Human Cloning Essay Example | Topics and Well Written Essays - 1750 words

Human Cloning - Essay Example Besides therapeutic and reproductive cloning another category of cloning called the replacement cloning is also gaining prevalence. Replacement cloning is an amalgamation of therapeutic as well as reproductive cloning. The term gained prominence as it involves comprehensively injured, abortive, or weakening body, and replacement of the whole or partial organ or part of the body. The present article discusses the pros and cons of human cloning while extracting attention to understand the significance of human cloning in the advancement of human civilization. Human cloning is the process of generating a genetically indistinguishable replica of human being. It is a technique of imitating genetic information (Roxanne, 2010). The process is thought to be of therapeutic or reproductive importance. Therapeutic cloning encompasses cloning cells for their exploitation in treating various ailments. On the other hand reproductive cloning generates human clones, this is prohibited in many nation s because of ethical concerns. The moral predicament of human cloning lies on the argument either to promote or to impede cloning (Robert, 2001). Numerous molecular techniques are involved in the process of cloning encompassing molecular cloning, reproductive cloning and therapeutic cloning (Manninen, 2010). There are numerous controversies associated with the cloning procedures some may favor cloning while others oppose the same. The present thesis discusses various aspects of the cloning as 1. The Cons/ Problems/Dangers and Controversies of Cloning a. Cloning is discouraged by various nations as cloning is against the rule of nature, which is generating humans, nurturing them and paving the way for uncertainties related with the repercussions of science. At present human population has crossed the figure of 7 billion, a huge burden on the planet. Is cloning going to resolve the issue of exponentially increasing human population is a big question imposed by the detractors of human cloning (Gary, 2012). b. Detractors of human cloning have their say about the loss of genetic diversity leading to higher probability and pervasiveness of genetic diseases. Poor adaptability of clones may become detrimental for situations of jeopardy. Inbreeding leads to self-annihilation. c. Cloning is inhumane as it abolish the bond of love and care and is said to be transgressing the nature. The process of cloning highlight that the human or scientists can play the role of Creator or God as cloning is a kind of asexual reproduction, therefore reduces the sense of distinctiveness of a character, lacking uniqueness and freedom. It is also noteworthy to have an insight regarding the amplification in human population and ecological burden on resources and on other surviving species. Growing population is putting pressure on the demands of basic amenities, infrastructures and social set ups; with human cloning, further contribution to disaster cannot be eluded. According to Savulescu (1999), human cloning is accountable to abuse, a person's right to individualism and self-sufficiency and being self is violated, moreover genetic individuality is also lost and human beings are used as a model organism. Cloning also enhances the risk of self safety due to genetic irregularity, cancer and diminished lifespan. 2. Pros/ Advantages of Cloning a. According to

The Socratic Theory of Recollection Essay Example | Topics and Well Written Essays - 1750 words

The Socratic Theory of Recollection - Essay Example What is education Are there any general objectives for it Are there any universal methods in it Is there such a thing as the typical child upon whom they may be practiced Traditionally, philosophical methods have consisted of analysis and clarification of concepts, arguments, theories, and language. Philosophers, as philosophers, have not usually created theories of education (or teaching, learning, and the like); instead, they have analyzed theories and arguments--sometimes enhancing previous arguments, sometimes raising powerful objections that lead to the revision or abandonment of theories and lines of arguments. (Leon Bailey, 205)However, there are many exceptions to this view of philosophy as analysis and clarification. The classical Greek philosophers, for example, construed philosophy much more broadly and explored a host of questions that later philosophers--more narrowly analytic in their outlook--rejected as outside the scope of philosophy. Indeed, for the Greeks, "philosophy" meant "love of wisdom," and today we think of their discussions as part of an "immortal conversation." Many of us believe that philosophy went too far in rejecting t he eternal questions, and there are signs that philosophers may once again invite their students to join in the immortal conversation. Socrates was one of the philosophers who grounded independent education, stating that both teacher and pupil had equal roles in the process of education. Further we will discuss Socrates' theory of recollection in the view of saying: " "There is no such thing as teaching, and no such thing as learning".Socrates' attitude to knowledge and education was clearly announced in Apology: a life of the former kind is not worth living. Once one recognizes one's ignorance, one must recognize that a life in such a state is not worth living. One must make it one's chief concern to seek out "wisdom, truth, and the best possible state of one's soul." Nevertheless, in the early dialogues, Socrates puts forth no substantive view about how such knowledge is to be acquired, either because he failed to recognize the problem or because he had no solution to it. (Charles J. Brauner, 353-355) His contribution is limited to seeking out those who profess to care about these things, questioning them, examining them, and testing them, learning from them if they know (unfortunately no one he meets does), and persuading them of their ignorance if and when they do not. Socrates had the support of the Delphic oracle (and perhaps even his daimonion) to sustain his faith that this was enough.The teacher, according to Socrates, is the leader of civilization. He must pursue truth even when his contemporaries oppose him. Integrity, above all, is demanded from the schoolmaster. The function of the teacher, according to Socrates, is to awaken the average man. The majority, he felt, is guided by irrational thoughts and lethargy, and lives in a cave of half-truths and illusions. Once the student is stirred, and once he becomes aware, he sees a new meaning in life. He probes and he questions. He is guided by curiosity and takes pleasure in