analyze how the single word you choose reveal itself as a technological innovation. and answer the following questions:
2. What role does that world play in creating a concept?
3. How does that word give rise to other words or concepts
Your paper must articulate a clear explicitly stated thesis statement concerning one of the articles that we will have examined in the course. The rest of the paper must provide a reasoned argument in support of this thesis statement. More information on how to write a philosophy paper will be presented in class. The paper will be submitted electronically through the Moodle course management system.
2. Maimonides makes the interesting claim that God is One without possessing the attribute of unity (80). What does he mean by this?
LVIII
Up until this point, Maimonides has been attacking relentlessly the idea that God has any affirmative attributes. Starting in this chapter, Maimonides makes and defends a claim for which is he famous: Know that the negative attributes of God are the true
attributes (81). Your main task here is to understand what Maimonides means by negative attributes, and why they constitute the path to knowledge of God.
LIX
1. Maimonides begins this chapter with an interesting question: if it is impossible to know God, then what (if anything) distinguishes those who supposedly know a lot about God (Moses, for example) from those who are ignorant? If nothing can be known, arent we all equally ignorant? Think about Maimonides answer to this question, and whether or not you find it persuasive.
2. For those of you with some familiarity with Judaism, the long paragraph beginning at the bottom of page 84 is an interesting one. Here, Maimonides is wrestling with an important problem. If uttering affirmative attributes in some way reflect ignorance of God rather than knowledge, why do Jews use affirmative attributes in the prayers that are required according to rabbinic law? While this is not exactly a philosophical question, it is of supreme importance for Maimonides because he is a Jew and is bound to the Jewish law. Just as he needs to reconcile what reason tells him to be true with Scripture when the two seem to conflict, so too does he have to reconcile philosophy with Jewish practice. (Also, the rabbinic parable on page 85 is a good onethe rabbis often used parables to explain things, and this is a great example of that method).
LX
1. To understand how something can be known by way of negative attributes, Maimonides provides a famous example, that of a ship. Do you find this example persuasive? Why does Maimonides insist that we must not negative without understanding by way of proof/logical demonstration why the thing being negated must be negated?
2. What does Maimonides mean when he says that ones who affirm attributes of God unconsciously loses his belief in God (88)? What do you make of this?READING GUIDE: Maimonides, Guide for the Perplexed, Chapters 51-60 Reading Guide
As I mentioned in class, Moses Maimonides (d. 1204) is one of the three most important Moses in Jewish history. He was born in Crdoba, Spain around 1135, and fled with his family in 1148, settling in Fez, Morocco. During this period of exile, he composed a famous commentary on the Mishnah. Then, after touring the Holy Land, he settled permanently in Egypt, ultimately becoming the head of the Egyptian Jewish community. He compiled a comprehensive code of Jewish law called the Mishneh Torah, works on medicine (he was also a renowned physician), and of course, a number of philosophical treatises, most notably, the Guide for the Perplexed.
The Guide for the Perplexed is one of the most important and profound works of medieval philosophy ever written, and is notoriously tricky to interpret because it is, according to many commentators (most notably, the political philosopher Leo Strauss), an esoteric text. To add to the difficulty, Maimonides is in dialogue with many Jewish and Muslim thinkers in this text, though not always explicitly so, so you need to filter out some of the polemic to pull out the arguments. The chapters you will read constitute Maimonides famous discussion of the divine attributes. You will see many resonances with Anselm, though he pushes the argument a bit farther.
When Maimonides talks about attributes, he means things that can be said of some subject (the pear is green, for example, with pear being the subject and green the attribute). He is thinking here primarily of sentences of the form X is Y. Maimonides was heavily influenced by Aristotelian philosophy, and in a text called the Categories, Aristotle outlined 10 ways in which something can be said of something else. Aristotle is here, as always in Medieval philosophy, lurking in the background.
LI
In this opening section, there are two important things to pay attention to:
1) the distinction between essential and accidental attributes (try your best to get a clear sense of this distinction);
2) His claim that divine unity requires that there be no parts whatsoever in God (identify the lines in the text where Maimonides makes this claim explicitly).
LII
1. Maimonides begins by outlining five ways in which something can be attributed affirmatively to something else. Try your best to understand:
(1) what these five ways are;
(2) whether this type of affirmative attribution can be used in reference to God; and (3) why or why not.
2. At the very of this chapter, what point does Maimonides make about the many attributes of God found in Scripture?
LIII
This section deals with a key question: Why do people come to believe (erroneously) in the existence of divine attributes? Makes sure you understand his answer to this question. Thinking about the following more particular questions may be helpful:
(1) what is the significance of the principle: The Torah speaks in the language of man? (2) what does Maimonides mean when he claims: from one agency different effects may result?
