Slides for the concepts of conjunction, negation, contradiction, the Principle of Noncontradiction, proof by counter-example, and reductio ad absurdams
Slides for the concepts of conjunction, negation, contradiction, the Principle of Noncontradiction, proof by counter-example, and reductio ad absurdams
Chapter 1 Introduction to Ethics and Social Responsibility F.docxtidwellveronique
Chapter 1
Introduction to Ethics and Social Responsibility
Five arms linked by fists wrapped around wrists.
Don Klumpp/The Image Bank/Getty Images
Learning Objectives
At the end of this chapter, you should be able to:
•Explain why it is important to study ethics and engage in ethical debates.
•Describe the roles of argument and emotion in ethics.
•Describe the function of logic in an argument and characterize an effective ethical argument.
•Explain how ethical theory can be applied to moral questions.
•Discuss how individual decisions can have consequences in the broader society.
•Identify the three dominant ethical theories in Western philosophy: utilitarianism, deontology, and virtue ethics.
•Identify the influential ethical theories that have been proposed as alternatives to classical theories.
People have worried about ethical questions—most simply stated, what is right and wrong—since the earliest of days. From the most basic, everyday concerns to the most important challenges a society can face, we confront these basic ethical questions all the time. In the following pages, we will look at many such moral problems, as well as some of the ethical theories philosophers have offered to solve them.
The study of ethics can be frustrating at times, largely because the problems dealt with rarely lead to a result that satisfies everyone. Hence, the arguments continue, new points are raised, old views are discarded, and we seem to go nowhere. But some of this frustration can be alleviated when we realize that as long as people debate questions of right and wrong, these disagreements will persist. At the same time, however, we will discover that our understanding of those disagreements can be deepened and our abilities to reason about them improved. We may not solve all the ethical problems we confront, but we can make progress by solving some of them, and making clearer what is at stake in the problems themselves.
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavior you think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit for work that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether our response is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known as ethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That people consider what is r ...
Types Of QuestionsIntro to Critical Thinking Types of Questions.docxmarilucorr
Types Of Questions
Intro to Critical Thinking: Types of Questions
Dr. Raghu
It is essential to understand a question well in order to learn:
a) whether it has a correct answer,
b) whether it is feasible to discover the correct answer, and
c) the process of discovering the correct answer.
Part of understanding a question clearly is to understand the type or category of question it belongs to.
Here are a few categories or types of questions:
1 . Descriptive-Empirical and Evaluative Questions
A descriptive-empirical question probes or asks for the nature, or structure, or specific features of something. An evaluative question probes or asks for a judgment on the general quality or value of something.
Evaluative questions are identified in terms of the key evaluative words in them. These are questions which ask whether a key evaluative term or word can be applied or ascribed to something.
For example, "What is the chemical composition of a star?" is a descriptive-empirical question because it asks about the chemical structure or nature of a star.
For example, "Is the Mona Lisa a great painting?" is an evaluative question because it asks whether the evaluative term "great" can be applied to the painting Mona Lisa.
All answers to descriptive-empirical questions are either true or false, although we may not know in a given instance that an answer is true or that it is false. When an answer to a descriptive-empirical question is known to be true or false, it is a settled question. When an answer to a descriptive-empirical question is not known to be true or false, it is an unsettled question.
2 . Semantic, Conceptual, and Descriptive-Empirical Questions
A semantic question pertains to the meaning of a word, phrase, or statement. "What is the meaning of "curmudgeon" in English?" is a semantic question.
A conceptual question probes or asks for the meaning or aspects of a concept or idea, i.e., it requires an answer based on the definition and/or analysis of the concept. Conceptual questions also pertain to relations between or among concepts, e.g., the relation between love and justice, freedom and order, faith and reason, etc.
"Is love necessarily unconditional?" This is a conceptual question because it is a question on the concept of love.
An descriptive-empirical question probes or asks whether something is a fact and/or what the facts are. It requires an answer affirming or denying that something is a fact or documenting the facts.
"How many weekly direct flights are there from Las Vegas to Honolulu?" This is a descriptive-emprical question because it pertains to facts on those flights originating in Las Vegas and ending in Honolulu.
