Blog 33: Due Dec. 21 by Midnight
(You will not have a blog over the break. I know this makes you sad...)
THIS BLOG HAS TWO PARTS--PLEASE DO BOTH for full credit:
1. Watch either the TedTalk embedded above, OR one from this playlist:
http://www.ted.com/playlists/14/are_you_there_god.html
or this one, by Benedictine Monk David Steindl-Rast (heavy accent, beware!)
http://www.ted.com/talks/david_steindl_rast_want_to_be_happy_be_grateful.html
First, tell me which one you watched. Then, write about it reflectively: what is familiar to you about it, what is foreign? What do you agree or disagree with, on an individual basis. What does this talk tell you about a more global perspective and understanding? Was there anything that was new to you? A concept, a way of looking at things, or a piece of information about a religion/spirituality/belief different from yours?
2. We are steeped in a holiday season. Whether you see the holidays as a mass-market money-making scheme, as a reason to gather family together, or as a time of celebration and reflection of religious tradition, it is a time when those in the areas of the world influenced heavily by Judaism and Christianity give one another gifts. Ralph Waldo Emerson wrote a lengthy essay about gifts in which he talks about the graciousness and gratefulness he feels when given a gift, be it something he can hold in his hands, or something he can hold in his heart. Hopefully, it's the latter that makes you truly humbled.
In thinking about gifts, try to answer this question: what is the greatest gift that you have been given? (This gift can be tangible, intangible, for any reason or for a specific reason, it can be symbolic/metaphoric...think about something you are grateful to have!) Why was it such an amazing gift? Who gave it to you? What gives this gift meaning for you? How did you or do you show your gratefulness for this gift?
Sunday, December 15, 2013
Sunday, December 8, 2013
Blog 32: Art and the other Areas
Blog 32: Due Dec 14 by Midnight.
This week, we will be looking at various pieces of visual art; certainly not all of the visual art there is--not even close!--but you will have the opportunity to exercise your inner aesthetic philosopher. As we do, it's important that you are able to contemplate how art can inform your other Ways/Areas of knowing.
The TedTalk this week is really engaging and witty. It dives into how leaders can use arts and aesthetic philosophy to be effective in leadership and effective problem solvers by applying the creativity necessary in art. Towards the end of the week, we will begin our venture into religion and spirituality. I think this is an apt place to really dive in an look at how art seeps into so much of what we know or attempt to know.
Please pick one of the following below to respond to this week:
1) One of the things that John Maeda says in his talk is that you aren't supposed to know what is going on in art; in fact, if you have no idea, than you're "doing it right." He said the purpose of art is to ask questions (can you see why I love this talk?!). Pick a piece of art that you are familiar with. You may need to provide a link or a description. Then, focus on the questions it asks its audience. What does it ask you, the individual? What does it ask the collective?
2) As we move into religion and spirituality, what is your opinion on art or creative endeavors that are commissioned, or at the very least, motivated by religion? Do you believe that art commissioned by religious leaders still fulfills your own personal standards for what qualifies as art?
3) Flipping the coin: whether you are an artist or a member of the audience, is there a spiritual experience at work when you view/hear/read a great work or a moving piece? Many have compared seeing the Russian Ballet, a performance of the opera Aida, listening to a great symphony, or viewing Michelangelo's Pieta to being in the presence of something greater than human beings. How would you explain this? Have you had this experience? Can you describe aptly through language what it was like?
This week, we will be looking at various pieces of visual art; certainly not all of the visual art there is--not even close!--but you will have the opportunity to exercise your inner aesthetic philosopher. As we do, it's important that you are able to contemplate how art can inform your other Ways/Areas of knowing.
The TedTalk this week is really engaging and witty. It dives into how leaders can use arts and aesthetic philosophy to be effective in leadership and effective problem solvers by applying the creativity necessary in art. Towards the end of the week, we will begin our venture into religion and spirituality. I think this is an apt place to really dive in an look at how art seeps into so much of what we know or attempt to know.
Please pick one of the following below to respond to this week:
1) One of the things that John Maeda says in his talk is that you aren't supposed to know what is going on in art; in fact, if you have no idea, than you're "doing it right." He said the purpose of art is to ask questions (can you see why I love this talk?!). Pick a piece of art that you are familiar with. You may need to provide a link or a description. Then, focus on the questions it asks its audience. What does it ask you, the individual? What does it ask the collective?
2) As we move into religion and spirituality, what is your opinion on art or creative endeavors that are commissioned, or at the very least, motivated by religion? Do you believe that art commissioned by religious leaders still fulfills your own personal standards for what qualifies as art?
3) Flipping the coin: whether you are an artist or a member of the audience, is there a spiritual experience at work when you view/hear/read a great work or a moving piece? Many have compared seeing the Russian Ballet, a performance of the opera Aida, listening to a great symphony, or viewing Michelangelo's Pieta to being in the presence of something greater than human beings. How would you explain this? Have you had this experience? Can you describe aptly through language what it was like?
Sunday, December 1, 2013
Blog 31: Endangered Art
Due: Saturday, Dec. 7 by Midnight
The TedTalk will be relevant to your responses in this week's blog, so you will want to watch it. It's about 13 minutes long.
We have been talking a lot about the purpose, the value, and the motivation of art. What we haven't talked much about yet is, while human beings are perhaps the only beings driven to create in the arts, we are also capable of destroying these endeavors. To many, the arts and aesthetics are seen as frivolous, wasteful of time and energy, and nothing but entertainment. Ben Cameron (in the TedTalk) references the internet as one potential thing that stands in the way of people accessing the live performing arts, while others could argue that the internet provides a way for more people to be exposed to the performing arts.Your answer will come in two parts:
2. Sixty years ago, a trip to an art gallery, a ballet, a symphony, a play/musical/opera, or being given a classic book of poetry or literature was considered a decadence (or at least a great move on a date!). While Ben Cameron says that the live performing arts are competing with the internet, discuss other 'roadblocks' that you see standing between the average 15-25 year old and their exposure to art (of any kind). Or perhaps you don't see much of a decline--if so, what (perhaps) could cause one?
The TedTalk will be relevant to your responses in this week's blog, so you will want to watch it. It's about 13 minutes long.
We have been talking a lot about the purpose, the value, and the motivation of art. What we haven't talked much about yet is, while human beings are perhaps the only beings driven to create in the arts, we are also capable of destroying these endeavors. To many, the arts and aesthetics are seen as frivolous, wasteful of time and energy, and nothing but entertainment. Ben Cameron (in the TedTalk) references the internet as one potential thing that stands in the way of people accessing the live performing arts, while others could argue that the internet provides a way for more people to be exposed to the performing arts.Your answer will come in two parts:
Choose one of these:
1. The arts (performing arts, industrial arts, visual arts, etc) are constantly being threatened as a way to cut budgets in public schools (K-12). Advocates say that students can access the arts in their communities and that school time should be used strictly for core academic subjects. Make a case for or against this movement.2. Sixty years ago, a trip to an art gallery, a ballet, a symphony, a play/musical/opera, or being given a classic book of poetry or literature was considered a decadence (or at least a great move on a date!). While Ben Cameron says that the live performing arts are competing with the internet, discuss other 'roadblocks' that you see standing between the average 15-25 year old and their exposure to art (of any kind). Or perhaps you don't see much of a decline--if so, what (perhaps) could cause one?
