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Morality within Law and Legal Philosophies, 2002.
Discusses the naturalist versus the positive theorist philosophies.
1,650 words (approx. 6.6 pages), 4 sources, AU$ 67.95
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Abstract
This paper shall compare the philosophies found in the naturalist perspective against those of the positivist theorist philosophies. This paper shall achieve this through focusing primarily on the beliefs of the philosophers St. Thomas Aquinas, Ronald Dworkin and H.L.A. Hart.
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The Philosophies and Legalization of Euthanasia, 2004.
Explores the ethical and moral issues surrounding the topic of euthanasia.
1,257 words (approx. 5.0 pages), 5 sources, APA, AU$ 45.95
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Abstract
This paper addresses the concern most often vocalized about euthanasia, namely, whether it is a form of murder or mercy. The author of the paper puts forth arguments that euthanasia should be legalized and applies the ethical theories of consequentialism and non-consequentialism to help assess and evaluate whether or not euthanasia should be legalized and, ultimately, to support the author's point of view. The paper also provides suggestions for legal protections and policies that should be put in place if euthanasia is legalized.
From the Paper
"Most of the issues in the legalization of Physician Assisted Suicide (PAS), or better known as Euthanasia, rest under contentious questions of ethics and morality. The process of euthanasia, in which death of a terminally ill patient is hastened by some means to end sufferings from a terminal disease, presents a question between two situations wherein concerns of ethics and morality are debated as to where it properly lies - When is it morally correct, to hasten the death of a dying patient from a terminal disease to end his sufferings, or to let him suffer from pain and let the course of his disease's nature take place? This question has been one of the moral issues concerning the legalization of euthanasia. In simple and legal terms, it is associated to the debatable question "Is euthanasia a form of murder?""
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Legal Naturalism vs. Legal Positivism, 2002.
A comparison of laws understood to come about naturally or through some form of positive creation.
2,630 words (approx. 10.5 pages), 2 sources, MLA, AU$ 85.95
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Abstract
This paper examines two of the general theories of law - legal naturalism and legal positivism, both of which have had an enormous influence on law throughout history. The first part of the paper looks at natural law which describes those diverse theories of law that do not accept human law as true law and hold that a particular "something other than the positive law is the true law". The second section examines legal positivism where one of several general theoretical traditions is based on the belief that the source of knowledge lies in experience, not in reason, nor in mind.
From the Paper
"A good example of the usefulness of classical legal naturalism can be seen in the rise of commercial law in the Middle Ages in Europe. As Glendon, Gordon, and Carozza point out, the rise of commercial law took place when Roman civil law provided no adequate coverage of new problems that arose as trade "emerged from the localism and relative economic stagnation of the Middle Ages" in the form of international banking, expanded maritime trade, and rising commercial centers."
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Legal Positivism vs. Natural Law Theory, 2005.
Examines and compares these two theories of philosophy of law.
1,353 words (approx. 5.4 pages), 5 sources, MLA, AU$ 49.95
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Abstract
In the philosophy of law, two competing factions each offer compelling arguments as to the basic nature, origin, authority and responsibility of law. These two theories are known as Natural Law Theory and Legal Positivism. This paper shows that while there are many disagreements between the two theories, at the heart of the argument is the questionable relationship between law and morality. The paper examines how Natural Law Theorists argue that there is an essential and innate overlap between law and morality, while Legal Positivists argue that while the decisions of law and morality do occasionally overlap, there is no natural relationship between them.
From the Paper
"Legal Positivists rely on a sovereign to legislate law; this sovereign,
whether it be a monarch, an aristocracy, an elected parliament, or any other person or body that writes the law for a society. For a sovereign to be considered as such, most, if not all, of the population must follow the sovereign's laws, and there must be a threat of force to enforce the law. If either of these conditions are not met, the leader cannot claim to be a true sovereign entity. Also, the sovereign cannot be subject to another sovereign's authority, such as God; if a sovereign is to be the head of a society and the maker of laws, she must be invulnerable to persuasion or else she is not a sovereign."
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Legal Formalism & Progressivism in U.S. from 1865 to 1930, 1997.
