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Write a word (hard limits on both ends) essay appropriate for the op-ed genre as ...

Write a word (hard limits on both ends) essay appropriate for the op-ed genre as described above. Address a specific aspect of the topics we have discussed in class (romantic, friendship, parental love, the role of love in a committed life, or any of the aspects and issues discussed in the readings and during class, or related to these discussions) that is both important and timely. *Make sure that you discuss at least one of the different accounts and theories on love that we have covered in class, and that you either criticize or defend them by providing arguments and/or evidence.* Make a specific, unique, well-supported, and logical argument about your topic, quoting from, summarizing, and/or referring to at least one of the authors we have read and discussed so far this semester, in addition to any other examples, evidence, or personal experiences you wish to include. Hint: Keep track of all the sources and websites you are looking at as you think more about your topic. Some of these you might want to link to from the text of your op-ed. Use key features of the op-ed genre including a strong opening, short and punchy paragraphing, an acknowledgment of alternative points of view, and a “should” statement near the end of your essay. Consider your intended audience when making rhetorical decisions, such as about how much background information to include, what kind of counter-arguments to address, or what tone and what kind of diction to use.

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Instructions Exercise 1 Write each of the following arguments into standard for ...

Instructions Exercise 1 Write each of the following arguments into standard form: Plato will graduate only if he bribes his instructors. But Plato does not bribe, never has, never will. Therefore, Plato will not graduate. In the absence of interesting activities in the world life would be boring. But I don’t find life boring—in fact—life is not boring. Therefore, there must interesting activities in the world. If the washing machine is disconnected, nothing will get washed. But it is connected, I plugged it in myself. So, we will be able to wash. Your gas bill will be acceptable provided that you do not use more that X many units a month. But you never do use more than X units a month, so your bill will be acceptable. If Socrates is a dogbomber, then he will have trouble holding down a job. Knowing Socrates, he definitely will have trouble holding down a job, so he must be a dogbomber. Label the premises (P) and the conclusion (C); you can use the line ("--------") to separate the conclusion from the premises. Identify which inference form is used in each of these (affirming the antecedent, affirming the consequent, denying the antecedent, or denying the consequent). And then, state whether the inference (the argument) is valid or invalid Additional Information Conditional Statements If … the cat is on the mat … then … the dog is in the yard (P) (Q) The antecedent the consequent Different ways of representing the conditional: "P implies Q" "if P is true, then Q is true" "P ? Q" "P ? Q” Note: The statement “if P then Q” is a false statement only when its antecedent statement P is true but its consequent Q is false; otherwise the statement "If P then Q" is true. Therefore, When P is false, then "If P then Q" is a true statement When Q is true, then "If P then Q" is also a true statement Two Valid Inference Forms (and two invalid forms.) Valid A. Modus Ponens (affirming the antecedent) 1. P ? Q If P is true then Q is true (P implies Q) 2. P P is true (affirms the antecedent of premise 1) ---------------------------------------- 3. Q Q is true Given that, assuming that, 1 and 2 are true then it is not possible for Q to be false also Valid B. Modus Tollens (denying the consequent) 1. P ? Q If P is true then Q is true (P implies Q) 2. ~ Q Q is not true (denies the consequent of premise 1) --------------------------------- 3. ~ P P is not true If P truly implies Q, but Q is false, then P must be false Note that these two inference rules come right out of the meaning of the statement "If P is true, then Q is true". Negating a conditional If statement S is true, then... not-S, or ~ S, or ? S are false If S is a conditional statement, If P then Q, then to negate it it must be negated this way: not- (If P then Q). The "not" must go on the outside of the parenthesis so that the whole expression is negated. The statement " if not-P then Q" with "not" inside says something different. Note also that asserting " Not- (if P then Q) " is logically equivalent to asserting "P and not-Q", i.e. asserting that P can be true while Q is not Invalid - These are Formal Fallacies (they violate logical form) Denying the antecedent is a fallacy 1. If P is true then Q is true 2. P is false (denies the antecedent of premise 1) --------------- Q is false This argument form is invalid Even though P implies Q, so might other things. P being false does nothing to Q’s truth status, one way or the other also a Formal Fallacy Affirming the consequent is a fallacy 1. If P implies Q 2. Q is true (affirms the consequent of premise 1) ------------- P is true No, this is an invalid inference Stylizations of conditional statements: If P then Q These are different ways of stating "If P then Q", different ways of translating "If P then Q". P is a sufficient condition for Q Q is a necessary condition for P Q is so if P is so (‘so’ roughly meaning true) Q provided that P P only if Q is so Only if Q is P so Given that P is so, then Q Not-P unless Q Assuming P, then Q Note: "if" dictates antecedent. For example, "P if J" means "If J then P". It has nothing to do with the letters. It is the logic of "if". But the word "only" alters things. The statement "if P then Q" means the same thing as "P only if Q"., or "only if Q is the case, is P also the case". Thus "if" and "only if" are different. "If" indicates a sufficient condition and logically will identify the antecedent. "Only if", on the other hand, indicates a necessary condition and logically identifies the consequent. The above are all variations (translations) for saying "If P then Q" or "P implies Q" Before starting homework Exercise 1` be sure to review the above translation rules (or stylizations) for conditional statements (right above); and also especially review the material starting at the top about conditionals and the inference forms (some are valid and some are not). For the homework start off with this exercise - call it Exercise 1 Do the exercise offline first so that you have it ready to copy and paste it into the submission device. These are exercises on argument forms involving conditional propositions. Re-write each of the following arguments into standard form: Plato will graduate only if he bribes his instructors. But Plato does not bribe, never has, never will. Therefore, Plato will not graduate. In the absence of interesting activities in the world life would be boring. But I don’t find life boring—in fact—life is not boring. Therefore, there must interesting activities in the world. If the washing machine is disconnected, nothing will get washed. But it is connected, I plugged it in myself. So, we will be able to wash. Your gas bill will be acceptable provided that you do not use more that X many units a month. But you never do use more than X units a month, so your bill will be acceptable. If Socrates is a dogbomber, then he will have trouble holding down a job. Knowing Socrates, he definitely will have trouble holding down a job, so he must be a dogbomber. Each argument will have the premises listed first, and then the conclusion at the bottom. Label the premises P for each premise and C for the conclusion. You can use the line ("--------") to separate the conclusion from the premises. Identify (state) which inference form is used in each of these (is it affirming the antecedent, affirming the consequent, denying the antecedent, or denying the consequent?) Explain whether the inference (the argument) is valid or invalid. (remember, these are only exercises in deduction—do not get involved with inductive assessments about the truth of the premises. HOMEWORK ASSIGNMENT Exercise 1 above), Display each of those five arguments into standard form. Identify which inference form is used in each, and explain whether the inference (the argument) is valid or invalid. Again, just repeating the exercise specifications: Re-write each of those five arguments into standard form: that is a list with one sentence per line; the premises listed first, and then the conclusion at the bottom. Label the premises (P) and the conclusion (C); you can use the line ("--------") to separate the conclusion from the premises. Identify (state) which inference form is used in each of these (affirming the antecedent, affirming the consequent, denying the antecedent, or denying the consequent). And then, state whether the inference (the argument) is valid or invalid. (remember, these are only exercises in deduction—do not get involved with inductive assessments about the truth of the premises.