AND Everyone respond to this:
What has been your best experience in your life thus far with being a purveyor (audience member) of performing arts? Perhaps you visited a big city where you saw a world famous production; perhaps you sat in a church somewhere and listened to Handel's Messiah one Christmas; perhaps you saw a mime performing in Paris, or maybe a play at our very own MCT that moved you). Why was this experience memorable? Do you see yourself as an adult who seeks out experiences in the performing arts?
Sunday, November 24, 2013
Blog 30: Culture, Beauty, Art
Due Saturday, November 30th by Midnight
Choose one from below to answer.
1. In response to the TedTalk above, is art the only area of knowledge in which one can go through various reincarnations as "creator", or do you find that this is a trait in other areas of knowing? How does changing the way one self-expresses over a lifetime get us closer or further away from truth?
2 What knowledge of art can be gained by focusing attention on its social, cultural, or historical context? To what extent to power relationships determine what or whose art is valued? Is all art essentially a product of a particular place/time? Is art understood more fully by emphasizing what all cultures have in common rather than by stressing what is unique to each?
3. If art has the power to influence how people think, does this mean it should be controlled? Should art be politically censored? If a monetary value is placed on art, who should determine that value? (example: the open market? The artist? The audience? The government? Explain!)
4. In all the various art forms--literature, poetry, sculpture, painting, photography, dance, theater, music--there are common threads. What, to you, are some of these common threads? What are your "aesthetic standards" when it comes to the giant body that is the Arts? And finally, do you believe works of art in any/all of the categories above are static and maintain their meaning over time, or are they fluid and change their meaning? What is the use of art that constantly shifts in meaning and art that remains static in its meaning?
5. Explore: "Art is a lie that makes us realize the truth--at least the truth that is given us to understand." --Pablo Picasso
6. Explore: "Good writers define reality; bad ones merely restate it." --Edward Albee
7. Explore: "The essential function of art is moral." --DH Lawrence
Choose one from below to answer.
1. In response to the TedTalk above, is art the only area of knowledge in which one can go through various reincarnations as "creator", or do you find that this is a trait in other areas of knowing? How does changing the way one self-expresses over a lifetime get us closer or further away from truth?
2 What knowledge of art can be gained by focusing attention on its social, cultural, or historical context? To what extent to power relationships determine what or whose art is valued? Is all art essentially a product of a particular place/time? Is art understood more fully by emphasizing what all cultures have in common rather than by stressing what is unique to each?
3. If art has the power to influence how people think, does this mean it should be controlled? Should art be politically censored? If a monetary value is placed on art, who should determine that value? (example: the open market? The artist? The audience? The government? Explain!)
4. In all the various art forms--literature, poetry, sculpture, painting, photography, dance, theater, music--there are common threads. What, to you, are some of these common threads? What are your "aesthetic standards" when it comes to the giant body that is the Arts? And finally, do you believe works of art in any/all of the categories above are static and maintain their meaning over time, or are they fluid and change their meaning? What is the use of art that constantly shifts in meaning and art that remains static in its meaning?
5. Explore: "Art is a lie that makes us realize the truth--at least the truth that is given us to understand." --Pablo Picasso
6. Explore: "Good writers define reality; bad ones merely restate it." --Edward Albee
7. Explore: "The essential function of art is moral." --DH Lawrence
Sunday, November 17, 2013
Blog 29: Stumbling Upon Art
Blog 29: Due Nov. 23 by Midnight
American Beauty--Plastic bag scene: http://www.youtube.com/watch?v=Qssvnjj5Moo
Objects of beauty come to us from all corners of our worlds. Sometimes, all it takes is slowing down and recognizing that something we normally walk by, barely notice, or are used to is actually aesthetic in its own way. Alexa Meade discovered her art form by noticing shadows (TedTalk above). In the youtube clip above, a plastic bag floating in the wind becomes a hypnotically rare piece of art through the lens of a video camera. This is what is referred to as 'found art'.
1. Describe something out of what we ordinarily label as "art", that you have noticed as aesthetically pleasing--try to describe in as much detail as you can so that by reading your post, we can easily understand why this object, moment, sound, sight, etc caught your artist's eye.
2. Is 'found art' really art? If there is not motivation behind it (as you posted about last week), or if there is not a human instigator creating it or setting it into motion for the purpose of art, does it qualify? Explain.
American Beauty--Plastic bag scene: http://www.youtube.com/watch?v=Qssvnjj5Moo
Objects of beauty come to us from all corners of our worlds. Sometimes, all it takes is slowing down and recognizing that something we normally walk by, barely notice, or are used to is actually aesthetic in its own way. Alexa Meade discovered her art form by noticing shadows (TedTalk above). In the youtube clip above, a plastic bag floating in the wind becomes a hypnotically rare piece of art through the lens of a video camera. This is what is referred to as 'found art'.
1. Describe something out of what we ordinarily label as "art", that you have noticed as aesthetically pleasing--try to describe in as much detail as you can so that by reading your post, we can easily understand why this object, moment, sound, sight, etc caught your artist's eye.
2. Is 'found art' really art? If there is not motivation behind it (as you posted about last week), or if there is not a human instigator creating it or setting it into motion for the purpose of art, does it qualify? Explain.
Sunday, November 10, 2013
Blog 28: Art in Exile
Blog 27: Due November 16, 2013 by Midnight
More information on exiled artists: http://www.ac-grenoble.fr/comenius/berges/Documents/France/Travaux/Italie/ExiledArtisit.pdf
Essay: "Imaginary Homelands" by Salman Rushdie http://philosophy.ucsc.edu/news-events/colloquia-conferences/Rushdie1992ImaginaryHomelands.pdf
In the above Essay, Rushdie explores the meaning of "Home" from the point of view of someone who was forced away from the place he called Home. He uses this platform to philosophically contemplate that which we tie ourselves to and the reasons, sometimes worthy and sometimes not, for untying ourselves. It is a short read--I highly recommend. (Hemingway wrote of his craft as a "moveable feast", one that he could do from anywhere in the world--he could gorge himself on his artworks. It makes me wonder, do many artists feel this way? As though they 'trick' those in power by taking their platform with them, even in exile?)
This week, we barely brushed the very controversial surface of the purpose of art, the motivators of art, and why we create. For this week's blog, I want you think about the motivator of art being a voice for the silenced. Many artists, once their art is made public, are seen as threats to the government, to the state of "calm" (or control) perceived by those with power, or as a threat to power. Perhaps this is why the marginalized are not the ones recording History.
Pablo Picasso (painter, Spain), Salman Rushdie (Essayist/Novelist, India), Shirin Neshat (Photographer/artist see TedTalk above, Iran), Azar Nafisi (novelist Reading Lolita in Tehran), Eugene Ionesco (writer), and many, many others have been forced away from their homelands due to the art they create. The question we want to ask them: Was it worth it? Was being able speak through your art worth being kept from 'home'?
We can't help but think that there must be another reason motivating these artists to produce this kind of art--but what is that motivation?
In your response ruminate on the concept of artists in exile. Feel free to find an example if you like, or just write in general:
More information on exiled artists: http://www.ac-grenoble.fr/comenius/berges/Documents/France/Travaux/Italie/ExiledArtisit.pdf
Essay: "Imaginary Homelands" by Salman Rushdie http://philosophy.ucsc.edu/news-events/colloquia-conferences/Rushdie1992ImaginaryHomelands.pdf
In the above Essay, Rushdie explores the meaning of "Home" from the point of view of someone who was forced away from the place he called Home. He uses this platform to philosophically contemplate that which we tie ourselves to and the reasons, sometimes worthy and sometimes not, for untying ourselves. It is a short read--I highly recommend. (Hemingway wrote of his craft as a "moveable feast", one that he could do from anywhere in the world--he could gorge himself on his artworks. It makes me wonder, do many artists feel this way? As though they 'trick' those in power by taking their platform with them, even in exile?)
