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Art-based Methods in Education for Social Justice, 2007.
A discussion regarding the need for awareness and action in regards to social justice issues, and the effectiveness of art-based methods of social justice education.
3,967 words (approx. 15.9 pages), 12 sources, MLA, $ 107.95
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Abstract
This paper takes a look at the issues surrounding social justice and the need for more awareness. According to the paper, art-based methods of education use creative thought and expression as a means of understanding and incorporating the lessons at hand and, therefore, art-based methods in education can have wonderfully effective results in regards to social justice issues. The paper goes on to say that there is no right or wrong when it comes to the expression of creative ideas. The paper further examines the fundamental roles of education in society as expressed by Aristotle.
From the Paper
"When it comes to the development of effective art-based approaches for education on social justice issues, It may be helpful to incorporate three basic, yet powerful, instructional strategies. These strategies are respect for diversity, the power of reciprocal learning, and personal reflection (Smyth, 2005). These strategies are especially important in the context under discussion due to the sensitive nature of social justice issues, and the vulnerability that may possibly be felt by students involved in creative expression. Being respectful of diversity simply means acknowledging and attending to the needs of students in the classroom, and ensuring that the learning environment is safe and promotes appropriate instruction (Smyth, 2005). Practices in the classroom should reflect appropriate methods that foster the creation of a community of individuals and an awareness of differences. One of these methods is open discussion (Smyth, 2005), and this can provide a basis for learning about and absorbing social justice issues. This then sets the stage for the creative expression of the understanding of these issues."
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Society and Societal Change, 2007.
This paper explores the beliefs of Karl Marx, Max Weber and Emile Durkheim on the causes and effects of modernization.
1,737 words (approx. 6.9 pages), 3 sources, MLA, $ 56.95
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Abstract
The paper compares and contrasts the views of Karl Marx, Max Weber and Emile Durkheim on society and the forces that drive change. The paper examines their perspectives on whether society exists and the nature of society, the relationship between society and the individual, how and why societies change, the consequences of modernization and the concepts of specialization and exploitation. The paper demonstrates how the ideas of Weber, Marx and Durkheim give us several opposing views on society and the changes that led to capitalism.
Outline:
Does Society Exist and What is its Nature?
What is the Relationship Between Society and the Individual?
How and Why do Societies Change?
What are the Consequences of Modernization?
What are Their Thoughts on Specialization and Exploitation?
From the Paper
"All three of our authors felt that society exists, but they have different theories on the reason for its existence. Weber felt that society existed as a result of the collective forces of the individual. He believed that the essence of society was to help individuals further the development of their personal connection to God. The sole purpose for the work of the individuals was to glorify God and recognize his supremacy over man. Weber believed that society exists to serve the individual, who in turn exists to serve God."
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God and the Theory of Evolution, 2007.
A look at the defense of the cosmological argument for the existence of God against the theory of evolution
1,444 words (approx. 5.8 pages), 5 sources, MLA, $ 47.95
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Abstract
This paper attempts to defend the cosmological argument for the existence of God against the theory of evolution by presenting arguments in favor of the cosmological argument, refuting some of the major objections against it and elaborating the weaknesses of the evolutionary theory.
Outline:
The Cosmological Argument
Criticisms of the Cosmological Argument & their Refutation
The Theory of Evolution
Does the Theory of Evolution Negate the Cosmological Argument?
Conclusion
From the Paper
"Man has sought to unravel the mysteries about the origins of the universe, life, and mankind itself since times immemorial. Philosophers, theologians, and scientists have thought hard and deep through the ages and put forwarded divergent theories about the mystery. These have eventually boiled down to two major and contrary ideas, i.e., the "evolutionary" theory that life was created by pure chance and has over time evolved into ever-more complex forms of life through a process of natural selection, and the theist argument that an outside supreme force (God) was responsible for the start of the universe and life. The "Cosmological Argument" for the existence of God and the "theory of evolution" best represent the two divergent schools of thought on this important argument."
