An Examined Life Critical Thinking And Ethics Pdf
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Critical thinkers tend to exhibit certain traits that are common to them.
- Moral Reasoning
- Academic Catalog
- Defining Critical Thinking
- An Examined Life Critical Thinking and Ethics
Ethics education ; Moral education ; Values education. Ethics and values education encompasses a wide variety of aspects, conceptual frameworks, topics, and approaches. Arising out of the field of ethics, it foremost has to be sensitive to a multidimensional and deep anthropological nature of human being and the recognition of this in educational processes.
This course is an introduction to the main issues in philosophy, such as good and evil, mind and body, life and death, justice and freedom, creation and evolution. The focus is on philosophical concepts and methods. Topics include: the nature of being and reality, the right and the good, knowledge and belief, personal identity, and beauty and truth.
Course introduces students to basic critical thinking skills. It discusses good and bad arguments, informed and uninformed beliefs, analyzes fallacies, distinguishes between deductive and inductive reasoning, and applied these skills to real-life cases.
Analyzing readings about current issues, accessing online sources, and writing summaries and analyses complete the course. This course is an exploration of the ways to distinguish right from wrong, good from bad and importance from triviality. It addresses conceptions of justice, views of human nature, and standards of moral judgment.
Classical and contemporary ethical theories will be considered and applied to contemporary problems in politics, environmental policy, medicine, business, and personal relations.
This course is a philosophical examination of the nature and the significance of religious thought and practice. Topics include: the nature of faith, the role of reason, the ethical significance of religious belief, and the existence of God. The objective of this course is to study the religions of the world: Hinduism, Buddhism, Taoism, Confucianism, Judaism, Christianity, and Islam.
The emphasis is on the origin of the universe, the concepts of divinity and the Supreme Being, the nature of ultimate reality, and visions of the good life.
In this course students study major ethical theories and apply them to moral issues in the life sciences. They discuss various topics important to the medical professions, patients, policy-makers, and philosophers, such as euthanasia, abortion, doctor patient relationship, stem cell research, and genetic modification of organisms. All cultures have created myths as ways of interpreting the whole of nature and the inner world of man.
There is an affinity between civilizations transcending space and time. The origins of myths are buried in the shifting sands of time, but our present understanding of the significance of the myths establishes continuity. The insights in myths have found expression in art, literature, and philosophy. The central themes in mythology are: the origin of the cosmos, the conflict of good and evil, free will and destiny, and the quest for eternal Life.
This course explores advances in medicine and biology from an ethical perspective. A brief introduction to the major approaches ethics will be followed by an exploration of the bioethical topics such as cloning, stem cell research and genetics.
With the expansion of research in cloning, stem cells, and genetic modification there is a pressing need to introduce students to the ethical consequences of this research in order to make informed and intelligent decisions. This course focuses on the ethical implications of current environmental issues such as climate change, recycling, farming practices, sustainable technologies, ecoliteracy, animal rights, and clean energy. It also asks 'what is nature? This course introduces students to basic ethical reasoning.
Starting out from real-life situations, students analyze ethical problems by conceptualizing the moral intuitions and beliefs they already possess. With the help of short philosophical readings, they develop methods of applying ethical theories to moral decision-making in their disciplines and own lives. This course introduces students to a cross-cultural study of major religious traditions, for example, Hinduism, Buddhism, Jainism, Sikhism, Taoism, Confucianism, Zoroastrianism, Judaism, Christianity and Islam.
It presents a historically informed consideration of similarities and differences and transcultural structures that can be discerned from these traditions of religious life. This course teaches students to identify and evaluate those beliefs that guide their thoughts and actions. Reflecting on different sources, students identify those philosophical beliefs that play a role in their own lives. By developing their critical thinking skills, they learn how to clarify, systematize, and assess these beliefs.
A systematic philosophical examination of the major issues in religious experience and history, such as the problems of the relation of faith and reason, the nature and existence of God, morality and immorality, good and evil, and human values and destiny. This course will introduce students to the basic concepts and history of formal and Informal logic, with the aim of honing analytic and critical reasoning skills.
At the heart of clear thinking is the ability to see and recognize logical form. As John Locke wrote. This course probes the nature of ultimate reality. Topics include appearance versus reality, being and becoming, essence and existence, space and time.
Is there knowledge beyond the reach of science? How can we know what really exists?. Course examines the nature and the scope of knowledge.
