The Ontological Argument Essay -- social issues

The Ontological Argument The Ontological argument is a group of different philosophers arguments for the existence of God. "Ontological" literally means talking about being and so in this case, that being is the existence or being of God. The main component of the Ontological argument can be found in the Anselm’s "Proslogion" which is a short work that tries to demonstrate both the existence and the nature of God. His main aim in writing the Proslogion is not to directly prove the existence of God but to moreover, to show the relationship between faith and reason. Anselm wanted to understand the object of the belief. He is also not trying to defend his belief against the atheist and neither is he trying to convince the atheist that God exists. The ontological argument differs from other arguments in favour of God as it is an ‘a priori’ deductive argument, a priori meaning that can come to a conclusion by the use of reason and not proof. A deductive argument means that if the premises that are put into the argument are true, then the conclusion must be true. Thus, Anselm tends to base his argument on the definitions and terminology used. Anselm’s first form of the argument is that God is "that than which none greater can be conceived". Firstly, it must be emphasised that Anselm’s definition does not limit God to being the "greatest" but makes it known that nothing greater can be thought than God himself. Therefore, God should not in any way be linked to terms such as ‘omnipotent’ as terminology such as this limit him to what he really is. With this definition, he attempts to prove that not only does God exist in the mind but also in reality. Anselm uses the example of "the fool" to prove his point on God’s existence. He says that when "the fool" says that "There is no God" in Psalms, he must therefore understand what he hears , and what he understands in his intellect by the term "God". Therefore, if he knows what God is, God must exist as it is impossible to know what something is if it does not exist. In chapter three in the ‘Proslogion’, Anselm contributes his second form to the argument. This form of the argument is that of ‘necessary existence’. He says that "that than which can be thought not to exist is not as great as that which cannot be thought not to exist." Therefore, to say that God can be thought not to exist if the definition of God... ...elm’s first form of the argument and indirectly also demolishes the argument on the ‘necessary existence’ though his criticism. He criticises and successfully attacks the Cartesian version that in order for there to be a ‘supreme being’, existence must be predicate of God (the supreme being). Norman Malcolm then tried to save this argument by coming up with an argument which Davis seems to have demolished successfully. Although the argument does not seem to remain too strong in the light of these responses, we can say that although Anselm failed to show ‘the fool’ that God existed, he by acquiring more knowledge and understanding about the Christian beliefs seems to fortify his faith as a believer. Anselm’s second form of the argument seems has kept philosophers interested and fascinated with it throughout time. The very fact that philosophers such as Descartes, Kant, Malcolm have been intrigued by the ontological argument strongly shows that it is a very important and complex argument which is in favour of the existence of God. Although a final and ultimate answer to the question of God’s existence has yet to be attained, it is still considered to be a remarkable argument.

Barry Glassner’s The Culture of Fear Essay

The murder of thousands of Americans on their own soil on September 11, 2001 created a new era in United States History: the era of fear. That is the finding Barry Glassner, author of The Culture of Fear: Why Americans Are Afraid of the Wrong Things. In the book’s pages is found a thorough examination of why Americans are fearful, why they aren’t, and what this says about the average citizen. It is not to say that Glassner indicates that Americans do, or should, live in fear of unexpected terrorist attack. Rather, his purpose in writing is to illuminate why it is that Americans fear the wrong things and fail to act on the right fears: he cites examples such as fearing shootings on school grounds, but not limiting access to guns. In other words, he is attempting to describe what fear is like in the culture of America and what it says about reality and perception. That is his thesis. Summed up, Glassner writes that when it comes to fear, Americans live in a culture of false paranoia and irrational paradoxes. His methodology comes through clearly. He utilizes individual case studies to coherently and cohesively build a strong unified theory. Each story and topic becomes one more brick in the foundation of his thesis. In that way he easily compels and convinces all but the most cynical reader. Finally, it is Glassner’s point of view that really works wonders. He acts as if he is but a casual, though analytical, objective observer. What Does the Author Have to Say? Fear can be created – and manipulated. Time and again Glassner returns to the example of the events of September 11, 2001 for treasures with which to bolster his theory. It is indeed ripe ground for that. It seems to be the case study for just why American citizens are paranoid for all of the wrong reasons. Yes, the terrorist attacks were awful, and all the more so because 1) they were completely unexpected and unannounced, and 2) they targeted the innocent civilian populace. That being said, writes Glassner, they were also completely anomalous. The fear of such an attack in the future due to the fact that it happened once before is unjustifiable. It had been two hundred and twenty-five years from the beginnings of the United States for such an attack to occur, and as of this tenth anniversary edition of the book it has been another ten years without such attack. Sure, that is not to say that it couldn’t happen again. However, the point that the author makes is that it is just circumstances like this that are fertile breeding ground for manipulators. In this case, he cites the then ongoing efforts of President George W. Bush to convince the population that there was an active war on terror. This war, he reminded frequently, was directed at the American citizen, the mom and pop on the street. The war could reach every home, every business. The entire country was under various alert conditions at all times. This supports the first main point of The Culture of Fear. Fear can be a force of manipulation and creation. The second point of the book is closely related to its main premise. It is the ongoing effects of a mass media accentuating the most unlikely of crimes. Each and