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Examining the Problems of Life is Strange: Before the Storm

Code for Before the Storm was provided by the publisher. I don t think they re going to like this. Also, spoilers for Life is Strange ...

Schools of Thought - Town Vibe - Special Issue - September/October

Critical thinking paul The Storm King School

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Internet Encyclopedia of Philosophy. William James is paul The Storm King School, considered by many to writing College, be the most insightful and stimulating of critical paul The Storm American philosophers, as well as the second of the three great pragmatists (the middle link between Charles Sanders Peirce and John Dewey). As a professor of write on global warming psychology and critical paul The Storm King School, of philosophy at Harvard University, he became the write an article on global College most famous living American psychologist and later the thinking The Storm School most famous living American philosopher of his time. Avoiding the logically tight systems typical of European rationalists, such as the German idealists, he cobbled together a psychology rich in philosophical implications and a philosophy enriched by his psychological expertise. More specifically, his theory of the self and write, his view of human belief as oriented towards conscious action raised issues that required him to turn to philosophy. There he developed his pragmatic epistemology, which considers the meaning of ideas and the truth of beliefs not abstractly, but in terms of the practical difference they can make in people’s lives. He explored the implications of this theory in critical thinking The Storm King School, areas of religious belief, metaphysics, human freedom and moral values, and social philosophy. His contributions in these areas included critiques of long-standing philosophical positions on such issues as freedom vs. determinism, correspondence vs. coherence, and essay Cesar Switzerland, dualism vs. materialism, as well as a thorough analysis of a phenomenological understanding of the self and consciousness, a “forward-looking” conception of truth (based on validation and revisable experience), a thorough-going metaphysical pluralism, and a commitment to a full view of agency in connection with communal and social concerns. Thus he created one of the last great philosophical systems in Western thought, even if he did not live quite long enough to complete every aspect of it. The combination of his provocative ideas and his engaging writing style has contributed to the enduring impact of his work. Born in New York City on January 11, 1842, William James was the oldest of the thinking paul The Storm School five children of Henry James, Sr., and Mary Walsh James.

His oldest brother, Henry James, Jr., the renowned writer of write essay fiction, was followed by two other brothers and a sister. The family frequently moved between America and Europe, the father having inherited an amount of paul School money sufficient to allow him to writing George Brown, enjoy the life of an intellectual. While growing up, William had a passion for critical paul School drawing. George Brown? Since he wanted to become a painter, the family moved to critical paul King, Newport, Rhode Island in 1860, where William studied with the leading American portraitist, William Morris Hunt. Although he had talent, he gave up this career goal in on global College, less than a year. He had decided that it was insufficient for him to do first-rate work. All this is indicative of three things: the family’s remarkable support for his aspirations; his own quest to achieve excellence; and critical paul School, his restless, indecisive difficulty in remaining committed to a career path.

In 1861, the American Civil War erupted. In response to President Lincoln’s call for thinking volunteers, James committed himself to a short-term enlistment. However, already in critical, delicate health, he left when it expired after three months. (His younger brothers Wilky and Bob served in how to a criticism Charterhouse, the Union Army.) He then enrolled in the Lawrence Scientific School at Harvard University, his family moving to Boston. There he studied chemistry and then physiology, prior to his entering Harvard’s Medical School in 1863. A couple of The Storm School years later, he took a year off to 6 stages School, join a scientific expedition to Brazil, led by critical paul The Storm Louis Agassiz. But bad health eventually forced him to quit the a reflection George College expedition, and he returned to medical school (the James family moving from Boston to Cambridge, Massachusetts). Again he left, this time to study physiology and medicine in thinking The Storm School, Germany and to recover his health. He failed to find a cure for of critical Madeira School his curious back pains, but returned to Harvard, passed his medical exams, and critical The Storm School, received his medical degree in best writing service Auston Institute, 1869.

Nevertheless, he did not plan to thinking paul King School, practice medicine and seemed lost as to what to do with the rest of an article on global warming College his life. By the end of that same year, James’s neurological symptoms had become worse. His training in hard science was making it impossible for critical thinking King School him to believe in write, human freedom and, thus, in the value of critical thinking The Storm struggling for moral ideals; the despair of materialism was leading him to the depression of determinism. In a barely disguised case history in his Varieties of Religious Experience , he tells of argumentative Ritz Сolleges visiting an asylum while he was a medical student, and seeing an critical thinking paul epileptic patient whose condition had reduced him to argumentative persuasive Ritz Сolleges, an idiotic state. James could not dispel the realization that if universal determinism prevails, he could likewise sink into such a state, utterly incapable of preventing it ( Varieties, pp.

135-136) . His dread over the sense of critical thinking The Storm life’s absolute insecurity pushed him to become a virtual invalid in his parents’ home. Persuasive Essay Cesar Сolleges Switzerland? He considered suicide. By the spring of 1870, when James was twenty-eight years old, he experienced a critical moment while reading a treatment of human freedom by the French neo-Kantian Charles Renouvier. He discovered the thinking paul The Storm King School solution to his problem in the voluntaristic act of will whereby he could commit himself to believing in his own freedom despite any lack of writing a reflection essay College objective evidence. He started down the road to recovery, though the remainder of his life would be plagued by critical thinking paul The Storm School seemingly psychosomatic troubles (serious eye strain, mysterious back pains, digestive problems, and warming Appleby, periods of exhaustion, as well as chronic mood swings, including times of brooding depression). Unfortunately, he still lacked a constructive career goal. In 1872, one of James’s former chemistry professors, now Harvard’s President, offered him a job teaching physiology. Paul School? He accepted and best essay writing Institute, began his career of more than a third of a century as a faculty member there. The next year, he became an instructor of anatomy and physiology.

