File Name: an examined life critical thinking and ethics .zip
Introduction to Philosophy: Philosophy of Religion introduces some of the major traditional arguments for and against the existence of God, as well as some less well-known, but thought-provoking arguments for the existence of God, and one of the most important new challenges to religious belief from the Cognitive Science of Religion. An introductory chapter traces the connection between philosophy and religion throughout Western history, and a final chapter addresses the place of non-Western and non-monotheistic religions within contemporary philosophy of religion. Introduction to Philosophy: Logic provides students with the concepts and skills necessary to identify and evaluate arguments effectively. The chapters, all written by experts in the field, provide an overview of what arguments are, the different types of arguments one can expect to encounter in both philosophy and everyday life, and how to recognise common argumentative mistakes.
Click Here for our professional translations. Critical thinking Critical thinking is a rich concept that has been developing throughout the past 2, years. The term "critical thinking" has its roots in the mid-late 20th century. Below, we offer overlapping definitions which together form a substantive and trans-disciplinary conception of critical thinking. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
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.
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. Of course, we also reason theoretically about what morality requires of us; but the nature of purely theoretical reasoning about ethics is adequately addressed in the various articles on ethics.
Critical thinkers tend to exhibit certain traits that are common to them. These traits are summarized in Table 6. Recall that critical thinking is an active mode of thinking. Instead of just receiving messages and accepting them as is, we consider what they are saying. We ask if messages are well-supported. We determine if their logic is sound or slightly flawed. In other words, we act on the messages before we take action based on them.
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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. The relational and communitarian nature of ethics arising out of the recognition of a human being as relational being, a being of community, and a being of dialogue is extremely important and dictates reflections on justice, solidarity, compassion, and cooperation in the spirit of a genuine dialogue in the field of ethics and values education, which further call for openness, reciprocity, and mutual recognition. These aspects are of key importance for ethics and values education, since one of its main goals is to strengthen such dialogical and emphatic stance on all levels of educational process.
Перед ней, исчезая где-то в темноте, убегали вдаль две желтые линии. Подземная шоссейная дорога… Сьюзан медленно шла по этому туннелю, то и дело хватаясь за стены, чтобы сохранить равновесие. Позади закрылась дверь лифта, и она осталась одна в пугающей темноте. В окружающей ее тишине не было слышно ничего, кроме слабого гула, идущего от стен. Гул становился все громче.
Надо звонить Стратмору. - Домой? - ужаснулся Бринкерхофф. - Вечером в субботу.
Наступил момент, которого она с ужасом ждала весь этот день. Немец лежит в постели и ждет. Самый крупный мужчина из всех, с кем ей приходилось иметь. Нарочито медленно она взяла из ведерка кубик льда и начала тереть им соски. Они сразу же затвердели.
Потом изобразил смущенную улыбку. - Неужели это так заметно. - Как ее зовут? - Женщина лукаво подмигнула. - Меган, - сказал он печально.
Все ее внутренности сдавило этой немыслимой тяжестью. - Despiertate! - Ее пальцы инстинктивно вцепились ему в волосы. Просыпайся.
Сьюзан глубоко дышала, словно пытаясь вобрать в себя ужасную правду. Энсей Танкадо создал не поддающийся взлому код. Он держит нас в заложниках.
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