasks for users. The document outlines three approaches to building interface agents and their limitations: 1) user-programmed agents that lack adaptability, 2) agents with extensive knowledge that require significant work and cannot customize to individuals, and 3) interface agents that can acquire knowledge through repetitive user behavior and learning from other agents. Potential applications include mail management, scheduling, and online shopping. Challenges for interface agents include a slow initial learning curve and difficulty adapting to new situations.
Positivism was a philosophy developed by Auguste Comte that argued human thought had developed through three stages: first explaining everything through theology, then through abstract metaphysics, and finally reaching the most advanced positive or scientific stage where everything can be explained through empirical observation and scientific analysis. Comte is considered the father of sociology as he advocated using observable facts to scientifically study and develop laws of social progress.
Rationalism is a philosophical system that emphasizes the role of reason in obtaining knowledge, in contrast to empiricism which emphasizes experience and sense perception. Some key rationalist philosophers discussed in the document include Baruch Spinoza, Gottfried Leibniz, Rene Descartes, and Plato. Spinoza believed that God and nature are the same reality and that there is no free will. Leibniz proposed the theory of monads and preestablished harmony. Descartes emphasized using skepticism and reason to find certainty, stating "I think, therefore I am". Plato believed ideas are immutable and the goal of education is knowledge of the good. The document contrasts rationalism with empiricism and discusses rationalism in various fields such
The pre-Socratic philosophers were the first group to provide non-mythological accounts of nature and reality without the use of instruments. They lived in Miletus, a trading center that exposed them to ideas from other cultures. Thales believed the fundamental substance is water, while Anaximander said it is the infinite and Anaximenes said it is air. They were among the first to make philosophical inquiries and attempt to explain the world through reason rather than mythology.
Auguste Comte was a French philosopher born in 1798 who is considered one of the founders of sociology and positivism. He introduced the term "altruism" and wrote two influential books. Comte believed that society progresses through three phases - theological, metaphysical, and positive - in how it understands the world. He argued this "Law of Three Stages" showed how reason could be used to understand society scientifically.
This document provides an overview of different educational philosophies and metaphysical schools of thought. It discusses the following philosophies in detail: idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, reconstructionism, and information processing theory. The document examines the views of reality, aims of education, curriculum emphasis, and teaching methods associated with each philosophy. It also discusses influential philosophers and theorists such as Plato, Aristotle, Dewey, Freire, Piaget, and Vygotsky.
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.
Auguste Comte (1798-1857) developed the philosophy of positivism and founded the academic discipline of sociology. He believed that societies and knowledge pass through three stages of development: theological, metaphysical, and positive. In the positive stage, explanations are based on scientific laws discovered through observation, experimentation, and logic. Comte aimed to establish sociology as a scientific discipline that would uncover natural laws governing social order and change, which could then be used to reform and improve society.
Philosophy of man(modern, ancient, contemporary)EsOr Naujnas
Philosophy is the study of fundamental problems concerning existence, knowledge, reason, mind and language. It uses methods like questioning, argumentation and systematic presentations to analyze topics such as metaphysics, epistemology, ethics, aesthetics and logic. Metaphysics examines concepts like existence, objects, properties, time and causation. Epistemology is the study of knowledge and justified belief. Value theory includes ethics, which analyzes concepts like goodness, justice and virtue, and aesthetics, which addresses beauty, art and taste. Modern philosophy originated in 17th century Western Europe with rationalists like Descartes, Spinoza and Leibniz using systematic doubting and reasoning to understand fundamental concepts.
The document discusses several key ideas about the nature and social aspects of science:
1) Science has had a huge impact on society but its claims of absolute truth are challenged by thinkers like Popper who see science as fallible and open to criticism through falsification of theories.
2) Sociologists like Merton argue science is guided by social norms like communalism, universalism, and organized skepticism that promote open sharing and testing of knowledge.
3) However, interpretivists see science as socially constructed, with facts produced through dominant paradigms and needing community acceptance of interpretations.
4) Marxists and feminists critique science for serving the interests of dominant social groups like men and capitalists rather than
Aristotle developed a philosophical system called realism that rejected Plato's idealism. While influenced by Plato, Aristotle believed that ideas could only be understood by studying real, existing things in the material world using observation and the senses. He outlined seven principles of his realism, including that universal ideas exist in matter but not vice versa, that the soul aims to balance rational thought with emotions and desires, and that matter is always changing towards some purpose or final form determined by its definition.
Social Philosophy is concerned with studying human society from a philosophical perspective. It examines questions about social behavior, institutions, and values. Social Philosophy is closely related to other fields like sociology, politics, and ethics. Sociology studies social relationships and institutions scientifically, while social philosophy provides a philosophical interpretation of sociological findings. Politics is concerned with the state and governance, aiming for social order and harmony through laws and power, whereas social philosophy defines ideal social relations and solidarity based on shared values and virtues. Both social philosophy and ethics inquire into what is right and good for individuals and society.
