First Enquiry David Hume 12 The sceptical philosophy‘But .docxAKHIL969626
First Enquiry David Hume 12: The sceptical philosophy
‘But with regard to your main line of thought’ (I continued)
‘there occurs to me a difficulty that I shall just propose to
you without insisting on it, lest it lead into reasonings of
too subtle and delicate a nature. Briefly, then, I very much
doubt that it’s possible for a cause to be known only by its
effect (as you have supposed all through) or to be so singular
and particular that it has no parallel or similarity with any
other cause or object we have ever observed. It is only when
two kinds of objects are found to be constantly conjoined
that we can infer one from the other; and if we encountered
an effect that was entirely singular, and couldn’t be placed
in any known kind, I don’t see that we could conjecture
or infer anything at all concerning its cause. If experience
and observation and analogy really are the only guides we
can reasonably follow in inferences of this sort, both the
effect and the cause must have some similarity to other
effects and causes that we already know and have found
often to be conjoined with each other. I leave it to you to
think through the consequences of this principle. I shall
merely remark that, as the antagonists of Epicurus always
suppose that the universe, an effect that is quite singular
and unparalleled, is proof of a god, a cause no less singular
and unparalleled, your reasonings about this seem at least
to merit our attention. There is, I admit, some difficulty in
grasping how we can ever return from the cause to the effect,
and by reasoning from our ideas of the cause infer anything
new about the effect.’
Section 12: The sceptical philosophy
Philosophical arguments proving the existence of a god and
refuting the fallacies of atheists outnumber the arguments
on any other topic. Yet most religious philosophers still
disagree about whether any man can be so blinded as to
be an atheist. How shall we reconcile these contradictions?
The knights-errant who wandered about to clear the world
of dragons and giants never had the least doubt that these
monsters existed!
The sceptic is another enemy of religion who naturally
arouses the indignation of all religious authorities and of
the more solemn philosophers; yet it’s certain that nobody
ever met such an absurd creature ·as a sceptic·, or talked
with a man who had no opinion on any subject, practical
or theoretical. So the question naturally arises: What is
meant by ‘sceptic’? And how far it is possible to push these
philosophical principles of doubt and uncertainty?
Descartes and others have strongly recommended one
kind of scepticism, to be practised in advance of philosophy
or any other studies. It preserves us, they say, against
error and rash judgment. It recommends that we should
doubt not only all our former opinions and principles but
also our very faculties. The reliability of our faculties, these
philosophers say, is something we must be assured of by a
chain of reasoning, deduced fr ...
First Enquiry David Hume 12 The sceptical philosophy‘But .docxAKHIL969626
First Enquiry David Hume 12: The sceptical philosophy
‘But with regard to your main line of thought’ (I continued)
‘there occurs to me a difficulty that I shall just propose to
you without insisting on it, lest it lead into reasonings of
too subtle and delicate a nature. Briefly, then, I very much
doubt that it’s possible for a cause to be known only by its
effect (as you have supposed all through) or to be so singular
and particular that it has no parallel or similarity with any
other cause or object we have ever observed. It is only when
two kinds of objects are found to be constantly conjoined
that we can infer one from the other; and if we encountered
an effect that was entirely singular, and couldn’t be placed
in any known kind, I don’t see that we could conjecture
or infer anything at all concerning its cause. If experience
and observation and analogy really are the only guides we
can reasonably follow in inferences of this sort, both the
effect and the cause must have some similarity to other
effects and causes that we already know and have found
often to be conjoined with each other. I leave it to you to
think through the consequences of this principle. I shall
merely remark that, as the antagonists of Epicurus always
suppose that the universe, an effect that is quite singular
and unparalleled, is proof of a god, a cause no less singular
and unparalleled, your reasonings about this seem at least
to merit our attention. There is, I admit, some difficulty in
grasping how we can ever return from the cause to the effect,
and by reasoning from our ideas of the cause infer anything
new about the effect.’
Section 12: The sceptical philosophy
Philosophical arguments proving the existence of a god and
refuting the fallacies of atheists outnumber the arguments
on any other topic. Yet most religious philosophers still
disagree about whether any man can be so blinded as to
be an atheist. How shall we reconcile these contradictions?
The knights-errant who wandered about to clear the world
of dragons and giants never had the least doubt that these
monsters existed!
The sceptic is another enemy of religion who naturally
arouses the indignation of all religious authorities and of
the more solemn philosophers; yet it’s certain that nobody
ever met such an absurd creature ·as a sceptic·, or talked
with a man who had no opinion on any subject, practical
or theoretical. So the question naturally arises: What is
meant by ‘sceptic’? And how far it is possible to push these
philosophical principles of doubt and uncertainty?
Descartes and others have strongly recommended one
kind of scepticism, to be practised in advance of philosophy
or any other studies. It preserves us, they say, against
error and rash judgment. It recommends that we should
doubt not only all our former opinions and principles but
also our very faculties. The reliability of our faculties, these
philosophers say, is something we must be assured of by a
chain of reasoning, deduced fr ...
The Modern philosophers starting with Rene Descartes were mostly c.docxoreo10
The Modern philosophers starting with Rene Descartes were mostly concerned with how one can know and reach truth. The theory of knowledge is known as "epistemology". There were two branches in epistemology, rationalism and empiricism. Rationalism is the theory according to which reason is the only source of knowledge, everything else is opinion or belief. Empiricism is the theory according to which the source of human knowledge is experience.
Rene Descartes was a rationalist, who doubted everything (method of doubt) in order to reach an absolute indubitable foundation of from which to build up knowledge. The foundation is called "Cogito Ergo Sum", "I think therefore I am" that is the existence of an absolute rational being from which he derived the existence of mind and matter.
According to Locke human beings are not born with any innate ideas, all ideas are learned either via sense experience or via reflection. Sense experience gives us ideas about the external world, while reflection gives us ideas about our own mind. According to Locke, there are two types of ideas that we acquire from sense experience, simple and complex. Simple ideas are those that are acquired via one sense, say touch, and cannot be broken down further. Complex ideas are made up of several simple ideas, such as, the idea of a red cloth. Further, each object has primary and secondary qualities. Primary qualities are those which are inseparable from the object, such as, extension, solidity, motion, while secondary qualities such as color are separable from matter. Locke assumes that there is a material substance as an underlying support of primary qualities, which he describes as "unknown and unknowable".
Bekeley refutes Locke's idea of a material substance. According to Berkeley if we assume that there is a material substance underlying the primary qualities, then we should be able to explain the relationship between the quality and the underlying material substance, for example, extension and the substance. Now, if the relationship is one of spreadness, that is extension is spread on the material substance, then we need to explain is "spreadness" is a substance or a quality, If it is a substance then we need to explain the relationship between spreadness, as a substance and the quality of extension, if it is a quality, then we need to explain the relationship between the quality "spreadness" and the underlying substance, for which we need another spreadness and so on ad infinitum. Further, the materiality of the substance as "out there" does not hold, as the size of the substance depend upon the location of the perceiver, a car appears small from a plane and large when I stand by it. Moreover, we experience things in a series, a, b, c, d... and store them in memory, such that when we experience a, we expect b to come and so forth. For a person born blind who has no such memory, if given vision will experience things in blotches. These show that there is are no mater ...
Chapter 7. The Mind-Body ProblemChapter 7. The Mind-Body Pro.docxspoonerneddy
Chapter 7. The Mind-Body Problem
Chapter 7. The Mind-Body Problem
Chapter 7
The Mind-Body Problem
During week 6 read the second half (Sections 6-end).
Copyright by Paul Herrick, 2020. For class use only. Not for distribution. This chapter: 32 pages of reading.
1. Are You Your Brain?
Sometimes we refer to our brains; other times we refer to our minds. BJ the Chicago Kid titled his second album In My Mind. But Screeching Weasel titled its third studio album My Brain Hurts. Are the mind and the brain two different things? Or are they one and the same? To put the question another way: Are thoughts, sensations, mental images, and such nothing more than physical events or processes of the physical brain? Are they just neurons (brain cells) firing or something like that? Or is the mind an immaterial, nonphysical entity distinct from the brain but interacting in some way with it? In philosophy, these and related questions make up the mind-body problem.
Since ancient times, the common view has been that the mind—the part of us that is conscious, that thinks, that makes choices, that bears moral responsibility—is immaterial and cannot be physically seen, touched, weighed, or otherwise directly detected by instruments. On this view, the mind--often called the “soul,” “spirit,” or “self”—is not the brain or any part of the body or any physical thing at all. However, since mind and body obviously interact, the common view has long been that the mind or soul can affect the body and the body can affect the mind. More specifically, the immaterial mind can cause changes in the physical body, through the interface of the physical brain, and the brain can cause changes in the mind.
In philosophy, this traditional view is called “mind-body dualism” (“dualism” for short) because it claims that mind and body are two distinct things. The common view is sometimes also called “mind-body interactionism” because it claims that mind and body, though distinct, interact. Philosophical dualists argue that the universe divides into two radically different kinds of substances—mindless matter and thinking mind or, as some prefer to put it, matter and spirit, or as still others put it, matter and consciousness.
