The Age of Reason - 1424 Words

Thesis: To discuss the philosophers who participated and had an affect in The Age of Reason. OUTLINE I. David Hume A. Contributions to the Age of Reason B. Who and what influenced him II. Jean Jacques Rousseau A. What he believed in B. Who influenced him III. Claude Adrien Helvetius A. Influences B. Reasons for contribution IV. Immanuel Kant A. How he made a difference B. Why he made a difference C. What caused him to make a difference V. Johann Fichte A. Influences B. Reasons for contribution VI. Johann von Herder A. Contributions B. What caused him to contribute C. Influences VII. Friedrich Schleiermacher A. Why he contributed B. Influences The Age of Reason was a period in†¦show more content†¦The Metaphysics of Ethics (1797) is based on a belief that reason is the final authority for morality. Immanuel Kant believed that all actions are done for a reason and that no self-serving act can be considered to be moral. In 1804, Immanuel Kant passed away (Hampshire 91). German philosopher, Johann Fichte was born on May 19, 1762. He was educated at Pforta, Jena, and Leipzig. He believed that philosophy was a science, because it must come from a single proposition and express all grounds of experience. However, Fichte disagreed with Kant greatly; he felt that all experiences were pure and that they came from an individuals ego and consciousness (Hampshire, 77). Fichtes first essay Critique of All Revelation was written anonymously and many thought that it was one of Immanuel Kants pieces of work. He died on January 27, 1814 in Berlin (Sartre 112). Johann von Herder, a German philosopher, was born on August 25, 1744. He was the first person to introduce romanticism to Germany. Since Johann von Herder was a leader in the Sturm und Drang movement, he had many people who followed and looked up to him. He studied at the University of Kà ¶nigsberg (Paine 105). Johann von Herder attempted to express the fact that nature and human history are very similar. He also attempted to state that in time history will repeat itself (Hampshire 26). Even though his work was left unfinished, his ideas were a huge contribution to The Age ofShow MoreRelated Age Of Reason Essay988 Words   |  4 Pagesas the Age of Reason discovered many knew inventions and advancements to improve the quality of life. When experimented with, these advantages brought forth knew ideas to extraordinary people who forever changed the way we look at life. Although many people found these discoveries to bring a great revival to mankind, others rejected these new improvements and felt as if they were defying god. These years were full of discoveries, conflicts, and new visions that of the world. The age of reason broughtRead MoreThe Age Of Reason Essay1455 Words   |  6 Pagesï » ¿Cathy Bui Professor Nengo Anthropology March 10 2015 Age of Reason Essay In the book The Age Of Reason by Thomas Paine is about the knowledge of inquiring religious establishments and their own doctrines. He wants the audience to think about the common gumptions that can be seen and describe as a substantiation of a god, for instance from Christianity, Judaism, and Islam. He calls for higher reasoning, a person who rejects the scriptures in the bibles that says we are pretending to use the wordsRead MoreRomanticism : The Age Of Reason1210 Words   |  5 Pagesimagination and intuition rather than emphasizing on reason and logic. There are no restraints or order in Romanticism; complete spontaneous actions are welcome in this style of writing. Romanticism, or also known as the â€Å"The Romantic Period†, refers to the cultural movements that occurred in England, Europe, and America from 1770 to the 1860s. In this literary period, romantic writers saw themselves revolting against another period called the â€Å"Age of Reason† which began in the 1700s and ended in 1770.Read MoreThe Age of Reason Essay921 Words   |  4 PagesEuropean history. Cesaire studied liberal ideas that had sprouted in the Enlightenment period or the Age of Reason, a time where many new ideas sprang up. Reason was used to guide the actions of people and nations; no longer was religion the main force. Science became extremely important because it provided answers to questions. With the Enlightenment came ideas of liberalism. Before the Age of Reason monarchies governed the people. There was great poverty and a disparity between the classes of people;Read More Age of reason Essay1294 Words   |  6 Pages The Age of Reason was a period i n time during the 18th century in Europe and America when man become enlightened by reason, science, and humanity. The people involved with the Age of Reason were convinced that human reason could discover the natural laws of the universe, the natural rights of mankind, and the progress in knowledge. Each philosopher had his own ideas and theories about the world, nature, and human beings in general, and every philosopher wrote many essays and books about their ownRead MoreAge of Reason Essay1041 Words   |  5 PagesAge of Reason Essay In the book Age Of Reason, Tomas shares his and analysis on religion, mainly the, Christian and church. There is no the great and influence that these three have had on the of societies the. Pain argues that, to develop and hierarchy in and, have made up all religions. The churches do this by an authoritative truth about life that is in books that have been written by people on the word of authoritative truth is the only truth for those who truly faith in such, and to challengeRead MoreThe Enlightenment : The Age Of Reason1126 Words   |  5 PagesThe Enlightenment, also known as