Position Paper - 1680 Words

Position Paper Introduction Looking back over the past two hundred and seven years, every session of the United States Senate has been opened with a prayer. Doing so has reaffirmed the Senates faith that God is the Sovereign Lord of our Nation. Barry C. Black currently serves as the spiritual advisor and counselor for the United States Senate with the title of Chaplin. Over the years, this position has ranged from part time, to now a full time position (United States Senate, 2011). Ever since Engel v. Vitale, people have been upset that God has been kicked out of the classroom. Engle v. Vitale was a landmark Supreme Court case, in which it was ruled that the public school could not be started or concluded with a formal†¦show more content†¦By allowing prayer in schools, you would give religious students the freedom to follow their religious beliefs during the school day. The United States was founded by those who believed in the freedom to practice religion openly. Those who are for prayer say that prayer would help instill moral values, something many say today’s youth is lacking. In addition to teaching our children academically, schools must also reinforce the values taught at home and in the community. It is a strong belief that by returning prayer to school, it would lead to increased tolerance, decrease bullying, and promote positive values. By allowing prayer, and the above listed actions, there should be a decrease in the negativity that is happening in our schools. Overall, it is believed that the schools will be a more positive place to be, and our youth will be more respectable citizens (All About History, 2011). Advocates against including prayer in school claim that those who are advocating for school prayer are just trying to impose their own religious beliefs on others (School Prayer in America, 2011). They often argue for the separation of Church and State (Boston, 2009). Along with having prayer removed from school, they have also be successful in having the Ten Commandments removed from the schools, and had any and all school parties renamed to remove any religious thought behind the party. For example, Christmas parties have become holiday or winter parties. AdvocatesShow MoreRelatedThe Effect Of New Media On The Position Paper1705 Words   |  7 PagesThe Effect of New Media on the Position Paper Written in the Department of State Introduction The United States Department of State was founded on July 27, 1789. This institution moves forward under its mission statement, which is â€Å"to shape and sustain a peaceful, prosperous, just, and democratic world and foster conditions for stability and progress for the benefit of the American people and people everywhere† (State Dept Website). 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The Library Professionals have been alerted of this assignment and will beRead MorePad Position Paper1403 Words   |  6 Pages| Assignment 3: Position Paper | | | Dr. Okafor PAD 510 | 8/26/2012 | | President Obama proposed a health care plan that will allow every American to have substantial health care coverage. When discussing Obama’s healthcare plan, there are lobbyist that support and some that are against his healthcare policy. Lobbyists are activist that intend to persuade members of the government to enact legislation in order to benefit their group of interest. (Nadler, 2006) Lobbyists do notRead MorePosition Paper on Relevance of It648 Words   |  3 PagesPosition Paper on Relevance of Information Technology Information technology has undoubtedly become an indispensable part of our day to day lives. 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Police Brutality The Rights Of Every Man Essay - 1391 Words

I. Introduction (Approximately 1min.) A. Attention Getter: John F. Kennedy once said â€Å"The rights of every man are diminished when the rights of one man are threatened.† Because police brutality exists within our society, citizen’s human and civil rights are being violated due to these circumstances. B. Background and Audience Relevancy: Throughout our nation, the views of citizens have drastically changed due to police brutality. Citizens are lacking the trust with in the police force because of the excessive or deadly force being used on fellow citizens. However, police brutality is defined as ‘the use of excessive physical force or verbal assault and psychological intimidation. Although the government might consider some forms of excessive and deadly force legitimate, it has escalated throughout the nation and has changed regulations within the police force. C. Speaker Credibility: For the last 4 years, I have been engaged in becoming more knowledgeable about Criminal Justice. I acquired college courses for 3 years in high school and decided my major would be Criminology, B.S. in college. Withal, I am interested in the facts regarding police conduct towards citizens. D. Thesis: Police brutality has escalated throughout the nation because regulations altered in the police force. E. Preview of Main Points: There are many aspects of police brutality that are important for citizens to become knowledgeable about, but this speech will focus on the circumstances thatShow MoreRelatedPolice brutality1678 Words   |  7 Pages Police Brutality, Have Times Really Changed The history of Police Brutality for minorities; especially people of color has left America wondering have times changed. Police brutality has deemed the opportunity for socioeconomic advancement or access to good and services for many Black/African Americans dating back as far as 1955. The system of Police brutality has affected many realms of society for minorities’ employment and family life. 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Critical Thinking In Teaching Writing Free Composition Education Essay Free Essays

