Description:

Students are asked to give a critical explanation and interpretation of a given passage, aimed at a fellow undergraduate who is not in the course. This involves at least 1) providing some biographical (intellectual and personal) information about the author; 2) situating the given passage within that author’s corpus (both in the particular text, and in general); 3) defining key terms and concepts, in the sense used by the author; 4) summarizing the author’s argument in the given passage and its immediate context; and 5) evaluating said argument.

Requirements:

• Correct grammar and spelling, of course
• Minimum length: 1200 words, excluding bibliography, footnotes, and header.
• Minimum references: 5 cited quotations from at least 2 sources. I expect you to favor sources provided on Blackboard, and Wikipedia or a dictionary do not count as sources for this minimum. Hint: If you feel compelled to consult Wikipedia, go to the References and External Links sections at the end of the article to find primary or secondary sources. Required citation style is CMS Notes & Bibliography: http://www.chicagomanualofstyle.org/tools_citation…
• Submission: Upload your draft to Blackboard (a single document in .docx format, titled [YOURLASTNAME]_ExegeticalPaper1) by 11:59 PM ET on Monday, 04/02.

Please explain/interpret ONE of the following two passages:

Peirce, “The Fixation of Belief”

“But no institution can undertake to regulate opinions upon every subject. Only the most important ones can be attended to, and on the rest men’s minds must be left to the action of natural causes. This imperfection will be no source of weakness so long as men are in such a state of culture that one opinion does not influence another — that is, so long as they cannot put two and two together. But in the most priest-ridden states some individuals will be found who are raised above that condition. These men possess a wider sort of social feeling; they see that men in other countries and in other ages have held to very different doctrines from those which they themselves have been brought up to believe; and they cannot help seeing that it is the mere accident of their having been taught as they have, and of their having been surrounded with the manners and associations they have, that has caused them to believe as they do and not far differently. Nor can their candour resist the reflection that there is no reason to rate their own views at a higher value than those of other nations and other centuries; thus giving rise to doubts in their minds.”

James, The Principles of Psychology, Chapter 4: Habit

The great thing, then, in all education, is to make our nervous system our ally instead of our enemy. It is to fund and capitalize our acquisitions, and live at ease upon the interest of the fund. For this we must make automatic and habitual, as early as possible, as many useful actions as we can, and guard against the growing into ways that are likely to be disadvantageous to us, as we should guard against the plague. The more of the details of our daily life we can hand over to the effortless custody of automatism, the more our higher powers of mind will be set free for their own proper work. There is no more miserable human being than one in whom nothing is habitual but indecision, and for whom the lighting of every cigar, the drinking of every cup, the time of rising and going to bed every day, and the beginning of every bit of work, are subjects of express volitional deliberation. Full half the time of such a man goes to the deciding, or regretting, of matters which ought to be so ingrained in him as practically not to exist for his consciousness at all. If there be such daily duties not yet ingrained in any one of my readers, let him begin this very hour to set the matter right

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