(3) what is he trying to accomplish by using the example of fire?
(4) what does Maimonides say about the four attributes singles out by those who maintain that God does indeed have essential attributes (life, power, wisdom, and will)?
LIV
The first two paragraphs of this chapter are a really beautiful example of the philosophical exegesis of Scripture. Read and follow along if you can (it might be difficult without a decent knowledge of the Hebrew Scriptures), but dont get too bogged down in it; the important material for our purposes begins in paragraph 3 (page 76). Starting in paragraph 3, Maimonides expounds on attributes of action, which he had touched on briefly in Chapter LII. Pay attention to the main points he makes, which are similar to those of Anselm.
LV
This chapter is a transitional one, setting up the chapters to come. Maimonides claims that:
nothing can be predicated of God that implies any of the following four things: corporeality, emotion or change, non-existence,e.g., that something would be potential at one time and real at anotherand similarity with any of His creatures. (78)
Of course, these claims need to be proven, and in order to understand the demonstrations of these points, one must be familiar with Natural Science, by which he means Aristotelian science, and in particular, the central concepts of Aristotles Physics and Metaphysics. He doesnt intend to help us out very muchhe assumes we already understand these things. But dont panic if you dont, well manage.
LVI
In this chapter, Maimonides refutes the notion that there can be any similarity whatsoever between God and his creatures. Try to follow his reasoning. If you dont know what a homonym is, look it up, and make sure you understand what point he is making when he claims that the terms Wisdom, Power, Will, and Life are applied to God and to other beings by way of perfect homonymity (79).
LVII
1. At the beginning of this chapter, Maimonides discussing the distinction between essence and existence in relation to God. Here he says some things that are very
Anselmian in spirit. What is the difference between essence and existence? Does this distinction hold with respect to God?
2. Maimonides makes the interesting claim that God is One without possessing the attribute of unity (80). What does he mean by this?
LVIII
Up until this point, Maimonides has been attacking relentlessly the idea that God has any affirmative attributes. Starting in this chapter, Maimonides makes and defends a claim for which is he famous: Know that the negative attributes of God are the true
attributes (81). Your main task here is to understand what Maimonides means by negative attributes, and why they constitute the path to knowledge of God.
LIX
1. Maimonides begins this chapter with an interesting question: if it is impossible to know God, then what (if anything) distinguishes those who supposedly know a lot about God (Moses, for example) from those who are ignorant? If nothing can be known, arent we all equally ignorant? Think about Maimonides answer to this question, and whether or not you find it persuasive.
2. For those of you with some familiarity with Judaism, the long paragraph beginning at the bottom of page 84 is an interesting one. Here, Maimonides is wrestling with an important problem. If uttering affirmative attributes in some way reflect ignorance of God rather than knowledge, why do Jews use affirmative attributes in the prayers that are required according to rabbinic law? While this is not exactly a philosophical question, it is of supreme importance for Maimonides because he is a Jew and is bound to the Jewish law. Just as he needs to reconcile what reason tells him to be true with Scripture when the two seem to conflict, so too does he have to reconcile philosophy with Jewish practice. (Also, the rabbinic parable on page 85 is a good onethe rabbis often used parables to explain things, and this is a great example of that method).
LX
1. To understand how something can be known by way of negative attributes, Maimonides provides a famous example, that of a ship. Do you find this example persuasive? Why does Maimonides insist that we must not negative without understanding by way of proof/logical demonstration why the thing being negated must be negated?
2. What does Maimonides mean when he says that ones who affirm attributes of God unconsciously loses his belief in God (88)? What do you make of this?
Abraham Lincoln deserves the accolade “The Great Emancipator.” Based on the historical events and his biography, explain the reason why.
Identify new insights ..linking evidence base to what you have observed 2)Offer suggestions for potential developments in practice Please make sure to include Loveday and Who in the reference
Briefly describe your immediate post-MBA career goal, and discuss how it will put you on a path to a meaningful and rewarding career.
Course Textbook(s) Goodwin, C. J. (2015). A history of modern psychology (5th ed.). Hoboken, NJ: Wiley. Using the textbook and the CSU Online Library, address the following questions in a two-page essay: Select three theories or processes discussed in Chapter 4. Describe each process, and explain why each is important to 21st-century psychology. Your essay should be a minimum of two pages in length; in addition to the two pages of content, include a title page and a reference page. You are required to use at least one source. Please consider the following as you compose your essay: The introduction should engage the reader, clearly present the essays thesis, and provide a summary of the main points that clarify the writers point of view. The organization of the paper should clearly present logically arranged points. Your writing should be clear and concise with no spelling, grammatical, or punctuation errors. The number of sources should meet or exceed the expressed assignment requirements, and the sources should be peer-reviewed or academic in nature. APA formatting guidelines should be used for reference entries and in-text citations.
