Explain MLK’s theory of education as a tool for social change. Provide examples from MLK’s speeches and writings on the importance of education in the fight against social injustice.

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Is fighting injustice a matter of education?

I. Introduction

A. Briefly introduce the topic of the essay and its importance.
B. Provide background information on the role of education in fighting injustice.
C. State the thesis of the essay.

II. The role of education in fighting injustice according to Marx
A. Explain Marx’s theory of education as a means of social transformation.
B. Provide evidence from Marx’s writings on the importance of education in the fight against social injustice.
C. Evaluate the strengths and weaknesses of Marx’s ideas on the role of education in fighting injustice.

III. The role of education in fighting injustice according to MLK
A. Explain MLK’s theory of education as a tool for social change.
B. Provide examples from MLK’s speeches and writings on the importance of education in the fight against social injustice.
C. Evaluate the strengths and weaknesses of MLK’s ideas on the role of education in fighting injustice.

IV. The role of education in fighting injustice according to Alinsky
A. Explain Alinsky’s theory of education as a means of empowering marginalized communities.
B. Provide evidence from Alinsky’s writings on the importance of education in the fight against social injustice.
C. Evaluate the strengths and weaknesses of Alinsky’s ideas on the role of education in fighting injustice.

V. Comparing and contrasting the three perspectives
A. Discuss the similarities and differences between Marx, MLK, and Alinsky’s views on the role of education in fighting injustice.
B. Analyze the strengths and weaknesses of each perspective and compare them to one another.
C. Explore the implications of these different views for contemporary social justice movements.

VI. Critiques of the role of education in fighting injustice
A. Discuss some of the critiques of the idea that education is the key to fighting injustice.
B. Evaluate the strengths and weaknesses of these critiques and how they relate to the ideas of Marx, MLK, and Alinsky.
C. Offer potential responses to these critiques.

VII. Conclusion
A. Summarize the main points of the essay and restate the thesis.
B. Offer final thoughts on the role of education in fighting injustice.
C. Suggest areas for further research and reflection.

Evaluate the following inductive arguments with respect to Criterion 2. Is it a strong inductive argument? Why or why not?

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CASE STUDY

I Argument Structure Exercises

Exercise: Put the following simple arguments into standard form.

  1. Tuition rates have not increased, but room and board has. College is therefore more expensive, since students have to cover both of these costs.
  2. I followed the recipe on the box, but the dessert tasted awful. Some of the ingredients must have been spoiled.
  3. Capital punishment is not a deterrent to crime. In those states which have abolished the death penalty, the rate of incidence for serious crimes is lower than in those which have retained it.

Exercise: Put the following complex arguments into standard form.

  1. The Tigers are likely to lose this final game since it is a road game and they’ve done poorly on the road all season. If they lose this one, the coach will almost certainly be fired. The coach’s job is therefore in jeopardy.
  2. We know that Miss Scarlett and Professor Plum were in the study at the time of the murder since they were seen there. And Reverend Green had the candlestick in the ballroom, and so we know that Green was not involved in the murder. Hence Colonel Mustard did it in the kitchen with the lead pipe. Recall, after all, that the gun had not been fired.
  3. He signed on to teach Phil 3, and therefore he should lecture all quarter. So if he cancels the last 4 weeks of class, he has not done his job.
  4. You’ll pass Phil 3 if you work hard. There has never been a hard-working student who failed, so there probably never will be one.

Exercise: Put the following arguments (all of which have implicit premises and/or an implicit conclusion) into standard form.

  1. Jacob eats meat, which just goes to show that you don’t have to be vegetarian to be a good person.
  2. If you were a good father, you wouldn’t have allowed me to watch so much television.
  3. The only people who had access to the midterm were the TAs and the professor. None of the TAs had posted the midterm online, but it had indeed been posted online.

II. Argument Evaluation Exercises

Exercise: Consider the following deductive argument. Are the premises true? Is it valid? Are the premises relevant to the conclusion? In each case briefly explain why.

Everyone who smokes gets lung cancer.