Most religions of the world teach a dualist account of human nature. Each human being, they generally claim, is composed of an immaterial mind or soul joined to a material body. On the religious view, the mind, or soul, rather than the material body is the part that will be judged by God in the end. As the basis of moral responsibility, the soul is the root of one’s identity as a person. In other words, the soul is the true self; the material body is merely the soul’s temporary lodging place during its journey on earth. Most religions also teach a doctrine of immortality, or survival—the claim that the immaterial soul lives on in a higher realm after the death and disintegration of the material body.
If dualism is true and your immaterial mind, or soul, is the .
Chapter 7. The Mind-Body ProblemChapter 7. The Mind-Body Pro.docxrobertad6
Chapter 7. The Mind-Body Problem
Chapter 7. The Mind-Body Problem
Chapter 7
The Mind-Body Problem
During week 6 read the second half (Sections 6-end).
Copyright by Paul Herrick, 2020. For class use only. Not for distribution. This chapter: 32 pages of reading.
1. Are You Your Brain?
Sometimes we refer to our brains; other times we refer to our minds. BJ the Chicago Kid titled his second album In My Mind. But Screeching Weasel titled its third studio album My Brain Hurts. Are the mind and the brain two different things? Or are they one and the same? To put the question another way: Are thoughts, sensations, mental images, and such nothing more than physical events or processes of the physical brain? Are they just neurons (brain cells) firing or something like that? Or is the mind an immaterial, nonphysical entity distinct from the brain but interacting in some way with it? In philosophy, these and related questions make up the mind-body problem.
Since ancient times, the common view has been that the mind—the part of us that is conscious, that thinks, that makes choices, that bears moral responsibility—is immaterial and cannot be physically seen, touched, weighed, or otherwise directly detected by instruments. On this view, the mind--often called the “soul,” “spirit,” or “self”—is not the brain or any part of the body or any physical thing at all. However, since mind and body obviously interact, the common view has long been that the mind or soul can affect the body and the body can affect the mind. More specifically, the immaterial mind can cause changes in the physical body, through the interface of the physical brain, and the brain can cause changes in the mind.
In philosophy, this traditional view is called “mind-body dualism” (“dualism” for short) because it claims that mind and body are two distinct things. The common view is sometimes also called “mind-body interactionism” because it claims that mind and body, though distinct, interact. Philosophical dualists argue that the universe divides into two radically different kinds of substances—mindless matter and thinking mind or, as some prefer to put it, matter and spirit, or as still others put it, matter and consciousness.
Most religions of the world teach a dualist account of human nature. Each human being, they generally claim, is composed of an immaterial mind or soul joined to a material body. On the religious view, the mind, or soul, rather than the material body is the part that will be judged by God in the end. As the basis of moral responsibility, the soul is the root of one’s identity as a person. In other words, the soul is the true self; the material body is merely the soul’s temporary lodging place during its journey on earth. Most religions also teach a doctrine of immortality, or survival—the claim that the immaterial soul lives on in a higher realm after the death and disintegration of the material body.
If dualism is true and your immaterial mind, or soul, is the .
2 Divided Minds and the Nature of Persons Derek Parf.docxfelicidaddinwoodie
2
Divided Minds and the Nature of
Persons
Derek Parfit
Derek Parfit, who was born in 1942, has been a philosopher at All Souls
Coilege, Oxjord for many years. He has also taught frequently in the United
States. The main subjeas on which he has worked have been rationality,
morality, personal identity, and juture generations. These are the subjeas of
his book Reasons and Persons, publis hed by Oxford University Press in
1984.
It was the split-brain cases which drew me into philosophy. Our
knowledge of these cases depends on the rcsults of various psychological
tests, as described by Donald MacKay.! These tests made use of two
facts. We control each of our arms, and see what is in each half of our
visual fields, with only one of Ollr hemispheres. When someone's
hemispheres have been disconnected, psychologists can thus present to
this person two different written questions in the two halves of his visual
field, and can receive two different answers written by this person's two
hands.
Here is a simplified imaginary version of the kind of evidence that such
tests provide. One of these people looks fixedly at the centre of a wide
screen, whose left half is red and right half is blue. On each half in a
darker shade arc the words, 'How many colours can you see?' With both
hands the person writes, 'Only one'. The words are now changed to read,
'Which is the only colour that you can see?' With one of his hands the
person writes 'Red', with the other he writes 'Blue'.
If this is how such a person responds, I would conclude that he is
having two visual sensations - that he does, as he claims, see both red and
blue. But in seeing each colour he is not aware of seeing the other. He has
two streams of consciousness, in each of which he can see only one
colour. In one stream he sees red, and at the same time, in his other
stream, he sees blue. More generally, he could be having at the same time
two series of thoughts and sensations, in having each of which he is
unaware of having the other.
This conclusion has been questioned. It has been claimed by some that
there are not two streams of consciousness, on the ground that the sub-
dominant hemisphere is a part of the brain whose functioning involves no
The Daibutsu (Great Buddha) at Kamakura, Japan, construded in 1252, Derek Parfit s denial of
the concept of a person is remarkably similar to a central tenet of Buddhist philosophy (photograph by
Colin Blakemore),
20 Persons
consciousness. If this were true, these cases would lose most of their
interest. I believe that it is not true, chiefly because, if a person's
dominant hemisphere is destroyed, this person is able to react in the way
in which, in the split-brain cases, the sub-dominant hemisphere reacts,
and we do not believe that such a person is just an automaton, without
consciousness. The sub-dominant hemisphere is, of course, much less
developed in certain ways, typically having the linguistic ...
CHAPTER 5 Knowledge Sources Do You See What I See BEFORE YOU.docxspoonerneddy
CHAPTER 5 Knowledge Sources: Do You See What I See?
BEFORE YOU READ . . . Ask yourself how you know whatever you care most about knowing reliably. When we begin to examine the large issue of Part Two—how am I to understand the world?—the first questions we must consider have to do with the process of knowing. All of us began asking questions early in life—about the world (what is above the sky?), about events (what does it mean to die?), about ourselves (where was I before I was born?). These very philosophical questions assume that we can know things, that there is a world outside us to be known, and that we have the mental and physical equipment to be able to know. Lack of knowledge is darker than the night. Hausa proverb You may be surprised to learn that philosophers have questioned all of these assumptions. Some philosophers, called skeptics, wonder whether knowledge is even possible, and others have doubted the independent existence of a world outside of and independent of our minds. Is knowledge a meeting between us and reality, or is what we call knowledge restricted to mental processes within us that may or may not match the world as it actually is? The Issue Defined All of us have been fooled by optical illusions into seeing things that are not actually there, or not there in the way we think they are (Figure 5.1). We are more seriously deluded by our ego-bound point of view—the perception that events in the world occur as a drama, with each of us the center of the drama as it unfolds for us. We are, in a manner of speaking, trapped inside our own perspective. Figure 5.1 Which Line Is Longer? When we trust our senses, we can easily be deceived. None of us is able to get inside the head of another person to “know” what that person knows. Even worse, none of us can step outside our own perceptions to determine what something is “really” like. Philosophers call this dilemma the egocentric predicament. Trapped inside our own heads, we can only guess or make assumptions (and hope they are valid) about what others think and about reality itself. The questions about reality—the questions of metaphysics—that we considered in Part One really depend on knowledge theory, or epistemology. Unless we can agree about “how” we know, we will never be able to agree on “what” we know. egocentric predicament the human condition of being unable to leave the boundaries of our individual selves to determine what anything is really like, as opposed to how it seems to us epistemology the branch of philosophy dealing with the study of knowledge, what it is, and how we acquire it Because the egocentric predicament limits all human knowing, some philosophers have taken what may seem to you an extreme position: Reality is not “out there” waiting to be discovered but instead is created by us in the act of perceiving. Perhaps even the most basic things, like space and time, exist only in our heads, and we filter all our perceptions through them. What all philos.
Muslims in the Golden Age is the theme for the research project. You.docxssuserf9c51d
Muslims in the Golden Age is the theme for the research project. You are required to prepare a minimum of 25-minute presentation on the life, work, and contributions of a Muslim scholar, scientist, poet, artist, etc. from the Golden Age of Islam (not contemporary scholars). You can choose any form of media for your presentation paper. A narrated paper has been the common form used in the past; however, the addition of voice-over is required. If you require assistance with the recording, please email instructors.
This project should be completed individually. The objective of this project is to explore the Muslims' contributions to the modern civilization.
Resources:
Format, Length and Style: The presentation must include:
• Minimum of 3 page. Each of pages should be visually appealing, contain relevant content.
• Narrate each page without reading the text line by line. Use the narration to explain and elaborate on what is presented on the pages
• Correct spelling and grammar
• APA citation and bibliography on a separate page
.
Multiple Sources of MediaExamine the impact of multiple sour.docxssuserf9c51d
Multiple Sources of Media
Examine the impact of multiple sources of media on children and adolescents. Discuss how media influences children and adolescents differentially at various ages. Discuss at least one positive and at least one negative result of media exposure for children and adolescents.
Respond to the discussion by referencing at least one reputable media source.
Response Guidelines
Respond to fellow learners' posts and the sources they cite. Ask questions and expand on the research to further the discussions. Respond to comments made by at least two learners. Your responses to learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings.
.