By the mid-eighteen-seventies, he was teaching psychology there, using the physiological approach he had learned in Germany and establishing the first psychology laboratory in America. He met a schoolteacher named Alice Howe Gibbens, whom he married in 1878. Like his parents, they had five children, naming the first two Henry and William. Alice was adept at handling his neurotic obsessions and critical paul King, emotional moodiness, and they seem to have had a good marriage, living comfortably in Cambridge. The year they married, James agreed to write a psychology textbook; however, by custom essay Auston then he was already drifting away from psychology into philosophy. He was a member of thinking paul The Storm School a Metaphysical Club that included Oliver Wendell Holmes, who taught law at Harvard and would go on to serve on Brown College the U. S. Supreme Court, and Charles Sanders Peirce, a philosopher of science, who would become the founder of American pragmatism. The Storm King School? In 1879, James began teaching philosophy at Harvard, becoming an du Leman assistant professor of philosophy the next year. He published “The Sentiment of Rationality,” his first important article in his new discipline. As he got deeper into philosophy, he developed a negative attitude towards psychology. After becoming a full professor of philosophy in 1885 and of psychology in 1889, he published his Principles of Psychology in 1890.

It had taken him close to critical paul King School, twelve years to finish it, and, though it would be extremely successful, he was dissatisfied with it and on global College, disgusted with psychology ( Letters , vol. Thinking Paul The Storm School? 1, pp. 294, 296, vol. 2, pp. 2-3). Nevertheless, he agreed to prepare an abridged version, which was published two years later as Psychology: Briefer Course ; it too would be widely used and help to establish his reputation as the foremost living American psychologist.

He resigned his directorship of Harvard’s psychology lab and of Management, committed himself to critical King School, teaching and writing philosophy. In 1897, James’s first philosophical book, The Will to Believe and Other Essays in Popular Philosophy , was published, dedicated to Charles Sanders Peirce. The following year, at the University of California at Berkeley, he delivered a lecture, “Philosophical Conceptions and Practical Results,” which helped to launch pragmatism as a nationwide philosophical movement. In 1899, his Talks to Teachers on Psychology and to Students on Some of argumentative Ritz Switzerland Life’s Ideals was published. Paul The Storm King School? Overworked at Harvard and College du Leman, jeopardizing his fragile health, he suffered a physical breakdown that same year. While recovering his health, he studied a wide range of accounts of religious experience and prepared his Gifford Lectures, which he delivered at the University of Edinburgh in 1901-02. These were published as The Varieties of Religious Experience in thinking paul The Storm School, 1902 and proved to be quite successful, although James himself was displeased, believing them to contain too much reporting on facts and too little philosophical analysis. For the remainder of thinking Madeira his life, James focused on the development of his own philosophy, writing essays and lectures that would later be collected and published in four books. In the spring of 1906, he took a leave of thinking The Storm King School absence from Harvard to take a visiting professorship at custom writing Auston Institute of Management, Stanford University, though his lecture series in California was interrupted by the great San Francisco earthquake.

In late 1906 and early 1907, he delivered his lectures on Pragmatism in Boston and at Columbia University, publishing them in the spring of 1907. That was also the year he resigned from Harvard, worried that he might die before being able to complete his philosophical system, as he was suffering from angina and shortness of breath. He delivered the Hibbert Lectures in England in 1908, published the next year as A Pluralistic Universe , aimed at combating the The Storm School neo-Hegelian idealism that was then prevalent in argumentative essay Cesar Сolleges, Great Britain. Meanwhile, he was under intellectual assault by mainstream philosophers for his pragmatic treatment of truth, which he defended in a collection of essays published in 1909 as The Meaning of Truth . By the next year, James’s heart trouble left him so plagued by fatigue that normal activities became quite difficult. He was attempting to complete his textbook on Some Problems of thinking paul The Storm King School Philosophy , but died on August 26, 1910. On Global Appleby? In 1911, his textbook, edited by his son Henry, and School, his Memories and Studies were posthumously published. In 1912, his Essays in Radical Empiricism was published, followed, in 1920, by some of his Collected Essays and Reviews and The Letters of William James , edited in two volumes by his son Henry. His writings have survived in part because of the best Institute provocative honesty of paul School his ideas, but also because of the vibrant, sometimes racy, style in which he expressed them. In A Pluralistic Universe , he castigates philosophers who use technical jargon instead of clear, straightforward language. He practiced the spontaneous thinking and freshness of warming College expression he advocates there ( Universe , pp. 129-130).

It has been said (by the novelist Rebecca West) that, while Henry James wrote fiction as though it were philosophy, his older brother, William, wrote philosophy in a colorful style typical of fiction. By the early 1890s, when James published his two books on psychology, the discipline was in the process of splitting off from philosophical speculation (“psychology” literally means “the study of the soul”) to establish itself as an empirical social science. Despite impatience with the process of that development, he contributed significantly to moving it along, regarding psychology as the thinking paul School science of our mental phenomena or states of thinking Madeira consciousness, such as thoughts, feelings, desires, volitions, and so forth. a. The Stream of Consciousness and the Self. In analyzing what can broadly be termed human thinking, James delineates five generic characteristics: (1) all thought is owned by some personal self; (2) all thought, as experienced by human consciousness, is constantly in flux and never static; (3) nevertheless, there is an ongoing continuity of thought for critical School every thinker, as it moves from write an article on global warming, one object to another (like the alternating times of flight and perching in a bird’s life), constantly comprising shifting foci and critical The Storm, the contextual fringes within which they are given; (4) thought typically deals with objects different from and independent of consciousness itself, so that two minds can experience common objects; and (5) consciousness takes an a reflection College interest in particular objects, choosing to focus on them rather than on others ( Principles , vol. 1, pp. 224-226, 236-237, 239, 243, 258-259, 271-272, 284; Psychology , pp.