Herbert Spencer (Philosophy of Education)Nharyza Cueva
Herbert Spencer (1820-1903) was a leading English philosopher and social theorist known for coining the term "survival of the fittest". His educational theory emphasized developing independent thought through presenting the natural history of society, with learning as an individual effort and the survival of the fittest. Spencer believed education should train memory, cultivate judgment, and impart moral and religious discipline, with knowledge of science being most important. Students should learn through individual effort aided by teachers, books, observation and laboratory work.
This report discusses about Logical Empiricism, or Logical Positivism – from its origins, who founded this "movement", its influences, weaknesses, and its contribution to education in general.
Auguste Comte (1789-1857) was a French philosopher who is considered the founder of the discipline of sociology and the doctrine of positivism. He presented a theory of the three stages of intellectual development - theological, metaphysical, and positive/scientific. He classified the sciences based on their development from simple to complex phenomena. Comte aimed to synthesize all knowledge through the science of sociology and establish a "Religion of Humanity" to guide social progress based on scientific understanding.
This document discusses the ancient concept of "Know Thyself" from various philosophical and religious perspectives across different time periods and cultures. It explores expressions of self-knowledge from ancient Greek, Egyptian, Hindu, Confucian, Islamic, and other traditions. Key points made include that self-knowledge has been seen as the highest form of knowledge and the foundation for understanding both oneself and the divine. Many philosophers, poets, and spiritual figures throughout history have emphasized the importance of introspection and seeking one's true self or higher self as a path to enlightenment or God-realization.
This document discusses the role of dualism and materialism in the women's rights movement from the 17th to 18th centuries. It explains that early feminists adopted dualism's view of the mind having no gender to argue for women's intellect. However, dualism was later seen as furthering women's subjugation. Philosophers like Mary Wollstonecraft and Margaret Cavendish supported materialism's view of the unified mind and body, allowing women to claim rights over their physical selves. As materialism gained acceptance, it provided academic justification for women having equal control over their bodies and minds.
This document discusses three models of the relationship between science and religion:
1. Separate Domains - Science and religion remain isolated, with science rejecting supernatural explanations.
2. Parallel but Separate - Science and religion are accepted as sources of truth but remain separate, with religion not influencing science.
3. Interaction - Science and religion actively interact where they make overlapping claims, with both accepted as cognitive sources and providing feedback to each other. The author argues this third model best integrates science and a literal biblical interpretation.
History and Philosophy of Contemporary Education. Empiricism versus idealism. With Empiricism and Positivism's etymology, history and proponents and it's different types.
Rationalism is a philosophical view that regards reason as the primary source of knowledge. Rationalists use logic and deduction to understand situations and determine what is right or wrong. In the 17th century, rationalism emerged with philosophers like Descartes who believed that everything could be explained through reason and logic alone, even going so far as to question the reliability of the senses. Descartes introduced formulas to understand life and argued that the senses can deceive us, using the example of how we perceive the size of the sun.
The three styles of research are scientific evidence based, socially constructed (where the knower cannot be seperated from the known) and participatice (where meanng and questions emerge from sharin praxis)
Tyrone José González Oramas, known as Canserbero, was a Venezuelan rapper, singer, and composer born in 1988 in Caracas. He began performing hip hop music at age 11 and adopted his stage name Canserbero. After the murder of his half-brother, his music shifted to more critical genres like hip hop and hard rock. Throughout his career he was part of several musical groups and released two solo albums. On January 20, 2015, Canserbero was found dead outside the apartment where he lived in Maracay, Venezuela. The circumstances of his death are unclear as conflicting reports emerged regarding what occurred in the apartment that night.
INTERFACE AGENT METAPHOR WITH CHARACTERPrateek Soni
This document discusses interface agents, which are software agents that aim to assist users by anticipating needs, making suggestions, and providing advice without explicit requests. Interface agents emphasize autonomy and learning to perform tasks for users. The document outlines three approaches to building interface agents and their limitations: 1) user-programmed agents that lack adaptability, 2) agents with extensive knowledge that require significant work and cannot customize to individuals, and 3) interface agents that can acquire knowledge through repetitive user behavior and learning from other agents. Potential applications include mail management, scheduling, and online shopping. Challenges for interface agents include a slow initial learning curve and difficulty adapting to new situations.
Seneca McMillan is a former NFL player who has successfully transitioned to several careers including real estate, radio hosting, and football officiating. As Vice President of the NFL Alumni Central Florida Chapter, he assists current and former players and facilitates various charitable events and initiatives. He hosts a radio show called "Life After The Gridiron" and officiates high school and college football through the NFL's Legends Officiating Development Program. McMillan aims to help others through strategic networking and by sharing his experiences navigating life after professional football.
Se utiliza para acontecimientos que están ocurriendo en o en torno a este momento particular en el tiempo, o para indicar que algo es temporal, o para hablar de situaciones que van cambiando, y también para hablar sobre planes en el futuro
2017 ford super duty unveiled in canadasteeringnews
This one sentence document contains a short instruction to "Search this site..." without providing any additional context or details about what site is being referenced or what should be searched for. It gives a brief directive to conduct a search but does not specify the target or goals of the suggested search.