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Tragedy, Aristotle and "Death of a Salesman", 2007.
An analysis of how Aristotle defines tragedy and how it is portrayed by Arthur Miller in his play "Death of a Salesman".
4,224 words (approx. 16.9 pages), 9 sources, APA, $ 112.95
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Abstract
Arthur Miller's "Death of a Salesman" has several strong literary and socially disturbing dimensions, but the one that stands most is its tragic dimension. This paper contends that "Death of a Salesman" is in fact tragic, and that within that tragic dimension there are several themes that are apparent and important: financial failure, emotional inadequacy, false pride, sports promise and sports failure, sexual confusion and impropriety, career stumbling, a dysfunctional family, death and madness. Tragedy to varying and diverse degrees is presented as a dynamic that is witnessed in Willy's family, in Willy's failed careers, and of course in his failed relationship with his son and in his marriage. Additionally there are tragic circumstances within the popular American contemporary vernacular of sports. The paper also examines Aristotle's stance on tragedy and how it compares to that of Arthur Miller.
Outline:
Introduction
What Is Tragedy? Miller's Philosophy on Tragedy and His Perspective on the Play
What Is Aristotle's Philosophy Regarding Tragedy?
The Death of a Salesman: The Literature and the Scholarship
Other Tragic Features of the Play
From the Paper
"After going to lengths to point out that Miller sees the central tragic figure in the play as Willy, Hagopian insists that it's Biff Loman, Willy's son, is the one who "ultimately makes things happen, who responds to the great trauma in his life with an emotional and moral paralysis..." That point could be rebutted effectively, but meantime a more pertinent point that Hagopian makes is that, after Biff finds his dad in a hotel room with another woman; "You fake!" he barks. "You phony little fake! You fake!" And now dad has been fired from his job, and Willy fears his son will expose his immoral deeds to mom. But Biff does not, he just wants to rage at his dad, and say "goodbye to you Pop...let's just wrap it up, heh?" The scene that Willy provokes has definite tragic consequences, Hagopian admits on page 40. "
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Immanuel Kant, 2007.
A discussion regarding Immanuel Kant's religion and rational theology.
1,144 words (approx. 4.6 pages), 8 sources, MLA, $ 39.95
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Abstract
This paper reviews and discusses the ideas and theories of German philosopher Immanuel Kant. According to the paper, Kant rejects St. Augustine's ontological argument in that reason is too limited to know anything that is beyond human experience and, therefore, cannot prove the existence of God. The paper goes on to say that Kant does, however, accept that religion can be established by the operations of morality in the human mind or by practical reason. Thus, God's existence becomes a necessary presupposition to objective, moral judgments, which extend beyond mere relative moral preferences.
From the Paper
"Despite his rejection of ideas as objects of experience or speculative thought, Kant recognizes the legitimate function of ideas in thinking (Peters 2004). He believes that ideas can be used as "regulative." This means that they can be treated as if they were true in directing the understanding to a certain objective or purpose and to give concepts "the greatest possible unity in combination with the greatest possible extension (Kant 1945 as qtd in Peters)." These ideas can, then, provide the possibility for completeness and unity of experience. He also acknowledges the role of ideas in practical reason (Peters)."
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"The Inward Morning", 2007.
A discussion of the philosophical text "The Inward Morning" by Henry Greenwood Bugbee.
930 words (approx. 3.7 pages), 1 source, MLA, $ 33.95
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Abstract
The paper discusses how the author of "The Inward Morning", Henry Greenwood Bugbee, maintains that it is impossible to know anything for sure. The paper explains that rather than seeing the state of constant doubt as dangerous, Bugbee sees this as one of the blessings of the human condition. The paper looks at Bugbee's belief that the only thing that is anxiety-provoking is the false notion that there is one correct path for all people.
