Pragmatism, Empiricism and David Hume Essay Example for Free

Pragmatism, Empiricism and David Hume Essay Pragmatism is based on the philosophy that ideas must be tested and re-tested, that experiences dictate reality. Pragmatists also believe in no absolute truths or values existing. David Hume argues that, no proof can be derived from any fact, of which we are so intimately conscious; nor is there anything of which we can be certain, if we doubt this (Treatise 2645). Humes empiricist ideals were roots to early pragmatic thought, by way of the theory that, in our reality, nothing is certain and everything that can be sensed must be constantly qualified to find a place in reality. Humes position on our experiences deciding our veracity follows the school of pragmatism by staying away from any conclusive ideals. Thus, his angle on empiricism melds with pragmatism on the level of determining ones selfs existence. Similar to Descartes, he explains that even, and more often than not as per constant perception, metaphysical experience can mold ones identity. And were all my perceptions removed by death . . . I should be entirely annihilated, nor do I conceive what is farther requisite to make me a perfect nonentity (2645). Based so heavily in perception, he further deduces that when insensible during sleep and all perception of environment lies dormant, existence may halt (2645). Hume speculates most closely on miracles and opens his essay with the stance that, A miracle is a violation of the laws of nature . . . the proof against a miracle, from the very nature of the fact, is as entire as any argument from experience can possibly be imagined (Enquiry 2647). He continues throughout his essay, supporting his claim and also breaking down Christianity, highly-based in such phenomena, proving the impossibility of the existence of miracles. This trend is something a pragmatist would argue against, firmly believing in there being nothing absolute. Yet, despite his resistance he concludes, whoever is moved by faith . . . is conscious of a continued miracle in his own person . . . and gives him a determination to believe what is most contrary to custom and experience (2650). This statement, although a bit contradictory to his thesis, appeases to pragmatist thought, allowing for an explanation to those who are still determined to believe in miracles and the like and allows for them to own an identity under his definition. It is at this end where his level of pragmatism veers from Charles Peirce to William James end of the spectrum. Humes doctrine, were it truly classified as pragmatism, is all-encompassing and goes beyond pure knowledge shaping the self. Hume utilizes experiences of every kind as an influence in realitys perpetual state of progress and even further takes on the pragmatist protocol by denying religion that believes in an all-knowing entity. This Agnostician point-of-view is what further fuels Humes philosophy and persists in categorizing him as a pragmatist. In his efforts to liken the mind to a theater he breaks down identity to a simplistic nature. The mind is a kind of theater, where several perceptions successively make their appearance: pass, re-pass, glide away, and mingle in an infinite variety of postures and situations (Treatise 2645). Hume believes all concepts to be greater, complicated and more intricate combinations of simpler forms. Like individual ingredients baked into a cake, everything can be broken down into smaller, easier to understand parts. These many pieces or ideas fit together to create perception and thus, identity which is constantly evolving, finally leading to pragmatism. Hume would likely have subscribed to such a school of thought, the more developed formula. It seems, though, that he had the roots within his empiricist theories and the continuing progress would have led Hume down that path.

