Descartes Was A Metaphysical Philosopher Whose Main Goal

Descartes was a metaphysical philosopher whose main goal was to obtain and isolate lasting scientific knowledge due to the long-held beliefs that were being disproved during his lifetime. However, this proved to be quite difficult as the majority of his previously held beliefs were either doubtful or able to be proven false. In an attempt to work towards his goals, Descartes developed his Dream Doubt argument. When first analyzing this argument, it is important to analyze it for all its premises, as opposed to simply the conclusions in which the argument itself draws. This allows for a better understanding of the argument. In regard to analysis, I will first present the argument piece by piece and then evaluate those components in a†¦show more content†¦When Descartes is describing this, he directly references the idea â€Å"How often, asleep at night, am I convinced of just such familiar events – that I am here in my dressing-gown, sitting by the fire – when in fact I am lying undressed in bed!† (Descartes 145). These premises lead to the third part of the argument, and essentially Descartes’ first conclusion of the argument: there’s no certain way to distinguish dreams from reality, as drawn from the premises one and two. He directly states that â€Å"Yet at the moment my eyes are certainly wide awake when I look at this piece of paper; I shake my head and it is not asleep; as I stretch out and feel my hand, I do so deliberately, and I know what I am doing. All this would not happen with such distinctness to someone asleep† (Descartes 145). Next, Descartes goes on to discuss that at times, dreaming experiences are at least sometimes false. By adding this additional premise, he is able to draw the conclusion that any, apparently, seemingly waking experience could potentially be a dreaming experience. He says this in the textbook: â€Å"Suppose then that I am dreaming, and that these particulars – that my eyes are open, that I am moving my head and stretching out my hands – are not true† (Descartes 145) Additionally, this statement further solidifies the idea that no matter how true an experience may seem, according to Descartes, it stillShow MoreRelatedRene Descartes: French Mathematician and Philosopher Essay1855 Words   |  8 PagesRene Descartes: An Author Study Rene Descartes was a 17th Century mathematician and French Philosopher whose lifes work focused on providing a new prospective on the human perception of reality. The definition of this reality is seen as Descartes greatest life goal. Coined as the Father of Modern Philosophy, (Cunningham Reich, 2010, p. 385), Descartes laid the groundwork the philosophy and reality as we perceive it today. Descartes autobiography, Discourse on the Method of Rightly ConductingRead MoreLanguage and the Destiny of Man12402 Words   |  50 PagesÅžtefan Afloroaei / Descartes and the â€Å"metaphysical dualism† Descartes and the â€Å"metaphysical dualism†: Excesses in interpreting a classic* Al.I. Cuza University of Iasi Abstract The article focuses on one of the most serious accusations brought against Descartes and modern philosophy, namely â€Å"the dualism of substance†. The accusers claim that the human body and soul were viewed as completely separate; consequently, their relationship as such and the united being of man become incomprehensible. AsRead MoreRene Descartes s Philosophy On The Mind3358 Words   |  14 PagesOctober 23, 2014 Renà © Descartes Descartes is one of the most influential and well-known philosophers of all time. 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Los Angeles Is A Problem For American Society - 1432 Words

Los Angeles is a city where many important and famous people live. Most people think that most of the population living in Los Angeles is rich because of famous places such as Rodeo Drive and Hollywood where most American movies are produced. The United States has a strong economy, is very safe, and solves a lot of big problems outside the border. United States has a lot of organizations, associations and charities for human rights; however, a big city like Los Angeles has a dark side, it has the highest percentage of homeless people, drug addicts and alcoholics in the United States. Almost all of these people live in one neighborhood, which is called Skid Row. It is located in the southern part of Los Angeles. It started as a home for†¦show more content†¦Since many of the migrant workers were single and male, the area also saw a proliferation of bars, whorehouses and other houses of ill repute, Today there is a large mission presence in Skid Row which can trace its roots t o that period (P1).