Defines legal philosophies & their impact on judicial & social rights of women & blacks.
1,350 words (approx. 5.4 pages), 14 sources, AU$ 51.95
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From the Paper
"LEGAL FORMALISM AND PROGRESSIVISM: TREATMENT OF WOMEN AND
AFRICAN-AMERICANS (1865-1930)
This research discusses the role of legal formalism and legal progressivism in the treatment of women and African-Americans between 1865 and 1930. The debate over legal philosophy which was played out during this period figured prominently in the outcome of important cases involving women and blacks. That controversy was a symptom of deeper social divisions which inhibited progress during this period. The inroads made by legal progressivism on legal formalism set the stage for later gains by these groups.
Law as Barrier to Social Progress in the late 19th Century
In the decades which followed the Civil War, Americans were primarily preoccupied with the explosive economic growth that.."
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Adult Education Philosophies, 2005.
This paper discusses five adult education philosophies and their application to the classroom.
1,430 words (approx. 5.7 pages), 5 sources, APA, AU$ 51.95
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Abstract
This paper explains that adult education, or andragogy as it is called, has been in existence practically since the founding of the country and, today, has become a major educational field used to empower millions of adults across the United States. The author discusses five philosophies, which have been created to explain and to improve the practices related to educating adults in the United States: The liberal, humanist, progressive, behavioral and radical philosophies. The paper stresses that the philosophical approach or combination of approaches must fit the specific needs of the adult learn and may vary for that learner from situation to situation; therefore, the learner needs to understand their own goals.
Table of Contents
The Progressive Philosophy
The Behaviorist Philosophy
The Humanist Philosophy
The Radical Philosophy
Conclusion
From the Paper
"Like the progressive philosophy, behaviorism is also focused on scientific means to achieve its end. Education occurs within a controlled environment, with objectives that can be measured. The educational goal is then to change the learner's behavior only through environmental stimuli, without a concern for any other aspects of humanity such as emotion. The objective here is only to change behavior according to specific goals such as competency and programmed learning. Occupational training and professional development programs have benefited from this philosophy. The focus is heavily on stimulus-response designs in order to stimulate new behavior."
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Philosophies of Life, 2005.
A paper looking at how we develop our personal philosophies and what influences that development.
1,424 words (approx. 5.7 pages), 3 sources, MLA, AU$ 51.95
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Abstract
This paper discusses the topic of personal philosophies and how the philosophies we develop are influenced by a variety of different factors. The paper maintains that religion, spirituality, government, fear of punishment and longing for reward, as well as doubt and introspection are all significant influences on the development of our personal life philosophies and that without these influences or with only a single influence, such as religion, our life philosophies would be too narrow and damaging.
From the Paper
"When one considers the many aspects of one's "inner life," it becomes clear that most, if not all of them are based upon some philosophical conception. Psychologists have long known that individuals, who have a strong sense of their life's purpose, as well as a spiritual, religious, or ethical viewpoint, tend to live longer, healthier lives. Further, they are less likely to suffer from depressive episodes (Hassad, 2000). Although each person's individual "philosophy of life" is different, there are some well known philosophical interpretations that can shed some light upon common attitudes concerning personal identity. Six famous life philosophies are attributed to Socrates, Freud, Albert Camus, Thomas Hobbes, John Locke, and Muhammad."
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Student Life in a Legal/Moral Context, 2000.
An examination of the role of college in controlling student behavior, with related legal decisions and philosophy, freedom and privacy, consent and morality.
1,800 words (approx. 7.2 pages), 5 sources, AU$ 68.95
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From the Paper
"A current controversy spreading across college campuses is the nature and extent of a school s control of the social life of its students. In the 1960s, universities ascribed to the view that, if they could go to war, at age 18, they were adults, and accordingly, the administration did not involve itself in the social and private lives of its students. Three decades later, however, universities have a new assessment of their part in regulating the social aspect of the campus culture. College administrators are now looking at their students as quasi-adults and are asking themselves, What kinds of parents can we be?
In recent years, many college campuses have taken an in loco parentis approach in dealing with their students. For example, Lehigh University banned parties on campus unless a..."
