Monday, March 29, 2010
DAY 34 Epistemology Intro
Seminars on Metaphysics will be tomorrow and Wednesday, each group is moved forward one day. Q & A are due at the end of today so that I know everyone is ready for the seminars.
DAY 33 March 26 Extra Day
I'm at home sick today so you have an extra day to complete your seminar questions / answers and to catch up on any missing work.
All dates and seminars are pushed forward one day to accommodate this extra day.
All dates and seminars are pushed forward one day to accommodate this extra day.
Friday, March 12, 2010
DAY 29 to DAY 32 March 22 - 25 Epistemology
While I'm away in the Alps until Friday, you should get to work on completing your Q & A for Monday/Tuesday seminars. In addition you can work on the new Introduction to Epistemology stuff as follows:
Introduction to Epistemology
EPISTEMOLOGY is the area of Philosophy that deals with the study of knowledge: how we know things, what knowledge is, reliability of evidence, sources of evidence, how we acquire knowledge, sensory information and direct vs. indirect evidence.
UNIT EXPECTATIONS
By the end of this unit you will be able to:
• identify the main questions, concepts, and theories of epistemology
• evaluate the strengths and weaknesses of the responses to some of the main questions of metaphysics defended by some major philosophers and schools of epistemology, and defend those responses
• demonstrate the relevance of epistemological questions and theories to everyday life
• illustrate how various epistemological theories apply to other subject areas
UNIT OVERVIEW
This unit introduces you to the fundamental questions of Epistemology and discusses many of the answers that epistemologists have developed. We will use the following chapters in your textbook:
Chapter 9, “Introducing Epistemology,” examines what epistemology is and provides a brief overview of the history of epistemology, then focuses on knowledge and knowing. It introduces rationalism and empiricism, discusses various conditions for knowing, and examines various kinds of knowledge.
Chapter 10, “Theories and Methods of Epistemology,” extends the discussion of knowledge and knowing by examining rationalism and empiricism in greater depth. It also introduces theories that to bridge the gap between rationalism and empiricism and summarizes contemporary thinking about knowledge.
Chapter 11, “Knowledge and Truth,” examines the links between truth and knowledge and investigates some of the difficulties of defining truth.
Step 1: Go to Epistemology Intro. Please read this page and take notes on what you think are the most important parts. This will provide you with a good framework of topics, theories and "isms" for Epistemology.
Step 2: Add to your note above or make a new one by "doing" and then commenting on your own illusions in this Optical Illusions and Acquiring Knowledge sheet.
Step 3: Using p. 196, Question 1 as a guide, read and take notes on Chapter 9 of the text.
Step 4: Watch this short Bill Nye video on YouTube.
You will end up taking notes on all three of the chapters listed above so if you can, start note-taking this week.
Introduction to Epistemology
EPISTEMOLOGY is the area of Philosophy that deals with the study of knowledge: how we know things, what knowledge is, reliability of evidence, sources of evidence, how we acquire knowledge, sensory information and direct vs. indirect evidence.
UNIT EXPECTATIONS
By the end of this unit you will be able to:
• identify the main questions, concepts, and theories of epistemology
• evaluate the strengths and weaknesses of the responses to some of the main questions of metaphysics defended by some major philosophers and schools of epistemology, and defend those responses
• demonstrate the relevance of epistemological questions and theories to everyday life
• illustrate how various epistemological theories apply to other subject areas
UNIT OVERVIEW
This unit introduces you to the fundamental questions of Epistemology and discusses many of the answers that epistemologists have developed. We will use the following chapters in your textbook:
Chapter 9, “Introducing Epistemology,” examines what epistemology is and provides a brief overview of the history of epistemology, then focuses on knowledge and knowing. It introduces rationalism and empiricism, discusses various conditions for knowing, and examines various kinds of knowledge.
Chapter 10, “Theories and Methods of Epistemology,” extends the discussion of knowledge and knowing by examining rationalism and empiricism in greater depth. It also introduces theories that to bridge the gap between rationalism and empiricism and summarizes contemporary thinking about knowledge.
Chapter 11, “Knowledge and Truth,” examines the links between truth and knowledge and investigates some of the difficulties of defining truth.
Step 1: Go to Epistemology Intro. Please read this page and take notes on what you think are the most important parts. This will provide you with a good framework of topics, theories and "isms" for Epistemology.