the Age of Reason, was an important period in the history of Western Civilization during the 17th and 18th centuries - a time of social turmoil where societies were divided between social groups and struggled for freedom, equality and democracy (Seidman, 2008: 6). This time gave rise to remarkable social thinkers, known as Enlighteners, who pioneered a new science of society (Seidman, 2008: 5). These highly educated Enlighteners believed the world could be rationallyRead MoreThe Age Of Reason By Judaism1449 Words   |  6 PagesDuring the â€Å"Age of Reason†, Judaism was forced to re-evaluate its core values in response to acculturation and assimilation. The question of emancipation and participation in their new countries brought the Jewish community to a crossroads as they had to determine how far they would veer away from their Jewish values in efforts to fit into the new societies. Jewish philosophers were forced to offer options to the different sects of Judaism that correspond with those sects core values and ethicsRead More An Age of Reason, An Age of Passion Essay1147 Words   |  5 PagesAn Age of Reason, An Age of Passion The period following the Renaissance focused the human attention toward the beauty of nature. It was man’s turn to be part of the nature and not the other way around. The term picturesque—or â€Å"compared to a picture† as Michael Woods defines it — defines new characteristics of the art from this period. This period, â€Å"An Age of Reason, An Age of Passion,† had a dual nature—rational, responsive to reason, but also anti-rational, responsive to emotion. â€Å"MakingRead MoreGlorifying the Age of Reason572 Words   |  2 PagesTHE AGE OF REASON The age of reason is a period in time in which the idea of reasoning things out was glorified. This period is also known as â€Å"The Enlightenment†, it started around the mid 1600’s and ended at around the end of the 1700’s. Never before had questioning things and acquiring solutions for ourselves as individuals been so popular. This age resulted in major advancements in mathematics, science, even in political views and other subjects. This period is a concoction of different minds

Euthyphro Dialogue Essay examples - 1485 Words

In the dialogue Euthyphro (Cahn and Markie), Plato presents an argument against the divine command meta-ethical theory. While the argument is presented against the predominantly pantheistic Greek religions, the argument can be easily applied to the monotheistic Abrahamic religions. The dialogue starts off with the two main characters: Euthyphro and Socrates. Socrates has been indicted for corrupting the youth of Athens and Euthyphro is indicting his father for murdering a day-labourer who killed one of his servants through neglect. Socrates acknowledges that Euthyphro must be very knowledgeable on the subjects of piety and holiness which are integral to the Greek judicial system and that by learning from Euthyphro, Socrates might better†¦show more content†¦If this were the case, the gods would not be the ultimate source of what is holy, and thus not the source of moral authority. Since this is entirely in opposition to the divine command theory of meta-ethics, this cannot be the case, which leaves Socrates and Euthyphro with the idea that objects are holy because the gods love them. It is at this point in the dialogue that Socrates turns the argument to justice. The claim is made that everything that is holy is just and everything that is just is holy; a claim with which Euthyphro again agrees. Socrates presents the following analogy: while we can be afraid of many things, and that fear can be shameful and that to be ashamed is to also be fearful, he asserts that being afraid doesn’t necessarily mean that one should ashamed of that fear – that fear is broader than shame. Socrates then applies this analogy to holiness and justice - that all things that are holy are just, but not all things that are holy are necessarily just: justice is thus broader than holiness. This suggests that there is a portion of justice that involves what is holy and another portion that is uninvolved with holiness. When asked to differentiate between these two mutually exclusive components, Euthyphro says that the component of justice that is concerned with holiness is a matter of ministering to the gods and the component that is not concerned with holiness is ministering to people. ThisShow MoreRelatedEuthyphro, A Dialogue Written By Plato1099 Words   |  5 Pages In â€Å"Euthyphro†, a dialogue written by Plato, Euthyphro is faced with a series of questions from Socrates regarding what piety is. Euthyphro’s answers continuously contradict one another, and he cannot create a definition. Euthyphro makes reference to the Gods when stating a definition, which leads to the questions, is Euthyphro a theological voluntarist? After examining the claims of Euthyphro and the definition of theological voluntarism, it will become apparent that Euthyphro is not a theologicalRead MoreAnalysis Of Plato s The Euthyphro 1723 Words   |  7 Pageswritten philosophical dialogues. Accompanied b y his teacher, Socrates and his most notorious disciple, Aristotle, Plato set the groundworks of Western philosophy and science amid dialogues such as Apology, Euthyphro, Republic and Laws. These dialogues provided some of the earliest handlings of political inquiries from a philosophical viewpoint. In the Euthyphro, Plato composes a dialogue that transpires in 399 BC, weeks before the hearing of Socrates, for which Socrates and Euthyphro try to determineRead MoreEuthyphro, By Plato The Main Idea That Comes Up Is Socratic Ignorance1494 