This week, we barely brushed the very controversial surface of the purpose of art, the motivators of art, and why we create. For this week's blog, I want you think about the motivator of art being a voice for the silenced. Many artists, once their art is made public, are seen as threats to the government, to the state of "calm" (or control) perceived by those with power, or as a threat to power. Perhaps this is why the marginalized are not the ones recording History.
Pablo Picasso (painter, Spain), Salman Rushdie (Essayist/Novelist, India), Shirin Neshat (Photographer/artist see TedTalk above, Iran), Azar Nafisi (novelist Reading Lolita in Tehran), Eugene Ionesco (writer), and many, many others have been forced away from their homelands due to the art they create. The question we want to ask them: Was it worth it? Was being able speak through your art worth being kept from 'home'?
We can't help but think that there must be another reason motivating these artists to produce this kind of art--but what is that motivation?
In your response ruminate on the concept of artists in exile. Feel free to find an example if you like, or just write in general:
- What is their motivation?
- Why do they create art despite the horrifying consequences?
- Is the art they produce more/less important than the art someone who isn't faced with such consequences made?
- What work does this kind of art do in the making of meaning? How does it contribute to the collective/individual knowledge spheres?
- What truths, if any, does this kind of art hold?
Sunday, November 3, 2013
Blog 27: Moving from History to Art
Blog 27: Due November 9, 2013 by Midnight
The TedTalk above is kind of a fun transition from History to Art, as areas of knowledge; although, many would argue that there is no transition to be made--they are limbs of the same tree--but, as we are seeing, we could say that about every area of knowledge!
There is certainly a connection between Art and History that is special, it cannot be denied. Many of you wrote about Artists in the last blog as having a great influence upon history.
Remember, as we begin to talk about Art as an area of knowledge this week, that we include: literature, poetry, painting, sculpture, photography, film, dance/movement, theater, music/lyrics, etc. Try to think beyond the canvas, so to speak, when contemplating Art.
Question Options: Choose one of these
1. If you could spend a day with any artist, living or deceased, who would it be and what would you ask him or her?
2. Do you think archaeologically discovered artifacts, such as clay pots and hieroglyphics, belong in a Museum of Art or a Museum of History? Explain or answer.
3. What makes art..."Art"? What gives a piece of art credibility and how does one differentiate between "good" and "bad" art? (Don't simply quote your textbook...I'm curious what you think!)
4. Some argue that Art, creativity, and the ability to express ourselves for no other reason than to be creative, is what ultimately separates human beings from the rest of the mammals. Do you agree or disagree with this?
The TedTalk above is kind of a fun transition from History to Art, as areas of knowledge; although, many would argue that there is no transition to be made--they are limbs of the same tree--but, as we are seeing, we could say that about every area of knowledge!
There is certainly a connection between Art and History that is special, it cannot be denied. Many of you wrote about Artists in the last blog as having a great influence upon history.
Remember, as we begin to talk about Art as an area of knowledge this week, that we include: literature, poetry, painting, sculpture, photography, film, dance/movement, theater, music/lyrics, etc. Try to think beyond the canvas, so to speak, when contemplating Art.
Question Options: Choose one of these
1. If you could spend a day with any artist, living or deceased, who would it be and what would you ask him or her?
2. Do you think archaeologically discovered artifacts, such as clay pots and hieroglyphics, belong in a Museum of Art or a Museum of History? Explain or answer.
3. What makes art..."Art"? What gives a piece of art credibility and how does one differentiate between "good" and "bad" art? (Don't simply quote your textbook...I'm curious what you think!)
4. Some argue that Art, creativity, and the ability to express ourselves for no other reason than to be creative, is what ultimately separates human beings from the rest of the mammals. Do you agree or disagree with this?
AND (everyone answers this)
What is your preferred mode of creativity? Notice, I'm not asking you what you are best at doing...I'm asking what you like to do as a creative outlet. What is your most creative time of day?
Sunday, October 27, 2013
Blog 26: The Areas of History are the Areas of Knowledge
Blog 26: DUE November 2 by Midnight
I have to say, the items that you all chose to go in the time capsule (which would have to be the size of a warehouse!) were really thoughtful and creative! Although, I can't imagine opening a capsule in which Matt, two polar bears, an otter, a car, a few barrels of oil and helium, and a cell from every animal greet me at the door! I also loved the personal twist a lot of you put on your items and the ways in which you saw your items impacting the future, helping them understand the past. Well done, everyone!
For this week's blog, I want you to think about how history has been impacted by other ways of knowing--how this area, more so than the others in many cases--simply demands contributions from each area of knowledge.
As a reminder, the Areas of Knowledge are: Natural Sciences, Mathematics, Human Sciences, Ethics, History, Arts, Religion/Spirituality.
Prompt: First, think of a specific event/person that has had an impact on the course of history in one of these areas. What contribution or detraction did this person/event make in this area? What was forever changed as a result of this event/person in this area? What evidence do we have in present day of this event/person? Was/is there holes in the certainty of this person's/event's contribution? Is there any controversy surrounding it? Does that controversy add or detract from our historical knowledge in that area?
I have to say, the items that you all chose to go in the time capsule (which would have to be the size of a warehouse!) were really thoughtful and creative! Although, I can't imagine opening a capsule in which Matt, two polar bears, an otter, a car, a few barrels of oil and helium, and a cell from every animal greet me at the door! I also loved the personal twist a lot of you put on your items and the ways in which you saw your items impacting the future, helping them understand the past. Well done, everyone!
For this week's blog, I want you to think about how history has been impacted by other ways of knowing--how this area, more so than the others in many cases--simply demands contributions from each area of knowledge.
As a reminder, the Areas of Knowledge are: Natural Sciences, Mathematics, Human Sciences, Ethics, History, Arts, Religion/Spirituality.
Prompt: First, think of a specific event/person that has had an impact on the course of history in one of these areas. What contribution or detraction did this person/event make in this area? What was forever changed as a result of this event/person in this area? What evidence do we have in present day of this event/person? Was/is there holes in the certainty of this person's/event's contribution? Is there any controversy surrounding it? Does that controversy add or detract from our historical knowledge in that area?
Sunday, October 20, 2013
Blog 25: History and Knowledge...is there anything new?
Blog 25: Due Oct. 26th by Midnight
When considering how one gains knowledge or seeks for "truth" in history, many things must be taken into consideration. We will be looking at all of these questions throughout the upcoming weeks--
When considering how one gains knowledge or seeks for "truth" in history, many things must be taken into consideration. We will be looking at all of these questions throughout the upcoming weeks--
- Does the part of the world you live in determine which histories are important for you to know?
- Do the ideals of a society or culture determine which histories are considered valid or invalid?
- How does one determine what "truth" means in historical studies if, indeed, relativism so often impacts the version of history portrayed?
- Is it possible to really have a "global history" that everyone agrees on?
- Do you think that the history you have learned in school thus far has prepared you for life in the greater world, or is history a subject of continues study and exposure?
- Why should we care about what has already happened? Shouldn't we be concerned with the future, with progress, and with moving forward? Are the two intertwined?
