PHI 413 Topic 2 Discussion Question 2
PHI 413 Topic 2 Discussion Question 2
According to your worldview, what value does a human person have? How does your position affect your stance on controversial bioethical issues, such as abortion, designer babies, and stem cell research?
My worldview is best associated with a pantheistic worldview; I feel as though the energies within our environment and other people has a huge influence on my life and the way in which I think and feel can manifest in my outward life. I believe human life does have significant value, which is why I demonstrate my views on the importance human life by respecting other’s abilities to make their own informed decisions regarding aboritions, stem cell babies, and designer babies. I think it is because of my worldview that I feel so neutral towards these specific bioethical decisions. I value the ability of a potential mother and try my best to put myself in their shoes and try to understand where they are coming from and how it led them to these decisions. I know abortion is a very inflammatory topic, especially when it comes to the value of a human life. I do not believe it should be up to us to place the life of a fetus above the life of a mother–the mother is here, present, and potentially hurting greatly. At the end of the day, people are going to make the decisions the want to. The availability of safe resources to make these decisions are paramount. Either we value the life of something that has or has not entered this world so much more than the woman standing directly in front of us that we allows our judgments and belief to take away their ability to access what they need in a way that does not threaten their lives, or we allow our judgments to cause potential death to someone who had no other choice than to take matters into his or her own hands–but I digress.
ORDER NOW FOR AN ORIGINAL PAPER PHI 413 Topic 2 Discussion Question 2
In this way, I feel that my wordview gives me the opportunity to be empathetic towards other people’s perspectives when it comes to bioethical issues. My own emotions complicate things when someone else feels differently than I do. Everyone is truly entitled to their own opinion, however, and it is always a good idea to go into discussions such as these with compassion.
I believe that human beings are created in the likeness of God who is the creator of the world. I believe that only god life and he can take that away. The human person is an intricate work of a genius that is God. Anything that alters this is going against God’s work. Therefore, I place the highest value to a human person at least as much as I value myself.My stance on this issue informs my view of such bioethical issues such as abortions, designer babies and stem cell researches. Abortions that take place to terminate a pregnancy of a fetus that has become heart-beating human being is the same as taking another’s life as it is technically ending the heartbeat.
Designer babies and stem cell research are also tampering with God’s authority over giving life and bestowing on us his likeness instead of imposing our preferences on the babies to be born for us. There are uses where they can further human lives in cases of reducing the chance of acquiring disease. However , when they are done for the sake of our own convenience, it crosses the line . This exposes the level of selfishness we have reached as we interfere in and use the birth of a sacred human being to satisfy our own interest, for example, a child that is intelligent enough to have the highest SAT score. The same way, stem cell researches stray from the fruit of science we can safely enjoy to the negative effect of scientism by involving the destruction of the human embryo. PHI 413 Topic 2 Discussion Question 2
Grading Rubric Guidelines
Performance Category 10 9 8 4 0
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
• Evaluates literature resources to develop a comprehensive analysis or synthesis.
• Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
• Evaluates information from source(s) to develop a coherent analysis or synthesis.
• Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion. • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
• Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
• Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
• Demonstrates little or no understanding of the topic. • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
• Information is taken from source(s) without any interpretation/evaluation.
• The posting uses information that is not valid, relevant, or reliable • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
• Information is not valid, relevant, or reliable
Performance Category 10 9 8 4 0
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
• Applies concepts to personal experience in the professional setting and or relevant application to real life. • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
• Applies concepts to personal experience in their professional setting and or relevant application to real life
• Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
• Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
• Does not demonstrate a solid understanding of the principles and concepts presented in the lesson • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
• Posts are superficial and do not reflect an understanding of the lesson content
• Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
• No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category 5 4 3 2 0
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread) • Exceeds minimum post requirements
• Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
• Replies to a post posed by faculty and to a peer
• Summarizes what was learned from the lesson, readings, and other student posts for the week. • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
• Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week. • Meets expectations of 2 posts on 2 different days.
• The main post is not made by the Wednesday deadline
• Does not reply to a question posed by a peer or faculty • Has only one post for the week
• Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments • Does not post to the thread
• No connections are made to the topic
Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition • 2-3 errors in APA format.
• Written responses have 2-3 grammatical, spelling, and punctuation errors.
• Writing style is generally clear, focused, and facilitates communication. • 4-5 errors in APA format.
• Writing responses have 4-5 grammatical, spelling and punctuation errors.
• Writing style is somewhat focused. • 6-7 errors in APA format.
• Writing responses have 6-7 grammatical, spelling and punctuation errors.
• Writing style is slightly focused making discussion difficult to understand. • 8-10 errors in APA format.
• Writing responses have 8-10 grammatical, spelling and punctuation errors.
• Writing style is not focused, making discussion difficult to understand. • Post contains greater than 10 errors in APA format.
• Written responses have more than 10 grammatical, spelling and punctuation errors.
• Writing style does not facilitate communication.
• The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost
-5 points lost
Total Participation Requirements
per discussion thread The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement
per discussion thread The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
