Ethical Judgements

1. Ethical judgements limit the methods avail fitted in the output of experience in both the tender-heartedities and the indispensable intuitions. Discuss.a. What atomic number 18as of experience & ports of swooning-sighted should be investigated? The arts, the inseparable sciences, ethicsb. Whats the heading getting at? The principal is communicate nigh the mien in which honorable judgements derriere impinge on the way we both create (rather than interpret) the arts and the innate sciences. Basic onlyy, its winding students on to an exploration of controversies in spite of appearance the arts and the innate(p) sciences in basis of the subject matter they deal with.c. What ar the potential difference cognition issues? To what termination do ethical contexts constrain the way the arts are created? To what cessation do ethical considerations limit natural science experimentation and research? For more(prenominal) ideas, con out section 10 of the Essay Guide.d. What style of hearty action situations open fire be haggard on? Were interested in examples of where artists and scientists have been hampered (or encouraged) by ethical judgements. There are mevery ready-made examples for the natural sciences. For the arts, it is perchance not so ingenuous, but at that place are still lots of examples of ethically headerable works of art. In scathe of counterclaims, it is the arts that are go served by real t one and only(a) situations, with plenty of pieces produced in order to carriage (and produce) ethical judgements.But here, alike, you should be able to rise up scientific friendship that has been discover in order to solve ethical problems. Youll experience more specialized examples, in the last section of the Guide.e. What are the difficulties and challenges of this misgiving? The chief is perhaps a little confusingly worded, but it is pass in terms of the areas of experience to be tackled. Including personal examples will be trickier in this wonder than finding outside examples.2. When the only tool you have is a hammer, all problems begin to resemble nails (Abraham Maslow). How might this apply to ways of intimate, as tools, in the rocking horse of companionship?a. What areas of knowledge & ways of knowing should be investigated? The brain is a broad unrivalled, and allows students to contract on their take choice of WOKs. It as well potentially allows students to bring in the AOKs as well particularly natural/human sciences (the scientific method), taradiddle (the historical method), and the arts (creation of art).b. Whats the chief getting at? The question asks students to consider the way in which WOKs are utilised to provide us with knowledge.The quote suggests that if we view WOKs in too narrow and homogenous a way, it could limit the amount and type of knowledge we are able to acquire. The question requires students to consider the nature of each way of knowing, and try to think a little more creatively about each iodine in addition, students could also consider how the areas of knowledge squeeze out themselves act as ways of knowing ie, in terms of the scientific or historical method, and in terms of art as a way of knowing rather than an area of knowledge. disposed that this is a question for the 2008 curriculum, its focus are the four ways of knowing (emotion, language, priming, sense perception).A dissipated look at the tonic curriculum will provide new possibilities for this, and perhaps provide a key to approach shoting the question (considering the hardship of faith, imagination, intuition, memory).c. What are the potential knowledge issues? Are the four ways of knowing the only means of acquiring knowledge? Do we acquire knowledge only through the ways of knowing, or can it be acquired via the areas of knowledge? For more ideas, check out section 10 of the Essay Guide..d. What port of real life situations can be drawn on? d isposed how broad the question potentially is, in that location is a large stretch of real life situations that can be drawn on. Youll find more specific examples, in the last section of the Guide.e. What are the difficulties and challenges of this question? The quote is a lovely one, and it could lead on to some interesting knowledge issue hash oution. However, the non-specific nature of the question (not only does it not stipulate which WOKs/AOKs, it also does not mention how many should be considered) means that it will be very easy to go astray with this question. Responses have to narrow drink down specific examples of how the ways of knowing can some periods impeded our pursuit of knowledge if we do not apply them in an imaginative way.3. intimacy is nothing more than the systematic organisation of facts. Discuss this tale in relation to 2 areas of knowledge.a. What areas of knowledge & ways of knowing should be investigated? This is other broad question, although unli ke title no.2, it does state how many WOKs/AOKs should be tackled (two AOKs). Given this, it would make sense to focus on two distinct AOKs, such(prenominal)(prenominal) as ethics and natural sciences, or the arts and history.b. Whats the question getting at? The question asks students to consider the nature of knowledge within their two chosen AOKs. Systematic organization of facts suggests quantitative knowledge students moldiness consider to what close this is true, and then offer a counter-claim in which they discuss how much qualitative knowledge, and other forms of knowledge the particular AOKs consist of. Students should clear in mind that the title implies a process ie, organizing facts, rather than a static type of knowledge ie, organized facts the two possible significances could lead to different types of analyses. A clear definition of facts needs to be provided in the introduction, to give responses a firm footing.c. What are the potential knowledge issues? To wha t extent can we build up a thorough judgement of the human/natural sciences by processing purely quantitative knowledge? To what extent does ethical knowledge involve the consideration of factual information? For more ideas, check out section 10 of the Essay Guide.d. What riddle of real life situations can be drawn on? Real life situations can be taken easily from personal experiences related to the AOKs chosen, so students can think about the level of the understanding they have make up by dealing with systemized facts. Youll find more specific examples, in the last section of the Guide.e. What are the difficulties and challenges of this question? Given that the essay is clear about its scope, this question is probably easier to approach than question 2. Having said that, it depends on how students tackle this notion of systemized facts. If they do so in terms of natural science consists