Well, I completely forgot last week that we were not going to have more TOK loveliness this Thursday because of our Inset. Big BOO! And we are just about to get onto the best WOK of all...Perception!!! Well in lieu of that lesson, here's a nice little 1970s cartoon of the late, great Plato's Allegory of the Cave - perhaps the best explanation of why our sense perceptions are not the best to give us a picture of reality.
Don't you just love the narrator's voice...classic.
Blog homework for this week - Rank the 5 senses in order from most important to least and explain why you've ranked them in this order. Reflect on whether or not you think your #1 sense has always been the most important. Finally, ask your subject teachers which of the senses is most important in their line of work. Make a record of this in your blog - names of teachers do not need to be included, just subject areas.
TTFN
Monday, 23 November 2009
Thursday, 19 November 2009
Knowledge Issues
Ok kiddos, I think we ended on a sour note as you were definitely not buzzing after that lesson. The KI's are intimidating when you begin, but like I said in class, the more you practice with them, the more comfortable you'll start to feel. Just think, in a few weeks time, you will be recognising the KI in everything :-)
So on to your blog work...guess what...more KI! In your blogs, I'd like you to replicate the table we did in the lesson with the exam title you chose to plan. Work it up through the table to write what your KI is. I'd also like to make this a bit of a workshop homework, so please take a look at what each other has done, give some feedback in the comments bit below each other's posts.
TTFN
So on to your blog work...guess what...more KI! In your blogs, I'd like you to replicate the table we did in the lesson with the exam title you chose to plan. Work it up through the table to write what your KI is. I'd also like to make this a bit of a workshop homework, so please take a look at what each other has done, give some feedback in the comments bit below each other's posts.
TTFN
Friday, 13 November 2009
I can't stop thinking about being an observer...
I think it's because although we had a TOK day this week, I'm feeling a little lost without my regular Thursday fix of TOKkyness. So I've been searching the internet for the name of a book I used as an example in the break out session to illustrate some of the more complex ideas Mr. Fletcher brought up in the lecture. The book I mentioned is called Quarantine. I don't expect you all to rush out and buy or run to the library to get this book (we have one copy in our school library though if you wish to give it a go).
Its all about the idea of us controlling the universe as observers, until one day someone stops us...with an impenetrable shield. Human observations of the universe were reducing its diversity and potentiality (for instance, by rendering it uninhabitable to beings that relied on stars being something other than the enormous nuclear fusion-powered furnaces human astronomers have observed them to be). Hence it is suggested that the shield was constructed to prevent humanity from wreaking massive destruction on the rest of the universe through the process of mere observation.
So if the stars go out someday...we know what caused it :-) See you all next week.
Its all about the idea of us controlling the universe as observers, until one day someone stops us...with an impenetrable shield. Human observations of the universe were reducing its diversity and potentiality (for instance, by rendering it uninhabitable to beings that relied on stars being something other than the enormous nuclear fusion-powered furnaces human astronomers have observed them to be). Hence it is suggested that the shield was constructed to prevent humanity from wreaking massive destruction on the rest of the universe through the process of mere observation.
So if the stars go out someday...we know what caused it :-) See you all next week.
Tuesday, 10 November 2009
Wonderful TOK
Today was pretty awesome in terms of TOK, wasn't it kiddos? It was nice to get out of the classroom and get some well deserved brain entertainment. I thought it very cool to see the Multiverse drop in and it was really cool to get the idea that maybe the big bang was caused by a black hole in another universe...and as Gwen and Alex pointed out...does that mean that black holes in our universe create other universes?
Plus, it was nice to see that all you Beaumont babies were more than happy to let your voices be heard from the get go in the break out sessions - you made me proud!
Now, back to our normal TOKkyness. I do apologise that it wasn't very clear in last week's blog that you were just to blog the last four questions under the Bloggy Wog work, the rest was to be written into your actual paper notes, just like you would in our normal class sessions and to be discussed with each other/unsuspecting bystanders/confused strangers. But that's my fault for not being clear and not realising what absolutely wicked students you are to just go for an assignment, regardless of its length or difficulty.
You also need to be working on your presentations, which lucky you, you're going to have an extra week on. Again, I will not be in for our Thursday lesson. In case I haven't let you all know, I've not been very well and I have yet another doctor's appointment to figure out what's wrong with my particles :-) So...here's what I'd like you to do for me. From previous essay prescribed titles, I'd like you to pick one from the list that follows and write a plan for how you would tackle that particular question.
