Belsham S Essays On Education

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Published in two volumes in 1789 and 1799, Belsham's Essays Philosophical and Moral, Historical and Literary are typical of the religious philosophy of the day. HIs first essay was "On Liberty and Necessity," a topic much discussed since Thomas Hobbes' famous essay of the same title. This essay is cited as the first to use the term "Libertarian." For Belsham it was a term of abuse. Liberty was nearly synonymous with libertine, a description of a person with no responsibility. Belsham dismisses the ideas of the Libertarians, citing the foreknowledge of God, as did Hobbes and the religious leaders Luther and Calvin before him. Belsham is a Necessarian, as he describes his fellow determinists. Here he describes the confusion in the libertarian's view of a "self-determining power."
By the self-determining power therefore must be meant, if indeed it has any meaning, either the actual exertion of volition, or the mental energy which precedes volition, and which is the efficient cause of it. If it means the actual exertion of volition, then the assertors of this power evidently confound the cause with the effect, making the act of volition prior to itself, distinct from itself, and the cause of itself. But if it means the mental energy preceding and producing volition, it is then plainly equivalent to the term motive, and the question is reduced to a mere verbal controversy; for this mental energy, denoting only a particular disposition and state of mind, muff itself have resulted from a previous disposition of mind, as likewise that previous disposition from one yet more remote: — a regular and uninterrupted concatenation of volitions thus extending itself backwards to the original source of agency, each volition or mental state, like wave impelling wave, arising from preceding, and giving rise to succeeding states or definite situations of mind analogous to itself, and corresponding to those immutable laws by which the mental no less than the material world is governed by infinite wisdom and power. But the term motive, according to the Necessarian definition, includes all those previous circumstances which contribute to produce a definite volition or determination of the will. To what purpose then attempt to distinguish between the power and the motive of determination, when the ideas precisely coincide; the definite cause of a definite volition being all which is really meant by either? Or where is the difference between the Libertarian, who says that the mind chooses the motive; and the Necessarian, who asserts that the motive determines the mind; if the volition be the necessary result of all the previous circumstances? The distinction in this case can only amount to an idle and trifling evasion; and it is evident, that in order to preserve a shadow of liberty, its advocates make no scruple to adopt a gross impropriety of expression: to boast, that the mind chooses the motive when the mind is restricted to a definite choice, is ridiculous; and it is in fact as great a solecism, as to affirm that the volition chooses the motive: for the choice of the mind is not prior, but subsequent to the motive; it is therefore not the cause, but the effect of the motive; and this pretended mental choice manifestly neither more nor less than the necessary determination of volition.
(On Liberty and Necessity, Essays (1789), pp.10-12)
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As the government begins its crackdown on essay mill websites, it’s easy to see just how much pressure students are under to get top grades for their coursework these days. But writing a high-scoring paper doesn’t need to be complicated. We spoke to experts to get some simple techniques that will raise your writing game.

Tim Squirrell is a PhD student at the University of Edinburgh, and is teaching for the first time this year. When he was asked to deliver sessions on the art of essay-writing, he decided to publish a comprehensive (and brilliant) blog on the topic, offering wisdom gleaned from turning out two or three essays a week for his own undergraduate degree.

“There is a knack to it,” he says. “It took me until my second or third year at Cambridge to work it out. No one tells you how to put together an argument and push yourself from a 60 to a 70, but once you to get grips with how you’re meant to construct them, it’s simple.”

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Poke holes

The goal of writing any essay is to show that you can think critically about the material at hand (whatever it may be). This means going beyond regurgitating what you’ve read; if you’re just repeating other people’s arguments, you’re never going to trouble the upper end of the marking scale.

“You need to be using your higher cognitive abilities,” says Bryan Greetham, author of the bestselling How to Write Better Essays. “You’re not just showing understanding and recall, but analysing and synthesising ideas from different sources, then critically evaluating them. That’s where the marks lie.”

But what does critical evaluation actually look like? According to Squirrell, it’s simple: you need to “poke holes” in the texts you’re exploring and work out the ways in which “the authors aren’t perfect”.

“That can be an intimidating idea,” he says. “You’re reading something that someone has probably spent their career studying, so how can you, as an undergraduate, critique it?

“The answer is that you’re not going to discover some gaping flaw in Foucault’s History of Sexuality Volume 3, but you are going to be able to say: ‘There are issues with these certain accounts, here is how you might resolve those’. That’s the difference between a 60-something essay and a 70-something essay.”

Critique your own arguments

Once you’ve cast a critical eye over the texts, you should turn it back on your own arguments. This may feel like going against the grain of what you’ve learned about writing academic essays, but it’s the key to drawing out developed points.

“We’re taught at an early age to present both sides of the argument,” Squirrell continues. “Then you get to university and you’re told to present one side of the argument and sustain it throughout the piece. But that’s not quite it: you need to figure out what the strongest objections to your own argument would be. Write them and try to respond to them, so you become aware of flaws in your reasoning. Every argument has its limits and if you can try and explore those, the markers will often reward that.”

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Fine, use Wikipedia then

The use of Wikipedia for research is a controversial topic among academics, with many advising their students to stay away from the site altogether.

“I genuinely disagree,” says Squirrell. “Those on the other side say that you can’t know who has written it, what they had in mind, what their biases are. But if you’re just trying to get a handle on a subject, or you want to find a scattering of secondary sources, it can be quite useful. I would only recommend it as either a primer or a last resort, but it does have its place.”

Focus your reading

Reading lists can be a hindrance as well as a help. They should be your first port of call for guidance, but they aren’t to-do lists. A book may be listed, but that doesn’t mean you need to absorb the whole thing.

Squirrell advises reading the introduction and conclusion and a relevant chapter but no more. “Otherwise you won’t actually get anything out of it because you’re trying to plough your way through a 300-page monograph,” he says.

You also need to store the information you’re gathering in a helpful, systematic way. Bryan Greetham recommends a digital update of his old-school “project box” approach.

“I have a box to catch all of those small things – a figure, a quotation, something interesting someone says – I’ll write them down and put them in the box so I don’t lose them. Then when I come to write, I have all of my material.”

There are a plenty of online offerings to help with this, such as the project management app Scrivener and referencing tool Zotero, and, for the procrastinators, there are productivity programmes like Self Control, which allow users to block certain websites from their computers for a set period.

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Look beyond the reading list

“This is comparatively easy to do,” says Squirrell. “Look at the citations used in the text, put them in Google Scholar, read the abstracts and decide whether they’re worth reading. Then you can look on Google Scholar at other papers that have cited the work you’re writing about – some of those will be useful. But quality matters more than quantity.”

And finally, the introduction

The old trick of dealing with your introduction last is common knowledge, but it seems few have really mastered the art of writing an effective opener.

“Introductions are the easiest things in the world to get right and nobody does it properly,” Squirrel says. “It should be ‘Here is the argument I am going to make, I am going to substantiate this with three or four strands of argumentation, drawing upon these theorists, who say these things, and I will conclude with some thoughts on this area and how it might clarify our understanding of this phenomenon.’ You should be able to encapsulate it in 100 words or so. That’s literally it.”

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