Everyone who gets lung cancer suffers a painful death. ∴ Everyone who smokes suffers a painful death.

Exercise: For each of the following deductive arguments: Is it valid? Why or why not? 1.

Some Americans like hamburgers.

Joe likes hamburgers.

  • ∴ Joe is American.2.
    Some Americans like hamburgers. Joe is American.
  • ∴ Joe likes hamburgers. 3.No Americans like hamburgers.Joe is not American.
  • ∴ Joe likes hamburgers.4.
    No Americans like hamburgers. Joe likes hamburgers.
  • ∴ Joe is not American. 5.Socrates is a man.All men are carrots.
  • ∴ Socrates is a carrot.6.
    Abe Lincoln was either born in Illinois or he was once president. Abe Lincoln was never president.
  • ∴ Abe Lincoln was born in Illinois. 7.If I pull the trigger, Abe Lincoln will die.I do not pull the trigger.
  • ∴ Abe Lincoln will not die.8.
    Abe Lincoln was either from France or from Luxembourg. Abe Lincoln was not from Luxembourg.
  • ∴ Abe Lincoln was from France. 9.If the world were to end today, then I would not need to get up tomorrow morning.I will need to get up tomorrow morning.
  • ∴ The world will not end today.

Exercise: Evaluate the following inductive arguments with respect to Criterion 2. Is it a strong inductive argument? Why or why not?

1.
Most Americans like hamburgers. Joe is American.

  • ∴ Joe likes hamburgers. 2.Most Americans like hamburgers.Joe likes hamburgers.
  • ∴ Joe is American.3.
    Philosophy majors are rarely enrolled in Phil 3.
    Anthropology majors are often enrolled in Phil 3.
    Bob is a student in Phil 3.
    There are only two kinds of students in Phil 3, philosophy majors and anthropology majors.
  • ∴ Bob is an anthropology major.Exercise: Consider the statement A): Santa Barbara is in California.
  1. Give an argument for A that satisfies Criterion 1. Give an argument for A that fails tosatisfy Criterion 1. (Recall that an argument for A is one that has A as its conclusion.)
  2. Give an argument for A that satisfies Criterion 2 (i.e. either it is valid or it is inductivelystrong). Give an argument for A that fails to satisfy Criterion 2 (i.e. it is not valid nor is itinductively strong).
  3. Give an argument for A that satisfies Criterion 3. Give an argument for A that fails tosatisfy Criterion 3.
  4. Can you give an argument for A that satisfies all three criteria? If yes, then give one, ifno, then say why.

Exercise: Consider the statement B): Santa Barbara is not in California.

  1. Give an argument for B that satisfies Criterion 1. Give an argument for B that fails tosatisfy Criterion 1. (Recall that an argument for B is one that has B as its conclusion.)
  2. Give an argument for B that satisfies Criterion 2 (i.e. either it is valid or it is inductivelystrong). Give an argument for B that fails to satisfy Criterion 2 (i.e. it is not valid nor is itinductively strong).
  3. Give an argument for B that satisfies Criterion 3. Give an argument for B that fails tosatisfy Criterion 3.
  4. Can you give an argument for B that satisfies all three criteria? If yes, then give one, ifno, then say why.

Exercise: Can there be:

  1. A valid argument with one false premise and one true premise?
  2. A valid argument that only has false premises?
  3. A valid argument with only false premises and a false conclusion?
  1. A valid argument with a false conclusion?
  2. A valid argument with only true premises and a false conclusion?
  3. A sound argument with one false premise and one true premise?
  4. A sound argument that only has false premises?
  5. A sound argument with only false premises and a false conclusion?
  6. A sound argument with a false conclusion?
  7. A sound argument with only true premises and a false conclusion?

In each case: if so, give an example; if not, explain why not.

III. Argument Formalization Exercises

Exercise: Consider these sentence letters. P: Plato is a philosopher. Q: Plato lives in Athens. R: Aristotle is a philosopher. Express the form of each of the following English sentences in the language of propositional logic.