Titles:
1. To what extent is truth different in mathematics, the arts and ethics?
2. Examine the ways empirical evidence should be used to make progress in different areas of knowledge.
3. Discuss the strengths and limitations of quantitative and qualitative data in supporting knowledge claims in the human sciences and at least one other area of knowledge.
4. How can the different ways of knowing help us to distinguish between something that is true and something that is believed to be true?
5. “What separates science from all other human activities is its belief in the provisional nature of all conclusions” (Michael Shermer, www.edge.org). Critically evaluate this way of distinguishing the sciences from other areas of knowledge?
6. All knowledge claims should be open to rational criticism. On what grounds and to what extent would you agree with this assertion?
7. “We see and understand things not as they are but as we are.” Discuss this claim in relation to at least two ways of knowing.
8. “People need to believe that order can be glimpsed in the chaos of events" (adapted from John Gray, Heresies, 2004). In what ways and to what extent would you say this claim is relevant in at least two areas of knowledge?
9. Discuss the claim that some areas of knowledge are discovered and others are invented.
10. What similarities and differences are there between historical and scientific explanations?
What does your plan need to include?
1. Brief discussion of what you think of the title (your first impressions) - Is there anything about the vocabulary used that you think is important in addressing the question?
2. Outline of some ideas you would like to use to address the title - What is the logical way to address your question? What concrete examples would you use in this question?
3. A short (no more than 10 sources) bibliography of research you would use to address the question.
Additionally...Wikipedia articles were due last week, but as I wasn't in class and as I won't be in on Thursday, and we have so much to catch up on, we'll leave that for 3rd December. Your presentations are for next Thursday, 19th November and we'll do them during the 1st session.
Okee doke, that sounds like it is plenty to keep you going for the week as far as TOK goes. I want real focus to be on those essay titles, your presentations and WIKIPEDIA articles so no Blog work this week. You will also receive your marks for the blogs so far.
TTFN
Plus, it was nice to see that all you Beaumont babies were more than happy to let your voices be heard from the get go in the break out sessions - you made me proud!
Now, back to our normal TOKkyness. I do apologise that it wasn't very clear in last week's blog that you were just to blog the last four questions under the Bloggy Wog work, the rest was to be written into your actual paper notes, just like you would in our normal class sessions and to be discussed with each other/unsuspecting bystanders/confused strangers. But that's my fault for not being clear and not realising what absolutely wicked students you are to just go for an assignment, regardless of its length or difficulty.
You also need to be working on your presentations, which lucky you, you're going to have an extra week on. Again, I will not be in for our Thursday lesson. In case I haven't let you all know, I've not been very well and I have yet another doctor's appointment to figure out what's wrong with my particles :-) So...here's what I'd like you to do for me. From previous essay prescribed titles, I'd like you to pick one from the list that follows and write a plan for how you would tackle that particular question.
Titles:
1. To what extent is truth different in mathematics, the arts and ethics?
2. Examine the ways empirical evidence should be used to make progress in different areas of knowledge.
3. Discuss the strengths and limitations of quantitative and qualitative data in supporting knowledge claims in the human sciences and at least one other area of knowledge.
4. How can the different ways of knowing help us to distinguish between something that is true and something that is believed to be true?
5. “What separates science from all other human activities is its belief in the provisional nature of all conclusions” (Michael Shermer, www.edge.org). Critically evaluate this way of distinguishing the sciences from other areas of knowledge?
6. All knowledge claims should be open to rational criticism. On what grounds and to what extent would you agree with this assertion?
7. “We see and understand things not as they are but as we are.” Discuss this claim in relation to at least two ways of knowing.
8. “People need to believe that order can be glimpsed in the chaos of events" (adapted from John Gray, Heresies, 2004). In what ways and to what extent would you say this claim is relevant in at least two areas of knowledge?
9. Discuss the claim that some areas of knowledge are discovered and others are invented.
10. What similarities and differences are there between historical and scientific explanations?
What does your plan need to include?
1. Brief discussion of what you think of the title (your first impressions) - Is there anything about the vocabulary used that you think is important in addressing the question?
2. Outline of some ideas you would like to use to address the title - What is the logical way to address your question? What concrete examples would you use in this question?
