PHI103 Ashford Importance of teaching Arts & Humanities to Children Paper This final assignment is designed to involve all of the main skills that you have learned during this course. In particular, your paper should demonstrate the ability to construct a deductively valid or inductively strong argument, clearly and accurately explain your reasoning, use high-quality academic sources to support the premises of your argument, fairly and honestly evaluate contrary arguments and objections, and identify fallacies and biases that occur within the arguments or objections presented. You will continue to build on the arguments that you are presented in your previous two papers. In particular,, you will present a final improved version of your argument for your thesis that you begin for the Week One Assignment and fully address the objection that you developed for your Week Three Assignment. You will need to research a minimum of three scholarly sources from the Ashford University Library. (For further information about discovering and including scholarly research, take a look at the FindIt@AU Tutorial (Links to an external site.)Links to an external site. instructional resource.) Write: in your paper Explain the topic you are addressing and your position on it. Provide a preview of your paper and a statement of your thesis in your opening paragraph. [Approximately 100 words] For help crafting a good thesis statement (Links to an external site.)Links to an external site., go to the Ashford Writing Center (Links to an external site.)Links to an external site..Present your main argument for your thesis in standard form, with each premise and the conclusion on a separate line.Clearly indicate whether your argument is intended to be inductive or deductive. Follow up the presentation of your argument by clarifying the meaning of any premises that could use some explanation. [About 150 words] If your argument is deductive, then it should be valid (in the strict logical sense of the word); if it is inductive, then it should be strong. Make sure to avoid committing logical fallacies within your argument (e.g., begging the question). Additionally, the premises should be true, to the best of your knowledge. If one of your premises has a pretty obvious counter-example, then you should either fix the argument so that it does not have this flaw, or later, in your paper (steps three through five) you should address the apparent counter-example (showing that it does not really refute the truth of your premise). Arguments that are not valid, not very strong, commit fallacies, or that have counter-examples that are not adequately addressed will not receive full credit.Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments (arguments whose conclusions are premises of the main argument), or other ways of demonstrating the truth of those premises. This section should include at least one scholarly research source. Provide supporting evidence for the premises of your argument. [Approximately 350 words] Explain a strong objection to your argument. [Approximately 250 words] Study what people on the other side of this question think about your reasoning and present the best possible objection that someone could have to your argument. Do not commit the straw man fallacy here. Reference at least one scholarly research source. See the “Practicing Effective Criticism” section of Chapter 9 of the course text for more information.Defend your argument against the objection. [Approximately 200 words] Once you have presented the objection, indicate clearly how you might respond to it. It is acceptable to admit that reasonable people might disagree with you or that there might be an area in which your argument could be further strengthened, but you should do your best to explain why your argument is sound or cogent despite the objections.Provide an appropriate conclusion. [Approximately 75 words] Running Head: PREPARE AN ARGUMENT
Is it Important to Teach the Arts and Humanities to Children?
IS IT IMPORTANT TO TEACH CHILDREN ARTS AND HUMANITIES?
P1: Leaning how to interact with others and being creative is essential to human beings.
P2: Arts enhance creativity, while humanities teach history and social life.
P3: Learning these disciplines at tender ages enhance their applicability throughout an
P4: Children understand humanities and arts and embrace them much easier than adults
C: Therefore, it is important to teach arts and humanities to children.
The first premise mentions two important elements of life to humanity. Social life cannot
be neglected, if the world has to be a good place to live in. Currently, the world is moving
towards globalizations, and if it has to be a global village, positive relationships and interactions
are essential. Creativity assist human beings in devising solutions and it also contribute to
scientific inventions (Biddle, 2017).
The second premise provides the importance of art and science to humanities. Art
enhance creativity, in designing and planning among other things, which are essential tools in
living an organized life. Humanities teach the histories, cultures and other social elements. These
elements are essential enhancing social interaction, understanding one’s self by roots, and others
and appreciating each other. It is an important took in enhancing interactions (Biddle, 2017).
The third premise shows that children have a liking for humanities and arts. It is
something they embrace. Children tend to embrace it in playing where children design new
games and have fun. Children come together regardless of their cultural, nationality, racial,
ethnical or other affiliations. This means that they embrace diversity (Tay, et.al, 2017).
