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The Intelligent Design Theory, 2008.
An analysis of the intelligent design theory and its flaws in proving the existence of God.
1,554 words (approx. 6.2 pages), 2 sources, MLA, $ 51.95
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Abstract
This paper examines the intelligent design theory of deistic faith. It suggests that it is a teleological argument that is constructed from a basic argument from design perspective. The paper discusses the finer points of the design argument and concludes that the argument from design is a fundamentally flawed approach to the question of the existence of God.
From the Paper
"Worse for the position, not all things in the universe express any order whatsoever. The galaxies may be ordered groups of starts, but what about galactic nubulae, of which there are many more but which are significantly less ordered than spiral galaxies. The level of complexity is different for these two types of celestial organization making it difficult to comprehend when an object's behavior constitutes orderliness and when it does not. Add to this the fact that some entities in the universe are actually becoming less ordered with time--like the Sun, which is progressively breaking down over billions of years--and the notion that universe was designed to create order becomes even flimsier. It becomes difficult, or even outright impossible, to accept the argument from design perspective without a degree of faith that the designer exists in the first place. We begin to wonder whether or not proponents of this position postulated a designer to explain the ordered universe or if they have miraculously manifested a uniformly ordered universe in order to justify a belief in a divine designer."
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Intelligent Design in School, 2006.
Presents arguments against teaching the religious theory of intelligent design in public schools.
1,498 words (approx. 6.0 pages), 5 sources, MLA, $ 49.95
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Abstract
This essay elaborates on arguments contending that teaching the theory of intelligent design in American schools would not only threaten biology, it would threaten society as well. The paper cites evidence that the true intention of proponents of the theory of intelligent design is to replace scientific explanations with the theistic understanding that nature and human beings are created by God.
From the Paper
"While the proponents of intelligent design are selling their ideas by saying that they are based in sound science, nothing could be farther from the truth. They have tried to get their views taught in schools by bypassing every accepted form of scientific review. They have taken over school boards in order to change curriculum and, in doing so, have exposed themselves as cultural crusaders, not scientists. In fact, this argument has never been about improving science, but rather it is about hijacking an entire society. With their plan called the Wedge, they intend not to stop at having biology thrown out of school curriculums, but to go on to recreate society in their own image. To let this happen would be to allow American democracy to die."
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Intelligent Design and Natural Selection, 2004.
A comparative analysis of the theories of intelligent design and natural selection.
1,973 words (approx. 7.9 pages), 7 sources, MLA, $ 62.95
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Abstract
This paper examines how, ever since Charles Darwin wrote the "Origin of Species", other theories have been suggested to explain the variation in life forms. In particular, it looks at how, despite the fact that natural selection has been the prevailing theory since the 1800s, over the last decade or so, an increasing number of scientists in microbiology and mathematics, lawyers, philosophers, theologians, and teachers, are once again strongly supporting intelligent design. It discusses both theories and presents their cases as suitable explanations of life.
From the Paper
"The Darwinian theory of evolution states that one of the prime motives for all species is to reproduce and survive, passing on the genetic information of the species from one generation to the next. Species, however, tend to produce more offspring than the environment can support. The resources required to nourish these individuals puts pressure on the size of the species population, which leads to increased competition Some organisms will not survive. The organisms that are better suited to their environment, or exhibit more desirable characteristics, have a better chance of survival. This is referred to as ?survival of the fittest? (Mayr 118)"
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Intelligent Design, 2005.
A discussion on whether "intelligent design" should be taught in public schools.
1,125 words (approx. 4.5 pages), 3 sources, $ 44.95
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Abstract
This paper takes the position that intelligent design is not science and should not be taught in the public schools. The writer argues three main points: ID cannot withstand scientific scrutiny, irreducible complexity cannot be established, and ID is nothing more than repackaged creationism.
From the Paper
"A Harris Poll from June 2005 found that 54% of American adults don't believe the theory of evolution to be true. Further, 55% believe that creationism and intelligent design should be taught in the public schools alongside evolution (Pincock 13). That is what is at stake in this issue. A disturbing number of Americans believe that intelligent design is a valid, scientific way of looking at the world and explaining natural phenomenon. As will become evident, however, the claims of intelligent design theorists do not constitute science. To teach it to public school children is a mockery of science and the U.S. Constitution, which explicitly forbids any collusion between church and state."
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Intelligent Design, 2006.
A look at the belief that the world was created by a single intelligent being and the ramifications of this belief on teaching religion in school.
