Worldly Philosophers by Robert L Helibroner This essay will take a great deal of critical thinking.
Joseph Schumpeter and John Maynard Keynes were contemporaries; they not only knew of each other but respected one another as economists.
Worldly Philosophers by Robert L Helibroner
At first glance, Schumpeter and Keynes may appear to be speaking almost precisely the same economic “language” when it comes especially to their thoughts on economic development and the “engines” that drive it. In a 1983 Forbes Magazine article by Peter F. Drucker, however (commemorating the 100th anniversary of the two men’s births), Drucker describes Keynes’ and Schumpeter’s economic outlooks as quite significant. It reads as follows:
The differences between Schumpeter and Keynes go much deeper than economic theorems or political views. The two saw a different economic reality, were
concerned with different problems and defined “economics” quite differently. These differences are highly important to an understanding of today’s economic world.
Based upon your reading in Heibroner, as well as CREDIBLE outside sources, outline the differences in economic thought and theory you find between these two colossuses of the world of economics.
Four- to Five-Pages Typed Double-spaced in Times New Roman font
Worldly Philosophers by Robert L Helibroner Bibliography
The bibliography must be attached (Not counted in page total), MLA style
Attribution for all quotes and paraphrasing required
Outside sources (of an academic/professional nature) are welcomed—but must be placed in a bibliography and there must be attribution.
Best Methods to Achieve Knowledge in Philosophy I will post a picture containing the instructions
Please include similarities and differences between each philosophers argument
Best Methods to Achieve Knowledge in Philosophy
The argument about the best method to achieve knowledge You have to use 3 sources for the paper:
-Rene Descartes: Meditation on first philosophy 3rd edition
-Plato: Five dialogues (Phaedo only)
-David Hume: Dialogue concerning the natural religion 2nd edition. Philosophy’s history of reflection upon knowledge is a history of theses and theories; but no less of questions, concepts, distinctions, syntheses, and taxonomies. All of these will appear in this article. They generate, color, and refine these philosophical theses and theories about knowledge.
Dialogues Concerning Natural Religion I will post a picture containing the instructions
Dialogues Concerning Natural Religion
This would be an expository paper
You will need to give a reason for rejecting/accepting an argument
You are encouraged to use "I" in the paper.
You will need to give:
-Clear Statement of problem
-A clear statement of a thesis
-A clear statement for the steps that you will take to argue for the thesis
You have to use 4 sources for the paper:
-Return To Reason: The Irrationality of Evidentialism by Kelly James Clark
-Rene Descartes: Meditation on first philosophy 3rd edition
-Plato: Five dialogues (Phaedo only)
-David Hume: Dialogue concerning the natural religion 2nd edition.
The questions are simple, the answers are not. You may be tempted to give a relatively short, straightforward answer; resist that temptation, and try to give as complete and perhaps even complex an answer as you can (within the length restriction, of course). I am asking you to answer specific questions, but I encourage discussions of themes and problems that range across the various materials we have encountered in the course of the semester.
Because of university-mandated grade-submission policies, this deadline is inflexible. LATE PAPERS WILL LANGUISH IN ELECTRONIC OBLIVION, UNGRADED AND
UNSHRIVEN, UNTIL KINGDOM COME (whereupon the Lord Almighty may show mercy, but you probably should not take your chances….).
Essay Format and Submission Requirements:
•Normal, college-level expectations for essay-writing apply.
•You need to have a thesis (stake a claim about the topic)–the more interesting, the better.
Platos Phaedo Eva Braun Philosophy Final Conclusion
•You need to argue in favor of that thesis—persuasively lead your leader towards your conclusion.
•You need to provide concrete, evidential support for that argument (this evidence should primarily come from the texts that we have read and discussed).
•And you need to present your ideas sympathetically, with the reader in mind, in a clear and compelling way.
•Your paper should be no more than 1250 words long, with 12 point font and double-spaced.
•You need to submit your paper electronically, through the “turnitin” dropbox available on the course website (see the main menu for the dropbox link).
1. Why does Plato think that a mimetic or representational model is the best way to understand the world?
Aristotle NicomacheanEthics and Difficulty of Virtue The Nicomachean Ethics does not focus on calling some actions right and others wrong: it is not a book of rules. Its purpose is to organize the life in
virtue for someone who is already disposed to practice that life and needs to get clearer on what it is.
Aristotle Nicomachean Ethics and Difficulty of Virtue
This paper addresses one of the issues that arise in
the discussion of moral education.
