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Existentialist philosophers stress the point that human beings are free to fashion their lives and to determine what they will be in life. the existentialist philosophers

For this reason, existentialist philosophers stress the point that human beings are free to fashion their lives and to determine what they will be in life. the existentialist philosophers, therefore, stress the need to live authentically, which means, facing human existential challenges genuinely and boldly in an effort to develop one’s potentials fully and to become the best that one can be. One of the existentialist philosophers who strongly support this view is Paul Sartre. According to Sartre, human beings are condemned to be free.

By this Sartre meant that human beings are completely free to determine what they will be in life. Sartre also argued that existentialism is humanism, by this he meant that the existentialist approach to life helps one to achieve his full potentials and to be the best that he/she can be.This paper is an application of Sartre’s existential approach to life, tersely summarized by the phrase. existentialism is humanism, to the work of American art painted during the World War 11 period. The work of art interpreted existentially in this paper, through Sartre’s existentialist philosopher is the Sky’s the Limit!

Poster authored by Allen Courtney in 1944 (World War 11 Poster: The Sky’s the Limit!, web). The interpretation will show how the poster exemplifies the existentialist themes of facticity or throws, anxiety, and despair. These existentialist themes are central in Sartre’s existentialism.The SKY’s the Limit! The poster consists of three mechanics building/repairing an airplane. Two of the mechanics in the poster are men, while one of them is a lady. The lady in the poster has a bandana on her head, and she is presented as a strongly built lady.

Behind the working mechanics are military warplanes, clearly visible in the background

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All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Theory/ Case Notes

The following are some selected articles from the UDHR that are relevant to the case. However, they are not inclusive of all of the relevant articles, so you should check to see if any articles not included on this list are useful to your argument.

As you study the theory and the case,

write one or two key words from the article that you think is/are the most significant.

take notes that are relevant for matching evidence from the theory.

Universal Declaration of Human Rights http://www.un.org/en/documents/udhr/index.shtmlKey Word from the ArticleNotes/Examples/Quotes from the movie “Blood Diamond” Movie script: Searching for “Blood Diamond script” on the internet
Article #Description
1All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.equality
2Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.No distinction
3Everyone has the right to life, liberty, & security of person.Life security
4No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.No slavery
5No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishmentNo crueltyA RUF rebel grabs a village man and pushes him to knee down in front of the leader Colonel who shouts at the village man, “we now the future, so we take your hands. No more hands, no more voting. Chop him” **This example can not be used in your essay.
6Everyone has the right to recognition everywhere as a person before the law.
7All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.
12No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks
13(1) Everyone has the right to freedom of movement and residence within the borders of each state. (2) Everyone has the right to leave any country, including his own, and to return to his country.
14(1)Everyone has the right to seek and to enjoy in other countries asylum from persecution. (2) This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations.
16(1) Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution.
22Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.
23(1) Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment. (2) Everyone, without any discrimination, has the right to equal pay for equal work. (3) Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.
251) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. (2) Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection
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Avocado idea of the self and explain at least one version of the idea that human beings have a shared essential nature

W3Project

Instructions

Reality, Art, and Truth

This 6-8 page essay assignment will be completed in three parts. You may want to use section headers to organize your paper. Remember to explain the theories you reference with supporting citations to the textbook and online lectures in correct APA format. 

Part I. The Self

Discuss the avocado idea of the self and explain at least one version of the idea that human beings have a shared essential nature (such as Cartesian rationalism or Greek philosophy). Contrast this account with the artichoke idea of the self (drawing upon existentialism to develop your account) and a discussion of how the modern/avocado and postmodern/artichoke ideas of the self differ. You may use your analysis from the Week 2 assignments to develop your account in Part I. 

Part II. The Avocado Self and Art as Representation

Explain the idea that art is mimesis (Plato and/or Aristotle) and how this is like the avocado idea of the self. Discuss a character/narrator/subject in a work of art (novel, poem, film, graphic novel, short story, television show, song, painting, etc.) who you think captures the avocado/art as mimesis idea that we have an essential, shared human nature and that art reflects this reality for us.

Part III. The Artichoke Self and Art as Transformation 

Explain the idea that art is transformative/how artistic creation expresses the unity of subject and object (Nietzsche, Schelling, and/or Heidegger). Discuss how this reflects the artichoke idea of the self. Discuss a character/narrator/subject in a work of art (novel, poem, film, graphic novel, short story, television show, song, painting, etc.) who you think captures the artichoke/post-modern idea of the self and the idea that art creates truth.

Part IV. Art and Philosophy

Finally, reflect upon the relationship between art and philosophy by considering some of the following questions:

  1. Are the self and the material world distinct entities, as Descartes thinks? What are some examples of representative art that illustrate the idea that the subject/mind and the object/world/body are distinct? Alternatively, are the self and the world organic unities, as Schelling argues? How might artistic creation express this unity of subject and object?
  2. Is art mimesis/representation (as in Platonism and Aristotelian aesthetics) or is it a means of transforming the self and reality? Might it be aspirational, allowing us to achieve catharsis, as Aristotle suggests? Consider, too, how the idea of art as representation is akin to the avocado view while the idea of art as transformative is more like the artichoke view.
  3. What is the relationship between art and philosophy? Do you agree with Descartes that logic and critical thinking are the best means of achieving certainty about reality and existence, or is your view more akin to the perspective of Keats, Schelling, Schopenhauer, Nietzsche, and/or Heidegger that art is the ultimate expression of truth? How are these views a rejection of the natural standpoint we see adopted by empiricism and rationalism and rejected by phenomenology?
  4. Do some kinds of art (music, for example) express the truth more fully than others? How so? How does the idea and purpose of art differ across cultures?

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Reading and text book 

From your course textbook, Roots of Wisdom: A Tapestry of Philosophical Traditions:

  • Knowledge Sources. Do You See What I See?
  • Truth Tests. Do You Swear to Tell the Truth . . . ?
  • Aesthetic Experience. Is Truth Beauty and Beauty Truth?