Theory of Empiricism Philosophical Essay
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
Theory of Empiricism Philosophical Essay
Theory, Empiricism, Philosophical, Essay
- Intro
The essay takes a different approach as it involves the evaluation of the following philosophical Puzzle: “If a tree falls in the forest and there’s no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
The aim of the essay will be to explore how the questions create epistemological issues, mainly focusing on the subjective elements of personal experience. In this case, it is the sound of the tree falling.
The puzzle will help to create a discussion on the human limit; that people claim to be had acquainted with an aspect solely based on sensory experienced. Finally, John Locke’s say the father of empiricism; will be instrumental to create an explanation of the situation at hand and create a logical explanation.
- Theory of Empiricism
Explains John Locke’s Theory of empiricism.
What makes a claim of truth legitimate? This is the question that the philosopher John Locke, tried to explain through the theory of empiricism. In line with discussing what is considered to be the central in the development of knowledge. Explained with the simple concept that knowledge comes from experience.
III. The Philosophical Puzzle fitting in epistemology
Make a connection between epistemology with the philosophical puzzle.
Form focusing of the theory of empiricism by John Locke one aspect is clear, is that Knowledge comes from experience. In this case, the puzzle looks at a tree falling in the forest and no one is around to hear it. The tree falling is the action hearing the fall is the experience.
Therefore, since no one experience the fall no one will have the knowledge of the tree falling. The puzzle is fitting in John Locke’s Theory as no one will be there to gain the sensory experience of hearing the tree to make the sound. Maybe it fell and it landed on conclusion surface and did not make sound or it fell on a hard ground and it made a sound. The fact remains that no one can prove that.
- Weaknesses in Empiricism
Showing that knowledge is not only based on experience.
The tree fell and no one was there to experience the sound that or experience a sound that was not made. At first one will automatically and normally say that the tree made a sound, mostly because of experience when something falls it usually makes a sound; and if for the first time that does not happen then that will be considered as new knowledge.
Therefore, the previous experience of stimuli and reaction; falling and making sounds; gives us the knowledge that the tree made a sound whether they were not there or not.
- Conclusion
Empiricism is accurate to some extent, but it is not fault proof. It might be accurate in various aspects in life; like feeling. When you feel love or hatred or malice, any feeling that someone gives you is accurate mainly because you need experience to get this knowledge. But the physical experiences, we utilize previous experience to assume outcomes which most of the are correct, mainly because it is how the Science works; every action has a reaction, despite being present or not.
- References
Dawes, G. W. (2019). Empiricism. A Companion to Atheism and Philosophy, 97-110.
Gustafsson, S. (2017). Empiricism. The Wiley‐Blackwell Encyclopedia of Social Theory, 1-2.
Jolley, N. (2018). Locke and Malebranche: Intelligibility and Empiricism. Locke and Cartesian Philosophy, 205-218.
Locke, J. (2018). John Locke and Emergence Empiricism. Learning Theories for Early Years Practice, 12.
Meyers, R. G. (2014). Understanding empiricism. Routledge.
ENG130PointofViewLiteraryResponse2019.pdf
Essay for Eng130: Point of View/Perspective
This assignment focuses on your ability to: Analyze different perspectives and points of view within a piece of literature; create a new experience for the reader through the design of an additional scene.
The purpose of completing this assignment is: as a student, a career professional, and an individual, the skill of evaluating another point of view and bringing different perspectives to the conversation will make you stand out amongst your peers. It’s important in any facet of your life to see the whole picture!
Prompt (what are you writing about?): Choose any of the literature that you have read in this course and choose one of the following options:
- In 3 pages or more, write an alternate part of the story from a different character’s perspective (example: write from Fortunatos’ perspective as he is being walled up in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery). OR
- In 3 pages or more, write an alternate part of the story from a different point of
view than that in which the story is written (example: write from the 1st person
point of view of the man in “To Build a Fire” as he realizes he is going to freeze to death, or perhaps from the first-person point of view of Cory in Fences as his father blocks his dreams of going to college. Let the reader know what is going on
in their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
- Choose any of the short stories or plays you have read in this course.
- Write a 3 or more-page response in which you write an alternate part of the story from
a different character’s perspective or a character’s different point of view.
- Your audience for this response will be people who have read the stories.
Requirements:
- Your response should be a minimum of 3 pages.
- Your response should have a properly APA formatted title page.
- It should also be double spaced, written in Times New Roman, in 12-point font and
with 1-inch margins.
- You should have a reference page that includes the piece of literature you chose.
- Please be cautious about plagiarism.
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. |
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