project
Group 2 Inquiry 1
Question 1: What premises does the prompt rely on?
1. Danielle says that Hedonists consider the good life to be the life of maximum pleasure.
2. Peter says that Existentialism, meaning making for oneself, is defined to be a good life.
3. James says that Aristotle believes Humans are flourishing existence by improving themselves.
4. Nelson says that Socrates encourages everyone to have their own ideas and thoughts to create a good life.
5. Anthony says that Aristotle thinks working to be the virtuous version of oneself is the only way to become a good human.
6. Xinxin says that existentialists state that Human life is in their own hands, and people can only get a better life by their own.
Question 2: What arguments does the prompt make?
1. The good life is the life of maximum pleasure. Nosic’s experience machine gives the opportunity for the good life. If the good life amounts to the most pleasure, then the experience machine will give a good life.
2. The good life is making meaning for oneself. Someone can find meaning for pushing a rock uphill and can define Sisyphus happy. Therefore if we find meaning for ourselves, then our lives can be defined as good lives.
3. Aristotle believes Humans are flourishing existence by improving themselves. Eudaimonia by improving themselves defines a life of flourishing. Therefore if humans are flourishing existence by improving themselves, then Eudaimonia by improving themselves defines a life of flourishing.
4. A good life requires critical thoughts and ideas. People need self-awareness, and authentical feelings about love in a good life, because that matters, just as Socrates says: “The unexamined life is not worth living.” Therefore if a good life requires critical thoughts and ideas, then an unexamined life is not worth living.
5. Aristotle states that the good life is working to be the virtuous version of oneself. A hard-working person achieves a good life. If a good life derives from working to be the virtuous version of oneself, then a hard-working person achieves a good life.
6. If it is true that our life is in our hands, then Green's claim is true that the good life is to find a job that you love will make you happier and lead you to a better life.
Question 3: How does context inform the prompt’s arguments?
1. Rudebusch, George. “Callicles Hedonism.” Academia.edu, Jan 1, 1992. https://doi.org/10.5840/ANCIENTPHIL199212144 .
Hedonists state that the good life is the life of maximum pleasure. “Callicles believes… that one has reason to do something just insofar as it promotes one’s self-interest.” If the good life is the life of maximum pleasure, and one has reason to do something just insofar as it promotes one’s self-interest, then it is reasonable to misappropriate the credit for a new invention from a co-worker to oneself in the name of living the good life.
2. Enright, M. “The meaning of life in the works of Viktor Frankl, Anton Chekov, and Joan Didion.” CBC News, Jan 3, 2018. https://www.cbc.ca/radio/ideas/the-meaning-of-life-in-the-works-of-viktor-frankl-anton-chekov-and-joan-didion-1.4470149
Michael states that people are not happy even if they got everything they have wanted. “Even if life was without pain, drudgery and disappointment, even if we could have everything we wanted, we would probably still wrack our brains and search our souls to find meaning in our lives.” A good life isn’t just about materialistic satisfaction, but also satisfy in the body and mind. A good life in its true sense is about the connection we’ve built with our friends and family, the things that we are passionate about, and the money we can use for our interest, to have all that, then it’s a good life you are living.
3. Ryff, D. “Psychological Well-Being Revisited: Advances in the Science and Practice of Eudamonia. Karger, November 19, 2013. https://doi.org/10.1159/000353263
Aristotle states that Eudaimonia is achieved by knowing yourself through progressive way. He also states finding own talent and try to make it reality becomes Eudamonia’s qualification, being your true colors. If knowing yourself and making talent to your true colors then it becomes to Eudamonia which makes life of pleasure by your own behavior and effort.
4. Olson, R. G. “An Introduction to Existentialism.” Dover Publication, 1962. https://books.google.com.hk/books?hl=zh-CN&lr=&id=CxDK1NUW4GIC&oi=fnd&pg=PR2&dq=good+life,+Existentialism&ots=qTcOHJsjWo&sig=0mYAE-HmO-aUnDkvFDHn6ymACh8&redir_esc=y&hl=zh-CN&sourceid=cndr#v=onepage&q=good%20life%2C%20Existentialism&f=false
Camus states that making meaning would allow individuals to have a “good life”. Olson indicates three points: the success of an individual is not fully connected to one’s effort, would not be able to secure one’s possession, and the satisfaction would be short-lived. Making meaning for oneself can have a satisfaction for a very short period of time. If making meaning would allow individuals to have a “good life” and making meaning would only allow individuals to have satisfaction for a short period of time, then making meaning would not meet the definition of having a “good life” for very long.
5. McCabe, H. “The Good Life: Ethics and the Pursuit of Happiness” Google Scholar. June 25th, 2005. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+Good+Life%3A+Ethics+and+the+Pursuit+of+Happiness&btnG=
Aristotle thinks a good life is working to be the virtuous version of oneself. In the book, “The Good Life: Ethics and the Pursuit of Happiness” by Herbert McCabe, he states that “Only the educated person, the one who has learned how to be good at being human…, is in a position clearly to recognize virtue for what it is”. If a good life comes from seeking a virtuous version of oneself, and education is the only way to achieve virtue, then people should not only work hard but also receive education in order to understand the true meaning of virtue, so they can achieve a good life.
Family Name, Given Name. "Title of Article." Website, Month Day, Year. https://www.theurlhere.com .
6. Business News Daily Editor. “Life's Too Short: 4 Reasons to Do What You Love for a Living.”BusinessNewsDaily. February 15, 2020. https://www.businessnewsdaily.com/7995-reasons-to-do-what-you-love.html
Business News states that “Studies have shown that happy people tend to earn higher salaries, and it stands to reason that these high earners are happy – at least in part – because they have jobs they love.” Hank claims that if you don’t love what you are doing, and feel unhappy with your job, you should find a new path that you love. If both statements are true, then high salary is related to how much people love their work, and People need to find a job they love so that they can have a better life and a happier life.
Inquiry 2
Question 1: What premises does the prompt rely on?
1. Peter says that Waldinger indicates that a good life is built with relationships.
2. Nelson says that Waldinger states that a good relationship will make us “happier and healthier” both mentally and physically.
3. Anthony states that more than 50% of millennials consider the good life is building on their “fame, wealth, and achievement”.
4. Xinxin says that Waldinger states that high quality relationships can increase life satisfaction.
5. Danielle says that Waldinger claims it is not physical health that secures a happy future, but good relationships.
6. James says that Waldinger states that isolated people than they wanna be from others feel less happiness, have worse health and have reduced brain function.
Question 2: What arguments does the prompt make?
1. Nelson says a good life isn’t all about money and fame, nothing but good quality relationships. If there is someone that you feel you can really count on, then a good relationship has been established, and that is the true happiness.
2. If life is so brief for all negative behaviours which draws us apart, then we shall spend our time on loving others and build good relationships with others to have a good life as Waldinger concludes.
3. Majority of people were told to work harder in order to maintain a good quality of life. If a good life is inseparable from the amount of money, degree of fame and achievement, then people who devote themselves to work will have a good life.
4. If high quality relationships can increase life satisfaction is true, then Waldinger claims that a happy marriage relationship makes life better is the case.
5. Danielle says if it is true that it is not physical health that secures a happy future, but good relationships, then when people reach their 80s, good relationships will allow their mood to stay happy even in the midst of physical pain.
6. Isolated people feel less happiness, have worse health, and have reduced brain function. If they are true then the isolated people’s life expectancy is shorter.
Question 3: How does context inform the prompt’s arguments?