Multicultural Event WrittenPlease choose and research a cult.docxssuserf9c51d
Multicultural Event Written
Please choose and research a cultural or diverse event that you are not familiar with. Examples can include a ritual, holiday, religious custom, cultural practice, cultural celebrations, etc. While these are a few suggestions please think outside the box and find something that interest you.You will write a 2 - 3 page paper, APA format (this does not include the cover or reference page). It will consist of :
the introduction of the cultural/diverse event
describe the event (be sure to provide enough detail so that the reader can understand it)
What is unique/different of the event from your culture or custom?
What is the frequency of the event?
What is the importance of the event?
What did you learn about the cultural/diverse event that you did not know?
Are there any similarities to you and your families events?
provide a conclusion.
Please be sure to use reputable resources to complete the assignment. You should have a minimum of 4 sources .
.
Multi-Party NegotiationFor this Essay, you will explore the co.docxssuserf9c51d
Multi-Party Negotiation
For this Essay, you will explore the complexities that occur with multi-party negotiations and groupthink.
Your essay will address the following points.
§ Describe two-party, coalitions, and multi-party negotiations.
o Within your description, include a real-life example of how these types of negotiation are used in the business world.
Describe the social complexities of the Space Shuttle Challenger explosion.
What is "groupthink," and how did it affect the Challenger?
Make sure you include your source used for this portion of your research.
What do you think you would have done if you were in that Challenger meeting?
Your essay must be a minimum of three pages in length, not including the title page and reference page. Reference source for your paper. Follow proper APA format, including citing and referencing all outside sources used
.
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The Modern philosophers starting with Rene Descartes were mostly c.docxoreo10
The Modern philosophers starting with Rene Descartes were mostly concerned with how one can know and reach truth. The theory of knowledge is known as "epistemology". There were two branches in epistemology, rationalism and empiricism. Rationalism is the theory according to which reason is the only source of knowledge, everything else is opinion or belief. Empiricism is the theory according to which the source of human knowledge is experience.
Rene Descartes was a rationalist, who doubted everything (method of doubt) in order to reach an absolute indubitable foundation of from which to build up knowledge. The foundation is called "Cogito Ergo Sum", "I think therefore I am" that is the existence of an absolute rational being from which he derived the existence of mind and matter.
According to Locke human beings are not born with any innate ideas, all ideas are learned either via sense experience or via reflection. Sense experience gives us ideas about the external world, while reflection gives us ideas about our own mind. According to Locke, there are two types of ideas that we acquire from sense experience, simple and complex. Simple ideas are those that are acquired via one sense, say touch, and cannot be broken down further. Complex ideas are made up of several simple ideas, such as, the idea of a red cloth. Further, each object has primary and secondary qualities. Primary qualities are those which are inseparable from the object, such as, extension, solidity, motion, while secondary qualities such as color are separable from matter. Locke assumes that there is a material substance as an underlying support of primary qualities, which he describes as "unknown and unknowable".
Bekeley refutes Locke's idea of a material substance. According to Berkeley if we assume that there is a material substance underlying the primary qualities, then we should be able to explain the relationship between the quality and the underlying material substance, for example, extension and the substance. Now, if the relationship is one of spreadness, that is extension is spread on the material substance, then we need to explain is "spreadness" is a substance or a quality, If it is a substance then we need to explain the relationship between spreadness, as a substance and the quality of extension, if it is a quality, then we need to explain the relationship between the quality "spreadness" and the underlying substance, for which we need another spreadness and so on ad infinitum. Further, the materiality of the substance as "out there" does not hold, as the size of the substance depend upon the location of the perceiver, a car appears small from a plane and large when I stand by it. Moreover, we experience things in a series, a, b, c, d... and store them in memory, such that when we experience a, we expect b to come and so forth. For a person born blind who has no such memory, if given vision will experience things in blotches. These show that there is are no mater ...
Chapter 7. The Mind-Body ProblemChapter 7. The Mind-Body Pro.docxspoonerneddy
Chapter 7. The Mind-Body Problem
Chapter 7. The Mind-Body Problem
Chapter 7
The Mind-Body Problem
During week 6 read the second half (Sections 6-end).
Copyright by Paul Herrick, 2020. For class use only. Not for distribution. This chapter: 32 pages of reading.
1. Are You Your Brain?
Sometimes we refer to our brains; other times we refer to our minds. BJ the Chicago Kid titled his second album In My Mind. But Screeching Weasel titled its third studio album My Brain Hurts. Are the mind and the brain two different things? Or are they one and the same? To put the question another way: Are thoughts, sensations, mental images, and such nothing more than physical events or processes of the physical brain? Are they just neurons (brain cells) firing or something like that? Or is the mind an immaterial, nonphysical entity distinct from the brain but interacting in some way with it? In philosophy, these and related questions make up the mind-body problem.
Since ancient times, the common view has been that the mind—the part of us that is conscious, that thinks, that makes choices, that bears moral responsibility—is immaterial and cannot be physically seen, touched, weighed, or otherwise directly detected by instruments. On this view, the mind--often called the “soul,” “spirit,” or “self”—is not the brain or any part of the body or any physical thing at all. However, since mind and body obviously interact, the common view has long been that the mind or soul can affect the body and the body can affect the mind. More specifically, the immaterial mind can cause changes in the physical body, through the interface of the physical brain, and the brain can cause changes in the mind.
In philosophy, this traditional view is called “mind-body dualism” (“dualism” for short) because it claims that mind and body are two distinct things. The common view is sometimes also called “mind-body interactionism” because it claims that mind and body, though distinct, interact. Philosophical dualists argue that the universe divides into two radically different kinds of substances—mindless matter and thinking mind or, as some prefer to put it, matter and spirit, or as still others put it, matter and consciousness.
Most religions of the world teach a dualist account of human nature. Each human being, they generally claim, is composed of an immaterial mind or soul joined to a material body. On the religious view, the mind, or soul, rather than the material body is the part that will be judged by God in the end. As the basis of moral responsibility, the soul is the root of one’s identity as a person. In other words, the soul is the true self; the material body is merely the soul’s temporary lodging place during its journey on earth. Most religions also teach a doctrine of immortality, or survival—the claim that the immaterial soul lives on in a higher realm after the death and disintegration of the material body.
If dualism is true and your immaterial mind, or soul, is the .
Chapter 7. The Mind-Body ProblemChapter 7. The Mind-Body Pro.docxrobertad6
Chapter 7. The Mind-Body Problem
Chapter 7. The Mind-Body Problem
Chapter 7
The Mind-Body Problem
During week 6 read the second half (Sections 6-end).
Copyright by Paul Herrick, 2020. For class use only. Not for distribution. This chapter: 32 pages of reading.
1. Are You Your Brain?
Sometimes we refer to our brains; other times we refer to our minds. BJ the Chicago Kid titled his second album In My Mind. But Screeching Weasel titled its third studio album My Brain Hurts. Are the mind and the brain two different things? Or are they one and the same? To put the question another way: Are thoughts, sensations, mental images, and such nothing more than physical events or processes of the physical brain? Are they just neurons (brain cells) firing or something like that? Or is the mind an immaterial, nonphysical entity distinct from the brain but interacting in some way with it? In philosophy, these and related questions make up the mind-body problem.
Since ancient times, the common view has been that the mind—the part of us that is conscious, that thinks, that makes choices, that bears moral responsibility—is immaterial and cannot be physically seen, touched, weighed, or otherwise directly detected by instruments. On this view, the mind--often called the “soul,” “spirit,” or “self”—is not the brain or any part of the body or any physical thing at all. However, since mind and body obviously interact, the common view has long been that the mind or soul can affect the body and the body can affect the mind. More specifically, the immaterial mind can cause changes in the physical body, through the interface of the physical brain, and the brain can cause changes in the mind.
In philosophy, this traditional view is called “mind-body dualism” (“dualism” for short) because it claims that mind and body are two distinct things. The common view is sometimes also called “mind-body interactionism” because it claims that mind and body, though distinct, interact. Philosophical dualists argue that the universe divides into two radically different kinds of substances—mindless matter and thinking mind or, as some prefer to put it, matter and spirit, or as still others put it, matter and consciousness.
Most religions of the world teach a dualist account of human nature. Each human being, they generally claim, is composed of an immaterial mind or soul joined to a material body. On the religious view, the mind, or soul, rather than the material body is the part that will be judged by God in the end. As the basis of moral responsibility, the soul is the root of one’s identity as a person. In other words, the soul is the true self; the material body is merely the soul’s temporary lodging place during its journey on earth. Most religions also teach a doctrine of immortality, or survival—the claim that the immaterial soul lives on in a higher realm after the death and disintegration of the material body.
If dualism is true and your immaterial mind, or soul, is the .
2 Divided Minds and the Nature of Persons Derek Parf.docxfelicidaddinwoodie
2
Divided Minds and the Nature of
Persons
Derek Parfit
Derek Parfit, who was born in 1942, has been a philosopher at All Souls
Coilege, Oxjord for many years. He has also taught frequently in the United
States. The main subjeas on which he has worked have been rationality,
morality, personal identity, and juture generations. These are the subjeas of
his book Reasons and Persons, publis hed by Oxford University Press in
1984.
It was the split-brain cases which drew me into philosophy. Our
knowledge of these cases depends on the rcsults of various psychological
tests, as described by Donald MacKay.! These tests made use of two
facts. We control each of our arms, and see what is in each half of our
visual fields, with only one of Ollr hemispheres. When someone's
hemispheres have been disconnected, psychologists can thus present to
this person two different written questions in the two halves of his visual
field, and can receive two different answers written by this person's two
hands.
