Category: Philosophy

It’s short answer questions. I will attach everything you need to do it! I attached a file with the YouTube links the teacher told us about. You should be able to click on the links. I also attached the short answer questions. The file name for the questions is “Exam 2”. Thanks!

Final Essay
Assignment: Write a 1000-1200 word essay in response to the prompt listed below.
Format: The essay should be typed, double-spaced, and formatted according to The Chicago Manual of Style (https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/general_format.html. Be sure to provide citations for all direct and indirect references to authors and/or texts, and include a bibliography with your essay. Here is a short video (00:02:52) to help you properly cite your sources in Chicago style: How to Cite Your Sources in Chicago StyleLinks to an external site. .
Essay Example: For an example of how you might compose your essay, please see “The Philosophy of Mindfulness as a Mode of Being
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Plagiarism:  Be sure to avoid plagiarism in your essay. Plagiarism includes, but is not limited to, intentionally or unintentionally failing to quote and cite words, information, and/or ideas taken from a source(s) in accordance with a citation style approved by the faculty member and/or inadequately paraphrasing (i.e., patchwriting or mosaic plagiarism). To understand what plagiarism is and how to avoid it, review this infographic
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Model for Footnotes of Books According to The Chicago Manual of Style 
1. First name Last name, Title of Book, trans. First and Last name of Translator (Place of publication: Publisher, Year of publication), page number.
Model for Bibliographic Entries of Books According to The Chicago Manual of Style 
Last name, First name. Title of Book. Translated by First and Last name of Translator. Place of publication: Publisher, Year of publication.
Model for Footnotes of a Book Section According to The Chicago Manual of Style 
1. First name Last name, “Title of Section,” in Title of Book, trans. First and Last name of Translator, Edited by First and Last Name of Editor, (Place of publication: Publisher, Year of publication), page number.
Model for Bibliographic Entries of Book Sections According to The Chicago Manual of Style 
Last name, First name. “Title of Section.” Title of Book. Translated by First and Last name of Translator, Edited by First and Last Name of Editor, Page range for book section. Place of publication: Publisher, Year of publication.
Structure: The structure of the essay should be comprised of the basic elements of a philosophical essay. Please consult my “A Guide to Writing the Philosophical Essay” in the “Files” tab on Canvas for more specific guidance in composing your essay.
Introduction: The introduction should introduce the topic and state the main claim (i.e., a thesis: a single declarative statement in which you take a position on a topic that is arguable) of the essay.
Body: The body of the essay should provide a logically ordered series of claims that demonstrate the validity of the main claim and are supported by textual evidence.
Response to Objections: The refutation section should raise and respond to at least one objection to the main claim of the essay.
Conclusion: The conclusion should draw out the implications of the main claim (answer the question “So what?” for the reader).
Due Date: The essay is due on Wednesday, July 3rd by 11:59 pm. Essays must be submitted through Canvas and should be formatted as an MS Word file (.doc, .docx). Apart from an unexpected medical emergency or similar reasons, no paper extensions will be granted after the assignment is due. An extension may be granted for serious reasons, if you approach me with sufficient advance notice. Late papers will be accepted, but your grade will suffer significantly. Work up to one class meeting late will receive 70% of the grade awarded. Work up to two class meetings late will receive 50% of the grade awarded. Work more than two class meetings late will not be accepted.
Prompt: Respond to the following prompt with a reasoned argument. Support your position with textual evidence from at least two texts we have read during this course.  
In the introduction, describe what it would mean to live an authentic life–a life that is consistent with what you know to be real. Be sure to formulate your answer in a main claim/thesis that outlines a metaphysical account of reality and an epistemological account of how we know that reality. Your description of an authentic life should be philosophical and based upon one or more of the philosophers we have read during this course.
In the body of your essay, provide an argument supported by textual evidence for your conception of an authentic life. Indicate what metaphysical and epistemological assumptions or principles would inform your way of life? Support your argument with textual evidence from a at least two author’s we read during the course. Be sure that all claims are supported by textual evidence, and that all direct and indirect references to an author or text are properly cited.
In the response to objections section, raise and respond to at least one objection to your main claim regarding what constitutes an authentic life. This objection can be derived from one of the philosophers we’ve read during the course or a hypothetical objection.
In the conclusion, think through the consequences of understanding your life in the way you have described and how would your life be different from the way it is now. What challenges would you face? How might your life improve?
Grading Rubric
Argument: The essay addresses the prompt, has a clear focus that aims at a single topic, has an introduction that gets the reader’s attention, and has a definite thesis that is persuasively developed and outlines an argument. The thesis of the essay is developed through a series of main points that are logically structured and coherent, and the essay anticipates and responds to arguments contrary to the main claim. The conclusion of the essay exhibits a fuller development of the central thesis of the essay.
40 points
Evidence: The main points of the essay are supported by textual and/or logical evidence that is fully explicated, analyzed, and synthesized into a persuasive argument.
30 points
Grammar: The essay employs correct English grammar and punctuation, and uses language that is appropriate, precise, and concise. The paragraphs of the essay are unified and coherent, and focus on a single thought and contain transitional sentences between paragraphs that contribute to the logical development of the argument.
15 points
Style: The essay varies its use of phrases, words, clauses, and sentences by using a rich tapestry of metaphors, patterns, and styles, and the essay is formatted according to The Chicago Manual of Style.
15 points
TOTAL
100 points