What does it mean to know, and what is the nature of truth? What can be known, and can we be justified in our beliefs about what goes beyond the evidence of our senses? Is all knowledge innate or acquired in experience? What are the grounds and the limits of knowledge?. This course is chiefly a study of moral concepts and principles. Topics include: happiness, friendship, virtue, intention, and duty. Ethics asks: Is there a supreme good that all rational beings seek? Are there universal moral values?
What is the difference between judgments of value and judgments of fact?. Philosophy is a continuous dialogue about ideas of enduring interest, such as: truth, goodness, beauty, the nature of mind, the basis of right action, conceptions of happiness and the good life. This course is a philosophical examination of the nature, aim and activity of love and desire. How does this most intimate of emotions shape us as moral agents?
This course will explore why the object s of love inform one's identity as much as the way one loves. This course is concerned with theories of art and beauty, philosophical ideas within the various forms of art, and concepts in the interpretation of art: meaning, intention, style, purpose, and value. It addresses various ideas of art as representation of reality, imitation of appearances, significant form, and expression of feeling.
Guest artists, visits to museums, and attendance at concerts are features of the course. This course is a study of the historical development of philosophical ideas of India and China. The perspectives of Hinduism, Buddhism, Taoism, and Confucianism on the nature or reality, knowledge, and the moral life will be discussed. The main themes are the knowledge of ultimate reality, the cultivation of the individual life as the basis of harmony in the world, and being one with reality.
This course examines the role of religion in urban environments through its formative impact on culture, political action, public policy, social relationships and institutions, and the media and society. This course is a study of the elements of formal logic. Topics are propositional and predicate logic, set theory, foundations of mathematics, and formal semantics. Readings include Frege, Russell, Goedel, and Tarski. This course explores historical and contemporary philosophical and religious perspectives on war and peace.
It investigates philosophical, anthropological, religious, social and political reasons why the human species fights wars, critically examines traditional and contemporary views on the morality of war, and reflects on the possibility of peace. This course introduces the histories and origins of African and Africana philoso- phies.
It asks whether African a philosophy is a monolithic field of study. Issues covered include race, racialization, gender, identity, colonialism, morality, epistemology, and liberation.
Major scholars and schools of African a philosophical thought are introduced and discussed. This course provides a history of ancient Western philosophy covering the period from its first beginnings in the Pre-Socratics, through Socrates, Plato and Aristotle, to later Greek and Roman thought. The phenomenon of death is studied from the points of view of philosophy, religion, psychiatry, literature, and parapsychology.
This course introduces students to the philosophical study of mind. Students will learn how their unique psychologies play a role in distinguishing themselves from others, as well as consider how their psychologies are shaped by their environment and biology. The course also focuses on the relationship between mind and body. This course examines the problem of evil in Western philosophical and religious traditions. Starting with an exploration of the classical roots of various conceptions of evil, it traces these conceptions through history, culminating in discussions of the pervasiveness of evil in reaction to modern experiences of war and genocide.
This course combines the philosophical analysis of classical and contemporary films - popular as well as art-house - with the close reading of some seminal texts of the philosophical tradition, tracing the philosophical content of movies, but also thinking from a philosophical perspective about film as a medium that philosophizes on its own and film as an art form. A systematic study of the foundations and the history of political and social thought and practice.
The topics include: the role of the state in the development of moral nature of man, the relation of the individual to society, forms of government, natural law, the internalization of social norms, political authority, and the values of representative government. This course will provide an overview of social justice topics including: poverty, unemployment, the welfare state, racial discrimination, gender discrimination, and income inequality.
The readings for the course will include contemporary philosophic, sociological, and economic writings. Contemporary data sources will also be utilized. Food, Philosophy and Global Health explores our relationship with food through the lens of philosophy.
Using ethics, logic and critical thinking, we investigate current debates and examine how collective choices impact the health of the planet. Using these insights, we develop a community action program that empowers an underserved community. This course will introduce students to the essential concepts, precepts and methods of philosophy of education. Students will use these foundations to reflect on the basic aspects of human learning as well as become effective participants within the milieu of modern education.
This course will focus on the search for meaning and value in mythological, magical, and mystical experiences. The origin, structure, function, and the genre of myth, magic, and mysticism will be studied in an interdisciplinary framework of philosophy, art, and religion. The significance of these topics in creating a synthesis of reason and imagination in individual and social sphere will be investigated.