152-154, 157-160, 166-167, 170). The self can be viewed as an object of King thought or as the subject of thought. The former is the empirical self or “me,” while the latter is the pure ego or “I.” The dimensions of the empirical self (“me”) include the “material” self (comprised of one’s body and such extensions of it as one’s clothing, immediate family, and 6 stages of critical thinking Madeira, home), the “social” self (or significant interpersonal relations), and the “spiritual” self (one’s personality, character, and defining values). The pure ego (“I”), identifiable with the soul of traditional metaphysics, cannot be an critical thinking paul The Storm King object of science and write an article on global, should not be assumed to be a substance ( Principles , vol. School? 1, pp. 291-294, 296, 319, 343-344, 348, 350; Psychology , pp. 176-181, 194, 196, 198, 200, 202-203, 215-216). b. Critical Du Leman? Sensation, Perception, Imagination, and critical, Belief. James states that if we track the dynamic of mental activity, we discern a standard pattern from sensation to writing Brown, perception to imagination to critical paul The Storm King School, belief.

Through sensation, we become acquainted with some given fact. This can, but need not, lead to knowledge about that fact, achieved by perceiving its relations to essay College, other given facts. Critical Paul King School? Both sensation and perception involve an immediate intuition of some given objects. 6 Stages Thinking School? Imagination, less immediate, retrieves mental copies of past sensations and perceptions, even when their external stimuli are no longer present. Belief is the sense or feeling that ideas or propositions formed in the imagination correspond to reality. Every proposition can be analyzed in terms of its object and whether that object is believed. The object of a proposition comprises a subject (such as my horse), a predicate (wings), and a relation between them (my horse has sprouted wings). The belief is the psychic attitude a mind has towards that object (for example, I believe it or deny it or am in critical thinking, doubt about it) ( Principles , vol. 2, pp. 1-3, 44, 76-77, 82-83, 283-284, 287-290; Psychology , pp. 12-14, 302, 312, 316-317).

Like other animals, we have primitive instincts, such as fear, some desires, and custom service, certain forms of King School sympathy, which do not require being taught them or consciously focusing on ends. However, we also have emotions that are learned behavior and do involve such a focus—for example, a fear of failure and the desire for an academic degree. Instincts and emotions thus overlap, the College latter tending to cover a broader range of objects than the paul King former. We tend to assume that perceptions trigger emotional responses, eventuating in bodily expressions—that we suddenly see a bear, become frightened, and then tremble and run away. But James thinks the actual sequence is perception, followed by bodily expressions, followed by emotional feeling—that we see the bear, tremble and run away, then feel those physical events as what we call fear. The idea that emotions ultimately have physical causes emphasizes the how to write essay intimate relationship between our bodies and our mental life ( Principles , vol. 2, pp. 383, 410, 442, 449-453, 467; Psychology , pp. 391, 375-376, 378-381). The human will is crucial for critical thinking The Storm King deliberately acting on our beliefs and emotions. Sometimes we consider alternative courses of action and seem to select one among them, as if making a voluntary decision.

James maps out write an article on global College five sorts of decision-making: (1) the reasonable sort, whereby we accede to rational arguments; (2) the sort that is triggered by external circumstances, such as overhearing a rumor; (3) the sort that is paul The Storm King, prompted by our submission to something within ourselves, such as a habit formed by past actions; (4) the sort that results from a sudden change of custom writing Auston mood such as might be caused by thinking King a feeling of a reflection Brown grief; and (5) the rare sort that is a consequence of our own voluntary choice, which will be identified as the “will to believe.” Whether we have free will or not is a metaphysical issue that cannot be scientifically determined ( Principles , vol. 2, pp. 486-488, 528, 531-534, 572-573; Psychology , pp. 415, 419-420, 428-434, 456-457). Even if philosophically interesting matters such as freedom vs. determinism cannot be scientifically resolved, some sort of epistemological methodology is needed if we are to avoid arbitrary conclusions. Whatever approach is chosen, it is clear that James repudiates rationalism, with its notions of a priori existential truths. Thinking? He is particularly hostile to German idealism, which he identifies especially with Hegel and which he attacks in many of his essays (this identification leads him to be remarkably unfair to Kant, an earlier German idealist). As he makes clear in “The Sentiment of mind Rationality,” the personality of the would-be knower and various practical concerns are far too relevant to allow for such abstract intellectualism. The tradition of modern empiricism is more promising, yet too atomistic to allow us to move much beyond the knowledge of acquaintance to genuine comprehension ( Will , pp. 63-67, 70, 75-77, 82-86, 89, 92).

Fortunately, James had already learned about the pragmatic approach from Peirce. James’s book of lectures on Pragmatism is arguably the most influential book of American philosophy. Paul School? The first of writing its eight lectures presents pragmatism as a more attractive middle ground between the two mainstream approaches of European philosophy. The “tender-minded” approach tends to be rationalistic, intellectualistic, idealistic, optimistic, religious, committed to freedom, monistic, and dogmatic; by contrast, the “tough-minded” approach tends to be empirical, grounded in sensations, materialistic, pessimistic, irreligious, fatalistic, pluralistic, and thinking The Storm King, skeptical. It is difficult to identify many pure types of either of these in Cesar Ritz, the history of philosophy, and critical School, some thinkers (such as Kant) are deliberately mixed, as is James himself. He thinks that most of 6 stages Madeira us want a philosophical method that is firmly anchored in empirical facts, while being open to, rather than dismissive of, moral and religious values. He offers pragmatism as a philosophy that coherently meets both demands. Thinking King School? James’s second lecture is committed to showing how the pragmatic method helps us establish meaning by making it a function of a criticism essay Charterhouse practical consequences (the word “pragmatic” means having to do with action and is etymologically related to our English word “practical”). Before we invest much time or effort in The Storm School, seeking the meaning of anything, we should consider what practical difference it would make if we could find out. Providing an example to illustrate his point, James refers to the Hegelian notion of God as the all-encompassing Absolute Spirit.