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A Comparative Study Between the Economic Philosophies of Adam Smith and Karl Marx, 2003.
The following essay compares the economic philosophies of Adam Smith and Karl Marx with reference to their historical works.
2,270 words (approx. 9.1 pages), 0 sources, AU$ 76.95
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Abstract
This essay compares the philosophies in Adam Smith's 'The Background to the Wealth of Nations' and Karl Marx's 'Communist Manifesto' & 'Das Kapital'. The way in which both Smith and Marx agreed upon the importance of capitalism for unleashing productive powers, amongst other similarities, is discussed. In addition the contradictions in their philosophies, such as their reasons for expanding markets, are also highlighted.
From the paper:
"Smith and Marx both agreed that capitalism required expanding markets. Smith believed this was so because jobs could not be divided too much without a large market. The money that went to paying wages came from profits. There always had to be an expanding market, so that there could be more profits or else there would not be more jobs."
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Philosophies and the Workforce, 2002.
A general overview of the different philosophies found within the workplace.
2,650 words (approx. 10.6 pages), 8 sources, AU$ 105.95
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Abstract
This paper shall examine different ways of examining the philosophies found within the workplace. The basic two forms are the "management" and the "team" philosophies. There is also an emphasis on the epistemology of the workforce.
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Health Education Philosophies, 2005.
A look at the the best teaching philosophy to employ when teaching health education.
1,169 words (approx. 4.7 pages), 6 sources, APA, AU$ 43.95
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Abstract
This paper describes different health education philosophies as well as the author's own health education philosophy and how and why she arrived at such a philosophy. The author emphasizes that her own philosophy on teaching health education is derived from a combination of several teaching philosophies which she believes will promote the knowledge and skills necessary for her students, their families and the community to achieve a better quality of life.
From the Paper
"Our profession is at a critical stage of self-evaluation, of which philosophical inquiry is a key element. Answers to the questions of what health education is and how one accomplishes this will determine the place of health education now and in the future. (Welle, Russell, & Kittleson, 1995) My initial reaction while reading the Welle et al article, was that there seems to be a need to define a single philosophy for the credibility and effectiveness of health education in general. After some thought, however, my focus shifted. Since such a wide variety of settings, audiences and issues exist; a single philosophy of health education would not be beneficial or even possible. It makes sense that there were significant oppositional views when it came to the study participants' philosophical choices, given their differences in educational settings."
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Philosophies of Ecology, 2005.
This paper compares Norwegian philosopher Arme Naess' ecology philosophy called "deep ecology" with Indian author Ramachandra Guha's ecological philosophy of "anthropocentrism".
2,540 words (approx. 10.2 pages), 3 sources, MLA, AU$ 82.95
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Abstract
This paper explains that Arme Naess' philosophy of "deep ecology" encourages respect for the environment, not because humans depend on nature, but because nature and its inhabitants have inherent value. The author points out that Ramachandra Guha's ecological philosophy of "anthropocentrism" declares that all environmental responsibility is derived from human interests alone, which challenges this "deep ecology" philosophy. The paper concludes that Ramachandra Guha, who alleges that "shallow ecology" is sufficient for providing a satisfactory ethic of obligation and concern for the non-human world, is not rational; rather the concept of "deep ecology" needs to be extended especially toward non-human individuals, wilderness areas and across time and species.
From the Paper
"Assuming characteristically anthropocentric perspectives and values is a defect, we should, instead, assume a biocentric perspective. We should certainly abandon crude conceptions of human needs that equate them with the sort of needs that are satisfied by extravagant resource use. One of the problems with shallow ecology lies in anthropocentrism, specifically the fact that they are characteristically short-term, sectional, and self-regarding. Suppose that astronomers detect a modest asteroid on collision course with Earth. The impending collision would be perfectly natural. Such periodic disruptive events are natural, though they probably destroy most of the then extant large life forms. These times of renewal provide opportunities for smaller, flexible organisms to radiate opportunistically into vacated niches, and life goes on. There is little doubt that our demise would provide comparable opportunities for development that we currently prevent. Even then, we should step aside so that evolution can continue on its majestic course."
