descartes on philosophy of epistemology
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Instructions
- Fully respond to each reflection within 3-5 paragraph. There are 3 reflections.
- All required sources are provided so no need for other outside sources. Click on blue or red words and sentence in order to go to source.
- Don’t forget to use “in my opinion, I think, I believe, and I agree or disagree”.
- the answers will be graded for thoughtfulness and thoroughness. Very thoughtful and thorough answers will be given 3 points of 3.
- Our reading of Descartes introduces us to the area of philosophy known as epistemology, which is the theory or study of knowledge (“epistēmē” is the Greek word for knowledge). Through his method of radical doubt, Descartes seeks to alienate us from our common-sense beliefs and then to reacquaint us with ourselves and our world under a new, different guise. He also seeks to subvert, and to replace, Aristotle’s philosophy. For example, for Aristotle, the soulis the so-called form of the body: different kinds of organic structures (plants, animals, and human beings) exhibit different kinds of souls (nutritive, sensible, and rational). By contrast, Descartes identifies the soul with the mind, with the upshot that for him plants and non-human animals are no longer “animated” (“anima” is the Latin word for soul), but instead to be understood simply in terms of matter in motion (in a word, “mechanistically”).
Descartes recognizes that we can’t just make up our minds to change our beliefs, or at least that there are limits to what we can will ourselves to believe—say, that you don’t have a body. Hence, he takes his readers through a series of guided meditations.
Two questions must be answered in this reflection:
1) Are there are any beliefs that you once held, but now have come to doubt? Think of a few examples (say, Santa Claus, if you really can’t think of other examples at first). Then explain how you came to doubt them.
2) Does Descartes succeed in leading you to doubt or rethink any of your beliefs—whether about the world, or about what you are, or about the nature of your body? Explain why or why not.
Sources provided by instructor for reflection #1:
Watch: “Descartes’ Cogito Argument” (9:57); “Patricia Blanchette on Descartes” (1:43)
Read: Doubt Everything: Descartes
- William Clifford claims that “[i]t is wrong always, everywhere, and for every one, to believe anything upon insufficient evidence” (quoted in James, “The Will to Believe,” 8). William James counters that “[t]here are two ways of looking at our duty in the matter of opinion…. We must know the truth;and we must avoid error” (17). “Believe truth! Shun error!” he goes on—“these are…two materially different laws; and by choosing between them we may end by coloring differently our whole intellectual life” (18).
Two questions must be answered in this reflection:
- Is James right that these are “materially different laws”? As best you can, come up with an example where the exhortation to “believe truth!” parts ways from the exhortation to “shun error!” In other words, come up with an example where “shunning error” would lead you in one direction, “believing truth” in another.
- James says that he finds it “impossible to go with Clifford” (18), who, as James reads him, prioritizes shunning error over believing truth. Are you with Clifford or James? Explain your preference through an example.
Sources provided by instructor for reflection #2:
Watch: “The Will to Believe” (6:30)
Read: The Will to Believe: James
The following will be attached:
Read the introduction (pp. 1-2); part 1 (pp. 2-4); and part 7 (pp. 17-19).
- Miranda Fricker identifies and describes two kinds of epistemic injustice (wrongs to people as knowers): testimonial injustice and hermeneutical injustice (the word ‘hermeneutics’ comes from the Greek verb meaning ‘to interpret’). First, explain each of these injustices in your own words. Second, have you ever suffered or perpetrated these kinds of injustices? Give an example of each injustice, if possible from your own experience (and not, in any event, from either the reading or the video). Third, can you think of any other kinds of epistemic injustices, in addition to the two that Fricker identifies? Try to name and briefly describe one further kind.
Sources provided by instructor for reflection #3:
Watch: “Epistemic Injustice” (5:12)
Read: Miranda Fricker, “Précis” of Epistemic Injustice: Power and the Ethics of Knowing
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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