† The history of Skid Row starts in 1880 and continues until 1930 to serve the Los Angeles worker population; as the article â€Å"History of Skid Row† explains better by stating: â€Å"People escaping war and difficult conditions in other places came to Los Angeles to start a new life. More and more people came year after year, so in 1930 there were around ten thousand homeless in Los Angeles. Skid Row started as cheap housing and homes for seasonal laborers but then alcoholics, drug addicts, refugees and homeless came to stay there† (P1). According to the same article: â€Å"In 1975, the area became part of the then newly adopted central business district redevelopment act†(P2). So it means in the seventies, the Skid Row area became just like what we know today. The area is still poor and is a problem for the Los Angeles Community. â€Å"Homelessness† is defined by Howard Bahr in his book Skid Row an Introduction to Disaffiliation as: â€Å"a condition of detachment from society characterized by the absence or attenuation of the affiliative bonds that link settled persons to a network of interconnected social structures† (P17). The definition describes the people who live in Skid Row because they are not settled and their social structure is

Sci 275 Couse Syllabus free essay sample

I 275Course Design Guide SCI/275 Version 5 1 Syllabus Axia College/College of Natural Sciences SCI/275 Version 5 Environmental Science Copyright  © 2010, 2009, 2008, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course focuses on the causes of, impacts of, and solutions to environmental issues. Students identify global environmental issues as well as develop and critique environmental action plans. Topics include ecosystems, energy, populations, resources, pollution, and sustainability. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ †¢ University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. We will write a custom essay sample on Sci 275 Couse Syllabus or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Course Materials Berg, L. R. , Hager, M. C. (2007). Visualizing environmental science. Hoboken, NJ: John Wiley Sons in collaboration with the National Geographic Society. All electronic materials are available on the student website. Week One: Environmental Issues and Sustainability Details Objectives 1. 1 Discuss human behaviors that threaten environmental sustainability. 1. 2 Defend an environmental worldview. 1. 3 Relate a current environmental problem with possible causes. Read the course description and objectives. Read the instructor’s biography and post your own. Read Appendix A. Read Ch. –4 of Visualizing Environmental Science. Participate in class discussion. Respond to weekly discussion questions. Day 24 10 10 Due Points Course Preparation Readings Participation Discussion Questions Course Design Guide SCI/275 Version 5 2 CheckPoint Local Environmental Issue Many environmental problems, such as the depletion of natural resources, air pollution, and overpopul ation, exist throughout the world. The root of most of these problems stems from the local environment and decisions made at local levels based on lifestyle choices, such as those regarding food, transportation, and housing. Post a 200- to 300-word response to the following: †¢ †¢ †¢ †¢ Discuss an environmental problem you feel is significant in your town or city. What are some causes? Are any of these causes related to human values and environmental ethics? Explain your answers. Day 5 30 Week Two: Politics and Environmental Risk Details Objectives 2. 1 Differentiate environmental conservation and preservation efforts. 2. 2 Utilize the steps of risk assessment in determining adverse health impacts. Conservation and preservation activities are currently part of all national forest management programs. The Bridger Teton Video Learning Resource (VLR) discusses one controversy between those who want to harvest the resources of one section of the forest in an environmentally friendly way and others who believe it should be left in its original state. View the Ch. 2 Bridger Teton VLR located in the Week Two Materials of your student web page. Post a 200- to 300-word response to the following: †¢ †¢ Provide a brief summary differentiating conservation and preservation. Do you believe humans may harvest forest resources in an environmentally friendly way, or should national forests be left in their natural state? To which side are you inclined? Provide specific examples from the video as you defend your position. Day 7 90 Day 5 30 Due Points CheckPoint Conservation and Preservation †¢ †¢ Individual Risk Assessment Review the three assignment options provided in Appendix B. Select and complete either Option 1 or Option 3 only. Note. View the video link Introduction to Differentiated Assignment Course Design Guide SCI/275 Version 5 3 Options before beginning this assignment located on your student website. Week Three: Ecosystems Details Objectives 3. Discuss the flow of energy in ecosystems. 3. 2 Describe living and nonliving components of a biome. 3. 