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ORIGINAL PROMPT: Griselda and Beatrice are convicted of assault and robbery in s ...

ORIGINAL PROMPT: Griselda and Beatrice are convicted of assault and robbery in separate attacks on defenseless victims. When interviewed, they both explained, “I wanted the money and I enjoy beating people up.” Prison psychiatrists report that their psychological profiles are identical: both are selfish and cruel, but neither counts as legally insane. The only difference is in their histories. Griselda had the same kind of background as other ordinary criminals. (But as far we can tell, the crimes now being considered are her first.) Beatrice used to be a gentle schoolteacher until recently, when a small brain tumor radically changed her personality for the worse. The tumor is inoperable, and its effects are permanent but not life-threatening. Is Beatrice responsible for her behavior? Is she less responsible than Griselda? It’s not enough to express an opinion on these questions: you need to justify it — or at least, critically examine the justification others will offer for it. Your papers should say how at least one of the theories we’ve considered about free will would address our questions, and assess its response. Make edits on a previous paper based on these comments:  For your introduction, something I would do to make your paper stronger in your introduction paragraph is to introduce the prompt. I know for the last paper it was instructed to introduce the paper prompt. This would also help with your transition into your second paragraph because your paper goes from a wide statement on philosophy and what your paper seeks to do but then immediately jumps into proclaiming Beatrice's non-guilty but the reader still does not know who Beatrice is. Yes, you introduce her later but it would structurally make more sense to be included before stating Beatrice’s guilt. Also throughout your paper, you reference free will and determinism or describe them but you never take a stance on the matter. You only really even reference certain types of thought, like incompatibilism, with Griselda, and while you did state if you think Beatrice is guilty or less responsible I still do not know why you think that. I also remember during a class that Felix said for this prompt try to provide other argument viewpoints and counter them. I also recommend trying to reorganize your conclusion paragraph as they generally should follow of model of going from the narrow essay topic to the broader topic as a whole. I feel like you already address all aspects you need to in it but I just think reorganization would improve its clarity. Also, I recommend trying to make your intro and conclusion paragraphs less wordy and try to be more simple in both. Good luck with your essay and the rest of your finals! Charles Jones , Apr 21 at 8:52pm First and foremost, a major critique that I have about the paper is that it does not seem to talk about how any of the free will theories would address the problem between Beatrice and Griselda. It instead seems as though you focus more on factors that are not related to any of the theories. To start at the top and make my way down, the introductory paragraph does not really seem to address the prompt at all and instead focuses on free will and moral responsibility. These concepts are important, but the thesis needs to give your side as to who should bear more responsibility between Beatrice and Griselda. Next, you outlined the reasons why Beatrice is not responsible, but they all seem to focus on the nature of what a brain tumor would do to a person, rather than focusing on the situation in a philosophical context. For example, it is important to highlight what advocates for different philosophical ideologies would say about the situation instead of simply saying that the brain tumor would mess with Beatrice’s thought process. This same issue follows in the next paragraph. You discussed the impacts of external factors and moral liability, which is good, but you then make the paragraph more about the legal system than anything else. In that same paragraph, you also talk about how the tumor causes her to “obtain joy from activities that are highly condemned,” which seems fairly irrelevant to the discussion because they aren’t backed up by talking about one of the philosophical ideologies. In the next paragraph, I love the point you make about Beatrice’s constraints preventing her from attaining free will, but then you veered off and talked about why convicting Beatrice would actually be problematic, which once again seems irrelevant to the topic. I think your paper could also be boosted by explaining some terms that may be unfamiliar to some people. For example, you talked about free will and determinism but did not explain what either of them are. I like your analyses between Beatrice and Griselda about how Griselda acted out of an ignorance to moral responsibility, while Beatrice physically could not take that into account. Once again, describing guidance control is very unique and expresses extended knowledge, but it does not further your argument by standards of a philosophical paper. I am also sort of confused with the structure. It seems to be going back and forth between explaining Beatrice’s side and Griselda’s side, but does not follow any linear path when doing so. You explained why Griselda appeared to be more guilty at the bottom when that really could have been used to contextualize your argument at the top. Overall, I don’t think you clearly expressed you understood the material because you talked about other, non-philosophical factors for the most part. Also, I think the structure could improve, which would make your argument seem more clear. Lastly, this was a great analysis of the situation and I believe your argumentation was spot on. Matthew Fangmann , Apr 22 at 7:44pm The paper presents a comprehensive analysis of the intricate relationship between free will and moral responsibility, focusing primarily on the case study of Beatrice, who exhibits violent behavior due to a brain tumor, and comparing her situation to that of Griselda, who displays similar behaviors without the influence of a medical condition. It begins by acknowledging the longstanding philosophical debate surrounding the ethical foundations of human actions and agency, setting the stage for a discussion on the tension between individual autonomy and external influences. The analysis delves into Beatrice's case, arguing that her diminished moral responsibility stems from her lack of control over her actions due to the tumor, which has altered her cognitive functions and emotional regulation. Drawing on ethical theories and concepts, the paper contends that Beatrice cannot be held fully responsible for her actions, as she cannot exercise free will and make rational decisions. By contrasting Beatrice's situation with Griselda's, who is portrayed as acting out of choice rather than external compulsion, the paper highlights the role of free will in moral agency. While the paper effectively addresses opposing viewpoints and cites relevant literature to support its arguments, it could benefit from clearer signposting of the argument structure and deeper exploration of the ethical implications of cases like Beatrice's for societal justice and individual autonomy. Overall, the paper contributes to the ongoing philosophical discourse on the interplay between free will and moral responsibility, offering insights into the complexities of ethical reasoning and human behavior. Noah Heacox , Apr 22 at 9:06pm We should assume that the reader is educated but uninformed. With this being the case, I believe that your introduction should introduce the reader to the scenario presented in the essay prompt (even if only tangentially). In the paragraph "Reasons why Beatrice is not responsible for her actions" you do accomplish this for one of the characters, but it is only done after you state that she is not responsible for her actions. I believe it would be far better for an uninformed reader to first learn about the hypothetical scenario, and then be informed of your argument stating that she is not responsible. Kenneth Grant , Apr 23 at 8:56pm In the "Reasons why Beatrice is less responsible than Griselda" you introduce the concept of "Incompatibilism." This necessitates an understanding of Determinism and Free Will. Since we shouldn't assume the readers knowledge of these concepts, I believe that following the use of these terms you should provide a description/definition of them. Kenneth Grant , Apr 23 at 9:08pm In the 1st paragraph on the 6th page I believe a "was" should be added in the following sentence, "She had the opportunity to be kind but [was] cruel and selfish instead." Kenneth Grant , Apr 23 at 9:13pm In your paper you use the incompatibilist view to argue that Beatrice is less responsible for her crimes than Griselda. You state that the tumor had a "deterministic influence" on her to behave the way that she did, and this diminished her responsibility. But couldn't you also use the incompatibilist view to argue that Griselda also didn't have responsibility over her actions. This is because according to incompatibilism you have no free will, and everything can only follow one path. This then follows that Griselda doesn't have responsibility for her actions because factors outside of her control (ex. parents, genetics, environment, past, etc.) established that she would commit the crime. I believe that you should address this point as a counter argument. For information about the initial assignment, visit - http://www.jimpryor.net/teaching/courses/intro2024... All information needed should be there. Username: student password: heeltars

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This week we'll continue to see how the notion of invariance can be used to unde ...