Important Note: While conceptual questions are solely about concepts, descriptive-empirical questions always involve the use of words and concepts which require clarification before the answers can be determined. But this should not create confusion as to whethe ...
Ethics in Science Essay
Four Ethical Principles
Philosophy of Ethics Essay
Ethics In Nursing Essay
Ethical Dilemma Essay
Ethics In The Workplace Essay
Ethics and Education Essay
What Does Ethics Mean? Essay
My Personal Ethics Essay
Ethical Definition Essay
Ethics in Research Essay
Discussion: Autism
No unread replies.No replies.
Discussion- Chapter Eleven
Discussion prompt:
Autism spectrum disorders (ASD) have received substantial attention in the popular press during the past decade. A brighter picture is emerging due to this media attention.
Use the question below to guide your discussion:
In what ways is the future brighter for people with ASD than it has in the past?
Submission Instructions:
The Discussion Forum is a great way to build a sense of community, discuss key concepts, and learn from others. You are required to post a response and a reply to at one peer each week.
· Post your initial response by Wednesday at 23:59 CST.
· Post a minimum of one follow-up response by Sunday at 23:59 CST.
To receive full credit, your responses must demonstrate an understanding of key concepts; further the discussion by providing original and relevant insight; include a rationale, evidence, or example that supports your response/opinion; and, be free of significant mechanical errors. Your peer responses should provide specific, constructive, and supportive feedback to extend classmates' thinking and offer additional resources, opinion, and/or experiences.
Your initial post should be 300-350 words. Peer reply posts should be 150-200words each. Conform to APA guidelines as you write your responses. In-text citations, as well as reference page citations, must be included for any professional journal articles, textbook quotes, video references, etc., used in your response.
*Grading rubric is listed. Click on show rubric.
Required Textbook: Hardman, M. L., Egan, M. W., & Drew, C. J. (2014). Human exceptionality: School, community, and family. (12th ed.) Cengage Learning
"Ethics and Ethical Reasoning"
"ermissible, etc.)”? One answer to this question is that such assertions can do nothing to solve the deep conflicts of value that we find in our world. We know that people disagree about abortion, gay marriage, animal rights, and other issues. If we are to make progress toward understanding each other, if we are to make progress toward establish-ing some consensus about these topics, then we have to understand why we think certain things are right and other things are wrong. We need to make arguments and give reasons in order to work out our own conclusions about these issues and in order to explain our conclusions to others with whom we disagree.It is also not sufficient to appeal to custom or authority in deriving our conclusions about moral issues. While it may be appropriate for children to simply obey their parents’ decisions, adults should strive for more than conformity and obedience to authority. Sometimes our parents and grandparents are wrong—or they disagree among themselves. Sometimes the law is wrong—or the laws conflict. And sometimes religious authorities are wrong—or the authorities do not agree. To appeal to authority on moral issues, we would first have to decide which authority is to be trusted and belie ...
1.1 Why Study EthicsYou are standing in line at the movies, and.docxpaynetawnya
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavioryou think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit forwork that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether ourresponse is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known asethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That peopleconsider what is right and wrong, and what they ought to do, is fundamental to living in communities. Thus, another way of thinking aboutethics is that it is the study of "oughts" and "shoulds"—what ought I do, what should others do, what ought society do. Even though our focusin this text will be on the subject of ethics itself, we will also explore the long history of ethics and some of its important relationships withreligious traditions and legal and political doctrines before we reach the conclusion of our readings. Recognizing how our philosophical concepts—particularly ethical concepts—inform and clarify our understanding of religion, the law, and politics is important.
At the same time, we all have what philosophers call moral intuitions. Intuitions, in the philosophical sense, are views that we hold, and sharewith others, without any specific argument or reasoning involved. They tend to be immediate and spontaneous. Perhaps you see an animalbeing treated with great cruelty, and you immediately and spontaneously object to that treatment. This reflects your intuition that such crueltyis wrong; you don't hesitate to consider the evidence and arguments involved—you simply react. Such intuitions are often correct, and thestudy of ethics can help support them by providing deeper reflection on the issues involved and developing sophisticated arguments thatsupport these intuitions. It is also possible that such intuitions may be wrong, or at least may be considered by many others to be wrong. Aperson's intuitions may tell him any number of things: that stealing is sometimes okay, that violence can sometimes solve problems, thatwomen or people of other races or religions are inferior. Many of us may object to these intuitions. The study of ethics puts us in a strongerposition to be able not just to say that we disapprove, but also to explain why we disapprove and why such intuitions may both be wrong andlead to other immoral results. As we shall see, s ...