The paper will be based on Book 2 Chapter 3 of the Nicomachean Ethics (pp. 20-21), although you should also first read all of Book 1 (1-18) and especially
Aristotle Nicomachean Ethics and Difficulty of Virtue Relevant Book Chapter Readings
Chapter 8 of Book 1( 10-11). Read the relevant sections two or three times through; then write a paper addressing the following question.
In some ways, Book 2 chapter 3 makes the life of virtue appear difficult. Identify the difficulties and explain them as straightforwardly and clearly as you
can, as if you were summarizing the point to someone who hadn’t read Aristotle. Where do the difficulties of virtue lie? What specifically makes such a life such a challenge?
Then address what seems to contradict this claim of the difficulty of virtue. How can the beginning of the chapter seem to associate the life of virtue with
pleasure? Book 1 chapter 8 makes the same point and should be read in connection with your discussion. Is Aristotle associating virtue with happiness, as
Plato does, or isn’t he? Explain your answer.
Philosophy of Classical and Applied Science Business ethics/Free Speech/Pornography and censorship/Global Justice/ John Rawls’ Law of Peoples.
Philosophy of Classical and Applied Science
Write 1 single-spaced page for each. Include short definition followed by significant points and key arguments of opposing positions. All information has to come from the text: Social Ethics, classical and
applied. By Thomas C. Carroll, Jr. No certain writing style required, just a full page.
Censorship= Mark R. Wicclair
Global Justice = Thomas Nagel
Business Ethics= Russell Kirk, Michael Harrington
Free speech= Wendy Kaminer. We teach our students: We say that we have some theories about science. Science is about hypothetico-deductive methods; we have observations, we have data, data require organizing into theories.
Truism in Literary Criticism of Philosophical Modernism This is the question for the Assignment:
It is something of a truism in literary criticism that one of the main philosophical concerns of modernism is that of the essential isolation of the human being.
Truism in Literary Criticism of Philosophical Modernism
Generate an
analytical reading that examines Eliot’s representation of the eponymous “hero” of “The
Love Song of J. Alfred Prufrock” with this concern squarely in mind. Your thesis should
aim to answer the following question(s): what is so characteristically “modernist” about
Prufrock’s dilemma as Eliot represents it?
Quick Tips: Consult Michael Levenson’s Cambridge Companion to Modernism
and/or Anthony David Moody’s Cambridge Companion to T. S. Eliot to develop an
understanding of the poetics and concerns typical of modernism. Remember that only sources that
deal directly with your chosen author(s) / work(s) count toward your two research
sources (although, as always, any item you cite must appear in your Works Cited).
Xerox Six SigmaPhilosophyCase Study Develop a well-researched paper based on the Xerox case study on pages 31 through 36 of the textbook for your current organization or one you have worked in
the past that critically analyzes:
Xerox Six Sigma Philosophy Case Study
1. The quality methodologies or practices that the company uses or plans to use to align performance excellence with its business objectives,
2.The quality management system that focuses on meeting customers? needs and practices to help build a customer-focused culture along with techniques to
enhance the design of work processes, process control, and process improvement,
3.Tools and techniques that support Six Sigma philosophy, quality in product design, or statistical process control (SPC) for monitoring either the company?s
manufacturing or its service processes. Include at least one relevant chart or figure in describing the tools and techniques.
In addition to critical analysis, provide suggested improvement steps/actions based on what you have learned in this course to help the company achieve
performance excellence. Incorporate scholarly sources and the text to support your analysis.
Xerox Six Sigma Philosophy Case Study Writing the Final Paper
The Final Paper:
1.Must be eight to ten double-spaced pages in length and formatted according to APA style as outlined in the approved APA style guide.
2.Must include a cover page that includes: a.Title of paper
b.Student’s name
c.Course name and number
d.Instructor’s name
e.Date submitted
3.Must include an introductory paragraph with a succinct thesis statement.
4.Must address the topic of the paper with critical thought.
5.Must conclude with a restatement of the thesis and a conclusion paragraph.
6.Must use at least four outside sources, three of which must be peer-reviewed.
7.Must use APA style as outlined in the approved APA style guide to document all sources.
8.Must include, on the final page, a Reference Page that is completed according to APA style as outlined in the approved APA style guide.
Lawrence Kohlbergs vs Gilligan on Piagetian Theory Order Instructions: Lawrence Kohlberg’s research was grounded in Piagetian theory and he sought to discover how children and people develop moral reasoning.