This document summarizes the career experience of an individual with over 20 years of experience in sales, marketing, business development, operations, and training. They most recently held positions as Head of SAP Education and Assistant Director of Operations. Their objective is seeking a top-level management role integrating leadership and technical skills. They possess expertise in various areas including sales, business development, operations, and cost control.
This document provides an overview and summary of a business intelligence report created by Ankit Karwa for L&T. It includes acknowledgements, a table of contents, abstract, explanations of stored procedures, report parameters, SQL Server Studio Management, SQL Server Reporting Services, Report Builder, SQL Server Integration Services, and an introduction to each of these topics. The document discusses how these tools were used to build reports from the BAAN database to the ERP LN database, create packages to integrate and organize data between the two databases using SSIS, and develop web forms using Visual Studio.
Sanjeev Parashar has 8 years of experience in mechanical engineering. He is currently working as an Engineer (S3) for ITD-CEMENTATION India on the Delhi Metro Phase III project. He has worked on several large infrastructure projects, managing tasks like launcher erection, span stressing, and final alignment. He aims to constantly upgrade his skills and contribute value to his employers.
This document provides an overview of Tavistock-style group relations conferences and the learning that occurs through participation. It discusses that the conferences focus on studying leadership, authority, and organizational dynamics through experiential learning as participants experience themselves in relation to others and shared tasks. Key concepts discussed include unconscious functioning through transference, countertransference, and projective identification. Participants can gain insights into irrational behaviors in groups and authority as well as developing the ability to reflect on their own involvement through participant-observation. The conferences are designed to create opportunities to jointly experience and study institutional dynamics through a skeletal structure of holding/containment, specific group contexts, shared group experiences, and a focus on the group as an evolving institution.
Este documento presenta un estudio de caso sobre el uso de las tecnologías de la información y la comunicación (TIC) en la sociedad. Analiza la situación actual de las TIC y cómo influyen en las personas. Incluye una encuesta sobre el conocimiento y uso de las TIC, la cual muestra que la mayoría de las personas usan dispositivos con internet aunque la mitad no sabe usarlas adecuadamente y son vulnerables a engaños online.
The document discusses Uber expanding its transportation services globally through partnerships. It provides details on Uber's services like UberX, UberXL, and UberBlackCar. It also discusses Transloc, a company that provides real-time public transportation arrival information. The key partnership discussed is Uber partnering with Transloc to integrate public transportation schedules and real-time arrival data into Uber's platform, allowing users to plan trips combining public transit and Uber rides. This is expected to increase public transit ridership and profits for both companies by making public transportation more convenient and accessible.
Ringkasan dokumen tersebut adalah:
1. Dokumen tersebut membahas tiga jenis kemahiran belajar yaitu visual, auditori, dan kinestetik
2. Jenis-jenis ingatan yang dibahas adalah teknik chunking dan teknik mnemonik
3. Teknik-teknik mnemonik yang disebutkan adalah mnemonik hubungan dan mnemonik anekdot
Rahul Parashar has experience implementing Agile practices like ATDD, BDD, and automation to reduce development cycles. He has led testing teams at AOL, the Virginia State Department of Tax, Capital One, and other companies. His skills include Hadoop, automation tools like Cucumber and Python, and Agile methodologies like Scrum.
Este documento presenta una lista de cotejo para evaluar el desempeño actitudinal consciente de un estudiante, con 10 indicadores que miden su orden, responsabilidad, respeto, actitud, lenguaje, dinámica de actividades, habilidad de escuchar, integración, cooperación y seguimiento del reglamento. La lista incluye espacios para marcar si el estudiante cumple o no con cada indicador y realizar observaciones generales.
Visualization Methods Overview Presentation Cambridge University Eppler Septe...epplerm
The document provides an overview of various visualization methods that can be used by managers. It discusses classifications of visualizations, including quantitative diagrams, qualitative business diagrams, and an activity-based view that categorizes visualization methods into envisioning, sketching, expressing, diagramming, mapping, materializing, and exploring. The document advises managers to consider the purpose, content, audience, and communication situation when choosing the right visualization method.
The document provides an overview of Pakistani culture, covering its history, religion, society, traditions, festivals, cuisine, language, art, architecture, and tourism. It discusses how Pakistani culture has been influenced by various civilizations and periods over time. The culture is predominantly defined by Islam but also incorporates regional ethnic influences. Traditional Pakistani dress, music, arts, and festivals are also outlined. In summary, the document surveys the key elements that define culture in Pakistan from historical, social, and artistic perspectives.