ESSAY INSTRUCTIONS AND TOPICS
Students are required to write one essay worth 100 points.  Submit your essay in the appropriate dropbox found under the “Assignments” tab by the due date listed next to the dropbox.  Post your essay by first listing your name, then the essay and number (e.g., “Jane Smith Essay”).  The essay should be 5-6 pages, double-spaced, in length (excluding your “Works Cited” page). Essays are expected to conform to MLA format.  A student’s paper must be original, unique work to that class and cannot have been used in any other classes. 
The purpose of the essays is to explore the philosophical process. This requires going into the readings and the assignments with an open mind. There is a Confucian analect (saying by Confucius) that tells a story about a prospective student who meets with Confucius for tea. Wanting to impress Confucius with his learning in order to be admitted to the academy, the prospective student tells Confucius that he has read everything Confucius has ever written. Confucius offers tea and begins to pour it into the student’s cup but, when it is full, he keeps on pouring. The student, shocked, points out that the tea is pouring everywhere. Confucius looks at him and says, “If the cup is full, then there is no more room for the tea.”
The same applies to our class. If you come with the conviction that you already know everything and already have your mind filled (closed to all but your own views), there is little that the class will have to offer you. Keep the mind open and receptive and this can be a rewarding experience.
General “Do’s” for Formal Essay Writing:
Do use your computers to check for any spelling, grammar, and punctuation errors. After you have finished your essay, be sure to re-check. There is no excuse for errors and they significantly demote your work.
Do write a formal paper using college level standard English. If you do not have adequate writing skills, contact the Writing Center and get help immediately, long before you write your first essay.
Do adhere to Modern Language Association (MLA) format throughout your paper (including your “Works Cited” page). No blue font, no bold font, no paragraph headings, no extra spaces between paragraphs, no extra wide margins, etc.
Do stick to the required length. If you are asked to write a 5-6 page, double-spaced paper then please write a 5-6 page, double-spaced paper. Don’t hand in a 2-page paper. Don’t hand in an 8-page paper.
Do write a proper introduction. Your introduction should start with general comments and end with a specific point; namely, your thesis statement (which is the point you are trying to make: “In this paper, it will be argued that X…”).
Do write a proper body for your essay. Your body should be comprised of a list of reasons in defense of your position. In a 5-6 page paper, for instance, if you list three reasons, then make the first paragraph of the body of your essay about the first reason, the second paragraph about the second reason, etc.  Along with each, make sure you acknowledge any reasons a reader might argue against you.
For example:
First paragraph of the body… “Although some might argue against X because… this is not a valid argument since X is the case for the following reason…” Continue on to the second con and pro to your thesis statement, and so on, to build the body of your essay.
Do write a proper conclusion. Your conclusion should start out with a specific point (a reinstatement of your thesis statement: “In this paper, it was argued that X…”) and end with more general comments. It should be balanced with your introduction in terms of length.
General “Don’ts” for Formal Essay Writing:
Do not appeal to authority to justify your view. Saying something is right or good because it is the law, or because it comes from your religion, or because it is tradition, or because Mom said so, does not constitute a justification. That only tells us the source, not why it is right. The same goes for rejecting ideas because they are from another religion, or another country, or said by someone from another race. “Good” and “Right” ethics are determined by their justifiability – not their source. Giving a source as your justification (for example: “The Bible says…”), will result in a “0” for the essay.