Lawrence Kohlbergs vs Gilligan on Piagetian Theory
His theory is characterized by a sequence of six stages grouped into three levels of defined morality.
Carol Gilligan taught at Harvard University with Erik Erikson. She became a research assistant for Kohlberg in the 1970s and went on to write a dissertation on moral development that criticized Kohlberg for using only privileged, white males in his research. She developed the theory of the “morality of care” as opposed to Kohlberg’s male-oriented “morality of justice.”
Write a 3-paragraph response after reading the theories Kohlberg and Gilligan offer.
• Discuss your personal view on moral development and how you potentially contribute to someone’s moral development as a teacher, family member, mentor, etc.
• Share 1 or 2 examples of how your view specifically relates to (supports or contradicts) Kohlberg and Gilligan’s theories. Be sure to consider how the individuality of each student impacts your thinking about this topic.
Lawrence Kohlbergs vs Gilligan on Piagetian Theory Sample Answer
KOHLBERG VS GILLIGAN
The Lawrence Kohlberg’s theory of the morality of justice suggests that the process of attainment of moral maturity among children takes a longer period which goes against the suggestion of Piaget’s work (Dubas, 2014). He suggested that children and people develop moral reasoning through three levels of defined morality which involve, the nonconventional level which is featured by logic based on certain principles, the conventional level which includes thinking by the necessity of norms and finally preconvention level which is featured by personal perspectives (Dubas, 2014).
The theory apparently does not value the traditional nature of education activities that suggests that certain virtues or vices form the foundation to moral behaviors. It also depicts that moral behaviors of students can be effectively approached through focusing on the stages of moral development. Carol Gilligan’s theory of morality of care suggests that the morality of attention can significantly serve in place of the morality of justice as depicted by Kohlberg (Dubas, 2014). Gilligan’s work emphasizes that care is a valuable element of moral reasoning among students. The approach puts more concern and efforts to enhance empathy and more care in students in the various institutes of learning.
Moral developments are viewed as a significant aspect of the life of every individual, for example, teaching a student to differentiate between right from wrong and the needs of having good morals (Dubas, 2014). As a teacher, I contribute to the moral development of learners through setting a good example or being a role model and provision of counseling to students on the significance of having good morals. My personal view on moral development is that students with good morals exhibit prosocial behavior as well as character traits for example being honest, fairness and having respect which supports Gillian theory.
In a nutshell, Kohlberg’s and Gillian theories of moral development differs in one way or another. However, each, and every approach tries to pinpoint various intrigues on moral developments among learners.
Lawrence Kohlbergs vs Gilligan on Piagetian Theory Reference
Dubas, K. M., Dubas, S. M., & Mehta, R. (2014). THEORIES OF JUSTICE AND MORAL BEHAVIOR. Journal Of Legal, Ethical & Regulatory Issues, 17(2), 17-35.
Professional Philosophy of Character Education Order Instructions: Develop a personal statement and action plan for the conclusions you have come to as a result of reading the course text (Seider, 2012). There are two parts to this assignment.
Professional Philosophy of Character Education
Part 1: Professional Philosophy of Character Education
Reflecting on the various components of character education, identify the area of emphasis you personally believe is most important to you as an educator
Write a 2-page reflective paper that articulates your stance toward the character in your professional life.
Part 2: Action Plan
Based on the idea(s) you identified in part 1 of this assignment, identify two steps you plan to take as a result of this philosophy. You can choose to focus on your role in the classroom, other educational settings or relationships, or your roles as a leader in other work organizations or a family context.
Write a 2-page description of your intended actions and the outcomes you hope will result from these actions.
Support your statements with evidence from the Required Studies and your research. Cite and reference your
Professional Philosophy of Character Education Sample Answer
The character in Professional life
The character in professional life is what makes the extraordinary to stand out from the commonplace. It is what makes eagles stand out from the “chickens”. It is what makes men and women leave their mark in the annals of history. Ability without character is the recipe for failure in the workplace (Nelson, 2013). The following presentation gives my stance on my principles governing my character. FOUNDATION is the acronym I use to identify my principles as will be shown in the presentation.
The letter F stands for my principle that touches on my faith in God and faith in the goodness of other people. My faith in God gives me the fortitude to face challenges that occur in the workplace as an educator. I have the faith in the inherent goodness of all people, and in this context that would be my fellow educators and the students I teach (Noah, 2013).
The letter O stands for the value I see in other people in shaping my character. I believe the people who surround me can have an impact on my character, positively and negatively.