This week we'll continue to see how the notion of invariance can be used to understand difficult cases regarding causal judgments. We'll focus on two cases: absence as the cause and double prevention as the cause. Woodward aims to show that the invariance account (under interventionism framework) gives satisfactory solutions to these puzzles.  In your discussions, please address the following two questions:  Can absence be considered a cause of something? Such as your failure to water the plant causes the plant to die? What is your intuition here? How does Woodward solve this problem?  What is a case of double prevention? Give an example, and if you can conceive an example of your own, it will be the best. Then consider the question: can the preventing factor be a cause of the actual outcome? Why or why not? Explain carefully. 

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The ChatGPT  TOPIC TO WRITE Exploring the Ethics of Animal Welfare and Human ...

The ChatGPT  TOPIC TO WRITE Exploring the Ethics of Animal Welfare and Human Superiority The ethical considerations surrounding animal welfare and the perceived superiority of human life present complex moral dilemmas. Philosophical discussions often grapple with why, and to what extent, human lives are valued more than the lives of non-human animals. This project will require you to critically analyze the ethical principles that underpin our treatment of animals, particularly in the context of the meat industry, and the broader implications for our moral obligations towards non-human life. Drawing on Peter Singer's influential work on animal ethics, this project will challenge you to explore the justifications for prioritizing human welfare over that of animals and to examine the moral permissibility of practices like factory farming. Singer's arguments for the equal consideration of interests, regardless of species, provide a crucial framework for this discussion. Your project should address the following key areas: Human Superiority: Begin by exploring the philosophical arguments that have been used to justify the prioritization of human lives over those of non-human animals. What qualities or capabilities are cited as uniquely human, and how do these justify differential treatment? Consider cognitive abilities, moral agency, and the capacity for suffering. Singer's Argument: Summarize Peter Singer's position on animal welfare, focusing on his critique of "speciesism" and his argument for the equal consideration of interests. How does Singer propose we navigate the ethical landscape of human and animal relations? The Ethics of Factory Farming: Apply Singer's ethical framework to the practice of factory farming. Discuss the implications of prioritizing human dietary preferences over the well-being of animals. What ethical dilemmas arise from this prioritization, and how does Singer's philosophy challenge common justifications for these practices? Moral Obligations Toward Animals: Reflect on the appropriate relationship humans should have with non-human animals according to the ethical theories you've studied in this course. Beyond Singer's utilitarian approach, consider how virtue ethics, Kantian ethics, or any other relevant ethical theory you've encountered would address our obligations toward animals. Your Argument: Conclude with a reasoned argument for your own view on the ethical treatment of animals. What balance should be struck between human interests and animal welfare? Are there ethical alternatives to factory farming that could accommodate human dietary needs without compromising animal welfare? Would eating meat be moral if animals were kept and killed painlessly? How do you reconcile the value of human life with the imperative to treat animals ethically? HOW TO WRITE THE TOPIC ON THE ABOVE TOPIC YOU NEED TO CREATE THE ASSIGNMENT LIKE THE BELOW INSTRUCTIONS. This assignment, aptly named the "1-2-3 ChatGPT Assignment," involves a three-stage process of development, collaboration, and refinement. The Ramble:  Initially, students will compose a 'ramble' of about 1,400-1,800 words. This ramble should be a comprehensive reflection on the lecture, extending to personal interpretations, questions, objections, and applications of the concepts discussed. The aim here is to freely explore thoughts and insights about the lecture topic, such as addiction and moral responsibility. Students should explain their understanding of the topic, question aspects they find intriguing or problematic, and relate the concept to broader contexts or personal experiences.DONT USE AI FOR THIS. ChatGPT Revision Conversation:  After completing this initial reflection, students will submit their ramble to ChatGPT. The goal is to transform this raw, exploratory text into a structured, polished essay. Students will work with ChatGPT to refine their thoughts, clarify concepts, and enhance their arguments. This process involves directing ChatGPT to focus on specific areas, improve examples, and strengthen the overall coherence of the essay. The interaction with ChatGPT is an exercise in utilizing AI as a co-author, learning to guide and shape the conversation to achieve the desired outcome. This  paper should be significantly shorter. You just need to get a 600 word paper out of this process. Critically Correct Content: The final stage involves taking the revised draft from ChatGPT and applying a critical lens to it. Students are expected to meticulously review and further refine this version. This may include removing redundancies, adding new insights, or clarifying points that weren't fully addressed in the collaboration with ChatGPT. The objective is to create a well-rounded, articulate final essay that represents the student's understanding and critical engagement with the topic. Your final submission 

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follow the directions to write what is asked for each part (2 parts) Part II: S ...

follow the directions to write what is asked for each part (2 parts) Part II: Short Answer: In a few complete, actual sentences, respond to the following. All of which are to be informed by the discussions from class: (6 points each) 7. Discuss one specific example of the dehumanizing effects of modernism that Romantics like Rousseau or Wollstonecraft would be concerned with as discussed in our weekly sessions. 8. In class we watched several videos suggesting that value and significance of Plato’s allegory of the cave metaphor. Briefly discuss one such example from one of those videos presented in our actual class. Part III: Essays: Write on any TWO: Aim for a FULL page (or more if possible) for EACH response. (35 points each) 1. Discuss how, in class, we characterized the allegory of the Cave metaphor. What specifically does it symbolize? Give specific examples of how the cave might help us understand issues in the world today as suggested in our class discussions. What specifically does the cave suggest about the importance of philosophy? 2. Discuss how, in class, we characterized Wollstonecraft’s thoughts on the education of women and more broadly feminist ideas about gender equality. What does Wollstonecraft envision the future to be like? Are we there yet? If not, why not? 3. Discuss some of the factors suggested in our class sessions as to why the “American Justice system” might be more represented and symbolized as “green” rather than “blind” to some. Be sure to include a discussion of the video we presented in class that demonstrated this idea. 4. Wollstonecraft writes, “This habitual slavery, to first impressions, has a more baneful effect on the female than the male character, because business and other dry employments of the understanding, tend to deaden the feelings and break associations that do violence to reason. But females, who are made women of when they are mere children, and brought back to childhood when they ought to leave the go-cart forever, do have not sufficient strength of mind to efface the superinductions of art that have smothered nature.”- What is she saying here as presented in the actual sessions? What would a specific example of “females who are made women of when they are mere children” look like today and why as suggested in the lessons? 5. Rousseau writes: “Each one began to look at others, and to want to be looked at himself, and public esteem had a value...” What is he saying here, and how does this relate to the broader critical themes Rousseau develops including the idea of alienation as discussed in class?

