Chisholm and the Doctrine of Temporal Parts :: Science

Chisholm and the Doctrine of Temporal Parts In the appendix to Person and Object, Roderick Chisholm discusses the doctrine of temporal parts. Chisholm’s position is that the arguments commonly supplied in support of the doctrine are not successful. In this paper, I will consider Chisholm’s objections and then give my own responses in favor of the doctrine of temporal parts. The doctrine of temporal parts, commonly called four dimensionalism, is a metaphysical theory concerning how it is that objects persist through time. Four dimensionalism holds that objects are both spatially and temporally extended; as such, an object is considered to be demarcated by its dimensions in both the spatial and temporal realms. In terms of parthood, then, four dimensionalism considers an object to be jointly composed of both its spatial and temporal parts. Moreover, at any one point in time, it is only a spatiotemporal part of the entire four dimensional whole that is presenting itself to us. The four dimensionalist speaks of these parts, or stages (â€Å"time slices†) of the four dimensional object as constituting, over a period of time, the entire object[1]. Another way of putting this is to say that a four dimensional object is an aggregate of all of its spatial and temporal parts. Opposed to this view of the persistence of objects through time is three dimensionalism. Three dimensionalism appears to be more in line with our common everyday sense of how objects persist through time; one in which we believe in, as Chisholm puts it, â€Å"the concept of one and the same individual existing at different times† (143). In contrast to the four dimensionalist, then, the three dimensionalist maintains that objects persist by being â€Å"wholly present† at each point at which they exist. Ultimately, Chisholm uses his arguments against temporal parts in order to support his general theses concerning personal identity over time. However, it is not within the scope of this paper to explore the underlying reasons Chisholm might have had for arguing against the four dimensionalist: that topic is best left to a more extensive project on the subject of the persistence of objects through time. For now, we will just take a look at three criticisms that Chishol m proposes for the temporal parts theorist: (1) that the so-called spatial analogy is not accurate, (2) that the doctrine of temporal parts does not solve the Phillip drunk/ Phillip sober puzzle, and (3) that the doctrine is of no use in solving various other metaphysical puzzles. Chisholm and the Doctrine of Temporal Parts :: Science Chisholm and the Doctrine of Temporal Parts In the appendix to Person and Object, Roderick Chisholm discusses the doctrine of temporal parts. Chisholm’s position is that the arguments commonly supplied in support of the doctrine are not successful. In this paper, I will consider Chisholm’s objections and then give my own responses in favor of the doctrine of temporal parts. The doctrine of temporal parts, commonly called four dimensionalism, is a metaphysical theory concerning how it is that objects persist through time. Four dimensionalism holds that objects are both spatially and temporally extended; as such, an object is considered to be demarcated by its dimensions in both the spatial and temporal realms. In terms of parthood, then, four dimensionalism considers an object to be jointly composed of both its spatial and temporal parts. Moreover, at any one point in time, it is only a spatiotemporal part of the entire four dimensional whole that is presenting itself to us. The four dimensionalist speaks of these parts, or stages (â€Å"time slices†) of the four dimensional object as constituting, over a period of time, the entire object[1]. Another way of putting this is to say that a four dimensional object is an aggregate of all of its spatial and temporal parts. Opposed to this view of the persistence of objects through time is three dimensionalism. Three dimensionalism appears to be more in line with our common everyday sense of how objects persist through time; one in which we believe in, as Chisholm puts it, â€Å"the concept of one and the same individual existing at different times† (143). In contrast to the four dimensionalist, then, the three dimensionalist maintains that objects persist by being â€Å"wholly present† at each point at which they exist. Ultimately, Chisholm uses his arguments against temporal parts in order to support his general theses concerning personal identity over time. However, it is not within the scope of this paper to explore the underlying reasons Chisholm might have had for arguing against the four dimensionalist: that topic is best left to a more extensive project on the subject of the persistence of objects through time. For now, we will just take a look at three criticisms that Chishol m proposes for the temporal parts theorist: (1) that the so-called spatial analogy is not accurate, (2) that the doctrine of temporal parts does not solve the Phillip drunk/ Phillip sober puzzle, and (3) that the doctrine is of no use in solving various other metaphysical puzzles.