every day the media, including the press, the internet, and the television networks, blares out stories of kidnappings, murders and more. The chief aim seems to be that ‘it could happen to you. ’ In fact, it probably will happen to you unless you take precautions daily. Fingerprint your children. Update your photographs and dental records. Plant microchips in your children’s skin. Anything to do to escape the boogeyman, because undoubtedly he’s out there. Never mind the fact that more often than not, the statistics behind the reports are skewed mightily to prove these points ex post facto. The announcements alone are proof enough for most people. The culture of fear is encouraged, and bought into. After all, the media is a powerful presence. When it comes to the third point, it becomes somewhat murky as to how some things come about. Glassner relates example after example of public policy responses to these scenarios – and how they absolutely fail to deal with the actual situations that spawn the fear. In other words, ineffective public policy is the knee jerk reaction to fear. The author is quick to relate such failures. He points out the sheer number of dollars allocated to these efforts and the startling statistics that show the problem has not changed at all. Also, he is not shy at pointing out that this culture of fear and reaction provides great political opportunity for candidates that are ‘tough on crime’ to emerge, ready to raise the banners of various well-meaning causes. Once the candidates become elected officials, either the cause is dropped along with its passion, or new laws are passed that in essence are just excuses to spend money and advance political careers. Criticism of the Author I greatly enjoyed this book. I will be unequivocal about that. Perhaps it biases my review, but I do have points to support my response. To begin with, the book is well-paced. By that I mean to say that it reads well. Much of non-fiction – particularly educated and researched non-fiction – is dry, and fails to engage the reader in the sense that its subjects remain remote. Granted, Glassner has a subject that is much more accessible to readers than the typical tome, but he does not bore with statistics or inane stories. He moves the action right along by showing readers why this involves them, and why it should naturally interest them. Each chapter begins with a premise that is readily understandable. It also includes a counterpoint and then the fun begins. Every chapter delivers. There is a natural satisfaction to this and makes reading the book enjoyable. I never experienced a more well planned out book, in this regard. I was never left wondering why something was missing, or what the author’s point was after all. He provides vignettes that most every reader either has knowledge of, or direct experience with. In that regard, the book almost reads like a continuous narrative, full of intrigue and personal connections. What surprised me in particular were the findings of the author. He clearly exposed the myths behind much of the country’s fears – fears that turn out to be nearly entirely fictitious or so improbable as to be nearly laughable. Then he does something important and which caused my surprise. He listed the fears that all Americans should actually be concerned with. These are the issues that most citizens will encounter on a daily basis and should be giving their attention rather than the stories at the top of newspaper headlines. Motor vehicle injuries, drowning, fires, head injuries to children from bicycle accidents, these are the realities of danger in America. And these can be prevented. Safer vehicles, more restrictive drivers’ licenses, and bicycle helmet laws – these are the tools of the fearful citizen that can bring some peace to life. I never thought that Glassner would make such a strong point out of such mundane information. It made me want to actually change my personal living styles, and not in the manner of investing in gas masks or bunkers. Naturally, the book is not perfect. Probably the greatest weakness is the ability of it to be dismissed as a big government bashing book. It could be accused of having an agenda. It is fairly heavy handed when it comes to discussing the media and the government’s efforts at propagating fears among the population. Perhaps Glassner could have helped himself some by providing statistical analysis of actual terrorist linked events over the course of the century. This may have more convincingly pointed out just how anachronistic the terror attacks of Fall 2001 really were, and remain. Rather than describe the government’s reaction to it, he could have simply left it at that and trusted the reader to draw his or her own conclusions. But that is a small point. One area that could have been covered differently is that chapter on Youth at Risk. With a subtitle of Faulty Diagnoses and Callous Cures one would expect that it would be a medically related chapter. Indeed that it is. However, I feel that the chapter rather disregards the pervasive depression and angst that this generation seems to be finding themselves in. It would appear at least from common experience that these troubles which are leading to more and more suicides and bullying are real and worth a serious look. It is not as if Glassner just glosses over these things, but I think that his overall take on the situation is not serious enough. He instead appears to have it out for the medical establishment. Some could say that this trivializes the problems that teens today are undergoing. I think that would be an accurate indictment. The chapter could either have been more aimed that direction, or perhaps could be eliminated altogether as a general fear among the United States population at large. Summation Barry Glassner’s book The Culture of Fear is one to be read. It is quite easy to recommend. Primarily it is because the book’s audience is also the general population. Every reader would know a potential reader in a neighbor, co-worker, relative. Glassner makes his point very clear – the culture of fear is absolutely pervasive. We are all a part of this society that lives in near constant paranoia over things that probably will never happen; and we ignore what we probably should fear on a daily basis. That is what is so ultimately compelling about the book. It is nearly a handbook for peaceful living. The Culture of Fear makes promises through its introduction and its chapter titles, and it delivers. The prose is concise and clearly understandable. The scenarios, likewise, are situations in which nearly every reader can either imagine, or has actually experienced. This lends an instant authority and trustworthiness to the book. And after all, where there is trustworthy authority, there is careful consideration of fears itself.