The following is cited from “facultyweb.ivcc.edu”:
Have you ever attended an event in which “formal” attire is expected? You probably did not wear old jeans with holes in the knees, a stained tee shirt promoting your favorite beverage, and a pair of sandals. You probably chose more formal attire.
If you were giving an important speech to a group of people you do not know, would you use the same kind of language you use when talking with friends? Probably not. Recognizing your lack of familiarity with the audience, the importance of the occasion, your desire to demonstrate your knowledge of the subject, and the impression you would like to make, you would probably use a more formal voice for your speech than what you would use when talking with close friends.
For all of the essays you write for this course, you should use a formal writing voice. You should use the kind of language you would use when giving an important speech, not the kind of language you might use when talking with close friends. A formal tone helps establish the writer’s respect for the audience and suggests that the writer is serious about his or her topic. It is the kind of tone that educated people use when communicating with other educated people. Most academic writing uses a formal tone.
The following guidelines should help you maintain a formal writing voice in your essays.
1. Do not use first-person pronouns (“I,” “me,” “my,” “we,” “us,” etc.).
Using these expressions in analytical and persuasive essays can make the writing wordy, can make the writer seem less confident of his or her ideas, and can give the essay an informal tone. Use of first-person pronouns is unnecessary in the kinds of essays you are writing for the course. Readers will know that they are reading your thoughts, beliefs, or opinions, so you do not need to state, “I think that,” “I believe that,” or “in my opinion.” Simply delete these expressions from sentences, and you will be left with stronger sentences.
Example
I think that this character is confused.
This character is confused.
(The second sentence is less wordy, sounds more formal, and conveys a more confident tone.)
“One,” “the reader,” “readers,” “the viewer,” or something similar sometimes can be used effectively in place of first-person pronouns in formal papers, but be careful not to overuse these expressions. You want to sound formal, not awkward and stiff.
Example
I can sense the character’s confusion.
Readers can sense the character’s confusion.
2. Avoid addressing readers as “you.”
Addressing readers using second-person pronouns (“you, your”) can make an essay sound informal and can bring assumptions into an essay that are not true. A student once wrote in her essay, “If you wear a tube top, guys might think that you are easy.” I wondered why the student would think that I, a male, would wear a tube top. As with first-person pronouns, second-person pronouns can be replaced by words such as “one,” “the reader,” “readers,” and “the viewer.”
3. Avoid the use of contractions.
Contractions are shortened versions of words that use apostrophes in place of letters, such as “can’t,” “isn’t,” “she’s,” and “wouldn’t.” The more formal, non-contracted versions are “cannot,” “is not,” “she is,” and “would not.” You might be surprised by how much better a sentence can sound if non-contracted versions of the words replace the contractions.
Example
The character isn’t aware that he’s surrounded by people he can’t trust.
The character is not aware that he is surrounded by people he cannot trust.
Making your writing more formal by avoiding contractions is easy: just find the contractions and replace them with the non-contracted versions of the words.
4. Avoid colloquialism and slang expressions.
Colloquial diction is informal language used in everyday speech and includes such words as “guys,” “yeah,” “stuff,” “kind of,” “okay,” and “big deal.” Highly informal diction, such as “freak out” and “dissing,” falls into the category of “slang.” While slang words often are vivid and expressive, slang comes and goes quickly, another reason why slang should be avoided in formal writing. Both colloquialism and slang expressions convey an informal tone and should be avoided in formal writing. 