Love Is a Fallacy

Is Max Schulman's novel, Love is a Fallacy, anti-women or anti men? Although the answer to this question is very argumentative, many people would read this essay and immediately agree that this essay was written in an anti-woman perspective. However, there are those who would view this essay in the anti-men perspective as well. Moreover, neither view is 100% accurate. The story does, in fact, have a number of anti-women elements; however, there are also anti-men characteristics that are included. This being said, equally strong arguments can be made for both sides. The view of this specific essay all depends on the reader. Therefore, this story is not only anti-women, but it is also anti-men. There are definitely elements of this essay that support the anti-women argument. For example, the narrator makes the character Polly out to be quite unintelligent and of a â€Å"ditzy† nature. Therefore, the narrator seems to think of Polly only in the way of being a woman of beauty. He did not want to date her for any other reason at all. This is noticed when he says â€Å"I wanted Polly for a shrewdly calculated, entirely cerebral reason. I was a freshman in law school. In a few years, I would be out in practice. I was well aware of the right kind of wife in furthering a lawyer's career. The successful lawyers I had observed were, almost without exception, married to beautiful, gracious, intelligent women. With one omission, Polly fitted these specifications perfectly†. This statement said by the narrator makes it clear that he views Polly only as a beautiful symbol and nothing more. Viewing Polly in this way the narrator is nothing short of being ant-women. Nevertheless, this story also has its anti-men elements. This essay revolves around a man who believes none can ever measure up to his greatness. The narrator classifies himself as â€Å"better than the rest†. To illustrate, the narrator does not believe that a woman as beautiful as Polly would go for a man with low intelligence such as Petey. The narrator believes, because Petey is not a law-student or as intelligent as himself, Petey is of a lower standard. The narrator believes he is superior to Petey. The narrator is represented as what has become something of a stereotypical, condescending man. The way the narrator looks down on Petey definitely falls into the anti-men argument. As it is now clear, this essay has both anti-women and anti-men elements. This essay was written purposely to be an argumentative essay; therefore, there is no right or wrong argument. Love is a Fallacy is a very controversial story, meaning that the view of this essay, whether it is anti-men or anti-women, all depends on the reader. As many readers would argue about whether this essay is anti-women or anti-men, unfortunately, this question can never be accurately answered. The argument about which side the story is based on could go on forever. The conclusion I have drawn about whether Schulman's essay is anti-women or anti-men is that its subject matter contains both anti-women and anti-men elements. Therefore, this essay is just as much anti-men as it is anti-women. Love Is a Fallacy Is Max Schulman's novel, Love is a Fallacy, anti-women or anti men? Although the answer to this question is very argumentative, many people would read this essay and immediately agree that this essay was written in an anti-woman perspective. However, there are those who would view this essay in the anti-men perspective as well. Moreover, neither view is 100% accurate. The story does, in fact, have a number of anti-women elements; however, there are also anti-men characteristics that are included. This being said, equally strong arguments can be made for both sides. The view of this specific essay all depends on the reader. Therefore, this story is not only anti-women, but it is also anti-men. There are definitely elements of this essay that support the anti-women argument. For example, the narrator makes the character Polly out to be quite unintelligent and of a â€Å"ditzy† nature. Therefore, the narrator seems to think of Polly only in the way of being a woman of beauty. He did not want to date her for any other reason at all. This is noticed when he says â€Å"I wanted Polly for a shrewdly calculated, entirely cerebral reason. I was a freshman in law school. In a few years, I would be out in practice. I was well aware of the right kind of wife in furthering a lawyer's career. The successful lawyers I had observed were, almost without exception, married to beautiful, gracious, intelligent women. With one omission, Polly fitted these specifications perfectly†. This statement said by the narrator makes it clear that he views Polly only as a beautiful symbol and nothing more. Viewing Polly in this way the narrator is nothing short of being ant-women. Nevertheless, this story also has its anti-men elements. This essay revolves around a man who believes none can ever measure up to his greatness. The narrator classifies himself as â€Å"better than the rest†. To illustrate, the narrator does not believe that a woman as beautiful as Polly would go for a man with low intelligence such as Petey. The narrator believes, because Petey is not a law-student or as intelligent as himself, Petey is of a lower standard. The narrator believes he is superior to Petey. The narrator is represented as what has become something of a stereotypical, condescending man. The way the narrator looks down on Petey definitely falls into the anti-men argument. As it is now clear, this essay has both anti-women and anti-men elements. This essay was written purposely to be an argumentative essay; therefore, there is no right or wrong argument. Love is a Fallacy is a very controversial story, meaning that the view of this essay, whether it is anti-men or anti-women, all depends on the reader. As many readers would argue about whether this essay is anti-women or anti-men, unfortunately, this question can never be accurately answered. The argument about which side the story is based on could go on forever. The conclusion I have drawn about whether Schulman's essay is anti-women or anti-men is that its subject matter contains both anti-women and anti-men elements. Therefore, this essay is just as much anti-men as it is anti-women.