lab :: essays research papers

Intro   Ã‚  Ã‚  Ã‚  Ã‚  In Lab #5 five we will be exploring the cycle of copper through many chemical reactions. What we are going to do is take a piece of copper metal put it through a series of reactions that change it ¡Ã‚ ¦s state of matter and chemical formula, but in the end, we will return it to it ¡Ã‚ ¦s normal solid state. The idea of this lab is to try to recover as close to 100% of the copper we started with. Theoretically, this is possible, but for inexperienced college students, retrieving 100% of the copper metal is near impossible. There are five reactions that the copper will go through. 1.  Ã‚  Ã‚  Ã‚  Ã‚  3Cu(s) + 8HNO3(aq) + O2 „ ³ 3Cu(NO3)2(aq) + 4H2O(aq) + 2NO2(aq) 2.  Ã‚  Ã‚  Ã‚  Ã‚  3Cu(NO3)2(aq) + 2NaOH(aq) „ ³ Cu(OH)2(s) + 2NaNO3(aq) 3.  Ã‚  Ã‚  Ã‚  Ã‚  Cu(OH)2(s) „ ³ CuO(s) + H2O(aq) 4.  Ã‚  Ã‚  Ã‚  Ã‚  CuO(s) + H2SO4(aq) „ ³ CuSO4(aq) +H2O(aq) 5.  Ã‚  Ã‚  Ã‚  Ã‚  CuSO4(aq) + Zn(s) „ ³ ZnSO4 + Cu(s) At the end of reaction number five we should have close to 100% of the copper we started out with. Meth   Ã‚  Ã‚  Ã‚  Ã‚  Obtain as close to .5g of copper wire, and record the mass to the closest mg. Make sure the wire is bent so it will lay as flat as possible in the bottom of a 250mL beaker. Then go to  ¡Ã‚ §the hood ¡Ã‚ ¨ and add 4mL of 16M HNO3. Swirl the HNO3 around in the beaker with the copper until it has completely dissolved and you are left with a green/blue liquid. Then add 30mL of 3M NaOH and heat the solution on a ring stand with a Bunsen burner. The blue/green jelly will turn in to sort of a black dirt at the bottom of the beaker, make sure to stop boiling when the jelly turns black. Decant all excess liquid in the beaker. Do not remove any black precipitate. Add approximately 200mL of hot deionized water to the black precipitate. Decant all excess liquid again. Add 15mL of 6M H2SO4 and then under  ¡Ã‚ §the hood ¡Ã‚ ¨ add 2g of Zinc metal to the solution. Once the Hydrogen has stopped bubbling add 10mL of HCl. Decant all excess liquid and transfer Copper metal t o a glass dish and wash with deionized water. Rewash Copper metal with 5mL of Methanol. Decant and dry Copper metal on a hot plate, weigh and record results to nearest mg. Resu Original Mass of Cu=.486g Mass of Cycled Cu=.480g 1.  Ã‚  Ã‚  Ã‚  Ã‚  In the first reaction the was brown smoke and the copper turned into a light blue/green liquid. 2.  Ã‚  Ã‚  Ã‚  Ã‚  In the second reaction the solution turned into a clear blue liquid.

Principles of developing adults Essay

Malcolm Knowles renowned for his work on adult learning (andragogy) identified the following principles of developing adults: * Adults need to be provided with a rationale as to why the learning is taking place * Adults need to be encouraged to be self-directive and responsible for their learning * Adults can fully contribute and participate in the learning process (collective wealth of experience enables them to do this) * Adults wish to learn if they can see a practical point to it * If adults believe the learning can enhance performance they will embrace the learning * Adults respond better to intrinsic motivators (increased knowledge and self-esteem) Preparing and designing learning and development events/interventions are vital in order to ensuring: * The development intervention has a clear purpose * Aims and objectives are clearly covered * The needs and learning styles of the learners are taken into account * Aims and objectives are integrated to organisational needs * The development intervention is motivating and engaging for individuals * There is active commitment from the participants to learning * That the resources and materials are complimentary to overall aims and objectives and ensure that the intervention is engaging and accessible * Sensitivity to all participants’ cultural, religious and other needs * An assessment of what has been developed is put in place * The interventions/outcomes are fully evaluated Clearly planned and designed events will help towards the advancement of: * Individual, team and organisational aims and objectives * Skills, knowledge and behaviours * Higher participant satisfaction with the intervention, which could encourage further engagement in the learning process * The likelihood that further development will be proposed However, no matter how effective the organisation of the event is and how much the promotional material tries to engage the learners, consideration needs to be taken into account of the organisational and individual barriers to learning when planning the process. Barriers (both organisational and individual) can include: * Lack of necessary resources and materials * Learning and development interventions previously not delivering on promises * Lack of positive communication and involvement to engage and motivate