Step 2: Add to your note above or make a new one by "doing" and then commenting on your own illusions in this Optical Illusions and Acquiring Knowledge sheet.
Step 3: Using p. 196, Question 1 as a guide, read and take notes on Chapter 9 of the text.
Step 4: Watch this short Bill Nye video on YouTube.
You will end up taking notes on all three of the chapters listed above so if you can, start note-taking this week.
DAY 28 Mar 12 Seminar Prep and Fun
We spent some time discussing what's expected of you when you return from March Break and then we played a little trivia for fun!
Thursday, March 11, 2010
DAY 27 Mar 11 Seminar Prep
Today is a day to continue prepping for the seminars - we looked at the 5 Proofs of God reading by Aquinas and then you had time for creating your Q & A in preparation for the seminar.
Because of the timelines we're working under (March Break, Alps Trip), the schedule will be as follows:
All Q & A are due on Friday, March 26, BEGINNING of class.
Seminar 1 - Monday, March 30 Raven, Emily, Sophie, Hayley, Sam, Kara, Jessica
Seminar 2 - Tuesday, March 31 Kalsey, Tia, Danny, Sean, Carli, Jeff
Because of the timelines we're working under (March Break, Alps Trip), the schedule will be as follows:
All Q & A are due on Friday, March 26, BEGINNING of class.
Seminar 1 - Monday, March 30 Raven, Emily, Sophie, Hayley, Sam, Kara, Jessica
Seminar 2 - Tuesday, March 31 Kalsey, Tia, Danny, Sean, Carli, Jeff
Wednesday, March 10, 2010
Tuesday, March 9, 2010
DAY 25 Mar 9 Seminar Prep Begins
Today we'll start prepping for our first seminar. We sat as a group and spent 20 minutes on each of the three primary source documents giving everyone the opportunity to take notes to help get you started in your understanding of each document.
In this course we explore the ideas of many Western and non-Western thinkers who have influenced modern thought, social structures and law and punishment.
An important way to learn about these thinkers is to read their ideas, stories, diary entries etc. (primary source documents) to gain a further understanding of their point of view during their time period and then to examine how that point of view has changed or adapted through the years. Seminars are an important part of university studies so to help prepare you for that you will be part of a group that discusses the main ideas and philosophies from the writings - we'll do this in a round-table discussion in class.
---------------
1. Read each document, and take notes on the main ideas presented in them.
2. Think of other areas of human life (law and order, education, health care, environment, politics etc.) where these ideas are used. Pair the main ideas of the writer with these societal links.
3. Write six (6) questions (two for each document). In one of the two questions per document base the question on a quote from the reading. For the other question, make a societal link.
eg: In Plato's Allegory of the Cave, Plato writes, "Those prisoners are like ourselves. The prisoners see nothing of themselves or each other except for the shadows each one's body casts on the back wall of the cave. Similarly, they see nothing of the objects behind them, except for their shadows moving on the wall." In this quote Plato is explaining to the reader that freedom of thought and vision is lacking in the lives of the prisoners. How does this lack of freedom control the prisoners and what does Plato believe determines their lack of actions?
eg: The prisoners is Plato's Allegory of the Cave are bound by physical chains. These chains keep them together, and yet deny them any kind of interaction. How does the high school education system in Ontario achieve the same goals, albeit without the actual use of chains?
4. Write an answer for each of your questions. Use the vocabulary, ideas and philosophers from the unit to fully and articulately answer your questions at the Grade 12 University level.
5. Participate in a seminar. In this format I will moderate and you will participate. This is much like an informal debate or an intense discussion. Someone will start by asking one of their questions and then you will answer, debate or object to their point of view. You will be marked not on the number of your formal questions that you ask, but on your ability to answer and debate the questions of your peers.
The marking scheme will be based on the following:
Evaluation
Preprepared Questions for the seminar
Thinking: /20
Questions are comprehensive, thorough, challenging /10
Responses are thorough, discuss several different possibilities /10
Knowledge /10
Links to modern thought, social structures and law and punishment
are clear, precise and have justifiable examples /10
Mark During Seminar Discussion
Communication /20
Ability to participate with clear responses to questions /10
Expansion of given ideas and creative societal links clearly explained, justified /10
Application /10
Precise, justified and creative contributions made, explaining the significance
of the articles, and your interpretation of them /10
In this course we explore the ideas of many Western and non-Western thinkers who have influenced modern thought, social structures and law and punishment.