1,469 words (approx. 5.9 pages), 5 sources, MLA, $ 48.95
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Abstract
Intelligent design focuses more on the concept that the world and everything contained in it, even to the most intricate parts was created by an "intelligent agent". This paper examines how the advocates of intelligent design conclude that the process of evolution cannot explain everything and how currently intelligent design is labeled as a form of religious belief and therefore, cannot be taught in public schools alongside with evolution.
From the Paper
"In 1987, the Supreme Court case Edwards v. Aguillard ruled that a Louisiana law that required that creation and evolution be taught side by side and not one subject without the other violated the First Amendment's Establishment Clause. The Supreme Court determined the violation by applying the three-pronged test that was developed through Lemon v. Kurtzman. The Lemon Test requires that the government action must have the following: secular purpose; must have a neutral outcome towards religion; no excessive entanglement of the government and religion (Epstein and Walker, pp. 187-88)."
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Intelligent Design, 2004.
An examination of the most recent arguments put forth by creationists in the creation/evolution debate.
2,413 words (approx. 9.7 pages), 10 sources, APA, $ 73.95
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Abstract
This paper attempts to shed light on the ?newest? platform on which creationists stand: intelligent design. The paper does this by first delineating the concept of creation and the new "scientific" explanation for creationism. The paper then goes on to point out the shortcomings of this new platform and concludes that, in reality, it is just a deliberate effort made by the creationists to veil their goals with a cloak of superficially scientific support.
From the Paper
"The search for knowledge regarding the origin of humanity is about as old as its inhabitants. Since the early 1800?s mankind has continually narrowed the debate down to two opposing ideologies: one of creation and one of evolution. Ever since this partition of ideas, science has been at odds with religion. Yet just as ironic as the debate itself, it appears as if these two conflicting views have attempted to settle their differences with the current prevailing argument. But a closer look into the recent creation/evolution debate reveals that indeed claims being made by present day creationists are still, at best, erroneous. Thus the purpose of this paper is to shed light on the ?newest? platform on which creationist stand: Intelligent Design. In order to fully understand the claim that they make, we first must clearly delineate the often misrepresented concept of evolution. In doing so, one can unmask the falseness in which creationists seem to aimlessly wander."
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Intelligent Design (ID) and Its Critics, 2004.
Examines and critiques the ID movement from philosophical, theological, and scientific perspectives.
2,271 words (approx. 9.1 pages), 26 sources, APA, $ 70.95
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Abstract
The central claim of the ID movement is that certain biological systems are inexplicable by solely naturalistic causes. William Dembski, a prominent ID proponent, argues that he has proven that intelligent causes are responsible for a certain type of information found in nature. Far from meeting with the kind of fame that one might expect to follow such a seminal 'proof,' Dembski has been strongly criticized by scientists, philosophers, and theologians. This paper examines the most prominent critiques from these areas. It concludes that Dembski's scientific claims have been thoroughly refuted, his theology is built on what will appear to many as a false dichotomy, and philosophers have revealed serious flaws in his 'design detecting' analytic machinery.
From the Paper
"It is pertinent to note that no neo-Darwinian biologist would ever propose that this is how the flagellum came about. Evolutionists maintain that the flagellum evolved from earlier precursors that most probably fulfilled different functions. Dembski's imaginative prob-abilities are therefore not only ridiculous, but completely irrelevant to the question of complexity. Given that Dembski has not successfully demonstrated the complexity criterion, his argument fails and thus specification becomes irrelevant. Nevertheless, Howard Van Till has raised serious concerns even with this latter question. Recalling that Dembski's definition of 'specification' is that an event or object conforms to an independently given pattern, there is good reason to suspect that the flagellum is neither complex nor specified."
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Teaching Expository Writing Using Multiple Intelligence Theory, 2002.
This paper details methods used in teaching expository writing, and then gives an overview of multiple intelligence theory. Uses buzzwords like empower and geared to specific intelligences.
1,840 words (approx. 7.4 pages), 23 sources, MLA, $ 59.95
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Abstract
This paper explores the different methods of teaching expository writing at a secondary school level. The topics covered are: Different theories of teaching expository writing; different methods used to teach expository writing; the use of multiple intelligence theory as a framework for diverse teaching of writing; and the application of multiple intelligence theory in the classroom.
From the Paper
"Information literacy in the form of classes on information management and retrieval precede any actual writing in composition classes at some schools (Farmer & Mech, 1992). Behaviorist approaches, such as the one advocated by Kanellas, Carifio, and Dagostino (1998), require the teacher to break the tasks involved in expository writing into small teaching units that will ultimately lead to an acceptable paper. Chomsky (1985) sees poor writing as evidence of an inability of the student to develop his own knowledge, as do teachers of writing from middle school to college."