How should we decide whether this is what we should mean by God? Consider the practical consequences for a believer: on the one hand, it would provide us with the optimistic, comforting assurance that everything will work out for the best; but, on the other, it also undermines the values of human individuality, freedom, and responsibility. Best Custom Writing Auston? From that pragmatic perspective, James rejects the Hegelian notion. Undoubtedly, philosophy provides us with only one legitimate approach to belief, as he observes in his fifth lecture, others being common sense (with its basic concepts derived from experience) and science. However, these others are impotent in dealing with questions of freedom and value ( Pragmatism , pp. 10-13, 18, 26-28, 30-38, 79-80, 83-85). It seems that anything knowable must be true. But what does it mean to call a proposition or belief “true” from the perspective of pragmatism? This is the subject of James’s famous sixth lecture. He begins with a standard dictionary analysis of truth as agreement with reality. Accepting this, he warns that pragmatists and intellectualists will disagree over how to interpret the concepts of “agreement” and “reality,” the latter thinking that ideas copy what is fixed and independent of us.

By contrast, he advocates a more dynamic and practical interpretation, a true idea or belief being one we can incorporate into our ways of thinking in thinking The Storm King School, such a way that it can be experientially validated. Thinking? For James, the “reality” with which truths must agree has three dimensions: (1) matters of critical thinking paul The Storm King fact, (2) relations of du Leman ideas (such as the eternal truths of critical King mathematics), and (3) the entire set of other truths to which we are committed. To say that our truths must “agree” with such realities pragmatically means that they must lead us to useful consequences. He is a fallibilist, seeing all existential truths as, in theory, revisable given new experience. They involve a relationship between facts and of critical School, our ideas or beliefs.

Because the facts, and our experience of them, change we must beware of regarding such truths as absolute, as rationalists tend to do ( Pragmatism , pp. The Storm? 91-97, 100-101). This relativistic theory generated a firestorm of criticism among mainstream philosophers to which he responded in The Meaning of Truth . c. The Pragmatic Approach to Belief. Western philosophers have traditionally viewed knowledge as justified, true belief. So long as the essay idea of truth is pragmatically analyzed and given a pragmatic interpretation of justification, James seems to accept that view. His entire philosophy can be seen as fundamentally one of productive beliefs. All inquiry must terminate in belief or disbelief or doubt; disbelief is merely a negative belief and doubt is the critical paul King true opposite write an article warming Appleby, of both. Paul The Storm King? Believing in anything involves conceiving of how to essay Charterhouse it as somehow real; when we dismiss something as unreal (disbelief), it is typically because it somehow contradicts what we think of as real. Some of our most fundamental and valuable beliefs do not seem sufficiently justified to be regarded as known. Paul School? These “postulates of rationality” include the convictions that every event is caused and that the world as a whole is a reflection essay George College, rationally intelligible ( Principles , vol. 2, pp.

283-284, 288-290, 670-672, 675, 677). Critical King? As he holds in “The Sentiment of Rationality,” to say that such beliefs, however crucial, are not known, is to best, admit that, though they involve a willingness to act on them, doubt as to their truth still seems theoretically possible. He identifies four postulates of paul The Storm rationality as value-related, but unknowable, matters of belief; these are God, immortality, freedom, and moral duty ( Will , pp. 90, 95). He proceeds to write an article on global warming Appleby College, deal with each of them individually. James is arguably the most significant American philosopher of religion in intellectual history, and many of his writings, in addition to critical The Storm King, the obligatory “Will to Believe” essay and his book on custom Institute of Management The Varieties of Religious Experience , offer provocative insights into that area. Because we do not naturally experience the supernatural, James, the radical empiricist, thinks of faith in God as falling short of knowledge. Yet such faith is pragmatically meaningful to many people, and it is reasonable to wonder whether, how, and to what extent it can be justified.

For James, the logical philosopher trained in science, both logic and science have limits beyond which we can legitimately seek the sentiment of rationality. His notorious “Will to thinking paul The Storm King, Believe” essay is designed to be a defense of critical mind du Leman religious faith in the absence of conclusive logical argumentation or scientific evidence. It focuses on what he calls a “genuine option,” which is critical thinking paul The Storm King School, a choice between two hypotheses, which the believer can regard as “living” (personally meaningful), “forced” (mutually exclusive), and writing service Auston Institute, “momentous” (involving potentially important consequences). The Storm King? Whether an option is “genuine” is thus relative to the perspective of persuasive Cesar Сolleges Switzerland a particular believer. James acknowledges that in School, our scientific age, there is something dubious about the voluntaristic view that, in some circumstances, we can legitimately choose to believe in on global warming Appleby College, the absence of any objective justification. Critical Thinking King? However, he claims we naturally do so all the best essay Auston Institute of Management time, our moral and political ideas being obvious examples. When you believe that your mother loves you or in the sincerity of critical The Storm King School your best friend, you have no conclusively objective evidence. In addition, you will never be able to secure such evidence.

Yet it often seems unreasonable to refuse to commit to 6 stages, believing such matters; if we did so, the pragmatic consequences would be a more impoverished social life. Indeed, in some cases, believing and acting on The Storm King that belief can help increase the chances of the critical mind College belief being true. Now let us apply this argument to religious belief. What does religion in general propose for our belief? The two-pronged answer is that ultimate reality is most valuable and that we are better off if we believe that.

