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Essay on Anselm and Aquinas on the Existence of God

Does God exist? That question has been asked by people for centuries. Christians, Jews, and Muslims would all say that God exists. They would claim that He is the creator of all things and is of a higher being than man is. Others would claim either that God does not exist or that God is not what the Christians, Jews, and Muslims say He is. Both Anselm and Aquinas address this question: Anselm in his Proslogion and Aquinas in his Summa Theologica. The opinions of Anselm and Aquinas as to the nature of God are the same, although Anselm lacks the proof to back up his claims. In the Proslogion, Anselm states that God is something greater that which we can conceive of nothing. This very confusing statement, which is likely†¦show more content†¦I know this because there are many things that people believed on faith long before it was ever proven of even suggested scientifically. One example is the fall of the walls around the city of Jericho. The bible tells us that the hand of God pushed them down. While it is unlikely that it will ever be proven that it was actually the hand of God that did this, recent archeological evidence tells us that something pushed down the walls of Jericho. People believed that this happened centuries before this evidence surfaced. So I say that the notion that matters of faith cannot be demonstrated is absurd. The second argument is for the notion that the existence of God can be demonstrated. It states that everything has a cause. He claims that by using the theory of cause and effect we can demonstrate the existence of God. If we say that every effect has a cause, we can go further and further to infinity. But because of our own logic, we know that this is not true. We know that it must end somewhere. That somewhere is a first cause, and that cause is God. This is very similar to the idea of the unmoved mover. He goes on to say that through the effects, we can demonstrate that God does exist, but we cannot know what God is like. Next comes the bigShow MoreRelatedAn Examination Into The Respective Proofs Of St. Aquinas1288 Words   |  6 Pagesof St. Anselm and St. Aquinas During the Medieval Period, philosophers shifted their focus primarily to proving the existence of God, as well as other religious tenets. Two Saints of the Catholic Church, St. Anselm and St. Thomas Aquinas, developed their own respective proofs for the existence of God. These proofs have gained fame over the subsequent centuries and still face debate and comparison today. Although both St. Anselm and St. Thomas Aquinas offer proofs for the existence of God, the proofsRead MoreEssay On Anselm And Aquinas1413 Words   |  6 PagesAnselm and Aquinas on the Existence and Nature of God The great philosophers Anselm and Aquinas both endeavored to convince their peers through philosophical argument that the existence of God was irrefutable. In the process they made claims regarding the nature of God, concerning issues such as His character and being. Despite seeking to discover the same truth about God, Anselm and Aquinas approached the issue at hand in strikingly dissimilar ways. Anselm’s primary argument for God’s existenceRead MoreThe s Ontological Proof For The Existence Of God Essay1134 Words   |  5 Pages1077-1078, St. Anselm of Canterbury, introduced the first formulation of his ontological proof for the existence of God. In an effort to gain a deeper knowledge and acquaintance with his creator, Anselm set out to logically deduce God’s existence from the very definition of God. In the Proslogion he writes, â€Å"God is that which a greater cannot be thought. Whoever understands this properly, understands that this being exists in such a way that he cannot, even in thought, fail to exist† (Anselm, 101). AnselmRead MoreSt. Thomas Aquinas On The Existence Of God1338 Words   |  6 Pagesphilosophers shifted their focus primarily to proving the existence of God, as well as other religious tenets they held. Two Saints of the Catholic Church, St. Anselm and St. Thomas Aquinas, developed their own respective proofs for the existence of God. These proofs have gained fame over the subsequent centuries and still face debate and comparison today. Although both St. Anselm and St. Thomas Aquinas both offer proofs for the existence of God, the proofs differ drastically due to the distinct argumentativeRead MoreAnselm and Aquinas Argument Regarding God1678 Words   |  7 PagesAnselm and Aquinas Argument Regarding God The article I am writing is about Anselm and Aquinas views on God’s existence and the different arguments trying to find out the same thing, does god exist? And if so what is he? The following will be a comparison about Anselm and Aquinas views on god. I mostly agree with Anselm on the topic of that if god were to exist that he would have to be greater than anything conceived. Although I think Aquinas argument that if everything has the possibilityRead MoreAnshelm ¬Ã‚ ¥s Proof of God ¬Ã‚ ¥s Existence1466 Words   |  6 PagesThe question about the existence of God or, more generally speaking, of a supernatural entity that steers the course of the world, is probably as old as humanity itself. Many great philosophers were concerned with this basic