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The Multiple Intelligence Theory, 2005.
This paper is a literature review of Howard Gardner's multiple intelligence theory in preparation for the development of a classroom project.
1,960 words (approx. 7.8 pages), 15 sources, MLA, $ 62.95
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Abstract
This paper explains that Howard Gardner's multiple intelligence theory defines a person's intellectual capacity as eight different intelligences: Linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intra-personal and naturalist intelligences. The author points out that one of the most powerful aspects of the multiple intelligence theory is how it provides eight different potential pathways to engage and stimulate children of all intelligence instead of a one-size-fits-all program. The paper relates that, because the act of learning involves a student using his or her own talents to engage with the material, non-standard, experiential and, hands-on activities such as storytelling, drama, dance, music, art, observation, experiment, constructing, problem-solving, discussion, reading and writing are all important.
Table of Contents
Introduction
Statement of the Problem
Literature Review
From the Paper
"Walter McKenzie's "Multiple Intelligences and Instructional Technology" also provides a wealth of ideas on the incorporation of Gardner's theory in the classroom setting, including at the Grammar School level. McKenzie brings together theory and tool for a practical implementation that might benefit all students in the class. He provides a detailed rationale for modifying standard lesson plans that exalt the reading, writing, and arithmetic so prevalent in established curriculum, and even helps teachers decide what intelligences are best incorporated into their unique learning environments. He hails the POMAT method in design, the theory of "backward planning" supported by Jay McTighe and Grant Wiggins."
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Gardner?s Theory of Multiple Intelligences, 2006.
This paper discusses Gardner's Theory of Multiple Intelligences and applies each intelligence to teaching in the classroom.
875 words (approx. 3.5 pages), 3 sources, MLA, $ 31.95
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Abstract
This paper explains that there are eight distinct and independent intelligences: Linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intra-personal and naturalist.
The author defines each distinct intelligence and gives an example of it application such as (1) linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages and the capacity to use language to accomplish certain goals; therefore, (2) to develop this type of intelligence, a teacher must discusses metaphors and onomatopoeia. The paper states that classroom activities should be more varied, allowing students to learn use and to develop all the various intelligences.
From the Paper
"Naturalist intelligence is used in discerning patterns in natural, such as how differences species are related or what type of weather we might expect on different days. If I had a naturalist student, I would allow them to share their knowledge with other students. For example, during a science discussion about plants, I would allow the student to explain the evolution of plants in their own words because most teachers have the tendency to use words that most students do not understand. By allowing the student to explain it, the other students would understand it better."
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Multiple Intelligence Theory, 2004.
Explanation and discussion of H. Gardner's "Theory of Multiple Intelligence".
1,493 words (approx. 6.0 pages), 6 sources, APA, $ 49.95
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Abstract
This paper outlines the seven types of intelligence detailed in Gardner's "Multiple Intelligence Theory" and discusses the importance of this theory's application in the classroom. The paper explores possible applications of the theory in the classroom and points out that these applications could alter the way in which individual students are instructed. Finally, the paper briefly discusses the changes that have occurred within the learning world as a result of Gardner?s theories.
From the Paper
"Multiple Intelligence theory as developed by H. Gardner has always been a controversial issue. The seven intelligences, outlined by Gardner do not reflect traditional learning theories that assert that intelligence can be based upon one?s ability to score well on a single test, like the Intelligence Quotient test, that has been used for decades to help determine the ability of a child to learn in a classroom setting. Gardner?s theory on the other hand has been in existence since the early 1980s, growing in strength and number of applications since."
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Howard Gardner's Theory of Multiple Intelligence, 2000.
Discussion of Howard Gardner's "Multiple Intelligence" theory.
1,444 words (approx. 5.8 pages), 6 sources, $ 47.95
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Abstract
This paper discusses the "Multiple Intelligence" theory, proposed by Howard Gardner and how his theory of the mind could revolutionize education. An in depth discussion is given on each of the ?intelligences? as well as the criteria for determining new ?intelligences.?
From the Paper
"This new theory, the Multiple Intelligence Theory or MI theory was proposed by psychologist Howard Gardner in 1983. The Multiple Intelligence Theory shatters the conventional theory on the mind and intelligence. Conventional wisdom dictates that there is one intelligence in the human mind. The thought is either you are ?smart? or you are ?dumb.? This can lead some people to think that they are ?dumb because they do not have logical skills, or they cannot do math, etc. Howard Gardner?s Multiple Intelligence Theory differs from conventional thought in that the Multiple Intelligence theory states that the human intelligence is made of many different intelligences of different strengths. Different intelligences can be stronger in one person than another, and all people have all of the intelligences. People think and understand in their stronger intelligences while they get confused when trying to understand things in their weaker intelligences. "
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Multiple Intelligence Theory, 1999.