This document provides an overview of globalization and discusses both its positive and negative impacts. It begins by defining economic globalization as the increasing economic interdependence between countries through greater cross-border trade, financial flows, and labor movement. Technological advances, trade liberalization, changes in multinational institutions, ideological convergence around free markets, and cultural homogenization are identified as key drivers of globalization. Both opportunities like increased innovation and growth in emerging economies as well as challenges such as rising inequality and environmental degradation are examined. The document aims to present a balanced perspective on the complex effects of globalization.
Essay 1 generally good content; but some issues with content as n.docxYASHU40
The document discusses different methods for measuring religiosity in sociological research. It describes direct and indirect methods. Direct methods involve directly asking about religiosity, while indirect methods use research instruments to indirectly measure religiosity. It provides details on several indirect methods, including organizational religiosity, individual religiosity, and their direct and indirect effects. While acknowledging limitations, the document argues indirect methods are better as they utilize explicit studies to fully capture the multi-dimensional nature of religiosity.
This passage discusses the nature of reality through an examination of how the Azande people of Africa understand their oracles. It makes three key points:
1. The Azande's belief in their oracles is an "incorrigible proposition" that is assumed to be true regardless of any contradictory experiences, similar to mathematical axioms.
2. Their reality is constructed through ritual practices that transform tree bark into a vessel for the oracle's messages. Contradictions only exist from an outside Western scientific perspective, not from within their own reality.
3. When contradictions occur, the Azande employ "secondary elaborations of belief" to explain them while still maintaining the absolute reality of their or
The document summarizes some key ideas of the Enlightenment period in the 18th century in Europe. It discusses philosophers such as George Berkeley, who argued that reality consists only of particular objects and our perceptions of them. David Hume believed that human cognition is based on sensory perception alone. The French Enlightenment emphasized using reason to study problems in philosophy, religion, science, and politics. Philosophers like Montesquieu and Voltaire analyzed social and political systems, and advocated for democratic reforms and expansion of knowledge.
The document discusses several theories related to religion, science, and ideology. It provides details on functionalism, Marxism, and other perspectives on the role and purpose of religion in society. It also examines definitions of science and the characteristics of scientific theories. Different types of religious organizations are defined, including churches, sects, cults, and new religious movements. Factors influencing religious participation among different gender, age, class, and ethnic groups are also explored.
This document provides summaries of various philosophical concepts and movements throughout history. It includes brief explanations of concepts like empiricism, rationalism, positivism, utilitarianism, idealism, pragmatism, existentialism, structural realism, and phenomenology. For each entry it lists one or two prominent thinkers associated with that concept. The document serves as a high-level overview of major topics and figures in the history of philosophy.
Marxist philosophy is based on the principles of dialectical materialism. It asserts that matter is the only reality and that everything, including thought and consciousness, emerges from and can be explained by matter and its evolution over time. According to Marxist philosophy, matter has always existed and life spontaneously emerged from non-living matter. Knowledge is obtained through empirical investigation of objective material reality, so anything supernatural cannot be known. Marxist philosophy thus denies the existence of God or anything beyond the natural material world. It provides Marxists with a worldview and method for analyzing all aspects of society, ethics, history and human evolution as processes governed by dialectical materialism.
This document discusses the author's theory of social change and approach to inquiry. It begins by examining the Hegelian dialectic model of thesis, antithesis, and synthesis as a way to understand social events and cultural responses. The author then discusses how figures like Hegel and Comte proposed universalist explanations for linking consciousness and the natural world through reason, which some critique as a form of secular religion or scientism. The author proposes using objectivist epistemology and psychophysical reductionism in their approach, while acknowledging potential contradictions. The document concludes by discussing the importance of the scientific method, literature review, and constructing trustworthy and authentic research questions for a planned dissertation on art education.
Theory of Social Change and Approach to InquiryKyle Guzik
1. The document discusses the author's theory of social change, which draws on the Hegelian dialectic model of thesis, antithesis, and synthesis. The author analyzes Auguste Comte's positivism as an example of this dialectical process at work.
2. While the author takes an objectivist, naturalistic epistemological approach, they acknowledge criticisms of scientism leveled at empiricism. The author argues their view is consistent with psychophysical reductionism and does not require mind-body dualism like religious views.
3. The author concludes different fields like anthropology, psychology, and physics can be viewed as having different levels of resolution within a reductionist methodology for understanding social change
Inquiry, Social Change, Implications for Art EducationKyle Guzik
1. The document discusses the Hegelian dialectic and how it can be used to understand social change through a thesis, antithesis, and synthesis. It also discusses how positivism developed from this dialectic approach.
2. It examines the author's objectivist epistemological approach and how it relates to theories of social change like the Hegelian dialectic and positivism. It acknowledges criticisms of objectivism but argues it is still a useful approach.
3. The author advocates for a psychophysical reductionist perspective to understand social and psychological phenomena through physical evidence and ultimately links them to fundamental physics.