Radius Images/Photolibrary1
Introducing Philosophy
• Philosophy has a rich and fascinating history.
• Philosophers explore questions ranging from logic and
mathematics to morality and art.
• Philosophy helps us to better understand our beliefs and
those of others and to examine, defend, and criticize
those beliefs.
What We Will Discover
mos66103_01_ch01_001-030.indd 1 12/1/10 7:22 PM
CHAPTER 1Section 1.1 What Is Philosophy?
Philosophy is an unusual discipline, not just because it has an enormously long history, but
because it spends a good bit of time investigating what philosophy itself is. In this chap-
ter, we look at what philosophy is, how philosophers approach their subject, and what the
benefits of philosophical inquiry are. We will also include a brief overview of the rich and
fascinating history of the development of philosophy in the West.
1.1 What Is Philosophy?
Here we will explore what philosophy is, including some of its history. We will focus on Western philosophy, and the most important philosophers of that tradi-tion, but it is good to keep in mind that there are other important traditions in the
history of philosophy. One of the most important things philosophers do is ask questions,
and we will identify some of the questions that have engaged philosophers for thousands
of years.
What Do Philosophers Do?
Plato tells us that philosophy begins in wonder. Human beings wonder about themselves,
about other people, about where they came from, about where they are going, and about
what they should do while they are here. Human beings are naturally curious, and each
question one asks leads to another, then another, and then another. One way of think-
ing about philosophy, then, is that it is the sys-
tematic attempt to answer the general questions
human beings have always asked, and the debate
that naturally follows each proposed answer.
Philosophy combines curiosity—wonder about
the world and all that is in it, and even beyond
it—and criticism—objections to answers, sugges-
tions of new answers, and new objections to those
new answers. As should be clear, philosophical
inquiry has one other important feature: It never
ends. We do, on occasion, seem to discover solu-
tions to specific philosophical questions. But the
pursuit of philosophy will continue as long as
there are things we don’t understand, and as long
as we remain curious.
The word philosophy comes from two Greek
words. We see one of them, philein, or “to love,”
in the name of Philadelphia, “city of brotherly
love,” and in the word philanthropy, love for
human beings. We are familiar with the other
word, sophos, from such words as sophisticated
and sophomore: It means wisdom. Thus, philos-
ophy is, literally, the love of wisdom and refers
to the unending search for answers to questions.
To be successful, then, in philosophy, one must
Hilary Helton/81a/Photolibrary
As humans, we are naturally curi-
ous—something often q ...
ETHC 101
Discussion Board Reply Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Points Earned
Word Count
15 points
Word count is between 500 and 600 words.
11 to 14 points
Word count exceeds 600 words.
1 to 10 points
Word count is less than 500 words.
0 points
Not present
Style
10 points
Reply offers constructive feedback to a classmate in a manner that is polite, rationally argued, and not overly emotional.
7 or 9 points
Reply offers constructive feedback to a classmate but with some deficiency of politeness, reasonableness, and/or dispassion.
1 to 6 points
Reply offers little to no constructive feedback, and/or is strongly impolite, and/or is very emotional.
0 points
The post is not a reply (it is off-topic).
Understanding
10 points
Reply utilizes many of the concepts and technical vocabulary taught in the class in a manner that demonstrates accurate understanding.
7 to 9 points
Reply utilizes some of the concepts and technical vocabulary taught in the class in a manner that demonstrates accurate understanding.
1 to 6 points
Reply utilizes some of the concepts and technical vocabulary taught in the class but sometimes in ways that suggest that they are not correctly understood.
0 points
Reply does not utilize the concepts and technical vocabulary taught in the class.
Structure 30%
Advanced
Proficient
Developing
Not Present
Points Earned
Spelling, Punctuation, and Grammar
10 points
Reply is written in paragraph form and is devoid of spelling, punctuation, and grammar errors.