Here is a simplified imaginary version of the kind of evidence that such
tests provide. One of these people looks fixedly at the centre of a wide
screen, whose left half is red and right half is blue. On each half in a
darker shade arc the words, 'How many colours can you see?' With both
hands the person writes, 'Only one'. The words are now changed to read,
'Which is the only colour that you can see?' With one of his hands the
person writes 'Red', with the other he writes 'Blue'.
If this is how such a person responds, I would conclude that he is
having two visual sensations - that he does, as he claims, see both red and
blue. But in seeing each colour he is not aware of seeing the other. He has
two streams of consciousness, in each of which he can see only one
colour. In one stream he sees red, and at the same time, in his other
stream, he sees blue. More generally, he could be having at the same time
two series of thoughts and sensations, in having each of which he is
unaware of having the other.
This conclusion has been questioned. It has been claimed by some that
there are not two streams of consciousness, on the ground that the sub-
dominant hemisphere is a part of the brain whose functioning involves no
The Daibutsu (Great Buddha) at Kamakura, Japan, construded in 1252, Derek Parfit s denial of
the concept of a person is remarkably similar to a central tenet of Buddhist philosophy (photograph by
Colin Blakemore),
20 Persons
consciousness. If this were true, these cases would lose most of their
interest. I believe that it is not true, chiefly because, if a person's
dominant hemisphere is destroyed, this person is able to react in the way
in which, in the split-brain cases, the sub-dominant hemisphere reacts,
and we do not believe that such a person is just an automaton, without
consciousness. The sub-dominant hemisphere is, of course, much less
developed in certain ways, typically having the linguistic ...
CHAPTER 5 Knowledge Sources Do You See What I See BEFORE YOU.docxspoonerneddy
CHAPTER 5 Knowledge Sources: Do You See What I See?
BEFORE YOU READ . . . Ask yourself how you know whatever you care most about knowing reliably. When we begin to examine the large issue of Part Two—how am I to understand the world?—the first questions we must consider have to do with the process of knowing. All of us began asking questions early in life—about the world (what is above the sky?), about events (what does it mean to die?), about ourselves (where was I before I was born?). These very philosophical questions assume that we can know things, that there is a world outside us to be known, and that we have the mental and physical equipment to be able to know. Lack of knowledge is darker than the night. Hausa proverb You may be surprised to learn that philosophers have questioned all of these assumptions. Some philosophers, called skeptics, wonder whether knowledge is even possible, and others have doubted the independent existence of a world outside of and independent of our minds. Is knowledge a meeting between us and reality, or is what we call knowledge restricted to mental processes within us that may or may not match the world as it actually is? The Issue Defined All of us have been fooled by optical illusions into seeing things that are not actually there, or not there in the way we think they are (Figure 5.1). We are more seriously deluded by our ego-bound point of view—the perception that events in the world occur as a drama, with each of us the center of the drama as it unfolds for us. We are, in a manner of speaking, trapped inside our own perspective. Figure 5.1 Which Line Is Longer? When we trust our senses, we can easily be deceived. None of us is able to get inside the head of another person to “know” what that person knows. Even worse, none of us can step outside our own perceptions to determine what something is “really” like. Philosophers call this dilemma the egocentric predicament. Trapped inside our own heads, we can only guess or make assumptions (and hope they are valid) about what others think and about reality itself. The questions about reality—the questions of metaphysics—that we considered in Part One really depend on knowledge theory, or epistemology. Unless we can agree about “how” we know, we will never be able to agree on “what” we know. egocentric predicament the human condition of being unable to leave the boundaries of our individual selves to determine what anything is really like, as opposed to how it seems to us epistemology the branch of philosophy dealing with the study of knowledge, what it is, and how we acquire it Because the egocentric predicament limits all human knowing, some philosophers have taken what may seem to you an extreme position: Reality is not “out there” waiting to be discovered but instead is created by us in the act of perceiving. Perhaps even the most basic things, like space and time, exist only in our heads, and we filter all our perceptions through them. What all philos.
Muslims in the Golden Age is the theme for the research project. You.docxssuserf9c51d
Muslims in the Golden Age is the theme for the research project. You are required to prepare a minimum of 25-minute presentation on the life, work, and contributions of a Muslim scholar, scientist, poet, artist, etc. from the Golden Age of Islam (not contemporary scholars). You can choose any form of media for your presentation paper. A narrated paper has been the common form used in the past; however, the addition of voice-over is required. If you require assistance with the recording, please email instructors.
This project should be completed individually. The objective of this project is to explore the Muslims' contributions to the modern civilization.
Resources:
Format, Length and Style: The presentation must include:
• Minimum of 3 page. Each of pages should be visually appealing, contain relevant content.
• Narrate each page without reading the text line by line. Use the narration to explain and elaborate on what is presented on the pages
• Correct spelling and grammar
• APA citation and bibliography on a separate page
.
Multiple Sources of MediaExamine the impact of multiple sour.docxssuserf9c51d
Multiple Sources of Media
Examine the impact of multiple sources of media on children and adolescents. Discuss how media influences children and adolescents differentially at various ages. Discuss at least one positive and at least one negative result of media exposure for children and adolescents.
Respond to the discussion by referencing at least one reputable media source.
Response Guidelines
Respond to fellow learners' posts and the sources they cite. Ask questions and expand on the research to further the discussions. Respond to comments made by at least two learners. Your responses to learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings.
.
Multicultural Event WrittenPlease choose and research a cult.docxssuserf9c51d
Multicultural Event Written
Please choose and research a cultural or diverse event that you are not familiar with. Examples can include a ritual, holiday, religious custom, cultural practice, cultural celebrations, etc. While these are a few suggestions please think outside the box and find something that interest you.You will write a 2 - 3 page paper, APA format (this does not include the cover or reference page). It will consist of :
the introduction of the cultural/diverse event
describe the event (be sure to provide enough detail so that the reader can understand it)
What is unique/different of the event from your culture or custom?
What is the frequency of the event?
What is the importance of the event?
What did you learn about the cultural/diverse event that you did not know?
Are there any similarities to you and your families events?
provide a conclusion.
Please be sure to use reputable resources to complete the assignment. You should have a minimum of 4 sources .
.
Multi-Party NegotiationFor this Essay, you will explore the co.docxssuserf9c51d
Multi-Party Negotiation
For this Essay, you will explore the complexities that occur with multi-party negotiations and groupthink.
Your essay will address the following points.
§ Describe two-party, coalitions, and multi-party negotiations.
o Within your description, include a real-life example of how these types of negotiation are used in the business world.
Describe the social complexities of the Space Shuttle Challenger explosion.
What is "groupthink," and how did it affect the Challenger?
Make sure you include your source used for this portion of your research.
What do you think you would have done if you were in that Challenger meeting?
Your essay must be a minimum of three pages in length, not including the title page and reference page. Reference source for your paper. Follow proper APA format, including citing and referencing all outside sources used
.
Music has long been used by movements seeking social change. In the.docxssuserf9c51d
Music has long been used by movements seeking social change. In the 1950s and '60s, this was particularly true, as successful black and white musicians openly addressed the issues of the day. During the '60s, popular white singers, such as Bob Dylan and Joan Baez, lent both their names and their musical talents to the American Civil Rights Movement. In fact, music long assisted those working to win civil rights for African Americans. Freedom songs, often adapted from the music of the black church, played an essential role in bolstering courage, inspiring participation, and fostering a sense of community.
Instructions:
Your PowerPoint presentation should include the following:
• Background and explanation of your special topic.
• Brief background of your American musician/artist.
• The relationship your American musician/artist had to this special topic and the contributions
they have made.
• An explanation of how your American musician/artist connected to and influenced both music
and American society and culture.
Special Topics in American Music - Final Project
MUS320 - American Music
Requirements:
• Presentation must consist of 7-10 slides, with additional title and reference slides, all formatted
in accordance with the most current APA guidelines.
• Each slide will provide succinct points of the key information that you wish to convey.
• Use the Notes section to elaborate on the information presented in each slide. The Notes section is your narrative for the presentation. Here is a tutorial on how to use speaker notes in PowerPoint. If you do not have a LinkedIn Learning account (complimentary for Post students), refer to the Course Information page for information on how to set it up so you can properly view this video.
• At least four (4) images - Two (2) related to your special topic and two (2) related to your artist.
• A video example from YouTube including music from your artist.
• Cite and reference at least three (3) scholarly sources. One of these sources may be your textbook.
.
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: [email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the .
Multimedia Instructional MaterialsStaying current on technolog.docxssuserf9c51d
Multimedia Instructional Materials
Staying current on technology is an essential aspect of being an educator. Today’s students are digital natives, and they often respond better to media than to traditional methods of teaching. Having a strong technology repertoire is important.
Create a matrix detailing a variety of multimedia, technology, games, apps, and other technological tools for teaching reading and writing to struggling readers and writers. Include five tools/media/apps and address the following, in 100-200 words per tool:
· App/technology tool description, app/technology location (online, offline through software, through a game console, etc.), and the cost.
· Age level or academic level for which the technology is appropriate.
· Advantages of using the technology.
· Drawbacks to using the technology.
· Rationalize why struggling students may benefit from the app/technology tool.
