[SOLVED] Dichotomy of Critical Enquiry
Prepare and submit a term paper on Dichotomy of Critical Enquiry Situated in a Creative Experience. Your paper should be a minimum of 1750 words in length. The first example refers to a feeling of success on completion that is similar to that of the enquiring philosopher when working out a problem through personal reflection and sensibility. The second example refers to a feeling on success on completion that is similar to that of the experimenting scientist on working out a problem through rigorous experiment. It is the main purpose of this paper to discuss this dichotomy. Along the way, the proponent includes the discussion on how the processes of Critical Enquiry differ and/or converge in the above stated examples. Furthermore, the discussion also includes how success is achieved and registered for the musician in both examples. The nature-nurture controversy Based on the above cases, there are two important ways in which the young musician could actually learn a piece of music. The first way involves firm understanding of the piece in which this effort could be tantamount to personal reflection and sensibility because it happens within the bound of individual effort. Just like a philosopher, the achievement of thoughts happens after a thorough critical reflective process. On the other hand, the second way in learning could happen in the presence of an assessor having substantial knowledge on achieving accurate piece. In this way, there is an association of external factor through the presence of an assessor who could actually influence the actual learning process of the young musician. At this point, there would be actual basis of certain learning output. In the above illustration, this reflects the nature of scientists. From environmental perspective in psychology, the environment has the crucial role to influence the actual learning process of an individual (Feldman, 2010). Agreed by John Locke, his tabula rasa doctrine supports the idea that the environment has the capacity to mold humans, in every aspect in life (Lefrancois, 2011). However, the nature position which is a strong opposition of the tabula rasa doctrine strongly points out that genes could be responsible for human learning and special characteristics such as intelligence and strength (Lefrancois, 2011, Engler, 2008. Harris, 2012). This supplements the idea that learning is an existential process or vital to human survival (Jarvis, 2006). In other words, there is a direct argument against the idea that one could acquire intelligence from the environment because it is not innate. However, the nature position is clear in its point that intelligence is innate and every living thing has corresponding characteristics because of each individual genetic make up. It is important to focus on this philosophical concept prior to the discussion of the dichotomy of critical enquiry situated in a creative experience from the case of young musician learning their first piece. In the above case, the first situation could remarkably represent the nature position applied in the context of human learning. The very strong justification would be the actual reflective effort initiated by the young musician just to be able to learn. At this point, it is clear that the young musician actually possessed built in capability to learn on their own with the first piece of music, even in the absence of an assessor.
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