7 or 9 points
Reply is not written in paragraph form and/or has occasional spelling, punctuation, and grammar errors.
1 to 6 points
Reply is not written in paragraph form and has numerous spelling, punctuation, and grammar problems.
0 points
Not present
Turabian formatting
5 points
Direct references and/or allusions to outside resources (such as the textbooks) are present and are cited using footnotes in current Turabian format.
4 points
Direct references and/or allusions to outside resources (such as the textbooks) are present but are cited otherwise than using footnotes in current Turabian format.
1 to 3 points
Direct references and/or allusions to outside resources (such as the textbooks) are present but the sources are not cited. (Note: if plagiarism is present, that requires additional corrective action.)
0 points
No direct references and/or allusions to outside resources are present.
Total
/50
Instructor's Comments:
Page 1 of 1
For this untimed, open-resource essay exam, answer each question thoroughly and clearly, and ground it in course reading material. Essay answers must be more than 3 or 4 brief sentences, but kept within the bounds of an essay exam (4 - 6 paragraphs). All your writing must be in your own words. Paraphrase (restate what you read) rather than copying material from the course textbook or the Internet. No copying is permitted in this course and doing so will result in zero points on th.
Chapter 1 Introduction to Ethics and Social Responsibility F.docxtidwellveronique
Chapter 1
Introduction to Ethics and Social Responsibility
Five arms linked by fists wrapped around wrists.
Don Klumpp/The Image Bank/Getty Images
Learning Objectives
At the end of this chapter, you should be able to:
•Explain why it is important to study ethics and engage in ethical debates.
•Describe the roles of argument and emotion in ethics.
•Describe the function of logic in an argument and characterize an effective ethical argument.
•Explain how ethical theory can be applied to moral questions.
•Discuss how individual decisions can have consequences in the broader society.
•Identify the three dominant ethical theories in Western philosophy: utilitarianism, deontology, and virtue ethics.
•Identify the influential ethical theories that have been proposed as alternatives to classical theories.
People have worried about ethical questions—most simply stated, what is right and wrong—since the earliest of days. From the most basic, everyday concerns to the most important challenges a society can face, we confront these basic ethical questions all the time. In the following pages, we will look at many such moral problems, as well as some of the ethical theories philosophers have offered to solve them.
The study of ethics can be frustrating at times, largely because the problems dealt with rarely lead to a result that satisfies everyone. Hence, the arguments continue, new points are raised, old views are discarded, and we seem to go nowhere. But some of this frustration can be alleviated when we realize that as long as people debate questions of right and wrong, these disagreements will persist. At the same time, however, we will discover that our understanding of those disagreements can be deepened and our abilities to reason about them improved. We may not solve all the ethical problems we confront, but we can make progress by solving some of them, and making clearer what is at stake in the problems themselves.
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavior you think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit for work that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether our response is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known as ethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That people consider what is r ...
Types Of QuestionsIntro to Critical Thinking Types of Questions.docxmarilucorr
Types Of Questions
Intro to Critical Thinking: Types of Questions
Dr. Raghu
It is essential to understand a question well in order to learn:
a) whether it has a correct answer,
b) whether it is feasible to discover the correct answer, and
c) the process of discovering the correct answer.
Part of understanding a question clearly is to understand the type or category of question it belongs to.
Here are a few categories or types of questions:
1 . Descriptive-Empirical and Evaluative Questions
A descriptive-empirical question probes or asks for the nature, or structure, or specific features of something. An evaluative question probes or asks for a judgment on the general quality or value of something.
Evaluative questions are identified in terms of the key evaluative words in them. These are questions which ask whether a key evaluative term or word can be applied or ascribed to something.
For example, "What is the chemical composition of a star?" is a descriptive-empirical question because it asks about the chemical structure or nature of a star.
For example, "Is the Mona Lisa a great painting?" is an evaluative question because it asks whether the evaluative term "great" can be applied to the painting Mona Lisa.
All answers to descriptive-empirical questions are either true or false, although we may not know in a given instance that an answer is true or that it is false. When an answer to a descriptive-empirical question is known to be true or false, it is a settled question. When an answer to a descriptive-empirical question is not known to be true or false, it is an unsettled question.