Understanding the Importance of Taking Notes

Taking notes is a great way to help students identify the importance of concepts covered in class. Even if you have a great memory, you simply wont be able to remember everything the teacher says. A permanent written record that you can refer to later can prove indispensable when its time to write an essay or take a test on the materials discussed in class. Literature lectures offer important background information about the works youre studying, including literary terms, details about the authors style, thematic relationships between works and important quotations. The content from literature lectures has a way of appearing on quizzes and essay assignments in ways students least expect them to, which is why note taking is so helpful. Even if the lecture material doesnt reappear in a testing situation, you may be asked to draw from the knowledge you gained from the lecture for a future class discussion. With that in mind, here are a few tips about how to effectively take notes in your literature class. Before Class To prepare for your next class, read the assigned reading material. Its usually a good idea to read the material at least a few days before the assignment is due. If possible, youll want to read the selection several times and make sure you understand what youre reading. If you have any questions, your textbook may offer a list of suggested readings to help with your understanding. A visit to your library may also offer additional reference resources to answer your questions and further prepare you for class. Your notes from previous class periods may also help to answer your questions. Also, be sure to take a look at the questions that follow selections in your textbook. The questions help you to re-evaluate the text, and they may help you to understand how the material relates to other works youve read in the course. During the Literature Class Be prepared to take notes when you attend your class, and be on time. Bring plenty of paper and pens with you.  Write down the relevant date, time, and topic details on your notepaper before the teacher is ready to start. If homework is due, hand it in before the class starts, and then be ready to take notes. Listen carefully to what the teacher says. Particularly note any discussion about future homework assignments and/or tests. The teacher may also give you an outline of what he or she will be discussing for that day. Remember that you dont have to get down every word that your teacher says. Get enough written down so that you can understand what was said. If theres something that you dont understand, be sure to mark those sections so you can come back to them later. Since youve read the reading material before class, you should recognize new material: details about the text, the author, the time period, or the genre that wasnt covered in your textbook. Youll want to get as much of this material down as possible because the teacher probably considers it to be important to your understanding of the texts. Even if the lecture seems disorganized  get down as many notes as possible through the lecture. Where there are gaps, or parts of the lecture you dont understand,  clarify your understanding of the material by asking questions in class or during the teachers office hours. You can also ask a classmate for help or find outside reading materials that explain the issue. Sometimes, when you hear the material in a different way, you may understand the concept much more clearly than the first time you heard it. Also, remember, every student learns in a different way. Sometimes, its better to get a broader perspective--from various sources, both in and out of class. If you know you have a hard time paying attention, try some preventative measures. Some students find that chewing on gum or a pen helps them to pay attention. Of course, if youre not allowed to chew gum in the class, then that option is out. You can also  ask for permission to record the lecture. Reviewing Your Notes You have several options for reviewing or revising your notes. Some students type the notes up, and print them up for easy reference, while others just look them over after class and transfer important detail to other tracking devices. Whichever mode of review you prefer, the important thing is that you look over your notes while the lecture is still fresh in your mind. If you have questions, you need to get them answered before you forget what was confusing or hard-to-understand. Collect your notes in one place. Usually, a three-ring binder is the best place because you can keep your notes with your course outline, class handouts, returned homework assignments  and returned tests. Use a highlighter  or some system of making the text stand out. Youll want to make sure that you dont miss the details the teacher gives you about assignments  and tests. If you highlight important items, make sure that you dont highlight everything or else everything seems important.   Be sure to make note of examples. If the teacher is talking about a quest  and then talks about Tom Jones, youll want to make note of it, particularly if you know that youll be reading that book shortly. You may not always understand the context of the discussion if you havent yet read the work, but its still important to note that the work is connected with the quest theme. Dont just review your notes the day before your final exam. Take a look at them periodically throughout the course. You may see patterns that you never noticed before. You may better understand the structure and progression of the course: where the teacher is going and what he or she expects you to have learned by the time the class is over.  Often the teacher will put the material on a test just to make sure that students are listening or taking notes. Some teachers will discuss the complete outline of a test, telling students exactly what will appear, but students still fail because theyre not paying attention. Wrapping Up Before long, youll get used to taking notes. It really is a skill, but it also depends on the teacher. Sometimes its difficult to tell whether a teachers  statements are important or just an offhand remark. If all else fails, and youre confused or uncertain about whether youre understanding what is expected of you in the course, ask the teacher. The teacher is the person giving you a grade (in most situations).

