PHIL 214 Lecture : 214 Weekly Assignment 9 (1)

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melissadsmith50

14 Nov 2022

School

Biola University

Department

Philosophy

Course

PHIL 214

Professor

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Document Summary

If there is a god, he is infinitely incomprehensible, since, having neither parts nor limits, he has no affinity to us. If you gain, you gain all; if you lose, you lose nothing. There is not an infinite distance between the certainty staked and the uncertainty of the gain; that is untrue. And no one man"s belief is in any case a private matter which concerns himself alone. Our lives are guided by that general conception of the course of things which has been created by society for social purposes. It is not only the leader of men, statesman, philosopher, or poet, that owes this bounden duty to mankind. In the beginning of the pascal article, pascal makes a statement that can be very controversial. He says, the justice of god must be vast like his compassion . When first reading this, i didn"t really give it much thought.

Related Questions

First Task: The Exercise for Your Imagination
John Rawls introduces his reader to several concepts fundamental to a thorough account of the idea of justice: Liberty; equality; rights; and fairness. But he is deservedly of philosophical interest because of the way he fulfills his aim, which is “...To present a conception of justice which generalizes and carries to a higher level of abstraction the familiar theory of the social contract as found in Locke, Rousseau, and Kant” (Pojman 620, Lt). Rawls introduces an imaginary device in order to establish the conditions under which “the principles of justice for the basic structure of society...would (be accepted)” (620 Lm). It is these conditions, Rawls’ “initial position of equality,” and his device for establishing them, “the veil of ignorance,” that I would have you think about for your exercise (620 Lm and 620 Rm): “The veil of ignorance...ensures that no one is advantaged or disadvantaged in the choice of principles by the outcome of natural chance or the contingency of social circumstances” (620 Rm).

As an exercise of the imagination, you are asked, as Rawls asks us all, to imagine yourself in the “initial position of equality” under “the veil of ignorance.” Discover for yourself if doing so is or is not conducive to a genuine sense of fairness, as you prepare to make “one of the most general of all choices which persons might make together, namely ...the choice of the first principles of a conception of justice which is to regulate all subsequent criticism and reform of institutions” (621 Lt).

Second Task: The Writing Assignment
Please number your responses:
1. Describe your experience. Take the time to do so as completely as you are able.
2. How did this exercise affect your understanding of the section titled “The Reasoning Leading to the Two Principles of Justice” (624 Lm). It requires an effort to do so, but try to justify your response with direct reference to your own experience of imagining and reading, not to associations or thoughts gathered from any other source. Provide\ relevant quotations to focus your reader’s attention.
3. Relate your experience to Rawls’ “Two Principles of Justice,” especially concerning his denying “exchanges between basic liberties and economic and social benefits” (624 Rb). Be as descriptive as you are able, using direct quotations as support.
4. What is your opinion of Rawls’ “General Conception” (627 Rb)? Use quotations to assist in your explanation.

kristintreharne

Having my first discussion assessment due soon but could use help, I have to explain if if I agree or don’t agree with them (I agree with both of them but not sure what to write) the response needs to be 6 sentences in length for each.

1) Give an example of when you feel that this method is the best approach.

The Socratic Method consisted of asking people questions about matters they presumably knew something about. Socrates would usually begin by asking for a definition of a concept like 'justice'. I believe it is an effective way of learning especially in a setting where it takes one a certain level of "know-how" l'd call it because it is engaging the student to stimulate their own answers and understanding. I took chemistry Summer 22' and my professor would always begin class or a new topic with a question such as "What do you think ___is?" We'd all answer. He then would say "why do you think this?" and if we were wrong he would tell us but if not, he would further explain the details behind it. So, he had me engaged from the moment he walked in. He also used a chalkboard so that brought back the nostalgia of when I was back in elementary school learning new things every day.

2) Give an example of when you feel that the Socratic method is ineffective.

I feel the Socratic method would not be effective in a courtroom. I believe this because the person being questioned will feel the need to hide what He or She knows. This will result in the complete opposite results desired from this method. Or maybe at a seminar when one's purpose is to explain and give information. For example at an apple device release.

