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Radical Thales Method Discussion Paper
Radical Thales Method Discussion Paper
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
Radical Thales Method Discussion Paper
First Response:Thales was considered a radical in his time of 624 – 546 B.C. This can be understood when considering, Thales lived in a Greek society on the Island of Miletus. During this time and location, it was a Pre-Socratic culture that believed in the polytheistic Greek mythology. This belief was in oracles, muses, and the fact that everyone’s fate was preset, in that your life was pre-planned and not changeable by individual actions. Greek mythology, like many other society’s in these times believed each aspect of the world was controlled by different Gods.
Thales is the first to question the substance of matter and studied many things to include philosophy, history, science, mathematics, engineering, geography, and politics. He studied with the use of deductive reasoning based on observations or experiences instead of the believe in divine intervention or premade paths. These methods then made him a radical by going against what most of Greek society believed.
There are many popular statements made by Thales while utilizing his scientific method. One such statement is in his belief; everything comes from water. His ability to think outside of his time is seen in his observation of how the earth is existing, how is land above water, and even leads some to believe that he was able to consider the process of evaporation. Through his ability to experiment and observe it created a simple reasoning for all things, instead of the tradition path of fate-based existence. His radical thought process was a step towards the change of all things.
Second Response:Thales was one of the first real philosophers. While religious figures can express philosophical ideas and philosophers can express religious ideas, it is important to draw a difference between the two. Religion often involves the presence of a higher power. It provides guidance for people as well as an explanation for their existence. Philosophical ideas also seek to make sense of life and give people direction, which can further blur the lines between them. In a sense they have similar purposes, but their origin separates them. Religion does not require evidence to support itself. Instead, religion relies on things like faith and trust. Philosophy follows methods that can seem similar to the scientific approach. The world is analyzed in order to form a philosophical view, purely faith is not sufficient. In our present times, religion faces more pressure, so religious figures have adopted some methods of philosophy/science so that religion has more support than just faith. Mythology uses tales of the past that can seem like exaggerated religion to tell stories and explain the present. With this understanding, we can distinguish why Thales’ methods and views were philosophical and not religious or mythological. Much of Thales’ fame as a philosopher comes from impressive feats (or shows of intelligence) rather than trying to explain all parts of existence. These feats were often accomplished through simple quantitative and qualitative analysis, so there was no need for faith. He would make educated guesses (such as when he guessed the correct eclipse cycle), and when they occurred, he would have the physical proof, so no faith was needed. One event that really sums up his approach was when he measured the height of pyramids. He just made an observation that shadow length and object height are equal at some point, and when this occurred, he measured the shadow and found the height. (O’Connor & Robertson, 1999) This was easily supported by comparing the shadows and heights of other objects. Thales was not really explaining the world, instead he was just developing methods to improve how people look at its physical presence. *each response must be 100 words plus*
Radical Thales Method Discussion Paper
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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