For this blog, we are going to build a TOK time capsule. Your task is to choose 3-5 items (you cannot post an item that someone before you has posted!) that you would put in a time-capsule, to be opened in 200 years from now. Not only must you choose which items to include, you must include an explanation as to why each of these items should go into the capsule. What do the items tell a future generation about the history we are creating today?
You are welcome, as always, to respond to the TedTalk or to a question above as well, but everyone needs to respond to the Time Capsule question as well. Good luck!
You are welcome, as always, to respond to the TedTalk or to a question above as well, but everyone needs to respond to the Time Capsule question as well. Good luck!
Sunday, October 13, 2013
Blog 24: Ethics in a shrinking world
DUE: Saturday, Oct. 20, 2013
This week we will spend some time talking about ethics on a global scale. The question we will ask is, "Is there an ethical code or ethical 'rules' we can apply to every person in every situation and location?" Part of the idea of global ethics is how we create and how we communicate in our world--and this has been altered significantly and quickly over the last 20 years. Our world is small and getting smaller--In 1985, to talk to someone in China, I could either write a letter and mail it, or I could make a rather expensive long distance call. This morning, I read my best friend's daughter a bedtime story as she drifted off to sleep in a suburb of Hong Kong, using an iPad and FaceTime, I got to see her smile as the hungry caterpillar ate his way through all those strawberries. Imagine what will come of our lifetimes!
We are entering an era in which young people on the cusp of college and career need to think quickly, with their heads and their hearts, and one in which global ethics may rise to an importance that we have yet to experience. Unfortunately, we are also submerged in an era where money and power are often the two primary driving forces behind change, progress (if we can call it that), and divisiveness.
A Ring of Gyges would be quite nice, I think! (And you all thought that JRR Tolkien came up with that concept!) And in many ways, technology does allow us to be invisible; during last year's "Hellgate Confessions" Facebook rampage, many people found freedom in the supposed anonymity of their posts--we saw both positive and negative sides of that. As you watch this TedTalk and ponder the questions below, really consider how ethics and the changing world need to interact in order to turn our world into one you want to be part of.
--As we discussed with Natural Sciences and Human Sciences, create a list of Ethical Rules that should apply to the use of technology. If it helps, you can narrow your list down to something like "media" or "social media" or "software creation", etc. Also, explain why these rules are important and what impact they would have on our world.
--Often, people fear that the influx of technology in our world will have two very negative affects:
(1) People will spend less time with one another; we will become/are becoming isolationists and antisocial. (Read Ray Bradbury's very short story "The Pedestrian" by clicking here--Bradbury could see the future!) and
(2) The demographic chasm between those who can afford the technology and those who can't will widen greatly creating an entirely new "Third World". This will leave those with money driving change and those without dragging behind.
To what extent to you agree or disagree with these claims? What do you suggest as possible counterclaims or solutions to these two concerns?
*In both of these cases, try to link your answers to real life situations.
Also, Hailey suggested this youtube video as a connection to ethics and money--possibly appropriate to draw on for some ideas!
http://youtu.be/3MxRIn-C4zU
This week we will spend some time talking about ethics on a global scale. The question we will ask is, "Is there an ethical code or ethical 'rules' we can apply to every person in every situation and location?" Part of the idea of global ethics is how we create and how we communicate in our world--and this has been altered significantly and quickly over the last 20 years. Our world is small and getting smaller--In 1985, to talk to someone in China, I could either write a letter and mail it, or I could make a rather expensive long distance call. This morning, I read my best friend's daughter a bedtime story as she drifted off to sleep in a suburb of Hong Kong, using an iPad and FaceTime, I got to see her smile as the hungry caterpillar ate his way through all those strawberries. Imagine what will come of our lifetimes!
We are entering an era in which young people on the cusp of college and career need to think quickly, with their heads and their hearts, and one in which global ethics may rise to an importance that we have yet to experience. Unfortunately, we are also submerged in an era where money and power are often the two primary driving forces behind change, progress (if we can call it that), and divisiveness.
A Ring of Gyges would be quite nice, I think! (And you all thought that JRR Tolkien came up with that concept!) And in many ways, technology does allow us to be invisible; during last year's "Hellgate Confessions" Facebook rampage, many people found freedom in the supposed anonymity of their posts--we saw both positive and negative sides of that. As you watch this TedTalk and ponder the questions below, really consider how ethics and the changing world need to interact in order to turn our world into one you want to be part of.
--As we discussed with Natural Sciences and Human Sciences, create a list of Ethical Rules that should apply to the use of technology. If it helps, you can narrow your list down to something like "media" or "social media" or "software creation", etc. Also, explain why these rules are important and what impact they would have on our world.
--Often, people fear that the influx of technology in our world will have two very negative affects:
(1) People will spend less time with one another; we will become/are becoming isolationists and antisocial. (Read Ray Bradbury's very short story "The Pedestrian" by clicking here--Bradbury could see the future!) and
(2) The demographic chasm between those who can afford the technology and those who can't will widen greatly creating an entirely new "Third World". This will leave those with money driving change and those without dragging behind.
To what extent to you agree or disagree with these claims? What do you suggest as possible counterclaims or solutions to these two concerns?
*In both of these cases, try to link your answers to real life situations.
Also, Hailey suggested this youtube video as a connection to ethics and money--possibly appropriate to draw on for some ideas!
http://youtu.be/3MxRIn-C4zU
Monday, October 7, 2013
Blog 23: The Ring of Gyges
Due: Saturday Oct. 12 by Midnight
The Ring of Gyges
from Plato, Republic 359d-360c
- Glaucon disagrees with Socrates and insists that justice and virtue are not in fact desirable in and of themselves. In support of his claim, Glaucon offers the following story which suggests that the only reason people act morally is that they lack the power to behave otherwise. Take away the fear of punishment, and the "just" and the "unjust" person will both behave in the same way: unjustly, immorally.
Now the shepherds met together, according to custom, that they might send their monthly report about the flocks to the king; into their assembly he came having the ring on his finger, and as he was sitting among them he chanced to turn the collet of the ring inside his hand, when instantly he became invisible to the rest of the company and they began to speak of him as if he were no longer present. He was astonished at this, and again touching the ring he turned the collet outwards and reappeared; he made several trials of the ring, and always with the same result-when he turned the collet inwards he became invisible, when outwards he reappeared. Whereupon he contrived to be chosen one of the messengers who were sent to the court; where as soon as he arrived he seduced the queen, and with her help conspired against the king and slew him, and took the kingdom.
Suppose now that there were two such magic rings, and the just put on one of them and the unjust the other; no man can be imagined to be of such an iron nature that he would stand fast in justice. No man would keep his hands off what was not his own when he could safely take what he liked out of the market, or go into houses and lie with any one at his pleasure, or kill or release from prison whom he would, and in all respects be like a God among men. Then the actions of the just would be as the actions of the unjust; they would both come at last to the same point. And this we may truly affirm to be a great proof that a man is just, not willingly or because he thinks that justice is any good to him individually, but of necessity, for wherever any one thinks that he can safely be unjust, there he is unjust. For all men believe in their hearts that injustice is far more profitable to the individual than justice, and he who argues as I have been supposing, will say that they are right.
If you could imagine any one obtaining this power of becoming invisible, and never doing any wrong or touching what was another's, he would be thought by the lookers-on to be a most wretched idiot, although they would praise him to one another's faces, and keep up appearances with one another from a fear that they too might suffer injustice.
- Imagine for a moment that you were in possession of such a ring. How would you use it? If you had a perfect guarantee that you would never be caught or punished, what would you do?
