Principle of teaching Essay Example for Free

Principle of teaching Essay Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

Monster Essay -- Biography, Kody Scott

Kody Scott, also known as â€Å"Monster† for his viciousness in beating of a man and further crimes, forms a realistic and brutal picture of gang violence in America. Throughout his story, Scott views his gang participation as the only viable means of survival. Killing is done through the necessity to promote oneself in order to become an O.G., or Original Gangster, the pinnacle of gang member status and achievement. The urge to become an O.G. seems to be paramount in Scott's eyes, and he outlines his plan: first he must build his reputation, then his influence as part of his set, and finally as a â€Å"promoter† of the Crips (Shakur, 1993, pp. 14-15). By age eleven Scott's sole desire is to become a gang member of his local set, the Eight Trays. He disregards education, at one point stating how he paid no attention to his middle school teacher, focusing only on the streets and his â€Å"homeboys† as source of lifestyle and adventure (Shakur, 1993, pp. 3-4). He c learly reaches his goal, putting the entirety of his mental and physical being into being a gangster, even though it leads him to a life wreaked by violence and prison sentences. While many factors can be reported to showcase the reasons why an individual would be led to such violence, ethology remains the single most accurate theory in explaining the many facets of gang violence by showing the parallels between animal behavior and the lifestyle of gang members. Ethology also attempts to explain the violence exhibited by humans as corresponding to violence displayed by animals. For predatory animals, violence is necessary for survival and adaptation to the surroundings is vital. Genetically humans are closest to chimpanzees, which â€Å"routinely engage in murder, assassination, rape, raid... ...suit of a promoted street war and personal achievements of status and further violence. Kody Scott's tale of the street war in Los Angeles in which he witnessed and played a dramatic part in is punctuated by the reasons behind his deviant behavior and adherence to a lifestyle focused on violence. By studying the behavioral patterns of animals in ethology, the traits of predatory animals which must fight and guard in order to stay alive is the same intensity of the battle to survive in the case of Monster's reality. Each of Monster's action's proved to be founded in the culture he was born into along with his personal desire to see his acts of violence glorified. Without the drive to commit himself to a rational lifestyle, Kody is swept into the maelstrom of gang-banging, all of its twisted faculties accepted due to an equally twisted and antisocial personality.