The letter U stands for the understanding and accommodation I extend to other people, knowing that there will be better or lesser people in character than me. It also involves understanding my students individually and knowing their strengths and their weaknesses. My responses will then be decided on this understanding.
The letter N stands for my belief in nourishing other people holistically so that they can realize their full potentials in life. As I nourish my students to unlock their talents and gifts, I find great fulfillment (Noah, 2013).
The letter D stands for the direction I purpose to take in life, in the workplace and privately. My professional compass direction is closely interlinked with my personal moral compass to move me forward on the firm ground. As I move forward in my career advancement path, the success of my students is also important to me.
The letter A stands for availability both to my students, on- campus and off-campus. I try to be available to my students after class hours for any extra help and off-campus in case they need emotional support. I must also be available for faculty meetings and general school meetings.
The letter T stands for my management of time as it is one commodity that cannot be recovered once it has been wasted. Poor time management to me represents slothfulness and is an indicator of mediocrity in life. I must appropriate time meaningfully each day and audit the quality of time I spend with my students.
The letter I represent one strong pillar of my principles which is integrity. I must hold myself with integrity in my relationships with both students and fellow educators. Knowing the boundaries that should not to be crossed, reins in any negative proclivities that I may be tempted to engage in. I have been entrusted with forging integrity as a value into my students (Monroe, 2014).
The letter O stands for observance and being keen to study situations I may find me in. How to behave in the company of students will be determined by noting the mood in the class and gauging their collective state of mind.
The last letter O stands for numbers, and I set myself a standard to expand the number of people I can build new relationships with. Every month I get to build a deeper relationship with my students beyond the classroom setting.
Professional Philosophy of Character Education and Action Plan
The action plan I will implement focuses on the two values of responsibility and respect, which must be done within a period of twenty- one day. It takes twenty-one days to break old habits and form new ones (Swanton, 2015). By the end of this time, an evaluation of the success of my plan will be assessed.
Responsibility: The value of responsibility will be drilled into my students with personal responsibility within the class, campus-wide and off-campus. The students have to start with the responsibility of proper grooming in the attire they put on. Female students will be required to dress appropriately, without unnecessary exposure of their bodies. The male students will be held accountable to be more formal in dressing and avoid ‘sagging’ their trousers. Each student will be responsible for undertaking a proper study of any assignment given and actually do the homework and hand it in on time. Each student will be held accountable for twenty- one day to hand in plagiarism free work. Each student will be held accountable and collectively in class to maintain silence during class hours. Within the campus, each student will be responsible for maintaining peace and avoid any scuffles or fighting within the campus. Each student must avoid to the best of their ability any punitive measures such as detention after class. Responsible use of all school resources from the ablution blocks to the library will be encouraged. The use of any school resources must be done with an attitude of responsibility. This will extend outside of the campus with each student expected to involve themselves with an activity that will benefit the community and writing a diary of their experiences. At the end of the twenty- one day, each student will share their experiences (Seider, 2012).
Respect: I intend to inculcate into my students the value of respect I daily live. This will involve the aspects of respect in the class, out of the class, within campus and off-campus. Students must begin by showing respect to each other, more so to female students. Derogatory language within the class will be prohibited. A class ‘moral’ perfect will be appointed who will note down students breaking this rule. Students who continually break this rule will be forced to put on a tag with the words “Help me to learn to respect you”, within the class. The students will have to stand up when a teacher enters the classroom as a sign of respect. While addressing seniors, the use of formal language (“Sir” and “Madam”), will be encouraged. Every student will be required to respect the personal property of the other students and their personal space. Respect will be expected even in “cyberspace” in the use of social media. At home, the same value will be encouraged in their interactions with family members and the neighbors (Seider, 2012).
At the end of the twenty- one day, the students will share their personal experiences and what they have learned. They will identify the areas they faced the greatest challenges in adapting and how they intend to overcome them. Students who show the least change and need intervention will be paired up with the students with the best- performing students.
Professional Philosophy of Character Education References
Munroe, M. (2014). The power of character in leadership. New York: Routledge.
Nelson, D. L., & Quick, J. (2013). Organizational Behavior: Science, the real world, and you.
Ason, OH, USA: South-Western Cengage Learning.
Noah, St, J. (2013). The book of affirmations: Discovering the missing piece to abundant health,
wealth, love, and happiness. New York: SAGE.
Scott, Seider (2012). Character Compass: How Powerful School Culture Can Point Students
Toward Success. 43270th Edition.
Swanton, C. (2015). The virtue ethics of Hume and Nietzsche. New York: Routledge.