Sunday, September 29, 2013
Blog 22 Ethics: Hypothetical vs. Real Life
Blog 22: Hypothetical and Real Life Ethics
DUE: Oct. 5 by midnight
"Ethics is knowing the difference between what you have the right to do and what is right to do." Potter Stewart
Behaving ethically is one thing; putting a stop to unethical behavior in others is entirely another. In fact, it is the stuff of timeless literature, film, autobiography, and school curriculum! (Think Rosa Parks, Forrest Gump, etc). Doing what is right by putting a stop to something that is wrong creates heroes.
I think to some level we would all like to believe that in the face of grave unethical behavior, we would all be able to put a stop for it. Start a Revolution! Be the Hero! Hypothetically speaking...
Easier said than done.
It's one thing to talk about it, it's another thing to actually do it.
These are things that we could say about hypothetical ethics. If an person was stealing and you saw them, would you do something about it? If you witnessed the mistreatment of a pet by its owner, would you be able to put a stop to it? If a Hellgate under-classman was being bullied by a senior, would you be willing to say something to the senior? Hypothetically, I hope you would all say yes, but when the rubber meets the road, many of us are paralyzed or turn a blind eye.
Why? What are we intimidated by? Or rather, are we okay with the status quo? Do we not want to meddle in someone else's affairs? Is it none of our business? Can the pendulum of, "Not my problem" swing too far in our society so that people simply get away with unethical behavior? What stops the people in the clip from What Would You Do? What motivates those who speak up to speak up? Are some of us simply wired to do one or the other?
A few of you pointed out in your last blog responses that the reason you believe we do the 'right' thing is because of two reasons: (1) What we get out of it (be it a pat on the back or a cash reward) and (2) That we do not receive punishment. So then, I would ask, do we not put a stop to unethical behavior because we get neither of these things? Are ethics so very relative that we don't want to impress what we believe to be ethical onto someone else?
What do you think? What would you do? Be honest!
DUE: Oct. 5 by midnight
"Ethics is knowing the difference between what you have the right to do and what is right to do." Potter Stewart
Behaving ethically is one thing; putting a stop to unethical behavior in others is entirely another. In fact, it is the stuff of timeless literature, film, autobiography, and school curriculum! (Think Rosa Parks, Forrest Gump, etc). Doing what is right by putting a stop to something that is wrong creates heroes.
I think to some level we would all like to believe that in the face of grave unethical behavior, we would all be able to put a stop for it. Start a Revolution! Be the Hero! Hypothetically speaking...
Easier said than done.
It's one thing to talk about it, it's another thing to actually do it.
These are things that we could say about hypothetical ethics. If an person was stealing and you saw them, would you do something about it? If you witnessed the mistreatment of a pet by its owner, would you be able to put a stop to it? If a Hellgate under-classman was being bullied by a senior, would you be willing to say something to the senior? Hypothetically, I hope you would all say yes, but when the rubber meets the road, many of us are paralyzed or turn a blind eye.
Why? What are we intimidated by? Or rather, are we okay with the status quo? Do we not want to meddle in someone else's affairs? Is it none of our business? Can the pendulum of, "Not my problem" swing too far in our society so that people simply get away with unethical behavior? What stops the people in the clip from What Would You Do? What motivates those who speak up to speak up? Are some of us simply wired to do one or the other?
A few of you pointed out in your last blog responses that the reason you believe we do the 'right' thing is because of two reasons: (1) What we get out of it (be it a pat on the back or a cash reward) and (2) That we do not receive punishment. So then, I would ask, do we not put a stop to unethical behavior because we get neither of these things? Are ethics so very relative that we don't want to impress what we believe to be ethical onto someone else?
What do you think? What would you do? Be honest!
Sunday, September 22, 2013
Blog 21: Wading the murky waters of ethics
Blog 21: Due Saturday, Sept. 28 by Midnight
The TedTalk above is really very interesting; alongside the example of politics, Haidt takes the audience into the world of ethical "teams", moral relativism, and several other concepts in a way that is applicable to class this week.
"Sunlight is the best disinfectant."--Louis Brandeis
"In law a man is guilty when he violates the rights of others; in ethics, he is guilty if he only thinks of doing so." Immanuel Kant
"That's a central part of philosophy, of ethics. What do I owe to strangers? What do I owe to my family? What is it to live a good life? Those are questions which we face as individuals." Peter Singer
The TedTalk above is really very interesting; alongside the example of politics, Haidt takes the audience into the world of ethical "teams", moral relativism, and several other concepts in a way that is applicable to class this week.
"Sunlight is the best disinfectant."--Louis Brandeis
"In law a man is guilty when he violates the rights of others; in ethics, he is guilty if he only thinks of doing so." Immanuel Kant
"That's a central part of philosophy, of ethics. What do I owe to strangers? What do I owe to my family? What is it to live a good life? Those are questions which we face as individuals." Peter Singer
As we begin sifting through ethics as an area (or rather, philosophy) of knowledge, think about all of the varied sources we have for our ethical values and our moral actions (or rather, immoral actions!). What is our goal in behaving ethically? What motivates ethical behavior? We don't necessarily receive a material benefit for doing the right thing--treat someone kindly, get a token? It doesn't work that way. However, as we will learn this week...it might be closer than you think.
We've talked about the ethical standards that we believe should apply to the Natural Sciences and the Human Sciences. You were all able to come up with some definite ideas of what should and should not be allowed when researching, experimenting, and reporting out in these fields. You felt strongly about ideas of right and wrong when it came to these two fields. But where did you begin in order to arrive there? What elements go into your judgment of what is right and what is wrong?
Finally, I would like you to think about the human race as a kind of metaphorical 'family.' In this family, are there core values that you believe to be inherent in human beings? If possible, try to list a few that you think exist, even in the slightest or varied form. If you can't think of any, make a short list of core values that you believe should exist in this human family, exactly as you did for the sciences.
Sunday, September 15, 2013
Blog 20: Psychology and the Human Sciences
Blog 20: DUE Saturday, Sept. 21 by Midnight.
In your last blog responses, most of you referred in some way to the idea of human beings being isolated within the walls of their own, often limited, frameworks of understanding the world. This idea is applicable to people all over the world, as the speaker of the TedTalk made clear. We base our understanding of other places and people on very limited (often controlled) exposure--snippets of news or other media, snapshots that capture seconds instead of entire lifetimes. Is there a way out of this isolation?
I would argue that, yes, there is and it involves something that all of you actively pursue in your daily lives, and will continue to pursue for the next few years: your education. Trite and cliche as it may sound, taking your education by the proverbial horns, instead of just letting it be something you have to do or are expected to do, will open so many doors and knock down so many walls that leave many as blind as Plato's puppets for their entire lives. Embracing the possibilities that exposure, learning, questioning, and inquiring can provide, however uncomfortable will make you one of the few who base your conclusions (however brief they might actually be conclusive) on more than just what you are fed.
This is the last of the Human Sciences blogs before we launch into Ethics. As a student of the world, we've talked about the importance of also being a student of yourself. When I asked you about your human sciences profile, many of you had a hard time saying who you were psychologically--perhaps because the breadth and depth of your own psychological make-up is more expansive than we often realize. After the Myers Briggs test, we know part of our preferences, but how far does that take us?
In this blog, you can either respond to the TedTalk, or some/all of the questions below:
In our country, psychology is a lucrative profession and many people visit a psychologist, psychiatrist, therapist, etc, on a regular basis. Is this a symptom of our affluence--that we are able to spend money on learning about ourselves? Does it signify how advanced and enlightened we are? Do other countries consider "knowing thyself" as a pathway to happiness?
