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.

Please note that accessing or uploading Athabasca University assignments violates the

academic integrity policy and can result in a zero in the assignment or the course.