A teaching assistant work Essay

A teaching assistant works alongside a class teacher in a primary or secondary school. All over Europe, they have different names, such as : ‘aides’, ‘classroom assistants’, ‘learning support assistant’, but the moment the most common one is the one used at the beginning of the sentence.(Study Topic 1) In present, their role is extremely important, and it is hard to imagine things as easily as they run now without their help, especially because there is a big deficit in the number of teachers in primary schools. Skilled teaching assistant bring a very valuable contribution to pupils achievement within the learning environment. Unfortunately I started working in a school later than I should have, but I feel as every experience I’ve been through led me to this. I volunteer as teaching assistant 3 days a week, and in the rest of the time I look after two children, aged 9 and 5 years old, that attend the school I work in. My job description involves certain things, such as assisting the teacher by supporting the pupils during the teaching of the curriculum and always working under the direction of the class teacher. Because I am all the time surrounded by children, I can assist the children and understand their learning needs.(K.U 1.1) My prior job inside the classroom is to listen to the children, respect and value them. Even though I haven’t been working for too long with them, the pupils in my classroom already gained respect and confidence in me, and I can see how slowly, with my help and of course, the teacher’s , they are gaining the sense of independence, which is extremely important for a child developing. I’m helping by ensuring they have access to the curriculum at all the times, and by using plenty of praise and rewards. I make sure that all the children participate fully in every lesson, by reminding them of teaching points made by teacher and help them organise and participate in appropriate play activities or games. Most of the times I’m working with pupils in Year 3, but sometimes I’m in Foundation Stage. In the Year 3 (7-8 years), I encourage the pupils to work independently when the case and to try to manage their own reading. I’m also always encouraging them to use the library independently, as I am with the pupils in Foundation Stage, which need to be encouraged to develop their independent learning skills. They have to learn to take turns and speak and follow simple written instructions. I need to make sure that the pupils are able to make choices about books and to persuade them to learn independently. In both cases I am always trying to teach the pupils to use information from various sources and to complete all tasks set in a given time. I have to be aware at all the times of the school’s policies, for example in the case of children protection, the school has a member of the staff who is responsible for child protection matters, a Child Protection Policy and certain procedures to deal with any child protection issues arising(K.U 1.2). Another important matter that I must always keep in mind are the policies regarding bullying, as unfortunately, is a very common problem in schools all over the world. In order to provide support for the school, I must attend all the staff meetings and training sessions and to make sure that I’m in constant process of acquiring the full range of skills and knowledge needed to satisfy job requirements, especially as I come from a foreign country. It is also very important that I, as a teaching assistant, I understand my roles and responsibilities in relation to school’s policies and insist that the pupils conform to the standards detailed in the school’s policy in behaviour, and if necessary, take measures to isolate (conform the policy of behaviour) a disruptive child from the rest of the class. As stated in the title, my most important role is to provide support for the teacher, and a very important way of doing that is by participating in meetings with parents and carers, where I have to listen, support and  discuss issues sensitively with them, whilst providing them an accurate feedback (K.U 1.7) Participating at these meeting is a real delight, as I can analyse the other teachers and teaching assistants and I can improve, as a teaching assistant. One of my jobs is to listen what the children have to say. ‘Pupils can provide valuable feedback so we do need to invite them to tell us what they think.’ (E111 Reader 1, Chapter 4, My history of helpers). So far, the feedback I have received from the pupils has been very helpful, even though in certain moments I’ve been disappointed by what I heard. Thanks to this and also to the feedback received from the colleagues, I was able to realise where I have to improve. (K.S 4.3) I have to help the teacher plan the weekly programme and sometimes , I have to supervise the class and maintain good order and keep the pupils on the task. I have to promote the home school partnership and to ensure an appropriate learning environment. At the moment I am dealing directly with 2 teachers, offering them full support any time when required. Luckily, they are aware of the fact that between us it’s a co-dependent relationship, where I need them and they need me. (P.S 3.3) all the time I am in direct contact with the other professionals from the school and mostly with the other teaching assistants. Every afternoon I have to set out , prepare and tidy the equipment. During classes, I must monitor and evaluate pupil’s responses to learning activities and I must provide accurate feedback and reports to the teacher. In order to provide support for the curriculum, the school got me involved in the Information and Communication Technology (ICT ) area, even though the teachers I work with are computer literate, but this is a subject that I am very interested in. Every day I must make sure that the equipment is working properly and I must ensure that the teacher has some non-computer work handy in case something goes wrong with the power or with the computers. The past experience is essential when working with children, with special needs or not. Not only that most of the schools are looking for experienced teachers and teaching assistants, but it is very difficult to keep up when not experienced. Fortunately for me, I have a wide experience related to working with children, even though it’s not in United Kingdom. I started working part time in a kindergarten when I was 14 years old, and even though my attributions weren’t so many in the beginning, it really helped me understand the way children develop and sometimes I was able to see the world from their point of view. By the time I was 18 I was working full time, one on one with the classroom teacher. Kindergarten is a very important experience as it can be considered the child’s first experience in school, and I tried to help them get the most of it. In the same time I’ve been working as a babysitter in my spare time, and my most important experience was volunteering in a centre for children with special needs. First of all I learned that it is important to listen to what children have to say, even without asking, and to respect their opinion. I think it’s amazing how children learn from constructive play. One of the most important things I did with the children in the past was helping them learn how to resolve their problems and improve their social skills, and this is one of the things I’m still doing, I’m always trying to help the pupils gain confidence and developing. Working as a waitress helped me gain my own confidence while working with the other people. Just like in my previous jobs, I am working in a team, along two other teachers directly, but also with the secretary. According to Belbin, there are nine different roles which team members play are based on their personalities, ways of thinking: completer/finisher, coordinator, implementer, monitor/evaluator, plant, resource investigator, shaper. specialist, team worker. (Nigel Belbin, Belbin Reports). In my case, I am definitely a team worker, with strict responsibilities. Although I would like to say that I am 100% effective in school, the truth is that I have my own strengths and weaknesses that impact my  effectiveness. Unfortunately, I have a big disadvantage, as the school system in United Kingdom is new to me, but I’m willing to develop and learn as much as I can. The first thing I am doing is to have a good attitude and take initiative whenever I can. I have to improve my skills, and one of the most important one is the communication skill. I’ll be more effective in my role if I’ll learn first of all to be a good listener and if I’ll be careful with my writing skills as well (emails, messages). Even though at the moment it is not absolutely necessary, I have to work on my leadership skills. â€Å"Leadership is the art of getting someone else to do something you want done because he wants to do it.†Ã¢â‚¬â€œ Dwight D. Eisenhower Developing my skills in order to improve my effectiveness is a challenge for me, just like working in British school is. I come from a country where the style of teaching is very strict and rigid, and classes are very formal. At first, I found it difficult to adapt, but at the moment I think being able to compare the two styles of teaching is going to help me improve in front of the pupils. Unfortunately, most of the time the training needs of the non-teaching staff are neglected. â€Å"They are seldom invited to participate in staff meetings or training events, but they can be asked to do cleaning or redecorating during the time set aside for other people’s development.† .(Action Research for Inclusive Education: Changing places, changing practice, changing minds, Forging and Strengthening Alliances, pg 49. ) It’s not the case for me, though, as I have been very well received by all the staff members and the school itself is extremely supportive, trying to help me develop as much as I can. References †¢ The Open University (2005) E111 Supporting Learning in Primary Schools, Study Topic 1; †¢ School Policy of Behaviour; †¢ The Open University (2005) E111 Reader 1, Chapter 4, My history of helpers; †¢ Nigel Belbin, Belbin Reports; †¢ Action Research for Inclusive Education: Changing places, changing practice, changing minds, Forging and Strengthening Alliances, pg 49