string(166) " to larn assignments capitalise on pupils ‘ anterior cognition and coerce them to measure that cognition in order to make meaningful, individualized decisions\." 1.0 Introduction: The word â€Å" composing † may intend different things in different fortunes. It could be a personal narration, a short work of fiction or prose, an essay, a dramatic work or a verse form. We will write a custom essay sample on Critical Thinking In Teaching Writing Free Composition Education Essay or any similar topic only for you Order Now Each of these plants has its ain set of regulations and features. It is presumed that pupils get downing composing free composing pieces will already hold had a thorough preparation in simple, intermediate, or outlined controlled composing work. The intent of the old types of composing techniques in authorship, as I assumed above, is supposed to assist the pupils to compose on any subject introduced by their instructors. Furthermore, they can execute good in scrutinies provided with stuffs, which they can utilize to show themselves clearly, efficaciously and consistently on any topic, which an ordinary individual is expected to cognize something about it. It is of consensus that authorship is a go oning procedure of detecting how to happen the most effectual linguistic communication for pass oning one ‘s ideas and feelings. It can be disputing, whether composing in one ‘s native linguistic communication or in a 2nd linguistic communication. As scholars put their ideas on paper, see their thoughts in handwriting or print, and portion them with others, they find that they develop a powerful voice in their new civilization. There is a really simple and of import ground to compose besides pass oning with each other: authorship helps our pupils learn. By composing, scholars reinforce grammatical constructions, parlances, and vocabulary they have been larning. In add-on, when they write they have the opportunity to be more adventuresome with the linguistic communication, they can travel beyond what they have merely learned to state, they take hazards. Finally, when they write, they become involved with the new linguistic communication ; they work hard to show their thoughts and the changeless usage of oculus, encephalon, and manus is a alone manner to reenforce acquisition. For these grounds, this research is traveling to turn to this subject ( Teaching Writing Free Composition and how it will be thriven if implemented through Critical Thinking ) and in inside informations, attempts to germinate all experient techniques that contribute in success. So, after precise and thorough survey to the subject â€Å" Writing Free Composition † and what is known as â€Å" Critical Thinking ( Informal Logic ) , † appeared that the later is the most progressive manner to be explored for learning composing free composing successfully. This would be more obvious after understanding the definitions of the two. Since composing free composing could be defined as the degree of understanding that authorship is a critical country of the school course of study, a complex activity that includes the mechanics of authorship, including script ( or keyboarding, utilizing an adaptative device ) , spelling, and the rudimentss of linguistic communication cognition ( i.e. , word morphology, sentence structure, and vocabulary ) . In add-on, it includes the undermentioned cognitive, meta-cognitive, self-regulatory, and motivational facets including: ( bring forthing thoughts to set into script or print, be aftering what to state and how to state it, forming the thoughts into a consistent whole, acknowledging the demands of readers and how to run into those demands, interpreting these programs into a written text, including a manner of authorship and word pick appropriate to the authorship undertaking and projected readers, retrieving all of the constituents that need to be included in bring forthing the composing, self-monitoring the procedure and reexamining the content, organisation, and mechanics and so redacting as needed possessing the cognitive capacity to cover with all of these facets of complexness, possessing the assurance, motive, and doggedness to prosecute in the difficult work needed to make a good written merchandise ) . In add-on, authorship is an of import portion of pupils ‘ lives after school, where many employers insist that employees should possess well-developed communicating accomplishments including composing accomplishments – a assortment of other intents are served by composing and developing composing capableness. There are several ways that authorship is of import in our lives: As a part to the development of a individual, no affair what that individual ‘s background and endowments are, composing is a extremely complex act that demands the analysis and synthesis of many degrees of thought. Writing develops enterprises. In reading, everything is provided. In authorship, the scholar must provide everything: the right relationship between sounds and letters, the order of the letters and their signifier on the page, the subject, information, inquiries, replies, and order. Writing develops bravery. At no point is the scholar more vulnerable than in authorship and /or speech production. Writing, more than any other topic, can take to personal discoveries in acquisition. Writing can lend to reading from the first twenty-four hours of school. Writing, some say, is active, whereas reading is inactive. Writing contributes strongly to reading comprehension, as kids grow up. The ability