Kants Refutations of the Proofs of the Existence of God...

Kants Refutations of the Proofs of the Existence of God There are three types of proof for the existance of God: The Ontological Proof: God is the most perfect conceivable being. Existence is more perfect than non-existence. God by definition exists. The Cosmological Proof: Everything contingent must have a cause. If this cause is also contingent, then it too must also have a cause. This chain of causes and effects must have a beginning - a necessary cause. This necessary cause must be God. The Physico-Theological Proof: Observations about the particular constitution of the sensible world provide proof of the existence of God. As we saw earlier in the CPR, there are†¦show more content†¦As soon as a person has admitted that he/she has a concept of God, by this argument, then that person has also admitted Gods existence (in the same way that admitting you have the concept of a triangle is, is to admit that a triangle has three angles). Like most of Kants topics of discussion, it is difficult to fully grasp the entirety of what is being said. However, unlike most other cases, this time I dont think its entirely his fault. In fact, his refutation to this deceivingly simple argument is (perhaps deceivingly) actually quite simple. Existence cannot be a predicate. In the sentence Thomas is the teacher, the word is is not the predicate, but it is the word that implies existence. Therefore, the sentence God is does not contain a predicate. A predicate is a word that ads a quality to the concept of the thing it is applied to -- existence is not a quality. The cosmological argument, according to Kan t, is too well known for it to be necessary to expound it in detail here (P570), so if you dont know it, you can join me in feeling like an idiot#8230; However, he then goes on to quickly explain the argument. I also took the liberty of finding out where this argument came from and it seems to have started with Aristotle and also used by Aquinas. Aristotle said that the fact that there is movement could prove the existence of an unmoved mover (God). In other wordsShow MoreRelatedEssay on Hegel and Kant on the Ontological Argument1748 Words   |  7 PagesArgument ABSTRACT: I intend to present Kants refutation of the ontological argument as confronted by Hegels critique of Kants refutation. The ontological argument can be exposed in a syllogistic way: everything I conceive as belonging clearly and distinctly to the nature or essence of something can be asserted as true of something. I perceive clearly and distinctly that existence belongs to the nature or essence of a perfect being; therefore, existence can be stated as true of a supremely perfectRead MoreCritique of Judgement Summary829 Words   |  4 Pagesscientific work even though we would be wrong to assume that teleological principles are actually at work in nature. Analysis While much of what Kant writes about aesthetics might strike us now as a bit dated, his work is historically very significant. Kant’s Third Critique is one of the early works in the field of aesthetics and one of the most important treatises on the subject ever written. Aesthetics differs from literary criticism and art criticism, which have existed for millennia, in that it attemptsRead MorePerfect Island Objection by Anselm of Canterbury1504 Words   |  7 Pagesthe basis that there exists a fundamental dissimilarity between the concept of existence in our minds, and that of existence in reality. This essay will present two objections to Anselm’s Ontological argument, namely, the ‘Perfect Island Objection’ and the ‘Existence is not a Predicate’ objection, whilst also discussing possible responses to these objections. The Ontological Argument sets out to prove the existence of God, as defined by Anselm as ‘something than which nothing greater can be conceived’Read More The Problem of Evil Essay examples5683 Words   |  23 PagesIs there any satisfactory way of reconciling the existence of an omnipotent and all-loving God with the existence of natural evil (i.e. evil not due to the misuse of human free will)? One of the central claims of the Judaeo-Christian tradition is the existence of an omnipotent and all-loving God. Against this is the observation that people and animals suffer evil. By common sense, we would infer from this observation that God, as conceived in this tradition, does not exist - for, if He did, He would

Mr. Wilsons Symptoms With Bipolar Affective Disorder

Mr. Wilson is a 68 year-old, has never married and has no children, he currently lives with his brother in a rented unit. He has diagnosed with bipolar affective disorder (BPAD) with comorbidities (diabetes and hypertension) for 4 years, Mr. Wilson responded well to ECT treatment during a previous admission. On this occasion, he presents an episode of depression. His perception symptom include with low in mood, poor sleep, poor appetite, loneliness, irritability, and a feeling of hopelessness. Mr. Wilson admits to forgetting to take medication for the last 2 weeks. After the first week of admission, Mr. Wilson’s depressive symptoms did not improve. He was observed to stay in the bedroom most of time and lack of motivation to care for†¦show more content†¦Each of these clusters are interrelated one problem causing another problem for