Philosophical reasoning in practical life

    • [DOCX File]WordPress.com

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      The class activities (i.e. in-class discussion, in-class exercises, and in-class exercises and exams) all engage the students in philosophical reasoning. Outcome 5: To understand the role of theoretical and abstract reasoning in society and public policy or public concerns in which ethics or other aspects of philosophy play a role.

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    • [DOC File]Philosophy:

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      To a large extent one can choose how reflective one will be in clarifying and developing one's philosophical assumptions, and how well prepared one is for the philosophical questions life presents. Philosophical training enhances our problem-solving capacities, our abilities to understand and express ideas, and our persuasive powers.

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    • [DOC File]FIVE EDUCATIONAL PHILOSOPHIES Introduction

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      Perennialists argue that allowing students to take vocational or life-adjustment courses denies them the opportunity to fully develop their rational powers. As Plato might claim, by neglecting the students' reasoning skills, we deprive them of the ability to use their "higher" faculties to control their "lower" ones (passions and appetites).

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    • Retrieving Philosophical Discourse

      For such thinkers philosophical first principles were not ideas of any sort, clear and distinct or otherwise, or abstract logical systems. These sorts of confused notions of the nature of philosophical first principles arose in modernity with René Descartes and his Enlightenment descendents, thinkers like Hobbes, Jean-Rousseau, Kant, and Hegel.

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    • [DOC File]Philosophers have traditionally pursued metaethical issues ...

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      I have argued that the belief-internalist is faced with a dilemma: either the thesis is weak and fails to say something substantive about the moral reasoning, or the thesis is false. The practical reason version of internalism is really a claim about practical reason, not moral …

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    • [DOC File]ARELLANO UNIVERSITY

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      To identify and explain the major philosophical views about personal identity, freedom, determinism, and responsibility. To show an awareness of contemporary philosophical trends and conflicts. To formulate a philosophy reflecting what the student learned from the course. PART IV. MAN AND THE MEANING OF LIFE. Existentialism. Soren Kierkegaard

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    • [DOC File]Program- or Institution- Level Learning Expectation

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      Use philosophical reasoning to develop the student’s own position on central issues in human nature and ethics, for example, the relation between mind and body, the problem of freedom and determinism, the spiritual and affective dimensions of human life, the extent of human knowledge, the justification of moral judgments, and the elucidation ...

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    • [DOC File]PREFACE - Northern Michigan University

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      Because the book uses more empirical research than is standard in philosophical texts, the reader who wants a more traditional philosophical emphasis should read the book in the following order, chapter one and two to lay the conceptual groundwork for moral theory, chapter six and seven to explore philosophical reasoning, chapter eight and nine ...

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    • [DOC File]11/05/01

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      The more general philosophical lessons the pragmatists drew from science for an understanding of the nature of reason and its central role in human life accordingly sought to comprehend intellectual understanding as an aspect of effective agency, to situate knowing that (some claim is true) in the larger field of knowing how (to do something).

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    • [DOCX File]Chapter 9 - Business Ethics - NACM

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      philosophical reasoning. ... reasoning that all persons have a right to life, for exam-ple, and that the corporation has an ethical duty to respect that right and act accordingly. ... Business ethics thus has a practical element. A business firm should act in its best interest. A firm inter-ested in profits should also be interested in the ...

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