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Discussion 10 I would like you to have a free-form discussion of the Reduplicat ...

Discussion 10 I would like you to have a free-form discussion of the Reduplication thought experiments we discussed in lecture #14. You can focus on any of the scenarios we considered when doing so (Karen’s Napoleon case, Williams’ Guy Fawkes case, Parfait’s teletransporter case, the situations envisioned in Total Recall and The Sixth Day). In lecture, I suggested that these scenarios have very serious consequences for the psychological continuity theory of personal identity. Do you agree with this assessment? Why or why not? I am not looking for right or wrong answers here. I am merely looking for serious attempts on your parts to examine your own intuitions concerning these things. Lecture 14 Objection 4: The Reduplication Problem • There are lots of variations on this thought experiment: • Kagen’s Multiple Reincarnation Napoleon Example: • Two Guys, both psychologically continuous with Napoleon, appearing in Michigan and New York at the same time. • This looks like a very odd case: X,N,Y • The problem that arises is the following: • Psychological continuity theory dictates that N = X and N = Y. • But then the transitivity implies that X = Y. • But how can this be right? • The question is whether psychological continuity is enough to make people living at different times identical. 4 Thought Experiment—Williams’ Reincarnation of Guy Fawkes • Suppose Charles undergoes a sudden and violent change, so that he now has Guy Fawkes memory and character. • So Charles is psychologically continuous with Guy Fawkes. • If it’s possible for Charles to undergo those sorts of psychological changes, it’s possible for his brother Robert to undergo them as well. • But it’s not possible for two different people to be numerically (quantitatively) identical. • So psychological continuity is not sufficient for identity. 5What Can we Do?Option 1: Invert the Analysis • We can’t give up the transitivity of Identity, since it is a logical truth. • Perhaps we can say the following: – x and y are two different persons who, for a period of time are a single self before branching. • This might be plausible if we give up on the idea of the unity of consciousness. 1What Can we Do? Option 2: Identity is not Necessary for Survival Kagen, Parfit both suggest the following: • It’s commonly assumed that we can survive the death of our bodies only if we’re numerically identical to someone who exists after our body dies. • Perhaps all that is needed for survival is psychological continuity. 2What Can we Do? Identity and What Matters in Responsibility • It’s commonly assumed that we can be held responsible for an action only if we are numerically identical to the person who performed it. • Perhaps all that is needed for responsibility is psychological continuity. 3What Can we Do? Option 3: The Self is Not a Thing Perhaps the most provocative option is suggested by some Buddhists, who liken the self to a series of candle flames, each one lit by the he one preceding it (which is then perhaps extinguished). This is close to the Humean “bundle theory” of the self we noted earlier. On this account, the self is not a thing, but a process. If we think of the self as a process, then reduplication scenarios don’t pose a problem (Think of two different lines of candles lit by the last member of a single line of candles preceding them). 4Conclusions What we have accomplished: • Even if we haven’t determined what the sufficient conditions are for personal identity (this would let us relevantly distinguish between the duplicates and the original), • We have determined, I think, that psychological continuity (as opposed to retention of substance) is necessary for identity. • This is quite an accomplishment, since it tells a great deal about what would be required to avoid death construed as personal extinction. It tells us that psychological continuity (a personal mental narrative) is a central component of personal identity. 5 Discussion 11 Consider the (modified) following passage from Nagel's article "Death." "[One might think that] what you don't know can't hurt you. This would mean that even if a man is betrayed by his friends, ridiculed behind his back, and despised by people who treat him politely to his face, none of this can be counted as a misfortune for him so long as he does not suffer. It would mean that a man is not injured if his wishes are ignored by the executor of his will or if, after his death, the belief becomes current that all the literary works on which his fame rests were written by his brother, who died in Mexico at the age of 28." 1. Discuss the ideas of this passage using the examples that Nagel provides. 2. based on this discussion, describe what you conclude about the claim that "what you don't know can't hurt you" in such cases. 3. Describe what, if anything, follows from your conclusions in (2) above concerning the idea that one might be harmed in life by things that happen after one’s death. Discussion 12 In discussing the asymmetry argument in PowerPoint lecture #16, I have suggested, with Frederick Kaufman, that “you could not have been born significantly earlier (with a significantly extended lifespan) than you were because this would entail that the contents of “your” personal biography would now be so very different than they are now that “you would not be you.” More carefully put, I have suggested that if the genetic package that produced the zygote that has grown up to be you had been created at a much earlier time than it was, and the resulting person had survived into the present day, then the content of that person’s biography of psychological continuity would be so very different from yours now that that person could not be you. From this, I tried to derive another conclusion regarding the irrationality of regret. Please answer the following questions in two or three well-constructed paragraphs: 1) What is this suggested conclusion regarding the irrationality of regret? 2) Do you agree with it? Why or why not? If you don’t consider it an intrusion, I would like you to write concretely about your own life and some decisions you made that you now regret (assuming you have any regrets). If you had made a different decision, do you think that the result of doing this would be that “you” (understood in terms of a personal narrative of psychological continuity) would not now “exist”? I think my suggestions concerning the irrationality of regret are simply bogus. Or it is all a matter of degree since the extent to which you would exist now depends upon how much earlier you had started existing. Such conclusions are fine. Just explain why you reached them. I want you to think about this issue personally (the details of which you certainly need not relate to me). Philosophy 115: Philosophy of Death and Dying Lecture #16 The Badness of Death IIPhilosophy 115: Philosophy of Death and Dying Lecture #16 We have looked at the deprivation account and looked at one major classic problem that its proponents have had developing it. I have tried to argue that the deprivation account is plausible, for essentially for the reasons Phillip Larkin expresses in “Aubade,” in which he writes off the Epicurean account by saying, “And specious stuff that says No rational being Can fear a thing it will not feel, not seeing That this is what we fear—no sight, no sound, No touch or taste or smell, nothing to think with, Nothing to love or link with, The anaesthetic from which none come round.” Philosophy 115: Philosophy of Death and Dying Lecture #16 • The Epicurean claims that death cannot be bad because it consists in a total absence of conscious sensation. • Larkin responds that it is precisely because of said lack of conscious sensation that death is bad. – It is the very fact that I cannot be benefited (or even harmed) by conscious sensation after death which makes death an evil. This is the fact that robs me of the possibility of experiencing any more of the good things of life. • The paradox that Epicurus claims to see in this assertion is eliminated once we eschew the bold existence condition for the modest existence condition. This is the move that allows us to eliminate the air of seeming paradox that Epicurus seizes upon. • We no longer have to say that we are harmed by death when we don’t exist. Instead, we can say that we are harmed by death when we are still alive. • More specifically, we can say that we are harmed during our lives by our condition of mortality, which itself obtains while we are still alive. Philosophy 115: Philosophy of Death and Dying Lecture #16 Lucretius: Let’s now look at another classic objection that has been offered against the idea that death can harm us, one which we might see as more specifically directed against the deprivation account. This one was offered by Lucretius, a Roman poet and philosopher who lived around 50 B.C., about 250 years after Epicurus. • Ridiculously, this argument isn’t highlighted in the selection included in the P&D volume which I asked you to look at. But below is the relevant passage from The Nature of Things: “Look back at the eternity that passed before we were born, and note how utterly it counts to us as nothing. This is a mirror that nature holds up to us, in which we may see the time that shall be after we are dead. Is there anything terrifying in this sight – anything depressing – anything that is not more restful than the soundest sleep?” Philosophy 115: Philosophy of Death and Dying Lecture #16 • The basic idea is this: our post-mortem non-existence (following our deaths) should give us more no anxiety than our pre-natal non-existence (I will alternately assume that that we come into