and yet so important question which remains to be a controversial issue to this day! In the following I will commit myself to the above-mentioned question by firstly reconstructing Anselm ´s proof of God ´s existence and secondly considering his position in the light of the critiqueRead MoreAnselm And Aquinas On How God Exists1277 Words   |  6 Pageswith, while reading Anselm and Aquinas’ views on how God exists, these important philosophers spent much of their time looking and searching for the idea that God actually exists. Therefore, of course there would be some mishaps along the way and people would try to argue against their idea of God’s existence. In this paper will be explained the proof of God and of course some objections against them that will make you wonder. With Anselm s ontological argument and Aquinas’ ways, we can use thatRead MoreBombardier Aerospace: An Overview1590 Words   |  6 PagesWhich argument for the existence of God is strongest? Why? An age-old debate that has existed in religious studies concerns which argument for the existence of God is the strongest. The existence of God is pervasive throughout the world, although the means with which people attempt to prove His existence varying in significant (and sometimes contrasting) ways. Although there have been myriad methods for proving Gods existence, a central dispute concerns whether or not to use a rational approachRead MoreEssay on Arguments for the Existence for God1212 Words   |  5 Pages 1. The Cosmological Argument for the existence of God is based on the principle of cause and effect. What this basically means is that the universe was the effect of a cause, which was God. One of the oldest and most well known advocates of the Cosmological Argument was Thomas Aquinas who outlines his argument for the existence of God in his article entitled The Five Ways. The first way in his argument is deals with motion. Aquinas says that in order for something to be in motion somethingRead MoreThe Ontological Argument Made By Anselm1365 Words   |  6 PagesThe ontological argument made by Anselm was criticized by one of his contemporaries, a monk named Gaunilo, who said, that by Anselm s reasoning, one could imagine a certain island, more perfect than any other island, tf this island can exist in the mind, then according to Anselm, it would necessarily exist in reality, for a perfect island would have this quality. But this is obviously false; we cannot make things exist merely by imagining them. Anselm replied, upholding his argument by saying

Supply side factors of drop out for students Free Essays

string(69) " has one of the highest pupil-teacher ratios in the part, between 1\." Harmonizing to the National Plan for 2003-2015 ( 2003 ) of the Royal Government of Cambodia, Education for All ( EFA ) is the first critical and inevitable measure for bettering and sharpening human resources, which are needfully needed for Cambodia ‘s economic fight in an progressively planetary and regional economic system. Driven by a figure of development be aftering enterprises by the Royal Government of Cambodia, the constitution of EFA, which was approved by the Royal Government of Cambodia in 2002, came into consequence. In add-on, the National Plan emphasizes that, to develop the state ‘s economic system, Cambodia needs to guarantee its ain countrywide basic instruction, primary and lower secondary instruction, since the Government firmly believes EFA is the first and inevitable mechanism for Cambodia to make its ain Socio Economic Development Plan II ( SEDP II ) by agencies of equalising educational entree among its both advantaged and disadvantaged kids. We will write a custom essay sample on Supply side factors of drop out for students or any similar topic only for you Order Now This EFA program is besides encouraged by the on-going Poverty Reduction Strategic Plan ( PRSP ) of 2002, which aims at poorness decrease in Cambodia since the Government found that it has been the chief trap well lending to hapless pupils ‘ dropouts in Cambodia Basic Education. A paper by United Nations Children ‘s Fun ( UNICEF ) ( 2007 ) , which outlined the cosmopolitan primary instruction by aiming making the unapproachable in Cambodia, emphasizes that, to guarantee EFA in Cambodia, it is necessarily necessary to guarantee correlativity between both supply and demand-driven factors since the two factors are inseparable, intertwined tow-side consequence. This research, conducted by agencies of literature reappraisal from several beginnings, purposes to reply the undermentioned inquiries: What are these demand-side and supply-side which may forestall hapless kids from remaining in school? What does the Kampuchean Government do to cut down the influence of these factors on drop-out? The followers are the illustrations over the above research job, which chronologically includes the present state of affairs of drop-out in basic instruction in Cambodia, both supply-side and demand-side factors which may forestall hapless kids from remaining in school, and the Kampuchean Government ‘s solution in cut downing the influence of these factors on drop-out. Present Situation of Drop-out in Cambodia Basic Education With necessary engagement in their household ‘s economic activities, Kampuchean pupils in