Example
The guy was nailed for ripping off a liquor store.
The man was convicted of robbing a liquor store.
As you avoid informal language, be careful not to use words that suggests ideas that you may not intend. “The gentleman was convicted of robbing a liquor store” would probably leave readers wondering why the man who robbed the store is considered to be a “gentleman.” Likewise, “the lady was convicted of robbing a liquor store” would probably cause readers to wonder why a woman who robs a liquor store is considered to be a “lady.”
5. Avoid nonstandard diction.
Nonstandard diction refers to expressions that are not considered legitimate words according to the rules of Standard English usage. Nonstandard diction includes “ain’t,” “theirselves,” “hisself,” “anyways,” “alot” (the accepted version is “a lot”), and “alright” (the accepted version is “all right”). Most good dictionaries will identify such expressions with the word “Nonstandard.” Because nonstandard expressions generally are not regarded as legitimate words, I mark these expressions in essays as examples of “inaccurate word choice.”
6. Avoid abbreviated versions of words.
For example, instead of writing “photo,” “phone” and “TV,” write “photograph,” “telephone,” and “television.”
7. Avoid the overuse of short and simple sentences.
While the writer might use formal diction in such sentences, too many short and simple sentences can make an essay sound informal, as if the writer is not recognizing that the audience is capable of reading and understanding more complex and longer sentences. Short and simple sentences can be used effectively in formal writing, but heavy reliance on such sentences reflects poorly on the writer and gives the writing an informal tone.
Final Comments
Do not confuse formal diction with presumptuous diction (the kind of language that seems intended mainly to impress readers) or jargon (the kind of language only familiar to people within a specialized field, such as computer technicians).
You should not sound “artificial” as you use formal diction. Instead, consider that different situations require different uses of language and that educated people are able to adapt their use of language to a variety of writing and speaking situations. Educated people have several different writing and speaking voices, and one voice is no more “genuine” than another. Instead, the different voices reflect choices based on the writing or speaking situation. Through your word choice in essays, you can portray yourself as an intelligent person who is aware of your audience–a group of well-educated people whom you do not know. Imagine the kind of language that you might use in a job interview for an important job. With formal diction, you can express yourself clearly, accurately, and effectively, without relying on the kind of language that you might use in less formal situations.
ESSAY TOPICS
By the time your essay is due, you should have watched the eleven (11) videos offered in the course.  For your essay, choose one of the video topics (e.g., “Existentialism” or “Aristotle’s Virtue Ethics”).  Based on the information provided in the video, make an argument that either pokes holes in the topic presented, or gives reasons to support it.  For example, if you choose to defend/write about the merits of adopting Aristotle’s virtue ethics, explain what was said in that video to sway you in that direction.  Or, if you choose to reject existentialism, explain what was said in that video to influence you.  Include pros and cons.  You are also free to refer to the course textbook and outside sources to develop your position (just remember to provide in-text citations and sources for any points made that are not your own – refer to the note about plagiarism in the course syllabus). 
Please note the following MLA guideline for referencing YouTube videos:
Primary contributors. Title. Container title, Publication, date, URL.
Example:
The School of Life. “PLATO ON: The Allegory of the Cave.” YouTube, 8 January 2016, YouTube/4y1BAqOnhMM.
Here are all of the video links that have been used for this class
WHAT IS PHILOSOPHY?