Words   |  6 Pages3500 Chrisoula Andreou In Euthyphro, by Plato the main idea that comes up is socratic ignorance. Euthyphro argues that he is the self proclaimed expert on the subject of piety and impiety. I could argue in the position that, Euthyphro is claiming expertise in a subject that he doesn t know enough about. This socratic ignorance is the idea of the dialogue. I have decided to take an extra argument in this paper. I argue there is ignorance in both Socrates and Euthyphro. Although it s more difficultRead MoreDefining Piety in Euthyphro by Plato Essay586 Words   |  3 PagesMain question of the Dialogue The main question of this dialogue is the definition of the word holy or piety. Euthyphro brags that he is more knowledgeable than his father on matters relating to religion. In this case, Socrates suggests to Euthyphro to define that term. The first definition fails to satisfy Socrates because of its limitation in application. Apparently, Socrates perceives this definition as an example rather than a definition. Subsequent arguments and line of questioning lead to fiveRead MoreEssay on Platos Euthyphro578 Words   |  3 PagesPlatos Euthyphro One of the most interesting and influential thinkers of all time was Socrates, whose dedication to careful reasoning helped form the basis for philosophy. Socrates applied logical tricks in the search for the truth. Consequently, his willingness to call everything into question and his determination to accept nothing less than an accurate account of the nature of things made him one of the first people to apply critical philosophy. AlthoughRead More Socrates - Definitions of Piety Essay942 Words   |  4 Pagestrial Socrates met a man named Euthyphro, a professional priest who is respected by the authorities (those who want get rid of Socrates). Euthyphro is at the court house to prosecute his father for murder. Socrates finds this to be interesting. If Euthyphro can properly explain why he is prosecuting his father for murder Socrates might have an understanding of piety. This would help Socrates to defend himself, for the prosecutors know and think highly of Euthyphro. Socrates could then draw parallelsRead MoreEuthyphro, by Plato886 Words   |  4 Pagessignificant impact on humanity. Most of all, it is methodologies of attaining this knowledge that makes him so mesmerizing. This methodology is referred to as Socratic irony, in literature. In any case, I will introduce the argument that Platos Euthyphro is extremely indicative of this type of methodology, for the reason being that: Socratess portrays a sense of intellectual humility. I will begin by, imposing the distinction between Socratic irony, and the one that is more familiar. As mentionedRead MoreEuthyphro And Plato Essay1594 Words   |  7 Pages In two distinct works of Plato, he attempts to determine the good and explaining it so others can also understand it the way he does. The Euthyphro aims at determining the definition of piety through a dialogue between Euthyphro and Socrates in order to come to a clear understanding through a thought out conversation. Similarly in the Republic, Plato utilizes three specific analogies to best convey the likeness, the levels, and the journey to reaching the highest good. The sun analogy, the dividedRead MoreEuthyphro1289 Words   |  6 PagesAnalysis of Euthyphro Nikon121 PHI 200 Bob Harris October 15, 2012 Analysis of Euthyphro Socrates was put to death in Athens for subverting the youth of the city. He was indicted by Meletus and awaiting his trail on the porch of the King of Archon when he met Euthyphro. It was at this point he engaged in a debate about piety. In this paper, I will examine that debate and present my own conclusion about its purpose as well as my own definition of piety. HolinessRead MoreThe Divine Command theory of ethics is a theory that states that an act is right or wrong and good700 Words   |  3 Pagesfound in Plato’s dialogue Euthyphro proposes a dilemma that has since been a very controversial subject. When Socrates encounters Euthyphyo, he is on his way to trail to face charges against his own father. His father had been accused of unintentionally murdering a servant. Socrates believes that Euthyphro prosecuting his own father for killing someone is simply not right, and he asks Euthyphro to explain to him the reasoning behind it, so he can understand whether what Euthyphro is doing is a pious

Research Review Rising Inequality Schools

Question: Discuss about the Research Review for Rising Inequality Schools. Answer: Introduction The research review aims to understand, contextualize and evaluate how quantitative data is produced and utilized. In order to accomplish the present task, the review would consider media reporting of a piece of research published in the present year, which produced quantitative data on a chosen topic of sociological interest. This review would select a media reporting from the Daily Express and the survey was done by ComRes. Critical Analysis The selected report focuses on children from underprivileged backgrounds, suffering from lack of social mobility in the context of education. In the UK, it is seen that the young students from underprivileged backgrounds are less likely to enroll in university programs compared to their peers with wealthier family background. The data obtained from a survey of 1002 undergraduate students, who were studying in university in the UK. Data were measured by gender, university group and age. The data were gathered by ComRes, a member of the British Polling Council (Express.co.uk 2016). ComRes carried out the survey for