Additionally, write a 250-500 word overview of the contents of the matrix, describing how you will implement technology in your ELA classroom. Justify which of these technologies you think will be most beneficial and describe how you might convince an administrator to help you acquire the technology.
Support the matrix and summary with 3-5 resources.
Course Paper Assignment: 30% of course grade, Final Paper due in Week 11
Proposal Due: April 22, (1 page) – Description of proposed project (abstract), Proposed Case Studies (3 to start), Bibliography with at least 3 sources
Final Paper Due: May 19, Week 11
Course Analytical Paper – Assignment
In this paper you will provide a rigorous and thoughtful analysis on your chosen theme, to include an analysis of one case study project or several projects, as a comparative analysis. The paper must include a clear and concise Thesis Statement, shown in “bold” at the end of the introductory paragraph. Please use proper paragraph form, beginning each paragraph with a Topic Sentence and ending with a Concluding Sentence. Keep your paragraphs approximately the same length, throughout. Use our course readings, along with 10 or more sources, to help you construct arguments. Cite using proper APA
form, when using text from sources. The goal of your paper is to prove (or disprove) the Thesis Statement. Writing a detailed outline is highly recommended. Include the following:
1. Title Page – Include a unique title for your paper topic, your name, my name, course name/number, and the quarter: “Spring 2020” You may also include an image or multiple images on the cover.
2. Final Paper (at least 8-10 pages of double-spaced text, images not included) – Font size: 11 or 12; Margins: ½ inch or 3/4 inch max on sides.
3. Bibliography (include at least 10 sources, 6 of which must be books or articles. The remaining 4 sources, or more, can include video lectures and other multimedia). Use APA format. You may use more than 10 total.
4. Include illustrations and project documents. Analytical sketches a.
Murray Bowen is one of the most respected family theorists in th.docxssuserf9c51d
Murray Bowen is one of the most respected family theorists in the field of family therapy. Bowen views the family unit as complex and believes it is important to understand the interactions among the members in order to solve problems. Satir and Minuchin also advanced family therapy with their concepts and models. As a clinical social worker, using these models (along with having an ecological perspective) can be very effective in helping clients.
For this Discussion, review the “Petrakis Family” case history and video session.
By Day 4
Post
(using two concepts of Bowen’s family theory) a discussion and analysis of the events that occurred after Alec moved in with his grandmother up until Helen went to the hospital. If you used the concepts of structural family therapy, how would your analysis of the situation be different? Which family theory did you find to be most helpful in your analysis? Finally, indicate whether Satir’s or Minuchin’s model is the more strength-based model. Why?
The Petrakis Family Helen Petrakis is a 52-year-old heterosexual married female of Greek descent who says that she feels overwhelmed and “blue.” She came to our agency at the suggestion of a close friend who thought Helen would benefit from having a person who could listen. Although she is uncomfortable talking about her life with a stranger, Helen said that she decided to come for therapy because she worries about burdening friends with her troubles. Helen and I have met four times, twice per month, for individual therapy in 50-minute sessions. Helen consistently appears well-groomed. She speaks clearly and in moderate tones and seems to have linear thought progression; her memory seems intact. She claims no history of drug or alcohol abuse, and she does not identify a history of trauma. Helen says that other than chronic back pain from an old injury, which she manages with acetaminophen as needed, she is in good health. Helen has worked full time at a hospital in the billing department since graduating from high school. Her husband, John (60), works full time managing a grocery store and earns the larger portion of the family income. She and John live with their three adult children in a 4-bedroom house. Helen voices a great deal of pride in the children. Alec, 27, is currently unemployed, which Helen attributes to the poor economy. Dmitra, 23, whom Helen describes as smart, beautiful, and hardworking, works as a sales consultant for a local department store. Athina, 18, is an honors student at a local college and earns spending money as a hostess in a family friend’s restaurant; Helen describes her as adorable and reliable. In our first session, I explained to Helen that I was an advanced year intern completing my second field placement at the agency. I told her I worked closely with my field supervisor to provide the best care possible. She said that was fine, congratulated me on advancing my career, and then began talking. I listened for the reasons H.
Mrs. Thomas is a 54, year old African American widow, mother and gra.docxssuserf9c51d
Mrs. Thomas is a 54, year old African American widow, mother and grandmother, who lives with her daughter and four grandchildren (ages 12, 10, 7 and 5) in a 4 story walk up apartment. She is an active member of her church community and friends, comments that she had so much energy that she exhausted all of them just being around her. At age 51, she was diagnosed with non-Hodgkin’s lymphoma. Busy with raising her grandchildren, a little more than 3 years went by before she sought attention for her symptoms and was diagnosed. Despite aggressive treatments with chemotherapy and radiation, her diseased progressed and she was considering undergoing a bone marrow transplant. Climbing the stairs to the apartment one afternoon she became very short of breath and collapsed. Her twelve, year old granddaughter called 911. At the hospital she was minimally responsive and in severe respiratory distress. She was intubated and transferred to the ICU. A family meeting with the oncology and ICU team was called to discuss Mrs. Thomas’s advanced condition, the fact that she would probably not survive further treatment for the lymphoma and to develop a plan of care. Fifteen family members arrived, including her daughter, pre-teen granddaughters and grandson, three nieces, four nephews, several friends from her church and the minister. On being asked that only the immediate family participate in the meeting, the family and friends became angry and insisted that all of them be involved in this discussion.
1. The students should focus their thoughts on the dynamics of this family meeting. If you were the nurse in this situation, how would you address meeting? Here are some questions that may help your thinking. W
hat is your impression regarding this scenario? What are some concerns you have with this case? What do you anticipate would happen? How would you handle all the family members and friends wanting to be included in the discussion? There is not right or wrong answer. But remember you need a professional journal to support the discussion.
2. Now think about you being the patient. How would the situation be handle within your family? Have you thought about what kind of care you would want? Does someone know what you would want if you had a catastrophic event? Would family members support the decision maker's decision for for you?
.
Multiple Source Essay, Speculating about CausesProposing a Solution.docxssuserf9c51d
Multiple Source Essay, Speculating about Causes/Proposing a
Solution
.
Topic: Women Mistreatment and Inequality in the US.
7 PAGES INCLUDING (
REFERENCE, ABSTRACT, TITLE PAGE
) - SO BASICALLY 4 PAGES
CONTENT.
4 pages content includes:
Specific thesis with your three causes that explains why you are arguing for something
Cause 1 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Cause 2 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Cause 3 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Conclusion
Minimum of 4 sources. I provided 4 sources but you can use other RECENT sources.
IN ATTACHMENTS: ASSIGNMENT SHEET + SOURCES AND TIPS.
MUST BE DONE TOMORROW BY 11 PM PACIFIC TIME (in 23 hours)
.
Multiyear Plans Please respond to the followingDo you.docxssuserf9c51d
"Multiyear Plans"
Please respond to the following:
Do you think the federal government should increase spending on Social Security and Medicare for the elderly? If not, how should the elderly fund retirement and medical costs? Provide research support for your positions.
.
Multinational Financial Management
Determine key reasons why a multinational corporation might decide to borrow in a country such as Brazil, where interest rates are high, rather than in a country like Switzerland, where interest rates are low. Provide support for your rationale.
.
Murder CasePreambleAn organization system administrator .docxssuserf9c51d
Murder Case
Preamble
An organization system administrator was labeled as the key suspect in a homicide case. The accused claimed that he was at work at the time of the murder.
Police Intervention
The police asked his employer to help them verify his alibi. Unpredictably, the same organization, occasionally trained law enforcement personnel to investigate computer crimes and was eager to help in the investigation.
Collaborative Strength:
The organization worked with police to assemble an investigative team, seized the suspect computers in his office and residence, and backup tapes on a file server managed by his employer. All of these evidence were stored in a room to where only members of the team had access.
Harsh Situation
At the initial stages, the operation appeared reasonably well documented, but the reconstruction process was a disaster. The investigators made so many omissions and mistakes that one computer expert when reading the investigator's logs, suggested that the fundamental mistake was that the investigators locked all of the smart people out of the room. The investigators, in this case, were unaware of the situation and unwilling to admit the slip-up.
As a result of the investigators' omissions and mistakes, the suspect's alibi could not work together. Digital evidence to support the suspect's alibi was identify later but not by the investigators. If the investigators had sought expert assistance to deal with a large amount of digital evidence, they might have quickly confirmed the suspect's alibi rather than putting him through years of investigation and leaving the murderer to go free.
Lesson Learned
The case amplifies forensic investigators' requirements to obtain fundamental knowledge of computers, compatible operating systems, and application software programs.
Forewarning forensic investigators to seek the assistance of the system administrator during the criminal investigation.
Scenario
You have been retained as a Deputy Technology officer at the University and charged with the responsibility of developing an Acceptable User Policy for the department of computer science based on this murder case.
Question 1
Use the AUP to amplify the advantages and disadvantages of investigators' quarterly training on most currently used operating systems such as Microsoft Windows, Macintosh, UNIX, Linux, Sun System, and more.
Scenario 2
The investigators, in this case, were unaware of the situation and unwilling to admit the slip-up. As a result of such omissions and mistakes, the suspect's alibi could not work together. Digital evidence to support the suspect's alibi was identify later but not by the investigators. If the investigators had sought expert assistance to deal with a large amount of digital evidence, they might have quickly confirmed the suspect's alibi rather than putting him through years of investigation and leaving the murderer to go free.