Mr. Wilson. To start with this case study, Mr. Wilson presents a recurrent bipolar depression, for his welfares, the recovery model will be beneficial to manage Mr. Wilson’s clinical management within advanced nursing care. The three relevant symptom clusters are associated with the patient’s life experiences. The principle of recovery model (RM) is that each individual consumer is perceived as unique and personal especially, the model emphases on what the individual consumer can do, how she/he can regain control her/his recovery when the person experiences mental distress, therefore, mental health professional facilitate patient-centered management and function-based goal achievement (McKenna, 2011). Three interrelated components for promoting recovery consist of facilitating personal adaptation, promoting access and inclusion and developing hope-inspiring relationship (Bennett, Breeze, Neilson, 2014). This model has been applied to Mr. Wilson and to some extent, utilizing patient centred care and notion of recovery guides the management of his symptoms. For example Mr. Wilson would regularly sit down with me to discuss his immediate and long term needs. I orientate him to what he needs for his daily living activities. The interdisciplinary team model also provides a guide to organize his care from each of the disciplines. These include occupational therapist, an

Political Aspects of Lord of the Flies Free Essays

The â€Å"Lord of the Flies† is an allegorical novel by Nobel Prize-winning author William Golding. It was Golding’s first novel, and was published in the year 1954. Even though it was not a grand success at the time selling fewer than 3,000 copies in the United States throughout 1955 prior to going out of print it went on to turn out to be a bestseller, and mandatory reading in various schools and colleges. We will write a custom essay sample on Political Aspects of Lord of the Flies or any similar topic only for you Order Now It was adapted to film in 1963 by Peter Brook, and once more in 1990. The title is a reference to Beelzebub from the Hebrew name Baalzvuv ב× ¢Ã—Å" ×â€"בוב, and said to be a synonym for the Devil. Lord of the Flies explores the dark side of humankind, the savagery that lies beneath even the most civilized human beings (Faber School Editions, 1962). Golding planned this novel as a tragic parody of children’s adventure tales, demonstrating humankind’s intrinsic evil nature. The author presents the reader with a chronology of events leading a group of young boys from anticipation to disaster as they try to survive their unsupervised, uncivilized, isolated environment until rescued. In the middle of a nuclear war, a group of British boys discover themselves stranded without adult supervision on a tropical island. The group is generally divided into the â€Å"littluns,† boys more or less the age of six, and the â€Å"biguns,† who are among the ages of ten and twelve. Primarily, the boys try to form a culture comparable to the one they left behind. They select a leader, Ralph, who, with the advice and support of Piggy considered as the intellectual of the group, made every effort to set up rules for housing and sanitation. Ralph furthermore makes a signal fire the group’s first priority, hopeful that a passing ship will see the smoke signal and save them. A chief challenge to Ralph’s leadership is Jack, who as well wants to lead. Jack orders a group of choirboys-turned-hunters who sacrifice the responsibility of tending the fire so that they can partake in the hunts. Jack draws the other boys gradually away from Ralph’s influence for the reason of their natural attraction to and fondness toward the adventurous hunting activities indicating violence and evil. The conflict between Jack and Ralph, and the said forces of savagery and civilization that they correspond to is exacerbated by the boys’ literal horror of a mythical beast wandering the island (Traister, Rebecca 2005). One night, an aerial battle takes place above the island, and a casualty of the battle floats down with his opened parachute, eventually coming to rest on the mountaintop. Breezes occasionally inflate the parachute, making the body seem to sit up and then drop forward again. This sight alarms the boys as they mistake the dead body for the beast they fear. As a result to this panic, Jack forms a splinter group that is ultimately joined by all but a few of the boys. The boys who join Jack are tempted by the protection Jack’s ferocity appears to provide, as well as by the prospect of playing the part of savages: putting on camouflaging face paint, hunting, and presenting ritualistic tribal dances. Ultimately, Jack’s group in fact slaughters a sow and , as a present to the beast, puts the sow’s head on a stick. Of all the boys, only the mystic Simon has the guts to discover the real identity of the beast sighted on the mountain. Subsequent to witnessing the death of the sow and the gift made of her head to the beast, Simon starts to hallucinate, and the staked sow’s head turns out to be the Lord of the Flies, reporting to Simon what he has previously suspected: The beast is not an animal on the loose but is concealed in each boy’s psyche. Weakened by his dreadful vision, Simon loses consciousness. Recovering later that evening, he struggles to the mountaintop and discovers that the beast is merely a dead pilot/soldier. Trying to get the news to the other boys, he slips into the tribal frenzy of their dance. Perceiving him as the beast, the boys beat him to death. Soon just three of the older boys, including Piggy, are still in Ralph’s camp. Jack’s group takes Piggy’s glasses to begin its cooking fires, leaving Ralph incapable to sustain his signal fire. When Ralph and his small group approach Jack’s tribe to ask for the return of the glasses, one of Jack’s hunters releases a big boulder on Piggy, killing him. The tribe captures the other two biguns prisoners, leaving Ralph on his own.  