basic instruction normally face late school entry and early school dropout ( ILO, UNICEF, 2006 ) . The same research by ILO and UNICEF ( 2006 ) besides explains that about 16 per centum of Kampuchean kids are already active in their household ‘s economic work at the age of six while over half of them are involved at the age of 10. Therefore, kids engagement in economic activities exceeds that in school by the age of 15. In this sense, most of them merely analyze entirely, so they consider dropout. A study by World Bank ( 2005 ) shows that dropout rate becomes the highest during the pupils ‘ passage from primary schools to take down secondary schools. While the pupils are making their basic instruction, some of them choose to drop out of school without even finishing it. The study, furthermore, identifies many grounds of dropout, in which poorness seems to be the most influential ( as cited World Food Programme, 2007 ) . The tabular array below is the illustration by MoEYS/UNESCO ( 2000 ) , and NPRS ( 2005 ) on different grounds why pupils in Cambodia basic instruction bead out of school: Reasons Males ( % ) Female ( % ) Parents ‘ poorness 22.3 19 Needed at place 1.6 21.1 Poor instruction 0.4 0.4 Distance to school 2.9 2.9 Schooling is non utile 0.4 0.3 Family migration 3.9 3.9 Other grounds 11 8.8 No response 37.5 43.6 Beginning: MoEYS/UNESCO ( 2000 ) /NPRS ( 2005 ) ( as cited in World Food Programme, 2007, p. 5 ) Harmonizing to the tabular array above, MoEYS/UNESCO ( 2000 ) /NPRS ( 2005 ) shows that poorness is the most influential factor forestalling pupils from traveling to school and hence doing them to drop out. It besides shows a great difference in the figure of pupils who reach the last class in primary schools and the proportion of pupils who continue their survey to take down secondary schools. The study moreover explains that, despite the abolishment of primary school fees, the secondary schools ‘ fees are non free. Therefore, possibly these are the grounds why pupils decide to drop out of school during the period of their passage from primary to take down secondary school since their parents or households can non afford their go oning instruction. The same determination by MoEYS/UNESCO ( 2000 ) and NPRS ( 2005 ) illustrates that, despite increasing proportion of pupils traveling to primary schools, there are still a big figure of pupils dropping out of schools or non inscribi ng for their go oning instruction in lower secondary schools ( as cited in World Food Programme, 2007 ) . Supply-side Factors A statement by UNICEF ( 2007 ) identifies three chief supply-side factors, which prevent hapless kids from remaining in school, viz. unequal public outgo on primary instruction, high pupil-teacher ratio, and uncomplete school substructure. The study shows that, even though 80 to 84 per centum of entire Kampuchean instruction budget has been allocated to basic instruction, turn toing the issue of unequal public outgo is still a job, which to boot involves deciding issues of distance from school, installations and substructure of school, and instructors ‘ preparation and Numberss, peculiarly for entree to primary schools in distant and rural countries. The account, furthermore, emphasizes â€Å" aˆÂ ¦though investing in instruction has helped to increase the net registration rate in Cambodia by over 20 per centum over the period 1997 to 2004, a significant figure of kids still denied instruction opportunitiesaˆÂ ¦ † ( UNICEF, 2007, p. 8 ) . In add-on, high pupil- teacher ratio is besides a job. â€Å" Pupil-teacher ratio in schools in the poorest 300 communes averaged every bit much as 79 students per instructor compared with 46 in schools in the richest 300 communes † ( World Bank, 2006, p.101 ) . Another statistics sing high pupil-teacher ratio in primary instruction shows: The pupil-teacher ratio in Cambodia does non compare favourably with that of other states in the regionaˆÂ ¦ Cambodia has one of the highest pupil-teacher ratios in the part, between 1. You read "Supply side factors of drop out for students" in category "Essay examples"8 to 2.9 times more than other states. The high pupil-teacher ratio has a direct influence on attending and larning results, and it peculiarly affects those kids populating in underserved countries of the state ( UNICEF, 2007, p. 9 ) . UNICEF ( 2007 ) , furthermore, shows that uncomplete school substructure besides affects students ‘ survey in schools, particularly who chiefly live in distant countries and those who can non afford their day-to-day transit. The determination proves that, despite to-some-extent betterment in structural substructure in basic instruction in Cambodia, a figure of uncomplete schools remain still. Those uncomplete schools is the chief cause of primary school students ‘ drop-out since they can non travel upward as those uncomplete schools can non supply higher classs for them. Similarly, a 2004 World Bank study peculiarly points out four of import factors from supply-side: deficient school preparedness, a big figure of uncomplete primary schools, low quality of instructors, and unequal wellness attention installations, viz. H2O and latrines and such acquisition installations as library. The study posited the roots of students ‘ dropouts on poorness trap, stating