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The Majority of Us Believe in Our Ability to Exercise Free
The Majority of Us Believe in Our Ability to Exercise Free
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
The Majority of Us Believe in Our Ability to Exercise Free
In this paper, you will articulate, defend, and evaluate a claim.
Here is the claim you need to adopt:
**** The claim and counterexamples should include and demonstrate mastery of what we studied with Rauhut. Use Rauhut to generate justification for the claim and the counterexamples. Do not respond to these questions just using common sense without employing Rauhut’s thought. ****
On Free Will
1)libertarianism is required for the best account of moral responsibility
– You will have to emply and define concepts of metaphyical libertarianism, free will (through principle of alterntaive possibilities), moral responsibility, compatibiliism, determinism, assess strengths and weaknesses of each. Failure to do the above is likely to result in a failing grade.
Use the claim in question 4) of the paper.
Instructions: write a six-part part (but responding to twenty one questions) paper. In Part One, you introduce the topic – What is the topic that is relevant for thinking about the human being. Part Two consists of you articulating a claim relevant to the topic (from the list above, readings, exam, or review questions), that you want to spend time thinking about in this assignment. In part three, you defend that claim, or offer reasons why it makes sense. In part Four, you offer a criticism of the claim from Part Two – you offer reasons why the claim is not likely to be true. In Part Five, you evaluate your claim in light of the criticism – you state, after the consideration of the criticism, the reasons why the claim is or is not likely to be true. In Part Six, you reflect on what you have done: a conclusion about what you have learned and what you think about the topic in light of your consideration of the claim and its criticism.
Do not just sit down and write “from your head” without cracking your book, notes, quizzes, review questions open. I would set apart some time during at least three days to write the paper.
IMPORTANT: There must be twenty one labeled parts in your paper. Do not hand in a text that is not divided into sections. You will receive four points for the successful completion of each section.
START BY WRITING PARTS II, III, IV, AND V FIRST – AND THEN DO THE INTRODUCTION AND THE CONCLUSION. But the parts should be in their natural order (I-VI) in the final version that you submit. And you should consider revising your paper after you have written the introduction – you may think of something in the introduction that you have not taught of while writing the other parts and revise your paper accordingly (especially, perhaps, the conclusion).
The Paper (Do the following tasks)
Part I: Introduction
1)Introduce the topic (the broader issue that has to do with a human being is – for the sake of which you are investigating the claim that you choose) and briefly discuss what it involves. What is the puzzle with regard to this topic? [For example: “The topic is that of the relation between knowledge and power, and their role in the life of a human being. Human being is distinguished from other beings by their capacity for knowledge – that can be as complex as books and that can be passed down from generation to generation and improved upon by succeeding generations. To a large extent, it is this capacity for knowledge that makes human beings more powerful than any other on our planet. But, when it comes to individuals, individuals can choose how much to make knowledge a part of their lives. How much knowledge do specific individuals need in their lives? Is a person better off doing other things with their time then dedicate it to pursuit of knowledge? ” ]
2)Discuss your relation to the topic. Do you have a position on the topic? Do you have a history of engaging the topic in any way? How are you affected by what happens with regard to what is thought on this topic? [For example: “I am very affected by this topic. On a daily basis, I ask myself whether I devote too much or not enough time to learning, or participating in and acquiring knowledge. Should I change my life and devote less time to activities that are simply pleasures or simply social interaction with others and have little learning involved in them? ” ]
3)What is the importance of the claim that you bring up in part II with regard to the topic? Why is examining this claim important – in order to make sense of the topic? Is it a controversial issue – what are the reasons for each of the sides? Does it run counter to common sense? What does the common sense say? You will have to complete 4) before you can complete 3) here. [For example: “The common sense agrees with the thought that knowledge is power. But common sense would probably also add that there are different kinds of power – and the one acquired by knowledge is not the only one. Common sense may also question the very desirability of power – whether everyone needs to have power in order to be happy. But, the question is a good one to explore in order to have deeper insight into what a human beings is – since knowledge and power are, arguably, what distinguishes human beings from other kinds of beings.” ]
Part II: The claim
4)Choose a philosophical claim either from the list above, your own thinking, reading, review questions, or the exam – addressing the work of the authors that we read. State the claim – in one sentence. (A claim is a statement that judges, claims or asserts something to be true.) [For example: ‘Knowledge is condition of power.’ ]
5) Provide the page number or the section from the book or the name of the article or the number of the question from the quiz, from which you got the claim.
Part III: The justification for the claim
6)Explain to the reader of your paper why what is claimed in 4) makes sense. What can you say in support of 4) to convince the reader? Give general reasons or use examples to persuade your reader. Make sure that you explain your answer here and show an understanding of the discussion of the issue in our readings. Use Rauhut’s actual reasons for this conclusion – if appropriate.
[For example, not related to our class: “We often hear the slogan that knowledge is power. Everyone is encouraged to become educated, attend college, etc. as a means to better careers and personal growth – the sorts of things which we can think of as growth in power. The world is becoming increasingly more complex and technologically advanced – and so it would seem that greater knowledge is required to navigate such a world. It seems that people in professional careers are the big earners, and they also tend to be educated. It also seems that the persons that we go to for advice, or whose opinions we want to pay attention to – are the ones with knowledge. It would also seem that the sorts of things we often greatly enjoy or find to add meaning to our lives (watching serious films and engaging other fine arts and literature, discussion of and participation in politics, many hobbies, collaborating on projects with our friends, watching and playing serious sports, etc.) – require knowledge.”]