Committing to that two-pronged belief is meaningful, as is the critical thinking The Storm refusal to do so. At any given moment, I must either make that two-pronged commitment or not; and Madeira, how I experience this life, as well as prospects for a possible after-life, may be at critical thinking paul School, stake. Whether one makes that commitment or not, pragmatic consequences can be involved. Nor should we imagine that we could avoid having to make a choice, as the commitment not to commit is itself a commitment ( Will , pp. 1-4, 7-9, 11-14, 22-30; see also Problems , pp. 221-224).

b. The Varieties of Religious Experience. If religious faith is not to be reduced to arbitrary whimsy (the “will to make believe”), it must rest on how to write a criticism Charterhouse some sort of personal experience. Paul The Storm School? As psychologist and philosopher, James deliberately defines “religion” broadly as the experiences of human individuals insofar as they see themselves related to essay of Management, whatever they regard as divine. This definition indicates that religion does not require faith in thinking The Storm, a transcendent, monotheistic God, and that it does not mandate the write an article on global social dimension of religious community. Critical Thinking Paul The Storm? James distinguishes between “healthy-mindedness” and the “sick soul” as two extreme types of religious consciousness, the former being characterized by optimistic joy and the latter by a morbid pessimism. In between these extremes are “the divided self” and mind College du Leman, the stable, well-integrated believer. James develops lengthy analyses of religious conversion, saintliness, and mysticism.

In going beyond these, he considers what philosophy might contribute to thinking paul The Storm King School, establishing “over-beliefs” regarding the existence and nature of the divine. He critically considers traditional arguments for God—the cosmological argument, the argument from design, the moral argument, and the argument from critical, popular consensus—finding none of them particularly cogent, but exhibiting the most respect for the argument from design. He likewise weighs in the balance and finds wanting arguments for thinking The Storm metaphysical and moral divine attributes, finding the 6 stages of critical School latter of more pragmatic relevance to human values, choices, and critical The Storm, behavior than the former. In his final lecture, he draws conclusions regarding three beliefs that experience finds in a criticism essay Charterhouse, religions in general: (1) that our sensible world is critical thinking The Storm King, part of and derives its significance from a greater spiritual order; (2) that our purpose is fulfilled by achieving harmonious union with it; and (3) that prayer and spiritual communion are efficacious. Furthermore, religions typically involve two psychological qualities in du Leman, their believers: (1) an energetic zest for living; and (2) a sense of The Storm King security, love, and peace. Given that thought and feeling both determine conduct, James thinks that different religions are similar in feeling and conduct, their doctrines being more variable, but less essential. Argumentative Persuasive Essay Ritz Switzerland? Most generally, these doctrines attempt to diagnose a fundamental uneasiness about our natural state and to prescribe a solution whereby we might be saved ( Varieties , pp. 42, 83, 121, 124, 137, 142, 145-147, 330, 334-341, 367, 380-383). Although James is somewhat vague regarding his own religious “over-beliefs,” they can be pieced together from various passages. He believes there is more to critical The Storm School, reality than our natural world and that this unseen realm generates practical effects in this world.

If we call the supreme being “God,” then we have reason to think the interpersonal relationship between God and write Appleby, humans is dynamic and that God provides us with a guarantee that the paul King School moral values we strive to realize will somehow survive us. James describes himself as a supernaturalist (rather than a materialist) of a sort less refined than idealists and as unable to subscribe to popular Christianity. He is unwilling to assume that God is mind, one or infinite, even contemplating the polytheistic notion that the divine is a collection of godlike selves ( Varieties , pp. 384-386, 388-390, 392-393, 395-396). In “The Dilemma of Determinism,” James depicts his image of God with a memorable analogy, comparing God to a master chess player engaged in a give-and-take with us novices. We are free to make our own moves; yet the master knows all the moves we could possibly make, the critical thinking paul School odds of argumentative persuasive essay Cesar Ritz Сolleges our choosing one over the others, and how best to respond to any move we choose to make. This indicates two departures from the traditional Judeo-Christian concept of God, in thinking King School, that the master is interacting with us in argumentative essay Ritz, time (rather than eternal) and does not know everything in the future, to critical paul School, the extent that it is freely chosen by us. In “Reflex Action and Theism,” James subscribes to a theistic belief in College, a personal God with whom we can maintain interpersonal relations, who possesses the critical paul The Storm deepest power in reality (not necessarily omnipotent) and a mind (not omniscient). Of Critical Madeira? We can love and respect God to the extent that we are committed to the pursuit of common values. Critical Thinking The Storm King School? In “Is Life Worth Living?” James even suggests that God may derive strength and energy from our collaboration ( Will , pp.

181-182, 116, 122, 141, 61). Elsewhere, rejecting the Hegelian notion of how to write a criticism God as an all-encompassing Absolute, he subscribes to critical thinking paul King, a God that is finite in knowledge or in power or in both, one that acts in time and has a history and an environment, like us ( Universe , pp. 269, 272; see Letters , vol. 2, pp. 213-215, for James’s responses to a 1904 questionnaire regarding his personal religious beliefs). In contrast to monists such as Hegel, James believes in multiple worlds, specifying seven realms of 6 stages of critical School reality we can experience: (1) the thinking King School realm that serves as the touchstone of reality for most of us is the world of how to write a criticism Charterhouse physical objects of critical thinking King School sense experience; (2) the world of science, things understood in terms of physical forces and laws of nature, is a reflection George Brown College, available to the educated; (3) philosophy and mathematics expose us to a world of abstract truth and critical thinking paul School, ideal relations; (4) as humans, we are all subject to write on global warming Appleby College, the distortions of commonplace illusion and prejudices; (5) our cultures expose us to the realms of mythology and paul, fiction; (6) each of us has his or her own subjective opinions, which may or may not be expressed to others; and (7) the world of madness can disconnect us from the du Leman reality in which others can readily believe.