3 Apply the concepts of natural selection and succession to a changing ecosystem. Read Ch. 5–7 of Visualizing Environmental Science. Participate in class discussion. Respond to weekly discussion questions. View the Ch. 6 Succession animation located in the Week Three Materials of your student web page. Post a 200- to 300-word resp onse to the following items: †¢ †¢ View the ecosystem succession in the animation. Is it primary or secondary? Explain your answer. Respond to question 9 in the Critical and Creative Thinking Questions in Ch. 6 of Visualizing Environmental Science. Review natural selection to help with your response. Day 2 4 Day 5 10 10 30 Due Points Readings Participation Discussion Questions CheckPoint Succession and Natural Selection Week Four: Human Population and the Environment Details Objectives 4. 1 Explain the factors that produce changes in population size. 4. 2 Discuss the environmental benefits and challenges of urbanization. View the Ch. 7 Alien Invasion VLR located in the Week Four Materials of your student web page. Post a 200- to 300-word response to the following: †¢ †¢ †¢ Individual Urbanization Explain the four factors that produce changes in population size. Which factors affect population size in the video? What do you predict will happen to the nutria population after the land is depleted of the food resource? Day 7 90 Day 5 30 Due Points CheckPoint Population Size As a science teacher at the local elementary school, you were honored with the chance to attend the United Nations Conference Course Design Guide SCI/275 Version 5 4 focusing on human population and the environment. Upon your return, you wanted to share the knowledge you learned with your students. †¢ Review Ch. 7 of Visualizing Environmental Science, which discusses the benefits and challenges of urbanization and how the conference gave awards for urban development projects that improved human settlements. Read summaries of the 1996 winners of the Dubai awards on their websites: o o o o o o †¢ Institutionalizing Community-Based Development: http://www. unesco. org/most/africa17. htm A Womens Self-help Organization for Poverty Alleviation in India: SEWA: http://www. unesco. org/most/asia1. tm Shelter Upgrading in Agadir: http://www. unesco. org/most/africa3. htm City Management in Tilburg: Past, Present and Future: http://www. unesco. org/most/westeu14. htm The Bronx Center Project – â€Å"Don’t Move, Improve†: http://www. unesco. org/most/usa1. htm Project of Sites and Services for Low-Income Family Groups: http://www. unesco. org/most/southam1. htm  ®  ® â₠¬ ¢ Create a 7- to 10-slide Microsoft PowerPoint presentation that describes environmental benefits and challenges of urbanization. Include descriptions of two award winners, discussing how they overcame a challenge mentioned in your presentation. Include detailed speaker notes. Review the PowerPoint Tutorial if you need assistance building your presentation. o o o o o o Enter your student website at https://ecampus. phoenix. edu/ Log in with your username and password. Click the Library tab. Select Center for Writing Excellence. Choose Tutorials Guides. Click PowerPoint Tutorial under Software Tutorials and Guides. †¢ †¢ †¢ †¢ Format your citations consistent with APA guidelines. Post the Microsoft PowerPoint as an attachment.  ®  ® Course Design Guide SCI/275 Version 5 5 Week Five: Atmospheric Issues Details Objectives 5. Summarize the causes and effects of an atmospheric issue. 5. 2 Discuss a key challenge to controlling air emissions. 5. 3 Discuss impacts of and solutions for indoor air pollution. Read Ch. 8–11 of Visualizing Environmental Science. Participate in class discussion. Respond to weekly discussion questions. Review Ch. 8 9 of the text. Complete the Air Pollution Chart in Appendi x D and respond to the questions. Day 2 4 Day 5 10 10 30 Due Points Readings Participation Discussion Questions CheckPoint Atmospheric Issues Week Six: Water Resource Issues Details Objectives CheckPoint Water Resource Challenges 6. Identify the impact of human activities on a water resource. 6. 2 Formulate a sustainable plan to manage a water resource. Complete the Water Resource Challenges table in Appendix E by briefly identifying three freshwater and three ocean water resource issues. Respond to the questions. Individual Water Resource Plan Review the four assignment options provided in Appendix I. Day 7 90 Day 5 30 Due Points Select and complete Option 1, Option 2 or Option 3 only. Week Seven: Terrestrial Resource Issues Details Objectives 7. 1 Describe challenges associated with managing a terrestrial resource. 7. Formulate a sustainable plan to manage a terrestrial resource. Read Ch. 12–18 of Visualizing Environmental Science. Participate in class discussion. 10 Due P oints Readings Participation Course Design Guide SCI/275 Version 5 6 Discussion Questions CheckPoint Terrestrial Resource Plan Respond to weekly discussion questions. Choose a terrestrial resource issue discussed in Ch. 12–16 of the text.  ®  ® Post a 5- to 7-slide Microsoft PowerPoint presentation including the following: †¢ †¢ †¢ A brief description of the issue A management and sustainment plan for the resource Challenges or implications of your plan Day 2 4 Day 5 10 30 Use Appendix F as a guide when developing your plan. Use speaker notes to provide your plan’s details. Format your citations and references consistent with APA guidelines. Week Eight: Energy Issues Details Objectives 8. 1 Describe challenges associated with energy resource management. 8. 2 Formulate a plan for energy conservation education. View the Alternative Energy VLR located in the Week Eight Materials of your student web page. Post a 200- to 300-word response to the following: †¢ †¢ †¢ †¢ †¢ Individual Energy Resource Plan Describe all of the renewable energy alternatives presented in the video. What are some challenges with using and managing these alternatives? Name at least one other renewable energy resource not presented in the video. Include a response to the following statement: Nonrenewable energy resources include coal, oil, and natural gas. Describe three common challenges with managing nonrenewable energy resources. 90 30 Due Points CheckPoint Energy Resource Challenges Review the three assignment options provided in Appendix J. Select and complete either Option 1, Option 2 or Option 3 only. Course Design Guide SCI/275 Version 5 7 Week Nine: Core Concepts Application Details Objectives 9. 1 Rationalize a sustainable plan for addressing an environmental issue. 9. 2 Evaluate mitigation strategies and solutions to an environmental problem. Participate in class discussion. Respond to the capstone discussion question. †¢ If you were an environmental researcher given funding to assist with one environmental issue, on which of the following topics would you spend your funds? o o o o o Human population Atmospheric pollution Water resources Terrestrial resources Energy conservation 10 10 Due Points Participation Capstone Discussion Question What influenced your choice? What would be the ultimate goal of your research? Final Project Mitigation Strategies and Solutions Resource: Appendix A Use the topic you chose for the Capstone Discussion Question or choose another topic you have learned about over the past 8 weeks. Focus on a specific environmental problem in your topic. Your topic, for example, could be atmospheric issues, and your problem could be global warming. Write a 1,750- to 2,100-word paper that formulates a mitigation plan for your specific environmental problem. Include the following: †¢ †¢ †¢ †¢ †¢ †¢ †¢ Detailed description of the problem Nonliving and living factors that contribute to or are affected by the problem Positive or negative human effects Evaluation of current sustainability strategies and solutions Your plan to reach sustainability; see Appendix F Benefits and challenges of your plan Required government, societal, and global support 300 Include at least four outside sources. Two of the sources must be peer-reviewed. If you need assistance with identifying a peerreviewed article, review Appendix G. Format your paper consistent with APA guidelines. Course Design Guide SCI/275 Version 5 8 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.

Erwin Panofskys Gothic Architecture and Scholasticism Essay Sample Example For Students

Erwin Panofskys Gothic Architecture and Scholasticism Essay Sample Erwin Panoplys Gothic Architecture and Scholasticism presents a compelling connection between the architectural styles of Gothic Cathedrals and the order and form of the Scholastic school of thought. Focusing on the 100 mile zone around Paris during the years between 1130-40 and 1270 where and when Scholasticism was the dominate theory of education and Gothic architecture began to take a stronghold over the ageing Romanesque style. In Panoplys own words A connection between Gothic art and Scholasticism which is more concrete than a mere parallelism He connection which I have in mind is a genuine cause-and-effect elation. But is there a more meaningful conviction that Pompanos is trying to present by explaining this cause and effect? Before diving deeper into Panoplys theory, the terms Scholasticism and Gothic Architecture need to be defined. Scholasticism is a method of learning taught by the academics of medieval universities from the 1 lath until the 1 5th century, originating in Paris. This method of learning was based on dialectical reasoning, with the purpose of answering a question or settling a disagreement through the use of the Scholastic method. The Scholastic method would compare two or more writings of a related source. The sources would be read aloud to a class of pupils or academics to point of the contradictions between the texts. Then through a series of dialectics focusing on philological and or logical (commonly Aristotelian logic after the Second Crusade circa 1149) analysis the two sides of