Question 2 "Investigators allowed the Murderer to.
Multimodal Personal Narrative – Develop a multimodal document to bot.docxssuserf9c51d
Multimodal Personal Narrative – Develop a multimodal document to both visually illustrate and verbally express a personal transformation.
Use a one-page newspaper or single-panel brochure format to present a personal narration of a transformation of your choice from a point in your childhood to today. You might discuss a career aspiration you had as a child, transition to the job you held as a teenager, and lastly, explain the profession you maintain today. Use connecting ideas to ensure you have a cohesive essay, which will ultimately (in the conclusion) explain what you learned from this transformation. For example, how and why did you go from point A (job 1) to point B (job 2) and then on to point C (job 3)? Or, you might consider illustrating a transformation based on a way of life or philosophy.
Implement three photos to represent your ideas, feelings, etc., at the three focal points in your life. You may use personal photos, clip art, or other images, but be sure you use and/or attribute them appropriately. For example, you are free to use your personal photos as you’d like, but make sure to choose clip art or other images that you either have permission to use freely or that you cite adequately. Equally consider your document’s layout, such as text sizes, photo placement (near the related essay text), and colors, in addition to how you present your content, to include thesis, support, and organization.
Sample thesis statement:
Growing up in Sedona, Arizona, I was constantly looking up into the clear night sky, viewing multiple constellations and shimmering stars, which had me yearning to reach them—literally—so when I turned 16, I began working as a camp counselor at a space camp, which ultimately led to a career at NASA; my journey taught me that if I reached for the stars, nothing could stop me.
Length:
This assignment should be at least 500 words.
Underline your thesis statement.
.
Multigenre ProjectEN101O Fall 2019 Dr. WalterA Multigenre Pr.docxssuserf9c51d
Multigenre Project
EN101O Fall 2019 Dr. Walter
A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following:
A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic.
A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document.
Look at some of the examples posted on D2L for concrete depictions of how this can work.
The Multigenre Project includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres (not including your Introduction), and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple (rhetorical) purposes, and multiple forums. All documents/text must be original work you create for the MGP.
Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc.
The bulk of your MGP will be the five documents, each representing a different genre, that helps persuade your audience(s) to your point of view. Aim for a good balance of genres, and be sure at least three of your documents directly use the sources you have gathered from your research. By writing a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you have gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you will include may be more time-intensive than others. But the 5 documents that make up the bo.
Multimedia activity Business OrganizationVisit the Choose Your .docxssuserf9c51d
Multimedia activity: Business Organization
Visit the Choose Your Business Structure (Links to an external site.) section of the U.S. Small Business Administration’s website.
If you were to start your own business, which business entity structure would you choose? Justify why your chosen structure is the best organizational form.
Explain the following business structures: sole proprietorship, partnership, LLC, and a corporation. In your analysis address the following for each business structure:
Steps to form
Personal liability for owners
Taxation
Advantages and disadvantages
Your paper must be three to five pages (excluding title and reference pages), and it must be formatted according to APA style as outlined in the Writing Center. You must cite at least two scholarly sources in addition to the course textbook. Cite your sources in-text and on the reference page.
.
Multicultural PerspectiveToday’s classrooms are diverse and .docxssuserf9c51d
Multicultural Perspective
Today’s classrooms are diverse and you will be expected to meet the needs of all of your students. Many of our students come from different cultures, which affects how they learn. We must take this into consideration when developing our lesson plans, making our role as an educator even more complex. As a result, we must be informed of our students’ cultural backgrounds as this includes another element of cognitive understanding that will guide our instructional practices. By understanding student culture, we can gain insight into learning preferences, interests, motivation, and prior knowledge.
Based on the important features of multicultural education found in Figure 4.6 of our text and selecting a specific content standard from the
Common Core State Standards Initiative (Links to an external site.)
(CCSS), develop a learning activity that includes these key features of multicultural education:
Integration of content
– How does your learning activity incorporate content from different cultures?
Reducing Prejudice
– How does the learning activity attempt to minimize any of your own prejudices as well as your students?
Making Teaching Equitable
– How does the instructional approach to your learning activity meet the needs of all your students by recognizing learning styles, interests, and motivation to help achieve academic potential?
Empowering Learners
– How does the learning activity empower all students to work toward their academic potential?
Construction of Knowledge
– How does your learning activity promote different perspectives that validate how culture influences knowledge and beliefs?
Be sure to first provide your content standard from the CCSS followed by your learning activity. Then explain how your learning activity meets each element of multicultural education by providing evidence to justify and support your assertions. Then reflect on your K-12 school experience. Was a multicultural education part of your schooling? What factors may have contributed to the inclusion or exclusion of a multicultural education in your own early schooling? Make sure to incorporate the five key features of multicultural education in your reflection.
Click to view an
example
of this week's assignment.
You have several options in completing this task:
Write a three-four page paper (does not include a title page or reference page).
Develop a PPT presentation that is 8-10 slides long (does not include title page slide or reference page slide).
Use Voicethread or Prezi that is 8-10 slides long (does not include a title page slide or reference page slide).
Use a combination of the above.
Be sure to reference the course text and at least one other scholarly source. Your assignment should follow APA formatting guidelines as outlined in the
Ashford Writing Center (Links to an external site.)
, and be sure to include a title page or slide as well as reference page or slide.
.
Muhammad Ali, how did his refusal to go into the army affect his.docxssuserf9c51d
Muhammad Ali, how did his refusal to go into the army affect his professional career.
Tommy Smith, what happened to him after coming home from the Olympics at the raising his fist.
LeBron James, what has been his influence in today’s society when it pertains to social injustices.
.
MS 113 Some key concepts that you need to know to navigate th.docxssuserf9c51d
MS 113: Some key concepts that you need to know to navigate through
the key reading – I will keep updating these
1.democracy
2.citizenship
3.public sphere
5. Nation and nationalism, nation-state, government, sovereignty
4. oligarchy (polyarchy, plutocracy, aristocracy and so on)
4.capitalism
5.liberalism, neoliberalism
6.civic republicanism
7.socialism
8.authoritarianism
9.populism
10. fascism
11. Marxism -ideological, hegemonic, discursive
12.globalization
13.transnational media spheres
14. consumerism, neoliberal consumer democracy
15. social movements
16. identity politics
17. recognition and redistribution debate
18. political power
19. the notion of common good
20. the digital divide
21: digital public sphere
22. communitarianism
23. social construction of culture
24. poststructuralism
25. postmodern
26. modernity
27. civil society
28. civil disobedience
29. civic engagement
30. structure and agency
31. pluralism and multiracialism, multiculturalism
A NEW FRONTIER
SOCIAL MEDIA / NETWORKS
DISINFORMATION AND
PUBLIC INTERNATIONAL LAW
IN THE CONTEXT OF
ELECTION
OBSERVATION
by Michael Meyer-Resende
Democracy Reporting International (DRI) operates on the conviction that democratic,
participatory governance is a human right and governments should be accountable to
their citizens. DRI supports democratic governance around the world with a focus on
institutions of democracy, such as constitutions, elections, parliaments and rules of
democracy grounded in international law. Through careful assessments based on field
research with partners, DRI convenes diverse stakeholders to promote policies that
strengthen democratic institutions. A non-profit company, DRI is based in Berlin and has
offices in Tunisia, Lebanon, Ukraine, Pakistan, Sri Lanka and Myanmar.
Michael Meyer-Resende is a lawyer with twenty years of experience in political
transitions and democratisation. Works in Europe, the Middle East, Africa and Asia. His
professional experience includes two years legal practice in Berlin, four years with the
Office for Democratic Institutions and Human Rights (ODIHR) of the OSCE (Warsaw),
three years with the election team of the European Commission in Brussels and
journalistic experience with the BBC. In 2006 he co-founded DRI and serves as Executive
Director since then. He publishes it regularly in newspapers like The New York Times,
The Guardian, Politico, Frankfurter Allgemeine Zeitung and think tank publications.
This publication was produced with the financial support of the European Union.
Its contents are the sole responsibility of Michael Meyer-Resende and do not necessarily
reflect the views of the European Union.
Graphic and layout design: Giorgio Grasso for Democracy Essentials
Cover photo: Ezequiel Scagnetti
Interior photos: Victor Idrogo (pp. 3, 6-7, 17); Ezequiel Scagnetti (p. 22)
CREDITS
3
TABLE OF
CONTENTS
I. SUMMARY
II. BACKGROUND
III. INTERNATIONAL LAW
AND NATIONAL LA.
Much has been made of the new Web 2.0 phenomenon, including social n.docxssuserf9c51d
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet? How do secure software development concepts support protecting applications?
Pages: 1
APA format
References
.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. thinkers of the Modern Period. This will be done by expounding
both
philosophers’ ideas and thereafter converging their ideas in
comparison and
contrast. I shall exhaust different sources, both primary and
secondary, to
find information on this matter.
Keywords: Descartes, Hume, Self
"Who am I?”
n at least one point in our lives, we get to
ask ourselves this question. In a speech
delivered by John Jacob Scherer, he
compared this with a ladder leaned on a wall., it
is when we come to realize that we are bounded
in the constantly-running time—that we are
moving towards our end. Yet, we cannot still be
certain of how we would want our lives to be
before we leave this world. He says, “A mid-life
crisis is when you get to the top rung of your
ladder only to realize that you leaned it against
the wrong wall.”1 This realization is brought
about by that question—“who am I?”
