PHI103 Ashford University Teaching Arts and Humanities to Children Paper

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PhRner1379

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Counterargument Paper



This paper assignment expands upon your Week One Assignment and prepares you for the Final Paper. The expansion is to learn to improve one’s argument after investigating and fairly representing the opposite point of view. The main new tasks are to revise your previous argument created in Week One, to present a counterargument (an argument for a contrary conclusion), and to develop an objection to your original argument.

Here are the steps to prepare to write the counterargument paper:

  • Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
  • Revise your argument, improving it as much as possible, accounting for any suggestions and in light of further material you have learned in the course. If your argument is inductive, make sure that it is strong. If your argument is deductive, make sure that it is valid.
  • Construct what you take to be the strongest possible argument for a conclusion contrary to the one you argued for in your Week One paper. This is your counterargument. This should be based on careful thought and appropriate research.
  • Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
  • Think about what you take to be the strongest objection to your original argument and how you might answer the objection while being fair to both sides. Search in the Ashford University Library for quality academic sources that support some aspect of your argument or counterargument.

In your paper,

  • Present a revised argument in standard form, with each premise and the conclusion on a separate line.
  • Present a counterargument in standard form, with each premise and the conclusion on a separate line.
  • Provide support for each premise of your counterargument. Clarify the meaning of the premise and supporting evidence for the premise.
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments, or other ways of demonstrating the truth of the premise (for more ideas about how to support the truth of premises take a look at the instructor guidance for this week). This section should include at least one scholarly research source. For guidance about how to develop a conclusion see the Ashford Writing Center’s Introductions and Conclusions (Links to an external site.)Links to an external site..
  • Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
  • Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
    • For example, you might list any premises or background assumptions on which you think such proponents would disagree and briefly state what you see as the source of the disagreement, you could give a brief explanation of any reasoning that you think each side would find objectionable, or you could do a combination of these.
  • Present the best objection to your original argument. Clearly indicate what part of the argument your objection is aimed at, and provide a paragraph of supporting evidence for the objection. Reference at least one scholarly research source. [One to two paragraphs]
    • See the “Practicing Effective Criticism” section of Chapter 9 of your primary textbook for more information about how to present an objection.

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Running Head: PREPARE AN ARGUMENT 1 Title Name Professor Course Date Is it Important to Teach the Arts and Humanities to Children? IS IT IMPORTANT TO TEACH CHILDREN ARTS AND HUMANITIES? 2 P1: Leaning how to interact with others and being creative is essential to human beings. P2: Arts enhance creativity, while humanities teach history and social life. P3: Learning these disciplines at tender ages enhance their applicability throughout an individual’s life. P4: Children understand humanities and arts and embrace them much easier than adults do. C: Therefore, it is important to teach arts and humanities to children. The first premise mentions two important elements of life to humanity. Social life cannot be neglected, if the world has to be a good place to live in. Currently, the world is moving towards globalizations, and if it has to be a global village, positive relationships and interactions are essential. Creativity assist human beings in devising solutions and it also contribute to scientific inventions (Biddle, 2017). The second premise provides the importance of art and science to humanities. Art enhance creativity, in designing and planning among other things, which are essential tools in living an organized life. Humanities teach the histories, cultures and other social elements. These elements are essential enhancing social interaction, understanding one’s self by roots, and others and appreciating each other. It is an important took in enhancing interactions (Biddle, 2017). The third premise shows that children have a liking for humanities and arts. It is something they embrace. Children tend to embrace it in playing where children design new games and have fun. Children come together regardless of their cultural, nationality, racial, ethnical or other affiliations. This means that they embrace diversity (Tay, et.al, 2017). The fourth premise provides a rational as to why children are better students/pupils of humanity and art than the other population. It is clear that children are always learning and embracing new things. As people grow, they become more preservative, and they tend to stop IS IT IMPORTANT TO TEACH CHILDREN ARTS AND HUMANITIES? 3 embracing new lessons as they did as children. Adults have their ways of solving things, and trying to change their mind about these things is a tough experience. They have their perceptions about other. An example is the ease of teaching children to embrace other children, regardless of their affiliations such as races; but an adult with a dividing mentality is hard to change (Tay, et.al, 2017). The conclusion, therefore, makes it clear that argument that children should be taught arts and humanities is deductively valid. They enable the children to grow wholesomely and inculcate responsibility in them. These disciplines also help them to develop morally and individually, approach learning with a positive attitude and interact with others harmoniously and peacefully. They also teach them the importance of critical thinking, and thus it is essential to teach children arts and humanities. References IS IT IMPORTANT TO TEACH CHILDREN ARTS AND HUMANITIES? Biddle, L. (2016). Arts and Humanities: Pell Amendments (1975): Correspondence 01. Tay, L., Pawelski, J. O., & Keith, M. G. (2017). The role of the arts and humanities in human flourishing: A conceptual model. The Journal of Positive Psychology, 1-11. 4
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Explanation & Answer

Hello...I am pleased to be at your service. Did you get any suggestions for improvement on the previous/week one assignments?
Hoping you are doing great...Below is the response to the prompt above; let me know if you need it edited.Thanks!

Surname 1
Student’s Name
Professor
Course
Date
Counter argument to the argument for “teaching arts and Humanities to children”
P1: Children need more time to play than study at tender ages for better development.
P2: Voluminous studies reduce time to play and affect biological and physical development.
P3: Art and humanities are more voluminous than science and mathematics and overloads
children in early childhood stages.
C: Therefore, children should not be introduced to arts and humanities at very early stages of
development.

The first premise introduces the important alternative to too many st...

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