existence at conception and birth. These assumptions are just being made for convenience). • Call this the symmetry argument. It maintains that our pre- natal non-existence is relevantly symmetrical to our post- mortem non-existence, so that any attitudes we have toward the former should be extended also to the latter. But since we don’t feel harmed by the fact that an eternity passes before we came into existence, we shouldn’t feel threatened by the fact that an eternity will pass after we go out of existence. Philosophy 115: Philosophy of Death and Dying Lecture #16 What are we to make of this argument? There are a number of critical strategies will not pursue. This is an editorial decision on my part, so feel free to disagree. • One critical strategy we will not pursue is that of arguing that Lucretius’s appeals to intuition or “common sense” are suspiciously selective. Lucretius’s grounds for premise (1) consists in nothing more than the fact that this is what many or most people are inclined to say. However, Lucretius uses this premise in support of conclusion (4), which is a claim that many or most people are probably inclined to reject. So, we might think that Lucretius is arbitrary in his decision to use (1) in support of (4) rather than, say, the negation of (4) in support of the negation of (1). This is an interesting objection, but not one that we will focus on here. • Another critical strategy we will not pursue is that of that of simply agreeing with Lucretius’ argument, accepting his premises and deriving his conclusion that death is not a harm. • Yet another critical strategy we will not pursue is that of simply denying premise (1) (thus asserting that we are harmed by the fact that an infinite amount of time that passed before we came into existence) in order to derive the negation of conclusion (4). This procedure would, I think, give us the right conclusion, but for the wrong reasons. • A final critical strategy we will not pursue is that of denying the sub-inference from (2) to (3). That is, we will assume here that if is no relevant difference between pre-natal and post-mortem existence insofar as their ability to harm us is concerned, then our attitudes toward them should be relevantly similar. Philosophy 115: Philosophy of Death and Dying Lecture #16 Instead, our focus will be on premise (2), i.e. the symmetry assumption. We want to ask if it is really the case that one’s pre-natal non-existence is relevantly similar to one’s post-mortem non-existence. Are they perfect “mirror images” of each other, to use Lucretius’ language? • If you recall the previous lecture, we already have the basis of a response: post- mortem non-existence entails loss, while pre-natal non-existence doesn’t. The period after my death is one in which I have lost something (i.e., conscious life and all of the good things of conscious life), whereas the period preceding my existence doesn’t involve such loss. In the first case, I have a track record of having existed, but in the second case I don’t, and this is what makes the difference. • In Chap. 10 of Death, Kagen considers this response, but quickly rejects it as less than completely adequate. His diagnosis: the reason this seems like an adequate response is that we happen to have a word in natural language (i.e., “loss”) for what goes on in the post-mortem case. However, there is no clear corollary word for what goes on in the pre-natal case. Thus, it is this completely contingent feature of English (and other ordinary languages) which accounts for our intuition that in the post-mortem case something more substantial is going on than in the pre-natal case. Philosophy 115: Philosophy of Death and Dying Lecture #16 • So Kagen suggests that we correct this situation. Suppose we coin such a word, say “schmoss.” Now we can say the following: In the post-mortem case, we suffer “loss” (of conscious life and all the good things of conscious life), whereas in the pre-natal case, we suffer “schmoss” (of conscious life and all the good things of conscious life). In the case of “loss,” we will be deprived of something we presently have, whereas in the case of “schmoss” we presently have something that we didn’t previously have. • With the addition of this word to our language, the apparent symmetry between the pre-natal and post-mortem cases reasserts itself, on Kagen’s telling. For we must now ask ourselves why we should care more about loss of life than schmoss of life? What is it about the fact we will in the future not have something that we presently have that makes it worse than he fact, which applied to us in the past, that we then lacked something that we now have? • This is a deep question. Let’s try to tackle it. Philosophy 115: Philosophy of Death and Dying Lecture #16 Parfit: We simply care more about the future than we care about the past. The first objection to the symmetry assumption we should consider is that of Parfit, whose paper we haven’t read but whose position is well-summarized by Kagen. Parfit invokes a thought experiment to explicate his view. (Note, by the way, that, despite surface appearances, Parfit’s thought experiment has little or nothing to do with the “You’re being Tortured in the Morning” thought experiment we did in connection with discussion assignment #9. This is Parfit’s thought experiment below: • Suppose you need a medical operation which necessarily causes a great deal of pain which cannot be anesthetized away while the procedure is going on. However, once the operation is performed, the following kind of relief can be provided: your memories of the procedure and the pain you experienced during its performance can be completely erased. • So this is the situation: you are to undergo a very painful surgery with no anesthetic. However, once the surgery is performed, you will be left with no painful memories of procedure. In fact, you will be left with no memory at all of the procedure having ever even been performed. Discussion 13 Dylan Thomas’ poem "Do Not Go Gentle Into That Good Night" is his most famous work. He wrote it in response to his father's declining health and eventual death. In this poem, he encourages the reader to not give in easily to death, but to resist it with all their might. There are two questions relating to this poem that need to be answered: 1. How does Thomas suggest people approach the inevitability of death? Can we draw any parallels between Thomas's approach and Camus' recommendation for dealing with the absurd, which Nagel explains in his article "The Absurd"? 2. Nagel believes that Camus' approach to dealing with absurdity is "romantic and slightly self-pitying". He recommends another approach, which is different. a. Do you agree with Nagel's assessment of Camus' strategy as "romantic and slightly self-pitying"? b. Can you explain Nagel's alternative recommendation and give your opinion on it? It is important to note that poetry is best heard rather than read. You can listen to the poem being recited online at several locations, including by Dylan Thomas himself at , by Anthony Hopkins at http://www.dailymotion.com/video/xgcn6l_do-not-go-gentle-into-that-good-night-anthony-hopkins_creation, and by Rodney Dangerfield at Dangerfield's concluding summary of the poem's point is particularly noteworthy. Discussion 14 In Chapter 13, Other “Aspects of Death”, Kagen talks about various different life geometries. What I would like to do is to refer to his remarks, and perhaps my own (on the last 7 or 8 slides of lecture #18) as a springboard for this discussion assignment. Specifically, I would like you to do the following: (1) Using your own considered deliberations, I want you to ask yourself which (if any) of the six life shapes described in the diagrams in Part 6 of Lecture #18, all things being equal, most appealing to you. Then I want you to explain your reasoning, remembering that you need not settle on any given one of them. (Condition: When you do this, I want you to assume that the diagrams have been constructed by those who accept a simple hedonist account of human well-being. However, I am not requiring that you be a hedonist, as opposed to a desire satisfaction or objective list theorist unless you have already decided that you are a hedonist. Doing this exercise should help you to determine two things. It should help you determine whether or not you think that a simple hedonistic account is adequate. Moreover, if you don’t think it’s adequate, this exercise should help you articulate why you think that’s the case. (2) Upon deciding what the best of these “life geometries” is (if you think there is one), ask yourself the question: Are there any essential connections between this geometry of distribution of the good things of life and the capacity a life has for the sort of narrative continuity described in the previous lecture? (For instance, you might think that figure 2 describes a life which offers the best chance for meaningful narrative continuity because it represents the existence of growing accomplishment, in which the good things in life increase continually from birth to death. Perhaps you think that such a life offers the promise of an especially coherent personal narrative because this is a life trajectory in which one’s plans and projects best come to fruition.) Note that you might see no such connection. You even find the question to be silly. Any of these reactions are fine, as long as you endeavor to explain and justify whatever reaction you have. Another thing you might want to do is to describe a diagram other than any of the six provided with which to illustrate the lifetime distribution of pleasure which you might ideally like to have (you can't actually construct the diagram itself through this Blackboard application. So you