to revise composing for greater power and economic system is one of the higher signifiers of reading. To appreciate the connexion between good thought and good authorship, the pupil needs to see composing as something other than distinct spots of information to be studied and stored in memory ( Bean, 1996, p. 17 ) . In other words, pupils need to larn to believe critically about authorship and the universe, to measure information and make an educated sentiment about it, non simply accept it at face value. Students today live in an information-driven society. The challenge for them is to larn how to measure and utilize that information to happen the significance in the cognition, so that the cognition can successfully be applied to new state of affairss. When the pupil writes to larn what he or she thinks, he or she is practising critical thought in its basic signifier. A missive to a comparative, a note to a friend, and a diary entry are all illustrations of the â€Å" authorship to larn theory † if the pupil discovers what he or she thinks as he or she is composing. Write to larn assignments capitalise on pupils ‘ anterior cognition and coerce them to measure that cognition in order to make meaningful, individualized decisions. You read "Critical Thinking In Teaching Writing Free Composition Education Essay" in category "Essay examples" Hence, such assignments allow pupils to construct on anterior cognition in order to come on to the following cognitive degree of adulthood. Furthermore, compose to larn schemes by and large utilize Bloom ‘s Taxonomy of Educational Objectives ( 1956 ) , specifically the degrees of application, analysis, rating, and synthesis. Critical thought authorship is the coin of the kingdom here. It permeates the whole atmosphere instead than being compartmentalized into a individual class or slapped on as a series of accomplishments. I believe composing is the tool of thought. The best manner to larn to believe is to read a batch of good authorship and compose a batch about what you have read. Writing and the communicat ing of thoughts are cardinal to all subjects whether one is in school or the workplace. One of the most of import accomplishments in the digital age is composing, in fact, one of the oldest. On the other manus critical thought is the procedure of actively analysing, measuring, and synthesising information gathered from a assortment of beginnings, utilizing a model designed to impart construction and lucidity to the thought procedure, so, nil is more relevant as an attack for learning composing free composing than what is worldly renowned as Critical Thinking. Critical authorship, at least does non let word acknowledgment to be hard, and if it does, pupils will utilize excessively much of their processing capacity to compose single words, which interferes with their ability to grok what they have written. Students need to see the instructor patterning the patterns for composing. Then they need to be instructed in guided pattern, in which the instructor helps, but finally turns over t he modeling to the pupils, separately and in larning partnerships. This is indispensable for pupils to grok the subject. They must pattern composing accomplishments, utilizing different beginnings that they like and are of the appropriate degree for them. Anyhow, the subject of learning pupils to believe while composing â€Å" critical authorship † should be cardinal to any treatment of believing accomplishments, in portion because the authorship of any subject dramas such a outstanding function in the content Fieldss. 1.1 Statement of the Problem: Many scholars and instructors likewise have nagged that the format of jobs in the schoolroom, peculiarly in scientific topics, bears small resemblance to the manner jobs look in existent life. What is the job? Where does it lie? How does it go on? Why does it for good reiterate? The absence of learning composing free composing critically is one of the obstructions that emerge beyond the replies. In fact, one of the most of import practical thought accomplishments one can get from critical authorship is to cognize how to place and work out a job. From the clip of Grecian philosophers to modern-day epoch, concerns about the demand for an educated people and quality work force, the ability to believe critically and to ground good have been regarded as an of import and necessary result of instruction. Learning to believe is the cardinal intent of instruction, because Critical Thinking calls for relentless attempt to analyze any belief or supposed signifier of cognition in the visible radiation of the grounds that supports it and the farther decisions to which it tends. It requires an ability to acknowledge jobs, to happen ways to undertake those jobs, to garner relevant information, to acknowledge unexpressed premises and values, to grok and utilize linguistic c ommunication with truth, lucidity, and favoritism, to construe informations, to measure grounds and evaluate statements, to retrace one ‘s forms of beliefs on the footing of wider experience, and to render accurate opinions. Educators are non entirely in acknowledging the importance of critical thought. The demands of employment in a planetary economic system, the endurance of a democratic manner of life and personal determination devising in a complex and quickly altering society, require people who can ground good and do good opinions. As our state is traveling towards a technology-based economic system confronting world-wide competition, employers demand workers that can believe flexibly and analytically integrate information from a assortment of beginnings and positions, and do profitable determinations. Sudan has a