2 . Semantic, Conceptual, and Descriptive-Empirical Questions
A semantic question pertains to the meaning of a word, phrase, or statement. "What is the meaning of "curmudgeon" in English?" is a semantic question.
A conceptual question probes or asks for the meaning or aspects of a concept or idea, i.e., it requires an answer based on the definition and/or analysis of the concept. Conceptual questions also pertain to relations between or among concepts, e.g., the relation between love and justice, freedom and order, faith and reason, etc.
"Is love necessarily unconditional?" This is a conceptual question because it is a question on the concept of love.
An descriptive-empirical question probes or asks whether something is a fact and/or what the facts are. It requires an answer affirming or denying that something is a fact or documenting the facts.
"How many weekly direct flights are there from Las Vegas to Honolulu?" This is a descriptive-emprical question because it pertains to facts on those flights originating in Las Vegas and ending in Honolulu.
Important Note: While conceptual questions are solely about concepts, descriptive-empirical questions always involve the use of words and concepts which require clarification before the answers can be determined. But this should not create confusion as to whethe ...
Ethics in Science Essay
Four Ethical Principles
Philosophy of Ethics Essay
Ethics In Nursing Essay
Ethical Dilemma Essay
Ethics In The Workplace Essay
Ethics and Education Essay
What Does Ethics Mean? Essay
My Personal Ethics Essay
Ethical Definition Essay
Ethics in Research Essay
Discussion: Autism
No unread replies.No replies.
Discussion- Chapter Eleven
Discussion prompt:
Autism spectrum disorders (ASD) have received substantial attention in the popular press during the past decade. A brighter picture is emerging due to this media attention.
Use the question below to guide your discussion:
In what ways is the future brighter for people with ASD than it has in the past?
Submission Instructions:
The Discussion Forum is a great way to build a sense of community, discuss key concepts, and learn from others. You are required to post a response and a reply to at one peer each week.
· Post your initial response by Wednesday at 23:59 CST.
· Post a minimum of one follow-up response by Sunday at 23:59 CST.
To receive full credit, your responses must demonstrate an understanding of key concepts; further the discussion by providing original and relevant insight; include a rationale, evidence, or example that supports your response/opinion; and, be free of significant mechanical errors. Your peer responses should provide specific, constructive, and supportive feedback to extend classmates' thinking and offer additional resources, opinion, and/or experiences.
Your initial post should be 300-350 words. Peer reply posts should be 150-200words each. Conform to APA guidelines as you write your responses. In-text citations, as well as reference page citations, must be included for any professional journal articles, textbook quotes, video references, etc., used in your response.
*Grading rubric is listed. Click on show rubric.
Required Textbook: Hardman, M. L., Egan, M. W., & Drew, C. J. (2014). Human exceptionality: School, community, and family. (12th ed.) Cengage Learning
"Ethics and Ethical Reasoning"
"ermissible, etc.)”? One answer to this question is that such assertions can do nothing to solve the deep conflicts of value that we find in our world. We know that people disagree about abortion, gay marriage, animal rights, and other issues. If we are to make progress toward understanding each other, if we are to make progress toward establish-ing some consensus about these topics, then we have to understand why we think certain things are right and other things are wrong. We need to make arguments and give reasons in order to work out our own conclusions about these issues and in order to explain our conclusions to others with whom we disagree.It is also not sufficient to appeal to custom or authority in deriving our conclusions about moral issues. While it may be appropriate for children to simply obey their parents’ decisions, adults should strive for more than conformity and obedience to authority. Sometimes our parents and grandparents are wrong—or they disagree among themselves. Sometimes the law is wrong—or the laws conflict. And sometimes religious authorities are wrong—or the authorities do not agree. To appeal to authority on moral issues, we would first have to decide which authority is to be trusted and belie ...
1.1 Why Study EthicsYou are standing in line at the movies, and.docxpaynetawnya
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavioryou think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit forwork that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether ourresponse is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known asethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That peopleconsider what is right and wrong, and what they ought to do, is fundamental to living in communities. Thus, another way of thinking aboutethics is that it is the study of "oughts" and "shoulds"—what ought I do, what should others do, what ought society do. Even though our focusin this text will be on the subject of ethics itself, we will also explore the long history of ethics and some of its important relationships withreligious traditions and legal and political doctrines before we reach the conclusion of our readings. Recognizing how our philosophical concepts—particularly ethical concepts—inform and clarify our understanding of religion, the law, and politics is important.
