nature of worth. This leads to a market monopoly on the notion of the 'real': anything
that is not in play in a market is irrelevant or imaginary.
The position in turn presupposes (3) that education is in thrall to this real world' of
market value-actually a massive collective delusion as abstract as anything in
Hegel's Phenomenology-because according to (2) all human activities are. The
market's monopoly on reality reinforces the dominant value of competition and
selfishness, incidentally converting education into a credential-race that can (and
rationally should) be gamed rather than enjoyed itself.
Lurking nearby are two other implicit ideas about life after graduation: (4) education
must be intimately linked to work; and (5) doing work while 'over-qualified' is a bad
thing. This link between education and work is a nifty piece of legerdema in [deception]
which preys on the uncertainties all humans have about their future, even as it leaves
untouched the general presumption that one must have a job to be human. Parents and
children alike fall for it.
Kingwell, Mark Unruly Voices: Essays on Democracy, Civility, and the Human Imagination. LOSS.
2012, 131-135./nSnow, Catherine. "Academic Language and the Challenge of Reading for
Learning about Science." Science vol. 328 no. 5977. 2010. Pp. 450-452.
Part C (20%)
Write one or two paragraphs (250-300 words) summarizing and
analysing how the argument(s) in the follow passage are logically
supported, drawing specifically on the methods demonstrated in Unit
2, Part 2. Specify the premises, conclusions, and how they relate to
each other. Use indicator words to demonstrate relationships between
the premises and the conclusion(s). Your summary should be
sufficiently detailed so that someone who has not read the passage
would have a clear and accurate understanding of the arguments you
are summarizing.
A degree in philosophy, or humane study more generally, does not require validation in
the court of do-with usefulness. It is a convenient reality that such validation is
sometimes gained, but the victory is really a surrender performed on the enemy's
ground.
44.
Let's do a little casual philosophical analysis [of the position that education is only
valuable in so far as it is usefull. What are the unspoken premises of the standard
position?
Most obviously, it assumes (1) that we know what useis. Something is useful when it
has instrumental value. Things of instrumental value serve needs other than their own,
either some higher instrumental value or an intrinsic value. And yet, in practice 'use'
almost always comes down to money, which is itself a perfect example of
all lower instrumental value. Money is just a tool, but we talk and act as if it were an end
in itself.
So the position likewise assumes (2) that we know how to value things that contribute
to use. We can convert any activity or human possibility into some quantified
assessment, and thus dispose of the question of whether it is worth doing. Not only
does this make a mockery of human action, quickly narrowing the scope of what is
considered worth doing, it simultaneously narrows the scope of argument about the/nin the passage. You must diagram the arguments using circled
numbers, direction arrows, and brackets. You must also include a
brief explanation of how you determined your diagram. Your
explanation should be sufficiently detailed to prove or demonstrate
that your identification of the argument is correct. Each answer is
worth 10 points.
Note: A passage will contain an argument even if the author does not propose, but
merely reports an argument.
1. You should not use student file-sharing websites. This is
because they violate the academic integrity policy and
cheapen the value of your credential.
2. They are obviously a vampire. They sleep in a coffin and
have no reflection in a mirror.
3. We learned that the restaurant had several past health-
code violations. Not only that, we found out they are
using expired food. We should eat somewhere else and
call the food inspector.
4. The traffic circle should be eliminated. It slows down
traffic, which makes people tailgate. Tailgating leads to
road rage, which leads to altercations between drivers.
No one really knows how to drive in a traffic circle.
Driver's education spends less than ten minutes
explaining them. Drivers right now have enough
distractions with cellphones, dashboard dining, and all
kinds of multitasking while driving. Let's make driving
easier for them and get rid of the traffic circle.
5. It is unrealistic to expect all middle- or high-school
school students to become proficient producers of
academic language. Many graduate students still
struggle to manage the authoritative stance, and the
self-presentation as an expert that justifies it, in their
writing. And it is important to note that not all features
associated with the academic writing style are
desirable./nEven when diabetes is controlled, the insulin supply of
the body is limited.