Teach First, a social enterprise, which is listed as a charity, strives to deal with educational shortcoming in Wales and England. The selected population was the undergraduate students and data were measured by gender, university group and age, which indicate the utilization of purposive random sampling by the research group. In random sampling, individuals in the target population get an equal chance of selection. Purposive sampling is structured to serve a specific purpose. In the selected research, experiences of the students regarding university admission have been explored. Therefore, selection of the university students was highly significant, as they are the most suitable individuals, who could effectively express their opinions, views and concerns regarding university administration. The selected study represents online field-work, which is a type of research methodology that considers ethnographic factors created via computer-assisted social interaction. As seen in this survey, ComRes surveyed undergraduate students and also categorized based on gender, university group and age. As a part of social research, considering ethnography of the survey is highly significant. It enables the researchers to obverse society from the perspective of the study subjects. Considering this, the researchers have p hrased questions, such as, when a participant student decided to apply for university, influencing factors that made them apply to the University of their Choice and so on. The questions were phrased in a legible way so that the participants do not temporize to answer. The data were gathered in an appropriate way. It is evident that the researchers while found majority of the respondents express a particular opinion, they adequately allowed them to express an alternative opinion. For instance, the respondents were asked about the influential factors that help the students to choose a university of their choice. Respondents, who agreed about the presence of an influencing factor, were further surveyed to understand a specific factor, by providing them with options like course reputation, university reputation, financial factors, distance of the university from home, recommendation, peer factor, and so on. Another prominent support in this context would be that the students were asked about sources of information that might have influenced their decision to enroll for university. Respondents, who have agreed to the application of information, were further enquired to understand the most preferred option, like a university visit, advice from family me mbers, information from school, business professionals, and so on. From the survey it was found that almost 21% of the undergraduate students are confident about their application to a university of their choice. Undergraduate students from wealthier socio-economical background (grade A and grade B), 48% and 45%, respectively are likely to apply for their higher studies compared to students from lower social grade (grade C1 and C2), 34% and 30%, respectively. 81% students report that their friends and families expect them to register for higher studies, whereas, 19% surprised their friends and family members by applying to a university. University reputation is a major factor that the students consider to a greater extent (71%), while applying for higher studies in a university of their choice (Express.co.uk 2016). Due to this survey, various significant suggestions have emerged from respective higher authorities. For instance, with a rapid change in the education system, reintroduction of grammar schools to develop social mobility has been suggeste d. Changes in government approaches have also been identified. Changes should include development of more associated strategies, which would connect individual steps of a young individuals education journey. The report also revealed three major hindrances that the students from the underprivileged group face to pursue higher education. The students from poor social background fall behind their well-off peers in achievement. They pose inadequate awareness regarding opportunities in the universities and they hardly receive quality support, which could change aspiration to reality. These in turn demonstrate a need to adequately deal with the issues in a harmonized way in order to ensure reasonable access to the university. Better practices need to be implemented in order to raise more attendance in schools though improved leadership and teaching. The responsible authorities need to offer effective training so that they could extend more support for the students and make sure that they unde rstand probable options and take right decisions. A report by Kent County Council, also mentioned about the effectiveness of the reintroduction of grammar schools to develop social mobility (Kent County Council 2016). This data provides a support to the findings reported in the Daily Express. It is also evident from the existing literature that that the government of the respective states, education authorities, policy makers are agreed to the fact that they need to merge their efforts in a planned way and take the responsibility to support progress, lack of which could make them to miss the opportunities to build better nations at the present era of rapid globalization. The education of the underprivileged children should be at the heart of related agendas. Gregory et al. (2010) similarly supported the idea of practical and realistic recommendation like working collaboratively with parents, students and schools to encourage better engagement with the families and parents by