Normally we can inhabit more than one of these and be able to discriminate among them. What we take to be real must connect with us personally because we find it interesting and/or important, which emphasizes elements of both subjectivity and pragmatic relevance ( Principles , vol. 2, pp. 292-299). b. The Philosophical Importance of Metaphysics. Part of what makes James a great philosopher in the grand tradition is that, unlike so many post-Hegelian Western philosophers, he advocates the pivotal importance of metaphysics. The theory of reality in general provides a crucial foundational context for philosophy of human nature, philosophy of religion, ethics, social philosophy, and so forth. Philosophy essentially is an intellectual attempt to come to grips with reality, as he says on the first page of Pragmatism . In its third lecture, James approaches four standard metaphysical issues using his pragmatic method, those of (1) physical and spiritual substance, (2) materialism vs. theism as explanations of our world, (3) whether the natural world indicates intelligent design, and (4) freedom vs. universal determinism. Critical Thinking The Storm? For each of these, we cannot conclusively establish where we should stand based merely on thinking what experience discloses about the past, but can take reasonable positions based on critical thinking The Storm pragmatic anticipated future consequences. As modern philosophy demonstrates, we can never directly and College, immediately experience any sort of substance; however, we do experience physical qualities and critical thinking The Storm King, mental events and can best make sense of them by attributing them to bodies and minds.

The world is what it is, regardless of whether it is the result of 6 stages thinking Madeira divine activity or of the random interactions of atoms moving in space; whether or not it was intelligently designed in the distant past has no bearing on the fact that we experience it as we do. But a world intelligently designed by a deity pragmatically involves the possibility of a promising future, whereas one resulting from paul The Storm King, unconscious physical forces promises nothing more than a collapse into meaningless obliteration. On the one hand, if everything we may do or fail to do is argumentative persuasive essay Ritz Сolleges, determined, why bother doing anything? On the other hand, if we are free to choose at critical thinking, least some of our actions, then effort can be meaningful. In the fourth lecture, James states that our world can be viewed as one (monism) or as an irreducible many (pluralism). There are certain ways in writing Brown, which we humans generate a unity of the objects of our experience, yet the absolute unity to which monism is committed remains a perpetually vanishing ideal. Thinking The Storm? In his seventh lecture, James identifies three dimensions of 6 stages of critical Madeira School reality: (1) the objects of factual experience; (2) relationships between our sensations and our ideas and among our ideas; and (3) the entire network of truths to which we are committed at any given time.

Again, we see here a combination of subjectivity and pragmatic relevance that views reality as a process of development, which he calls “humanism” ( Pragmatism , pp. 7, 43-55, 62-69, 71, 73-74, 110-111, 115-116; see also Truth , pp. 100-101). James intended Some Problems of Philosophy to be largely a textbook in metaphysics, which he defines in terms of the ultimate principles of reality, both within and beyond our human experience. Much of it concerns the issue of the one and the many, which is King School, arguably the oldest problem of Western philosophy and how to Charterhouse, represents the split between collective monism (such as Hegel’s) and distributive pluralism (such as James himself advocates). Monism, pursued to its logical extreme, is paul King, deterministic, setting up a sharp dichotomy between what is necessary and what is impossible, while pluralism allows for possibilities that may, but need not, be realized. The former must be either optimistic or pessimistic in its outlook, depending on whether the future that is determined is write essay, seen as attractive or unattractive. In contrast, pluralism’s possibilities allow for a “melioristic” view of the future as possibly better, depending on choices we freely make. Thinking Paul The Storm? Pluralism need not specify how much unnecessary possibility there is in the world; by contrast, monism must say that everything about the critical mind College future is locked in from all eternity—to which pluralism says, “Ever not quite.” James is advocating what he calls the thinking paul King School possibility of “novelty” in the world.

Pluralism, being melioristic, calls for our trusting in and cooperating with one another in order to realize desirable possibilities that are not assured ( Problems , pp. 31, 114, 139-143, 205, 228-230). In his Essays in Radical Empiricism , James attempts to distance himself from the philosophical dualism that sees physical reality (bodies) and essay service Institute, spiritual reality (minds) as essentially distinct. He claims that the “philosophy of pure experience” is more consonant with the theory of novelty, indeterminism, moralism, and humanism that he advocates, though it is less than clear why. We never experience mind in separation from body, and he dismisses as an illusion the notion of critical King School consciousness as substantial; however, he does not want to reject the reality of mind as a materialist might do. So after years of opposing monism, he adopts an admittedly vague sort of argumentative essay Cesar Ritz Сolleges Switzerland neutral (neither materialistic nor idealistic) monism that sees thoughts and things as fundamentally the same stuff, the further definition of which eludes us ( Empiricism , pp. 48, 115-117, 120). In the thinking paul eighth lecture of Pragmatism , James sees monism as tending to a passive sort of quietism rather than to a vital life of active effort.

By contrast, pluralistic pragmatism emphasizes the possibilities that may be if we work to realize them. Monism determines the future optimistically as working out for how to a criticism essay Charterhouse the best, whatever we do, or pessimistically as working out for the worst, whatever we do. Thinking King? By contrast, pluralistic meliorism holds that it can get better if we freely try to make it so. Whether we embrace the option of freedom and moral responsibility or not is ultimately a matter of personal faith rather than one of objective logic or scientific evidence ( Pragmatism , pp. How To A Criticism Essay? 125, 127-128, 132). Like God and human immortality, the possibility of which James defends without firmly committing himself to believing in it ( Immortality , pp. Thinking The Storm School? 3, 6-7, 10-18, 20, 23-24, 28-31, 35-37, 39-41, 43-45), freedom is how to write essay, a postulate of rationality, an unprovable article of faith.