This document provides an overview of five major classical sociological theorists: Auguste Comte, Herbert Spencer, Karl Marx, Emile Durkheim, and Max Weber. It summarizes their key ideas and contributions to sociology. Auguste Comte developed the idea of positivism and described society progressing through theological, metaphysical, and positive scientific stages. Herbert Spencer applied evolutionary theory to society and believed societies evolve toward greater complexity. Karl Marx analyzed society through historical materialism and the conflict between social classes. Emile Durkheim studied how social forces like division of labor influenced suicide rates. Max Weber examined the relationship between Protestantism and the emergence of capitalism.
My contention as a social psychiatrist and social philosopher is that the foundations of psychology and psychiatry—and the edifices that are built upon them, from theories to research paradigms to therapeutic interventions—are precisely upside down. Starting with the self, the individual, person, and mind is to start building the roof rather than the foundations of a structure. In the social sciences (such as anthropology, psychology, sociology) and the humanities (from literature to philosophy) it is wiser to start with society, the group, the collective, and relations, then move to the individual, mind, and self.
Sociology of religion can be summarized as follows:
1) Sociology of religion studies religious beliefs, practices, and organizations using sociological tools like surveys, interviews, and analysis of historical documents.
2) Early founders like Durkheim analyzed religion to distinguish sociology from other disciplines. Marx and Weber also studied the relationship between religion and social structure.
3) Contemporary debates center around issues like secularization, civil religion, and how religion operates in a globalized and multicultural world. Sociologists view religion both as a belief system and a social institution that shapes social action.
Describe the three most well-known types of ethical decision making .pdffashionscollect
Describe the three most well-known types of ethical decision making and the four dilemmas that
each engender. Why do these matter to the leader in his or her own ethical perspectives?
Solution
Three Broad Types of Ethical Theory:
Ethical theories are often broadly divided into three types: i) Consequentialist theories, which
are primarily concerned with the ethical consequences of particular actions; ii) Non-
consequentialist theories, which tend to be broadly concerned with the intentions of the person
making ethical decisions about particular actions; and iii) Agent-centered theories, which, unlike
consequentialist and non-consequentialist theories, are more concerned with the overall ethical
status of individuals, or agents, and are less concerned to identify the morality of particular
actions. Each of these three broad categories contains varieties of approaches to ethics, some of
which share characteristics across the categories. Below is a sample of some of the most
important and useful of these ethical approaches.
i.) Consequentialist Theories:
The Utilitarian Approach
Utilitarianism can be traced back to the school of the Ancient Greek philosopher Epicurus of
Samos (341-270 BCE), who argued that the best life is one that produces the least pain and
distress. The 18th Century British philosopher Jeremy Bentham (1748-1832) applied a similar
standard to individual actions, and created a system in which actions could be described as good
or bad depending upon the amount and degree of pleasure and/or pain they would produce.
Bentham’s student, John Stuart Mill (1806-1873) modified this system by making its standard
for the good the more subjective concept of “happiness,” as opposed to the more materialist idea
of “pleasure.”
Utilitarianism is one of the most common approaches to making ethical decisions,especially
decisions with consequences that concern large groups of people, in part because it instructs us to
weigh the different amounts of good and bad that will be produced by our action. This conforms
to our feeling that some good and some bad will necessarily be the result of our action and that
the best action will be that which provides the most good or does the least harm, or, to put it
another way, produces the greatest balance of good over harm. Ethical environmental action,
then, is the one that produces the greatest good and does the least harm for all who are
affected—government, corporations, the community, and the environment.
The Egoistic Approach
One variation of the utilitarian approach is known as ethical egoism, or the ethics of self-
interest. In this approach, an individual often uses utilitarian calculation to produce the greatest
amount of good for him or herself. Ancient Greek Sophists like Thrasymacus (c. 459-400 BCE),
who famously claimed that might makes right, and early modern thinkers like Thomas Hobbes
(1588-1679) may be considered forerunners of this approach. One of the most influential recent
proponents of.
This document discusses key concepts in the epistemology of sociology, including:
1. The ontology of social phenomena, examining the idealism-materialism dilemma and individualism-holism-systemism approaches.
2. Theories of knowledge of social phenomena, considering skepticism, apriorism, empiricism, and scientific realism.
3. Methodological approaches to social research, briefly reviewing dataism, interpretivism, and hypothetico-deductivism.
This document discusses different schools of philosophy. It defines schools of philosophy as philosophical movements where an idea gains popularity and many philosophers share broad, though not entirely uniform, views. Some influential ancient Greek schools like idealism, realism, pragmatism, and existentialism are still studied today in Western civilization. The document provides brief overviews of different philosophical stances like absurdism, anarchy, communitarianism, creationism, determinism, empiricism, liberalism, nihilism, stoicism, and theism to illustrate the variety of perspectives schools of philosophy represent in understanding the world.
Week 7, Reading Section 7.1: Introduction
I. Introduction
The Late-1960s and 1970s witnessed the arising of the Feminist Movements. One of the key causative factors, but by no means the only one, was the publication in the Late-1940s of Simone de Beauvoir’s The Second Sex. De Beauvoir, a Philosopher, Existentialist, and colleague and intimate of Jean Paul Sartre, wrote the book, because she recognized what she considered an odd phenomenon: when she was associated with Sartre and his work, she was respected by their colleagues. But when she ventured out, on her intellectual own, in non-collaborative works, she was not respected by those same colleagues.
