Abstract
An analysis of Ayer's attempt to reconcile freedom and determinism in his essay "Freedom and Necessity." The paper thoroughly explains Ayer's argument, which is based on his defining what it means for an action to be "free," and offers some basic objections to his position.

From the Paper
"In his essay "Freedom and Necessity," A.J. Ayer attempts to resolve the apparent conflict between determinism and freedom by redefining the notion of freedom based on a distinction he creates between "causes" and "constraints." In contrast to traditional views that contrast freedom with causation - such that an agent who is caused to do something is not held to be acting freely - Ayer redefines freedom in terms of constraint, such that anyone who is acting in the absence of constraint is considered to be acting freely. In illustrating the distinction between cause and constraint, Ayer uses an example that contrasts the case of a kleptomaniac, whom he claims is constrained to steal, with the case of a normal man who steals, whom Ayer claims is unconstrained and thus is acting freely. For this distinction to work under the assumption of a deterministic world, Ayer offers a definition of causality that defines both constrained and unconstrained actions as being equally causally determined but still allows for this constraint-based distinction to exist. Thus, by contrasting the case of the constrained kleptomaniac with that of the unconstrained normal thief - with both equally causally determined in their actions by Ayer's definitions - Ayer offers a justification for considering the normal thief free in his actions and thus for holding him morally responsible. After more thoroughly explaining Ayer's argument and the definitions he utilizes in it, I will argue that Ayer's definition of causality opens his argument to its most potent objections. I will show that one can claim that his definition of causality is not congruent with the assumption of a deterministic world. Further, it can be objected that because of this, his notion of causality is not sufficiently contrasted with his definition of constraint to provide a satisfactory basis for defining freedom as acting in the absence of constraint."

Tags:ayer, causality, constraint, determinism, free, freedom

Abstract
This paper provides a book review of Edward L. Ayers' (2006) "What Caused the Civil War? Reflections on the South and Southern History", a book in which he argues his main thesis that there is no one single cause of the Civil War (slavery, economics, states' rights, etc.) that is sufficient to explain the conflict.

From the Paper
"In Edward L. Ayers' "What Caused the Civil War? Reflections on the South and Southern History", the author rejects any form of scholarship that blames slavery as the sole cause of the Civil War. The general body of historians has been divided into two camps; one that believes economic causes were behind the war, and one that believes slavery caused the war. While Ayers admits that slavery was a major cause of the conflict, especially in latter years,..."

Tags:North, industrialism, agrarian economy, Reconstruction, Iraq, teaching, technology, primary documents, historians

Abstract
This paper explains that William Ayers felt that one of the greatest challenges of teaching is to find out what students are capable of, what they enjoy and, most importantly, what captivates their imagination. The author points out that John Dewey claimed that true education comes from the situations in which a child finds himself because we learn through critical-thinking and problem-solving. The paper relates that a structured classroom will create the environment most conducive to learning: The atmosphere of the classroom should be "lively and independent" with room to explore and experiment, but basic rules of behavior should be established and academic expectations should be presented at the beginning of the school year so the students can become familiar with them.

From the Paper
"The start of moral education begins at home through the influence of the parents. Allan Bloom is deeply concerned that "parents no longer have control over the moral education of their children." I must agree with Bloom that in a child's first years, parents serve as the most influential role models for their children. Parents have the responsibility of teaching their children how to determine right from wrong and the appropriate way to behave in public. These basic values are again reinforced in preschool and kindergarten along with sharing, taking turns to speak, listening to others and obeying the rules of the classroom. The child's home is where the basics of acceptable behavior, manners, speech, and sharing are first taught. In their early years, a child learns how to function as a human being."

Tags:imagination, moral, individual, classroom, rules

Abstract
The paper relates that philosophers have long sought to reconcile the idea of freedom with the idea of determinism. The paper explains that we are constantly faced with an array of choices and must choose among them, yet we seem at times to make excuses for others based on their experiences, as if the forces pushing them one way or the other were so much greater than any forces we might face. The paper looks at the ideas of Campbell, Frankfurt, Richard Taylor and Ayer and shows how determinism has been given new support in psychology and the sciences as various causal forces are considered for how they may contribute to our actions and to our decisions to take action.

From the Paper
"Philosophers have long sought to reconcile the idea of freedom with the idea of determinism, the division between liberty and necessity, though both cannot be true at the same time, though some find circumstances under which they can. Campbell, for instance, differentiates between internal and external actions, finding that free will is necessary for there to be morality but that free will can be identified as internal, choices as to what to do and what is right. He also sees free will to be expressed in the strength of will needed to resist external influences, and the free will he says is necessary is the freedom to act for or against a moral decision. Frankfurt also sees free will as an internal matter and indeed holds that it must be found in the deep self."

Tags:Campbell, Frankfurt, Taylor, Ayer, necessity, free, will, decisions, choices

Abstract
This paper is an analysis and overview of the concepts of freedom over and against 'determinism'. The position of determinism will be defended in light of a passage or paragraph taken from the work and philosophy of Baron d' Holbach. This paper will begin with a general overview of the positions involved in the debate. In turn, following the overview of freewill, determinism, and compatibilism, this paper will present an analysis of both the 'passage' or 'quote' in question, but also outline some of the tenets and ideas of B.F. Skinner from a work titled 'Beyond Freedom and Dignity'. Next, an argument will be presented which defends a 'soft determinist' or 'compatibilist' argument which is made by A.J. Ayer.

