Unit 9 Final Project Throughout This Course You Were Asked T

Unit 9 Final Projectthroughout This Course You Were Asked To Think A

Throughout this course, you are required to create a Portfolio that documents your successes in achieving key objectives in the class. The Portfolio should reflect progress in three primary areas:

• Analytical skill building: Demonstrate improved critical reading, writing, and thinking skills.
• Knowledge acquisition: Showcase mastery of central concepts, ideas, perspectives of the humanities, including a summary of major ethical theories.
• Practical application: Illustrate how course material connects to issues you care about and how it informs your life decisions and practices.

Your Portfolio may include various types of documentary evidence, such as excerpts from your papers and revisions, reading notes, participation in discussions, and email communication with the instructor. Additionally, reflect on your progress regarding these goals by evaluating your work habits, discussing any difficulties faced, and describing challenges you overcame during the course.

The Portfolio can be organized as a Word document, a PowerPoint presentation, or through a multimedia format approved in advance by your instructor.

Paper For Above instruction

The creation of a comprehensive portfolio at the conclusion of a course serves as a vital self-assessment and reflection tool, allowing students to synthesize and demonstrate their intellectual growth and practical application of learned skills and knowledge. The portfolio’s primary purpose is to document individual achievements across three core areas: analytical skills, knowledge of humanities concepts, and practical application aligned with personal and academic goals.

In the realm of analytical skills, students are encouraged to showcase their development in critical reading, writing, and thinking. This could involve highlighting specific essays or papers that mark significant progress, demonstrating how they've refined their ability to interpret texts critically, formulate coherent arguments, and think independently. For example, revisions of initial drafts or annotated readings can serve as evidence of their evolving analytical prowess. Additionally, students might reflect on how feedback received during the course influenced their thinking process and improved their critical engagement with texts.

Knowledge acquisition focuses on mastering core concepts, ideas, and perspectives within the humanities. This includes understanding major ethical theories such as utilitarianism, deontology, virtue ethics, and consequentialism. The portfolio should include summaries or reflections on these theories, demonstrating an understanding not only of their definitions but also of their applications and implications in various contexts. Evidence of this knowledge can be exemplified through annotated readings, reflective essays, or responses to discussion prompts that showcase comprehension and thoughtful engagement with philosophical debates.

Practical application emphasizes the importance of connecting academic material to real-life issues and personal goals. Students should provide examples of how they have applied course concepts to their own experiences, decisions, or advocacy efforts. This might involve discussing a project, ethical dilemma, or community involvement where course principles informed their actions or perspectives. Reflection on these experiences ensures a deeper understanding of how humanities and ethics influence personal and societal levels.

The portfolio also serves as a reflective tool, requiring students to evaluate their work habits, identify challenges faced during the course, and describe how they overcame difficulties. This self-assessment fosters metacognitive skills and encourages continued growth beyond the classroom setting. The format of the portfolio allows flexibility—teachers may accept a traditional Word document, an engaging PowerPoint presentation, or a multimedia compilation, provided the format is approved in advance.

References

• Becker, L. C. (2018). Ethics: A Very Short Introduction. Oxford University Press.
• Burke, J. (2017). Critical Thinking. Routledge.
• Crane, T. (2020). The Elements of Ethical Theory. Routledge.
• Kenny, A. (2019). An Illustrated Brief History of Ethics. Wiley-Blackwell.
• MacIntyre, A. (2007). After Virtue: A Study in Moral Theory. University of Notre Dame Press.
• Rachels, J., & Rachels, S. (2019). The Elements of Moral Philosophy. McGraw-Hill Education.
• Singer, P. (2011). Practical Ethics. Cambridge University Press.
• Wilson, H. H. (2015). Critical Thinking and Ethical Reasoning. John Wiley & Sons.
• West, C. (2020). The American Evasion of Philosophy: A Genealogy of Pragmatism. University of Chicago Press.
• Williams, B. (2011). Ethics and the Limits of Philosophy. Routledge.