Answer:
Knowledge is not always clear, certain, and absolute, and it is not solely provided by authorities. While authorities can provide valuable information, it is important to approach knowledge with critical thinking and skepticism. Our role as learners is to evaluate the information we receive, question it, and analyze it for its validity and reliability.
Here are a few key points to consider:
1. Knowledge is not always clear: Knowledge can be complex and multifaceted, and it may not always have a straightforward answer. It can be subject to interpretation, and different perspectives can exist on a given topic. It is important to be open to different viewpoints and consider various sources of information.
2. Knowledge is not always certain: Many fields of study, such as science, involve theories that are constantly evolving as new evidence emerges. What may be considered true today may be refined or even challenged in the future. It is essential to embrace a growth mindset and be open to updating our understanding as new information becomes available.
3. Knowledge is not always absolute: Absolute knowledge implies that there is no room for doubt or further exploration. However, knowledge should be seen as a continuous process of inquiry and discovery. It is important to engage in critical thinking and question the information we receive, even if it comes from authoritative sources.
4. Authorities are not infallible: While authorities can provide valuable insights and expertise, they are not immune to errors or biases. It is crucial to critically evaluate the credentials and reliability of the sources we rely on. This can involve cross-referencing information, seeking diverse perspectives, and considering the evidence and logic behind the claims being made.
5. Constructive skepticism is essential: It is healthy to question and critically examine information, even if it comes from authoritative sources. By doing so, we can deepen our understanding, identify potential biases or errors, and contribute to the advancement of knowledge.
In summary, knowledge is not always clear, certain, and absolute, and it should not be accepted without question or criticism. Our role as learners is to approach knowledge with an open mind, engage in critical thinking, and evaluate the information we receive from various sources, including authorities. By doing so, we can develop a well-rounded understanding and contribute to the growth of knowledge.
Explanation:
Knowledge is not always absolute or only provided by authorities. Critical thinking, scientific inquiry, and the ability to analyze and assess information independently are equally important. Questioning authorities does not necessarily equate to being wrong, but can instead lead to progress and refinement of knowledge.
The assertion that knowledge is absolute, provided only by authorities, and must be accepted without criticism proposes a conventional perspective towards authority in education or governance. However, this viewpoint is debatable and not universally accepted. Indeed, authorities such as teachers or government officials do have an important role in disseminating knowledge, as they often possess expertise and credible information. Nevertheless, critical thinking – the ability to question, analyze, and assess information or arguments – is equally important.
Knowledge may not always be absolute, especially in disciplines that evolve and advance over time, like science. As we acquire more information and conduct further research, previously accepted premises or theories may be disproved or refined. For instance, centuries ago, accepted knowledge asserted that Earth was flat and the Sun circled around it. Through scientific inquiry and observation, however, these concepts were revised and corrected.
Moreover, whether a statement can be deemed true or credible does not only depend on who utters it, but also on whether it can be backed up by tangible evidence and sound reasoning. This can be seen in the scientific approach, which emphasizes experimentation, observation, and verification. Therefore, questioning or disagreeing with authorities does not necessarily equate to being wrong; it can instead lead to constructive debate, progress, and innovation.
#SPJ11
I. Spiders are considered to be errors of God’s creation.
II. Spiders are powerless should a rock fall on them.
III. Spiders are considered the lowest form of life and thus expendable.
II. Spiders are powerless should a rock fall on them.
Edwards uses this comparison of non-believers to a spider to show that should God decide to send someone to hell, he or she does not have the power to stop it. Even if the non-believer felt assured and arrogant about it, he would still not have the ability to keep himself out of Hell. Option I is incorrect because Puritans, like Edwards, did not believe that any of God's creations were a mistake. Option III is also incorrect because the purpose is not to show the expendable nature of the spider, but rather the almighty power of God.
He compares unbelievers to spiders because they are powerless if a rock falls on them, as shown in option II.
Edward uses the metaphor to make a comparison between unbelievers and a spider. This metaphor shows a comparison, where unbelievers are powerless to escape the condemnation of hell if God so wills. This is because no one can stop the will of God, just as a spider cannot stop a stone from destroying its web.
More information about metaphors in the link:
Answer:
Tomorrow night when we take the ghost tour of the city, I will be quaking in my boots, hoping we don’t actually see anything too spooky!
Explanation:
In the above sentence, the verb phrase which will be used is 'will be quaking'. 'Will' is the auxiliary verb which is used in the future tense. In the sentence, the planning is being made about 'tomorrow' therefore the verb phrase used will also be in the future tense.
to reveal character
to express social criticism
to create comic exaggeration
The correct answer is A. to enhance the setting.
Charles Dickens's novel Hard Times is a satirical book aimed at criticizing the English society of the time (19th century Victorian England). With that in mind, Dickens came up with some rather creative names for his characters in order to portray everything wrong with the society he was surrounded with.
For example, Mr. Gradgrind (a play on the word grind) is a cold man who doesn't care much about anything else other than actual facts; Mrs. Sparsit (a play on the word sparse) is a poor widow; Mr. Sleary (a play on the word slur) is a man who speaks with a lisp.
As you can see, the names of these characters are used to reveal what they are like, to criticize the society they are in, but also to make fun of them; what they are NOT used for is enhancing the setting.
In Hard Times, Charles Dickens uses names for all of the following reasons except to enhance the setting. Option A is correct.
Hard Times is the tenth novel by Charles Dickens.this story is Dickens' only novel which lack scenes set in London. Instead the story is set in the fictitious Victorian industrial Coketown, a generic Northern English mill-town, in some ways similar to Manchester, though smaller.
B.There's nothing wrong with this computer, Dad.
C.I'm hardly never allowed to watch television during the week.
D.I couldn't find no clean socks in the drawer.
hoped-for future days.
busy city days.
revered past days.
Question 3.3. The final line of "Bivouac on a Mountain Side" captures the speaker's sense of (Points : 3)
anger at the soldiers.
confusion about the scene below.
pride in his role in the war.
wonder at the beauty of the stars.
Question 4.4. What does Whitman’s description of the autumn farmlands in Ohio symbolize in “Come Up from the Fields Father”? (Points : 3)
wrath and grief
suffering and loss
riches and influence
abundance and energy
Question 5.5. With the conclusion of "Come Up from the Fields Father," Whitman shows that Pete's mother (Points : 3)
demands revenge for her son's death.
has shown great strength and resiliency.
does not know what happened to her son.
has been devastated by her son's death.