Fast Food Driven Society Essay

In a recent documentary film I’ve seen called, â€Å"Super-Size Me,† it was stated that in the past 20-25 years, obesity levels in America have doubled. Why you may wonder? Many factors contribute to the way we live in our society today, but the main reason for obesity levels being so high is the fast food industry and its effects on everyone it comes in contact with. Anyone who has ever had junk food in their life know its addicting features. Seeing it everywhere you go whether you are at a grocery store, fast food restaurant, or on TV doesn’t help stop the urges in anyone’s case. Fast food is convenient, cheap, and is what the average American family would choose to eat. Obesity is an ongoing problem in the United States today, and if it cannot be stopped, this problem could potentially be passed down from generation to generation. The reason America has allowed this to happen is because of the way society portrays how to live and eat in this world, how Americans have adapted in a way where they heavily rely on fast food for convenience purposes, and the individual’s lack of effort in living a healthy lifestyle. Every woman in America once in their lives has seen or bought a magazine. What do you see on the cover? A skinny, beautiful model or celebrity, and a tagline on how to lose more weight or how to eat healthier in order for you to look more like the picture. Everywhere you go society portrays a certain way woman should look that is acceptable in this world. I strongly believe that one of the reasons that obesity has struck America so negatively is because society has pushed the woman in this country over the edge on how they ‘should’ look. â€Å"For many women, compulsive eating and being fat have become one way to avoid being marketed or seen as the ideal woman: My fat says ‘screw you’ to all who want me to be the perfect mom, sweetheart, and maid. Take me for who I am, not for who I am supposed to be† (Orbach, pg. 452). This quote comes from the article, â€Å"Fat is a Feminist Issue,† and it heavily relates to why obesity is still an ongoing issue in the United States. Susie Orbach strongly explains how fat expresses a rebellion against how women feel powerless because of all of the pressure to look and even act a certain way. Society has even changed the way women should look over and over again throughout the years (pg. 452). This in my opinion puts more pressure on the women because they are constantly changing their image and even their body in order to fit in. This topic alone, has a huge impact on why a lot of people are overweight in the world. Now a days, people want to be what they want and not what society wants. Since society hasn’t given woman and everyone else a break on what they expect from them, obesity has increased and a rebellion on body image is its result. If society would stop stressing how to look and act, people might want to start to do things for themselves and not for the ‘betterment’ of society. In my experience, I can honestly say that being a women in society today is difficult. Yes I do eat what I want when I want, but I do watch my body image. Half of the reason is because it makes me feel better as a person when I look and eat healthy, but the other half is because I know society would qualify me as someone who would fit in. You could say that society has gotten to me, but I do feel great when I eat healthy and when I look healthy. In my nutrition class, I learned that junk food is very low in satiation value, this means that people don’t feel as full when eating them, which tends to lead to overeating. These two factors relate to why people choose to go to a fast food restaurant. Americans don’t realize the negative effects it has on their mind and body. Not only is that a factor, but the taste also plays a huge part too. A lot of great tasting foods are bad for you, which just happens to be the disappointing truth that many people disregard. All anyone wants is to find good food that is affordable in this world right? That is what makes fast food so convenient!! In the article, â€Å"Don’t Blame the Eater,† David Zinczenko makes a good point about fast food. â€Å"Lunch and dinner for me, was a daily choice between McDonald’s, Taco Bell, Kentucky Fried Chicken or Pizza Hut. Then as now, these were the only available options for an American kid to get an affordable meal† (pg. 391-392). Everything he stated is true for the average American family, why wouldn’t you stop at a fast food restaurant if you are tight on money and time. When I was a kid, sports was a big part of my life†¦but time and money was also tight in my family because my two younger sisters also played sports. We stopped for fast food whenever was convenient for us on and off the road. At the time, it was almost like I was being treated when we stopped for fast food. Little did I know the only reason we got fast food was because it was affordable and reliable. Even now to this day, it is hard for me not to stop at a fast food restaurant every once in a while. I don’t go as much as I used to, but it is still convenient and it always will be. Just like Zinczenko was saying, whether we like it or not, fast food surrounds us and lures us into its traps. We have the choice to escape it or embrace it. The individual has this decision alone. Society plays its parts in luring, but it is ultimately your own decision in the end. In the article, â€Å"Food as Thought: Resisting the Moralization of Eating,† Mary Maxfield heavily stresses how it is the individual’s ultimate decision on what to eat and how much of it to eat. I could not agree more with her article, even though society does its job in persuading, it is the individual who is left with the decision because it is their body. Maxfield states, â€Å"†¦. what a person eats [rarely] takes primacy over how they eat it†¦.. in essence, we can eat as we always have- which includes eating for emotional and social reasons and still survive or even thrive† (pg. 445). What she is saying is that no matter what social interactions stand in someone’s way, they are the ones who decide what and how much to eat. You must trust yourself, trust your body and meet your own needs (Maxfield, pg. 446). Personally, there are days where I know I need to cut down on the junk food and focus on drinking water and eating foods with nutritional value. That is because I have the motivation and drive to do so. Many Americans do not have this motivation and drive. This is what is increasing the obesity levels in America. People do not know what is too much, and do not know when to stop. So in return, they are putting themselves more at risk for the chronic diseases that obesity has to offer. In the end, the individual has the power to decide what is best for them. If everyone started to make healthy life decisions, obesity levels could slowly start to decrease, and the world could have a more restored environment. We need to start by educating our children about the smart and healthy life alternatives they can make and continue to educate their parents as well. In turn, we can decrease the many factors that have led our country to where it is today†¦. a fast food driven, obese and lazy society.