Deciding she wanted to examine the possible reasons for this discrepancy, she delved deeply, researched, came to certain conclusions, and wrote the book. And WHAT a BOOK!
After investigating ancient and modern cultures, she concluded that the definition of what it meant to be “human” was set, in modern, paternalistic cultures by a male standard. In her words, “One is not born, but rather becomes, a woman.” She argued that woman was always “the Other,” “the Outsider,” to these male definitions of “human.” Put another way, men decided what it meant to be a woman. De Beauvoir argued for women’s equality with men.
Twenty+ years after the publication of The Second Sex, a new Women’s Movement, referred to variously, as Second- or Third-Wave Feminism arose, first, in Europe and the United States, then in other parts of the World. Theorists re-examined, and, in the words of the French Philosopher, Jacques Derrida, “deconstructed” the major sub-fields of Philosophy, including Epistemology, Metaphysics, Cosmology, Ethics/Moral Philosophy, Social and Political Philosophies, Philosophy of Natural Sciences, Philosophy of Language, Philosophy of the Mind (Psychology), Philosophy of Religion.
The variety and richness of the theories of Feminism are beyond the scope of this brief module. Rather, we shall focus on one or two particular forms of Feminist Ethics. (Like all other areas of Philosophy, there is not only one form of Feminist Ethics, Epistemology, Metaphysics, or Social or Political Philosophy, or of the other branches of Philosophy.) One of the theories we shall see is called the Ethics of Care, whose principal theorists are Carol Gilligan and Nel Noddings. The other theory is the Capabilities Theory of Martha Nussbaum. Below is a link to an entry in the Stanford Encyclopedia of Philosophy, which gives an excellent overview of Feminist Ethical theories, in general.
Resource: Feminist Ethics
Week 7, Reading Section 7.2: The Ethics of Care
II. The Ethics of Care
Ethics and Moral Philosophy, since the earliest Greek theories until David Hume, have been founded on the premise that Reason provides the foundation of all ethical thought. From Plato and Aristotle, until Hume, Emotions have been viewed as inadequate bases of any of the branches of Philosophy, but most especially Moral and Ethical Thought. S.
Sociological imagination allows one to understand the relationship between personal experiences and wider social forces. It involves thinking beyond everyday routines to analyze broader social issues and forces. Social movements aim to create social change around specific political or social issues and are closely tied to democratic systems. The public sphere is a space where individuals can freely discuss issues and influence politics. Functionalism views society as a system of interconnected parts that work together to maintain society.
Herbert Spencer was an English philosopher who developed the theory of social Darwinism, arguing that societies evolve similarly to biological organisms through a process of complexification. He believed that societies progress from simple, militaristic forms to more advanced, industrial forms characterized by voluntary cooperation. Spencer saw individualism as key, believing that order in society is achieved through individuals pursuing their self-interest without central planning. While Spencer published his evolutionary ideas before Darwin, he later incorporated Darwin's theory of natural selection to argue that competition between individuals and societies drives social progress, with the fittest equipped to survive. His philosophy provided a justification for laissez-faire capitalism and opposition to state intervention.
This document provides an overview of humanism, atheism, communism, and their relationship to religion. It argues that humanism positions humans as gods and rejects the need for religion or spirituality. Atheism believes no god exists, while communism aims for a classless society but denies human sinfulness. The document criticizes evolution as unscientific and theistic evolution for contradicting God. Ultimately, it asserts that without religion, humanism leads to lack of meaning, morality, and worth that contributes to issues like suicide and abortion.
The document discusses the emergence and development of sociology. It traces the roots of sociological understanding back to ancient Greek and Roman literature. However, sociology emerged as a systematic study of society in the West. Significant figures in the development of sociology include Saint-Simon, Comte, and Durkheim. Saint-Simon advocated studying society scientifically like the natural sciences. Comte coined the term "sociology" and emphasized discovering social laws through observation and experimentation. He believed sociology would be the most complex science. The industrial revolution and changes in society led these early theorists to examine social problems and establish sociology as a means to study and reform society.
1. Seth Allen
ICS2015 World Religions
ID#1004263
12/18/12
Secular Humanism vs. Marxism/Leninism
Secular Humanism is an atheistic religion/worldview. It is one of the 4 major
worldviews, which are: Secular Humanism, Marxism/Leninism, Cosmic Humanism, and
Biblical Christianity. In this report I will describe the ten major disciplines included in the
major worldviews which are; theology, philosophy, ethics, biology, psychology,
sociology, law, politics, economics, and history. I will also be comparing the worldview
of Secular Humanism with Marxism/Leninism.
Secular Humanism is by definition; the worldview that assumes that there is no
supernatural (God, angels, or after life), nothing goes beyond the material universe. So
Secular Humanists are Atheists, thus saying that there is sufficient evidence that there
is no God or even that there is supernatural at all. Supernatural includes God, Satan,
angels, demons, souls, and consciences.