1. Parker, T. “How to have a better relationship”. New York Times, n.d. https://www.nytimes.com/guides/well/how-to-have-a-better-relationship
Parker states that: “Understanding what makes your partner feel loved can help you navigate conflict and put roman back into your relationship”. It is important to let your loved ones know how much you care about them, and make sure that you both can really count on each other, that’s how we all feel safe and find true happiness. Waldinger states that whoever has a good relationship will live longer within happiness and will not have memory decline. Indeed, care about each other and stay connected in social relationships make a good life.
2. Ogihara, Y. and Uchida, Y. “Does individualism bring happiness? Negative effects of individualism on interpersonal relationships and happiness” Frontiers in Psychology. March 05, 2014.
https://www.frontiersin.org/articles/10.3389/fpsyg.2014.00135/full
Waldinger quotes from Mark Twain saying that “There isn’t time, so brief is life, for bickerings, apologies, heatburnings, callings to account. There is only time for loving” and Ogihara and Uchida indicate that being individualistic with fewer close friends has lower life satisfaction. If both statements are true, we need to avoid being individualistic, avoid spending time doing things that draw us apart from others, start loving others and make close friends, and maintain good relationships with each other in order to have a good life.
3. Skidelsky, Edward and Skidelsky, Robert. “How Much is Enough?: Money and the Good Life” 2012. Penguin Group. https://books.google.com.tw/books?id=1uErhhSnRN0C&printsec=frontcover&hl=zh-TW&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
Robert Waldinger states that the majority of millenials believe “fame, wealth and achievement is what people need to pursue to have a good life. In Edward Skidelsky and Robert Skidelsky’s book “HowMuch is Enough?: Money and the Good Life”, Aristotle states that not only the various excellences of character and intellect but also the external goods necessary to realize these excellences… no man can live well, or indeed live at all, unless he [is] provided with necessaries”. Therefore, if external goods and the good quality of life are strongly connected, then it is essential to work harder for living.
4.Grover, Shawn. & Helliwell, John F. “How’s Life at Home? New Evidence on Marriage and the Set Point for Happiness.” J Happiness Stud 20, 373–390 (2019). https://doi.org/10.1007/s10902-017-9941-3
Grover and Helliwell state that “friendship as a mechanism which could help explain a causal relationship between marriage and life satisfaction, and find that well-being effects of marriage are about twice as large for those whose spouse is also their best friend.” Waldinger claims that fighting in a relationship is linked to life satisfaction, and happiness in a marriage is linked to a better relationship. If both statements are true, then people need to maintain a good marriage relationship and find the right partner to enhance the happiness of life, not to make the marriage life bogged down in quarrels and dissatisfaction.
5. Veenhoven, Ruut. “Healthy Happiness: Effects of Happiness on Physical Health and the Consequences for Preventive Health Care.” Academia.edu, 2008. DOI 10.1007/s10902-006-9042-1.
Danielle says: Waldinger claims it is not physical health that secures a happy future, but good relationships. Veenhoven says “happiness does not cure illness but it does protect against becoming ill.” If both of these statements are true, then it would be in everyone’s interest that the government, in their quest to secure physical health of the population through policies like creating non-smoking areas, also induce policies for practices of happiness which include investing in relationships.
6. Yang, yang. “Long and happy living: Trends and patterns of happy life expectancy in the U.S., 1970–2000”. ScienceDirect. August 27, 2007. https://doi.org/10.1016/j.ssresearch.2007.07.004
Waldinger states that great relationships develop happiness, and high quality-relationship zwithout conflict is very important. Yang states, “Happiness has been formally defined as a stable state that positively evaluates the quality of life. Quality of life in a population can be assessed through a measure of happy life expectancy”. If happiness with great relationships is formed and people’s life can be evaluated by the happiness then people have longer life expectancy which has high value.
Danielle done / James done / Nelson done/Anthony done/ Peter done/ Xinxin Done
Handed it in! Thanks guys
Thanks a lot Danielle~ By the way Me(Peter) & Xinxin would not be able to make it today because we are in Langley campus and the time for us to register for courses would start in 7:30 am PST. However, we will still write our group discussions as soon as possible, so we would have completed assignment 3 with everything done.
Inquiry 3
Question 1: What premises does the prompt rely on?
1. Peter: Lange indicates a powerful photo would allow individuals to pay more attention.
2. Anthony: Puschak says that Lange realizes the mother’s face is the key to achieving the objective of the project.
3. James: Puschak says that in the photography, the daughters turn behind their mother’s shoulders and communicate messages of family.
4. Danielle: Puschak indicates Dorothea Lange created “the archetypal image of struggling families” because she turned around when she had the instinct to do so.
5. Xinxin: Puschak states that Dorothea Lange‘a photographs of Migrant Mother are iconic and document the harsh life of poor rural workers during the Great Depression in the United States.
6. Nelson: Puschak states that the U.S government sent 20,000 pounds of food after the world saw this tragic, candid photo.
Question 2: What arguments does the prompt make?
1. If the picture taken is powerful enough to show the depression of a poor immigrant family needing support, the government would pay attention and provide help to them.
2. Puschak points out that Lange had a darkroom assistant to remove the thumb of the mother, so it won’t take the attention away from her face. If the Migrate Mother’s expression defines a financial struggle for a family, then the mother’s face is the key to the scene.
3. If it is true that Puschak states mother and daughters communicate the messages of family in the photo, then Puschak claims the honesty of the documentary can be delivered.
4. If Dorothea Lange created “the archetypal image of struggling families” because she turned around when she had the instinct to do so, then we should heed Puschak’s advice when he says “next time you have an instinct to turn around, listen to it.”
5. If it is true that Dorothea Lange’s photographs of Migrant Mother reflect the hardships of the Great Depression in the United States, then Puschak claim is true that the photographs of Migrant Mother can become the archetypal image of struggling families in any era.
6. If Lang’s photo can earn the attention from all over the world, and can really change it by sending food and supplies to all the families who suffered like this, then Lang is truly helping them in her own way.
Question 3: How does context inform the prompt’s arguments?
1. Balomenou, Nika and Garrod, Brian. “Photographs in tourism research: Prejudice, power, performance and participant-generated images.” Elsevier Ltd. February, 2019.
Lange indicates that if a photo is powerful enough, individuals would pay attention to the background and history of it. Balomenou & Garrod state that photos can generate more information and data through research techniques.
2. Nardon, Don. “Migrant Mother: How a Photograph Defined the Great Depression''. Compass Point Books. February 1st, 2011. https://books.google.com.tw/books?hl=en&lr=&id=7IDOY-0ZpD8C&oi=fnd&pg=PT3&dq=+migrant+mother+face&ots=KoJMDPsbbk&sig=QrNeOI4oPCiXw8XAm75VyZNR2sM&redir_esc=y#v=onepage&q=migrant%20mother%20face&f=false
The photographer Michael Stones explained “She looks away from the camera, thoughtful, worried, her body inclined toward the flimsy dwelling, a baby on her lap. Her right hand placed prominently against the face, pulling down the corner of a lip, shows a delicacy of manner that contrasts with the dirt under its nails.” Therefore, if the statement by Nardon is true, then the Migrate Mother’s face is the key to achieving the object of the project.
3. James, Curtis. “Dorothea Lange, Migrant Mother, and the Culture of the Great Depression.” The University of Chicago Press Journals, 1986. https://www.journals.uchicago.edu/doi/pdf/10.1086/496257
Puschak states the messages of the photograph deliver the honesty of the documentary. James states that Migrant Mother became a timeless and universal symbol of suffering in the face of adversity. If the Migrant Mother delivers the honesty and becomes a timeless and universal symbol then this kind of media or arts are the great way that can express a hardship and trial.