Evaluates Howard Gardner's theory that individuals have 8 intelligences with different skill sets. Includes examples, criticisms, testing and applications.
1,800 words (approx. 7.2 pages), 5 sources, $ 63.95
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Abstract
Howard Gardner, an expert in education and developmental psychology at Harvard University and co director of the Harvard's Project Zero, first published his theory of multiple intelligences in Frames of Mind in 1983.
From the Paper
"Examining Gardner's Multiple Intelligences Theory
I. Introduction
Howard Gardner, an expert in education and developmental psychology at Harvard University and co director of the Harvard's Project Zero, first published his theory of multiple intelligences in Frames of Mind in 1983. Multiple intelligences theory or MI theory states that humans do not have one general intelligence measured by typical psychometric tests, but multiple intelligences with different skill sets. The traditional primary definition of intelligence, as listed in The American Heritage Dictionary, third edition, is the capacity to acquire and apply knowledge; the faculty of thought and reason. Based on this definition of intelligence, I do not feel that Gardner's theory ..."
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The Multiple Intelligence Theory, 2008.
A review of "Intelligence Reframed: Multiple Intelligences for the 21st Century" by Howard Gardner.
784 words (approx. 3.1 pages), 1 source, MLA, $ 27.95
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Abstract
The paper relates that Gardner wrote "Intelligence Reframed" to assess how well his theory of multiple intelligences had been accepted, to dispel the myths of the theory and to examine its practical applications. The paper lists the various intelligences and their neurological characteristics and then looks at how Gardner discusses the importance of his theory in education and its implications for schools.
From the Paper
"Intelligence Reframed is a 1999 update on how Howard Gardner's theory of multiple intelligences has changed and evolved since it was first discussed in his 1993 book Frames of Mind. The theory of multiple intelligence sets forth that all individuals develop each intelligence to some extent, but some do so much more than others do. Each one of these intelligences can be nurtured and directed in specific ways to enhance an individual's life experience. These multiple intelligences learning type descriptors are strongly linked to their own neurological characteristic."
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The Possibility of Intrinsically Intelligent Artificial Intelligence, 2001.
An analysis of Searle's argument against the possibility of strong Artificial Intelligence.
1,825 words (approx. 7.3 pages), 0 sources, $ 58.95
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Abstract
This paper examines Searle's original argument against the possibility of strong Artificial Intelligence, or what he calls intrinsically intelligent AI. This argument was presented in "Minds, Brains, and Programs" which contains his original formulation of the Chinese Room example and many others. This paper explains Searle's original view (which has been slightly modified in recent years) against the possibility of strong AI. It then examines the serious shortcomings in his argument, namely his flagrant assumption that intelligence is a bio-chemical property, something that he barely mentions in his text. Holfstadter later called this view "bio-chauvinist." The writer examines what it is Searle is trying to say, where his bio-chauvinism comes into play, and what the end result is.
From the Paper
"In his paper "Minds, Brains, and Programs," John R. Searle attempts to establish the impossibility of strong artificial intelligence (AI), that an "appropriately programmed computer" can have genuine mental states. The validity of strong AI implies a direct correspondence between mental states and formal processes, and as such, insists that a properly defined program is sufficient for producing understanding and intentionality in the thing instantiating that program. Searle refutes this claim, arguing that a program could not be sufficient for producing intentionality because for any program it is possible to instantiate it in something without producing mental states in the thing. In elucidating this central point, Searle derives a distinction between "intrinsic" intentionality and "derived" intentionality. He defines intrinsic intentionality as the sort present in things that clearly have mental states, such as people. Searle distinguishes this from derived intentionality, which he claims is ascribed by those with intrinsic intentionality to things that "perform the sort of functions that we perform on the basis of our intentionality," but that do not actually possess mental states or a genuine intentionality. With this distinction, Searle's claim that programs are not sufficient, or even necessary, for producing intentionality becomes a claim that mere things - namely computers for our purposes - can only have derived intentionality and never can possess intrinsic intentionality. Searle's argument, pushed by his example of the Chinese room, at first seems to raise an alarming challenge to AI proponents, but on closer examination it becomes clear that the thrust of Searle's claim relies on some highly debatable intuitions and assumptions he makes a priori. In this paper I will argue that Searle's conclusion is entirely dependent these contestable assumptions and intuitions. I will then attempt to construct what Searle's response to this objection would likely be, and I will conclude by discussing the significance of this debate with regards to AI and all of cognitive science."
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