METAPHYSICS

EPISTEMOLOGY


ETHICS 



NON-WESTERN PHILOSOPHY

Discussion: Answer the following question: 
What is the difference between Berkeley’s Idealism and Descartes’ Clear and Distinct Ideas? Give a specific example to illustrate the difference and to support your answer. Use material from the textbooks to support your answer, including in-text citation, and list both texts as a reference at the end of your post. For Descartes, the citation is (DM) or (MFP) followed by marginal pagination. For Berkeley, the citation is (FD), (SD), or (TD) followed by the page numbers.  
Reference: Adams, R.M. (1979). George Berkeley: Three dialogues between Hylas and Philonous. Indianapolis: IN: Hackett Publishing Co. 
Please ONLY use the following reading to answer this discussion post: Bishop George Berkeley’s, Three Dialogues Between Hylas and Philonous (Hackett) 
First Dialogue: The Argument for immaterialism, Began (pp.7-42) 
Second Dialogue: The Argument for immaterialism, Concluded (pp. 43-94) 
Third Dialogue: Objections to Immaterialism, Considered (pp. 61-94)
For in-text citations, please list cite as either (FD, p._), (SD, p._), or (TD, p._). The First Dialogue, the Second Dialogue, and the Third Dialogue, respectively.

As you look at your child’s 2nd grade math text, you focus on 5 + 7 = 12. Then you look out the window and see a tree, a cloud, a person saving a toddler from a shallow pond. What would Plato say of the numbers mentioned and the particular things and action, in his larger scheme of describing reality and being able to know reality? According to Plato, how is it that we know the things and action mentioned? Give a refutation of Plato’s. (In the book:  Philosophy Here and Now by Lewis Vaughn.
What is Rene Descartes’ conclusion about deriving knowledge from our sense experience? How reliable is sense experience, according to Descartes? (In the book: ( Philosophy Here and Now by Lewis Vaughn.)
What is John Locke’s response to rationalist philosophy? Do we come born with innate ideas? If not, then how do we come to know of things such as 5 + 7 = 12, a tree, a cloud, a person saving a toddler from a shallow pond?  (In the book: Philosophy Here and Now by Lewis Vaughn.)
According to George Berkeley, there are no material things. What does perception have to do with his argument supporting his controversial theory? Also about all that stuff under your bed and in your closet? No one is perceiving those things, so do they fail to exist? How does Berkeley account for the unperceived things under your bed and in your closet? 
A later philosopher, also an empiricist philosopher, as was Locke and Berkeley, David Hume describes the two ways that we can know something. What are those two ways? Hume was a skeptic. He wondered about how we can know from cause-effect events what will happen in the next instant. Do we really see a causal connection? What is his response to this question? (in the book:  Philosophy Here and Now by Lewis Vaughn.)
For full credit,
write and upload 1 main entry of 200-300 words, as instructed, and add 2 follow-up entries of 50-75 words each, either to me or to other students, within the forum week, which ends 11:59pm, CST, Friday of the forum week.
Both substantive and follow-up responses should be
thoughtful
topic-related
concisely and well-written

Discussion: For this discussion, take what you think to be the most critical objection to Berkeley’s idealism (from the textbook).
In the first paragraph, explain Berkeley’s argument (use material from the text to support your ideas, using intext citation). In the second paragraph, explain a critical objection to Berkeley’s argument. In the third paragraph, provide your position and support it with material from the text or outside references.
Reference: Adams, R.M. (1979). George Berkeley: Three dialogues between Hylas and Philonous. Indianapolis: IN: Hackett Publishing Co. 
Please ONLY use the following reading to answer this discussion post: Bishop George Berkeley’s, Three Dialogues Between Hylas and Philonous (Hackett) 
First Dialogue: The Argument for immaterialism, Began (pp.7-42) 
Second Dialogue: The Argument for immaterialism, Concluded (pp. 43-94) 
Third Dialogue: Objections to Immaterialism, Considered (pp. 61-94)
For in-text citations, please list cite as either (FD, p._), (SD, p._), or (TD, p._). The First Dialogue, the Second Dialogue, and the Third Dialogue, respectively.

must not exceed 2000 words(not counting diagrams, tables of data, ends notes, bibliography etc..) Do NOT add footnotes. End notes or bibliography that is cearly titled as such is ok. 

Explain the trial of Socrates. How does Socrates go about defending himself? What are the main ideas presented by Socrates? What reasons are there to say whether these ideas are credible or not?

https://my.mineralarea.edu/ICS/icsfs/This_I_believe_rubric.pdf?target=dbd78daa-eb02-437f-b236-946d00782475