pluralistic society demands citizens who can open-mindedly measure the relevancy of different position on complex jobs. For pupils, workers, and citizens, crit ical thought is an indispensable tool for executing successfully in a complex and quickly changing universe. Teaching critical thought for both native talkers and foreign scholars, manipulate such obstructions by enabling one to analyze the factors encroaching on a state of affairs, forecast the results of possible classs of action, evaluate those results and weigh them relative to one another and seek to take so as to maximise positive results and minimise negative 1s. Furthermore, the beliefs people hold, and accordingly the illations they subsequently make and attitudes they subsequently assume, depend in portion on their logical thinking about the evidences for those beliefs. Despite widespread looks of concern about developing critical minds, surveies have shown that most schools are neither ambitious pupils to believe critically about academic topic, nor assisting them develop the logical thinking abilities needed to cover successfully with complexnesss of modern life. This be cause effectual direction for utilizing critical thought in instruction is non yet happening on a wide graduated table although critical thought is widely lauded as one of the most critical educational ends today. 1.2 Aims of the Survey: 1 – To measure through empirical observation the effectivity of utilizing critical thought in learning composing free composing on pupils abilities to compose critically about every subject issues and on the pupils temperaments toward critical thought in general. 2 – To develop abilities needed to compose critically to happen out about life demands in general, e.g. interpretation and incorporating information from different beginnings and constructing and reasoning a instance to explicate grounds as accepted. 3 – To utilize those same abilities for mundane written undertakings and be able to discourse why authorship is so of import. 4 -To have an apprehension of and be able to utilize critically the chief standards of good essay authorship. 5 -To be cognizant of the basic proficient and stylistic considerations involved in composing. Of all facets of analyzing, composing is likely the most ambitious. That is because when we write down an history of our thoughts for other people to read we have to explicate ourselves peculiarly carefully. We can non do the mental spring we do when we are in conversation with others or believing about something for ourselves. 6 – To do our significance clear, utilizing merely words on a page, we have to work out precisely what we think about the topic. We come to understand it for ourselves in the procedure of explicating it to others. Therefore, composing makes us truly cope with what we are analyzing. In other words, it forces us into a really deep and powerful sort of acquisition. That is what makes it so demanding. When we write we are truly seting thoughts to utilize. In composing we have done antecedently, we may hold ‘taken in ‘ thoughts from books, articles, Television and so on. However, it is merely when we can utilize these thoughts to state something for ourselves that we have truly ‘learned ‘ them. Ideas merely become a properly functioning portion of our thought-processes when we can name on them as we communicate with other people. It is really valuable to debate issues with other pupils in treatment groups. Nevertheless, an even more fastidious manner of util izing thoughts in statement is to make it in composing. A cardinal portion of utilizing thoughts efficaciously is to be able to compose clearly and persuasively. In our society, this is a really valuable accomplishment. It puts us on a much better picking with other people if we can show our point of position forcefully in composing. Possibly we started out on our surveies with the thought merely of larning more about art, music, or history, but we may detect that one of the most valuable things we gain is the ability to compose much more efficaciously. Whether we start with a instead weak composing manner or a reasonably good developed one, there is ever plentifulness of advancement to be made. So composing tends to be both the most demanding and the most rewarding portion of any class of survey. In add-on, because it contributes so much to what we learn, we have to set a batch of our clip and energy into it. 7- To separate the important difference between the groups of pupils who receive critical authorship in learning composing free subjects, and those who do non. 8- To reenforce the relationship between the scholars and the linguistic communication by actuating them to make their best to larn it in reacting to what the prophesier Mohammed ( Peace Be Upon Him ) said about larning foreign linguistic communications. 1.3 The Significance of the Study 1- The research worker is traveling to cast some visible radiations on the jobs that encounter the pupils and instructors while composing free composing. 2- Teaching composing free composing throughout critical thought will supply distinguishable advantages over more traditional attacks and techniques. 3- This survey is for the benefit of both pupils who suffer from still being merely inactive receptors in composing free composing and the instructors who are in demand to be reminded to research this manner based on the recommendations and findings regarded to the course of study interior decorators. 1.4 Questions of the Survey: Based on the statement of the job, this survey sought to reply the undermentioned inquiries. 