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According to Martin N. Sunders in his article titled “The Benefits of Anti-Plagiarism Software,” the introduction of the software in assessing students’ academic papers has established awareness in students such that even when the software is not used, many students are sincere enough to document their sources and use more of their ideas (24). Therefore, sincerity becomes a habit for students because they know that anti-plagiarism software is used on their works, and such virtue of sincerity helps them even later on in their careers and in their day-to-day
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If Paideia means education in the classical sense, that is, education of the whole person, then authentically justifying such education in the modern world is extremely problematic. We are first drawn to practical defenses of a liberal education, that it is in itself of service and useful, both to society and to the individual. However, a practical defense of Paideia in the classical sense simply comes across as feeble and even a bit desperate (that is, if it escapes sounding pompous) and every savvy student knows it. Far better, it seems, to take courses aimed at general problem solving, or at honing critical thinking skills, or at developing socio-political sophistication, than to read Shakespeare and Plato. A similar problem plagues the justification of the pursuit of philosophy itself, and this is where the fundamental motivations behind both Paideia and philosophy converge.