The fourth premise provides a rational as to why children are better students/pupils of
humanity and art than the other population. It is clear that children are always learning and
embracing new things. As people grow, they become more preservative, and they tend to stop
IS IT IMPORTANT TO TEACH CHILDREN ARTS AND HUMANITIES?
embracing new lessons as they did as children. Adults have their ways of solving things, and
trying to change their mind about these things is a tough experience. They have their perceptions
about other. An example is the ease of teaching children to embrace other children, regardless of
their affiliations such as races; but an adult with a dividing mentality is hard to change (Tay,
The conclusion, therefore, makes it clear that argument that children should be taught arts
and humanities is deductively valid. They enable the children to grow wholesomely and
inculcate responsibility in them. These disciplines also help them to develop morally and
individually, approach learning with a positive attitude and interact with others harmoniously
and peacefully. They also teach them the importance of critical thinking, and thus it is essential
to teach children arts and humanities.
IS IT IMPORTANT TO TEACH CHILDREN ARTS AND HUMANITIES?
Biddle, L. (2016). Arts and Humanities: Pell Amendments (1975): Correspondence 01.
Tay, L., Pawelski, J. O., & Keith, M. G. (2017). The role of the arts and humanities in human
flourishing: A conceptual model. The Journal of Positive Psychology, 1-11.
Counter argument to argument for “Teaching arts and Humanities to Children”.
Counter argument to the argument for “teaching arts and Humanities to children”
P1: Children need more time to play than study at tender ages for better development.
P2: Voluminous studies reduce time to play and affect biological and physical development.
P3: Art and humanities are more voluminous than science and mathematics and overloads
children in early childhood stages.
C: Therefore, children should not be introduced to arts and humanities at very early stages of
The first premise introduces the important alternative to too many studies in ECE. It mentions
that play is important. Science shows that there should be a balance in class time studies, play,
and assessment and rest (Johnson, Celik, and Al-Mansour 265-274).
The second premise mentions how too much study will affect the given ECE deliverables. In
most cases, rest time remains constant and assessment is not affected. With voluminous studies,
therefore, something has to be foregone. Play is foregone to allow children to absorb the high
volumes in academics (Johnson, Celik, and Al-Mansour 265-274).
But what is the voluminous study the previous premise refers to? The third premise describes the
fact that art and humanities are the voluminous studies. In most cases, arts and humanities are
theoretical. While science and mathematics get more practical with technological advancement
and educational revolution. Art and humanities are seen as the main voluminous studies at ECE
academic levels (Johnson, Celik, and Al-Mansour 265-274).
The conclusion is derived from the premises. It supports the fact that arts and humanities are
voluminous, and voluminous studies reduce playtime and affects positive development, both
physically and biologically. It, therefore, suggests that arts and humanities should not be
introduced to children at ECE stages (Johnson, Celik, and Al-Mansour 265-274).
Strongest argument against “teaching arts and Humanities to children”
The strongest argument is presented in the first and third premises. They bring up the
argument that play is important in children’s development at tender ages, and it is reduced by
voluminous studies. The other premises also provide the facts that Arts and humanities are more
voluminous than science and mathematics, and reduce play time for children. The initial
argument argued that arts and humanities are essential in learning how to interact and be more
creative. This argument counters it, seeing to it that children gem more play time than academic
overloading (Johnson, Celik, and Al-Mansour 265-274).
Points for teaching arts and Humanities to children
1. Arts enhance creativity
2. Humanities enhance human interactions and social life (Johnson, Celik, and Al-Mansour
Points against teaching arts and Humanities to children
1. Arts and humanities are voluminous and time consuming studies.
2. Voluminous studies reduce play time, yet play time is essential for a child’s growth and
The strongest objection and a defense
The strongest objection is that ECE educators should not introduce Arts and Humanities in
children’s early stages of learning because it overloads children and reduces their play time;
which is, in turn, essential for positive physical and biological development (Johnson, Celik, and
Al-Mansour 265-274). It can be defended with facts that only little arts and humanities should be
introduced at ECE, and that time can be balanced, to reduce time for other studies, assessment,
and retain rest and play time (Notgarnie 22).
Johnson, J., S. Celik, and Monirah, Al-Mansour. “Play in early childhood education.” Handbook
of Research on the Education of Young Children, 3rd ed. New York: Routledge (2013):
Education, Early Childhood. “The National Curriculum.” (2002).
Notgarnie, Howard M. Critical thinking skills of United States dental hygiene students.
University of Phoenix, 2011.
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