the contradiction would be interoperable to essentially agree with each other. Gothic Architecture is a style of architecture originating near Paris with the construction of the abbey church of Saint-Denis. The gothic style flourished during the High and Late Medieval periods. Classic features found in gothic architecture include thin columns and surrounding walls supported by flying buttresses, stained- glass, ribbed vaults, and detailed sculptural elements. Gothic vaulting allowed for the pointed doorways, large windows and high ceilings creating a high heavenly environment worthy of being described as the house of God. The connection between Gothic architecture and Scholasticism begins with the town professionals of each field. The two most well read professionals in the medieval town would have been the scholar and the architect. The scholar commonly a cleric devoted his life to writing and teaching. As well as being properly schooled in the Scholastic method. While the architect who frequently rose from an ordinary laborer to the overseer of an entire structure through hard work and diligence would become a well traveled, often well read man. The architect himself had come to be looked upon as a kind of Scholastic The Scholastics were the first medieval educators to divide books in to chapters leading the reader step by step, from one proposition to the other and is always kept in termed as to the progress to his process. This orderly concept of Scholasticism was applied to Gothic architecture through the denaturized structure of the Gothic portal. In imposing order upon the formal arrangement, simultaneously clarifies the narrative content. The Scholastics had no problem following the orders of the authorities; rather they prided themselves on exploiting the authorities for their own gain then expressing their own thoughts. The builders of High Gothic cathedrals also had no problem following two limited designs both sanctioned by authority on the structures of the rose window in the west fade, the wall beneath the clerestory and the nave piers. Pompanos closes his work by explaining the only piece of hard evidence connecting Scholastic thought with High Gothic Architecture, an inscription on a tablet of the deal ground plan of a chives. .udd980c4fc92f55310b1477bede884a0f , .udd980c4fc92f55310b1477bede884a0f .postImageUrl , .udd980c4fc92f55310b1477bede884a0f .centered-text-area { min-height: 80px; position: relative; } .udd980c4fc92f55310b1477bede884a0f , .udd980c4fc92f55310b1477bede884a0f:hover , .udd980c4fc92f55310b1477bede884a0f:visited , .udd980c4fc92f55310b1477bede884a0f:active { border:0!important; } .udd980c4fc92f55310b1477bede884a0f .clearfix:after { content: ""; display: table; clear: both; } .udd980c4fc92f55310b1477bede884a0f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udd980c4fc92f55310b1477bede884a0f:active , .udd980c4fc92f55310b1477bede884a0f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udd980c4fc92f55310b1477bede884a0f .centered-text-area { width: 100%; position: relative ; } .udd980c4fc92f55310b1477bede884a0f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udd980c4fc92f55310b1477bede884a0f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udd980c4fc92f55310b1477bede884a0f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udd980c4fc92f55310b1477bede884a0f:hover .ctaButton { background-color: #34495E!important; } .udd980c4fc92f55310b1477bede884a0f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udd980c4fc92f55310b1477bede884a0f .udd980c4fc92f55310b1477bede884a0f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udd980c4fc92f55310b1477bede884a0f:after { content: ""; display: block; clear: both; } READ: Description Of A House EssayTwo High Gothic architects discussing a squashes, and a third architect commenting on the dialogue with the strictly Scholastic term disparate instead of the more common term colloquia. The result of this dispute is creation of the chives the perfect Scholastic answer to the east end of the Gothic cathedral, using semi-circular chapels instead of classic square chapels creating a more efficient vaulting system with the use of one keystone per chapel. Here Scholastic dialectics has driven architectural thinking to a point where it almost ceased to be architectural. Panoplys final sentence verifies with hard evidence the effect of Scholasticism on Gothic architecture. Erwin Panoplys theory on the cause and effect relationship between Gothic architecture and Scholasticism proves to be much more then Just a historical parallel. The concept of one school of though taking over the most educated city of the western world allowing the corruption of the Bible is an unsettling fact. The Bible, the guiding text for over 30% of the population of the modern world and the most influential text in the formation and foundation of the most dominate nation in the oral today, the United States of America.