1. Will a group of pupils who receives explicit learning in analysing and construing jobs harmonizing to critical thought theoretical account perform better on a trial that requires them to analyse and synthesise a set of primary beginnings than a group of similar pupils non having such specifications? 2. To what extent will a group of pupils who receives preparation and utilizing of critical authorship theoretical account performs better on a undertaking necessitating rating of the subject subject than a group of similar pupils non having direction in critical authorship? 3. Will a group of pupils who receives developing in critical authorship differ in their attitudes and temperaments towards critical thought from a group of similar pupils non having expressed direction in critical authorship? 4. Will at that place be a statistically important difference in pupil public presentation by method of direction harmonizing to age? 5. Will at that place be a statistically important difference in pupil public presentation by method of direction harmonizing to gender? 6. To what extent is the construct of critical thought illuminated by those within rational history concerned with bettering the general quality of the pupils ‘ ideas? 7. How can critical thought be adopted to advance scholars linguistic communication? 1.5 The Study Hypotheses: ( modified by Dr. Madani ) There will be a important difference between the quality of the authorship of the pupils who use critical thought accomplishments in the procedure of authorship ( experimental group ) and the quality of the authorship of the pupils who do non utilize critical thought accomplishments ( control group. ) This will be achieved by proving the undermentioned research hypotheses: Teachers think that it is likely that the usage of critical thought accomplishments will excite pupils and better their thought and authorship ( CWC ) more than the usage of other traditional methods of learning authorship ( Non – CWC ) . Teachers enjoy the usage of critical thought accomplishments in authorship. Teachers think that the usage of critical thought creates a more restful and concerted ambiance in the schoolroom. Teachers will experience confident, competent and execute good in the schoolroom as a consequence of being trained in learning critical thought accomplishments. 1.6 The Scope of the Survey: Using critical thought in learning composing free composing to Sudanese secondary schools pupils is the survey which will be conducted and done in ( Al-Qabbas Diplomatic Secondary School for male childs ) and ( Al-Qabbas Diplomatic Secondary School for misss ) by the research worker. The research worker will establish the survey on his old experiments and observations in learning Writing Free Composition in secondary schools in Sudan and Saudi Arabia during the old ages ( 1995 – 2009 ) . This survey is devoted to the description of the methodological analysis used to look into the usage of Critical Thinking in Teaching Writing Free Composition. The research worker conducted limited experiments during the mentioned above old ages. Questionnaire, pre-test and post-test are used for informations evocation and analysis. The experimenter himself manipulates the tool narrowly. Students were tested after they have been taught indiscriminately by two different methods ( conventional g roup and experimental group ) where Teaching Writing Free Composition critically is used within a narrow range. 1.7 Terminology of the Survey: Calcium: Communicative Approach Connecticut: Critical Thinking CWC: Critical Writing Classs CWFC: Critical Writing Free Composition. ELT: English Language Teaching. Non-CWC: Non- Critical Writing Classs Thallium: Transportation of Language How to cite Critical Thinking In Teaching Writing Free Composition Education Essay, Essay examples

Romantism Essay Example For Students

Romantism Essay And RationalismRomanticism began in the mid-18th century and reached its height in the 19thcentury. The Romantic literature of the nineteenth century holds in its topicsthe ideals of the time period, concentrating on emotion, nature, and theexpression of nothing. The Romantic era was one that focused on thecommonality of humankind and, while using emotion and nature; the poets andtheir works shed light on peoples universal natures. Romanticism as a movementdeclined in the late 19th century and early 20th century with the growingdominance of Realism in the literature and the rapid advancement of science andtechnology. However, Romanticism was very impressionative on most individualsduring its time. Rationalism or Realism was erected during the mid 19th century. Realism are ideas that are brought up in philosophical thinking. The realisticmovement of the late 19th century saw authors accurately depict life and itsproblems. Realists attempted to give a comprehensive picture of modern life bypresenting the entire picture. They did not try to give one view of life butinstead attempted to show the different classes, manners, and stratification oflife. The Rationalist recognizes that they must master their own destiny, usingtheir unique powers of reason and the scientific method to solve problems. Suchauthors that represent these two eras are Ralph Waldo Emerson, Henry DavidThoreau, William Wordsworth and Charles Darwin. Romantics believed that oneneeded to understand nature to understand oneself. In other words, only throughnature could one discover who they are. Emerson shows this in his writing calledNature. In the exert man beholds somewhat as beautiful ashis own nature. This depicts Emersons feelings toward nature; view natureas you view you rself. If one views nature as caring and compassionate, one willalso see themselves as caring and compassionate. Similarly if you understandnature you will