The question of “who” is the question of the
identity of the inquirer. It can either be as
superficial as the mere name, or as deep as the
being and purposes in life of the person being
asked. Whatever this question begs the person is
a characteristic or a property of that person.
4. contrast. It should be expected for some points
discussed in the two former parts to be repeated
in this part of the paper for emphasis of
argument.
Descartes’s Cogito
The shift from the theocentric thought in the
Medieval Ages can greatly be contributed to the
rise of the anthropocentric trend kindled by the
philosophy of René Descartes, making him the
Father of Modernity. The precursors of his
philosophy include Francis Bacon, Nicolas of
Cusa, and Galileo Galilei. Indeed, Descartes
exemplifies the then concept of the new
scientific man.
Descartes started his line of thought by
emptying his mind of everything that it
contains. He aimed at certainty. To reach that,
he knew that he should, first and foremost,
consider as false all of his existing knowledge.
In his first principle he stated that, “in order to
seek truth, it is necessary once in the course of
our life, to doubt, as far as possible, of all
things.”3 His desire to found his entire system
of knowledge on a solid ground involves him in
foundationalism. This begins the pursuit of
knowledge with self-evident beliefs which do
not depend on any other knowledge but rather,
can justify the rest of what we know.4 We
cannot arrive at the truth if we start at a wrong
point in our journey towards it, in the same way
that we cannot reach a certain destination if the
route that we are following is unsure. We can
keep on turning left or right in the entire
5. duration of our whole journey but we can never
arrive at our destination when we do not know
the directions to it, even if we travel to reach it
for our whole life.
Hence, Descartes, in his pursuit of certainty,
doubted all that he knows. This is his famous
methodic doubt.5 He considered everything
whose source is either the senses or the intellect
as false. For, countless are the moments that he
is being deceived by the senses, or those that he
thought to be real but are really just in his
dreams. Furthermore, it is possible that for all
he knows, he might have just been deceived by
an evil genius all along.6 He saw both
mentioned sources of knowledge—senses and
intellect—as uncertain and cannot therefore be
fully trusted to give him any certainty. This
means that no knowledge can be exempted
from this elimination, for, where else, except for
the senses or the intellect, can knowledge come
from? However, when all knowledge coming
from the senses or the intellect are considered
as false through doubting, we are left with
nothing—no knowledge that holds certainty. At
this point, Descartes exempts one thing that is,
doubting itself. Whatever is occurring is
necessarily existing. Therefore, while the
doubting or the thinking is taking place, it
necessarily exists. This is what is called
occurrent existence.7 Doubting or thinking
exists, for without its existence, this entire
process of methodic doubt will be nonexistent.
At this point, we have regarded as false all the
existing knowledge coming from the sources
7. someone that does the thinking, and thence
affirms his existence. As he says,
I am nothing so long as I shall think that I am
something. Thus, after everything has been
most carefully weighed, it must finally be
established that this pronouncement “I am, I
exist” is necessarily true every time I utter it or
conceive it in my mind.12
His existence - that was what he was very sure
of; his first certitude. His I exists, more certainly
than any other else’s existence. The knowledge
that inferred from thinking to existing is a kind
that is a product of intuition and not of
reasoning.13 It is not a deduction from a premise
because the premise—that he thinks—is self-
evident, that he had simultaneously concluded
his existence from it intuitively.
After providing the existence of his self as the
solution to the problem of what he can hold
most certain to found succeeding knowledge
that he can trust to be sure of, he then inquires,
“But what then am I? A thing which thinks.
What is a thing which thinks? Is it a thing which
doubts, understands, [conceives], affirms,
denies, wills, refuses, which also imagines and
feels.”14 With Descartes saying this, some would
jokingly say that he is a floating mind, alone in a
vacuum.
He exists. But what is he that exists? In the
process of doubting everything, he had also
doubted himself, including what he is. However,
8. he recalls what he was assumed he was before
the doubt: he is a man. He went on to
enumerate that he has parts—he has organs,
bones, flesh, etc.,—to which he calls his body.
Therefore, the mind, to which he had attributed
the certainty of existence form the beginning,
has something along with it to constitute a
man—that something is the body. Some of the
characteristics that he has ascribed to the body
are (1) those which occupy a certain form—as
aforementioned, this is caused by its corporeal
properties. (2) What follows from this is that
the body can be perceived by the senses, (3) and
in return, it is also what gives us perceptions
through the senses. (4) Last one is that it cannot
move on its own, i. e., it needs something
separate from it to drive it—this is where its
connection to the mind lies.15
It can be inferred from these characteristics that
the body is composed of corporeal attributes.
Meaning, it cannot be safe from the doubt. Our
senses are not infallible. I may perceive
something as another and not even be aware of
the mistake in my perception. Say, I may think
that what I am eating right now is yoghurt when
in fact; it really is just my roommate’s cow milk
that had gone bad. Or, for all I know, I am
really just imagining eating something because I
am really craving for a yoghurt, but I cannot go
down to buy one because it is already three in
the morning. In whichever case—either
perception or imagination, the mind functions.
When I eat, it is the mind that processed the
information brought to it by my sense
perception, concluding that I am eating yoghurt.
10. the certainty of my existence for, the more idea
I process; the more idea I process, the more I
am thinking—the more I am sure that I am.
The nature of the I is constituted by cogitationes
or thought. As demonstrated earlier, thinking is
positing the existence of the thinking mind.
Thought, as an essence, includes imagination,
sensation, and will as its modes. This, being the
sole function of the self has two kinds: Will, the
actions of the soul, and Passion, all kinds of
perceptions or thoughts. 17
In conclusion, Rene Descartes, being the Father
of Modernity that he is, spearheaded
philosophy’s journey of exploring the self. He
did so by affirming its existence. Furthermore,
he gave weight to its importance metaphysically
by saying it exists and epistemologically by
making it the solid foundation on which all the
rest of his proceeding knowledge center on.
The certainty that Descartes holds for the
existence of his I got a lot of approval and
criticisms in the realm of philosophy following
his. One of the most prominent of those who
criticized his thought, specifically his notion of
the self, is the Scottish, David Hume.
Hume’s Personal Identity
David Hume’s line of thought springs out from
the empiricist tradition. He is often labeled as
the most acute and consistent of the empiricists.
The accounts of his stance on the ‘self’ or
11. ‘identity’ are found in a part (IV) in a section
(VI) in the first book of A Treatise on Human
Nature and in the appendix of its third book.
Rule No. 1 in Hume’s philosophy: All knowledge
is to be traced back from an impression.18
Hume divided our perceptions into two classes:
Thoughts or ideas and Impressions. These two
are differentiated according to the force or the
liveliness with which they function to give
knowledge. ‘Ideas’ are, as he describes it, the
results of the creative power of the mind
through the things given to it by the sense
perceptions or the impressions. Meanwhile,
‘Impressions’ are those vivid experiences arising
from the senses.19 As had been said in the Rule
No. 1, all that we know are derived from sense
experience. With this, one might ask, how
come, then, can I have an idea of a unicorn
when I have not perceived such in reality? This
is a common refutation against empiricism.
Hume would just argue that it is because we
have an idea of a horse and a horn, as they came
from experience, and, through our imagination,
we puzzle all the pieces of knowledge together
to create an image of unicorn. This reaffirms
what I dubbed as his Rule no.1 as being really a
Rule no. 1.
These impressions—these lively perceptions—
are distinct from each other. Thus, we tend to
ascribe connections between the separate
perceptions through our imagination. The
connections exist only in our minds for nothing
13. thing which remains as is despite the many
changes that one go through. However, Hume
found it perplexing because, if we go back to
our rule number one, from what impression can
we trace the existence of an identity? Nothing,
perhaps, argued Hume. Therefore, Hume
disagrees of the dominating idea of the self and
goes on to say that the so-called “self” is
nothing but a bundle of a variety of perceptions
which succeed each other with the rapidity that
is impossible for us to conceive.23 Moreover, he
holds that even the slightest of change can
destroy this posited identity. Thus, we are all but
a fleeting moment.
Among the three principles of connections that
have been mentioned, Hume held two of those
as that which projects to us the illusion of an
identity, i.e. resemblance and causation. (1)
Resemblance does so by imposing a similitude
between distinct but succeeding perceptions and
thus making us think that that chain of
impressions which we see are but one,
unchanging identity. (2) Meanwhile, Hume
explained causation as that moment when we
ascribe as one impression what actually were
two distinct impressions. This is a very
important ingredient in our construction of the
self through the connections we make is
memory. As Hume precisely forwarded:
As memory alone acquaints us with the
continuance and extent of this succession of
perceptions, ’tis to be considered, upon that
account chiefly, as the source of personal
14. identity. Had we no memory, we never should
have any notion of causation, nor consequently
of that chain of causes and effects, which
constitute our self or person.24
This explanation provided by Hume explains
the whole process in which we ascribe as a self
what really is but a bundle of impressions
operates in our imagination. He elaborated in
this quotation the importance of memory in our
formulation of an account of causation and
thus, of personal identity.
