What does it mean to say that human beings are susceptible to principles of reason?

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Name your file: Paper Two Last Name, i.e. Paper Two Jones
Put your name on the actual document you are submitting.
Write out and answer the question. Check all spelling and grammar in MLA format.
Cite all sources, direct quotes or indirect ideas using elliptic giving author AND page numbers, i.e. (Soccio 26). Failure here could result in a 0%!
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Your essay is to be between 1000-1600 words. Extensive quotes (more than 20%) do not count toward this. If you cannot answer a question in these parameters, use another question. Minimum word count DOES NOT insure an excellent grade. Questions and Works Cited do not count towards the word count. You may not use Wikipedia as a source, nor recycle a previous paper from another class.
Chapter 8
Compare and contrast the classical worldview with the medieval. Be specific.
What does it mean to say that human beings are susceptible to principles of reason? Give examples of principles of reason. What is their connection to the origins of scholastic philosophy?
Explain what Augustine was getting at when he said “I was so blind to the truth that among my companions I was ashamed to be less dissolute than they were.” As part of your explanation, assess the role of struggle in Augustine’s life. What was struggling with what?
State the problem of evil, and explain how the traditional Judeo-Christian concept of God generates the problem of evil. How does Thomas solve the problem of evil? What do you think of his solution? Explain.
Can God make a rock so large He cannot lift it? Why is the question significant? Explain.
Is there any other explanation for motion besides an “unmoved mover”? If so, what is it? If not, is Thomas’s conclusion sound? Convincing? (page 231)
Discuss the cosmological argument. Is Thomas’s reasoning sound or not? Are you comfortable with the possibility that there is no “first cause”? If there isn’t, can we explain the existence of the universe at all? Discuss. (page 232)
Scholastic arguments often hinged on whether or not something was conceivable (clearly imaginable). One cardinal principle held that no one could even conceive of absolute nothingness. Do you agree? Explain. Whether or not you agree, do you find the argument from necessity convincing? Discuss. (page 234)
Do you have any sense of grades of being? Is there anything in your own experience that supports Thomas’s argument? Discuss the argument from gradation. (page 235)
Is order the same thing as design? Does the universe seem to be ordered and “intelligently” designed? Discuss. (For more on this intriguing topic, see Chapter 10) (page 236)
In 1999, the Kansas Board of Education attracted national attention when it ruled against mandating the teaching of evolution in science classes. This sparked an ongoing national debate concerning, among other things, the adequacy of explanations of the origins of life. Do you think distinguishing between explanations inside a system and explanations that account for the system as a whole could help avoid controversies regarding science versus religion in our schools? Why? (page 238)

Give an overview of the Appalachian and Arab heritage related to their healthcare beliefs and mention if there is any similarity in both cultures. Give an example.

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People of Arab Heritage.
Read chapter 8 and 9 of the class textbook and review the attached Power Point presentation. Once done, answer the following questions;
1. Give an overview of the Appalachian and Arab heritage related to their healthcare beliefs and mention if there is any similarity in both cultures. Give an example.
2. How the Appalachian and Arab heritage view the process of death and explain if there is any similarity in any of them?
3. Explain is there is any similarity in the healthcare beliefs of the Appalachian and Arab heritage with the evidence based nursing care that is provide.
As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard title “Week 4 discussion questions”. A minimum of two evidence based references no older than 5 years old besides the class textbook are required. Two replies sustain the proper references to any of your peers and a minimum of 500 words are required

How do we know the difference between a dream or hallucination and reality?