4. Boxer, Sarah. “Whitewashing the Great Depression.” Norma Marion Alloway Library, Dec. 2020, https://twu.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=147034928&site=ehost-live&scope=site
Boxer suggests “the Great Depression’s main victims, as Americans came to visualize them, were white,” when in reality, “no group was harder hit than African Americans.” Dorothea Lange produced “the archetypal image of struggling families,” a monumental photograph Puschak says she obtained through listening to her instincts. If both of these statements are true, then a momentous restoration of the whitewashings of the world could be achieved through listening to our instincts that tell us to put an end to the prioritization of white people and see history in its truest light.
5. Pruitt, Sarah. “Uncovering the woman behind Dorothea Lange’s famous Depression-era photograph.” New York Public Library. May 8, 2020. https://www.history.com/news/migrant-mother-new-deal-great-depression
Pruitt states that “the image known as ‘Migrant Mother’ came to symbolize the hunger, poverty and hopelessness endured by so many Americans during the Great Depression.” Puschak claims that the poor rural workers looked for jobs on the farm, the bad weather has destroyed crops and left 3,000 people starving in temporary housing. If both statements are true, then Migrant Mother and poor rural workers suffered great disasters during the Great Depression, and it shows that many Americans are facing the problem of unemployment and family stress.
6. Weir, Stephen. “The power of the image.” Photographylife. July 24, 2020. https://photographylife.com/the-power-of-the-image
Weir reflects that: “Any artist will be aware that a portrait is supposed to be honest.” As a photographer, it is important to make sure that the subject is honest in your photo. In other words, to keep real in the best way to make individuals know what you have been through, so that they will help you with whatever they can. Puschak states that a well-captured photo is able to show the candid truth about the moment. Therefore, if the U.S government sent 20,000 pounds of food to the place where this tragic family was located, then Lang's photo is honest and telling the truth to the world.
Inquiry 4
Question 1: What premises does the prompt rely on?
1. Peter: Adichie indicates that single stories are incomplete, meaning that one story becomes the only story. Which leads to stereotypes.
2. Anthony: Adichie mentions that children are particularly impressionable and vulnerable in the face of a story.
3. Nelson：Adichie reflects that the impression from western people about African is to feel pity, and shocked that she speaks good english.
4. James: Adichie states that she usually read American and British books in her childhood.
5. Xinxin Wang: Adichie states that the problem with stereotypes created by a single story usually arises from its incompleteness rather than its untruth, which makes one story become the only story that may be misunderstood by people.
6. Danielle: Adichie believes we can “reject the single story [and] realize there is never a single story about any place.”
Question 2: What arguments does the prompt make?
1. Adichie mentioned that a student read her novel and believes Nigerian men were physical abusers like they are in the book. If this novel the student read is the only one story he read about Nigerian men, the student tends to believe that all Nigerman were physical abusers due to his stereotypes.
2. When Adichie was 4, she read a lot of American and British children's books, which made her believe that books could only contain characters who were foreign and distinct from who she was. If children are easily swayed by the stereotype and and perspectives that are offered to them by their children’s books or adults, then they are impressionable and vulnerable in the face of a story
3. Adichie indicates that there was a professor who had told her the characters in her novel are not “African authenticity” just because the characters drove cars in her novel. African should be starving and having a really sad life, that’s how the public thought about African just based on the little story they read.
4. If it is true that Adichie describes that she reads American and British books in which white people with blue eyes appear, and she wrote similar type books then Adichie claims that she got imagination from those books, but she didn’t realize that black people like her could appear in books.
5. If it is true that the stereotype of a single story can lead to serious misunderstandings, then it is because of a single story that Adichie’s roommate believes Nigeria's development is backward and determines that Adichie does not know how to use stoves.
6. If it is true we can “reject the single story [and] realize there is never a single story about any place”, then we can “regain a kind of paradise.”
Question 3: How does context inform the prompt’s arguments?
1. Aslam, Saiyma. “‘The Danger of a Single Story’: Reading (more than) Lolita in Tehran.” Kashmir Journal of Language Research. January 1, 2020.
Aslam indicates that individuals often ignore what mistakes or bias the story tellers have. Instead, they believe what they want to believe based on their first impression of people or things they heard or seen from the single story. Adichie states that individuals tend to stereotype countries, groups, or organizations based on the single story they know. If both of the statements are true, using a single story to label others can be terrible. Having more research and seeing things from different perspectives is a responsible behaviour to do.
2. Paul, Haris. “Trusting What You're Told: How Children Learn from Others” Harvard University Press. 2012
Adichie says that children are impressionable and vulnerable in the face of a story. Paul Haris states that “Children can and should resist relying on what other people tell them, there is also a long intellectual tradition implying that young children are all-too-willing to accept what they are told”. If both these statements are true, then by simply telling a story or giving a book to children could impact on their thinking and perspective about anything, which means they are extremely vulnerable in terms of choosing what to believe and what should not believe.
3. Lau, Melody. “Why we need to talk about Asian representation in music right now?” CBC News. February 12, 2021. https://www.cbc.ca/music/why-we-need-to-talk-about-asian-representation-in-music-right-now-1.5910102
Lau indicates that Asian song-writers reflect: “I don’t want that to define me.” As music artists, it is definitely silly to judge your music with ethnic prejudice, and a good work is good work, a bad work is bad work. Adichie reflects that “African authenticity” is to be poor and starving, and should not have a good life. That is the ethnic prejudice from others, and whoever thinks they have enough knowledge about others, please think twice. However, it is important to look for more stories and know others better from that, and never judge others culturally and racially.
4. Cox, William. “Stereotypes, Prejudice, and Depression: The Integrated Perspective.” Association for Psychological Science. September 5, 2012. https://doi.org/10.1177%2F1745691612455204
Adichie states that she didn’t realize that black people like her could appear in books because she read American and British books in which white people appeared. Cox states that ㅎrowing up in the United States, a boy is stereotyped as black people are criminals, Jews are greedy, and homosexuals are immoral. And as he gets older, he realizes they're wrong. If these statements are true then one idea and thinking from simple factors may be different with correct answers.
5. Phillip, Nicole. “9 People Reveal a Time They Racially Stereotyped a Stranger.” The New York Times. May 25, 2018. https://www.nytimes.com/2018/05/25/reader-center/racial-stereotypes.html
Phillip states that “stereotyping can lead to fraught encounters that go viral: In recent weeks, people have called the police on innocent black people for doing nothing more than waiting at a Starbucks Cafe or napping in a dorm.” Adichie mentioned that immigrants and Mexicans are used as synonyms in the United States because of stereotypes about Mexicans sneaking crossing the border and being arrested at the border. If both statements are true, then stereotypes generated by a single story can be dangerous for vulnerable groups. For example, stereotypes of black people as criminals can hinder peaceful coexistence and lead to a loss of black self-esteem.
6. Fields, Claude. Stereotypes and Stereotyping : Misperceptions, Perspectives and Role of Social Media. Nova Science Publishers Inc., 2016. EBSCOhost, search-ebscohost-com.twu.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1226261&site=eds-live&scope=site.
Fields states that “[t]he act of having to relate yourself to the categorical thinking process [is] enough to eliminate stereotypical application towards others.” Adichie believes that we can “reject the single story [and] realize there is never a single story about any place.” If both these statements are true, then by putting ourselves in others’ shoes and looking at more than just one story about them, we can reach a mutual understanding between people of different backgrounds based on recognition of differences, but most importantly of similarities.
Danielle is done， Pete is done, r , Xinxin is done, James is done ,nelson done
Inquiry 5
Question 1: What premises does the prompt rely on?
1. Peter: Stephens disagrees with the statement that “the world would be a better place without [people with Down syndrome].”
2. Anthony: Stephens says that a life with Down Syndrome can be as full and exciting as any other.
3. Danielle: Stephens believes “a world without people [with Down syndrome] will be a poorer world, a colder world, [and] a less happy world.”