Now theology is the study of the nature of God, or just the study of God. The
Secular Humanists theology is Atheism. They do not believe there is a God or (as
previously stated) anything supernatural. There are three main written documents that
express the main beliefs of Secular Humanism. These are: 1The Philosophy of
Humanism, which insists that Humanism, “rejecting supernaturalism” and “seeking
man’s fulfillment in the here and now of this world,” has a long and honored tradition of
1 The Philosophy of Humanism- written by CorlissLamont, pg. 145
2. atheism that began with Democritus in ancient Greece, and continued through history to
John Dewey in the twentieth century. The Humanist Manifesto I 2
described the
universe as “self-existing and not created,” later in the Manifesto it stated, “Time has
passed for theism…” Thus bringing us to our third document, The Humanist Manifesto
II 3
, which states “We find insufficient evidence for belief in the existence of a
supernatural; it is either meaningless or irrelevant to the question of survival and
fulfillment of the human race.” Marxist theology is much like a Secularists theology, in
that they both have atheistic views, but the written documents are different from those in
Secular Humanism.
The next discipline I will be talking about is philosophy. The Secular Humanists
are naturalistic, while Marxists have a dialectical materialism philosophy. Secular
Humanists are slow to accept a certain philosophy because defining the Humanist
position would imply that absolute truth exists. Because absolute truth cannot be a part
of their worldview, they have accepted other positions such as: materialism, naturalism,
organicism, and other views presented by science. In dialectal materialism there are a
few parts that make up the philosophy of each world view, these are cosmology/
metaphysics which is the study of the universe, epistemology which refers to the theory
of one’s knowledge. The Secular Humanist believes that the physical universe was
brought to existence by accident and nothing exists beyond the physical realm
(cosmology). The Marxists also believe that the universe cam to existence through
accidental processes, like Secular Humanists. As for epistemology being the study of
2 HumanistManifesto I – Written by John Dewey, Roy wood Sellars,John H. Randall,Jr.,E. A. Burtt, and Edwin H.
Wilson.Pg.8
3 HumanistManifesto II – Written by the Humanistgroup. Pg. 16
3. knowledge and how it is obtained, both Humanists and Marxists believe that knowledge
can only be found through science. And that anything can be known about the physical
universe.
The third discipline is ethics, which is the study of what you think is right and
wrong. A Humanist has a problem with their code of ethics because of their atheistic
theology. This is because with being atheist they have no moral code of ethics that they
should follow, like we as Christians have through the life and laws given to us by
God/Jesus. The Humanist ethics are based on ethical relativism. The Secular
Humanists have rejected the whole idea behind the existence of a code of ethics. So
the way they decide the difference between right and wrong depends on how the
individual interprets the right and wrong in every situation. The Marxists point to
proletariat morality, which is the domination of the proletariat class. Also they believe
that anything that is done for the benefit of the communist party is considered right.
The fourth discipline is Biology, which is how everything works and is created.
The Humanists view in biology is Darwinian evolution. The theory of evolution is
extremely important to the Humanists, because it is the only alternative explanation of
how the world was made without pointing to a supreme being involved in the creation of
all things. According to the Humanist Manifest I, “Humanism believes that man is a part
of nature and that he has emerged as the result of a continuous process.” While the
Marxist view is somewhat similar to the Secular humanists view by the means of how
the universe was created, through evolution, and the assumption that “science” can
prove this theory. But there are a few differences in the things they view as true. The
Humanist says that only the fittest will survive, and to the humanist combining mutations
4. with the theory of natural selection provides an answer for adaption. Marxism does not
openly accept these views into their view of evolution.
The fifth discipline is psychology, which is the study of the human mind and
behavior. The Humanist psychology is based on self-actualization. With the denial of
the supernatural, humanism doesn’t leave very much of the “science” of psychology to
study. So the Humanists base their study of psychology on physical things, such as;
the brain, environmental stimuli, and tangible human responses to that stimuli. Secular
Humanists self – actualization point in psychology is the realization that each individual
deep inside is good, but the society around them and the way they are brought up is at
fault for the bad things that they do. Both Marxists and Humanists embrace the
approach of behaviorism. Behaviorism by definition is the approach to psychology
focusing on behavior, denying any independent significance for mind and assuming that
behavior is determined by the environment.
The sixth discipline is sociology, which is the study of society. The Humanist
takes the stance of non-traditional family sociology. In the same way as in psychology,
the Humanist sociologists have to work to redefine science in a way that fits their
approach and still keeps religious approach on any aspect of life out of their worldview.