individuals of the benefits * Fear of learning and development * Fear of competence * Previous (negative) experiences of learning and development * Lack of foresight with regards to the benefits of learning and development * ‘We have tried this before and it did not work syndrome’ * ‘The learning does not fit in with my particular learning stylesnydrome’ * ‘Leave me alone, I am doing well syndrome’ The above should be taken seriously by organisations as these can have a negative impact on the organisation enhancing its skills, knowledge and behaviours and hence its overall performance. Continuous communication with staff, where they are actively involved in the design and preparation of the process can go some way to alleviating these difficulties. An effective performance management process that focuses on developing employee capabilities will provide a further mechanism for their input, whilst potentially increasing their confidence and abilities to involve themselves in the process. The active involvement of individuals may overcome many of the barriers, including negative previous experiences (probably in school) where learners may not have been treated like responsible adults (see information on adult learning below). There are a number of models and theories that can help identify how the needs of learners can be put into practice. * Instrumental learning theory – improving efficiency and effectiveness on the job once basic standards have been achieved * Cognitive learning theory – utilising information to acquire knowledge and put into context * Affective learning theory – development of attitudes and/or feelings to a particular area * Reinforcement theory – focus on behaviouralism in that the belief is that individuals can be conditioned and will change their behaviour based on a response to events or stimuli (e.g. a pay rise, threat of a warning * Social learning theory – enhancement of learning through social interaction and the sharing of knowledge, ideas and solutions * Experiential learning theory – more self-directed where individuals learn from their experience and importantly reflect on how they can develop and apply their learning further The type of learning is dependent on the context and the motivation and determination of the individual. Although an appreciation of learning theories is important to determine how people learn, an appreciation of different learning styles can enable organisations to undertake a more focused approach to developing L&D interventions. Kolb’s learning cycle – focuses on how individuals can utilise concrete experiences to help inform new developmental choices. To be truly effective, a learner should develop a mix of observation, reflection, direct involvement and analytical insight. Honey and Mumford Learning styles questionnaire – identified four distinct (although arguably mutually inclusive learning styles) that individuals may relate to in terms of preferences of learning. It is important for HR/L&D professionals to both identify how they adapt development to meet learners’ needs and enable individuals to explore learning methods they may not be totally comfortable with, yet will aid their total development. Bernice McCarthy’s 4MAT – identifies four styles of learning based on four questions/areas: (1) reasons for wanting to learn; (2) what learners like to know; (3) knowing how things work; (4) learners finding solutions for themselves. These will identify learners’ motivation for learning and how to design learning and development interventions to accommodate these. Bloom’s Domains for Learning – divides learning into three domains (categories): (1) Cognitive – knowledge/facts; (2) psychomotor – practical skills; (3) affective – attitudes/beliefs Sylvia Down’s MUD (memory, understanding and doing) – (1) memory – knowledge/facts; (2) understanding – concepts/abstract ideas; (3) doing – practical skills Legislative requirements In terms of preparing and designing, a number of key legislative requirements need to be taken into account, not only to adhere to the law, but more importantly to ensure a safe, comfortable environment is in place where people can flourish. Additionally, detailed record keeping could provide vital information for future decision making and performance enhancement. Key legislative requirements include: * Health and safety – ensuring a safe environment that is accessible for all * Equality legislation – ensuring accessibility and the reduction of discrimination * Data Protection – ensuring data is processed fairly, used only for a specific purpose and stored safely * Telecommunications and communication – particularly pertinent if delivery involves e-learning, blended and distance learning * Regulation – regulatory bodies may require detailed records to be kept for auditing purposes