Foods Role in the Evolution of the Human Jaw

You may have heard the old adage that you should chew your food, especially meat, at least 32 times before you try to swallow it. While that may be overkill for some types of soft food like ice cream or even bread, chewing, or lack thereof, may have actually contributed to the reasons human jaws became smaller and why we now have smaller numbers of teeth in those jaws. What Caused the Decrease in Size of the Human Jaw? Researchers at Harvard University in the Department of Human Evolutionary Biology now believe that the decrease in size of the human jaw was, in part, directed by the fact that human ancestors began to â€Å"process† their foods before they ate them. This does not mean adding artificial colors or flavors or the type of processing of food we think of today, but rather mechanical changes to the food such as cutting meat into smaller pieces or mashing fruits, vegetables, and grains into bite sized, small jaw friendly amounts. Without the large pieces of food that needed to be chewed more times to get them to pieces that could be swallowed safely, the human ancestors’ jaws did not have to be so large. Fewer teeth are needed in modern humans compared to their predecessors. For instance, wisdom teeth are now considered vestigial structures in humans when they were necessary in many of the human ancestors. Since jaw size has considerably gotten smaller throughout the evolution of humans, there is not enough room in some people’s jaws to comfortably fit the extra set of molars. Wisdom teeth were necessary when humans’ jaws were bigger and the food needed more chewing to be fully processed before being able to be swallowed safely. The Evolution of Human Teeth Not only did the human jaw shrink in size, so did the size of our individual teeth. While our molars and even bicuspids or pre-molars are still larger and flatter than our incisors and canine teeth, they are much smaller than the molars of our ancient ancestors. Before, they were the surface upon which grains and vegetables were ground into processed pieces that could be swallowed. Once the early humans figured out how to use various food preparation tools, the processing of the food happened outside of the mouth. Instead of needing large, flat surfaces of teeth, they could use tools to mash these types of foods on tables or other surfaces. Communication and Speech While the size of the jaw and the teeth were important milestones in the evolution of humans, it created more of a change in habits besides just how many times food was chewed before swallowed. Researchers believe the smaller teeth and jaws led to changes in communication and speech patterns, may have something to do with how our body processed changes in heat, and could even have affected the evolution of the human brain in areas that controlled these other traits. The actual experiment performed at Harvard University used 34 people in different experimental groups. One set of groups dined on vegetables early humans would have had access to, while another group got to chew on some goat meat—a type of meat that would have been plentiful and easy for those early humans to hunt and eat. The first round of the experiment involved the participants chewing completely unprocessed and uncooked foods. How much force was used with each bite was measured and the participants spit back out the fully chewed meal to see how well it was processed. The next round â€Å"processed† the foods the participants would chew. This time, the food was mashed or ground up using tools the human ancestors may have been able to find or make for food preparation purposes. Finally, another round of experiments were performed by slicing and cooking the foods. The results showed that the study participants used less energy and were able to eat the processed foods much more easily than those that were left â€Å"as is† and unprocessed. Natural Selection Once these tools and food preparation methods were widespread throughout the population, natural selection found that a larger jaw with more teeth and oversized jaw muscles were unnecessary. Individuals with smaller jaws, fewer teeth, and smaller jaw muscles became more common in the population. With the energy and time saved from chewing, hunting became more prevalent and more meat was incorporated into the diet. This was important for early humans because animal meat has more calories available, so more energy was then able to be used for life functions. This study found the more processed the food, the easier it was for the participants to eat. Could this be why the mega-processed food we find today on our supermarket shelves are often high in caloric value? The ease of eating processed foods is often cited as a reason for the obesity epidemic. Perhaps our ancestors who were trying to survive by using less energy for more calories have contributed to the state of modern human sizes.