3. A short (no more than 10 sources) bibliography of research you would use to address the question.
Additionally...Wikipedia articles were due last week, but as I wasn't in class and as I won't be in on Thursday, and we have so much to catch up on, we'll leave that for 3rd December. Your presentations are for next Thursday, 19th November and we'll do them during the 1st session.
Okee doke, that sounds like it is plenty to keep you going for the week as far as TOK goes. I want real focus to be on those essay titles, your presentations and WIKIPEDIA articles so no Blog work this week. You will also receive your marks for the blogs so far.
TTFN
Wednesday, 4 November 2009
Work for November 5th - Apologies for my absence kiddos...
Hey all my tokrophers,
Unfortunately we'll not be able to meet this Thursday morning, I know you're very disappointed :-) In lieu of our regular session, I've got a few tasks for you to complete before our meeting next week. And before I forget, will all those coming along on our happy trip on Tuesday next week be sure to read the articles you were given in preparation for the conference?
Ok...so here come the tasks. First, I want you to examine language and thought. Answer the following in your TOK notes and discuss with anyone you happen to come into contact with today (we're going to be Socrates on a Thursday):
Let's now think of technical languages. Can a doctor actually be competent before he learns the words associated with his profession? Could a mathematician solve complex problems without employing the symbolic language of algebra? Can two computer experts converse without “techie-speak”?
Now, I think we can all agree that our mental world is far richer than our vocabulary. Can you think of any feelings or thoughts for which there aren’t any words in your first language? If you are multilingual are there any words in one of your languages which do not exist in your other language?
Second task: Identify some mental concepts for which there should be words. Why is this difficult to do? What implications does this have for the relationship between language and thought?
So, to what extent does thought rely on language? To recap:
Linguistic Determinism: the view that our thought, and therefore our knowledge, is determined and limited by our language.
Linguistic Realism: the view that our language is determined by our needs and by the world we experience around us.
That would conclude things for our first session, Period 2. Now, let's get into some really subversive stuff :-)
Before I set you to your next task, I want you to ask yourself the following questions - think of it as a mental warm-up before you're set your next mental exercise.
Without a word, does a thing exist?
Did ‘road-rage’ happen before it was named?
Once the word was used and the act defined, did it become an accepted act?
Could this particular classification of violence be discussed without the creation of a name?
To eat meat do we kill animals, do we murder/butcher/slaughter or simply process them?
Now comes the time for your mind to sweat a bit...I'd now like you to read a few things on the internet to help us delve a bit further into Language's hold on our thoughts. First, please read the appendix from 1984.
Next, I'd like you to discuss the following with other Tokrophers:
What do these statements mean?
Globalisation; They are trying to destroy our way of life; The West; Weapons of mass Destruction
What is the difference between these words?
2) Do you like or dislike it?
3) Why do you like or dislike it?
You may not use any form of spoken or written language. You may, however, use up to five objects which you must bring with you.
During the presentation, the audience will not be allowed to ask questions. They will attempt to write down the answers to the three questions above.
It would be sensible to choose a food which is relatively simple to describe – most sensible would be one which you can bring as one of your five objects. Careful preparation and significant thought should go into choosing the objects and devising a way to communicate about them and the relationships between them. Without this the task will prove impossible.
And your bloggy-wog work for next Thursday:
Reflect on the following questions...
What is the role of language in creating and reinforcing social distinctions, such as class, ethnicity and gender?
What is the role of language in sustaining relationships of authority?
Can control of written language create or reinforce power?
How do the words we use to describe an idea affect our understanding of the world?
Well kiddos, that's all for now. I really apologise for not being in today, but it couldn't be avoided. I am looking forward to hearing how these tasks go over the next week and will see quite a few of you on Tuesday. TTFN
PS - If you haven't ever read 1984, I suggest grabbing yourself a very old, well worn in copy - can be found in most used books shops or from a quirky relative - and emersing yourself in Orwell's dystopian classic. I spent the better part of a walking trip through the French countryside during the summer of 2003 fretting over Winston and Julia's fates...I couldn't read and walk at the same time, so when forced to walk by my PE hubby and his PE fanatic family, I would fret...when given 15-20 minutes breaks, I would read!
Unfortunately we'll not be able to meet this Thursday morning, I know you're very disappointed :-) In lieu of our regular session, I've got a few tasks for you to complete before our meeting next week. And before I forget, will all those coming along on our happy trip on Tuesday next week be sure to read the articles you were given in preparation for the conference?