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Management Philosophies, 2006.
A comparison of the modern management philosophies of Chester Barnard and John Adair.
1,610 words (approx. 6.4 pages), 6 sources, MLA, AU$ 56.95
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Abstract
This paper compares and contrasts the modern management philosophies of Chester Barnard and John Adair. The paper also touches briefly on prior theories of management similar to that of both Barnard and Adair. In addition, the paper provides a detailed understanding of the evolution of management thought and philosophy.
From the Paper
"According to Adair, a manager's responsibilities were to establish, agree, and communicate standards of performance and behavior. The manager was responsible for monitoring and maintaining discipline, ethics, and integrity while focusing on objectives. Adair's philosophy was action-based, focusing on the goal of the organization or the group as a whole. The main difference in Barnard's philosophy from Adair was that Barnard's focus appeared to be individual based, rather than on based on the organizational as a whole. In Adair's theory, and the theories that it was based on, the role of the manager included assessing and changing as necessary the balance and composition of the group. Barnard focused on the individual moral influences that an individual encountered and that motivated them personally. That is most likely the central difference between both management philosophies."
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The Philosophies of B. F. Skinner, 2002.
A look at his philosophies and their effect on modern society.
1,775 words (approx. 7.1 pages), 4 sources, AU$ 72.95
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Abstract
The Philosophies Of B. F. Skinner And Their Effects On Modern Society.
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Educational Philosophies, 2006.
An examination of different types of educational philosophies and how they are based on the works of Jean-Jacques Rousseau and John Dewey.
2,874 words (approx. 11.5 pages), 4 sources, MLA, AU$ 92.95
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Abstract
This paper explores how the modern ideas of experiential education, constructivist teaching and inquiry-based teaching, all have their roots in the educational philosophies of Rousseau and Dewey. It explains that experiential education simply refers to the idea that children learn by doing and that knowing a fact without knowing how to apply it, is essentially useless. It then shows how constructivist teaching is basically the idea that the teacher helps the students to build knowledge, integrating one idea into the other, like how chemistry and biology and physics really build upon each other rather than being separate sciences. Finally, it explains that self-explanatory is where the child seeks the answer to a problem rather than being told a dry fact.
From the Paper
"These ideas combined can make for a powerful teaching method, a method that teaches children to think about problems and how to solve them and not simply telling them to memorize this or that fact. It is a method that recognizes the interconnectedness of the disciplines, realizing that the greatest poets are often scientists and vice versa. It also allows children to realize that there is a method, that they can investigate, that there is a set of skills that goes along with the knowledge, that Watson and Crick did not just think really hard about the structure of DNA, but that they performed experiments and deduced what the language of life was and how it was shaped and why it was shaped that way and, perhaps more importantly, what that means for people, the planet, and the future of both."
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Philosophies of Socrates, Plato and Aristotle, 2006.
A comparison and contrast of the philosophies of Socrates, Plato and Aristotle.
2,450 words (approx. 9.8 pages), 9 sources, MLA, AU$ 80.95
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Abstract
This paper discusses, compares and contrasts the philosophies of the three Greek philosophers Socrates, Plato and Aristotle. According to this paper, each believed that one could fulfill one's optimal function as a human being only within the company of others, and therefore as an integral part of human society.
From the Paper
"Socrates is wise enough to know what he does not know, and to question what others think they know (which infuriates others, thus, as Plato clearly implies, Socrates' predicament of being on trial). In his first speech of the Apology, Socrates recalls a journey he took to the Delphic Oracle, where the Oracle had declared no one wiser than Socrates. Subsequently, Socrates, in questioning poets; politicians; artists, etc., found that "those who had the highest reputation were nearly the most deficient, while those who were thought to be inferior were more knowledgeable" (Jowett, The trial and death of Socrates). Similarly, within the courtroom scenes of the Apology, Socrates' prosecutor Meletus is clearly uninterested in truth, but instead (like many prosecutors of public trials, yesterday and today) in gaining a conviction and pleasing the public. Socrates' accusers are, similarly, less interested in truth than in exacting revenge for Socrates' past pursuit of it, and in rendering Socrates no longer a threat. "
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