4. Xinxin Wang: Stephens states that people with Down syndrome make the world a better place, and people with Down syndrome in this society have unusually powerful sources of happiness.
5. James: Stephens is so confident about his value. He states that don’t worry, I am very accepting, very inclusive. I won’t think less of you just because I have more chromosomes than you do.
6. Nelson: Stephens indicates that “I don’t need to be cured” to get a happier life, because he is happier than most of us.
Question 2: What arguments does the prompt make?
1. If it is true as Stephens says that people with down syndrome are “a medical gift to society, an unusually powerful source of happiness, the canary in the eugenics coal mine,” then it is not true that “the world would be a better place without [them].”
2. As Stephens confidently spoke of his achievement “I have been to the White house twice… have had a lead role in a movie... a TV show… and [even] my writings have been published all over the world.” Therefore, if Stephens’ remarkable accomplishment is true, then it is possible that a life with Down syndrome can be as full and exciting as any other.
3. If, as Stephens says, the world would be poorer without people of Down syndrome, then we should, as he suggests, not exclude people with Down syndrome but make a huge effort to include them.
4. If it is true that people with Down syndrome can bring happiness and warmth to the world, then we can trust when the Harvard study says families of people with Down syndrome and those close to them feel happier than society.
5. If it is true as Stephens suggests with a confident joke “[not to] worry, I am very accepting, very inclusive. I won’t think less of you just because I have more chromosomes than you do,” then he is proving that “he is a man,” and we need to “see him as a human being, not a birth defect, not a syndrome.”
6. If it is true that Stephens is not to be eradicated or cured of down syndrome, then Stephens is also right when he says what he needs is love, and to be treated like everyone else, because “he is a man.”
Question 3: How does context inform the prompt’s arguments?
1. Becker, Amy, Julia. “What My Daughter With Down Syndrome Taught Me About Happiness - and Love.” Institute for Family Studies. August 22, 2019. https://ifstudies.org/what-my-daughter-with-down-syndrome-taught-me-about-happiness-and-love
Stephens states that down syndrome people are “medical gifts to society, unusually powerful sources of happiness, canaries in the eugenics coal mine” so the world would not be a better place “without [them].” Becker indicates that “Most people with Down syndrome report a high level of happiness with their lives.” If both of the statements are true, then people with down syndrome are beneficial for others. Most importantly, they are very positive and provide happiness for others, and the world would more likely be a better place with people with down syndrome.
2. Brian Skotko, Susan Levine, Richard Goldstein “Self-perceptions from people with Down syndrome”. Wiley Online Library. September 9th, 2011. https://doi.org/10.1002/ajmg.a.34235
Stephens mentions that a life with Down syndrome can be as full and exciting as any other. A survey of 284 DS participants shows, “… Nearly 99% of people with DS indicated that they were happy with their lives, 97% liked who they are, and 96% liked how they look. Nearly 99% [of] people with DS expressed love for their families, and 97% liked their brothers and sisters,... [w]hile 86% of people with DS felt they could make friends easily.” If the research is true that nearly all people with Down syndrome are satisfied with their lives, and Stephens’ statement is also true, then it is incorrect to think of Down syndrome as disadvantageous, but rather understand that people can be and are happy with Down syndrome, and common people should recognize and respect this.
3. Cohen, William I. et al. “Down Syndrome: Visions for the 21st Century.” New York: Wiley-Liss, 2002. https://twu.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=85501&site=eds-live&scope=site&ebv=EB&ppid=pp_18
Cohen realizes “[a] ‘new paradigm’ of disability has emerged that considers disability as a natural and normal part of the human experience.” Stephens believes “a world without people [with Down syndrome] will be a poorer world, a colder world, [and] a less happy world.” If both of these statements are true, then it would be wrong to discount the validity of disabled persons as people who are valuable–even necessary–for the betterment of society.
4. Mancini, Jeanne. “This World Down Syndrome Day, Remember the Value of Every Life.” Yahoo News. March 21, 2021. https://news.yahoo.com/world-down-syndrome-day-remember-103043246.html
Mancini mentioned that the truth is that people with Down syndrome love life, are intensely happy, and their joy is a gift to our world. As a Down syndrome sufferer, Regan Reinertson loves to learn and is sociable, bringing joy to everyone around her. Stephens states that “life with down syndrome can be as full and exciting as any other…[and is thankful towards] Special Olympics for freeing us from the prison of neglect.” If both statements are true, then people with Down syndrome should be accepted as normal because they can make the world a happier place and correctly influence the people around them to be positive.
5. Sirlopu, David. “Promoting Positive Attitudes Toward People With Down Syndrome: The Benefit of School Inclusion Programs.” Wiley Online Library, October 22, 2008. https://doi.org/10.1111/j.1559-1816.2008.00411.x
Stephens suggests “[not to] worry, I am very accepting, very inclusive. I won’t think less of you just because I have more chromosomes than you do... [and he wants to be seen] as a human being”. Sirlopu states there are many prejudices which should not exist towards people who have down syndrome. If these statements are true then we should see people with Down syndrome as common people and exclude any prejudices against them.
6. Brian, G., Susan, P., Richard, L. “Self-perceptions from people with Down syndrome” Wiley Online Library. September 9, 2011.
https://onlinelibrary.wiley.com/doi/abs/10.1002/ajmg.a.34235
Brian et al mentions that they have surveyed 284 people who have down syndrome, and nearly 99% of them indicated that they were happy with their lives, 97% like who they are, and 96% liked how they look. Stephens states that people who look like him look uncommon, yet he says he is “uncommonly handsome,” showing his optimistic outlook. These are the reasons that people with Down syndrome are happy with their lives, and if both of these statements are true, then people with Down syndrome are living optimistically and are apparently happy with life.
Peter done, Xinxin done, James done. Anthony done, Danielle done
Inquiry 6
Question 1: What premises does the prompt rely on?
1. Anthony: Eleanor Roosevelt thinks that human rights need to be upheld through concerted citizen action in order to give them meaningful value.
2. Peter: United Nations states that having faith in “human rights, in the dignity and worth of the human person ... promote social progress and better standards of life in larger freedom.”
3. James: The video states that “the United Nations strived to develop the human rights provisions of the Charter and capture them in a single document”.
4. Xinxin Wang: This video illustrates the “Universal Declaration of Human Rights” as a common standard to achieve freedom of human rights, and it has a positive effect on human rights around the world.
5. Nelson: The United Nations states that “All human beings are born free and equal in dignity and rights”.
6. Danielle: The UN quotes Eleanor Roosevelt in their video, saying “[u]niversal human rights begin… in small places close to home.” Though so small they “cannot be seen on any maps of the world… these places are the world of the individual person.”
Question 2: What arguments does the prompt make?
1. Eleanor suggests if humans want to make progress in the larger world, then these rights need to be upheld through concerted citizen action, in order to give them meaningful value.
2. If it is true that the statement “every man woman and child seeks equal justice, equal opportunity, equal dignity without discrimination,” then having faith in “human rights, in the dignity and worth of the human person ... promote better standards of life in larger freedom.”
3. If it is true that human rights are achieved as a common standard then “the United Nations strived to develop the human rights provisions of the Charter and capture them in a single document,” then one day human rights may be achieved as a universal common standard.
4. If it is true that the “Universal Declaration of Human Rights” has positive influence on human rights, then Evatt's claim is true that it has the authority of its people's opinions, and the world looks to it for help and guidance.
5. If it is true that the article 9 in the video says “No one shall be subjected to arbitrary arrest, detention or exile”, then human rights becomes the shell that protects everyone who is looking for freedom and equal rights.
6. Eleanor Roosevelt says “[w]ithout concerted citizen action to uphold [these rights] close to home, we shall look in vain for progress in the larger world.”
