Topic: ENLIGHTENMENT

Order Description First, list the 4 ideals set forth in the utopian 10th stage of the human mind as described by Antoine Nicolas de Condorcet in the ENLIGHTENMENT Chapter. Give the page number in our textbook where you found your answer. Then, using the SEE-I format, write whether these ideals have been met today. Be sure to state and explain your point of view about each ideal, and then give each abundant examples. Conclude with an analogy to the crew of the starship Enterprise, starfleet, and/or some other aspect of Star Trek. If that seems impossible, conclude with an analogy to some other mythic society. Finally, express what essential quality society lacks today (wholly or in part) which is not found in this 10th stage. What is it? State it, explain it, give examples of it, and conclude with a story that is meaningful to you. the text book is Landmarks in Humanities, 3th Edition, 2013, Gloria K. Fiero. Clarifying with SEE-I: HUM 1020 Learning to Think Things Through, 4th Edition, by Gerald M. Nosich A very useful process for writing almost anything is called SEE-I. There are two aspects of clarifying something: 1.) becoming clear in your own mind about what you’re saying, and 2.) communicating it clearly to others, so that they understand you well. You can improve your writing in a major way by taking each main idea and developing it in your paper—or report, blog, discussion post, brief, or white paper—with SEE-I. The result, with practice, can be a smooth flow of richly understood and well-communicated ideas. SEE-I can make both your thinking and your writing dramatically better. Use this approach to explain what you are saying. S: State it (each main idea) E: Elaborate (explain main ideas more fully, in your own words) E: Exemplify (give at least one good example—you may use more—per main idea) I: Illustrate (an analogy [extended simile] or an anecdote, [a short story]) Statement To state something is to say it briefly, clearly, and as precisely as possible. Sometimes it means constructing a good definition, but it can also mean capturing the heart of what is being said in a single, clear, well-formulated sentence. You find this easier to do as you revise a first draft. Elaboration To elaborate on something is to expand on it, to explain it in your own words, at greater length, so that the reader gets more of the fullness of what is meant. (You can begin your elaboration by saying, “In other words . . . .”) Exemplification Here, the goal is to give a good example—not just any example, but a well-chosen one, one that will clarify for yourself and for the reader what you mean. Usually, it should be your own original example, not—if you’re a student—from the textbook or the instructor. And it should fit well with your statement and elaboration. (You can begin your exemplification by saying, “For example, . . .”) Illustration An illustration, for the purpose of this HUM 1020 class, gives readers something they can picture in their minds. It will be an anecdote (small story) that is meaningful to you and what you’re writing about, or an analogy (extended simile) that summarizes in a word-picture (paragraph length) what you’ve said. Always conclude your paper (blog, discussion, etc.) with an illustration. Here is an illustration from Norsich’s book about the importance of critical thinking: “When I follow my GPS instructions, even if I pay close attention, I usually cannot find my way on my own next time. If, on the other hand, I figure out my own way there, maybe using a map, I can almost effortlessly retrace my path every time. It stays with me indelibly. So the illustration is ‘critical thinking is like figuring out your own way there.’”