Intro to Philosophy: Topic from Epistemology

 

 

choose from the readings by Descartes (either of the first two Meditations), Locke, Hume, or Kant.

from Descartes, we get the claims (and supporting arguments)
* that because the mind can be imagined without a body, that the mind must be essentially thought (mental states; thinking);
* that the nature of physical objects or ‘bodies’ (including biological bodies like ours) is to be extended in space in a certain shape at a particular location for a length of time;
* that what the mind really knows with the most certainty is not what we learn from physical investigation, but from the judgments we make;
* that some of our concepts and some principles we are born with (so it isn’t the case that we must learn everything from the world);
* a set-up that creates the possible problem of solipsism (although he thinks he escapes that problem!); etc.

from Locke, we get
* a direct contradiction of Descartes on the issue of the source of concepts, arguing instead that we do not have any at birth;
* an argument that God would not give humankind innate ideas of things that He had already provided a capacity to learn;
* an argument that even universal agreement about something is no evidence that it is true;
* an account of the right way to categorize the kinds of thoughts we have (sensations, reflections, etc.);
* an argument against Descartes’ claim that the mind is essentially thought, which implies that it is always thinking; etc.
from Hume, we get
* a different account of what the perceptions of the mind are: impressions and thoughts/ideas;
* a different account of what the objects of human reason are: relations of ideas and matters of fact;
* an assumption that relations of ideas are always analytic and always known a priori while matters of fact are always synthetic and always known a posteriori;
* the argument (including analogies) that we can never recognize or determine what a thing can do (its ‘powers’) with our senses alone, without relying upon the principle of causation;
* an argument that trying to justify our reliance on the principle of causation is necessarily circular, because it necessarily assumes things won’t change in the future; etc.
from Kant, we get
* a direct criticism of Hume: Hume mistakenly assumed (as noted above) that relations of ideas are by nature analytic and known a priori while matters of fact are by nature synthetic and known a posteriori. Instead, Kant claims, these are two different sets of categories, which can be illustrated in a table as crossed over each other, revealing the logical possibility of synthetic a priori knowledge.
* Kant further claims that the troublesome kinds of claims (that is, claims of knowledge) that stumped Hume, like the principle of causation, belong in the synthetic a priori category, along with some math and geometry that Hume mistakenly believed to be analytic.

1. Explain (briefly summarize) the view that troubles you,
2. Explain the problem you see with it (that is, why you are not convinced by it), and
3. Think about what the original author could say in response, and you’ve written an analysis essay!

Sample Solution

2013), over 28% youngsters matured from six to twelve have been harassed, however simply 20 to 30% of them announced occurrences to grown-ups (Ttofi and Farrington). Individuals typically have a misconception about tormenting, just perceiving hitting and kicking as harassing and seeing it is “harassing is a characteristic piece of life as a youngster” (PACER’s Public Tormenting Counteraction Center, 2013). Actually any rehashed unwanted and forceful way of behaving could be viewed as tormenting, expressing mean things and hurt standing or connections of the other are verbal and social harassing too. A wide range of harassing can make serious and enduring damages youngsters, regardless of the job of kids, including however not restricted to mental problems, misuse utilization of medications and liquor, higher crime percentages and lower scholastic execution. Citing from Andrew Vachss, “Life is a battle yet not every person is a contender. In any case, tormenting is an imperiled species.” Taking into account the low report pace of harassing episodes by casualties and onlookers in the school climate, the impact of harassing counteraction is as yet lacking, and not all understudies don’t have a solid sense of reassurance in schools (Stopbullying.gov, 2017). Kids in primary schools are excessively youthful to recognize harassing accurately or mediate in tormenting occurrences without anyone else proactively, so exertion of grown-ups around them is basic to the counteraction of tormenting, and it is the two guardians’ and school staff’s liability to construct a protected shoot climate for youngsters to keep away from the adverse consequences of harassing. PromotePrevent has a place with Schooling Improvement Center, Inc. (EDC), which is a NGO that “plans, conveys and assesses creative projects to address a portion of the world’s most critical difficulties in training, wellbeing, and financial turn of events.” This association offers three-strep answers for minor harassing counteraction that have been applied in many schools and networks effectively with extraordinary improvement in the school climate (PromotePrevent, 2023). This paper depicts, examinations and proposes conceivable improvement ways to deal with three stepwise arrangements on minor harassing anticipation in schools, which are collaborating with guardians by raising their attention to harassing and further developing relational abilities, changing school disciplines by adjusting guidelines and construction upholds, and expanding the predominance and nature of long haul educational plan seminars on harassing avoidance.

Collaborating with Guardians: Bringing issues to light and Further developing Correspondence
The family is basic element impacts youngsters social ways of behaving and the connection and connections among kids and guardians is connected with kids’ activity in tormenting episodes (as refered to Lester, L., Pearce, N., Waters, S., Barnes, A., Beatty, S., and Cross, D., 2014). A positive family climate isn’t just really great for enhancing casualty’s emotional wellness yet in addition conveying right friendly methodologies and sound mentalities toward the companions to youngsters (Bowes, L., Maughan, B., Caspi, A., Moffatt, T.E., Arseneault, L., 2010; Conners‐Burrow, N. A., Johnson, D. L., Whiteside‐Mansell, L. , McKelvey, L. what’s more, Gargus, R. A., 2009). Referenced by Cooper and Nickerson, and Kochenderfer-Ladd and Pelletier referenced in their explores, guardians’ insight

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