James wrote an essay on critical thinking King School the topic, called “The Dilemma of Determinism.” After admitting that human freedom is an old and shopworn topic about which we may suspect that nothing new can be said, and that he will not pretend to be able to prove or disprove, he launches a pragmatic justification for believing in it. Indeterminism, the belief in freedom, holds that there is some degree of possibility that is not necessitated by the rest of reality, while determinism must deny all such possibilities. These beliefs constitute exhaustive and writing a reflection Brown College, mutually exclusive alternatives, so that if we reject either, we logically should accept the other. Paul King School? Let us consider a commonplace example such as walking home from campus. Before the fact neither the determinist nor the indeterminist can infallibly predict which path will be taken, but after the 6 stages of critical thinking Madeira fact the paul King School determinist can irrefutably claim that the path taken was necessary, while the indeterminist can irrefutably claim that it was freely chosen.

Thus far, there is no advantage on either side. But now consider the example of a man gruesomely murdering his loving wife. We hear the awful details recounted and naturally regret what the wicked man did to her. Now, what are we to make of that regret from the perspective of determinism? What sense can it make to best custom service, regret what had to thinking, occur? From that perspective, we logically must embrace pessimism (all of reality is determined to be bad) or optimism (everything is destined to work out for the best) or subjectivism (good and evil are merely subjective interpretations we artificially cast on things). All of these can be logically coherent positions, but each of them minimizes the evil we experience in an article warming Appleby College, the world and trivializes our natural reaction of paul King regret as pointless. From a practical (as opposed to a logical) point of view, can we live with that? James deliberately puts the point quite personally.

Though thoughtful and reflective pessimists, optimists, and subjectivists can live with it, he would not, because its pragmatic implications would render life not worth living. In that sense, determinism, though logically tenable, is pragmatically unacceptable, and James commits to indeterminism ( Will , pp. 145-146, 150-152, 155-156, 160-161, 175-176, 178-179). In addition to 6 stages thinking School, God, immortality, and freedom, moral duty is a fourth postulate of rationality. James offers us one remarkable essay on the topic, entitled “The Moral Philosopher and the Moral Life.” He addresses three questions: (1) the psychological one, regarding the origins of paul King School our moral values and judgments, (2) the metaphysical one, regarding the grounds of meaning for our basic moral concepts, and (3) the casuistic one, regarding how we should order conflicting values.

First, our human nature comprises a capacity for an intuitive moral sense, but this must be developed in a context of values that socially evolve. Second, our basic moral concepts of persuasive Cesar Сolleges good and bad, right and wrong, and critical thinking The Storm King, so forth, are all person-relative, grounded in the claims people make on their environment. Third, when values conflict, those which would seem to writing Auston Institute, satisfy as many personal demands as possible, while frustrating the fewest, should have priority regardless of the thinking paul The Storm King School nature of those demands. This represents a pragmatic form of moral relativism, in which no action can be absolutely good or evil in all conceivable circumstances. Finally, James distinguishes between “the easy-going mood” that tries to avoid conflict, and “the strenuous mood” that strives to achieve ideals, apparently preferring the latter ( Will , pp. Madeira? 185-186, 190, 194-195, 197, 201, 205, 209, 211).

In answering the question of thinking paul The Storm School what is the primary objective of human life, James maintains that a natural answer is happiness. It is this, which motivates us to Madeira, act and paul School, endure. Evolution is argumentative persuasive Cesar Сolleges, often seen as a progressive advance towards happiness ( Varieties , pp. 76, 85). The person who seems incapable of achieving it may well wonder whether life is worth living; suicide deciding that it is not. For James there is no absolute answer, and it is paul, relative to the life being lived. A Criticism? A human life involves an critical paul The Storm ongoing series of College du Leman possibilities. Some of these “maybes” may be realized if we believe in critical thinking paul The Storm King School, our own capacity to realize them; others will not be, either because we do not try or because we try and best writing service Auston Institute, fail.

Life can become worth living if we believe that it is and act on that belief, our commitment giving it meaning ( Will , pp. 37, 59-62). Our happiness seems to require that we have ideals, that we strive to achieve them, and that we think we are making some progress towards doing so ( Talks , pp. 185-189). a. Individuals and Their Communities. James’s philosophy is so individualistic that it does not allow for thinking The Storm King a robust theory of community. Still, he offers us some interesting insights and one great paper. “Great Men and Their Environment” views one’s society as not only a context in which great individuals emerge, but even as playing a selective role in a criticism essay, allowing their greatness to develop. Critical Paul King School? In turn, that social environment is affected by them. Writing Institute? Whether or not an individual will be able to have an impact is, to some extent, determined by society. Thus socially significant individuals and their communities have a dynamic, correlative relationship. In a follow-up article, “The Importance of Individuals,” he maintains that agents of social change, beyond being gifted in critical thinking The Storm King School, some way(s), tend to take greater advantage of given circumstances than more ordinary persons do ( Will , pp.

225-226, 229-230, 232, 259). In the last decade of his life, following the essay Spanish-American War, in critical thinking paul King School, which Theodore Roosevelt, his former student, was the hero, James gave a talk at the banquet of the Universal Peace Congress. Regarding human nature as essentially antagonistic, he warns against our permanent tendencies to mass violence and the romantic idealization of on global Appleby College war. We have to forever be on our guard to School, resist those dangerous, destructive tendencies; however, he doubts that humanity will ever be able to an article on global warming Appleby College, achieve universal disarmament and peace. Critical Thinking Paul The Storm King School? What we can and should do is work to minimize conflicts and to write, resolve them non-violently. The great paper James wrote in the area of social relations, written just a few years before the outbreak of World War I and first published the thinking paul month he died, is mind College du Leman, “The Moral Equivalent of critical paul King School War.” In it he warns of the extreme challenge of suppressing our martial tendencies. Warfare has become so costly, in terms of treasure and carnage, thanks to modern technology, that we need to find some way of write rechanneling the critical School primitive tendencies inherited from our ancestors.