The tribe undertakes a manhunt to look for and kill Ralph, and they begin a fire to smoke him out of one of his hiding places, generating an island-wide forest fire. A passing vessel sees the smoke from the fire, and a British naval officer appears on the beach just in time to save Ralph from definite death at the hands of the schoolboys turned savages. Golding uses many symbolisms in The Lord of the Flies.   The whole book is symbolic of the nature of human and society generally as the island turns out to be a society metaphorical to society as a whole and the chase at the end of the book symbolic of the war.   A symbol Golding uses all through the book is the conch.   It symbolizes authority and order.   The person holding the conch had the supremacy, and it formed order and rules since when it was called, everybody had to listen.   One more symbol is Piggy’s glasses.   It represents knowledge and insight.   While Piggy had them, he was able to provide advice to the group, such as that of the signal fire.   It was the glasses that produced the fire.   On the other hand, after the glasses are broken, the group loses what insight they had.   The war paint is furthermore a symbol.   It represented the rejection of society. In a way, when they put on the disguise of war paint, they took off the mask of society and exposed their true inner selves which were savage. Human condition is depicted all the way through the key characters in the novel. Every one embodies a strong-minded social stereotype which will be later on profoundly explained. This existentialist dissatisfaction is an aspect which darkens human kind similar to other factors such as the type of fear which is dealt throughout the book, being this one of the key causes of chaos. Those parallelisms, being several of them adventured, are valid too revealing two questions which take far beyond this point: to what extent is brutality a mere consequence of circumstances or a genuine feature in mankind. Unfortunately anarchy conquers order. This is the outcome for the reason that Golding believed that government is an unproductive way to maintain people together. No matter how logical or reasonable, government will in the long run have to give in to the anarchical demands of the public. This book traces the faults in society to the faults in the human being (Baker, James R. 1970).   Golding says that every person has in evil inner nature inadequately covered by society.   If the society is taken away, then the inner nature comes out and disorder and lawlessness erupt. Every person has an evil nature and is able of committing heinous crimes.   In this book, practically each person fell to the level of Jack’s savagery with the exception of those that were able to notice that evil such as Ralph, Simon, and Piggy. The beast is human.   In the start of the book, a littlun told the others that he saw a beast in the jungle opening everyone’s fears.   On the other ha nd, it turns out that the beast is in fact a parachutist and human, symbolizing that what people should be scared of is not some evil creature, but their own selves and other humans. Baker, James R. â€Å"The Decline of Lord of the Flies.† In South Atlantic Quarterly, Vol. 69, Autumn, (1970). Golding, William. Lord of the Flies. New York: Capricorn Books, G.P. Putnam’s Sons, (1954). Lord of The Flies, William Golding. Faber School Editions, (1962). Traister, Rebecca, â€Å"Reading â€Å"Lord of the Flies†Ã¢â‚¬ , (2005). www.salon.com How to cite Political Aspects of Lord of the Flies, Essay examples

Critical Review of Articles Management Free-Sample for Students

Question: Write a Critique Based on the given two Articles. Answer: Article -1 :Challenges PreSchool Teachers face in the implementation of the Early Childhood Curriculum in the Cape Coast Metropoli There are a lot of challenges faced by the pre-school educators in proper implementation of the early childhood curriculum (Tsangaridou, 2016). The education system has become more complex and there is an expansion in the roles of the pre-school teachers. The young children are considered merely a political and social commodity (Jennings Niemi, 2014). The teachers are finding themselves in a social revolution for either winning votes or for other particular causes. The childhood educators are expected to perform greater roles than merely imparting education to the preschoolers (Tsangaridou, 2016). They are also expected to be health care providers, curriculum specialists, child advocates and others. The modern teaching systems are subjected to more stringent rules and new versions of pedagogy. The article by Simon Ntumi focused on the different challenges faced by the pre-school educators based in the Cape Coast