of systemized facts, they may have problems if they do so in terms of natural science consis ts of building up systemized facts, they will be able to tackle the question more easily.4. That which is accepted as knowledge straightaway is sometimes discarded tomorrow. Consider knowledge issues raised by this statement in two areas of knowledge.a. What areas of knowledge & ways of knowing should be investigated? convertible to question 3, this title asks students to consider two AOKs. The question lends itself to AOKs that offer more accusing, yet regularly updated, knowledge, such as history, the human sciences, and the natural sciences. morality also ties in very well, and could link up very nicely with history.b. Whats the question getting at? The question is referring to the extent to which knowledge is subject to review and revisionism over time. Thus, although we may believe we possess objective facts, from a different perspective gained by progress, such facts become re-interpreted in the light of new evidence, discoveries, technology, or societal trends. In short, the question is asking students the extent to which knowledge is provisional. Note the use of the word sometimes, though, meaning that you shouldnt make generalizations about the whole of knowledge.c. What are the potential knowledge issues? To what extent does historical knowledge need revision? Are there any theories or laws in the human sciences that have withstood the test of time? For more ideas, check out section 10 of the Essay Guide.d. What sort of real life situations can be drawn on? In terms of the AOKs mentioned above, appropriate real life situations may involve a way of interpreting a previous(prenominal) event, a method of examine human behaviour, knowledge about the natural world, or an accepted way of behaving. In terms of personal examples, students can easily apply their own learning of a particular subject (related to one of the AOKs they have selected), and how their understanding of it has been subject to change over time. Youll find more specific examples, i n the last section of the Guide.e. What are the difficulties and challenges of this question? This is a more straightforward question to get to grips with, as it focuses on a concept that should be familiar to most students.5. The historians task is to understand the past the human scientist, by tell, is looking to change the future. To what extent is this true in these areas of knowledge?a. What areas of knowledge & ways of knowing should be investigated? This question is understandably focused on history and the human sciences. It could require some consideration of the method used by both historians and human scientists, in an take in charge to gauge the mapping of each one.b. Whats the question getting at? The question asks students to consider the purpose of both AOKs, and decide to what extent one merely looks back, and one looks forward. Obviously, the title is a rather arbitrary one there cant be only one purpose to an AOK, and AOKs overlap hugely anyway (particularly his tory and the human sciences). So students should use the question for a launching pad into a more wide-ranging discussion of the aim of both AOKs, not, perhaps, sticking quite so stiff to the assertion implicit in the title.c. What are the potential knowledge issues? To what extent is history only focused on past events? To what extent do thehuman sciences aim to change the way societies behave? For more ideas, check out section 10 of the Essay Guide.d. What sort of real life situations can be drawn on? The arguments for this essay need to be based on history studies that have been done only in the context of the past, and human science cases that have not drawn on past events. Counterclaims need to contrast those RLSs which will be much easier to do. Youll find more specific examples, in the last section of the Guide.e. What are the difficulties and challenges of this question? The two AOKs are very similar ones indeed, outside the world of TOK, history is a human science, so s tudents may find it hard to contrast the respective methods used, and knowledge that is acquired. Historians often work alongside human scientists, and fault versa, in order to understand past, present, and future societies, so using such an arbitrary and contrived statement will present problems for students. Finally, talking of an predominant purpose for AOKs is fraught with difficulties can we say there is one reason why historians/human scientists do their respective jobs? Having said all that, theres plenty of scope to attack the question6. A deist is one who is willing to question any knowledge claim, asking for lucidness in definition, consistency in logic and adequacy of evidence (adapted from capital of Minnesota Kurtz, 1994). Evaluate this approach in two areas of knowledge.a. What areas of knowledge & ways of knowing should be investigated? This is the third title that asks students to consider two non-specific areas of knowledge, and the fifth one that focuses on AOK s rather than WOKs. For this title, appropriate AOKs are ones that make knowledge claims of which hatful can questionasking for clarity in definition, consistency in logic and adequacy of evidence. In other words, AOKs that require clear evidence to support the knowledge they deal with. Although this could conceivably work with any AOK, the arts are trickier to use within this title, as is mathematics.b. Whats the question getting at? The question provides a framework (ie the way a skeptic approaches knowledge) that can be use to the two AOKs. As describe in e, what this framework leads us onto is not immediately apparent. Presumably, the essay is supposed to assess how well this approach can be applied to the chosen AOKs, in order to provide us with certain knowledge.c. What are the potential knowledge issues? To what extent does the natural sciences/human sciences/history/ethics require logic and evidence in order to acquire knowledge? For more ideas, check out section 10 of the Essay Guide.d. What sort of real life situations can be drawn on? take away RLSs depend on the AOKs chosen, but what is needed here are RLSs that expatiate how the approach can work, and RLSs indicating that such an approach is not always effective. Youll find more specific examples, in the last section of the Guide.e. What are the difficulties and challenges of this question? The difficulties are in working out what the question wants students to do with the skeptics approach to knowledge. Does it want students to assess how well this approach works in the two AOKs (ie whether it leads us to certain knowledge)? Does it want students to assess whether such an approach can be used at all? Does it want us to focus on the skeptic, or on the AOK?