Following this rubric:
Step One: Introduction
Step Two: Basic Claims
Step Three: List of Key Terms
Step Four: Analysis
COMMENT ON ONE OF THE FOLLOWING PASSAGES:
1) You cannot step twice into the same river, for other waters and yet other go ever flowing one.
(Heraclitus, fr. 21)
2) Much learning does not teach understanding, otherwise it would have taught Hesiod and Pythagoras, Xenophanes and Hectaus. (Heraclitus, fr. 6)
3) People do not understand how that which is at variance with itself agree with itself. There is a harmony in the bending back, as in the cases of the bow and the lyre. (Heraclitus, fr. 117)
4) Although this Logos is eternally valid, men are unable to understand it – not only before hearing it, but even after they have heard it for the first time, that is to say, although all things comes to pass in accordance with this Logos, men seem to be quite without any experience of it – at least if they are judged
in the light of such words and deeds as I am here setting forth according to its nature, and to specify how it behaves. Other men, on the contrary, are as unaware of what they do when awake as they are asleep. (Heraclitus, fr. 1)
5) Wisdom one and the same. It is unwilling and willing to be called by the name of Zeus. (Heraclitus, fr. 121)
6) The way up and the way down is one and the same. (Heraclitus, fr. 68)
7) Men should speak with rational mind and thereby hold strongly to that which is shared in common as a city holds onto its law, and even more strongly. For even more strongly all human laws are nourished by one divine law, which prevails as far as it wishes, suffices for all things, and yet somehow stands above them (Heraclitus, fr. 70)
8) The mares which carry me as far as my spirit ever aspired were escorting me, when they brought me and proceeded along the renowned road of the goddess, which brings a knowing mortal to all cities one by one. On this path I was being brought, on it wise mares were bringing me, straining the chariot, and maidens were guiding the way. The axle in the center of the wheel was shrilling forth the bright sound of a musical pipe, ablaze, for it was being driven forward by two rounded wheels at either end, as the daughters of the Sun, were hastening to escort after leaving the house of Night for the light, having pushed back the veils from their heads with their hands. There are the gates of the roads of Night and Day, and a lintel and a stone threshold contain them. High in the sky they are filled by huge doors of which avenging Justice holds the keys that fit them. The maidens beguiled her with soft words and skillfully persuaded her to push back the bar for them quickly from the gates. They made a gaping gap of the doors when they opened them, swinging in turn in their sockets the bronze posts fastened with bolts and rivets. There, straight through them then, the maidens held the chariot and horses on the broad road. And the goddess received me kindly, took my right hand in hers, and addressed me with these words: ‘Young man, accompanied by immortal charioteers, who reach my house by the horses which bring you, welcome – since it was not an evil destiny that sent you forth to travel this road (for indeed it is far from the beaten path of humans), but Right and justice. There is need for you to learn all things – both the unshaken heart of persuasive Truth and the opinions of mortals, in which there is no true reliance. But nevertheless you will learn these too – that the things. (Parmenides, The Journey)
9) Come now, I will tell you the only ways of inquiry there are for thinking: the one, that it is and that it is not possible for it not to be, is the path of Persuasion (for it attends upon Truth), the other, that it is not and that it is necessary for it not to be, this I point out to you to be a path completely un-learnable, for neither may you know that which is not (for it is not to be accomplished) nor may you declare it. For the same thing is for thinking and for being. That which is there to be spoken and thought of must be. For it is possible for it to be, but not possible for nothing to be. There is still left a single story of a way, that it is.’ (Parmenides, fr. 5)
10) But if it was speech which persuaded Helen and deceived her heart, not even to this is it difficult to make an answer and to banish blame as follows. Speech is a powerful lord, which by means of the finest and most invisible body effects the divinest works: it can stop fear and banish grief and create joy and nurture pity. I shall show how this is the case, since it is necessary to offer proof to the opinion of my hearers: I both deem and define all poetry as speech with meter. Fearful shuddering and tearful pity and grievous longing come upon its hearers, and at the actions and physical sufferings of others in good fortunes and in evil fortunes, through the agency of words, the soul is wont to experience a suffering of its own. But come, I shall turn from one argument to another. Sacred incantations sung with words are bearers of pleasure and banishers of pain, for, merging with opinion in the soul, the power of the incantation is wont to beguile it and persuade it and alter it by witchcraft. There have been discovered two arts of witchcraft and magic: one consists of errors of soul and the other of deceptions of opinion. All who have and do persuade people of things do so by molding a false argument. For if all men on all subjects
had both memory of things past and awareness of things present and foreknowledge of the future, speech would not be similarly similar, since as things are now it is not easy for them to recall the past nor to consider the present nor to predict the future. (Gorgias, The Encomium of Helen)
11) There never was nor will be a man who has plain knowledge about the gods and about all the things I speak of. Even if he should chance to say the complete truth, yet he himself knows not that it is so. But all may have their fancy. (Xenophanes, Fr. 10)