We cannot be, in our waking state, without a
perception—not even for a single moment. Our
perceptions, as Donald Baxter explains it, are
those that are objects of our direct awareness,
be it sensory or anything else.25 Perceptions are
constantly changing but the interruptions or the
successions from one point to another are so
little that we do not notice it. Changes can make
something appear differently to our senses.
However, if these changes are not great enough
a proportion to the whole, it cannot really be
noticed. And therefore, the interruptions will
fail to make that object appear differently.
Following this is the illusion of consistency and
identity are projected.
Talisik: An Undergraduate Journal of Philosophy
Page | 9
16. [W]e may farther observe, that where we do not
give rise to such a fiction, our propension to
confound identity with relation is so great, that
we are apt to imagine something unknown and
mysterious, connecting the parts, beside their
relation; and this I take to be the case with
regard to the identity we ascribe to plants and
vegetables. And even when this does not take
place, we still feel a propensity to confound
these ideas, tho’ we are not able fully to satisfy
ourselves in that particular, nor find any thing
invariable and uninterrupted to justify our
notion of identity. 26
Meaning to say, he purported that our
ascription of identity to a person, as it is but the
same kind as that which we do to plants or
animals, is for our own convenience; for the
sake of keeping to ourselves a simple idea with
which we can easily remember or think of an
object.
In a nutshell, Hume thought that our
conventional idea of a personal identity is
fictitious for we are, for him, but a ‘bundle’ of
several distinct impressions that just so
happened to be at the same location at the same
time creating an illusion that they are all one and
the same. Alas, Hume concludes, “the question
concerning the substance of the soul is
absolutely unintelligible.”27
Comparison
18. the contrary, Hume, as had been mentioned, is
of the best empiricists there is. That fact can be
upheld without any contest. He was faithful in
following the empiricist tradition.
The distinction of their thoughts starts from
their approach to thinking. Descartes dwelled
on what exists. His attempt to the advancement
of knowledge only comes after his discovery of
where it could found on. He aimed at
discovering an indubitable truth, which he did
through the methodic doubt. At the conclusion
of his doubt, he realized that he thinks, and
therefore he is—that he exists. The action, that
is thinking, is impossible to be without an actor.
This actor that he sees is a substance—the
cogito. His necessitation of a substance to be
behind the essence proves his claim of its
existence to be a metaphysical one. That, there
needs to be something to justify the action. It can
therefore be concluded that his approach to it is
tending toward a metaphysical one.
On the other hand, Hume’s main agenda was to
advance our understanding on the acquisition of
knowledge. He even applied this to his notion
of the understanding the self. He holds that the
kind of self that Descartes and those others
who claim it as something substantial is but a
fabrication of our mind. For him, the self is not
a matter of what exists or not but rather, of the
impossibility of knowing something that
constant that is the identity of a person. Many
interpretations of Hume mistake his account in
the “Of Personal Identity” as an attempt to
explain affirmatively what it is that we have in
19. an existing ‘identity’. But, in reality, Hume
devoted his effort in this particular chapter in
denying such possibility. Hence, this account is,
in truth, but a negative explanation of the
possibility of knowing the self. Hence, we can
say that his approach is epistemic. Epistemic in
a sense that he is concerned with what we are
capable to know; with what we can know.
Their accounts of the self—the affirmation and
the denial, for that matter—pertain to the
Classical notion of a substance. This is the
unchanging stuff that holds its constantly-
changing properties together. In those Ancient
times, the discussion of it is universe or world-
scale. These two, however, reduced the
discussion to the substance of a person.
Descartes faithfully followed this tradition. The
idea that there must be something underneath
in order to support what will come above that
comes from the Ancient pursuit of the ‘urstoff’
or the ultimate stuff. This became his
presupposition to his pursuit of the one
immutable truth. It is as though demonstrating
through the usual pyramid wherein there is a
base which founds the ascent to the one thing
on top, but inverted.28 In Descartes’s
demonstration, the world that is filled with
complexities should have bedrock from which it
can base its certainty.
This, of course, goes on differently in Hume’s
account. His is more of like lego pieces which
are distinct and originally separated from each
other. If a kid assembles it—put together
21. immensely active. Aside from it being the
source of existence, it is also the basis of all the
succeeding knowledge that I can attain.
Contrary to this is Hume’s I, which, in probably
its shortest explanation, is non-existent.
Conclusion
The pursuit of the self in the question of “Who
am I?” was taken differently by Descartes and
Hume. From a mere existential conundrum
whose answer is immensely searched for by us
in at least once in our lives, these two elevated it
to a metaphysical and an epistemological one,
consequently. From searching for our purpose
in life, they have asked whether it is possible to
know it.
The tradition of thinking spearheaded by
Descartes has opened so many doors in raising
different essential questions that had
consequently triggered different stances from
different standpoints. All of which are to be
given merits for the prowess of argumentation
that they have shown. As had been discussed in
this paper, one of which is David Hume, whose
philosophy, for many, exemplifies the essence
of the empiricist thought.
I would like to end this paper by differentiating
once more the view on the self of the two
philosophers at hand by stating their thought
from my own point of view:
Descartes. “I think, therefore I am.” Thinking is
an action. The fact that there is an action being
22. done affirms an actor. Thinking, then,
presupposes the existence of a thinker—a mind.
The mind is the substance to which thinking is
the essence of. I am my mind. I exist. This,
now, I can be sure of. To say otherwise is still
an affirmation of my existence for to do so is
still thinking. Indeed, I exist!
Hume. The I does not exist. In fact, it would
even be invalid to say “I,” for it would be
presumptuous of me to say so. I do not exist as
a single unit of being, for I am but an
aggregate—a compound—of several different
perceptions. The perceptions that compose me
are in a constant flux and therefore I am not the
same as I was one millisecond ago. If you point
into my direction, you are not really pointing at
something. I am but a fleeting moment.
1 John Jacob Scherer, Commencement Speech to
Roanoke College Graduates, in Graduation Wisdom, NA,
Accessed December 1, 2015,
http://www.graduationwisdom.com/speeches/0053-
scherer.htm.
2 Also called cogito, mind or self, identity, or in a more
religious context, soul. (All the I’s in italics in this paper
from here onwards shall be taken as synonymous to self).
3 Rene Descartes, Selections from the Principles of
Philosophy, Translated by John Veitch, PDF File, Accessed
from Project Gutenberg, 15.
4 Peter Markie, The Cogito and Its Importance, in
The Cambridge Companion to Descartes, ed. by John
24. Therefore, we are substances whose existence is free from
any other thing except for God. See Prado, Starting With
Descartes, 10-11.
9 Ibid., 11.
10 René Descartes, “Reply to Objection IV,” in The
Philosophical Works of Descartes, Vol. 2, trans. Elizabeth
Haldane and G.R.T. Ross (New York: Cambridge
University Press, 1967), 98.
11 Descartes, Meditations,
12 René Descartes, “Meditations on First
Philosophy,” in Meditations, Objections, and Replies, trans. by
Roger Ariew and Donald Cress (Indianopolis: Hackett
Publishing Company, Inc., 2006), 13.
13 Peter Markie, The Cogito and Its Importance, 55.
14 Descartes, Meditations, 10.
15 Descartes, Meditations, 9.
16 Ibid., 52.
17 E. Rhodes, “A View of the Philosophy of
Descartes.” in The Journal of Speculative Philosophy, Vol. 18,
No. 3., July 1884, Accessed from JSTOR. 229, 233.
18 Emphasis mine. Hume has made clear this
condition for the acquisition of knowledge and furthers it
in the latter part of the same section saying: “When we
entertain, therefore, any suspicion that a philosophical
term is employed without any meaning or idea (as is but
too frequent), we need but enquire, from what impression is
that supposed idea derived? And if it be impossible to assign
any, this will serve to confirm our suspicion.” David
Hume, Enquiries Concerning the Human Understanding and
26. ISSN 2362-9452
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Talisik: An Undergraduate Journal of Philosophy
31. Tony Williams
ARGOSY UNIVERISTY
DR. PAMLEA FIZPATRICK
13 March 2018
The hypothetical scenario that I choose is the teacher-
practitioner scenario. There are several issues I experience as a
teacher-practitioner, but I strive to deal with all of them. I have
numerous activities that include attending to all the students I
teach to make sure that all of them prosper to reach their
expectations. I am also the chair of the teachers association at
the institution. Moreover, I have also been entrusted the role of
dealing with student affairs and helping them overcome the
challenges they face in school. I offer guidance where necessary
to students who are troubled and therefore need helping them
have smooth life in the institution for the betterment of their
education qualities.
Because of the numerous roles that I have been allocated in the
institution, sometimes I feel overburdened because of the vast
challenges that come along. The most critical obstacle that is
that I usually have limited time to deal with all the problems on
most days. For instance, as a counselor to the student affairs
department, I typically deal with many cases from different
individuals’ hence making time the limiting factor to hampering
quality service delivery. Moreover, I face a challenge from
noncooperation from colleagues as the chair of the teachers
association. Despite the problems, I am working on ways to deal
with them to ensure that the roles I play work in capacity. I plan
on working on my counseling skills to enable me to attend to
many cases during the day for efficient service delivery. On the
part of dealing with uncooperative colleagues, I am planning to
come up with ways of creating a good relationship with all of
them so that we can all work together for the betterment of the