Exposing the Weakness of Saint Anselm of Canterbury’s Ontological Argum

Exposing the Weakness of Saint Anselm of Canterbury’s Ontological Argument In a world of scientific inquiry, atheism, and the assassination of God, we are often neglectful of our Glorious God’s existence. With new theories of neuropsychology, quantum physics, gene therapy, evolution, and psychobiology, we are constantly forced to edge God out of our lives, to be replaced with cold, empty scientific thought. What, with meme theory, genetic predisposition, evolutionary spontaneous generation, dark matter, super string theory, multi-layered universes, and the neurological reasons behind consciousness, we are becoming more and more distant from the reality that is God. This is disappointing. This is painful. And thankfully, this is avoidable. We must look no further than Saint Anselm and his Ontological Argument of 1077 B.C., and we are again reminded of the irrefutability of the Lord’s existence, and His awe-inspiring plan for us all. Saint Anselm of Canterbury is not only the theologian responsible for one of the most potent arguments against atheism, but he is also the archbishop responsible for interpreting the Holy Bible in support of the Holy Crusades for Pope Urban II. Without Anselm, we would be without the Ontological Proof, and we never would have waged war against the infidel Turks, or the heathen Jews. So, we are doubly indebted to Saint Anselm, and should take this opportunity to learn a little more about him: Anselm was one of the early Church Fathers who attempted to justify faith, not by reference to Holy Scripture, but through the use of logic and reason alone. Having been inspired by Saint Augustine’s The City of God, (413-426,) Anselm understood that to defeat Paganism, he must support his ... ...errifying of all, no Yoohoo Chocolate Drink. (A careful reading of The Revelations of John show this to be one facet of Hell.) So, Believe in the Lord, friends, He Must Exist! You need never doubt again, as the man who doubts further supports the undeniable existence of God Almighty. In order to deny the existence of God, we must first conceive of a God, and in order to conceive of a God, God must exist, because the concept of God can be improved upon, and therefore, God must exist. This concludes my exposition of Saint Anselm of Canterbury’s Ontological Argument. Works Sited: Ian McGreal: Great Thinkers of the Western World. New York, Harper Collins Co., 1992. Pg. 81-86. John Hopkins: A Companion to the Study of St. Anselm. Oxford, Clarendon Press, 1972. Saint Anselm: Monologion. England, 1077. Saint Anselm: Proslogion. England, 1078.

List of countries with unique cultural traits related to education Essay

1. JAPAN Every class has its own fixed classroom where its students take all the courses, except for practical trainings and laboratory work. During elementary education, in most cases, one teacher teaches all the subjects in each class. At public elementary and junior high school, school lunch (kyuushoku) is provided on a standardized menu, and it is eaten in the classroom. Nearly all junior high schools require their students to wear a school uniform (seifuku). A big difference between the Japanese school system and the American School system is that Americans respect individuality while the Japanese control the individual by observing group rules. This helps to explain the Japanese characteristic of group behavior. 2. BHUTAN The usual school day in Bhutan varies based on the population of the school and whether it is a boarding school or not. Typically, boarding school teachers will have additional duties such as overseeing meals, dorm life and evening study. The school day begins at 8:00 am with the overseeing of â€Å"Social work† which is a time for the students to clean the school and campus grounds. Morning assembly follows at about 8:30 am which consists of Morning Prayer, songs, speeches by students and announcements. First period begins at roughly 9:00 am. There are about seven to eight classes throughout the day, with a break for lunch. After classes each day there are various activities such as club meetings, sports and evening studies. Every classroom has two captains, one male one female, each house has two captains as well, there is a meals captain, sports captain, overall captain, and who knows how many other captains. These students take care of attendance, not just for class but for all scheduled program during the day, they organize many weekend activities, and they take care of all of the details of the school. The teachers teach, attend and oversee many of the activities, but the details are taken care of by the captains. Bhutanese culture is such that these students do get a lot of respect and response from the student body. 3. THAILAND Thai culture helps contribute to some intriguing differences. These range from simple things such as shoes not being allowed to be worn in the school buildings to the annual Wai Kru Ceremony where all of the students bow down low in obeisance towards their teachers. They also have quiet hour. Quiet hour is when they sit with their eyes closed facing a statue of Buddha. 4. AUSTRIA In Austria the relationship between students and teachers is quite laid back. The students address their teachers by their first name and they are not required to stand up when a teacher enters the room. 5. ITALY One interesting and very successful aspect of Italian schools is how the entire system works to promote social unity among the students. In public high schools, each class – by law – has two elected representatives, to protect the students’ interests within the institution. Each class may use two class periods per month for a class meeting in which to discuss class business, unencumbered by the presence of teachers. The representatives refer any complaints, troubles, or suggestions to their teacher committee or, if they think they won’t get a fair hearing from their teachers, to the principal. Class representatives meet regularly with their class’ teacher committee, and once each semester there’s an assembly of all class representatives in the school, headed by a pair of â€Å"institutional† representatives elected by the entire student body. Class representatives also attend the biannual parent-teacher meetings. This gives students some direct and useful experience with leadership, representative government, and bureaucracy. The elected leaders learn to deal with authority (we hope in a constructive manner). Class government helps to unite the class: they must act together to find solutions to problems, and elect leaders who can carry through those solutions effectively. 6. FINLAND Students address teachers by their Christian names, do not wear uniforms, and are encouraged to relax in their surroundings. Finnish schools don’t assign homework, because it is assumed that mastery is attained in the classroom.

Mixed Methods Critique - 1252 Words

The use of mixed methods is currently increasing in social science research since it emphasizes methodological pluralism, and provides a broader and more credible understanding of the research problem than the use of a single method (Tashakkori and Teddlie 2010). However, mixing methods for no good reason other than the sake of it can produce disjointed and unfocussed research, and can severely test the capabilities of researchers. I raise some cautionary issues in this paper by critiquing the methodology in the journal article titled â€Å"Researching men: the politics and possibilities of a qualitative mixed-methods approach† published by Meth and McClymont (2011). Meth and McClymont (2011) explores the possibility and politics of using†¦show more content†¦The authors focused on justifying ‘mixed methods’ in its entirety and ignored justifying the use of each specific method used. Another point of critique is the sampling of the research participants. Meth and McClymont (2011) make a lot of sampling choices without explaining or justifying those choices. First they selected 20 men in the South African city of Durban but did not reveal the rationale for such selection. Obvious questions in this sampling choice are: why men and not women? Why 20 men and not 5, 50, or 100? Why the South African city of Durban? Apparently, they explained why they selected an informal settlement (Cato Crest) by indicating that the settlement have high incidence of violence (page, 911), and ignored justifying the selection of South African city of Durban. Regarding the research participants, even though the authors claim to use 20 male participants in their research, the entire paper centers on the stories and experiences of a single participant (a man called Sakhile). This raises questions of representation even within the 20 men selected. In discussing the use of visual images, the researches asked Sakhile to take twelve images illustrating his experience of violence (page 916). Again the question that arises is: why 12 images? The methodological error is rooted not in the selections per say, but in the failure to justify such selections. Finally, the ethics of research were not thoroughly considered in theShow MoreRelatedClinical Log 2 : Clinical Assessment1655 Words   |  7 PagesClinical log 2 As the clinical log 2, this essay examines a situation where the writer recognized the need for evidenced-based information, followed by the description and critique of the research article the writer tried to find the evidence. Then the essay is concluded with the reflection of learning through this assignment. Clinical Incident My preceptor is a full-time radiation therapist, conducting research to improve patients’ experience during their cancer treatment. 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