Reflective Reflection - 1022 Words

As I look back and reflect on all that I have learned from my experiences from Afro-Am 151, I realized that I have learned much more than I expected to. I thought that I would just be learning about the concepts of the course, but I also learned who I am as a person, and even changed some of the ways I look at the world we live in. Going to my placement site of Packer helped me to better understand the concepts we learned about in class, as well as my inner feelings about the concepts. I learned that I used to think about and view the world in a way that most Americans do today as well. The problem with this is that it is not the best way to go through life. Growing up, I lived in a mostly white town, so I didn’t really think much about†¦show more content†¦I learned that they are no different than kids that come from money. Kids are kids. Eventually, I got to the point in the semester where I stopped thinking about their appearance and background because it didn†™t matter. They helped me notice things about the world that I hadn’t thought about before. One of the boys I was reading with one day pointed out that in all the books he reads, the characters are always white. Up until that point, I hadn’t noticed this. Now, whenever I read a book or watch TV or a movie, I make the same observations. The media is partially to blame for the way people feel about certain races because the majority of the things they show feature white people. The material they do show about other races is negative, which only fuels the negative thoughts and stereotypes. I thought it was really sad that kids are picking up on this trend because it makes it harder for them to find characters they can relate to and may develop negative thoughts about themselves as a result. I am grateful I was able to go to Packer because it opened my eyes to the injustices that kids face today. I would like to thank everyone at Packer for the amazing experience they pr ovided me with. You all made it an enjoyable time and welcomed me into the center. I appreciate all the help the workers did for me and the kids this semester. Justin, Rita and Atasha do so much to keep the center running smoothly. I wentShow MoreRelatedReflective Reflection On Reflective Practice2289 Words   |  10 PagesReflection is considered as a state of mind which is a continuous practice (Fanghanel, 2004, p. 576). It yields confidential and safe ways to demonstrate personal experiences as well as continuously challenging perceptions, illusions and biases that can be damaging to cultures and society. Reflective practice enables the practitioner to learn about themselves and their work, their culture and society in which they live. As a counsellor, the role of reflection is something that is essential in orderRead MoreReflective Reflection Essay999 Words   |  4 Pagespractising exist for counsellors, with reflective practice becoming more popular amongst practitioners. 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Euthanasia Should Be Abolished Essay Example For Students

Euthanasia Should Be Abolished Essay Euthanasia is the painless, intentional death of a person who is suffering. Euthanasia is wrong because it alters our natural way of survival, and upsets religous beliefs. By using euthanasia, ?miraculous? recoveries have been prevented. People think that the easy way out of their problems is by conducting euthanasia. It is not a natural thing to commit suicide, and suffering is no excuse for death.Suffering is a part of nature, and we should not try to fix and polish it by means of death. By reason alone, euthanasia sets us against our nature. Anyone who believes in God, and takes his own life, is acting against God. This person would violate the eighth commandment, ?thou shalt not kill?. Life is sacred. God, and only God, decides when a person is going to die. There is always the possibility of a miracle to occur. By performing Euthanasia, that is leaving no room for the ?miraculous? recoveries that frequently occur. My little brother was born with the left ventricle of his heart missing. In order to try to resolve this problem, he had to go through three operations within his first 3 years of life. The chances of him living through his first operation were next to nothing, but his family didnt give up hope. He is seven years old now and is active, normal, and doing great. The doctors told us that some children like my brother were killed because they were thought to be a hopeless life. In those cases, the child was not given a chance for a miracle like my brothers to happen. Knowing we can take our life at any time might incline us to give up too easily. The will to live is strong in all of us, but can be weakened by pain, by suffering, and by feelings of hopelessness. We never have a chance to reconsider our lives. We cant allow ourselve s to give in to the tempation. One today is worth two tomorrows. Euthanasia is wrong because it violates the nature and dignity of human beings. Suffering is a terrible thing, and we have a duty to comfort those in need, and to ease their suffering when we can. But suffering is also a part of nature and life, and it should not be altered by euthanasia. Euthanasia is not just an easeful death, but a wrongful death. Euthanasia is not just dying, but killing. Euthanasia is unethical.