would have to simply describe the diagram in words). Last 7 slides Existential Geometry Let’s try to compare these different existential geometries for relative value. • Kagen suggests that Diagram 2 represents the best possible life geometry, since here one’s existence describes a simple path of “onwards and upwards” from birth till death. He calls this the “Horatio Alger” life of continual progress. Do you agree with this assessment? • You might not. On one had, this does look like the kind of admirable life of “self-creation” that Nietzsche praised. But on the other hand, you might suspect that such a life would make a person shallow, since it would never oppose them with the kinds of struggles and setbacks needed to build perspective. • Of course, saying things exactly this way may be problematic, since it requires that you decided not to count “the building of personal perspective” as a good at the outset only to invoke it critically as a good now. • You might even view this life trajectory as tragic on the grounds that the person’s life is such a success and things are going so well for her, it is a shame that she doesn’t live longer than she does. Existential Geometry • Figure 3 depicts a situation in which you enjoys a steady rise up followed by a steady decline equal length. Ask yourself what you think about his kind of life. • Some might regard it as tragic on the ground that it is a scenario in which the person slowly loses all that he has managed to gain. • One need not, however. Perhaps you see value in the scenario it presents, on which one gradually comes to see what life has to offer, but then gets a chance to spiritually mature by realizing that one can, after all, easily survive without these things. The idea here is that there might be a great deal of equanimity to be found in the thought, “easy come, easy go.” • Though, again, saying things in exactly this way may be problematic, since it requires that you have decided not to count the development of such “spiritual maturity” as a good at the outset only to invoke it as a good now. Existential Geometry • Kagen suggests that Diagram 1 represents the worst possible life geometry, since here one’s existence describes a simple path of “backwards and downwards,” as it were. Kagen compares this kind of life to stories about European royalty with squandered fortunes who end up waiting tables in New York. He calls them “Alger Horatio” stories. • Is this in fact the worse kind of life? Maybe. Maybe not. • You might agree with Kagen: What’s the good in getting a taste of the good life at the outset only to have it all taken away from you. • Or you might think this: One gets all the good stuff up front instead of having to wait. Maybe there’s some value in that. Existential Geometry • Figures 5 represent situations in which things peak either earlier and later than they perhaps should. • Suppose, for instance, that you pride yourself on your intellect, but then get Alzheimer's (like Iris Murdock) or syphilis (like Frederick Nietszche) and live for an extra 10 years completely out of it. • Perhaps you see this scenario (Figure 5, perhaps) as particularly tragic on the grounds that the person should have died sooner. • It’s seems to me to be pretty hard to put a positive spin on this scenario unless you take mere existence itself (even with diminished mental capacities) as an overwhelmingly valuable good in itself. Existential Geometry • Finally, Figure 6 represents a condition of relative sameness throughout the course of one’s existence. What do you think of the value of this life trajectory? • I suppose that one might think that it offers a kind of equanimity which can only come with unchanging expectations. • On the other hand, I suppose that one might view it as a formula for interminable boredom. • What do you think? Existential Geometry In Chapter 13, Other “Aspects of Death”, Kagen talks about these different life geometries. • What I would like to do is to use his remarks and my own in the previous few slides as a springboard the discussion assignment associated with this lecture (Discussion Assignment #14). (1) I want you to do the following: invoking Kagen’s observations and your own considered deliberations, I want you to ask yourself which of these life shapes is, all things being equal, most appealing to you. Then I want you to explain your reasoning. Conditions: • When you do this, I want you to assume that the diagrams have been constructed by those who accept a simple hedonist account of human well-being. However, I am not requiring that you be a hedonist, as opposed to a desire satisfaction or objective list theorist. (Note: you may have decided that you are a hedonist. If so, this is OK). • Doing this exercise should help you to determine two things. It should help you determine whether or not you think that a simple hedonistic account is adequate. Moreover, if you don’t think it’s adequate, this exercise should help you articulate why you think that’s the case. Existential Geometry I also want you also to do the following: (2) Upon deciding what the best “life geometry” is of those given by the preceding diagrams (if you think there is one), ask yourself the question: Are there any essential connections between this geometry of distribution of the good things of life and the capacity a life has for the sort of narrative continuity described in the previous lecture? • For instance, you might think that figure 2 describes a life which offers the best chance for meaningful narrative continuity because it represents an existence of growing accomplishment, in which the good things in life increase continually from birth to death. Perhaps you think that such a life offers the promise of an especially coherent personal narrative because this is a life trajectory in which one’s plans and projects best come to fruition. • Note that you might see no such connection. You even find the question to be silly. Any of these reactions are fine, as long as you endeavor to explain and justify whatever reaction you have. Part 6 Existential Geometry • Of course, not all external goods are, we are inclined to think, of equal value. • We might think that the acquisition of knowledge is superior to the acquisition of beer coasters. • On top of this, we may think that the acquisition of some sorts knowledge (e.g., of the fundamental laws of nature, of the history of civilization leading up the present age) is of more value than knowledge of other kinds (the number of grains of sand on all the beaches of the Hawaiian Islands). • But saying which goods and accomplishments are of greater value than others, i.e., filling out the objective list of an adequate objective list theory, is not something that we are going to try to do here. Existential Geometry • Our reason for looking at this has been to allow us to do something else (i.e., to give us a way of conveniently comparing lives so as to give more content to the idea we developed in the previous set of lectures concerning the way in which we might think that the narrative shape of a life can determine that life’s meaningfulness. • For now we can think of a life’s content in terms of its maximization of whatever those things are which we regard as of intrinsic value. And we can say this irrespective of what we take these items of intrinsic value to be. • I have argued that amongst these items one should include items derived from some or other objective list of activities, accomplishments, states of character or whatever actually relate to our relations to the world and each other. • But if you disagree with this – if you take either the pleasure or the desire satisfaction accounts to be adequate (so that the best kind of life might be realized by the pleasure lever or the experience machine), that’s your prerogative. Existential Geometry • One distinction that Kagen develops in Chapter 12 is that between “neutral container” and “valuable container” theories. • These accounts differ in whether or not they ascribe value to mere existence. This is a distinction that matters when we are considering the rationality of suicide. But it isn’t relevant to our concerns here. • We simply want to note that on either view, it becomes possible to compare lives as one would the contents of containers, irrespective of whether one understands those contents on a hedonic, desire satisfaction or objective list account. Existential Geometry • Thinking about things in these terms, we can, following Kagen, represent different life plans using simple diagrams. • If we let the horizontal axis represent the time occupied by a life and the vertical axis represent the goods of a life (on any of the three above models of “goods”), then can roughly compare life-shapes for relative quality. That is, we can represent different ways in which these goods can be distributed across time. (My skills with my Paint Accessories program are not that great, so please excuse the poor quality and print size) Existential Geometry • Figure 2 depicts a life in which one goes from worse to better over time, acquiring more and more of the good things of life as life progresses. • Figure 1 depicts the exact opposite of this. Here one starts out well, but things become steadily worse with the passage of time. • Figure 6 depicts a situation in which one’s fortunes remain constant over the course of one’s life. • Figure 3 depicts a situation in which one enjoys a steady rise up followed by a steady rise down of equal length. • Figures 4 and 5 represent situations in which things peak earlier and later than you might think they should Discussion 15 In light of the readings, lectures, and your reflections, describe whether or not you would take your own immortality to be a desirable thing. Explain your answer.