Question 3: How does context inform the prompt’s arguments?
1. Nickel, James. “Making Sense of Human Rights: Philosophical Reflections on the Universal Declaration of Human Rights”. 1987. https://books.google.com.tw/books?hl=en&lr=&id=htOh-jXX6sIC&oi=fnd&pg=PA1&dq=the+declaration+of+Human+rights+citizens+understanding+&ots=cmaCpmwUWr&sig=4-nvTDSk1WHkhRgWwvF2jBGhu28&redir_esc=y#v=onepage&q=the%20declaration%20of%20Human%20rights%20citizens%20understanding&f=false
Eleanor Roosevelt believed human rights need to be upheld through concerted citizen action, in order to give them meaningful value. James Nickel states that “Human rights are held to exist independently of recognition or implementation in the customs or legal systems of particular countries. These rights may not be an effective right until legally implemented, but they exist as standard of argument and criticism Independently of Legal implementation.” Despite certain human rights never existing in the legal system of certain countries, people should acknowledge the UN’s Declaration of human rights as their deserved rights.
2. Gordon Brown. “The Universal Declaration of Human RIghts in the 21st Centery: A Living Document in a Changing World.” Openbook Publishers. March 25, 2016. https://eds-a-ebscohost-com.twu.idm.oclc.org/eds/ebookviewer/ebook/bmxlYmtfXzEyMjY5NThfX0FO0?sid=faa7593c-37e8-4b21-9a2b-b352b1357876@sdc-v-sessmgr03&vid=2&hid=/&format=EB
The United Nations states that having faith in “human rights, the dignity worth of the human person ... promote better standards of life in larger freedom.” Brown states that “The distinctiveness of the contribution made by human rights to the global ethic is that they represent the responsibilities that are owed to every individual man, woman, and child on the planet.” If faith in human rights promotes more freedom and if having a worldwide morality makes people more responsible, then the world would be more peaceful if everyone can do everything ethically and they are responsible for the consequences of what they have done.
3. Beetham, David. “Democracy and Human Rights.” n.d. https://pdfs.semanticscholar.org/3527/cbf1e9b71199586456b133506e9208dd7364.pdf
The United Nations states that Human rights and freedom are great, and they should be guaranteed, saying “everyone is entitled to these rights, without discrimination”. Beetham highlights that “all human beings, irrespective of country, culture and context, are born free and equal in dignity and rights.” If these statements are true then human rights and freedom must be respected under any circumstances.
4. Green, Chandler. “70 YEARS OF IMPACT: INSIGHTS ON THE UNIVERSAL DECLARATION OF HUMAN RIGHTS.” United Nations Foundation. December 5, 2018. https://unfoundation.org/blog/post/70-years-of-impact-insights-on-the-universal-declaration-of-human-rights/
Green illustrates that “much of the UDHR is now codified into binding human rights obligations. Nonetheless, there is a growing recognition that the rights in the UDHR contain minimum standards that are applicable to all countries.” The UN mentions that UDHR has inspired the world's human rights protection system, it has become an advocate for rights around the world today, and it is the most used and translated document in the world. If both statements are true, then the Universal Declaration of Human Rights has promoted social progress, emphasizes the importance of human rights, and positively helps to safeguard the fundamental freedoms and dignity of human beings.
5. CBC Radio. An Unequal World: Are universal human rights actually possible?” October 14, 2020.
Kanji states that “We tend to think of human rights as something that we put on a pedestal above the fray of our noman politics.” The UN states that “Everyone has the right to life, liberty and security of person.” Therefore, if both arguments are true then human rights should be the first thing to concern no matter what, and are the most important thing to think about before any actions, and human rights are a necessity to everyone.
6. Synot, E. “The Universal Declaration of Human Rights at 70: Indigenous rights and the Uluru Statement from the Heart.” Australian Journal of International Affairs, 2019. https://doi.org/10.1080/10357718.2019.1631252
The UN quotes Eleanor Roosevelt saying “[w]ithout concerted citizen action to uphold [universal human rights] close to home, we shall look in vain for progress in the larger world.” Synot phrases how Australia has a “continuing reluctance to embrace international standards of human rights”– standards which are “potent mechanisms for Indigenous peoples to speak from and be heard.” If it is both true that searching for progress in the larger world is pointless unless citizens make a concerted effort to uphold human rights close to home and that Australian government is not giving full support to its Indigenous citizens (support which is very close to home for those citizens and which affects attitudes of the non-Indigenous towards Indigenous), then Australia is holding the world back from progressing at large.
Anthony done, Peter done, Xinxin done, James done, Nelson done, Danielle done.
James did not do question 3.
Inquiry 7
Question 1: What premises does the prompt rely on?
1. Anthony: Deol believes that “humans evolved the capacity to organize into social hierarchies because it was a huge survival advantage.”
2. Peter: Deol states that “participants continued to obey because they believed that they were agents of a worthy ideology.”
3. James: Deol states that “Instead of competing as individuals, we could work together as a powerful group.”
4. Xinxin Wang: Milgram states that “Obedience is as basic an element in the structure of social life as one can point to.”
5. Danielle: Deol points out “evil [may be] what happens when people stop thinking for themselves and just obey the orders of others.”
6. Nelson: Stanley Milgram created an “experiment that reminds us with the ability for great good comes the ability for great evil.”
Question 2: What arguments does the prompt make?
1. Deol exemplifies with a group of cars handing over control to traffic police, which makes traffic more coordinated. Therefore, if giving up people’s autonomy to the superior can create an orderly society, then humans evolving through the capacity to organize into social hierarchies is a huge survival advantage.
2. If it is true that demands from the scientist “resembling an order was the least effective, and the most resembling an appeal to science was the most effective,” then it is more likely that “participants continued to obey because they believed that they were agents of a worthy ideology.”
3. If it is true that these group hierarchies are created around the world then “humans must be capable of giving up control to an external source.”
4. If it is true that obedience is a natural phenomenon in society that can harmonize groups, then Milgram's claim is true that when humans evolved the social hierarchy of obeying orders, it will provide survival advantage.
5. Deol says “perhaps evil is what happens when people stop thinking for themselves and just obey the orders of others. If so, the capacity for doing evil lies within all of us.”
6. If it is true that we often cooperate with leaders who are higher in a hierarchy even if we are uncomfortable, then it is true that we are responsible to the one above us.
Question 3: How does context inform the prompt’s arguments?
1. Han van Wietmarschen. June 16, 2021. “What is social hierarchy?”. Wiley Online Library. https://onlinelibrary.wiley.com/doi/10.1111/nous.12387
Deol believes that, “humans evolved the capacity to organize into social hierarchies because it was a huge survival advantage.” Han van Wietmarschen states, “We also deliberate about what other persons are to do, so that to ascribe authority to a person to determine how others are to act is another way of valuing them as practically reasoning agents.” Indeed, humans are independent-minded, and in a community with a different kind of people who think and behave differently than others, a “practical reasoning agent” seems to be a critical role to settle the unruly society. Therefore, if ascribing authority to a person could bring peace and order to a society, then the social hierarchy might be a huge survival advantage.
2. Bradbury-Jones, C., Sambrook, S., Irvine, F. “The meaning of empowerment for nursing students: a critical incident study.” Journal of Advanced Nursing. 2007. https://www-sciencedirect-com.twu.idm.oclc.org/science/article/pii/S0260691710001413?via%3Dihub#bb0005
Milgram states that “participants continued to obey because they believed that they were agents of a worthy ideology.” Bradbury-Jones, et al. state that “nursing students can be empowered or disempowered depending on the context. Moreover, they highlighted the importance of being valued as a factor associated with nursing students’ sense of empowerment.” If both statements are true, then valuing others promotes a higher quality of happiness and obedience.