know yourself better. As one gains wisdom from nature, onebegins to realize that understanding is a gate way to the divine as well as tooneself. Other writers also agreed with this notion of nature. In the essayWalden by Thoreau, Thoreau had left society to move into a shelteroutside of his town. By living on only the necessities he lived his life assimple as he could, thus finding the divine within himself. By being separatefrom society and being one with yourself are the only ways one can find thedivine. Thoreau felt by doing this society would have a harder time to mold himinto what it wanted him to think. Thoreau left a life of luxury forvoluntary poverty. Even though he was poorer in his outwardriches he was wealthy in his inward riches. A good number ofromantic views of Nature suggested using Nature as ones tool to learn. T his isevident in William Wordsworths poem The Tables Turned. In the poemThe Tables Turned Wordsworth states to quit your books a dull and endless strife enough of Science; close up those barrenleaves. Wordsworth believed piece that books were useless to learn from. He believed that we should Let Nature be Teacher mayteach you more of man moral good and evil than all the sagescan. Wordsworth agreed with the previous notion that to understand thedivine and oneself, they must first start with understanding Nature. This Viewof studying Nature is taken one step further by Charles Darwin. Perhaps the mostappealing quality of Darwins work was that it accounted for phenomenon in apurely naturalistic manner. It was the most scientific explanation yet,completely removing the supernatural explanation, and setting him apart from thetheorists before him. The major unsettled scientific question of Darwins Theorywas be in regards to natural selection as the mechanism for change, which becamethe issue among the general public as well. It took several years for the ideaof natural selection to become accepted within the scientific community. .ud435189df60148c6590f58f5c1aa9ca1 , .ud435189df60148c6590f58f5c1aa9ca1 .postImageUrl , .ud435189df60148c6590f58f5c1aa9ca1 .centered-text-area { min-height: 80px; position: relative; } .ud435189df60148c6590f58f5c1aa9ca1 , .ud435189df60148c6590f58f5c1aa9ca1:hover , .ud435189df60148c6590f58f5c1aa9ca1:visited , .ud435189df60148c6590f58f5c1aa9ca1:active { border:0!important; } .ud435189df60148c6590f58f5c1aa9ca1 .clearfix:after { content: ""; display: table; clear: both; } .ud435189df60148c6590f58f5c1aa9ca1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud435189df60148c6590f58f5c1aa9ca1:active , .ud435189df60148c6590f58f5c1aa9ca1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud435189df60148c6590f58f5c1aa9ca1 .centered-text-area { width: 100%; position: relative ; } .ud435189df60148c6590f58f5c1aa9ca1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud435189df60148c6590f58f5c1aa9ca1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud435189df60148c6590f58f5c1aa9ca1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud435189df60148c6590f58f5c1aa9ca1:hover .ctaButton { background-color: #34495E!important; } .ud435189df60148c6590f58f5c1aa9ca1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud435189df60148c6590f58f5c1aa9ca1 .ud435189df60148c6590f58f5c1aa9ca1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud435189df60148c6590f58f5c1aa9ca1:after { content: ""; display: block; clear: both; } READ: Written Speech on Teen Suicide EssayDarwins work was not immediately accepted as science. In a sense, he wasrevolutionary, not just for proposing an explanation of evolution that removedthe supernatural element, but also for the fact that he was able to present hisideas to the scientific community in an unconventional manner, throughspeculative thought. The essential idea in Darwinian evolutionary thought isthat species are not immutable. The prevailing assumption prior to Darwin wasthat species were immutable ( i.e. fixed in their characteristics). This ideawas held in opposition to the evidence that humans had been doing selectivebreeding on cattle, horses, birds, fruit and cereal crops for millennia. It washeld for perhaps two distinct reasons. The first was the fact that in spite ofcenturies of breeding cattle, horses, birds, etc. retained their essentialcharacteristics. Cattle did not become fish and horses did not become snakes. The characteristics which breeders could modify were seen as inessential andincapable of transforming one species in to another.. The second reason was theBible. Species were equated with the kinds mentioned in Genesis and it wassimply assumed that only God could create new species. If Darwins hypothesiswas true, then the Bible must be an unbearable fiction. Darwins theory requiredpeople to disbelieve the authoritative word of the Creator. Every idea of theHoly Scriptures, from the first to the last page stood in diametrical oppositionto the Darwinian theory. Many people of the time strongly felt that the idea ofcreation belongs to religion and not to natural science. The wholesuperstructure of personal religion was built on the doctrine of creation. Therationalist attitude is characterized by the importance it attaches to argumentand experience. But neither logical argument nor experience can establish therationalist attitude; for only those who are ready to consider argument andexp erience, and who have therefore adopted this stance already are likely to beimpressed by them. In other words, a rationalist stance must first be adopted ifany argument or experience is to be effective, and it cannot therefore be basedupon argument or experience. No rational argument will have a rational effect onsomebody who does not want to adopt a rational attitude.