An important way to learn about these thinkers is to read their ideas, stories, diary entries etc. (primary source documents) to gain a further understanding of their point of view during their time period and then to examine how that point of view has changed or adapted through the years. Seminars are an important part of university studies so to help prepare you for that you will be part of a group that discusses the main ideas and philosophies from the writings - we'll do this in a round-table discussion in class.
---------------
1. Read each document, and take notes on the main ideas presented in them.
2. Think of other areas of human life (law and order, education, health care, environment, politics etc.) where these ideas are used. Pair the main ideas of the writer with these societal links.
3. Write six (6) questions (two for each document). In one of the two questions per document base the question on a quote from the reading. For the other question, make a societal link.
eg: In Plato's Allegory of the Cave, Plato writes, "Those prisoners are like ourselves. The prisoners see nothing of themselves or each other except for the shadows each one's body casts on the back wall of the cave. Similarly, they see nothing of the objects behind them, except for their shadows moving on the wall." In this quote Plato is explaining to the reader that freedom of thought and vision is lacking in the lives of the prisoners. How does this lack of freedom control the prisoners and what does Plato believe determines their lack of actions?
eg: The prisoners is Plato's Allegory of the Cave are bound by physical chains. These chains keep them together, and yet deny them any kind of interaction. How does the high school education system in Ontario achieve the same goals, albeit without the actual use of chains?
4. Write an answer for each of your questions. Use the vocabulary, ideas and philosophers from the unit to fully and articulately answer your questions at the Grade 12 University level.
5. Participate in a seminar. In this format I will moderate and you will participate. This is much like an informal debate or an intense discussion. Someone will start by asking one of their questions and then you will answer, debate or object to their point of view. You will be marked not on the number of your formal questions that you ask, but on your ability to answer and debate the questions of your peers.
The marking scheme will be based on the following:
Evaluation
Preprepared Questions for the seminar
Thinking: /20
Questions are comprehensive, thorough, challenging /10
Responses are thorough, discuss several different possibilities /10
Knowledge /10
Links to modern thought, social structures and law and punishment
are clear, precise and have justifiable examples /10
Mark During Seminar Discussion
Communication /20
Ability to participate with clear responses to questions /10
Expansion of given ideas and creative societal links clearly explained, justified /10
Application /10
Precise, justified and creative contributions made, explaining the significance
of the articles, and your interpretation of them /10
Monday, March 8, 2010
DAY 24 Mar 8 Peer Edit ALFQ
This is your day to peer edit your ALFQ project - many of you did, others worked on ALFQ because it wasn't quite ready for peer editing.
Tomorrow we'll start getting ready for seminars.
Tomorrow we'll start getting ready for seminars.
Friday, March 5, 2010
DAY 23 Mar 5 ALFQs Last Day to Work on It
This is the last day to work on this project in class. I'm here to help clarify. It's due Monday. See previous posts for the assignment and for other information about it.
Thursday, March 4, 2010
DAY 22 Mar 4 ALFQs Further Work
We spent the first 2/3 of class offering ideas to each other. Each of you spent some time explaining to the rest of the class a clear connection that you have made between your book and an idea or thinker in Metaphysics.
For example, Dan explained how Elie is a Nihilist. Cam explained the theory of Determinism in the The Shack.
This was a powerful way for everyone to articulate understanding of various concepts in Metaphysics.
Then you spent some time with further reading and study of your books.
For example, Dan explained how Elie is a Nihilist. Cam explained the theory of Determinism in the The Shack.
This was a powerful way for everyone to articulate understanding of various concepts in Metaphysics.
Then you spent some time with further reading and study of your books.
DAY 21 Mar 3 ALFQs
This was a day to continue working on your project in class - please see previous posts for the assignments.
DAY 20 Mar 2 Life Is Beautiful
We finished watching the film today and then discussed several possible questions that arise in the movie.
Here are links to Life is Beautiful Questions and to Life is Beautiful Quotes to help your thinking.
Here are links to Life is Beautiful Questions and to Life is Beautiful Quotes to help your thinking.
Monday, March 1, 2010
DAY 19 Mar 1 Life is Beautiful
Continuing with your work on the Answering Life's Fundamental Questions project, today is a day to watch Life is Beautiful with English Subtitles. See the last couple of posts for information on the project.
Subscribe to:
Posts (Atom)