From the Paper
"The Inward Morning is a philosophical text that makes a profound statement against philosophical certainty and the quest for absolute truth. It is a very appropriate work to read by people who are living today, in an age filled with many possible ways of living and many possible truths, an age that is often called the post-modern age of doubt. The availability of so many options and choices can make the modern world seem frustrating and confusing. This book suggests that confusion is not necessarily a bad thing, but a natural part of human experience. The only thing that is anxiety-provoking is the false notion that there is one correct path for all people."
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John Locke's Philosophy of Government, 2007.
This paper examines the work of several critics in order to analyze the meaning of political power as presented by John Locke in his "The Second Treatise of Civil Government".
3,850 words (approx. 15.4 pages), 6 sources, APA, $ 105.95
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Abstract
This paper explains that John Locke suggestion, in his "The Second Treatise of Civil Government", that establishing the rule of law without the use of force is not easy; however, Locke's discussion is clouded not only by vagueness but also by the fact that he "says too much". The author stresses that there is evidence that John Locke indeed supported the American colonies' drive for freedom. The paper relates that Locke points out specifically in his "Second Treatise" that taking property without the will and consent of the people is against both natural law and the fiduciary nature of civil authority.
Table of Contents:
The Limits and Functions of Government
Political Power
Hobbes on Sovereignty
Does Locke Trust People Too Much?
Conclusion
From the Paper
"In fact, the British had repealed the Stamp Act after the colonies dumped tea in Boston harbor and otherwise rebelled against heavy-handed British rule; the colonies also objected to the very fact that they had come over to the new world seeking both religious freedom and a chance to get a new start economically. And from far away in England, came oppressive rule and taxation "without representation." Locke expressed - in his Letter on Toleration, which was "highly esteemed in New England" and which "the care of souls cannot belong to the civil magistrate," ..."
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A More Just Society, 2007.
This paper explores Jean Jacques Rousseau's "Social Contract" and his "Discourse on Inequality".
3,891 words (approx. 15.6 pages), 5 sources, MLA, $ 106.95
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Abstract
The paper reviews and critiques Rousseau's "Social Contract," and his "Discourse on Inequality" and discusses the practicality of his philosophy. The paper explains Rousseau's ideas of what constitutes a more just society. The paper is of the opinion that the "Social Contract" and the "Discourse on Inequality" are brilliantly thought out narratives and asserts that more governments should study and adopt them for the good of their citizens.
Outline:
Are Rousseau's Ideas Desirable?
Is Rousseau a Nihilist?
How About the Fact that Rousseau Goes Back Against His Own Writings?
Conclusion
From the Paper
"When Jean Jacques Rousseau began his Discourse - "What is the Origin of Inequality Among Men, and is it Authorised by Natural Law?" - by calling attention to the fact that he considered his "Sovereign Lords" "honourable" and "magnificent," was he using charm to get attention? Was he "buttering them up" - those who would be reading his tome - in the hopes that his arguments would be more persuasive? No, and no. Those "Sovereign Lords" Rousseau spoke of were not the political or religious powers of his day in France, but rather, the citizens. The ordinary people who could read and write and think."
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Philosophy and Education, 2007.
This paper explores Aristotle, Francis Bacon and Adam Smith's ideas on education.
941 words (approx. 3.8 pages), 1 source, MLA, $ 33.95
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Abstract
The paper discusses how three famous philosophers, Aristotle, Francis Bacon and Adam Smith, wrote extensively about the effects of the study of poetry, music, art, history and historical example on the character. The paper shows how although Aristotle, Bacon and Smith all approach their discussion of education differently, they place a great deal of value on education as important in forming the minds of students. The paper illustrates the philosophers' beliefs that learning to think and form judgments contributes greatly to improving one's character.
From the Paper
"All three scholars are immediately concerned with how education is provided to the student. Aristotle in "Politics" takes issue with physical versus mental training at a young age in the development of the mind. He believes that youths should first be trained in "the labor of the mind" (Aristotle 544) as it will make them nobler in character. Training the body and the mind at the same time will adversely effect education because, as Aristotle claims, "the two kinds of labor are opposed to one another" (Aristotle 544). Bacon's famous "The Advancement of Learning" is concerned with education as having too great a reverence for the past. He believes that thinking people need to re-open their eyes and minds to the world around them and draw an education for themselves."