Metropolis (Ntumi, 2016). There have been changes in the criteria of providing good education to the children. Hence, it has become important for the teachers to give premium quality of curriculum implementation (Ntumi, 2016). The early childhood educators have a great responsibility in shaping the minds of the small children (Ntumi, 2016). Hence, it is important to manage the challenges faced by them so that they can impart good quality of education. It is also important to seek data for the educational leaders as well as the policy makers so that there is clear representation of the actual problems (Ntumi, 2016). The study found that one of the main challenges of the pre-school teachers is central to the idea of lack of proper training of the teachers. The trainings are not appropriate and they do not address the needs of the teachers in addressing the questions related to the implementation of curriculum (Ntumi, 2016). The findings of the research show that the schools do not have sufficient learning as well as teaching materials so that the early childhood education can be implemented in a smooth manner. The teachers are also not aware of the proper curriculum that should be According to Noe (2015), there is reduction in the involvement of the parents in the education of their pre-school wards. This makes it difficult for the teachers to function alone. They are often unable to understand the requirements of the child and follow-up with the same. Ballantine and Hammack (2015) argued that the child care educators are offered low packages as compared to other fields of work (including service based roles). This often makes it difficult to find suitable qualified pre-school teachers. The childcare educators are also overburdened with lot of activities on a day to day basis such as keeping records of the childrens activities, daily attendance, meal planning, lesson planning and others (Ballantine Hammack, 2015). The pre-school teachers often face the fear of getting complaints from the parents. The family engagement becomes a major issue. The teachers also face that they do not get sufficient recognition while performing the job of a pre-school teacher. The y feel under-valued in their present job roles. Caruso and Fawcett (2015) opine that there is an increasing lag between the program implementation and the original policy made by the policy-makers towards the pre-school education. There is difficulty in the implementation of the course curriculum in a pre-school level. There are other concerns such as time constraints, stringent rules, funding issues, safety concerns, lack of appropriate curriculum content and others. This makes the teacher unable to meet the desired education criteria of the pre-school students. The school children especially in the pre-school are fresh minds whose knowledge needs to be enhanced from a nascent stage. This article focused on the different types of challenges faced by the pre-school teachers in the implementation of early child courses. The challenges include lack of proper training, not sufficient training materials for teachers, no infrastructure that facilitates the pre-school learners and others. The analysis of the literature shows that there are several challenges faced by pre-school teachers such as low packages, unable to understand the requirements of the child and others. It is important to manage the different types of challenges. The teachers should be exposed to wide spread training for the purpose of gaining more in-depth knowledge to the subject matter. There should be special training sessions, which focus on the training of the pre-school children. This would enable the pre-school teachers in becoming comfortable with the subject. Article -2:Teachers' Perspective towards Their Involvement in Selection and Organization of Learning Experiences and Implementation of Secondary School Curriculum in Kenya The role of teachers in education is providing skills and information to students to help them develop the powers of judgment and reasoning. The empowering process of education cannot overlook the contribution of teachers in effectively enhancing the learning of students. The responsibility of the teachers include developing their competence in taking charge of the growth of the organization they are employed in and their personal growth too. They participate in the curriculum development process to adequately respond to the critical demands of the education world and the growing concern of the educational community (Kimwarey, Chirure Omondi, 2014). According to this article by Dr. Lydia Kanake Kobiah the talents and experiences of teachers are untapped and less utilized at the time of curriculum development in the Kenyan education system (Kobiah, 2016). This is mainly because of the top-down model followed by the Kenya Institute of Curriculum Development (KICD) and the centrally-controlled processes for curriculum development. She has suggested that the teachers must partake in the steps of planning and development of the curriculum to ensure its effective implementation. This perspective of Kobiah is backed by the opinions of Alsubaie (2016) who also suggests that the involvement of teachers in the process of curriculum development is imperative. Alsubaie has further stated that the experience, knowledge and competencies