There are some times in our lives that we can actually sense our psychology shifting or changing. Often, this is in the wake of something significant happening in our lives. Sometimes you know beforehand that you will never again be the same; sometimes it's only in hindsight that you realize such a change has occurred. Write about (either in general or in specific reference to something you've experienced) this psychological growth (or regression). Use examples. How do changes like this contribute to the collective knowledge and wisdom? Or...is this purely gains in personal knowledge?
In your last blog responses, most of you referred in some way to the idea of human beings being isolated within the walls of their own, often limited, frameworks of understanding the world. This idea is applicable to people all over the world, as the speaker of the TedTalk made clear. We base our understanding of other places and people on very limited (often controlled) exposure--snippets of news or other media, snapshots that capture seconds instead of entire lifetimes. Is there a way out of this isolation?
I would argue that, yes, there is and it involves something that all of you actively pursue in your daily lives, and will continue to pursue for the next few years: your education. Trite and cliche as it may sound, taking your education by the proverbial horns, instead of just letting it be something you have to do or are expected to do, will open so many doors and knock down so many walls that leave many as blind as Plato's puppets for their entire lives. Embracing the possibilities that exposure, learning, questioning, and inquiring can provide, however uncomfortable will make you one of the few who base your conclusions (however brief they might actually be conclusive) on more than just what you are fed.
This is the last of the Human Sciences blogs before we launch into Ethics. As a student of the world, we've talked about the importance of also being a student of yourself. When I asked you about your human sciences profile, many of you had a hard time saying who you were psychologically--perhaps because the breadth and depth of your own psychological make-up is more expansive than we often realize. After the Myers Briggs test, we know part of our preferences, but how far does that take us?
In this blog, you can either respond to the TedTalk, or some/all of the questions below:
In our country, psychology is a lucrative profession and many people visit a psychologist, psychiatrist, therapist, etc, on a regular basis. Is this a symptom of our affluence--that we are able to spend money on learning about ourselves? Does it signify how advanced and enlightened we are? Do other countries consider "knowing thyself" as a pathway to happiness?
There are some times in our lives that we can actually sense our psychology shifting or changing. Often, this is in the wake of something significant happening in our lives. Sometimes you know beforehand that you will never again be the same; sometimes it's only in hindsight that you realize such a change has occurred. Write about (either in general or in specific reference to something you've experienced) this psychological growth (or regression). Use examples. How do changes like this contribute to the collective knowledge and wisdom? Or...is this purely gains in personal knowledge?
Monday, September 9, 2013
Blog 19: The Paradox of Cartography, Revisited
Blog 19
DUE: Saturday, September 14, 2013 by Midnight
First, let me say how much I loved all of your responses to Blog 18. You are all reflective and articulate and I love how each of you sheds light on different ideas. It was so interesting to read about how you all relate to collective and personal knowledge differently and also how much you all value self-awareness, but how it is something at which you continue to work (we all do, trust me!) However, you were able to write so well about these things and bring up ideas I'd never considered. Thank you! I am a lucky teacher to learn so much from you!
Now, for this week's blog:
Early in your TOK experience, we talked about the Paradox of Cartography. Among the points that are important to recall are the following:
-There is no such thing as a perfect map
-There is no such thing as a flawlessly accurate map
-There are different ways of looking at a map (which way is up? what country or territory is at center?)
-Maps must constantly change due to many variables: changes in power, borders, boundary, or geographical landscape.
-And most importantly, in its entirety, the Paradox of Cartography and all of the points in this list are metaphors for knowledge, concepts, ideas, frameworks, and paradigms.
It's mind-blowing! Right?
Think specifically about the Human Sciences we've discussed briefly in class (anthropology, sociology, psychology, economics, etc). Extend this metaphor to one of these sub-categories of the Human Sciences by bringing our attention to an example in which the Paradox of Cartography applies. Does it help or hinder this area of the soft-sciences? Is it broadly applicable or just to your specific example? How can a metaphor like this (and trust me, the Human Sciences is chalk-full of metaphors!!) help us comprehend something conceptually abstract in the Human Sciences? Think about R. Abel's Man is the Measure and his explanation of Verstehen. Does this metaphor apply even to this broadly applicable philosophy?
DUE: Saturday, September 14, 2013 by Midnight
First, let me say how much I loved all of your responses to Blog 18. You are all reflective and articulate and I love how each of you sheds light on different ideas. It was so interesting to read about how you all relate to collective and personal knowledge differently and also how much you all value self-awareness, but how it is something at which you continue to work (we all do, trust me!) However, you were able to write so well about these things and bring up ideas I'd never considered. Thank you! I am a lucky teacher to learn so much from you!
Now, for this week's blog:
Early in your TOK experience, we talked about the Paradox of Cartography. Among the points that are important to recall are the following:
-There is no such thing as a perfect map
-There is no such thing as a flawlessly accurate map
-There are different ways of looking at a map (which way is up? what country or territory is at center?)
-Maps must constantly change due to many variables: changes in power, borders, boundary, or geographical landscape.
-And most importantly, in its entirety, the Paradox of Cartography and all of the points in this list are metaphors for knowledge, concepts, ideas, frameworks, and paradigms.
It's mind-blowing! Right?
Think specifically about the Human Sciences we've discussed briefly in class (anthropology, sociology, psychology, economics, etc). Extend this metaphor to one of these sub-categories of the Human Sciences by bringing our attention to an example in which the Paradox of Cartography applies. Does it help or hinder this area of the soft-sciences? Is it broadly applicable or just to your specific example? How can a metaphor like this (and trust me, the Human Sciences is chalk-full of metaphors!!) help us comprehend something conceptually abstract in the Human Sciences? Think about R. Abel's Man is the Measure and his explanation of Verstehen. Does this metaphor apply even to this broadly applicable philosophy?
Thursday, September 5, 2013
Blog 18: Human Sciences and Knowledge
Blog 18: Due Sunday, Sept. 8 by midnight.
The TEDtalk above by Margaret Heffernan delves into many aspects of the human sciences: free will, regret, collective knowledge, and shared vs. unshared values. If you watch it and feel like commenting, please do so! Please also respond to the prompt below.
“Know then thyself, presume not God to scan/The proper study
of mankind is man.” –Alexander Pope
“We make our own surroundings and then they make us.”
–Winston Churchill
We began talking this week about how our own personalities
and our own way of being in the world
contribute the ways in which we gain both personal and collective
knowledge. In this week’s blog, discuss
how being self-aware is an important piece of the knowledge puzzle. How do you relate to other knowers? Do you
ever feel like you connect to or contribute to collective knowledge in a way
that is different or unique from others? If so, try to explain. Also, discuss whether you think (in terms of
Human Sciences) whether collective or personal knowledge is more valuable. Feel
free to work in one of the quotes above or something you wrote about in your
comp book for this unit.
Monday, May 27, 2013
Blog 17: The Last Blog of the Semester
May 26, 2013
Reminders:
Pick one of the quotations below and connect it to an experience, conversation, or train of thought you've had during TOK this semester. How did your definitions of knowledge, wisdom, answers, ignorance, and truth change or grow? What do you see as your current role in a community of "knowers"? In your opinion, what is the point in exploring the ideas, concepts and questions we've explored this year? And finally, what have you learned (if anything!) in ToK this semester.