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Aristotle, Change and Stability, 2007.
An analysis of the philosophical doctrines of Aristotle as they relate to
change and stability.
843 words (approx. 3.4 pages), 3 sources, MLA, $ 30.95
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Abstract
This paper discusses the doctrines of Aristotle, as they relate to change and stability and how they are superior to those of Plato, Parmenides and Heraclitus. It also examines his astonishing ability to realize the true nature of physical reality some two thousand years before it was officially recognized and understood.
From the Paper
"One of Aristotle's specific categories of explanation is related to "origin of movement," or what we commonly refer to as "change." This is a subject which the Greek philosopher Plato, Aristotle's mentor and teacher, often thought about when contemplating the mysteries of time,
space and reality. According to Plato, "real things (being forms) do not change" except in the realm of appearances, i.e., the physical world. In contrast, Aristotle insisted that "there must be three basic ingredients in every example of change--a pair of opposites and an underlying subject of change," something which Plato wholly disagreed with, for he was convinced that a pair of opposites were all that was necessary for change (Cohen, Internet)."
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Oregon DWDA, 2007.
This paper looks at the Death and Dignity Act in the state of Oregon.
5,628 words (approx. 22.5 pages), 12 sources, MLA, $ 136.95
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Abstract
The writer notes that today, with advanced technology and medical care, most terminal cases in hospitals, and greater involvement of legislation with privacy issues, dying has become complicated. In this article, the writer discusses that Oregon with its Death and Dignity Act (DWDA), permits terminally-ill state residents to end their lives through the voluntary self-administration of lethal medications, expressly prescribed by a physician for that purpose. The writer maintains that this issue presents a valuable opportunity for individuals to decide while they can how to react to end-of-life issues before they become too prominent. The writer concludes that it is hoped that people can be objective and look at both sides of this issue for themselves and others to determine what is best for most people in the long term.
From the Paper
"Implementation of the Oregon "Death with Dignity Act" was delayed by a legal injunction. However, after proceedings, which included a petition denied by the United States Supreme Court, the Ninth Circuit Court of Appeals lifted the injunction in October of 1997. In retaliation, at the upcoming November elections, the voters were asked to repeal the act through a general ballot. This time, when they rejected the repeal of the law by a wide margin of 60 to 40 percent, Oregon became the only state allowing legal physician-assisted suicide."
"The Death with Dignity Act permits terminally ill Oregon residents to obtain and use prescriptions from their doctors for self-administered, lethal medications. Under the Act, ending one's life in accordance with the law does not constitute suicide."
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The Future: Promising or Foreboding?, 2007.
This paper presents a picture of an optimistic future for humanity in spite of the many negative outlooks.
2,517 words (approx. 10.1 pages), 12 sources, MLA, $ 76.95
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Abstract
The paper discusses how it is relatively easy to be pessimistic about the future in our modern world. The paper notes the daily reports about wars, terrorism, increasing poverty, the spread of HIV/AIDS and many factors that suggest that the future is a very bleak one. The paper suggests, however, that there has been an overemphasis on the negative view of life in modern society. The paper looks at phenomena such as global warming, the energy shortage, the advent of the Internet and the field of science and technology in a positive light and maintains that civilization has potential for a positive future.
Outline:
Global Warming and Climate Change
Energy Resources
Communications
Science and Technology
Education
Conclusion
From the Paper
"It is relatively easy to be pessimistic about the future in our modern world. One only has to glance at the news to find aspects of our world that portend a gloomy and depressing future. There are daily reports about wars, terrorism, increasing poverty, the spread and HV/Aids and a host of other factors that suggest that the future is a very bleak for humanity on this planet. The recent announcement from the scientific community about the increase in global warming and climate change suggests that the entire human species might disappear in the future. One could easily fill an entire book with dire and pessimistic prophesies about event that bode ill for the future of humanity."