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Assignment Content Each journal entry is a paragraph on one of the assigned read ...

Assignment Content Each journal entry is a paragraph on one of the assigned readings, and each entry discusses a different reading assignment. Each journal entry must include at least one quote from the reading assignment. Select a quote that makes a claim you have an opinion about, explain the quote in the context of the article it came from, and then express your opinion about it. For example, you may think the author is right, or wrong, or leaving out something important, etc. To receive full credit, you must express an opinion and give a reason for that opinion. The goal of the journal entry is NOT to summarize the reading. Rather, the goal is to think about what the reading says, whether on the whole or in some specific part. For example, you could dispute an author's interpretation of an example, critique a particular argument or conclusion, discuss how the author's view applies -- or fails to apply -- to your own experience, relate the material to a TV show or movie, etc. What you think is up to you, but you must be sharing your own thoughts as opposed to just summarizing or saying generic things like "the author raises profound issues." Submit all four entries in a single document.

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Touchstone 4: Contrasting Normative Arguments in Standard Form Scenario: In thi ...

Touchstone 4: Contrasting Normative Arguments in Standard Form Scenario: In this assignment, you will make two contrasting normative arguments about what one ought to do. Both arguments will be about the same topic; thus, at least one of the arguments will contradict your personal opinion. You will compose the arguments in standard form, as a series of statements that end with your conclusion. Do not write your arguments as an essay. Assignment: Download the submission template below, which further breaks down the steps involved in this assignment. You will return the completed template as your Touchstone submission..... Critical Thinking Touchstone 4 Template.docx In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review this tutorial for more about plagiarism and the Plagiarism Detected alert: Touchstones: Academic Integrity Guidelines. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI. A. Directions Step 1: Choose a Topic Choose one topic from the following list: Should people eat meat? Should marijuana be legal? Should pet cats be kept indoors? Should zoos exist? Should customers leave a tip in a coffee shop? Should seat belt wearing be mandatory? Should children be required to take gym/physical education? Should public roads be used for private car parking? Step 2. Develop Logically Contradictory Normative Conclusions Develop two logically contradictory normative conclusions on this topic. You do not need to agree with both (or either!) conclusions, but you should be able to logically support both of them. The conclusions need not be phrased exactly the same as they are phrased in the topic list, but they do need to be logically contradictory to one another. EXAMPLE If you selected the topic "Should people eat meat?", your conclusions might be: People should not eat meat. People should eat meat. But it would also be acceptable to choose: People should reduce their meat consumption. People need not reduce their meat consumption. Another option could be: It is morally permissible to eat fish. It is not morally permissible to eat fish. Note that you need not indicate which conclusion you actually agree with. An omnivore might write an excellent logical argument for veganism, or vice versa! Step 3: Write Normative Argument for First Conclusion Choose your first conclusion and write a normative argument in standard form to reach that conclusion. This requires knowledge of the standard form of logical arguments, which you can find in 2.1.1 What Is an Argument?, and understanding of normative arguments, which you can find in 2.1.2 Identifying Arguments and Statements. Because normative arguments rely on standards of human behavior, you should also review 4.3.3 Moral Frameworks. The directions in the template will give you further instructions. Step 4: Write Normative Argument for Second Conclusion Repeat Step 3 for your second conclusion. Here is an example of two arguments with normative conclusions taking contrary points of view. The normative premises are marked with an asterisk. This serves as an example of what arguments look like in standard form. This topic may not be used for your own Touchstone. Americans are granted the right to life, liberty, and the pursuit of happiness as a foundational principle of its founding documents. Among these rights are bodily autonomy and personal decisions about family planning.* Forcing a parent to go through an unwanted pregnancy and childbirth violates these principles by taking away their basic right to liberty and long-term pursuit of happiness.* Forcing a parent to go through an unwanted pregnancy and childbirth also frequently presents a threat to the life of the birth parent. There is no constitutional or scientific reason to confer personhood on a fetus. Any opinion on the personhood of fetuses is thus not based on law or science, but a personal moral or religious choice. The Constitution (Amendment 1) establishes the freedom of religion. Therefore, any law derived from a religious stance is unconstitutional (from 5-7). Therefore, pregnant people have the right to terminate a pregnancy for any reason (from 1-4, 8). It is wrong to kill a human being without justification such as self-defense.* An unplanned pregnancy may be inconvenient, but only in rare cases does it present a threat to a person’s life. In no other cases besides abortion do we make it legal to murder people who inconvenience us. Born children are also inconvenient, but it is not legal for parents to kill them. In no other cases besides abortion do we make it legal to murder the born children of rape or incest. A fetus is a viable human being at 24 weeks. Therefore, except in cases where the pregnancy presents a threat to the birth parent’s life, abortion should be illegal after 24 weeks. Step 5: Reflection Answer the reflection questions about your reasoning behind the arguments you wrote. One question asks to identify a deductive rule of inference or an inductive practice used in your arguments. You can find these in 3.3.2 Valid Rules of Inference From Conditional Statements, 3.3.3 Valid Rules of Inference From Conjunction and Disjunction, and the 4.1.4 Inference to the Best Explanation, or other inductive practices discussed throughout unit 4. Refer to the checklist below throughout the Touchstone process. Do not submit your Touchstone until it meets these guidelines. 1. Argument Preparation ? Is each argument in standard form, not paragraph form? ? Do your two arguments have logically contradictory conclusions? ? Is each argument at least five declarative sentences, ending in a conclusion? ? Does each argument have a normative conclusion (saying what people ought to do)? ? Is there at least one normative premise that supports each conclusion? 