"Knowledge is knowing that we cannot know." -Ralph Waldo Emerson
"The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind." --Khalil Gibran
Reminders:
- Your comp book is due May 31. I will hand these back before you leave for the summer.
- Summer reading: choose a text from the list or one you've run by me and read it, with TOK in mind. Keep a reading log so in the fall you are well-equipped to share with your peers.
Pick one of the quotations below and connect it to an experience, conversation, or train of thought you've had during TOK this semester. How did your definitions of knowledge, wisdom, answers, ignorance, and truth change or grow? What do you see as your current role in a community of "knowers"? In your opinion, what is the point in exploring the ideas, concepts and questions we've explored this year? And finally, what have you learned (if anything!) in ToK this semester.
"Knowledge is knowing that we cannot know." -Ralph Waldo Emerson
"Knowledge is an unending adventure at the edge of uncertainty." -Jacob Bronowski
"There are many kinds of eyes, and consequently, there are many kinds of truths, and consequently there is no truth." - Friedrich Nietzsche
Sunday, May 19, 2013
Blog 16: TOK Presentation--exemplars and planning
May 19-May 25
Below you will find some examples of TOK presentations recommended by other TOK teachers as exemplars. They are not without flaws, by any means. Also, some teachers have their students pre-record their presentations, then simply show them in class--this will not be the case for us. However, within each of these presentations, you can clearly identify the real-life situation, the knowledge issues, the ways/areas of knowing addressed, the implications, problems of knowledge, and counterclaims. Do keep in mind that your time frame will be limited, and I will take that into account when grading. Do a very thorough job on your formal outline so that, if indeed you do leave something out, I can see that you did not entirely ignore it. Please meet with me if you would like to brainstorm or if you have questions.
*Remember that a minimum of 24 hours before your presentation, you must meet with me for approval of your TOK planning document. However, I am willing to sign off on those earlier if you are ready!
(This one we watched in class earlier in the year)--http://www.youtube.com/watch?v=sL_2lN_5jlM
Other examples:
http://www.youtube.com/watch?v=yAZZ7oDvL8w
http://www.youtube.com/watch?v=dGaBYnPtWzk
http://www.youtube.com/watch?v=AlUIB_hEH5M
http://www.youtube.com/watch?v=BgAkEc9ZLlc
http://www.youtube.com/watch?v=wZuISBROQLM
For this blog-post, please briefly discuss the following in regards to your Semester 1 Final for TOK. This will not only ensure that no one steals your topic, but it will also give others the chance to help you!:
1. What real-life situation in the maths or sciences do you plan to address?
2. Why did you choose this topic?
3. Give one example of a knowledge issue that (at this point) you plan to address in your presentation.
4. What areas and ways of knowing play a part in this topic?
5. What are some of the problems of knowledge you've discovered so far?
6. Is there any help, direction, or ideas that your peers or Ms. Frizzell could help you with? Ask here!! You are in a class of people with rich and varied knowledge!
Sunday, May 12, 2013
Blog 15: Controversial Science
May 12-May 18
The debate above is one we've heard in some context before: climate change and its causes (or in some cases, its very existence).
Despite a reputation for being one of the areas of knowing that arrives nearest to "truth", it is often that very truth that becomes the topic of debate, ethical dilemma, or even matters of allegiance to a political party or religion. Sometimes, this stops science in its tracks.
For this week's blog, please respond to one of the following questions or the debate in the video (or a combination of both).
1. Is scientific progress ever "bad"? If so, explain and provide examples. If you don't believe so, explain why you think so.
2. If you were able to answer one "Why" or "How" question using a scientific experiment, without any ethical or moral repercussions, what question would you want to answer? Why? How would you have to go about answering this question?
3. Considering that many scientific processes, experiments, and samplings carry with them ethical dilemmas, what kinds of boundaries or parameters do you believe should be placed on the sciences? Worded in another way, what "rules" do you think scientists should have to follow when it comes to scientific progress? If you believe that progress is most important above all other implications, explain why you believe so.
The debate above is one we've heard in some context before: climate change and its causes (or in some cases, its very existence).
Despite a reputation for being one of the areas of knowing that arrives nearest to "truth", it is often that very truth that becomes the topic of debate, ethical dilemma, or even matters of allegiance to a political party or religion. Sometimes, this stops science in its tracks.
For this week's blog, please respond to one of the following questions or the debate in the video (or a combination of both).
1. Is scientific progress ever "bad"? If so, explain and provide examples. If you don't believe so, explain why you think so.
2. If you were able to answer one "Why" or "How" question using a scientific experiment, without any ethical or moral repercussions, what question would you want to answer? Why? How would you have to go about answering this question?
3. Considering that many scientific processes, experiments, and samplings carry with them ethical dilemmas, what kinds of boundaries or parameters do you believe should be placed on the sciences? Worded in another way, what "rules" do you think scientists should have to follow when it comes to scientific progress? If you believe that progress is most important above all other implications, explain why you believe so.
Sunday, May 5, 2013
Blog 14: Mathematics, magic, a metaphors
May 5-May 11
The video above is actually quite entertaining, and amazing! It also might contribute more to the discussion of pure vs. applied mathematics.
This week's blog requires you to do a little bit of searching...but you won't have to search for long. Please respond to the two prompts below:
a.) Find a piece of current news (newspaper, magazine, online source) in which something mathematical is referenced. Share the title of the piece, the publication, the publication date, the mathematics that are used and why you believe this publication/writer chose to use these mathematics. (For example, was it to convince or persuade? Was it to validate evidence or provide proof? Was it to back up "facts"? etc). Was the use of mathematics in this article spelled out for the readers or did it leave room for inference? Was the purpose of the use of mathematics successful, do you think?
b.) This week we are going to be talking about mathematics as metaphors for abstract concepts. Specifically, we will be talking about Euclidian geometry as a metaphor for many, many things. Brainstorm some ideas as to what you think Euclidian geometry (or any maths you choose) could stand for, metaphorically speaking. (It may help to think of sayings, lines of songs, or even poetry!)
The video above is actually quite entertaining, and amazing! It also might contribute more to the discussion of pure vs. applied mathematics.
This week's blog requires you to do a little bit of searching...but you won't have to search for long. Please respond to the two prompts below:
a.) Find a piece of current news (newspaper, magazine, online source) in which something mathematical is referenced. Share the title of the piece, the publication, the publication date, the mathematics that are used and why you believe this publication/writer chose to use these mathematics. (For example, was it to convince or persuade? Was it to validate evidence or provide proof? Was it to back up "facts"? etc). Was the use of mathematics in this article spelled out for the readers or did it leave room for inference? Was the purpose of the use of mathematics successful, do you think?
b.) This week we are going to be talking about mathematics as metaphors for abstract concepts. Specifically, we will be talking about Euclidian geometry as a metaphor for many, many things. Brainstorm some ideas as to what you think Euclidian geometry (or any maths you choose) could stand for, metaphorically speaking. (It may help to think of sayings, lines of songs, or even poetry!)
Sunday, April 28, 2013
Blog 13: I found math at the bottom of the tub...
April 28-May 4
Mathematics is an easy step to make from reason and logic, at least, at first glance. We don't often think of it this way, but mathematics is often thought of as the most abstract of the Areas of Knowing...simply because we primarily discuss, learn, and discover mathematics in metaphors called "equations."
One of the things we will be talking about over the next couple of weeks is the question: Is mathematics a a reflection of reality or do we apply mathematics to our reality? Galileo argued that nature was the first mathematician, as mathematics can be found nearly everywhere in nature.