7
4. Molnar, George Dempster and Patricia G. Bailey.
"Diabetes." The Canadian Encyclopedia, 27 July
2015,Histerica Canada.
https://www.thecanadianencyclopedia.ca/en/article/diabetes
mellitus, Accessed 17 August 2021.
4. Zoos are outdated and harmful. They divert funds that
could be used for protecting ecosystems so animals can
live in their natural habitat. Whatever science they
promote could be achieved in a natural environment.
They essentially imprison wild animals for our
entertainment.
5. Pemmican (Cree pimikan, meaning "manufactured
grease") is dried meat, traditionally bison (moose,
caribou, venison or beef can be used as well), pounded
into coarse powder and mixed with an equal amount of
melted fat, and occasionally saskatoon berries,
cranberries, and even (for special occasions) cherries,
currants, chokeberries or blueberries.
6. Foster, John E. "Pemmican." The Canadian Encyclopedia, 04
March 2015, Historica Canada.
https://www.thecanadianencyclopedia.ca/en/article/pemmican.
Accessed 17 August 2021.
6. Only students with proper footwear can participate in
gym class. Why? Because other shoes might be slippery
or make marks on the flooring. Anisha forgot her
sneakers, so she cannot participate.
Part B (50%)
The following five passages contain arguments. Using the tools for
identifying parts of arguments in Units 1 and 2, analyze the
arguments by bracketing and labelling the premises and conclusions/nRespond to the following passages.
1. God can perform miracles, but not contradictions-not
because his power is limited, but because
contradictions are not genuine possibilities.
L
2. Dayton, Eric. Critical Thinking, Logic, and Argument. Pearson,
2010. 11.
2. Despite the importance of the naval mast trade, sawn
lumber and square timber were the major staples of the
wood industry. Lumber, the product of sawmills, was
prepared mostly as planks and boards. Square timber-
known in the Maritimes as "ton timber"-were baulks
or "sticks" of wood hewn square with axes and shipped
to England, where they were often resawn. Strict
specifications governed the market-the wood was
allowed to have a "wane" (bevel) and slight taper, but
these specifications varied according to the stick's
dimensions and changed with time. Waste was quite
considerable: 25-30 per cent of each tree was
discarded.
3. Wynn, Graeme, "Timber Trade History." The Canadian
Encyclopedia, 24 July 2015, Historica Canada.
https://www.thecanadianencxsleredia.ca/en/article/timber-
trade-history. Accessed 17 August 2021.
3. Everyone needs insulin to break down food. What and
how much someone eats affects blood glucose levels.
When someone has diabetes, there is either not enough
insulin in the body or the body cannot use the insulin it
produces. Rather than being used as energy, glucose in
a diabetic person is stored in the body's cells and
collects in the bloodstream. Over time, elevated blood
glucose can cause serious damage to the body. Specific
symptoms include fatigue, thirst, frequent urination,
damage to nerves, blurred vision and muscle cramps./nPlease complete all three parts of this assignment (A, B, and C).
Where you are required to answer in writing, please use complete
sentences.
Your summaries should provide enough detail to allow someone who
has not read the passages to have a clear and accurate understanding
of the arguments you are summarizing. Your explanation should be
sufficiently detailed to prove or demonstrate that your identification of
the argument is correct.
Part 1
Part A (30%)
For the following six passages, determine whether they contain an
argument, an explanation, or a description. Explain your choice with
direct reference to the meaning of the term you identify. Your answer
should be sufficiently detailed to prove or demonstrate that your
identification of the passages is correct. Each passage is worth 5
points.
Note: A passage will contain an argument even if the author does not propose but
merely reports an argument.
Here is a sample passage with a sample answer
The film Patch Adams was an illuminating portrayal of medical education because it
highlighted the importance of treating patients as people and not just as the locations of
disease.
Sexjer, Trudy. A Practical Study of Argument, 5th ed. Belmont, CA:
2001, p. 43.
Answer. This passage contains an argument because the author uses reasons to try to
convince the reader that Patch Adams is an illuminating portrayal of medical education.
They support their conclusion with the premise that the film shows how important it is
to treat patients as persons, not as examples of disease.
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