Your response should be a minimum of 200 words. Question 7 Compare and contrast internal and external historical approaches to the study of psychology. Provide definitions for both, and provide two examples of each. Your response should be a minimum of 200 words
For each statistically significant variable, explain whether it had a positive or negative relationship to the dependent variable. -What conclusion did the authors draw based on the these findings? How did the statistical data support or not support the conclusions? Must use examples and specific support from the article.
Just Practice Framework Assessment Aim: To understand the importance of ascertaining the meaning that service users give to the experiences and the conditions in their lives as well as their wishes and feelings. This is important to ensure that service users are involved in assessment, planning, and review processes with the goal of you, the social worker, being able to first understand the meaning, wishes, and feelings of service users and then presenting these clearly and confidently to others. To insure that the five themes of the Just Practice Framework are consistently applied when working with service users: Meaning, Context, Power, History and Possibility 1. Think of a person that you are working with and identify where you are in the process (i.e. engagement, assessment/planning/review). Identify the issues being addressed in the situation presented by the person. For example: Alexia is a 32 year-old White woman from Staten Island. She was taken away form her biological mother and placed in kinship foster care with her maternal grandparents when she was 3 years old. Past trauma (both parents in prison, loss of community, loss of relationships, loss of parents, loss of self, domestic abuse) Recent trauma, Alexias daughter was jumped at school Substance use (marijuana and alcohol) Dealing with abusive ex-boyfriends, bringing up past emotions Low-income, and receiving public assistance Feeling like a hopeless and inadequate mother who is unable to protect her daughter Little stability and few supports Worried about what will happen to her daughter Wary of child protective services (child welfare) getting involved in her life Lack of high quality social work services in the community How are you ascertaining the MEANING they give to the experiences and conditions that shape their lives, as well as their wishes, and feelings? 3. How are you taking into consideration the CONTEXTS in which the experiences and conditions unfold? What are those contexts? How are contexts adding to the meaning given by the person to their lived experience and conditions? How are contexts impacting your understanding of the situation? Context defined: is the background and set of circumstances and conditions that surround and influence particular events and situations in the lives of all of us. Context allows us to look beyond the obvious and see things that might otherwise be missed. Within social work, it is evident that the interwoven context that cause this are interpersonal, community, and sociopolitical. 4. Consider how your approach is/may be affected by any similarities between you and the person(s) e.g. gender, ethnicity, sexual orientation, class status, and education. [Positionality] 5. Consider how your approach is/may be affected because of any of your social identities that are not the same as those of the service user e.g. age, sexual orientation, ability, class status, or education. [Positionality] 6. How much weight/consideration are you giving to this persons story about the experiences and conditions of their life as well as their wishes and feelings? As an individual in a professional position, the social worker has to be aware of how their role might connote POWER to the service user. According to Finn (2016), there are different forms of power. Power over, power within, power with, and power to act. Where is the service user experiencing someone having power over them and their life? Where in their life is the service user exercising power over people in their life? Where is this happening in their personal life as in people close to them having power over them? Where is the service user exercising power to act with people close to them? Where is it happening in their external environment, as in a child welfare system having power over them? Or do the police and or justice system have power over them? Are the service recipients having issues with the school system? Where is the service user exercising power within relationships that are a part of their external environment? How has HISTORY marked the person or their group or community for oppression? How has history shaped their resilience? What might their history tell us about POSSIBILITY for the service user? For example, the service user has had to deal with adversity since they were 12 years old due to sexual orientation, gender non-conformity. The service user has an immigration story. [Power &History] 7. What other avenues are there for the service users meaning, wishes, and feelings to be presented including them doing so for themselves? Are you sure that you have adequately explored their meaning, wishes, and feelings? [Power &Possibility] Final paper just talks about just practice assessment -Introduce paper and aims -identify service user (bullets or paragraphs) -use meaning, context, history, power, positionality to unpack (include this perspective) -key stakeholders (yours, client, agency, etc.) (include this perspective) -5 faces of oppression (include this perspective) -Possibility-include motivation opportunity, capacity for change **include how you are/ have made use of teaching-learning -conclusion- write what you’ve learned/gained from this assignment or client -write how differences in positionality affects your work together -If this help.