Category: Philosophy

Here is the prompt
You have encountered various theories of knowledge and theories of being in this course, beginning with Plato/Socrates (as well as pre-Socratics like Parmenides), Descartes and the rationalists, empiricism, and Kantian constructivism. The phenomenological method as described in Week 7 can also give us tools for a theory of knowledge. Use one or more theories from epistemology and/or metaphysics to discuss what kinds of things you can know and how you can claim to know what you know.
Define and describe the theory or theories that you use to make your claim.
Say something about the range of possible knowledge that you can legitimately claim as knowledge. That is, does it include only knowledge of what can be sensed and whatever is physical? Or can we know abstract objects like universals? Can we have knowledge of more spiritual or esoteric realities, like the soul, God, religious doctrines, etc.?
Explain the reasons that support your viewpoint by providing arguments that are in dialogue with relevant thinkers discussed in our course.

Read/review the following resources for this activity:
Textbook: Chapter 3
Lesson
InstructionsIntroduction”Observation is key to diagnosis, and art can teach students to slow down and really look,” said Craig Klugman, a bioethicist and medical anthropologist at DePaul University who is a co-author of a study on using art to enhance the observational skills of nursing students. “A clinician might notice one thing about a patient, such as dirty hands or torn clothes, and jump to conclusions without looking more closely. We found that art can teach students to see both the big picture and small details that can be easily overlooked,” he said. In physical examinations, it’s important for clinicians to remove this type of bias, explained Klugman, in order to make only evidence-based observations that are free of bias (Krugman & Beckmann-Mendez, 2015).
George Washington High School in San Francisco, California, is the site of a mural, “Life of Washington,” painted by Depression-era artist Victor Arnautoff. In 2018, the mural became the subject of controversy when some parents and students wanted the murals removed as racially and ethnically offensive while others vigorously defended the murals (Tucker, 2019)
Nancy Truong, a 2013 graduate of the school. “This mural is not teaching students about the history of slavery and indigenous genocide under George Washington or other white settlers. Instead, it is teaching students to normalize violence and death of our black and indigenous community” (Tucker, 2019, para. 4).
Supporters argued the historic work is an important piece of art that is actually critical of oppression and imperialism and that destroying it or covering it equates to book burning. “’They should not be removed,’ said George Wright. ‘Removing them represents censorship as well as a reactionary moment in time’” (Tucker, 2019, More Mural Coverage section ).
Do an online search about this controversy (suggested search ). Be sure to look at the murals, taking careful note of the mural panels contained in them. Should the panels be removed or covered over, or should they stay in place? With whom do you agree, and why?   
Think: Ask yourself: What do I see? What do I see that makes me think that? What more do I see? Examine your reasoning. Does it demonstrate the important standards of critical thinking? What are your premises for your opinion? Do you make reasonable inferences from the observed facts? Are your assumptions warranted? 
Write: Write a short paper in which you express your conclusion about what should be done with these murals.
Be sure to include your reasons and evidence (in the form of references with in-text citations) that supports your opinion.
At the end of your paper, include a summary and diagram of your argument.
This paper must be no more than 300 words, or about 1.5 pages in length, not including the title page diagram and reference page.
Writing RequirementsLength: 1.5 pages
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (lesson/textbook citation and outside source citation in APA format)

Instructions
Same instructions. 300-word minimum. Post, here, in Assignments, and to Discussions for the reply.
Articulate 1
Among the variety of philosophers who preceded Socrates, and thus are referred to as “Pre-Socratics,” identify two of these thinkers from Chapter 4. Pick one who is a materialist and one who is an immaterialist. Using a direct quote from the textbook (cite page number) or the PowerPoint articulate the major interest and thesis of each.
Articulate 2
Present the critical differences between the metaphysics of Plato and Aristotle. Use references from the textbook, either via direct quote or paraphrase (cite page number). What does each mean by the concept of “Form” or “form” per Solomon and Higgins? A link to a helpful video on this is also provided for you.
Argument
Defend, don’t explain (you’ve done that above), whether Plato’s or Aristotle’s metaphysics makes the most sense? Give examples or evidence to support your position.

1. Please put in whether the argument is inductive or deductive.
2. Should the panels be removed or covered over, or should they stay in place? I will respond that I believe the painting should be removed.
3. You will have to google the California Washington mural controversy to see the pictures of the painting.
Comments from Customer
Discipline: critical reasoning

I have the prompt attached, as well as what I have written so far to show what I was trying to go for, but i have been unsuccessful trying to figure out the rest. I have been really struggling to understand what I have been reading in order to understand and then translate it to the paper. The first sentence must be a thesis statement. I also have a lot of links for resources to use provided by my professor and can send pictures of the textbook if need be.

Please read the article and answer the questions at the end. Each question should be answered in 4-5 sentences.

Please write on option number 1. in the uploaded document
1. Plato’s Meno. First, explain Meno’s Paradox and how Socrates solves it. Then, state clearly what Socrates’s explanation tells us about Plato’s theory of knowledge. Finally, discuss the possible problems and weaknesses and offer a solution to the paradox.

1-2 paragraphs
Choose 2 quotations directly from the chapter for either a philosophy or philosopher (that I will provide). Please DO NOT do random quotes that do not correlate.
The 2 quotations MUST be central to the philosophies/ or philosophers way of thinking and their approach.
This proposal must be able to allow me to focus in on the 2 quotes research, content, and allow me to further comment on the philosophy/ or philosopher.

After studying Lee’s lectures on utilitarianism explore in detail how a restricted utilitarian would answer the question of whether it would be right for a judge to accept a bribe to rule a certain way in a case. Show your work. That is, carefully explain each step in your reasoning. Note: For this assignment you need not use any materials apart from those in the class texts — indeed you are encouraged not to. However, no matter what sources of information you use — even the textbook — be sure to make adequate attribution (e.g. in footnotes). You are expected to do your own work. Use of unacknowledged sources (e.g., uncited books, classmates, friends, tutors, mentors, web pages, other papers, AI apps) for this assignment constitutes cheating. If you use AI, be sure you are aware of the course policy (see syllabus).

1. Write a summary about one of the primary readings before prompting zotGPT to provide the same summary. A competent summary is generally 150-250 words, provides an overview of the topics covered, and answers basic questions about the original text. This should include the main idea, supporting points/reasoning, and main evidence/methodology used.
2. Reflect on the differences between your summaries, and write a short reflection about how these tools can enrich our learning if we use them wisely. What did you learn from comparing summaries? Were any important details included or excluded? When thinking about genAI and how they ‘learn’/are ‘trained’/ ‘taught’ how might this relate to the legal and moral tensions in Euthyphro’s dilemma? Or, in light of Rawls’ theory of justice and the veil of ignorance/reflective equilibrium how might genAI be useful for creating a more just world and society?