2. Annotating Your Argument ? Did you place an asterisk (*) on the normative premise(s) that support your conclusion? ? Did you underline any subconclusions in your argument? ? Are there sources for any assertions that are fact-based and not well known/accepted? 3. Reflection Questions ? Did you answer all five of the reflection questions satisfactorily? ? Do your answers meet the length requirement and fully answer the question? B. Rubric AdvancedProficientAcceptableNeeds ImprovementNon-Performance Logical Arguments: Form (24 points) Response shows understanding of logical arguments.Both arguments meet all requirements of proficiency, with notably clear writing and careful sequencing of statements.Both arguments have the minimum number (5) of statements. All statements are declarative (make an assertion), and final sentences are normative conclusions.One or both arguments fall short of goal by 1-2 sentences, or 1-2 sentences do not make declarative statements, or final sentence is not a normative conclusion.One or both arguments fall short of goal by 3 or more sentences, or 3 or more sentences do not make declarative statements, or final sentence is not a normative conclusion.Argument is not in standard form, or argument falls so short of goal that no credit can be given, or only one argument is provided. Logical Arguments: Strength/Validity (24 points) Response shows understanding of premises supporting a conclusion. Both arguments meet all the requirements of proficiency, with a notably convincing or sound argument.Both arguments have premises that show the conclusion is true or probable and have at least one normative premise to support the conclusion.One or both arguments include 1-2 premises which do not support the conclusion and/or there is no normative statement to support the conclusion.One or both arguments include 3 or more premises which do not support the conclusion and/or there is no normative statement to support the conclusion.One or both arguments are absent, in essay form, or are so poorly formed that no credit can be given. Logical Arguments: Analysis (12 points) Correctly identifies and describes components of a logical argument. Support for premises is included. Both arguments meet criteria for proficiency, with a well-formed subargument that is itself valid/strong and provides compelling support to the conclusion.Both arguments identify the normative statement(s) that support the conclusion, correctly identify any subconclusions in the argument, and include references to support factual assertions that are not well known and widely accepted.Both arguments each include 2 of the 3 requirements: identifying normative statements in premises, identifying subconclusions, and providing support for factual assertions that are not well known/accepted.Both arguments each include 1 of 3 requirements: identifying normative statements in premises, identifying subconclusions, and providing support for factual assertions that are not well known/accepted.Components of argument are not identified as described in the instructions and no support is given for assertions. No credit can be given. Reflection - Key Concepts (30 points) Answers reflection questions thoroughly and thoughtfully. Demonstrates deep understanding of key concepts in the class with accurate and insightful responses to questions, using the appropriate vocabulary from the tutorials. Supports each answer with specifics where needed. Meets or exceeds recommended length guidelines.Demonstrates good understanding of key concepts in the class with accurate responses to questions, using appropriate vocabulary from the tutorials. Supports each answer with specifics where needed. Meets or exceeds recommended length guidelines.Demonstrates some understanding of key concepts in the class but may lack specifics or detail, and some answers may be inaccurate or insubstantial, or makes only occasional or inappropriate use of the vocabulary from the tutorials. Meets recommended length guidelines.Demonstrates a flawed understanding of key concepts, or answers are so insubstantial that understanding of the concepts cannot be appropriately assessed.No answers to the questions are present or so little effort is evident that no credit can be given. Reflection - Critical Thinking (18 points) Answers to questions demonstrate good habits of critical thinking Demonstrates thoughtful reflection; includes insights, observations, and/or examples in all responses, following or exceeding response length guidelines.Demonstrates thoughtful reflection; includes occasional insights, observations, and/or examples, following response length guidelines.Primarily demonstrates thoughtful reflection, but some responses are lacking in detail or insight; primarily follows response length guidelines.Shows limited reflection; the majority of responses are lacking in detail or insight, with some questions left unanswered or falling short of response length guidelines.No answers to the questions are present or so little effort is evident that no credit can be given. Conventions (12 points) Submission follows conventions for standard written English and meets requirements. There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met.There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met.There are frequent errors in grammar, punctuation, spelling, and capitalization that somewhat impede readability; length and formatting requirements are nearly met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; length and formatting requirements are not met.Submission does not meet the minimum threshold for points to be awarded.

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This is our last weekly discussion. Our long journey has come to an end, and hop ...

This is our last weekly discussion. Our long journey has come to an end, and hope you have enjoyed most of it.  This week we wrap up the psychological studies of causal reasoning, and hope you now have some good ideas about the ERCs Woodward has emphasized. Please address the following questions:  Cheng's Power PC model gives a very interesting and empirically successful measurement of causal strength p =[Pr(e/c)-Pr(e/~c)]/[(1-Pr(e/~c)]. What is the most persuasive experiment for you to support her theory, from some experiments we have discussed?  Woodward tries to use the notion of invariance to account for psychological discoveries concerning causal strength, preemption, and double prevention. Yet the invariance concept connected to these experiments may not be the same kind of invariance. Do you think Woodward's approach is successful or not? What is your thought on this issue -- can invariance play a fundamental role in explaining psychological discoveries? (Remember in the last chapter invariance explains very well our intuitions about absent causation and double prevention).  (Optional) Now we can look back at the three methodological approaches to the studies of causation: intuition (arm-chair), X-phi, and ERC. What do you think is the best method to study causation, and why?  

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