I do believe the socratic method is a good strategy to learn because you tend to go back and forth on a discussion until you get to the point that you have been trying to prove. This way you are breaking down the discussion into smaller parts, making it easier to comprehend.

1) I would say the Socratic Method would be highly effective in the court of law. I have seen this play out in a few shows as well like Caso Cerrado and Dr. Phill. Where the interviewer will ask a few questions to get to the bottom of a conflict and depending on the interviewee's response, the interviewer will continue to ask questions until he/ she breaks and tells the truth or the way things actually are.

2) An example where the Socratic method would not work would be in a situation where the discussions has an indefinite amount of answers. For example " what is the purpose of life" ? One could argue that we are simply here as animals and our sole purpose is to repopulate the earth. On the other hand we could also say that we create our own purpose here, we decide what we will do with our lives. But who's to say that both answers are incorrect? Here the socratic method would continue in an endless loop.

tambry237

a.) A hockey puck is observed to be sliding along a flatfrictionless surface at a speed of 4 cm/min. There is no net forceacting on the puck. Assuming it doesn't smash into anything, howfast will the puck be going 17 min later?
cm/min

b.) An object is accelerating. Which one of the followingstatements is true?
The object must be speeding up.
Gravity must be causing the object to accelerate.
The object must be changing directions.
The object must be slowing down.
There is a net force acting on the object.

c.) A 100 kg block weighs 220 lb on Earth. If the block weretransported to a planetary body that had a smaller free fallacceleration (as compared to Earth), which one of the followingwould be true?
The block would have the same weight and a smaller mass.
The block would have the same mass and a bigger weight.
The block would have the same mass and the same weight.
The block would have the same weight and a bigger mass.
The block would have the same mass and a smaller weight.
d.) What does it mean (in physics) to say that a quantity isconserved?
It means that the quantity is not being used.
It means the total amount is zero.
It means the total amount never changes.
It means it's being saved up.

e.) At a certain point in time, the total energy of a closed systemis observed to be 176 J. Which one of the following statements istrue?
Three hours later the energy of the system is 352 J.
Four hours later the energy of the system is 88 J.
All of the energy must be kinetic if the objects are moving.
Twelve hours later the energy of the system is 176 J.
Some of the energy must be potential.

g.) Which of the following statements are impossible? Choose allthat apply.
The parked truck had 8770 J of KE.
The scooter had 0 J of KE and 0 kgÂ·m/s of momentum.
A ball moving in a circle had 0 N of net force acting on it.
A box had an acceleration of 0 m/s2 while a net force of 311 Nacted on it.
Jack exerted 18 N of force due east on a cart. As a direct result,the cart exerted 18 N of force due west upon Jack.
A toothpick exerts a smaller gravitational force upon the Moon thanthe Moon exerts upon it.

a.) Two balls make up a closed system. Ball A has 701 J of energyand ball B has 78 J. After they collide, ball A has 665 J. How muchenergy does ball B have after they collide?
J

b.) An asteroid and a comet collide head on. Prior to thecollision, the asteroid has a momentum of 700,000 kgÂ·m/s up and thecomet has a momentum of 800,000 kgÂ·m/s down. After the collisionthe asteroid has a momentum of 750,000 kgÂ·m/s down. After thecollision, what is the comet's momentum?
kgÂ·m/s
North
South
East
West
Up
Down
Left
Right
No direction because the comet has stopped

c.) How much does a 28 kg object weigh on Moon? Please feel free toreference the Solar System Data table located at the beginning ofUnit II.
______N

d.) A 660 N net force acts on a 42 kg object. Determine theobject's acceleration.
_____m/s2

e.) Calculate the gravitational force between a 657 kg object(resting on Earth) and the Moon. The mass of the Moon is 7.347Ã1022kg and the distance between the object & the Moon is 3.844Ã108m.
____N

PHIL 214 Lecture : 214 Weekly Assignment 9 (1)

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