that: Poverty is the first factor that predisposes kids to drop out of school. Poor households are unable to pay the cost of schooling that could be every bit high of 79 per cent of the per capita non-food outgo of the poorest 20 per cent of the population. Children ‘s deficiency of school preparedness frequently a consequence of malnutrition and deficiency of preschool experiences is another factor that particularly impacts negatively on Grade 1 repeat and drop-out ( as cited in UNICEF, 2005, p. 9 ) . Mainstreaming Inclusive Education Undertaking by Voluntary Service Oversea ( VSO ) ( 2006 ) conducted a little pilot survey of a little sample of kids ( n=32 ) on primary school dropout in Kampot state, and it provided similar account on supply-side factors. One of the grounds is excess costs for school. The research shows that students are supposed to pay more for their excess lessons, or they would neglect in their survey. The 2nd ground is that their places are distant from schools. The research show that some pupils spend at least an hr each from place to school and this is the chief ground for their school dropouts. The concluding ground in the findings is instructors ‘ behaviour. The study emphasizes that physical penalty, harmonizing to 25 % of the kids, continues to be in school and is a factor that discourages some of them non to go to school ( VSO, 2006 ) . Demand-side Factors In the working documents by UNICEF ( 2007 ) on Universal Primary Education: Reaching the Unreached, demand-side explains three factors as the grounds for pupils dropouts, viz. poorness, geographics and ethnicity. First, poorness is really likely to be the most influential facet. Without even nutrient to eat for their day-to-day endurance, kids are required to work by their household. Cambodia Child Labor Survey emphasizes that around 50 % of all kids in Cambodia, aged from 7 to 14, were much more actively involved in economic aid in 2001 if compared with other with-similar-income states ( ILO, UNICEF and World Bank, 2006 ) . â€Å" Together with the demand of significant domestic work, this economic activity delays the chance that a kid would get down primary school by the official school entry age of six † ( UNICEF, 2007, p. 10 ) . In the same statement, UNICEF ( 2007 ) found that costs of kid schooling is the issue. Since cost of basic education-both direct and indirect-is h igh in Cambodia, hapless pupils find it disputing to remain in school, but sing dropout might be the better pick. Poverty is besides a chief cause of hapless pupils ‘ late entry into primary school. World Bank ( 2005b ) has found that â€Å" Children in Cambodia enter school well subsequently than the official school enrolment age of six, averaging 7.6 old ages as of 2001, † ( as cited in UNICEF, 2007, p. 11 ) . Therefore, this delayed start in school seems to be a terrible disheartenment in their academic continuance and it therefore appears to be the account about why hapless pupils decide to drop out of school. Second, the Ministry of Education, Youth and Sports ( 2006 ) shows geographical location earnestly affects hapless pupils ‘ survey in footings of non merely farness but besides school conditions. Students whose agencies of transit is non low-cost have to travel to school on nutrient for long distance. At the same clip, the school conditions in distant co untries are normally much worse than those in the urban countries. With no longer tolerance to this regular state of affairs, most hapless pupils choose to discontinue school ( as cited in UNICEF, 2007 ) . Third, the study by UNICEF ( 2007 ) illustrates that cultural minorities largely live in rural countries, and they therefore do non truly mean to remain in school since survey can assist them with about nil. Therefore, dropout would be their better manner. In add-on, the same pilot survey by VSO ( 2006 ) besides identifies four factors from demand-side as the grounds why pupils drop out of schools, viz. demand for kids to work, deficiency of personal resources, deficiency of assurance, and unwellness. Need for kids to work to back up their household is largely inevitable for hapless kids in Cambodia. The determination states that around 25 % are required to assist their households with any necessary plants. The study adds, â€Å" in these state of affairss, school is frequently an excess load. Children become exhausted and therefore unable to concentrate on their survey † ( VSO, 2006, p. 16 ) . Consequently, this difficult work may forestall them from traveling to school. In add-on, guaranting adequate resources for their survey is besides the issue. â€Å" Similarly, 12.5 % of the interviewed kids [ n=32 ] in Kampot state are found unable to afford books or pens, so they can non take portion in lessons. Even though this ground is non given as a chief ground for dropping out, but it is at least in concurrence with other grounds † ( VSO, 2006, p. 17 ) . VSO ( 2006 ) adds that deficiency of assurance partially affects the pupils ‘ survey. 