Determinism And The Part It Plays With Free Will - 1312 Words

Determinism is an idea that states that everything can be explained because it has an adequate reason for being the way it is rather than a different way, meaning that the world has natural laws and everything happens for a reason. This is important as many philosophers have argued between the extent of determinism and the part it plays with free will, taking the claim that if our behavior is governed by natural causes, we are not morally free. Everything will happen due to reasons that have built upon themselves and bringing forth an effect, which then brings about more causes. This is taking the case of hard determinism. This issue is very significant when talking about ethics, as blame and morality surround free will, and if we do not have free will can we be held responsible for our actions? Before we blame a person we must decide if they could have refrained from what they did or if it was inevitable due to causal determinism. I believe that free will and fatalistic/ determinism both have an effect on our human lives and the way we make our choices, contributing to our moral freedom. Determinism does not necessarily mean we make no choices; simply put, it is that we make our own choices and decisions and they are part of the causal process whereby we create further effects in the world, leading to inevitable causes. Leucippus believed that nothing occurs randomly; everything has a specific reason. An argument for the claim is that determinism deprives us of the powerShow MoreRelatedDeterminism And Free Will Essay1518 Words   |  7 PagesDeterminism and Free Will When the topic of metaphysics is mentioned, focus shifts to philosophical perspectives that give an explanation of the fundamental nature of being or existence and the universe that encompasses both. Metaphysics often seeks to answer basic questions, such as what is there and what is it like. One of the key branches of metaphysics is ontology, which refers to the philosophical study of the nature of existence, being, reality, or becoming. The significant ontologicalRead MoreArgument For Incompatibilism By Peter Van Inwagen854 Words   |  4 PagesIn his essay, â€Å"An Argument for Incompatibilism,† Peter van Inwagen concludes that free will and determinism cannot be compatible. The type of argument that van Inwagen uses, the Consequence Argument, has become the maxime popularis way for incompatibilists to assert that, determinism, and free will, are in conflict. The Consequence Argument attempts to display that, if there is an assumption that determinism is true, and then there is a further assumption that for any action that has taken placeRead MoreThe Complexity of Life and Death in Rosencrantz and Guildenstern are Dead678 Words   |  3 PagesThe main theme of Rosencrantz and Guildenstern are dead is the complexity of life, death, and the events that lead to it. 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Free will proves to be a profound and highly debated topic in the philosophical realm. Whether free will truly exists or not is largely implicating in how one perceives theRead MoreFree Will : Moral Responsibility1167 Words   |  5 PagesFree will is the ability of a representative to make individual choices and/or act upon them in their own desired way. People make choices every day in their lives, maybe with a little incentive here and there, yet in the end, it’s the people’s choice. Free will has been a commonly debated subject throughout history. Not just if it’s true, but ultimately the real meaning of it. How can we not believe in free will? Humans naturally have a strong sense of freedom. Fr ee will is true in species and thereRead MoreFree Will and Choices1546 Words   |  7 Pagesthat our own experience of some source that we do leads in result of our own free choices. For example, we probably believe that we freely chose to do the tasks and thoughts that come to us making us doing the task. However, we may start to wonder if our choices that we chose are actually free. As we read further into the Fifty Readings in Philosophy by Donald C. Abel, all the readers would argue about the thought of free will. The first reading â€Å"The System of Human Freedom† by Baron D’Holbach, HolbachRead MorePersonal Journal: Philosophy Class1273 Words   |  6 Pagesthought of it. I walks day-by-day living my life and I never thought how my day plays out the way its does or breaking down how my day. I have my own individuals have a choice how I live and decide on where I goes. There are different between free will and determinism. The question is Do you believe we live in a free will world or has everything been planned out and is determined to happen no matter what? Free will is the â€Å"idea that you could have acted in a different way the idea that alternativeRead MoreGalen Strawson s Argument On Determinism1404 Words   |  6 Pagesresponsibility is impossible, even if determinism is true or false. The argument does not rely on determinism alone for it to be valid. As stated in his basic argument, we do not contain the ability to be morally responsible of something even if our actions are determined or not. I believe this is false. Strawson’s premise two of his basic argument would be invalid and it would follow that the other premises as well would be invalid, if it did not rely on determinism alone. Determinism is the idea that the future