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Descartes asserted that whatever we recognize “clearly and distinctly” is true. Explain the criticism that this formulation fails to meet its own standard. Do you agree that Descartes’s rationalism is based on subjective states rather than on reasons understood “clearly and distinctly”? Discuss.
What is the Evil Genius, and what is its significance to the Cartesian Genesis? Explain.
Give Descartes’s argument for the existence of God in your own words, then analyze it. Is it convincing? Why or why not?
What is the mind-body problem? How does Descartes deal with it? Is he successful? Why or why not?
Discuss Descartes’s ideas regarding a priori and a posteriori knowledge. From where do these types of knowledge derive? Provide examples of each in your own words.
Use Descartes’s distinction between memorizing ideas and understanding them to examine your own education. Describe the distinction between learning to love psychology or literature and becoming a historian of psychology or literature in Descartes’s terms. Speculate on ways this distinction might be used to reform education. (page 257)
Comment on the preceding passage. Do you agree with Descartes? Why? Is common sense the same thing as good sense? Analyze the notion of common sense. Do you really think there is such a thing? What is your evidence either way? (page 260)
A common criticism of Descartes’s standard of truth is that he failed to apply it to itself. Do we know with clarity and distinctness that only what we know with clarity and distinctness is true? Can we know it? Not if, as critics claim, Descartes’s standard is itself unclear and ambiguous. Do you have a clear and distinct idea of Descartes’s criterion? How can we tell when an inability to perceive something clearly and distinctly is the fault of the individual or of the quality of the idea? Discuss carefully. (page 262)
Is Descartes correct? What about seemingly sincere, rational, and intelligent people who say they do not, perhaps cannot, see the truth of this idea about innate ideas? Compare Descartes’s problem here with Plato’s problem of accounting for ignorance of the Forms. Do you think Forms are innate ideas? Are innate ideas Forms? (See Chapter 5) (page 263)
How carefully have you examined your own fundamental beliefs? What–if anything–is wrong with trusting beliefs handed down by others? Why not rely on the testing of others, trusting their conclusions? Discuss. Also comment on the tendency to believe something if it could possibly be correct. What is the relationships between possible and plausible, and what might it have to do with this entire issue? Explain. (page 264)
How do we know the difference between a dream or hallucination and reality? Seriously consider how a confused person might verify that he or she is or is not dreaming. (page 265)
Before reading any further, stop for a moment and play with Descartes’s idea of an evil genius. Try to get into the spirit of doubting as much as you can. Do not be limited by what you actually doubt; this is an intellectual exercise, not a personal confession. See if you can extend the range of what might on the remotest possibility be false or other than what you think it is. Can you be absolutely sure that there is no evil genius? (page 266)
When I was a student I felt compelled to challenge anything presented to me as being irrefutable. As soon as I heard about the cogito I assumed I would be able to refute it, to show that is was not necessarily true. That proved easier said than done. Try for yourself; it is interesting, and it is the only way to grasp Descartes’s point. Discuss your efforts. (page 268)
Some philosophers doubt that we really do have a clear and distinct (precise) idea of God. Reflect on the idea of God. Is it clear and distinct? Do you have a clear and distinct idea of perfection–in beings or automobiles or marriages or anything? Does Descartes’s argument? (page 272)
How plausible is this “official doctrine”? On Descartes’s own terms, how “clearly and distinctly” do we understand the relationship of the mind to the body? How can a completely nonphysical thing interact with a completely physical thing? To ask Mark Twain’s insightful question, How come the mind gets drunk when the body does the drinking? Why does my mind react to what happens to my body with such intensity if it’s not part of my body? (page 276)

What exactly are you aware of when you are self-conscious?

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1.What is the philosophical significance of the question “Does a tree falling in the forest make a sound if no one is there to hear it?” Explain.
2.Explain how Hume distinguished between “impressions” and “ideas.” Why is the distinction important to his philosophy?
3.What is the empirical criterion of meaning? Explain how it works by applying it to an example of your own choosing.
4.In your own words, characterize Hume’s position regarding personal identity and immortality.
5.First summarize, then analyze Hume’s critique of the argument from design. Do you agree with Hume? Explain
Have you ever been angry or insulted when someone pressed you for evidence? Or has anyone ever gotten angry with you for asking for evidence? Why do you suppose that is? Is it rude to ask “How do you know that?” or “Can you prove that?” when people make claims about important, or even not so important, things? Analyze this question and see if you can justify not asking for evidence. (page 282)
Who is a qualified expert in areas such as psychic phenomena, miracles, nutrition, or philosophy? What is the relationship between the reports of experts and your own experience? When the two conflict, which should you trust? Why? How do you know? (page 283)
Reflect on the claim that ideas are copies of sensations by considering these ideas: love, God, perfection, wisdom. Can you identify the precise sensations to which they correspond? (page 290)
Think about the notion of mind as contrasted to the brain and brain states. It seems clear that our behavior, moods, and even thoughts can be influenced by factors we are unaware of. These might include fatigue, hunger, the effects of medication, allergies, neurological disorders, and so on. Could we also have ideas, motives, and emotions we are aware of? That is, could we have an “unconscious mind”? (page 291)
Apply the empirical criterion of meaning to such concepts as God, love, creativity, and intelligence. What, in general, do you see as the strengths and weaknesses of this criterion? (page 298)
Where and what are “you” in the midst of some exciting experience that totally absorbs your consciousness? That is, what happens to yourself when you are not aware of it? What exactly are you aware of when you are self-conscious? A “self,” or sweaty plans, an uncomfortable desk, or a boring lecture? Discuss. (page 300)
Have you been able to take Hume’s strictest claims seriously? That is, have you seriously considered the possibility that we lack knowledge of the external world? Discuss some factors that make taking this idea seriously so difficult. Can you spot any errors in Hume’s reasoning ?(page 302)
Hume’s point here is very important. Don’t rush by it. Take a moment and try to write a purely factual description of something you believe is immoral. Do you agree with Hume that the facts are value-neutral and that all moral judgments are reports of feelings associated with certain facts? Explain why or why not. (page 308)