  1. If Plato is a philosopher, then he lives in Athens.
  2. Plato and Aristotle are both philosophers.
  3. If Plato is a philosopher and Aristotle is a philosopher, then Plato does not live in Athens.
  4. Either Plato is a philosopher or he lives in Athens.
  5. Aristotle is a philosopher if and only if Plato is a philosopher and lives in Athens.
  6. It is not the case that if Aristotle is a philosopher, Plato is a philosopher too.
  7. If Aristotle is not a philosopher, then Plato is a philosopher.

Exercise: Consider these sentence letters. M: Those creatures are men in suits. C: Those creatures are chimpanzees. G: Those creatures are gorillas. Express the form of each of the following English sentences in the language of propositional logic.

  1. Those creatures are not men in suits.
  2. Those creatures are men in suits, or they are not.
  3. Those creatures are either gorillas or chimpanzees.
  4. Those creatures are neither gorillas nor chimpanzees.
  5. If those creatures are chimpanzees, then they are neither gorillas nor men in suits.

Exercise: Consider these sentence letters. P: Pam is going. Q: Quincy is going. R: Richard is going. S: Sara is going. Translate each of the following arguments into the language of propositional logic. (In other words, put them into standard form and then translate their premises and conclusion into the language of propositional logic.)

  1. Pam is going. If Pam is going, then Quincy is going. Quincy is going if and only if Richard is not going. If Sara is going, then Richard is going. Therefore, Sara is not going.
  2. Either Quincy is going or Pam is going. Pam is going only if Sara is going. Sara is not going. Therefore, Quincy is going.

In the first paragraph of the paper, explain Nietzsche’s rejection of equality. In the second paragraph of your paper, develop in detail what you take to be a criticism of Nietzsche’s view.

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 Nietzsche’s rejection of equality

In the first paragraph of the paper, explain Nietzsche’s rejection of equality. In the second paragraph of your paper, develop in detail what you take to be a criticism of Nietzsche’s view.

In the first paragraph of the paper, explain Nietzsche’s rejection of equality. In the the second paragraph of your paper, develop in detail what you take to be a criticism of Nietzsche’s view.

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Philosophy

Nietzsche’s rejection of equality

In the first paragraph of the paper, explain Nietzsche’s rejection of equality. In the the second paragraph of your paper, develop in detail what you take to be a criticism of Nietzsche’s view.

 

Write at least 100 words to describe and explain the effectiveness of each strategy. Write at least 100 words in response to question/prompts 3 and 4 above.

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EDLC505 WEEK 3

VOCABULARY CHART ASSIGNMENT INSTRUCTIONS

OVERVIEW
The module overviews of the first two modules expose you to the various educational philosophies from the ancients of Plato, Aristotle, and Aquinas, through the modern and post- modern philosophical eras, to what you will discover in Module 3: Week 3 when you study educational theories of transmission and transformation. Since philosophy has its own terminology that can be foreign to education majors, this assignment is designed to help you identify this terminology of philosophy and define it. This chart thus becomes an invaluable tool for the remainder of the course as well as a benefit for a future career in education.

INSTRUCTIONS
Complete the Vocabulary Chart Template using your reading assignments (i.e., the Gutek textbook and internet database searching). Definitions are to be technically specific to philosophy of education. Instead of copying the definition verbatim, paraphrase it in words that would be meaningful to someone new to the field of philosophy. Avoid using the term itself in the definition. The definition need not be lengthy but must be long enough to convey the full meaning.

VIDEO REFLECTION INSTRUCTIONS

OVERVIEW
The study of learning examines how individuals acquire and modify their knowledge, behaviors, skills, and beliefs. By understanding how learning occurs, exploring what motivates students to learn, and studying various learning theories, leaders can craft effective learning environments and teaching approaches based on the diverse needs of their learners. This assignment is designed to allow you to examine student-centered and constructivist approaches to learning in the context of a biblical worldview.

