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Reflect back about what you have learned in this course about how to construct high quality arguments for positions. Give an example of how the ability to construct good arguments could help you in your career or in your daily life. Also, in what ways will the skill of being able to evaluate the quality of reasoning better enable you to discover what is true and to make better choices? (Give a specific example of each).

Finally, consider the argument you have been developing for your writing assignments. How has considering objections helped you clarify your perspective? What might you add to your argument to make it more convincing in light of those objections? What points would you recommend that people keep in mind in order to be fair to both sides?

Your journal entry must be at least 250 words. You do not need to follow APA style for this journal entry, but you should proofread your work to eliminate errors of grammar and spelling.

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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,, 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,, 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 Surname 1 Counter argument to argument for “Teaching arts and Humanities to Children”. Name Professor Class Date Surname 2 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 studies in ECE. It mentions that play is important. Science shows that there should be a balance in class time studies, play, and assessment and rest (Johnson, Celik, and Al-Mansour 265-274). The second premise mentions how too much study will affect the given ECE deliverables. In most cases, rest time remains constant and assessment is not affected. With voluminous studies, therefore, something has to be foregone. Play is foregone to allow children to absorb the high volumes in academics (Johnson, Celik, and Al-Mansour 265-274). But what is the voluminous study the previous premise refers to? The third premise describes the fact that art and humanities are the voluminous studies. In most cases, arts and humanities are theoretical. While science and mathematics get more practical with technological advancement and educational revolution. Art and humanities are seen as the main voluminous studies at ECE academic levels (Johnson, Celik, and Al-Mansour 265-274). Surname 3 The conclusion is derived from the premises. It supports the fact that arts and humanities are voluminous, and voluminous studies reduce playtime and affects positive development, both physically and biologically. It, therefore, suggests that arts and humanities should not be introduced to children at ECE stages (Johnson, Celik, and Al-Mansour 265-274). Strongest argument against “teaching arts and Humanities to children” The strongest argument is presented in the first and third premises. They bring up the argument that play is important in children’s development at tender ages, and it is reduced by voluminous studies. The other premises also provide the facts that Arts and humanities are more voluminous than science and mathematics, and reduce play time for children. The initial argument argued that arts and humanities are essential in learning how to interact and be more creative. This argument counters it, seeing to it that children gem more play time than academic overloading (Johnson, Celik, and Al-Mansour 265-274). Points for teaching arts and Humanities to children 1. Arts enhance creativity 2. Humanities enhance human interactions and social life (Johnson, Celik, and Al-Mansour 265-274). Points against teaching arts and Humanities to children 1. Arts and humanities are voluminous and time consuming studies. 2. Voluminous studies reduce play time, yet play time is essential for a child’s growth and development. The strongest objection and a defense Surname 4 The strongest objection is that ECE educators should not introduce Arts and Humanities in children’s early stages of learning because it overloads children and reduces their play time; which is, in turn, essential for positive physical and biological development (Johnson, Celik, and Al-Mansour 265-274). It can be defended with facts that only little arts and humanities should be introduced at ECE, and that time can be balanced, to reduce time for other studies, assessment, and retain rest and play time (Notgarnie 22). Surname 5 References: Johnson, J., S. Celik, and Monirah, Al-Mansour. "Play in early childhood education." Handbook of Research on the Education of Young Children, 3rd ed. New York: Routledge (2013): 265-274. Education, Early Childhood. "The National Curriculum." (2002). Notgarnie, Howard M. Critical thinking skills of United States dental hygiene students. University of Phoenix, 2011.
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Constructing good arguments
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The ability to develop good arguments is very useful it not only improves one's
credibility but also to better defend one's beliefs. For example, in a workplace, the employer
thinks laying off some employees during a depression is the ultimate solution to decreasing
revenue. In such a scenario the ability to dev...

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