Ok...so here come the tasks. First, I want you to examine language and thought. Answer the following in your TOK notes and discuss with anyone you happen to come into contact with today (we're going to be Socrates on a Thursday):
- Can we think without language?
- Do people who speak different languages think differently about the world because of their langauge differences?
- If French is the language of love, what is English?
- In what language do you talk to your pets (if you have them...if not, random animals you may have encountered in your life???)
- “Speech is the representation of the experiences of the mind.” ARISTOTLE
- “Man lives with the world about him, principally, indeed exclusively, as language presents it.” WILHELM VON HUMBELDT
- “We see and think as we do, mostly because of our language community.” BENJAMIN WHORF
Let's now think of technical languages. Can a doctor actually be competent before he learns the words associated with his profession? Could a mathematician solve complex problems without employing the symbolic language of algebra? Can two computer experts converse without “techie-speak”?
Now, I think we can all agree that our mental world is far richer than our vocabulary. Can you think of any feelings or thoughts for which there aren’t any words in your first language? If you are multilingual are there any words in one of your languages which do not exist in your other language?
Second task: Identify some mental concepts for which there should be words. Why is this difficult to do? What implications does this have for the relationship between language and thought?
So, to what extent does thought rely on language? To recap:
Linguistic Determinism: the view that our thought, and therefore our knowledge, is determined and limited by our language.
Linguistic Realism: the view that our language is determined by our needs and by the world we experience around us.
That would conclude things for our first session, Period 2. Now, let's get into some really subversive stuff :-)
Before I set you to your next task, I want you to ask yourself the following questions - think of it as a mental warm-up before you're set your next mental exercise.
Without a word, does a thing exist?
Did ‘road-rage’ happen before it was named?
Once the word was used and the act defined, did it become an accepted act?
Could this particular classification of violence be discussed without the creation of a name?
To eat meat do we kill animals, do we murder/butcher/slaughter or simply process them?
Now comes the time for your mind to sweat a bit...I'd now like you to read a few things on the internet to help us delve a bit further into Language's hold on our thoughts. First, please read the appendix from 1984.
Next, I'd like you to discuss the following with other Tokrophers:
What do these statements mean?
Globalisation; They are trying to destroy our way of life; The West; Weapons of mass Destruction
What is the difference between these words?
Joy Riding - Death Riding
Plant - Factory
Self-Confident - Arrogant (Loughborough springs to mind :-))
Affirmative action - Racial discrimination
Dedicated - Fanatical
Revolution - Civil War
Collateral Damage - Civilian Deaths
World Community - World Order
Great, now...are you paranoid yet? Is Big Brother watching? Here's your homework for next Thursday:
You must make a presentation lasting one minute telling the class about either a food you particularly like or dislike, explaining:
1) What is the food?2) Do you like or dislike it?
3) Why do you like or dislike it?
You may not use any form of spoken or written language. You may, however, use up to five objects which you must bring with you.
During the presentation, the audience will not be allowed to ask questions. They will attempt to write down the answers to the three questions above.
It would be sensible to choose a food which is relatively simple to describe – most sensible would be one which you can bring as one of your five objects. Careful preparation and significant thought should go into choosing the objects and devising a way to communicate about them and the relationships between them. Without this the task will prove impossible.
And your bloggy-wog work for next Thursday:
Reflect on the following questions...
What is the role of language in creating and reinforcing social distinctions, such as class, ethnicity and gender?
What is the role of language in sustaining relationships of authority?
Can control of written language create or reinforce power?
How do the words we use to describe an idea affect our understanding of the world?
Well kiddos, that's all for now. I really apologise for not being in today, but it couldn't be avoided. I am looking forward to hearing how these tasks go over the next week and will see quite a few of you on Tuesday. TTFN
PS - If you haven't ever read 1984, I suggest grabbing yourself a very old, well worn in copy - can be found in most used books shops or from a quirky relative - and emersing yourself in Orwell's dystopian classic. I spent the better part of a walking trip through the French countryside during the summer of 2003 fretting over Winston and Julia's fates...I couldn't read and walk at the same time, so when forced to walk by my PE hubby and his PE fanatic family, I would fret...when given 15-20 minutes breaks, I would read!
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