INSTRUCTIONS
1) Watch the Literacy Lesson First Grade video.
2) Describe 3 different strategies the teacher used to facilitate student learning. Explain why each strategy was effective or ineffective.
3) If you were teaching this lesson what would you do differently?
4) Identify a scripture that aligns with the teaching strategies used in this lesson or your suggestions for improving the lesson. Explain why this scripture is relevant to your review of the lesson.

Write at least 100 words to describe and explain the effectiveness of each strategy. Write at least 100 words in response to question/prompts 3 and 4 above. At least one in-text citation from a course textbook and/or a scholarly journal article should be used to support the description/explanation of each strategy (at least one citation per strategy/explanation). At least one citation should be used to support the response to question/prompt 3 above. Responses must follow current APA format and the assignment must include a title page and reference page.

Critical literature review and comparison of this book to others similar. indepth.

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Book review of senses of the soul by gurumeher

Critical literature review and comparison of this book to others similar. indepth.

Provide a critical literature review of senses of the soul by gurumeher khalsa. From 15-25 pages font size 12 .

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Literature review

Provide a critical literature review of senses of the soul by gurumeher khalsa. From 15-25 pages font size 12 .

 

Tell us whom you admire (parent, sports figure, politician, entrepreneur, etc.). Explain why you admire that person and what you would be willing to do to be like them.

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Reflection 1

Write a short reflection statement (350-500 words) after reading Chapter 1. Use complete sentences and correct academic writing to complete this assignment.

Respond in writing to the following:

1. Tell us whom you admire (parent, sports figure, politician, entrepreneur, etc.). Explain why you admire that person and what you would be willing to do to be like them. Be sure to address the following:

  • Is this a person like you?
  • Would you tell others to emulate this person?
  • What are this person’s weaknesses?
  • Would you eliminate the weaknesses? O What strengths would you replace the weaknesses with?

Be sure to include references from the textbook using MLA format.

 

Briefly summarize Aquinas’ argument that there must be some necessary being that doesn’t get its necessity from any other being. What reasons does he give to support this claim? Do you think this is a sound argument? Why or why not?

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DISCUSSION QUESTION

Answer 3 of the following five questions. Each answer should be a minimum of 300 words.

1. Briefly summarize Aquinas’ argument that there must be some necessary being that doesn’t get its necessity from any other being. What reasons does he give to support this claim? Do you think this is a sound argument? Why or why not?

2. Taylor argues there is a distinction between two kinds of truths or facts. What are these two kinds of truths? Why is this distinction important?

3. In the Ethic of Belief, William Clifford argues “’it is wrong, always, everywhere, and for anyone to believe anything upon insufficient evidence.” What arguments does he use to show this? Do you think this is a sound argument? Why or why not?

4. In The Will to Believe, William James writes about a “genuine option.” Why is this concept so important to James? Do you believe this concept is as important as James claims? Why or why not? Please give reasons to support your position.

5. In Male Chauvinist Religion, Mathieu argues that women have often been excluded from public office or high level management positions. Men often are encouraged to work in the well rewarded public sphere, while women are often encouraged to work in the home or take low paying “care” jobs. For instance, women are encouraged more often to become nurses. Whereas men are encouraged more often to become doctors. She claims that religions, particularly Christianity, Islam, and Judaism are responsible for the inferior role of women. What argument does she give to support her claim? Do you think it is a sound argument? Why or why not?

Provide an example of an ethical “border,” and use our chapter from Borderlands/La Frontera to support the accuracy of your example.

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Paper 2

Instructions
This paper will address a topic from Gloria Anzaldúa’s work. Papers are to be no less than three pages in length, typed, double-spaced, with 1-inch margins and in 12-point Times New Roman font. Papers should be in Chicago format (without footnotes). This means that in-text citations should present as (Author Last Name/Date of Publication/Page). Papers will be worth 75 points each.

Prompt: One of the key themes in Borderlands/La Frontera is the power that language and storytelling has on one’s worldview and one’s ethical positions within a “bordered” world. Provide an example of an ethical “border,” and use our chapter from Borderlands/La Frontera to support the accuracy of your example.