The video above (only 9 minutes long!!) is an example of mathematics being found not only in nature, but in human beings in the form of the golden ratio. Is there really a mathematical equations to how attractive people are?! Does that link back to survival and Darwin's ideas of why we love who we love? Can these things possibly be connected?
For the blog this week:
1. Watch the video and comment on your thoughts regarding it.
2. Write about some unexpected places you've found mathematics recently, or with your ToK lens firmly in place. You can create a list or write about one place you found math in a little more depth.
3. Also, please answer one of the questions below--
a. Do you think mathematics is created or discovered? Explain.
b. Do you think there is such a thing as an inborn ability to think mathematically? Or is it a learned skill?
c. I think therefore I am, says Descartes. Is this a math equation? Perhaps a proof or theorem? Please explain your thinking.
Mathematics is an easy step to make from reason and logic, at least, at first glance. We don't often think of it this way, but mathematics is often thought of as the most abstract of the Areas of Knowing...simply because we primarily discuss, learn, and discover mathematics in metaphors called "equations."
One of the things we will be talking about over the next couple of weeks is the question: Is mathematics a a reflection of reality or do we apply mathematics to our reality? Galileo argued that nature was the first mathematician, as mathematics can be found nearly everywhere in nature.
The video above (only 9 minutes long!!) is an example of mathematics being found not only in nature, but in human beings in the form of the golden ratio. Is there really a mathematical equations to how attractive people are?! Does that link back to survival and Darwin's ideas of why we love who we love? Can these things possibly be connected?
For the blog this week:
1. Watch the video and comment on your thoughts regarding it.
2. Write about some unexpected places you've found mathematics recently, or with your ToK lens firmly in place. You can create a list or write about one place you found math in a little more depth.
3. Also, please answer one of the questions below--
a. Do you think mathematics is created or discovered? Explain.
b. Do you think there is such a thing as an inborn ability to think mathematically? Or is it a learned skill?
c. I think therefore I am, says Descartes. Is this a math equation? Perhaps a proof or theorem? Please explain your thinking.
Sunday, April 21, 2013
Blog 12: For every rhyme a reason...
April 21-April 27
For this blog-post, please read, then respond to EITHER 1 OR 2 OR 3 OR 4, AND 5:
1) Is there a time when you've applied reason and logic to a topic about which you were 'on the fence' and/or changed your mind about after using reason and logic? What was the topic or issue and what path did you take to changing your thinking about it? What topic/issue are you writing about for your paper?
OR
2) Is there an instance you can think of when you purposely ignored reason and logic? OR, is there a time when ignoring reason and logic is a good idea/more productive than letting it seep into your knowledge of the world? Do you ever see people in positions of power ignoring reason/logic? Who?
OR
3) How much, in your opinion, do ethics contribute to reason and logic? Do you think ethics should stay out of reason and logic, or is that possible? Is "right" and "wrong" more of an ethical process or a logical one?
OR
4) Is there such a thing as truths that are "self evident"? If so, think of one that you believe is a good example. If not, then why would such phrasing exist, especially in places such as the Declaration of Independence? Also, is there such a thing as 'free will'? Can you come up with an example that fits in a syllogism?
AND
5) Since we are nearing the end of the WAYS of KNOWING, spend some time thinking about how you know in the world. If you were to put the Ways of Knowing in order of how you personally utilize them in your knowledge of the world, what would be first, second, third, and fourth? A simple list will do, but if you feel explanation is necessary, you're welcome to add it.
For this blog-post, please read, then respond to EITHER 1 OR 2 OR 3 OR 4, AND 5:
1) Is there a time when you've applied reason and logic to a topic about which you were 'on the fence' and/or changed your mind about after using reason and logic? What was the topic or issue and what path did you take to changing your thinking about it? What topic/issue are you writing about for your paper?
OR
2) Is there an instance you can think of when you purposely ignored reason and logic? OR, is there a time when ignoring reason and logic is a good idea/more productive than letting it seep into your knowledge of the world? Do you ever see people in positions of power ignoring reason/logic? Who?
OR
3) How much, in your opinion, do ethics contribute to reason and logic? Do you think ethics should stay out of reason and logic, or is that possible? Is "right" and "wrong" more of an ethical process or a logical one?
OR
4) Is there such a thing as truths that are "self evident"? If so, think of one that you believe is a good example. If not, then why would such phrasing exist, especially in places such as the Declaration of Independence? Also, is there such a thing as 'free will'? Can you come up with an example that fits in a syllogism?
AND
5) Since we are nearing the end of the WAYS of KNOWING, spend some time thinking about how you know in the world. If you were to put the Ways of Knowing in order of how you personally utilize them in your knowledge of the world, what would be first, second, third, and fourth? A simple list will do, but if you feel explanation is necessary, you're welcome to add it.
Sunday, April 14, 2013
Blog 11: Reason and Logic
April 14, 2013 (due April 20, 2013)
The responses from the last blog were really interesting to read! I especially liked the many and varied approaches to the video and to the poem--it goes to show how unique you all are in your interpretations of what is presented to you; let this be a reminder that everyone has a unique experience with different pieces of literature, media, stimulus, and conversation. Katy mentioned wanting to devote some class time to the Disney video and I truly hope that we can! I will try!
For this week's blog, please respond to one of the following (or the video, or someone else's comments):
1. “Lack of logic annoys. Too much logic is boring. Life escapes logic, and everything built on logic alone is artificial and limited. Therefore is a word that the poet must ignore, that exists only in the mind” (Andre Gide). To what extent do you agree?
2. Why are fallacious arguments often plausible and convincing? When, where, and by whom are they formulated? Are there circumstances under which the use of informal fallacies can be justified, for example, in public advertising campaigns aimed at persuading us to donate money for good causes?
3. What are the strengths and weaknesses of reason and logic in trying to have a logical debate, argument, or conversation with someone who is not educated in logic/reason? Where do you see the pitfalls of this interaction? Where do you see the advantages? What ways of knowing are present in this imaginary (or perhaps, much too real and recent!) interaction?
4. Man has such a predilection for systems and abstract deductions that he is ready to distort the truth intentionally, he is ready to deny the evidence of his senses only to justify his logic.
The responses from the last blog were really interesting to read! I especially liked the many and varied approaches to the video and to the poem--it goes to show how unique you all are in your interpretations of what is presented to you; let this be a reminder that everyone has a unique experience with different pieces of literature, media, stimulus, and conversation. Katy mentioned wanting to devote some class time to the Disney video and I truly hope that we can! I will try!
For this week's blog, please respond to one of the following (or the video, or someone else's comments):
1. “Lack of logic annoys. Too much logic is boring. Life escapes logic, and everything built on logic alone is artificial and limited. Therefore is a word that the poet must ignore, that exists only in the mind” (Andre Gide). To what extent do you agree?
2. Why are fallacious arguments often plausible and convincing? When, where, and by whom are they formulated? Are there circumstances under which the use of informal fallacies can be justified, for example, in public advertising campaigns aimed at persuading us to donate money for good causes?
3. What are the strengths and weaknesses of reason and logic in trying to have a logical debate, argument, or conversation with someone who is not educated in logic/reason? Where do you see the pitfalls of this interaction? Where do you see the advantages? What ways of knowing are present in this imaginary (or perhaps, much too real and recent!) interaction?
4. Man has such a predilection for systems and abstract deductions that he is ready to distort the truth intentionally, he is ready to deny the evidence of his senses only to justify his logic.
-- Fyodor Dostoevsky, 1821-81
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