How can we create an atmosphere in which peace is the best custom service Auston of Management norm rather than that interim period between wars? Identifying himself as a “pacifist,” he nevertheless admits that there are desirable human qualities—such as patriotism, loyalty, social solidarity, and national vigor—that have traditionally been nurtured by war and the preparation for conducting it. The question at hand is whether a “moral equivalent” might be found that would generate such martial virtues without involving the horrible destructiveness of war. Since wars are the results of human choices rather than fatalistically determined, he anticipates a time when they will be formally outlawed among civilized societies. But then how can these martial virtues still be nurtured?

His answer is that we should draft young adults into national service, as opposed to military service, fighting against adverse natural conditions rather than against fellow human beings, working for a time in coal mines, on constructing roads, and so forth. The Storm King? Thus they could cultivate those desirable qualities by serving society in a way that would yield good consequences rather than more suffering ( Studies , pp. 300-301, 303-306, 267, 269, 275-276, 280, 283, 286-292). c. Democratic Tolerance and Social Progress. In “What Makes a Life Significant,” James advocates the move towards mutual non-interference with people who are not threatening us with violence.

Tolerance of others is an antidote to thinking Madeira School, cruelty and injustice. He maintains that the trend of social evolution is in the direction of democratic progress. Yet this trend requires effort, and its continuation poses challenges for us, including that of striving for critical thinking paul King School a more equitable distribution of wealth ( Talks , pp. 170, 178, 189). A Reflection Essay? His commitments to individual freedom, mutual respect, peaceful interrelationships, and tolerance converge to point us in the direction of progressing towards what he calls “the intellectual republic” ( Will , p. 30).

This is the pragmatically beneficial ideal towards which social progress can take us, if we have faith in it and commit ourselves to acting on that belief.

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These soldiers lived in close contact with each other and communicated in different dialects, which slowly and gradually. Arabic language , Ghazal , Hindi 1257 Words | 2 Pages. Arabization and write an article on global Appleby College, Foreign languages. foreign languages has become a serious issue that set all Moroccan talk. This conflict opens the eyes on critical thinking the gaps that the Moroccan educational . system contains, and put Education Ministry in a very embarrassing attitude. The conflict between Arabization and foreign language learning can be solved if Moroccan educational ministry make a curricula that respect Arabization as a mother tongue and concentrate it concerning foreign language learning taking into consideration that foreign languages became. Algeria , Education , French language 778 Words | 3 Pages. Homonymy: Arabic Language and Words. 1 Babylon University Homonymy in English and Arabic : A Contrastive Study By: Lecturer Ahmed Mohammed Ali Abdul Ameer (ME in Methods . of Teaching English as a Foreign Language ) Department of English College of Education (Safi yil Deen Al-Hilli) University of Babylon Asst.

Lecturer Areej As’ad Ja’far Altaie (MA in English Language and Linguistics) Department of English College of Education (Safi yil Deen Al-Hilli) University of Babylon 2010 2 Introduction In fact, although. Ambiguity , Arabic language , Homograph 7958 Words | 31 Pages. The Effect of a Change in Language of Instruction on the Returns to Schooling in Morocco. Five Article Summaries The Effect of an article Appleby, a Change in critical thinking King Language of Instruction on the Returns to Schooling in Morocco Joshua D. Angrist and 6 stages thinking School, Victor . Lavy Journal of Labor Economics , Vol. 15, No. Thinking Paul King School. 1, Part 2: Essays in Honor of an article warming College, Yoram Ben-Porath (Jan., 1997), pp.

S48-S76 According to this journal, in thinking The Storm School the last few decades, language reform has been a strong movement throughout the Kingdom of Morocco from a primarily French speaking country, to an Arabic speaking one. In the schools, the French teachers. Africa , Algeria , Casablanca 818 Words | 3 Pages. reference to the above quote, please discuss how language calls to the child and how is language encouraged through the . Montessori language exercise? Language is the ability to understand speech and persuasive essay Cesar Ritz Switzerland, a desire to convey one's feelings and thoughts.

It is a kind of difficulty, which encloses a given human being company, and separates it from all others. It unites men and they develop and expand according to the need of their mind. Language is a mean of communication, delivering ideas. Communication , Developmental psychology , Human 757 Words | 3 Pages. ARABIC BLACBERRY In October 2007, the launch of the first Arabic Blackberry was announced in the United Arab Emirates. The device . had Arabic language input and an Arabic interface. Up until this point, the Blackberry was restricted to US and European use.

The new initiative to bring the Blackberry to the Middle East and critical thinking paul The Storm School, Africa had begun. The UAE’s mobile phone provider telco Etisalat collaborated with the creators of the Blackberry, RIM (Research InMotion), to create the Arabic version of the essay Cesar Ritz Сolleges e-mail. Arabic language , E-mail , Microsoft Exchange Server 2597 Words | 6 Pages. are forever transforming. The English language , as with all “living,” i.e., currently spoken, read, and/or written, languages are . constantly changing. But that change only happens as people use the language , try out changes in meaning or spelling, and then spread that change. Language meaning or usage does not change “overnight,” it changes over time. Words change their meanings because a community of speakers who use those words cause them to change. Language changes when words get old and new.

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