Beginning with an introduction into the historical interplay of science and technology, this course analyzes the social, political, cultural and moral effects of modern technologies, such as bio-and-nano-technologies, or humanity from a philosophical perspective.
It also studies the phenomenon of technology itself from an analytical-philosophical perspective. This course is an examination of the human predicament: What are we doing on this earth? If God does not exist, is everything permitted? Are we condemned to be free? Are anguish, dread, fear and trembling, and despair inescapable? Nietzsche, Kierkegaard, Jaspers, Marcel, Heidegger, and Sartre answer these questions in our survey of the origin and development of existentialism, and its impact on psychology, religion, literature, and the arts.
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This course is an introduction to the main issues in philosophy, such as good and evil, mind and body, life and death, justice and freedom, creation and evolution. The focus is on philosophical concepts and methods. Topics include: the nature of being and reality, the right and the good, knowledge and belief, personal identity, and beauty and truth. Course introduces students to basic critical thinking skills. It discusses good and bad arguments, informed and uninformed beliefs, analyzes fallacies, distinguishes between deductive and inductive reasoning, and applied these skills to real-life cases. Analyzing readings about current issues, accessing online sources, and writing summaries and analyses complete the course. This course is an exploration of the ways to distinguish right from wrong, good from bad and importance from triviality.
Defining Critical Thinking
Philosophical examination of moral reasoning faces both distinctive puzzles — about how we recognize moral considerations and cope with conflicts among them and about how they move us to act — and distinctive opportunities for gleaning insight about what we ought to do from how we reason about what we ought to do. Part I of this article characterizes moral reasoning more fully, situates it in relation both to first-order accounts of what morality requires of us and to philosophical accounts of the metaphysics of morality, and explains the interest of the topic. Part II then takes up a series of philosophical questions about moral reasoning, so understood and so situated. This article takes up moral reasoning as a species of practical reasoning — that is, as a type of reasoning directed towards deciding what to do and, when successful, issuing in an intention see entry on practical reason.
Увы, - тихо сказал Стратмор, - оказалось, что директор в Южной Америке на встрече с президентом Колумбии. Поскольку, находясь там, он ничего не смог бы предпринять, у меня оставалось два варианта: попросить его прервать визит и вернуться в Вашингтон или попытаться разрешить эту ситуацию самому. Воцарилась тишина.
Чатрукьян это чувствовал. У него не было сомнений относительно того, что произошло: Стратмор совершил ошибку, обойдя фильтры, и теперь пытался скрыть этот факт глупой версией о диагностике. Чатрукьян не был бы так раздражен, если бы ТРАНСТЕКСТ был его единственной заботой.
ГЛАВА 48 - Что? - воскликнула Мидж, не веря своим ушам. - Стратмор говорит, что у нас неверные данные.
An Examined Life Critical Thinking and Ethics
Она засмеялась. - Сам удивишься. Дэвид сунул руку в карман халата и вытащил маленький предмет. - Закрой. У меня есть кое-что для .
EDU И далее текст сообщения: ГРОМАДНЫЙ ПРОГРЕСС. ЦИФРОВАЯ КРЕПОСТЬ ПОЧТИ ГОТОВА. ОНА ОТБРОСИТ АНБ НАЗАД НА ДЕСЯТИЛЕТИЯ. Сьюзан как во сне читала и перечитывала эти строки. Затем дрожащими руками открыла следующее сообщение.
Идиот! - Она замахала бумагой. - Он обошел Сквозь строй. Посмотри. Бринкерхофф растерянно постоял минутку, затем подбежал к окну и встал рядом с Мидж.
Он постоял в нерешительности, раздумывая, не следует ли поставить в известность начальника лаборатории безопасности.
Может быть, Стратмор решил посмотреть на звезды. - Джабба, мне не до шуток. - Ну хорошо, - сказал он, приподнимаясь на локтях. - Может быть, у них закоротило генератор.
Личный кабинет Лиланда Фонтейна ничем не походил на остальные помещения дирекции. В нем не было ни картин, ни мягкой мебели, ни фикусов в горшках, ни антикварных часов.
Он рассчитывал, сидя в испанском баре, услышать по Си-эн-эн пресс-конференцию об американском сверхсекретном компьютере, способном взломать любые шифры. После этого он позвонил бы Стратмору, считал пароль с кольца на своем пальце и в последнюю минуту спас главный банк данных АНБ. Вдоволь посмеявшись, он исчез бы насовсем, превратившись в легенду Фонда электронных границ.