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Henry Greenwood Bugbee's "The Inward Morning", 2007.
This paper is a personal reflection on the philosophy of Henry Greenwood Bugbee as presented in his book "The Inward Morning: A Philosophical Exploration in Journal Form".
1,430 words (approx. 5.7 pages), 2 sources, APA, $ 47.95
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Abstract
This paper explains that Henry Greenwood Bugbee in "The Inward Morning: A Philosophical Exploration in Journal Form" states that meaning is found in "the rhythm of daily life" when people attend to ideas as they come along. The author feels that moments of insight come from looking at the whole and spotting a pattern instead of breaking experiences down and analyzing each little bit. The paper relates that, when a person becomes so absorbed in his or her work that he or she completely forgets everything else--the time, personal problems and sense of self or ego--then he or she has found his or her "calling" and feel most authentic.
From the Paper
"Bigbee (1958, 1976) compares reflection to tilling the soil and turning it over and over. He is in favor of reflection, of course, but he warns that "a sense of estrangement from the truth that is one's own" can be the result if we go about it the wrong way. It reminds me of something my grandmother told me. She had Freudian psychoanalysis when she was young, and she said it was like stirring a big pot of garbage over and over and calling it soup. She was old when she said that. I think the problem is analysis itself as a method for getting at the truth."
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Doctor Assisted Suicide, 2007.
This paper discusses doctor assisted suicide, including the legal aspects.
906 words (approx. 3.6 pages), 6 sources, MLA, $ 32.95
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Abstract
In this article, the writer notes that California once again has written a bill to legalize assisted suicides. The writer points out that the proposed law is modeled after the one that passed in Oregon, which in 2006 resulted in 46 residents, most of them suffering from cancer, killing themselves after their physician gave them a prescription for a lethal amount of drugs. The writer discusses whether such a law should become national. Given the Supreme Court's recent ruling and some of the studies that have been conducted, the writer argues that people should have the right to decide if they one to have an assisted suicide, but it is necessary for the patient to talk with more than one doctor when making the decision.
From the Paper
"The issue of assisted suicide became newsworthy in 1990 when Dr. Jack Kevorkian helped Janet Adkins, a 54-year-old Alzheimer's patient, take her life. He met Adkins in a Volkswagen van he had outfitted with a "suicide machine" consisting of three chemical solutions fed into an intravenous line needle. Dr. Kevorkian is not the only one who supports doctor assisted suicide. The Hemlock Society is a group committed to promoting the legalization of euthanasia. In 1994, Oregon passed the "Death with Dignity" act, which allows the terminally-ill to end their lives through the voluntary self-administration of lethal medications, expressly prescribed by a physician."
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Empowerment, 2007.
An analysis of the ways in which schools can empower their students.
1,103 words (approx. 4.4 pages), 3 sources, MLA, $ 38.95
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Abstract
This paper discusses the interrelationship of knowledge, power and culture. The paper specifically discusses how, as primary social institutions, schools have the ability to not only educate students, but to empower them as well. It discusses Marxist and humanistic theories and describes how these philosophies fit in with the empowerment of students at school. It describes how schools can most effectively empower their students.
From the Paper
"Students are empowered when they are respected for their individual differences and their unique backgrounds. They are empowered when they are challenged without being belittled. Educators empower their students by encouraging active inquiry and creativity, refusing to squelch either in the name of curriculum requirements or assessment standards. Students are empowered when their teachers recognize their talents and abilities and encourage their students to maximize them. Schools can become agents of empowerment by allowing teachers wider girth in their curriculum and their pedagogical approach. Agents of empowerment allow a large degree of freedom and show students how to develop personal responsibility. Ultimately schools are agents of empowerment when they teach students the real tools they need to thrive and succeed in the dominant culture, revealing the codes, norms, and mores of that culture. Empowerment is unbiased and egalitarian. No school can be an agent of empowerment if it fails to question why some social groups continue to have more wealth and political clout than others. Students need to question those overarching social realities and educators need to help students ask those questions."