3. Slate, Mel. “A Virtual Reprise of the Stanley Milgram Obedience Experiments.” Plos One. December 20, 2006. https://doi.org/10.1371/journal.pone.0000039
Deol states that “Instead of competing as individuals, we could work together as a powerful group.” Slate describes, “The specific conclusion of this study is that within the context of the particular experimental conditions described participants became stressed as a result of giving ‘electric shocks’ to the virtual Learner.” If these statements are true then we can see humans that individuals are reluctant to obey authority and tend to unite in groups if they are subjected to this.
4. Fattori, Francesco et al. “Authority Relationship From a Societal Perspective: Social Representations of Obedience and Disobedience in Austrian Young Adults.” Europe's journal of psychology vol. 11,2 197-213. 29 May. 2015, doi:10.5964/ejop.v11i2.883
Fattori et al. illustrates that “the notion of obedience further evoked different types of regulations, ranging from the most rigid to more lenient ones: rigid laws, social norms and conventions, and rules within the family or school.” He also says obedience is essential to the functioning of society, and it implies solidarity and protection for other members of society. Deol mentions that when there is a hierarchical society and people give up individual group sovereignty by obeying the orders of the traffic police, road traffic can operate in a more coordinated manner and accidents can be avoided. If both statements are true, then cultivating the ability to obey is conducive to social development, which is crucial to the construction of public order.
5. Smeulers, Alette. “Milgram Revisited: Can we still use Milgram’s ‘Obedience to Authority’ Experiments to Explain Mass Atrocities after the Opening of the Archives? Review Essay.” Journal of Perpetrator Research, 3(1), 216–244, 2020. https://doi.org/10.21039/jpr.3.1.45
Deol suggests when you “enter a hierarchy and become an agent, you no longer feel responsible for your actions.” Smeulers informs audiences that Milgram failed to put his participants at ease after the experiment, and because of this, participants’ reactions reveal their true feelings towards their own actions, as “[a] former participant explains: ‘The experiment left such an effect on me that I spent the night in a cold sweat and nightmares because of the fear that I might have killed that man in the chair.’” If it is true we do not feel responsible for our actions when following orders of an authority figure, but also true that a man felt responsible for someone’s potential death by following the orders of an authority figure, then it is possible that the effects of authority only last as long as one is in direct contact with them, and when the authority figure is gone, the person then feels responsible for the actions they performed while under the authority’s influence.
6. Anderson, Erika. “4 Ways to Make Hierarchy Less Awful.” Forbes. February 10, 2014.
Deol reflects that people in the lower position in a hierarchy experience “awkwardness, anxiety, and discomfort”, when they disobey orders because they believe the people who are ordering them deserve that position, and they are under that pressure because they believe they would disobey and disrupt the social order. Anderson reflects that “The worst sort of hierarchy focuses on controlling its members.” This is one of the reasons that makes people in hierarchy feel anxiety and discomfort, they are under the pressure of being controlled. Therefore, if the both statements are true, then people who are being controlled in a hierarchy are feeling awkwardness, anxiety, and discomfort.
Anthony done/ Xinxin done/ Danielle done/Nelson done
Inquiry 8
Question 1: What premises does the prompt rely on?
1. Anthony: The video says “the Christmas truce was increasingly seen as unimportant and awkward to fit into the standard narrative of the First World War.
2. Peter: The speaker states that “soldiers simply enjoyed fraternising with the other side.”
3. Xinxin Wang: Richards states that the Christmas truce was unique and became a legend in history, and that these historical events as heritages in the world will not happen again.
4. Danielle: Anthony Richards suggests that “[a]ttitudes were still slightly naïve because the war had only really just begun. You find that in 1915… the war becomes almost a much more serious endeavour.”
5. James: The video states “The way that trench warfare was organized in the First World War [is that] each sector was very distinctive.”
6. Nelson: Richards reflects that “Soldiers exchanged gifts of cigarettes, food, buttons and hats during the Christmas truce.”
Question 2: What arguments does the prompt make?
1. The narrator questions, “how can you fight a war of aggression while also celebrating Christmas? The traditional time for peace and goodwill.” If celebrating Christmas during war led to confusion, then it might have been seen as unimportant and awkward to fit into the standard narrative of the First World War.
2. If it is true that the soldiers spent time kicking a football around, then it is true that “the soldiers simply enjoyed fraternising with the other side.”
3. If it is true that the Christmas truce is remembered as an anomaly of war, then Lewis’s claim is true that the experience of the Christmas truce is like a fairy tale, and people are beginning to wonder if it really happened.
4. Anthony Richards puts forth that “attitudes were still slightly naïve because the war had only really just begun. You find that in 1915… the war becomes almost a much more serious endeavour.” If he is right, then this point serves as an explanation to why a truce across trenches like that of Christmas 1914 never happened again.
5. If it is true that “The way that trench warfare was organized in the First World War, [that] each sector was very distinctive” then “you wouldn’t necessarily know what was happening in the sector next door to you.”
6. If it is true that “the soldiers from both sides enjoy fraternising with the other side”, then it is true that a number of soldiers had a wonderful time during the Christmas truce in 1914.
Question 3: How does context inform the prompt’s arguments?
1. Naina Bajekal. “Silent Night: The Story of the World War I Christmas Truce of 1914”. December 24, 2014. Time. http://forestburgh.net/wp-content/uploads/2019/12/Christmas-Truce.pdf
The speaker in the video says “the Christmas truce was increasingly seen as unimportant and awkward to fit into the standard narrative of the First World War.” As Naina Bajekal states, “As the Great War resumed, it wreaked such destruction and devastation that soldiers became hardened to the brutality of the war. While there were occasional moments of peace throughout the rest of World War I, they never again came on the scale of the Christmas truce of 1914.” Although the one-off truce in this war of aggression may seem anomalous and dishonourable, in essence, it is a symbol of humankind’s aspiration for peace, no matter how fleeting it was.
2. Terri Blom Crocker. “The Christmas Truce: Myth, Memory, and the First World War.” The University Press of Kentucky. 2015. https://eds-a-ebscohost-com.twu.idm.oclc.org/eds/ebookviewer/ebook/bmxlYmtfXzk4NTUzOF9fQU41?sid=60647452-4e06-4089-a191-37b392c6c790@sessionmgr4008&vid=4&format=EB
Terri Blom Crocker describes that “Winter sees the impromptucease-fires that occurred in the line, whether at Christmas 1914 or other times, as the ultimate expression of the soldiers’ respect for their enemies, which ‘chould sometimes turn into an even warmer feeling’ resulting in occasional ‘fraternization, truces, [and] the cessation of violence by mutual consent.’” The video speaker states “soldiers simply enjoyed fraternising with the other side.” If both statements are true, then it is possible that respect plays an essential role in bringing individuals together, even if they are enemies with each other.
3. History. “Christmas Truce of 1914.” HISTORY. COM EDITORS. December 16, 2020. https://www.history.com/topics/world-war-i/christmas-truce-of-1914
According to one article, “The so-called Christmas truce of 1914 came only five months after the outbreak of war in Europe and was one of the last examples of the outdated notion of chivalry between enemies in warfare.” Richards mentions that the Christmas truce conflicted with war, and although it was unpopular in the 1920s and 1930s, it is still a famous story of the First World War. If both statements are true, then the day of a truce between enemies deserves to be remembered, and the Christmas truce is a historic expression of people's desire for peace.