The Atomic Bomb Of Hiroshima And Nagasaki Essay - 1570 Words

Despite the extreme devastation, the atomic bombings of Hiroshima and Nagasaki were necessary. The atomic bomb is a weapon unmatched in warfare, rapidly releasing nuclear energy by fission of atomic nuclei. Desperate times call for desperate measures, which is why America chose to unleash its most deadly weapon, the atomic bomb, on Japan. America, who had already fought in World War II for over four years, had no desire to perpetuate the war. When Japan refused to surrender, America was left with two alternatives: invade Japan, which would not only cost hundreds of billions of dollars, but would also ensure the loss of hundreds of thousands of American soldiers in addition to millions of Japanese lives; or, drop atomic bombs to force Japan to surrender. This was not a decision that America took lightly. American leadership knew the devastation the bombs would cause, the lives that would be lost, as well as the scrutiny they would receive for their decision. However, this was n ot a question of moral judgment, but a question of protecting American and global security. With Japan steadfastly refusing to surrender, America knew it was necessary to drop the atomic bombs because that would not only force Japan to surrender, but would ultimately save millions of lives and propel America to become the most powerful nation in the world. Japan would have never voluntarily surrendered to America, despite America s numerous calls for it to submit. To the Japanese, whoShow MoreRelatedAtomic Bombs On Hiroshima And Nagasaki844 Words   |  4 Pagesdropped atomic bombs over the Japanese cities of Hiroshima and Nagasaki killing nearly 200,000 people. This resulted in Japans surrender in World War II. J. Samuel Walker analyzes this historical event in his book Prompt and Utter Destruction: Truman and the Use of Atomic Bombs. Over the past 70 years’ extensive research has been conducted and there is an understanding that Truman’s decision to drop the atomi c bombs is inconclusive. It is impossible to determine that the use of the bomb was the quickestRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki1302 Words   |  6 PagesAllies almost one week after being hit with two atomic bombs. On August 6, 1945 during World War II an American B-29 bomber dropped the world s first deployed atomic bomb over the Japanese city Hiroshima, wiping out 90 percent of the city and killing 80,000 people immediately. Three days later a second B-29 dropped another atomic bomb on the Japanese city Nagasaki, killing around 40,000 people. (The Bombing of Hiroshima and Nagasaki) The Hiroshima/Nagasaki bombings were necessary because it played aRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki884 Words   |  4 PagesFearful cries spread through the cities of Hiroshima and Nagasaki as the atomic bombs were dropped. Thousands of people were killed instantly, with the rest left critically injured. Eventually, it was measured that 135,000 people were killed as a result of these bombs. We know that many people were killed. But how and why were the atomic bombs created? Who decided to use them? These questions all contribute to the fact that the atomic bombs impacted the world greatly. It all started when WorldRead MoreThe Atomic Bomb On Hiroshima And Nagasaki Essay1776 Words   |  8 PagesThe use of the atomic bomb on Hiroshima and Nagasaki at the end of World War II was a controversial decision that was made by President Truman. On August 6, 1945, President Truman decided to drop the atomic bomb on the Japanese city of Hiroshima and three days later a second atomic bomb on Nagasaki. It brought an end to the bloody war in the Pacific after 4 years. Making Japan surrender in the face of unimaginable force and significant destruction on Japan’s soil. Nevertheless, Truman’s decisionRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki1515 Words   |  7 PagesResearch Question: Was it necessary for President Truman to drop the atomic bomb in Japan? Was it necessary for Truman to drop the Atomic Bombs on Japan in World War II? On August 6, 1945, the first atomic bomb was dropped by a US aircraft on Hiroshima. This atomic bomb was dropped to force Japan into surrender, this bomb alone destroyed Hiroshima and over 90,000 people were instantly killed in the explosion and an additional 100,000 people perished from burns and radiation sickness. Japan refusedRead MoreThe Atomic Bombs On Hiroshima And Nagasaki1764 Words   |  8 Pagesmake the decision to drop the bombs on Hiroshima and Nagasaki however, President Truman was ultimately the man who made the final decision to launch ‘Little Boy’ and destroy Hiroshima, Nagasaki and their civilians, thus forcing an end to the war. Although there were many alternatives presented to President Truman, it is unknown as to whether they would have actually succeeded in ending the war or producing less casualties. Truman made the decision to drop these bombs in the heat of war but h is justificationRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki1364 Words   |  6 PagesOn the 6th of August 1945 America dropped the atomic bomb by the name of ‘Little Boy’ dropped by the plane ‘Enola Gay’ on the Japanese city, Hiroshima. Three days later on the 9th of August America dropped another bombed called, ‘Fat Man’ on the Japanese city of Nagasaki. A surrender was received and accepted by America on the 15th of August and the war against Japan had ended. Harry S. Truman, the man responsible for dropping the bombs claims it ended the war more efficiently and was in fact theRead MoreAtomic Bombs On Hiroshima And Nagasaki1074 Words   |  5 PagesThere are many different ways in which WWII could have ended. Rather than taking the risk of dropping atomic bombs on Japan, many people believe that one of the alternative options would have been much more sensible. The variety of possible options the U.S. could have taken to finish the w ar have been analyzed for years. Though Truman’s decision to drop the atomic bombs over Hiroshima and Nagasaki is one of the most controversial and debated topics in history, this researcher believes that he madeRead MoreThe Atomic Bomb On Hiroshima And Nagasaki1998 Words   |  8 Pagesto drop the atomic bomb on Hiroshima and Nagasaki? Joon Jung 2/21/16 Word Count: 1848 Section A: Identification and Evaluation of Sources Research Question: Was it necessary for President Truman to drop the atomic bomb on Hiroshima and Nagasaki? Was it necessary for Truman to drop the Atomic Bombs on Japan in World War II? On August 6, 1945, the first atomic bomb was dropped by a US aircraft on Hiroshima. This atomic bomb was dropped to force Japan into surrender, this bomb alone destroyedRead MoreAtomic Bomb On Hiroshima And Nagasaki Essay1902 Words   |  8 Pagesthe United States dropped the atomic bomb on Hiroshima and three days later dropped another on Nagasaki. This was a significate point in history because there has never been a bomb of this magnitude being use in an urban industrial area. Ultimately the use of the atomic bomb resulted in Japan’s surrender, which aided the allies in drawing closer to ending the war against the Axis Powers. Due to the massive destruction industrially and urbanely the use of the atomic bomb has always been questioned.