the grammar schools and primary schools. This would furthe r promote greater outreach comprising better scope to get enrolled in renowned universities to pursue higher studies, better preparation and mentoring, eliminating financial barriers like school transport and so on. Duncan and Murnane (2011) in this regard have mentioned about prioritization and implementation of Student premium while signing admission agreements. Another report published by the International Business Times (2014) demonstrated associations between low educational outcome and parents educational level, which demonstrated that children tend to have low educational outcome if their parents had low level of education. It is also established that children from underprivileged family attend schools with limited resources and facilities that in turn hinder them from accessing good quality childcare and early education. Inadequate financial resources generate stress and depression, which affect the parents to support their children. However, the report did not provide any q uantitative data set, presence of which would have improved the authenticity of the report. The chosen report provides a good account of the research. The questionnaire survey further ensures the accuracy and reliability of the published results. Similar report published by the New York Times, demonstrated the presence of education gap between poor and rich, which in growing at a rapid rate (Porter 2015). The report majorly focuses on racial disparities in the education by considering the children from the African-American background. A test score deficit was demonstrated in certain subjects. Besides, the report also focused on the children from lower socio-economic background and explored the challenges they face while planning to pursue higher studies. Poor health issues were identified as one of the major hindrance that restrict the children from going to the private pre-schools and other enrichment opportunities like extra lessons, arts, music, sports, and so on, as major amount of the household income spent to access health services. Thus, it could be stated that selec tion of the present media report is also suitable. Reardon (2011) in this regard has mentioned about the difficulties teachers face while serving the minority and poor children. Some teachers believe that managing children coming from underprivileged community is more difficult. Teachers also need to deliver very basic instruction as the disadvantaged students should understand, which indicates the existence of a huge gap. The proficiency gap could be narrowed down and achievement could be equalized at the very preliminary age of education, up to 14years (Riddell 2013). This practice would ultimately close the gaps exits in college enrollment. A report by Tavernise (2012) illustrated that the policy makers are thinking and implementing beyond improving curriculums and teachers. In order to bring underprivileged students up to speed, parents are also encouraged to take part in the collaborative efforts. The parents are informed about best practices in parenting, increasing their pays and supporting them to deal with overlapping needs of family and work. Conclusion In a nutshell, the review completely explained how the findings are generated and reported by using a set of survey questionnaire. Social mobility is referred to be the association between social class and income of individuals in the early years and their social class or income in later life (Milburn 2012). The difference may affect an individual to greater extent considering social, financial, emotional wellbeing (Clark 2014). From the comparison between two different sources of reports on same topic demonstrates the presence of inequality in education across the globe. The review situated the findings in terms of already existing literature on the selected topic and evaluated the method of data collection by supporting with appropriate literature. References Clark, G., 2014.The son also rises: surnames and the history of social mobility. Princeton University Press. Duncan, G.J. and Murnane, R.J. eds., 2011.Whither opportunity?: Rising inequality, schools, and children's life chances. Russell Sage Foundation. Express.co.uk. (2016).Poorer children still suffer from lack of social mobility in education. [online] Available at: https://www.express.co.uk/news/uk/700052/poorer-children-social-mobility-school-further-education-university-poll [Accessed 20 Nov. 2016]. Gregory, A., Skiba, R.J. and Noguera, P.A., 2010. The achievement gap and the discipline gap two sides of the same coin?.Educational Researcher,39(1), pp.59-68. International Business Times UK. (2016).UK Social Mobility: ONS Warns a Lack of Education is Keeping Children in Poverty. [online] Available at: https://www.ibtimes.co.uk/uk-social-mobility-ons-warns-lack-education-keeping-children-poverty-1466817 [Accessed 20 Nov. 2016]. Kent County Council, (2016).Grammar schools and social mobility Select Committee. Milburn, A., 2012. University challenge: How higher education can advance social mobility.A progress report by the Independent Reviewer on Social Mobility and Child Poverty. Cabinet Office UK. Porter, E., 2015. Education Gap Between Rich and Poor Is Growing Wider.New York Times. Reardon, S.F., 2011. The widening academic achievement gap between the rich and the poor: New evidence and possible explanations.Whither opportunity, pp.91-116. Riddell, R., 2013. Social mobility and education.A Student's Guide to Education Studies, p.22. Tavernise, S., 2012. Education gap grows between rich and poor, studies say.New York Times,9.