Weber's own writings support Lassman and Speirs' conclusion that Weber considered ultimate values and their subsequent political values to be subjectively determined. For instance, in "Between Two Laws" Weber writes that certain communities are able to provide the conditions for not only such "bourgeois" values as citizenship and true democracy, "but also much more intimate and yet eternal values, including artistic ones." 20 The language that Weber uses to characterize these two types of values leads to the interpretation that he held them to be a subjective matter. Regarding the first set of values, labeling them "bourgeois" brings to light their contingent nature: They are the product of a class, a strata. Regarding the second set, the labels "intimate" and "eternal" clearly set them apart from any objective foundation. An "intimate" value is by definition personal, an opinion. Further: It carries the connotation of emotion, of mystification. Likewise with "eternal."
Longer essays may also contain an introductory page that defines words and phrases of the essay's topic. Most academic institutions require that all substantial facts, quotations, and other porting material in an essay be referenced in a bibliography or works cited page at the end of the text. This scholarly convention helps others (whether teachers or fellow scholars) to understand the basis of facts and quotations the author uses to support the essay's argument and helps readers evaluate to what extent the argument is supported by evidence, and to evaluate the quality of that evidence. The academic essay tests the student's ability to present their thoughts in an organized way and is designed to test their intellectual capabilities.
Is it possible that everything one is, does, and experiences is a function of the brain, just as Emily Dickinson suggested nearly one hundred and fifty years ago? Could it be that one is who one is because of what one's brain is? And that becoming something different means changing the brain? If so, what are the implications of this? Do we lose something, or is the brain actually big enough, as Dickinson suggested, to contain everything? If so, what might we be able to do that has never before been possible? What are the risks, the gains, the new landscapes which would be opened to explore? The exhibits and materials collected here are intended to make it possible for you to share some of the kinds of experiences which suggest that indeed the nervous system may be the heart of the matter and to think about the implications and the new questions this raises. Your thoughts are welcome in the on-line forum for the general topic of brain and behavior, as well as in the forums associated with the pages/exhibits linked below. " What the empirical evidence tells is that, far from being meaningless, we are, individually and collectively, equipped not only to appreciate meaning but, even more importantly, to continually conceive and revise it. The evidence suggests that to be human is to be a meaning maker, individually and collectively. "