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Socrates, 2007.
An analysis of Socrates' philosophy relating to the intellectual good.
1,019 words (approx. 4.1 pages), 3 sources, MLA, $ 36.95
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Abstract
This paper discusses Socrates' philosophy, particularly as it is used in Plato's writings to further his own philosophical goals. It describes Socrates' belief that hypotheses are necessary to explain his ideas relating to the intellectual good, as the visible reflects the invisible. The paper presents examples of how his philosophy is explained in his writings.
From the Paper
"In the Nicomachean Ethics, Aristotle criticizes the Platonic hypothesis of ideas in two respects: on the one hand, the idea that goods are pursued and loved for themselves, and on the other that they are referred to as good in "reference to a single Form". Aristotle argues that no good can be pursued simply for its own sake. The reason for this is the fact that all human life is integrated with the world around it. Nothing, not even the good, can exist separately from their points of reference. Intelligence and sight for example are enjoyed as good because they enhance the human experience of areas of knowledge and physical beauty that can be seen. Aristotle then argues that, to call something good simply to relate to the Idea of good, would make that very idea empty, because it is meaningless."
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Egoism, 2007.
This paper discusses ethical and psychological egoism.
754 words (approx. 3.0 pages), 3 sources, MLA, $ 26.95
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Abstract
In this article, the writer identifies and describes the theories of ethical egoism and psychological egoism. This work identifies and explains the fallacy of psychological egoism. The paper also discusses the strong and weak version of ethical egoism. Furthermore, the differences that exist between ethical egoism and psychological egoism are discussed and the doctrines of motivation for each theory are contrasted. This work concludes with a brief discussion on the differences between selfishness and self-interest.
Outline:
Introduction
Ethical Egoism and Psychological Egoism Defined
Strong and Weak Version of Ethical Egoism
Identify and Explain the Fallacy of Psychological Egoism
Contrast of Doctrines of Motivation
Discussion on Difference between Selfishness & Self-Interest
Conclusion
From the Paper
"The hedonistic view is that only intrinsic pleasure is really desired while the eudemonistic view is that the only intrinsic good is derived from happiness. Finally, the pluralistic view is that a requirement for achieving intrinsic satisfaction that is good is that these things are comprised of a variety of good things. Psychological Egoism holds that in order for an individual to act on a voluntary basis then the individual's motivation must come from personal desires and that the individual's satisfaction is solely through fulfillment of those desires. This view holds that the individual actions are at all times driven by personal achievement of pleasure that is centric upon self."
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Kant and Ethics, 2007.
This paper discusses Immanuel Kant's theory of ethics.
762 words (approx. 3.0 pages), 3 sources, APA, $ 27.95
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Abstract
In this article, the writer notes that Immanuel Kant's theory of ethics is grounded in deontological principles. In such theories, rules are of utmost significance in deciding a moral dilemma. However, the writer points out that Kant was not an ordinary deontologist and he was in fact highly critical of ethical theories and moral philosophies that preceded his work. His theory is known as critical theory because of the errors that Kant identified in theories presented by previous thinkers. Kant's ethical theory begins with the definition of good will. The writer agrees with Kant that one must be autonomous in his moral decisions and act only if he feels that such a law is universal in nature.
From the Paper
"Moving ahead with this, he explained that good will was not bound by duty. In other words, while duty might compel many people to have a good will but a genuine good will should never be dependent on duty. When something is dependent on something else, there is always room for personal desires, prejudices and biases taking over. But a genuine good will is something that stays closely connected with one's personal sense of morality and is neither governed by a sense of duty nor by conventional morality. However since man has his limitations and is often moved by his personal desires, duty is the only thing that would force him to act on good will and good will alone. This is an interesting paradox but one that is largely based on reason. Ideally, good will should be free of duty but man cannot attain good will without having some law or sense of duty binding him to act on it."
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