Part IV: The challenge to, or criticism of, the claim: the refutation by means of counterexamples and explanations
7)Rephrase the claim in terms of necessity. This must be just one sentence. [For example: “Knowledge is a necessary condition of power.”
8)Construct the simple negation of 7) – that is the initial step on your way to produce the refutation to it: “Knowledge is not a necessary condition of power.”
9)Construct the concrete possibility negation of 7) – this is the next step in your production of the refutation. This must be just one sentence. [For example: “Power is possible without any knowledge at all.”]
10) Construct, an example of what you have in 9) – this is the next step in your production of the refutation. This must be just one sentence. [For example: “’There are plenty of low-knowledge types of jobs (such as assembly line jobs) that pay ok (due to market, benevolence of employers, or the pressure of unions) and make it possible to live a good life – afford a house, cars, vacations, family, etc. (in other words, to have plenty of power).’”]
11) Construct, an explanation for what you have in 10) – this is the next step in your production of the refutation. [For example: “’Luck of nature and structures of advanced societies, like division of labor, inheritance, inexpensive leisure, and democracy may indeed make it possible to wield significant amounts of power even without knowledge..’”]
12) Rephrase the claim in terms of sufficiency. This must be just one sentence. [For example: “Knowledge is a sufficient condition of power.”]
13) Construct the simple negation of 12) – this is the next step in your production of the refutation. This must be just one sentence. [For example: “Knowledge is not a sufficient condition of power.”
14) Construct the concrete possibility negation of 12) – this is the next step in your production of the refutation. This must be just one sentence. [For example: “Knowledge is possible without power as a consequence (power is not a consequence of knowledge).”]
15) Construct, an example of what you have in 14) – this is the next step in your production of the refutation. This must be just one sentence. [For example: “A knowledgeable person who does not do anything with the knowledge that they have.”]
16) Construct, an explanation for what you have in 15) – this is the next step in your production of the refutation. [For example: ‘A person may choose not to do anything with knowledge that they have – out of laziness, for example. Or, a person may not be in a position to put their knowledge to use – as a result of repression by others, living in an oppressive society, or as a result of previous choices that incapacitate that person (such as committing a crime and serving a sentence in jail, or becoming paralyzed due to reckless behavior, etc.).”]
Part V. Interpretive Evaluation of the claim – after considering its challenge.
17) Evaluate the refutation challenge (in 8 through 11) to the claim of necessity. Is the necessity articulation refuted? Explain why. [“The refutation of the necessity aspect is successful. I cannot think of reasons in support of that examples and explanations in 10) and 11) are false. Though I do wonder whether work without education – such as working an assembly line – provides adequate income. There are plenty of people who state loudly that they do not have a living wage or much more than a living wage. I also wonder whether leisure activities that do not engage understanding of anything in some depth can be very fulfilling. Boredom arises not only from being exposed to something we can’t make sense of, but also from being exposed to something that does not engage our mind very much.”]
18) Evaluate the refutation challenge (in 13 through 16) to the claim of sufficiency. Is the necessity articulation refuted? Explain why. [“The refutation of the sufficiency aspect is successful. I cannot think of reasons in support of that examples and explanations in 15) and 16) are false.”]
19) Based on 17 and 18, what are your final thoughts about the original claim in 4? Is the claim true with necessary? Is the claim true with sufficiency? Is the claim true – after qualifications to it are introduced? In what way, with what kind of qualifications? [Example: “’The above analysis presented refutations – in examples and rules that support those examples – that I think are serious.
However, while it is possible that knowledge is not necessary to have some power, as shown by examples above, knowledge will increase whatever power one has without knowledge. A person who inherits wealth, works a simple job, has strength by nature, etc. will be more powerful if they acquire knowledge. That person will increase and put to good use (as opposed to foolish and destructive or even self-destructive use) the wealth or strength they have inherited. A person who works a simple job, due to acquired knowledge, can take a more complex and rewarding job.
But, more importantly, it is very probable, and not only possible, that knowledge is not sufficient for power. Knowledge must be applied in order to be actual power. It is required for application of knowledge that a person chooses to do so, has the discipline to continually do so, and does not live in unfortunate circumstances (oppressive social and political circumstances, unsupportive family and friends, poor health, etc.) in which they do not have the opportunity to apply that knowledge, as hard as they might try. Right choice, discipline and circumstances are needed – in addition to knowledge – in order for knowledge to be power.”]
Part VI: Reflection
20) Discuss how your thinking about the topic (what you discussed in Part I) has been affected by what you did in Parts II through V. Has it strengthened your support of a position on the topic? Has it strengthened your opposition to a position on the topic? Etc. How and why? [Example: “’My position, of subscribing to the thesis in 4, that knowledge is power has been strengthened. It has been strengthened because I got a chance to reflect again and be reminded of how much I enjoy discussing and engaging challenging ideas, as well as that there is low-paying work that one can move out of by acquiring knowledge.””]
21) Discuss what have you learned – that you did not know before – from doing this paper. Address the content of your paper here – not only its form. [Example: “I learned that a just social context and a disciplined character are required in addition to knowledge, in order for knowledge to be power. Just social context here means having substantive access to opportunities to employ knowledge – there must not be discrimination and bigotry in one’s surroundings, the past discrimination and bigotry must not be effecting the present, it would be of great help if there were role models to motivate individual choices to acquire and employ knowledge. Importance of justice was always evident to me, but I got a chance to apply it a new context – that it is needed as a condition for knowledge to be power.”]
The Majority of Us Believe in Our Ability to Exercise Free
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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