At the same time, we all have what philosophers call moral intuitions. Intuitions, in the philosophical sense, are views that we hold, and sharewith others, without any specific argument or reasoning involved. They tend to be immediate and spontaneous. Perhaps you see an animalbeing treated with great cruelty, and you immediately and spontaneously object to that treatment. This reflects your intuition that such crueltyis wrong; you don't hesitate to consider the evidence and arguments involved—you simply react. Such intuitions are often correct, and thestudy of ethics can help support them by providing deeper reflection on the issues involved and developing sophisticated arguments thatsupport these intuitions. It is also possible that such intuitions may be wrong, or at least may be considered by many others to be wrong. Aperson's intuitions may tell him any number of things: that stealing is sometimes okay, that violence can sometimes solve problems, thatwomen or people of other races or religions are inferior. Many of us may object to these intuitions. The study of ethics puts us in a strongerposition to be able not just to say that we disapprove, but also to explain why we disapprove and why such intuitions may both be wrong andlead to other immoral results. As we shall see, s ...
Radius Images/Photolibrary1
Introducing Philosophy
• Philosophy has a rich and fascinating history.
• Philosophers explore questions ranging from logic and
mathematics to morality and art.
• Philosophy helps us to better understand our beliefs and
those of others and to examine, defend, and criticize
those beliefs.
What We Will Discover
mos66103_01_ch01_001-030.indd 1 12/1/10 7:22 PM
CHAPTER 1Section 1.1 What Is Philosophy?
Philosophy is an unusual discipline, not just because it has an enormously long history, but
because it spends a good bit of time investigating what philosophy itself is. In this chap-
ter, we look at what philosophy is, how philosophers approach their subject, and what the
benefits of philosophical inquiry are. We will also include a brief overview of the rich and
fascinating history of the development of philosophy in the West.
1.1 What Is Philosophy?
Here we will explore what philosophy is, including some of its history. We will focus on Western philosophy, and the most important philosophers of that tradi-tion, but it is good to keep in mind that there are other important traditions in the
history of philosophy. One of the most important things philosophers do is ask questions,
and we will identify some of the questions that have engaged philosophers for thousands
of years.
What Do Philosophers Do?
Plato tells us that philosophy begins in wonder. Human beings wonder about themselves,
about other people, about where they came from, about where they are going, and about
what they should do while they are here. Human beings are naturally curious, and each
question one asks leads to another, then another, and then another. One way of think-
ing about philosophy, then, is that it is the sys-
tematic attempt to answer the general questions
human beings have always asked, and the debate
that naturally follows each proposed answer.
Philosophy combines curiosity—wonder about
the world and all that is in it, and even beyond
it—and criticism—objections to answers, sugges-
tions of new answers, and new objections to those
new answers. As should be clear, philosophical
inquiry has one other important feature: It never
ends. We do, on occasion, seem to discover solu-
tions to specific philosophical questions. But the
pursuit of philosophy will continue as long as
there are things we don’t understand, and as long
as we remain curious.
The word philosophy comes from two Greek
words. We see one of them, philein, or “to love,”
in the name of Philadelphia, “city of brotherly
love,” and in the word philanthropy, love for
human beings. We are familiar with the other
word, sophos, from such words as sophisticated
and sophomore: It means wisdom. Thus, philos-
ophy is, literally, the love of wisdom and refers
to the unending search for answers to questions.
To be successful, then, in philosophy, one must
Hilary Helton/81a/Photolibrary
As humans, we are naturally curi-
ous—something often q ...
ETHC 101
Discussion Board Reply Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Points Earned
Word Count
15 points
Word count is between 500 and 600 words.
11 to 14 points
Word count exceeds 600 words.
1 to 10 points
Word count is less than 500 words.
0 points
Not present
Style
10 points
Reply offers constructive feedback to a classmate in a manner that is polite, rationally argued, and not overly emotional.