4. Crocker, Terri Blom. “The Christmas Truce : Myth, Memory, and the First World War.” The University Press of Kentucky, 2015. https://twu.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=985538&site=eds-live&scope=site&ebv=EB&ppid=pp_5
Anthony Richards puts forth that early on in the war, “attitudes were still slightly naïve because the war had only really just begun. You find that in 1915… the war becomes almost a much more serious endeavour.” Crocker reports attitudes concerning the truce, saying “Lieutenant Colonel Laurence Fisher-Rowe, commander of the 1st Grenadier Guards, wrote to his wife that the Germans ‘say they want the truce to go on till after New Year and I am sure I have no objection. A rest from bullets will be distinctly a change’.” Crocker then relays that “no troops refused to fire on their enemies afterward,” and Richards points out that the truce lasted only two days, at which time strict orders were given to stop fraternising. If these points are true, then the naivety of the soldiers during the first Christmas of WW1 led them to expect too much out of the truce, and their desire for peace and their feelings of empathy towards the other side could not override their obligation to the war effort.
5. Weintraub, Stanley. “Silent Night: The Story of the World War I Christmas Truce.” Simon and Schuster. November, 2001. https://books.google.co.kr/books?hl=ko&lr=&id=XGIf_fuYkmcC&oi=fnd&pg=PT12&dq=christmas+truce&ots=4qECcTiiSM&sig=q0A7M3u_FgaU8wDlGLtoN6qbl3c&redir_esc=y#v=onepage&q=soccer&f=false
Richards states “The way that trench warfare was organized in the First World War [is that] each sector was very distinctive.” Weintraub states “Yet, two days before you wrote these words German and English soldiers upset their officers by leaving their trenches to talk and smoke and play soccer ball with each other.” Other than that, they paid tribute together for the dead and then were able to relax for a while. This shows that the soldiers are human beings before they are soldiers, and they have a right to be respected as human beings. They should know what is happening around them and be allowed to interact with the other side if they want.
6. Bajekal, Naina. “Silent Night: The Story of the World War I Christmas Truce of 1914.” Time. December 24, 2014.
https://time.com/3643889/christmas-truce-1914/
Bajekal indicates that “Still, a century later, the truce has been remembered as a testament to the power of hope and humanity in a truly dark hour of history.” In the video, Richard indicates that “soldiers on both sides exchanged gifts of cigarettes, food, buttons and hats.” If it is true that soldiers on both sides took part in the Christmas truce and that the truce stands as a beacon of hope for the goodness of humanity, then we can trust that people will always find a way through the toughest of times by the innate goodness inside them.
Danielle handed in :)
Inquiry 9
Question 1: What premises does the prompt rely on?
1. Peter: Ibrahim states that “Respecting nature and working with it as if you are part of it that you are not just want to take a profit out of it. So this is the right way to live anyway.”
2. Anthony: Brian thinks that getting out of the classroom and focusing on the feeling of five senses will help him better explore the nature around him.
3. Danielle: John Diack says going through changes such as selling his mustang and buying a hybrid are “natural actions as a result of a relationship with God.”
4. Xinxin Wang: This video states that the organization of “A Rocha” has a positive impact on people's lives, and it makes people feel a sense of belonging and inspiration.
5. James: John states that everything that protects nature such as creation care and buying a hybrid car is “all natural actions as a result of a relationship with God.”
6. Nelson: John said the connection with nature “touched [him] directly and started to impact how [he] looked at how [he] ate, how [he] communicated, how [he] transported [himself], and [that he] wasn’t connected with nature before.”
Question 2: What arguments does the prompt make?
1. If it is true that “take care of what the soil needs from you… and the soil will give [back to you],” then people are more likely to “[Respect] nature and [work] with it as if you are part of it and you are not just want to take a profit out of it.”
2. Brian states that “When I’m in the classroom, I’m thinking in my head, ‘when do I get to go home’; but when I’m outside and learning and thinking, I don’t ever want to go home because this is so fun.” If Brian prefers to be outdoors rather than in the classroom, then getting out of the classroom and focusing on the feeling of five senses might help him better explore the nature around him.
3. If there really is hope in God for the crises that nature faces, then the changes Diack is going through are “all natural actions as a result of a relationship with God.”
4. If it is true that the organization of A Rocha helps people in society live in harmony and teaches people to love their life and inspires the next generation, then Breuls’s claim is true that he has learned a lot and considers having the responsibility to help the world to be his greatest happiness.
5. If it is true that taking care of nature consists of “all natural actions as a result of a relationship with God” then in following God, the company of A Rocha “first evaluates [the location], they map it, they document it, and then they begin to move forward with science-based change.”
6. If having a “large home and high-performance vehicles” didn't help Diack reach true meaningful life, then it is likely that the opposite, making the “environment ecosystem thrive by moving things around and teaching children about it,” will make life meaningful and will build connection with God.
Question 3: How does context inform the prompt’s arguments?
1. Feld, Brad. “Give Before You Get.” Linkedin. December 31, 2012.
Feld states that “In order to give before you get, adopt a philosophy of helping others without an expectation of what you are going to get back. It’s not altruistic - you do expect to get things in return - but you don’t set up the relationship to be a transactional one.” Ibrahim indicates that “Respecting nature and working with it as if you are part of it that you are not just want to take a profit out of it. So this is the right way to live anyway.” If both statements are true, then it is better to give and love others like what Jesus does, without expecting to receive in return. This is what makes a good life. Meanwhile, it might allow you to receive things you are not even expecting.
2. Günseli Yıldırım and Güzin Akamca. May 2017. “The effect of outdoor learning activities on the development of preschool children”. South African Journal of Education. Volume 37, Number 2,. Art. # 1378, 10 pages, doi: 10.15700/saje.v37n2a1378
Brian thinks that getting out of the classroom and focusing on the feeling of five senses helps him better explore the nature around him. Günseli Yıldırım and Güzin Akamca asserts “It is clear that outdoor education supports personal and social development, helps children understand scientific concepts more easily, and leads to an increase in physical activities.” Therefore, both statements support the idea that children learning outside of the class and focusing on their feelings of the five senses can generate positive outcomes for them both physically and intellectually, which may also increase their desire for learning.
3. Tapestry. “Christian environmentalist cultivates hope on the land.” CBC, June 8, 2017. https://www.cbc.ca/radio/tapestry/religion-utopia-or-dystopia-1.4143654/christian-environmentalist-cultivates-hope-on-the-land-1.4144267
John Diack says going through changes such as selling his mustang and buying a hybrid are “natural actions as a result of a relationship with God.” In an interview with CBC Tapestry, Leah Kostamo says "I have hope because there are an estimated two billion Christians on the planet today, and imagine if those two billion Christians took seriously the call of their religion, to live as caretakers and stewards of the earth. The earth would literally look different." If it is both true that environmentally positive changes are a result of a relationship with God, and that the world would “literally look different” if Christians took seriously their calling, then the amount of change in the world is inconceivable and Christians should be excited at the possibilities for improvement, and should encourage fellow Christians to allow God to show them how to love and take care of creation.
4. Goode, Christie. “Benches of Belonging.” A Rocha Canada. (n.d.). https://arocha.ca/benches-of-belonging/
Goode illustrates that “the organizations would feel a sense of belonging at Surrey Christian, as the students learned and shared and lived the organization’s vision & stories.” Breuls mentions that the organization of A Rocha gives him experiences through field trips to make him enjoy going out and exploring nature, and helping to improve its environment. Also, this organization inspires him in the direction of his future life and the sense of belonging that nature brings to him. If both statements are true, then the organization of A Rocha can give people a good vision when the next generation is growing up, let people feel a real sense of belonging, and make the world a better place.