9 % of those kids dropped out as the consequence of their ain hapless public presentation in school. With deficiency of assurance in head, pupils are more likely to discontinue school. The account adds that, of those grounds, unwellness is another since, even though it is a rare instance, pupils are more likely to discontinue school when they are earnestly sick. Government ‘s Solutions To cover with this dropout issue, the Royal Government of Cambodia, with Ministry of Education, Youth and Sports as executive mechanism, needs to guarantee effectual execution for the undermentioned undertakings. UNICEF ( 2005 ) emphasizes that the MoEYS foremost needs to implement and vouch that all Kampuchean kids, particularly the hapless, are given equal chance to acquire choice instruction and to accomplish just entree to instruction. Second, the MoEYS besides needs to endeavor to supply more chances for vulnerable groups to acquire mine old ages of basic instruction. To accomplish these two chief aims, the MoEYS has outlined some of import, relevant schemes in ESP/ESSP. These include abolishment of the cost barrier to basic instruction and other illegal Acts of the Apostless by agencies of first doing enrolment run effectual ; 2nd providing to the demand and scholarship for secondary instruction, chiefly for those hapless and vulnerable kids ; 3rd extinguishing uncomplete prima ry schools by constructing extra schoolrooms and more lower secondary schools in underserved countries ; four turn outing school operational budget ; 5th cut downing repeat and drop-out chiefly in Grade 1 to 6 ; 6th supplying more chances for kids out of school to re-entry ; 7th making plans for out-of-school young person to acquire equal instruction ; eighth spread outing literacy plans for grownup ; and eventually seeking to enroll instructors from remote and cultural minority country. In a more elaborate account by EFA ( 2003 ) , to cover with these issues, the Royal Government of Cambodia has introduced a figure of strategic programs, in which some are in the procedure of execution while some are the future programs. First, it was necessary for the Government to set up both â€Å" Poverty Reduction Strategic Plan ( PRSP ) and Socio Economic Development Plan ( SEDPII ) † since the Government believes that long-run EFA sustainability, particularly to help the hapless or other deprived pupils, will ne’er be ensured without these two programs ( EFA, 2003, p. 19 ) . In another broader context, about comprehensive instruction reform has to be implemented with thorough accent on following cardinal mileposts 2000/2002: â€Å" Design and execution of PAP for primary instruction, concentrating on cut downing cost load on the hapless and publicity of improved internal efficiency in early 2000. Formulation of preliminary instruction policy and strategic model, as portion of interim PRSP in mid-2000. MoEYS hosting of Government, givers and NGO seminars on international experiences of sector broad attack to education reform in mid/late 2000. Formal understanding to education partnership rules by MoEYS, givers, NGO advisory group in early 2001, alongside revival of donor instruction sector w0rking group. Joint reappraisal and assessment of ESP and ESSP, climaxing in joint ESSP assessment study and collaborative forward program and high degree instruction unit of ammunition tabular array in mid 2001. Design and execution of assorted mode instruction sector support plan and complementary capacity edifice aid plan by cardinal donor Alliess in early 2002. MoEYS and donors/NGO readying of poorness impact, sector public presentation, revised ESSP and donors/NGO study as portion of first ESSP public presentation reappraisal in late 2002. Formulation of preliminary PRSP and MTEF, pulling on the policy and strategic waies set out in the revised ESSP 2002/6 in late 2002 † ( EFA, 2003, pp. 19-20 ) . Decision With elaborate amplification in response to the above research inquiries, brief decision on dropout grounds in Cambodia basic instruction can been seen as an interconnected factors between both demand-side and supply-side, which need necessary solutions from the authorities. In supply-side factor, dropout is affected by five chief grounds, viz. unequal public outgo on primary instruction, high pupil-teacher ratio, uncomplete school substructure, low quality of instructors, and deficiency of school installations, which are largely the duties of the authorities. Likewise, demand-side factors are besides the instance, in which pupils necessarily face several challenges: poorness, geographics, ethnicity, demand for kids to work, deficiency of personal resources, deficiency of assurance, and unwellness. Of all the grounds from demand-side, poorness seems to be the most seeable ground in the pupils ‘ dropout. As can be see in the above literature reappraisals, their household ‘ s fiscal crisis is the most influential barrier which causes their late school entry and ignorance. With these challenges, pupils seem to hold less motive in their survey, and they therefore end up with dropping out of school. To manage this issue, the Royal Government of Cambodia should make four prioritized undertakings: equalising basic educational entree to all pupils, supplying more chances to vulnerable groups, set uping Poverty Reduction Strategic Plan ( PRSP ) , and developing Socio Economic Development Plan ( SEDPII ) . With all the undertakings successfully accomplished, drop-out rate is expected to diminish consequently. How to cite Supply side factors of drop out for students, Essay examples