In Einstein’s letter he uses his education of the chemicals that could be dangerous if misused, or helpful if used properly, to illustrate to President Roosevelt that he can be helpful with his knowledge. He writes, “I believe therefore that is it my duty to bring to your attention the following facts and recommendations.” Einstein addresses the…
Albert Einstein wrote in a letter in 1915 about the most common ways a scientist makes mistakes. These were that they created a false hypothesis or that their arguments are invalid or not logical. Many people agreed with this and many also disagreed, arguing that every science makes mistakes and that Einstein himself made these same mistakes on multiple…
Roosevelt, Franlkin D., Pres. "FDR 's Response to Einstein 's 1st Letter." Letter to Dr. Albert Einstein. 19 Oct. 1939. Wikipedia. N.p., n.d. Web. 30 Oct. 2012. <upload.wikipedia.org/wikipedia/commons/e/e7/Roosevelt-einstein-letter.png>.…
Albert Einstein considered the greatest scientist of the 20th century hopes to accurately respond to Phyllis’s letter that asked him whether scientists prayed and if they did what did they pray about. Einstein’s response is rhetorically accurate in the fact that he lets Phyllis know the answer to her question in an understandable manner and is not abrupt. Einstein’s audience is a sixth-grade student so he answered his question by saying “no” in a kind way. The writer Einstein uses pathos and logos to allow his point to clearly shine; he also uses simplistic diction to recreate his audiences understanding.…
At the time before the letter was sent, America was so convinced a atom bomb was impossible, that they didn’t even have a committee dedicated to nuclear research. In Einstein's letter to president roosevelt, he specifically said “and put forward recommendations…
In his Letter to Grand Duchess Christiana, Galileo made an attempt to explain his discoveries and defended that they do not discredit the Church or religion. He insisted that science and religion could coexist. He explained how and why. He expressed his personal opinion on the reasons why certain people did not believe him and his discoveries. Galileo expressed confidence in his knowledge, sarcasm in some regards, and the letter’s overall tone seemed to upset many.…
In a letter that Albert Einstein writes, he uses ethos and logos to effectively answer Phyllis Wright’s question on whether scientists pray. In order to achieve this, Einstein first utilizes ethos to give credibility to the answer. He explicitly states that the response is his own opinion by saying “my answer” in the first sentence. This man is considered to be the greatest scientist of the twentieth century and if it is his answer, Wright will be convinced with his response. Also, Wright specifically wrote to him and so when he responds personally, Wright will trust the response because she respects Einstein enough to write to him. Additionally, Einstein successfully employs logos to assist in his purpose to answer the question. For example,…
Einstein appealed to logos by bringing up some valid points, such as how science has proven theories that people turn to faith to answer. As an intelligent man, this helps Einstein's argument. He not only expresses his knowledge, but also takes into account his audience. Given that the letter was written to a sixth grader, Einstein tried to give her a more simplified answer so she would understand his response without getting too detailed. He executed this through his use of simple…
I carefully read each letter myself. Some of them are serious in tone, discussing the meaning of life, invoking the supremacy of the soul, the mystery of every existence. And by a curious reversal, the people who focus most closely on these fundamental questions tend to be people I had known only superficially. Their small talk had masked hidden depths. Had I been blind and deaf, or does it take the harsh light of disaster to show a person's true nature?”…
This is an awesome book. It describes the outlook of biology not only through the eyes of faith, but from a Christian theistic point of view. In Biology through the Eyes of Faith, it explains the difference between a scientist’s perception of nature oppose to a Christian’s perception. Scientists say the world evolved which conflicts with the theistic view, which says the world came about through the creator God.…
Young Albert tried to imagine the mysterious force that caused the compass needle to move, and the experience awakened a sense of wonder that stayed with him for life. Understanding the universe became an "eternal riddle" for Einstein, a quest for scientific enlightenment. "The road to this paradise was not as comfortable and alluring as the road to the religious paradise," he wrote, "but it has proved itself as trustworthy, and I have never regretted having chosen it."- www.amnh.org/exhibitions/einstein/life/ Albert Einstein was a poor student and although he did not earn top grades in every subject, he excelled at math and science. "It is, in fact, nothing short of a miracle," he wrote, "that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry." Schilpp, 1970. p. 17. Being fiercely independent, even as a young boy, Albert had already developed a deep distrust of authority. He challenged not only his teachers but also long-standing mathematical and scientific "givens," such as ancient Greek rules of geometry and laws of physics established by other scientists. Ironically, Einstein's questioning and resulting breakthroughs eventually turned him into an authority…
When Albert Einstein, also known as the greatest scientist of the twentieth century, and a Nobel-prize winner, receives a letter from a sixth-grade girl named Phyllis Wright questioning if scientists pray, - and if so, what do they pray for - Einstein simultaneously uses various rhetoric methods such as SOAPS, ethos, logos, and pathos to respond to Wright’s question in the simplest form possible, and in doing so, Einstein created a rhetorically effective response. Einstein’s rhetorical purpose was to elaborate how scientists perceive scientific and religious elucidations.…
Logos rhetoric appeals to reason, rationality, and logic. Rauch’s use of logos is true to its definition. An example of logos in his article appears in the quote from David L. Hull, a philosopher of science; “One strength of science, is that it does not require that scientists be unbiased, only that different scientists have different biases”(Rauch 2). Rauch uses this quote to explain that the common belief that science stands for reason against prejudice is completely wrong, because although science is an unbiased area of academia, scientist themselves as individuals are biased, driven by personal desire and gains. Another prime example of the use of logos in support of Rauch’s thesis is the quote from philosopher Charles Sanders Peirce, which talks about how in historical…
responded with his own letter citing philosophers, religious scholars, and biblical figures to justify his…
Richard Weaver in his essay “Language is Sermonic” examines the significance of rhetoric in a world where science is given the highest recommendation. Weaver explores the decline of the importance of rhetoric. Rhetoric having once been upheld as a discourse of utmost prestige; to teach rhetoric one had to be well versed in the art of rhetoric as it required great knowledge and skill. It was considered to require qualifications undisposed to the “plodding sort of professor” (201), whose job was merely to impart information to the students. However, in today’s educational dynamic, the roles have been reversed; the teacher of literature is more highly esteemed than the teacher of rhetoric whose position has now been reserved for “anyone who will take it” (202). According to Edmund Burke: “[b]beginners, part-time teachers, graduate students, faculty wives, and various fringe people, are now the instructional staff of an art which was once supposed to require outstanding gifts and mature experience” (202-203). Apart from the decline in the competence of the professors of rhetoric, the course itself has departed from philosophical understanding to what is merely conventional, “decline from one dealing philosophically with the problems of expression to one which tries to bring below-par students up to the level of…