that teachers possess ensures a successful learning process for the students (Alsubaie, 2016). In cases where the curriculum is already developed, it is the responsibility of the teachers to get involved in th at and understand it. It is also the responsibility of the curriculum development team to cooperate with the teachers and accept them as a deciding factor of the whole curriculum development process. Teachers who are involved in the process are found to have reported in favor of the involvement, with increase in their self confidence and morale, along with the oncoming of fresh ideas and remodeling of existing ideas of their own. Teachers regularly interact with students and their practical knowledge would be useful for the curriculum committees in assessing the developed ideas and their capacity. The curriculum developed by teachers can be used by other teachers as well throughout the system (Danielson, 2013). Along with the involvement of the teachers comes the creation of lesson plans and syllabi inside the structure of the curriculum to meet the needs of the students. Other studies support the view of Kobiah regarding the teacher empowerment by means of participation in curriculum development. However, several studies opine against the participation of teachers in curriculum development. The involvement of teachers in the curriculum development process has raised questions regarding their affiliation with their own classrooms. Teachers mostly get major satisfaction from completing their teaching, duties involving direct interactions with students, relationships with the learning and the instructional activities and outcomes. It has been found that teachers are more comfortable carrying on with their classroom tasks instead of the organizational responsibilities, with the classroom claiming more importance over organizational initiations (Thiessen, 2012). Another factor is the non-involv ement of teachers in the curriculum development process where teachers who are isolated from other teachers tend to concentrate wholly on the classroom. The basic conservatism that teachers possess, work against their involvement in the curriculum development committees. Teachers are more comfortable in their routine it is safe and a shelter for them. From this, it can be understood that if there is any vested interest from the teachers side regarding the maintenance of the status quo, they would have limited incentive in participating in curriculum development committees, since the development process tantamount to change (Moon, 2013). The situation ultimately comes down to being problematical. The arguments on behalf of the participation of teachers in curriculum development process are convincing, but the different factors that are working simultaneously to keep the attention of teachers on their own classrooms make the participation factor less convincing. In Kobiahs article recommendations have been put forward for The Kenya Institute of Curriculum Development (KICD) to widen the scope for the process by recruiting and developing more strategies for the involvement teachers in the curriculum development process. The redefining of the curriculum development process as an extension of the school system would provide more opportunities for the teachers to get involved in it. The decentralization of the development process would make the participation process easier at all levels. Additionally, more research, similar to this one must be conducted so that alternative models can be found to help the teachers and othe r related stakeholders participate completely in the development process (Kobiah, 2016). References Alsubaie, M. A. (2016). Curriculum Development: Teacher Involvement in Curriculum Development.Journal of Education and Practice,7(9), 106-107. Ballantine, J., Hammack, F. M. (2015).The sociology of education: A systematic analysis. Routledge. Caruso, J. J., Fawcett, M. T. (2015).Supervision in early childhood education. Teachers College Press. Danielson, C. (2013).The framework for teaching: Evaluation instrument. Princeton, NJ: Danielson Group. Jennings, M. K., Niemi, R. G. (2014).Generations and politics: A panel study of young adults and their parents. Princeton University Press. Kimwarey, M. C., Chirure, H. N., Omondi, M. (2014). Teacher empowerment in education practice: strategies, constraints and suggestions.IOSR Journal of Research Method in Education (IOSR-JRME),4(2), 51-56. Kobiah, L. K. (2016). Teachers' Perspective towards Their Involvement in Selection and Organization of Learning Experiences and Implementation of Secondary School Curriculum in Kenya.Journal of Education and Practice,7(28), 53-59. Moon, J. A. (2013).Reflection in learning and professional development: Theory and practice. Routledge. Noe, R. (2015). Accelerating the'Pace'Against Illiteracy: Parent and Child Education.Yale Law Policy Review,7(2), 6. Ntumi, S. (2016). Challenges Pre-School Teachers Face in the Implementation of the Early Childhood Curriculum in the Cape Coast Metropolis.Journal of Education and Practice,7(1), 54-62. Thiessen, D. (2012). Classroom-based teacher.Early professional development for teachers,317. Tsangaridou, N. (2016). Early childhood teachers views about teaching physical education: challenges and recommendations.Physical Education and Sport Pedagogy, 1-18.