Secular Humanists believe in social activism partly because it gives more significance to
their discipline. The institution of the church is reached by the separation of church and
state. The Marxist view is the abolition of home, church and state. Marxist sociologists
say that their approach to sociology is the most scientific out of all of the other
approaches. Marxists believe that not only man is evolving through biology but also that
society is evolving through sociology. “The sociology of a Marxist is the view that all
5. social institutions as decided by the economic system on which society is based.”4 The
Marxists also believe that the next evolutionary level will be a world socialist
(communist) system. Which in time will remove religion completely, and they will
establish a proletarian system of public education.
The seventh discipline is Law. According to David Noebel, no Humanist leaders
have ever written a book specifically addressing the Humanist attitude toward law. But
this does not mean that they do not have some sort of legal assumptions. The
Humanists standpoint of law is Positive Law. This view is somewhat the same as the
view of sociology, where any evil displayed in man is because of the less-than-perfect
environment around the man. The way to change each individual is to change the
society each are in. Also the Humanist believes that being based on that God does not
exist (atheism) and that man is an evolving animal. So the question is: do rights
evolve? The Humanists make some daring assumptions “human rights.” Marxists have
the same view on law as does Secular Humanism in the areas that God does not exist
and that man (evolving animal) and social institutions are evolving, which makes them
both rely on some sort of the same legal positivism. But in the Marxist view each citizen
is held hostage by the arbitrary law of the state.
The eighth discipline is politics. According to Understanding the Times (page
270), “Virtually every Secular Humanist embraces that democracy as the most
acceptable form of government.” But for the humanist, democracy goes far beyond just
politics, and that it should be a guideline for every part of a man’s life. Corliss Lamont
states (in his Philosophy of Humanism pg. 262), “Humanist principles demand the
4 Pg. 217 of Understandingthe times, by David A. Noebel
6. widest possible extension of democracy to most aspects of human living.” And later he
also says, “That the process of democratization entails a process of equalization.”
Humanists believe that through globalism, a peaceful world government will happen
because of man’s evolving to a higher state and will be able to control his own
evolution. Marxism believes in a new world order, which is where everyone will be
economically equal. To a Marxist democracy is a necessary evil; because of the
government that it imposes on the people (Marxists want proletariat morality.) They do
want a type of “democracy” known as the “dictatorship of the proletariat”. This
eventually evolves into communism.
The ninth discipline is economics. Both Humanism and Marxism believe in
Socialism5 as their “perfect” economic view. At different times there were controversial
opinions between humanists, some supported socialism, while others attacked it (with
rightful evidence from the past experiences of failure.6)
And finally the tenth discipline, which is History. History is the collection of past
events. The Secular Humanist believes in Historical Evolution, and the Marxists believe
in Historical materialism. When a Humanist looks back at history they see man’s
progress towards paradise. The Humanist is always insisting that they have a realistic
sight of humans history, and yet time and time again they make statements that
abandon their absolute faith in evolving humanity. The Marxist believes in historical
materialism. And they claim that their history is strictly based on the scientific view of
5 Definition:Any of various economic and political philosophies thatsupportsocial equality,collectivedecision-
making, distribution of incomebased on contribution and public ownership of productive capital and natural
resources,as advocated by socialists.
6 Pg. 303 Understandingthe Times.
7. the world. They say, “Neither God, nor angels, nor Men’s souls act as the actual basis
for the workings of history; rather, matter obeying specific laws drives the progress of
the world.”7 So both Humanists and Marxists view history from an evolutionary point of
view, thus meaning that humanities history will always progress.
The most important aspect of both Secular Humanism and Marxism/Leninism is
their (atheistic) belief that there is no God. In Christianity our whole religion is based on
having an Almighty God at the center of our lives. And not only is God almighty, He is
also the divine Creator of the whole universe. One of the coolest parts about this is the
fact that He is so holy and perfect, and yet He still desires to have a relationship with
humanity (who have been corrupted with sin.)
Through all of this research I have learned a lot about how much two different
world views will have the same views in some areas, but in other areas they are
completely opposite. Another thing I have seen is, how much two secular worldviews
will change their view on something, just enough to keep the existence of the
supernatural out of their worldview. I have also learned how almost everybody in
society is introduced to some various forms of either Secular Humanism or Marxism.
For example, China is under Marxist rulers. They have been that way for quite a while
now, where they will call themselves an economic democracy (which is not possible,
because democracy is not associated with economics, but with the citizen role in
government.) So in more clear terms, I have learned some of the major differences and
similarities between Secular Humanism, and Marxism/Leninism.
7 Pg. 344 Understandingthe Times.
8. Bibliography
"American Humanist Association." American Humanist Association. N.p., n.d. Web. 21
Dec. 2012.
American Humanist Association. Humanism and Its Aspirations. 2003. MS. N.p.
Bragg, Raymond. "Humanist Manifesto I." 1933. MS. N.p.
Kurtz, Paul, and Edwin Wilson. Humanist Manifesto II. 1973. MS. N.p.
Lamont, Corliss. The Philosophy of Humanism. 8th ed. Washington D.C.: Humanist,
1997. Print.
Noebel, David A. Understanding the Times. Abridged ed. Colorado Springs: ACSI,
1995. Print.