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Papers On More Philosophers & Philosophies
Page 163 of 204

Syllogism and essay
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A paper which looks at the difference between a syllogism and an essay, and at the way a syllogism can be expanded in the essay form to include depths of meaning which are not evident in the syllogism itself. Bibliography lists 2 sources.
Filename: JL2syllog.rtf

Synthesis : Articles By Sontag And Nehamas
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This 5 page paper discusses two journal articles: The art of being unselfish by Alexander Nehamas and An argument about beauty by Susan Sontag. The writer presents an opinion first, then provides an analysis that compares and contrasts the two articles. Bibliography lists 2 sources.
Filename: PGsntnh.rtf

Synthetic A Priori Judgments
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This 3 page paper considers Immanuel Kant's views on the issue of whether synthetic a prior judgements can exist. This paper outlines some of his basic arguements from the Critique of Pure Reason and the Groundworks of the Metaphysics of Morals. Bibliography lists 2 sources.
Filename: MHKantPr.rtf

TACITUS AND FREEDOM
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This paper examines the philosophy of Ancient Roman philosopher Tacitus as it pertains to freedom in the Senate chambers with the presence of the emperor. Also considered are philophies of Cicero and Dio. Bibliography lists 2 sources.
Filename: MTtacitu.rtf

Taine and the British
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This five-page-paper presents an overview of the French Philosopher Hippolyte Taine's viewpoints regarding the British Constitution and politics. Bibliography lists seven sources.
Filename: CWTaine.wps

Teachers’ Classroom Experience and Roles in Readings from John Locke, George S. Counts and Kieran Egan
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This is a 5 page paper discussing teacher’s classroom experience and roles in papers by Locke, Counts and Egan. Three educational philosophy papers by John Locke (1693), George S. Counts (1932) and Kieran Egan (1986) develop different reactions in regards to their concepts of the role and responsibility of the teacher’s role or experience within the classroom. Firstly, Locke proposes that it is primarily the teacher’s responsibility to be a virtuous, wise, and well-bred role model in order for the children to properly be educated within society. While Locke believed that teaching should be more than authoritarian and that cognitively children may learn just as effectively through play than structured teaching, the role of the teacher and teacher selection was very important in regards to social responsibility. George S. Counts also saw the enormous role of responsibility of the teachers on the social development of the students. Counts basically advocated the imposition of teachers’ values in order to ultimately look toward improving society through the social education of the children. While both Locke and Counts realized the potentials of children and that there were too many restrictions within the educational system, overall the responsibility to form children into responsible social citizens was largely the role of the educators however their theories remained largely philosophical. Egan, on the other hand, believes that the traditional expectations of the educational system are “irrational” and “incompatible” arguing: how can teachers advocate opening the minds of their students by imposing their own ideals upon them. For Egan, the teachers’ role is to allow the students to learn through abstract thought, previously thought too cognitively advanced for young children. Egan offers “story telling” components which can be used in a practical sense in teaching. Regardless of the basis for each theory, all three writings promote the importance of the teachers within the process of learning not only those elements of the curriculum which are expected but the development of the cognitive mind of children and the various ways in which this can be best approached within the educational system. All three also write of the restrictiveness of the educational systems of their time; a complaint which has been consistent for over 300 years as originally expressed by Locke. Bibliography lists 3 sources.
Filename: TJeducr1.rtf

Teaching Morals in Public School -- The Perspective of Immanuel Kant
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This 5 page report discusses Immanuel Kant’s philosophy in the context of teaching morals through the public education system. The basic foundation of Kant’s critical philosophy is in his reasoning that is based on his examination of human knowledge and forms the basis for an individual theory of the limits of that knowledge. Bibliography lists 5 sources.
Filename: BWkanted.wps

Teleological and Mechanistic World Views
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A 5 page paper which discusses the teleological and mechanistic world views and discusses how the define, or involve, God and/or purpose in life. They are discussed briefly as they involve ontological arguments, and then presented in relationship to how three separate philosophers fit in to one particular view or another. The philosophers are Frankl, Descartes, and Nietzsche. The works discussed are, respectively, "Man's Search for Meaning," "Meditations," and "The Antichrist." No additional sources cited.
Filename: RAteleolog.wps

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