Abstract
The paper explains that these two books describe an educational experience, which, instead of relying upon rigid curricula and rules, can inject new meaning and life into the interaction with children through projects and documentation. The paper explains that by being open to the differences in children, teachers can be more effective in assisting them in their journey of learning. The author believes these books show that learning should not take place in an ivory tower; but rather the community and its members should also play an integral part in the education of the future generations.

From the Paper
"Throughout this book, Ayers presents novel perspectives of working with children. For example, he criticizes the conventional practice of evaluating the children based on their deficits because this strategy fails to acknowledge the children's entire being. Without a complete understanding of how each child functions, it is impossible for the teachers to be able to help the child learn effectively. Instead, he prefers to observe the child objectively and take down notes. By including these classroom notes in the book, Ayers conveys the importance of acknowledging the complete being of the child vividly. Instead of viewing the child through his defects, Ayers offers a complete portrait of him. In this portrait, the unique personality, including the strengths and the deficits, is unveiled. To the reader, the traditional way of solely studying the deficits of the child is a sterile method compared to Ayers' approach that captures the essence of the child."

Tags:community, totality, documentation, evaluation, curriculum

From the Paper
"This legal research paper discusses the history of the federal cases dealing with desegregation of publicly-supported higher education in the Deep South, primarily the Ayers/Fordice cases in federal courts in Mississippi and the appeals and subsequent proceedings therefrom cited below, and their implications for the continued existence and functioning of historically black universities (HBUs), sometimes referred to as historically black institutions (HBIs) or historically black colleges and universities (HBCUs).

After the Civil War, HBIs served a unique and critical function in educating young blacks (African-Americans) in the Southern states, but they were severely handicapped by and served as an integral part of a pattern of legally-sanctioned ..."

Abstract
The paper looks at how reporter Steve Lopez's book "The Soloist: A Lost Dream, an Unlikely Friendship, and the Redemptive Power of Music" explores his relationship with Nathaniel Ayers, a schizophrenic, homeless former music prodigy. The paper describes how Lopez assists Ayers, providing him with musical instruments, a place to sleep, and a more stable domestic environment. The paper points out, however, that Lopez still cannot eradicate the illness from Ayers' brain. The paper highlights how Lopez, despite his reservations that his interventions are not bearing fruit, seems to both learn and find fulfillment through his extraordinary acts of intervention in his subject's life.

From the Paper
"The Soloist is a work of creative nonfiction, detailing Lopez's relationship with a schizophrenic, homeless former music prodigy whom he met on the streets one day. Nathanial Ayers was playing Beethoven on a violin "caked with grime and a white chalky substance that looks like a fungus" with shocking virtuosity (Lopez 7). Lopez was intrigued, and with his reporter's instincts and legwork he discovered that Ayers was a former Julliard student and classmate of Yo-Yo Ma. "You name it, they were there. I was in the same orchestra as Yo-Yo Ma. I couldn't understand what the constant attack from people was all about" said Ayers (Lopez 73). It might sound crazy for a homeless man to make such a statement, but class records and Ayer's playing skills were testimony to the truth of his words. Yet Ayers could not cope with the pressures to prove himself at music school, especially as he was one of the few African-American students in attendance, and he sank into despair, paranoia, delusional mental illness, and homelessness. "Does the illness come up in a person randomly and without warning" wonders Lopez, upon hearing Ayers' story (Lopez 15)."

Tags:mental, illness, schizophrenia, homelessness, delusions, reporter

Abstract
This paper discusses the book, "Sam Walton: Made in America: My Story" by Sam Walton and John Huey. The author provides a summary of the book, examines what Walton did wrong and what he did right, and reflects upon how he may have done things if he had been in Sam Walton's position. The paper also examines what economic principles discussed in "Microeconomics: Explore and Apply" by Ronald M. Ayers and Robert A. Collinge, were used by Sam Walton in his business. The author concludes with some observations regarding what he learned from Sam Walton's book.

Abstract
Discusses ideas in 2 books that challenge traditional classroom instruction. TO TEACH:THE JOURNEY OF A TEACHER (William Ayers) & THE HUNDRED LANGUAGES OF CHILDREN: THE REGGIO EMILIA APPROACH-ADVANCED REFLECTIONS, a compilation of essays. Topics include teacher response to student needs & interests; dynamic teaching methods; race bias in education; children creating their own learning experiences-"learning in motion." Compares the Italian Reggio Emilia approach to the American classroom.

From the Paper
"William Ayers To teach: The journey of a teacher and The hundred languages of children: The Reggio Emilia approach advanced reflections, edited by Carolyn Edwards, Lella Gandini, and George Forman are impressive works that testify to the dedication and love of the educators involved. Challenging the practices of traditional classrooms, the educators in these books create a dynamic and vibrant classroom that encourages children to reveal their passions and take center stage. Instead of being focused on teaching techniques and the orderly completion of curriculum, these teachers train themselves to listen to the children and shape the lessons through their interaction with the children. Ultimately, the educators seek to bring the classroom and the community together. For the children, it is essential for them to learn the importance of..."