Blog 17: The Last Blog of the Semester

May 26, 2013

"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

"One whose knowledge is confined to books and whose wealth is in the possession of others, can use neither his knowledge nor wealth when the need for them arises." -Chanakya

"By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest." -Confucius

"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

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!

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.

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!)

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.

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.

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.

                 -- Fyodor Dostoevsky, 1821-81