5. Fiskum, Tove. “Individual Differences and Possible Effects from Outdoor Education： Long Time and Short Time Benefits.” Eric. August 25, 2012. http://dx.doi.org/10.5430/wje.v2n4p20
Fiskum highlights that “Taking the pupils outside the school building may give different benefits like the possibility to learn more directly and less abstractly, and to be more physically active.” John states that “everything that protects nature such as creation care and buying a hybrid car are “all natural actions as a result of a relationship with God.” If these statements are true then all activities with nature have tremendous benefits. It develops people both physically and mentally. Also, it is a way to communicate with God.
6. Richardson, Miles. A New Relationship with Nature: what it means and what we can do. April 8, 2020.
https://findingnature.org.uk/2020/04/08/a-new-relationship-with-nature/
John said there is a fish called “sailor sucker”, and it has been missing for decades and this creature was about to be extinct, but now his organizational partner found it again, and John realized he could do something to make it thrive again. This is a strong statement that John made in the video, because I could feel that he truly loves what he is doing, and I could tell he cares about the issue that nature and the planet–the planet we rely on–needs us to take care of it in return. According to Richardson’s research, “[n]ature connectedness offers simple solutions to help deal with complex societal problems. Improving our relationship with nature responds to the challenge of the climate emergency and wildlife loss by encouraging care and respect for the rest of the natural world. People will be more supportive of the big changes needed if they are more connected to nature and feel that nature matters to them. Also, through a new, more connected relationship with nature, people can live a happier, more worthwhile and sustainable life.” If it is true that staying connected with nature will make our life happier, more worth living, and will preserve this planet we rely on, then everyone should take action towards connecting with and taking care of it, and enjoy life with nature.
Anthony done/ Xinxin done/ Nelson done/Danielle done/James done
Inquiry 10
Question 1: What premises does the prompt rely on?
1. Anthony: Malala says that “we had a thirst for education because our future was right there in our classroom.”
2. Peter: Malala states that she is an individual ”who wants to see every child getting quality education, who wants to see women having equal rights, and who wants peace in every corner of the world.”
3. Danielle: Yousafzai claims from her experience that “[a]n Indian and a pakistani can work together and achieve their goal of children’s rights.”
4. Xinxin Wang: Yousafzai states that “Education is one of the blessings of life and one of its necessities.”
5. James: Malala states that “this award is not just for me, it is for those forgotten children who want education. It is for those frightened children who want peace. It is for those voiceless children who want change.”
6. Nelson: Malala states that “It is time to take action so it becomes the last time, the last time, so it becomes the last time that we see a child deprived of education.”
Question 2: What arguments does the prompt make?
1. Malala points out that “many children are deprived of their right to education because of social taboos or they have been forced into child marriage or into child labor.” If social taboos, child marriage and child labor constraine children’s access to education, then they must have aspired to receive education, “because [their] future was right there in [their] classroom.”
2. If it is true Malala’s friend “a confident girl dreamed of becoming a doctor, but her dream remained a dream … she could be a very good doctor, but she couldn’t because she was a girl,” then it is essential to “see every child getting quality education, see women having equal rights, and see peace in every corner of the world.”
3. If Malala Yousafzai and Kela Setiarto, “[a]n Indian and a Pakistani[,] can work together,” then they can achieve their goal of children’s rights,” and give hope to others uniting over shared causes.
4. If it is true that education is very important in people's growth, and everyone should have the right to quality education, then Yousafzai’s claim is true that people had to fight for education, to solve the problem of being unable to receive education because of war, poverty and feudalism.
5. If it is true that forgotten children want education, frightened children want peace, and voiceless children want change, then “[Malala] is here to stand up for [the children’s] rights to raise their voice.”
6. If it is true that Malala is the person “who wants to see every child getting quality education, who wants to see women having equal rights, and who wants peace in every corner of the world.” Then it is true that Malala is just a committed and even stubborn person.
Question 3: How does context inform the prompt’s arguments?
1. Young, Mary. April 10th, 2000. “From Early Child Development to Human Development: Investing in Our Children’s Future”. The World Bank https://books.google.com.tw/books?hl=en&lr=&id=peZSOkMjrMwC&oi=fnd&pg=PR3&dq=The+importance+of+education+for+%22children%27s+future%22&ots=Xn_3MWfqdX&sig=uanOhQDa197V5yBbIUHTftgxRMg&redir_esc=y#v=onepage&q=The%20importance%20of%20education%20for%20%22children's%20future%22&f=false
Malala mentioned that “many children are deprived of their right to education because of social taboos or they have been forced into child marriage or into child labor.” Mary Young states that “Nurturing [children] in their early years is vital for attacking the worst effects of poverty that, too often, crosses generations. Children who live in poverty cannot go to school, do not learn to read, will have difficulty finding a job, and will have little hope for their children’s future.” If it is true that children receive education can not only prevent poverty but also improve their live, then instead of succumb to the child labor, child marriage and social taboos, it is vital for people to fight against these barriers, and help the vulnerable children to acquire quality education
2. Abdul, M. and Santoso, Fattah. “Indonesian Journal of Islam and Muslim Societies.” Universitas Muhammadiyah Surakarta. January 1st, 2017.
Abdul and Santoso state that “Based on social environment wherein bullying, violation, sexual harassment and assault, and other crimes happen, the child’s right to life consequently means broader, that is to live in security and peace, and enjoy human dignity and protection under the responsibility of the parents, families, community and state.” Malala states that she “wants to see every child getting quality education, wants to see women having equal rights, and wants peace in every corner of the world.” If both statements are true, children and women having the right to quality education highly increase the chance of being successful and also promote better lives for children and women.
3. Ghouri, Ahmad. “Striving for unity and peace among Muslim nations is Pakistani government’s constitutional duty.” Academia.edu, 2021. https://www.academia.edu/12205483/Striving_for_unity_and_peace_among_Muslim_nations_is_Pakistani_government_s_constitutional_duty
Ghouri states that in their shared fight against Houthis rebels, Pakistan and Saudi Arabia have joined together, overlooking their differences for the sake of safety: PM Sharif has claimed that “any threat to Saudi Arabia’s territorial integrity would evoke a strong response from Pakistan,” and then the “Saudis requested Pakistan to join their military coalition against Houthis.” Yousafzai claims from her experience that “[a]n Indian and a pakistani can work together and achieve their goal of children’s rights.” If Saudi Arabia and Pakistan can overlook their differences, and Malala and Setiarto can do the same, then there is something to be said for the strength of shared interests, and for interests themselves. Therefore it is important to guard one’s interests and choose them with wisdom, that one would put such effort towards good causes and not towards destruction.
4. Lynch, Matthew. “Why Don’t We Consider Quality Education, a Basic Human Right?” The EDVOCATE.December 3, 2018. https://www.theedadvocate.org/dont-consider-quality-education-basic-human-right/
Lynch illustrates that “Education is the key to empowering a new generation to lift their communities out of poverty and to defend their basic human rights.” Also, education can help eradicate poverty and improve lives. Yousafzai mentions that ask leaders around the world to unite and contribute to education and ensure that every child has access to quality education, so as to end the forced early marriage of girls and childhood in factories. If both statements are true, then it is important to provide quality education to children, and they have the right to get it. This is good for the development of the world and helps developing countries improve their lives.
5.
6. Doshi, Vidhi. “Why India’s modern women say it’s a ‘burden’ to be female. The Washington Post. March 12, 2018.
Doshi states that “India, despite making strides in development in the past three decades, lags behind on gender equality. It ranks 131 of 188 countries on the U.N. Development Program’s Gender Inequality Index. In fact, women in India has suffered for decades just being a women, there is no gender equality in India. Doshi states that “For Narayan, the constant undermining of women’s position is about limiting their identities and their existence.” Malala states that she is someone “who wants to see women having equal rights.” If both statements are true, then it is true women also have rights to deserve equality.
Xinxin done/ Anthony done/ Danielle done