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An Abnormal Behavior Activity in The Human Brain
An Abnormal Behavior Activity in The Human Brain
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
An Abnormal Behavior Activity in The Human Brain
Hey SolutionsPro, here is my Philosophy Week 3 DB assignment. Thank you.
Week 3 DB assignment:
Assignment Details
The ancient Greek philosopher Socrates is known for a technique called the Socratic Method, in which the teacher leads the student through a process of questioning to come to a logically valid conclusion.
Born in 469 B.C., Socrates is considered one of the founding fathers of Western philosophy, even though he left no writings behind and very little is known about him. Everything that is known of his teachings is found in the works of his students, like Plato. Much of Plato’s writings are dialogues between Socrates and his students.
Using the Socratic method, answer the following questions:
Part 1
What do you think of Socrates’ conclusion that no person knowingly does evil, and therefore, all evil is ignorance?
Do you agree or disagree, and why? If you disagree, state why.
Part 2
If people accepted that all evil is ignorance, what implications would that have on the justice system?
How would prison sentencing or the death penalty be affected?
Discuss with 2 or more classmates their opinions and whether or not you agree or disagree with their statements.
Week 3 Philosophy DB response to classmates:
Michael Williams
According to the Socratic Method, when it comes to defining and redefining key terms a human are often unclear about the definitions of their own words. I agree with the Socratic Method. Why? It is true, through a human mind at the time during the event taking place that he or she does not realize in their state of mind of what they was during at that time, but when are back into reality, they realize what they have done, and then they try to hide it by denying covering up the fact of the situation. ( Soccio, D.J. 1995). Ignorance is an abnormal behavior activity in the human brain and if all people was accepted this type of behavior then there is no need for a justice system, police, lawyers, and judges who all serve and protect the innocent and there will be more crime in our systems. Therefore, there will be more killings, robberies, and rapes going on during these current events taking place in our society. Furthermore there will be no more prison or death penalty in our system and this will affect our society because of this. Although, I disagree with the death penalty because of our amendments right and also so does not bring back the victim by taking another life, but this still affect society because the good will be afraid of the bad.
Soccio, D.J. (1995). Archetypes of Wisdom, Belmont, CA: Wadsworth
Jacqueline Stephens
Part 1:
Through the dialog in the M.U.S.E. Socratic Method, I agree with the conclusion Meno and Socrates had: No one desires evil (Soccis, D.J., 1995). In regards to the question if I agree that no person knowingly does evil and that evil is ignorant, I disagree. Although some people may not be able to comprehend the impact or reality of the acts they are committing, most people can. Those people are able to comprehend what evil act they are committing, that it is wrong, and is not an act of ignorance. I believe that a majority of people can choose to do evil or do good. An example would be in the school setting. I work as a Para Educator in the Special Needs room for 7th and 8th graders. We have a wide variety of children in this room, ranging from mental illness to behavioral problems to just low scoring. The children with mental illness often do not understand that when they are doing something wrong, being physical or verbally bullying someone, that it is wrong. Many times they realize after the incident that what happened was indeed wrong. Then there are children who act out because they want to. They know that it will not get them anywhere, but they do it anyway. There are always options in life, it is up to the individual to make the better choice.
Part 2:
If people accepted that evil is ignorant, then there really would be no need for a Justice System because all crime would be justified by ignorance, and what kind of punishment can you enforce on a person who does not know any better? How fair is that to the victim and family that the crime was committed against? And if there was a type of Justice System, would they prosecute all criminals the same? How could they decide who was more or less ignorant to give a different sentence? I believe the death penalty laws would be abolished due to the fact that if all sentencing was the same, judges would not impose the death penalty, making our prisons even more crowded. One thing I for sure believe is if the Justice System prosecuted all criminals due to ignorance, more crime would be committed. If a criminal could say that he or she simply did not know any better, the occurrence of crime would increase.
Reference:
Soccio, D. J. (1995). Archetypes of wisdom. Belmont, CA: Wadsworth.
Kathryn F Artigue
PART 1:
“No person knowingly does evil, and therefore, all evil is ignorance.”
I think that Socrates’ conclusion is valid, but is ultimately false. This type of argument is setup to automatically make the person stating it right, even if it has false premesis. Although, I can understand where this conclusion is coming from. In many cases, a person becomes so angry, or confused in a situation they can temporarily lose control, or even sanity, but this is not always the case. Overall, I disagree with this conclusion. I feel that some individuals know exactly what they are doing when they commit evil. There are some people who feel what they are doing, even though it is evil, is right. Also, evil sometimes gives individuals happiness. These people may be sick and need professional help and rehabilition. Regardless,it proves Sulcrates’ conclusion, and I do not believe it to be true.
PART 2
If people believed that all evil is ignorance, the justice system would change dramatically. Everyone could plead temporary insanity, or go around sentencing using this conclusion. They could say that they did not know what they were doing was wrong. Although it may be true for some people, the ones who it is not true for would not suffer the consequences for what they have done. Lawyers would use this statement to get their client off the hook. It would be a huge loop hole in the justice system. Families and victims would not be served justice. Prison sentencing would probably consist of short sentencing, and be based mainly on misdemeanors. How could a judge prosecute someone if they were unaware wht they were doing was evil. At the most, they would get a slp on the wrist with the least amount of sentencing. The death senetence would probably never be used. There would be no way for them to be convicted of a crime if they “did not know what they were doing was evil”.
References-
Solomon/Higgins. (2014). The Big Questions: A Short Introduction to Philosophy, 9th Edition. Cengage Learning
Stern, P. (2002). The philosophic importance of political life: On the “digression” in plato’s theaetetus. The American Political Science Review, 96(2), 275-289. Retrieved from http://search.proquest.com/docview/214421417?accountid=144459
Week 3 IP (Due Sunday 5.18.14):
In philosophy, a logical error is called a logical fallacy. Thereare many logical fallacies to watch out for when making or evaluating a philosophical argument.
Demonstrate your understanding of each of the following logical fallacies by using your own words to provide a definition of the term and an argument of 2–3 sentences:
Mere assertion
Circular reasoning
Ad hominem
Red herring
Pseudo-questions
False cause
Sweeping generalizations
Slippery slope
Equivocation or changing meanings
Please submit your assignment.
An Abnormal Behavior Activity in The Human Brain
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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