Thought paper #1
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School
Wake Tech *
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Course
125
Subject
Philosophy
Date
Apr 3, 2024
Type
docx
Pages
1
Uploaded by unanimous2240
During my middle school years, I frequently encountered a familiar dilemma - racing to arrive at class punctually. One morning in spring remains vivid in my recollection. The corridors were teeming with students in a hurry to reach their respective classrooms as the next period's bell rapidly approached. Just as I believed I had no time to spare, I suddenly stopped near the entrance to the school. A teacher, struggling with a classroom of unruly children, required assistance to keep the door open. I stood there, torn between being late to the first period and the overwhelming feeling to lend a helping hand. Ultimately, I resolved to help her, even though I knew it would be a close call. I held the door open as she and her children passed through. Then raced the bell to my class, arriving just in the nick of time as the bell chimed. This encounter provoked contemplation regarding my decision, was it guided by my own moral compass or influenced by the circumstances in which I found myself? This question stood with the notion of 'Seminarians as Samaritans,' a hypothesis I subsequently encountered
that delves into how situational elements affect our willingness to assist others.
As I think about that memory in my middle school days, I can’t help but contemplate the theory of Seminarians as Samaritans.' This theory, which I later stumbled upon, delves into the notion that the circumstances we find ourselves in can greatly sway our willingness to extend a helping hand. It recalls a captivating investigation conducted by John Darley and Daniel Batson back in 1973, involving students from Princeton Theological Seminary. In this study, these theological scholars were tasked with delivering a concise sermon on the exemplary Good Samaritan, a tale that embodies compassion and aid. What struck me as fascinating, was that the students' religious beliefs didn’t hold them back over their willingness to assist. Instead, the pivotal factor revolved around their level of urgency or the abundance of time at their disposal. This investigation shed light on the profound impact that situational elements, such as time constraints, have on altruistic behavior. It made me realize that my own decision
to help the teacher on that morning, despite being on a time limit, could be comprehended through the lens of situational influence.
Thinking back to the middle school experience of holding the door for the teacher’s children, through the lens of the ‘Seminarians as Samaritans’ principle, reveals a deeper understanding of my actions at the time. Highlighting the influence of situational factors, especially time constraints, on individuals’ willingness to help, this theory accurately explains my decision to help despite my struggles when, as I held the door for the teacher and her children, their urgency overcame my anxiety because she was late for class. The theory aligns well with my experience, showing how situational factors can influence helping behavior. Looking back, I was motivated by my immediate need for help and by upholding the values of compassion and kindness. This experience reinforces the theory's claim that situational factors play an important role in determining whether people give help. It is a tangible example of how our actions are often shaped by the circumstances in which we find ourselves, emphasizing the validity of the ‘Seminarian-Samaritan’ principle.
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