7 or 9 points
Reply offers constructive feedback to a classmate but with some deficiency of politeness, reasonableness, and/or dispassion.
1 to 6 points
Reply offers little to no constructive feedback, and/or is strongly impolite, and/or is very emotional.
0 points
The post is not a reply (it is off-topic).
Understanding
10 points
Reply utilizes many of the concepts and technical vocabulary taught in the class in a manner that demonstrates accurate understanding.
7 to 9 points
Reply utilizes some of the concepts and technical vocabulary taught in the class in a manner that demonstrates accurate understanding.
1 to 6 points
Reply utilizes some of the concepts and technical vocabulary taught in the class but sometimes in ways that suggest that they are not correctly understood.
0 points
Reply does not utilize the concepts and technical vocabulary taught in the class.
Structure 30%
Advanced
Proficient
Developing
Not Present
Points Earned
Spelling, Punctuation, and Grammar
10 points
Reply is written in paragraph form and is devoid of spelling, punctuation, and grammar errors.
7 or 9 points
Reply is not written in paragraph form and/or has occasional spelling, punctuation, and grammar errors.
1 to 6 points
Reply is not written in paragraph form and has numerous spelling, punctuation, and grammar problems.
0 points
Not present
Turabian formatting
5 points
Direct references and/or allusions to outside resources (such as the textbooks) are present and are cited using footnotes in current Turabian format.
4 points
Direct references and/or allusions to outside resources (such as the textbooks) are present but are cited otherwise than using footnotes in current Turabian format.
1 to 3 points
Direct references and/or allusions to outside resources (such as the textbooks) are present but the sources are not cited. (Note: if plagiarism is present, that requires additional corrective action.)
0 points
No direct references and/or allusions to outside resources are present.
Total
/50
Instructor's Comments:
Page 1 of 1
For this untimed, open-resource essay exam, answer each question thoroughly and clearly, and ground it in course reading material. Essay answers must be more than 3 or 4 brief sentences, but kept within the bounds of an essay exam (4 - 6 paragraphs). All your writing must be in your own words. Paraphrase (restate what you read) rather than copying material from the course textbook or the Internet. No copying is permitted in this course and doing so will result in zero points on th.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
21. Controlling the Question
Is drinking milk healthy for humans?
What are the healthiest drinks for humans?
What Constitutional rights should we
keep?
Has the Constitutional right to bear
arms outlived its usefulness?
Are single-sex schools better for education?
What is the best method of education?
22. Controlling the Question
Open Questions
What are the healthiest
drinks for humans?
What Constitutional
rights should we keep?
What is the best
method of
education?
Yes-or-no Questions
Is drinking milk
healthy for humans?
Has the Constitutional
right to bear arms
outlived its usefulness?
Are single-sex
schools better for
education?
23. Open Questions
Are Topic or Theme Questions
What are the healthiest
drinks for humans?
What Constitutional
rights should we keep?
What is the best
method of
education?
24. Yes-or-no Questions
Are Issue Questions
Is drinking milk
healthy for humans?
Has the Constitutional
right to bear arms
outlived its usefulness?
Are single-sex
schools better for
education?
25. An Issue Question: is a
yes-or-no question, and is
the way to formulate
questions for the disputed
question method (quaestio
disputata).
26. The Disputed Question Method
yes:
Reasons supporting
the yes answer or
refuting the no answer.
Which side
has the better
reasons?
the question
no:
Reasons supporting
the no answer or
refuting the yes
answer.
27. The Disputed Question Method
yes:
Reasons supporting
the yes answer or
refuting the no answer.
Is drinking
milk
healthy?
Which side
has the better
reasons?
no:
Reasons supporting
the no answer or
refuting the yes
answer.
28. The Disputed Question Method
yes:
Reasons supporting
the yes answer or
refuting the no answer.
Is the right
to bear arms
still useful?
Which side
has the better
reasons?
no:
Reasons supporting
the no answer or
refuting the yes
answer.
29. The Disputed Question Method
yes:
Are singlesex schools
better for
education?
Reasons supporting
the yes answer or
refuting the no answer.
Which side
has the better
reasons?
no:
Reasons supporting
the no answer or
refuting the yes
answer.
30. A virtue is an excellence, a
mean between two extremes
called vices.