In your own words, critically assess Jackson’s article in ONE of the following two ways:
a.
Respond to Jackson’s Knowledge Argument by presenting at least one objection to it. Consider what Jackson might say in response. Make sure to explain the implications of this issue (of whether Jackson’s argument is successful or not) for the mind-body problem.
b.
Respond to Jackson’s Knowledge Argument by presenting at least one additional reason to agree with its conclusion. Consider what a physicalist might say in response. Make sure to explain the implications of this issue (of whether Jackson’s argument is successful or not) for the mind-body problem. In your own words, critically assess Jackson’s article in ONE of the following two ways:
a.
Respond to Jackson’s Knowledge Argument by presenting at least one objection to it. Consider what Jackson might say in response. Make sure to explain the implications of this issue (of whether Jackson’s argument is successful or not) for the mind-body problem.
b.
Respond to Jackson’s Knowledge Argument by presenting at least one additional reason to agree with its conclusion. Consider what a physicalist might say in response. Make sure to explain the implications of this issue (of whether Jackson’s argument is successful or not) for the mind-body problem.
Here are the questions I will be asking myself as I grade your papers:
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Clarity
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Does the paper clearly state its thesis/aim(s) at the outset?
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Does the paper explain its key terms and avoid unnecessary jargon?
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Is the paper well structured?
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Does the reader understand what each part of the paper is doing and why?
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Does the paper make good use of examples to explain things?
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Understanding
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Does the paper demonstrate thorough preparation and thought?
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Does the paper demonstrate a grasp of the key concepts, terms, and arguments?
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Does the paper focus on the essential points and include discussion only of that which is essential to the main argument of the paper?
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Argument
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Does the paper make an effort to critically engage with the material?
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Does the paper present well-reasoned arguments?
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Does the paper aim to establish a clear, concrete conclusion and avoid a conclusion that effectively amounts to saying, “So and so is sort of right, and sort of wrong”?
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Originality
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Does the paper demonstrate independent thinking (as opposed to merely rehearse objections and replies in the literature)?
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This does not need to imply that the paper makes a point that no one has ever thought of before; rather, it implies that the student has…
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Thought about the key concepts and problems in their own way, and articulated them in their own words.
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Aimed to defend a manageable thesis (i.e. not an overly ambitious one).
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Academic Integrity: The Brandon University Academic Integrity Policy underlines the importance of all members of the BU community respecting and upholding the fundamental values of honesty, trust, fairness, respect, responsibility, and courage (ICAI, 2014) in every academic activity. Students are responsible for ensuring they understand and adhere to these values.
Activities that depart from these values include, but are not limited to, the following: plagiarism, cheating, academic interference, falsification, and aiding others to depart from academic integrity (see AI-generated text policy below).
Students found responsible for having departed from academic integrity will be subject to remedies and/or sanctions. Depending on the scope and impact of the departure as well as the student’s level of study and past academic integrity history, remedies and sanctions range from mandated educational activities through failure on an assignment/failure in the course to expulsion from the University and revocation of credentials/degrees granted.
All departures from academic integrity will be recorded in the BU Academic Integrity Repository, and certain sanctions will result in a notation on the student’s transcript.
The full Academic Integrity Policy is available at www.brandonu.ca/senate-office/senate-policies.
!IMPORTANT!
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Artificial Intelligence Policy: ChatGPT and other AI technologies are emerging tools – these technologies are rapidly developing and changing, with new uses being explored constantly. These tools can be used in productive, creative, interesting and useful ways. They might also be used in dishonest, unproductive, even malicious or destructive ways. This section of syllabus outlines course policy on the use of AI-generated text in completing assignments (including weekly summaries, tests, and essays):
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This course bans the use of AI-generated text entirely. It is a punishable offense to submit completed assignments in the course (summaries or essays) containing any AI-generated text.
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If the instructor has questions about the possible use of AI-generated text on any assignment, students will be requested to meet with the instructor to discuss the assignment. At this meeting, students must be prepared to discuss the content of their assignment with the instructor, including answering questions about its basic ideas, arguments, and concepts. If the student is unable to answer these basic questions with a reasonable level of clarity and specificity, the instructor will initiate the process outlined in BU’s Academic Integrity Policy (above) around suspected academic misconduct. Students with accessibility concerns about this process are invited to consult with the instructor at beginning of term (and not after the assignment has already been submitted).
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NOTE: AI-generated text is detectable in submitted assignments, and BU faculty are empowered to use those detection methods as they ensure you are learning to do your own thinking by building on the credited work of others.