Day 55: Learning Skills through Ethical Debates, Day 3

Group #3:

Presentation

Document

Day 54: Spring Grad Assembly

No class today because of the Spring Grad Assembly.
Group #3 will present their ethical question tomorrow.

Spring Grad Assembly
Rooms 201 & 202

Topics to be covered

• financing your education (OSAP presentation)
• scholarships
• college & university deadlines
• alternatives to college & university

 Also Updates on:

• Grad Breakfast, Friday June 17th
• Commencement 2011
• Community service hours & your diploma
• Completing your grad information sheets

Day 53: Learning Skills through Ethical Debates, Day 2

Great work from group #1, thanks for starting us off on the right track. Some of you need to make more of an effort to make a contribution to the class discussion today. Please remember that both the presenters and the participants will be assessed.

Group #2:
Presentation

Document 

*The Diving Bell and the Butterfly

Day 52: Learning Skills through Ethical Debates

I'm sorry I am not in class today ... but your presentations will go on!  Mr. Hallas and I have fully versed you in what we are looking for in terms of learning skills.  Please remember that both the presenters and the participants will be assessed today.  Look at the charts at the back of the room to remind yourself what we are looking for in the next 4 days.

Presentation

Document

Enjoy!

Day 51: “The only place where success comes before work is in the dictionary.”

1. Working in Lab, room 211

2. Presentations begin Tuesday

3. Order of groups to present will be determined today

Day 50: Your Burning Ethical Question

1.  What did you see in our presentations?
- burning eithical question
- pictures
- videos
- background info on topic
- documents
- group discussion
- direct/lead/moderate/facilitate discussion
- small group dicussion prior to big group discussion
- two sides introduecd and lead by different people
- enthusiasm

2.  What we would like to see in yours.
-  knowledgeable about topic
- research indicates both sides
- examples for both sides
- all of the above
- use of learning skills as discussed in class

3.  Learning skills:  What they are.  What they will look like. (Chart paper brainstorming.)

4.  Your burning ethical question.

5.  Lab time Room 211.

Day 49: “Relativity applies to physics, not ethics.”

1. Continue Introduction to Ethics.

2. Make Groups for Presentations.

3. Full Presentation to be posted after class.

Day 48: "Art, like morality, consists of drawing the line somewhere."

1. Matrix was due Friday, Closure date Today.

2. Intro to Ethics.

3. Presentation to be posted after class.

Day 47: " We have become makers of our fate..."

1. Working in Lab, room 211

2. Use this time to work on Matrix

3. Matrix is due Today, Closure on Monday

Day 46: “He who runs behind the truck is exhausted, he who runs in front of the truck is tired.”

1. Working in Lab, room 211

2. Use this time to work on Matrix

3. Matrix is due Friday (tomorrow), Closure on Monday

Day 45: Believe those who are seeking the truth. Doubt those who find it.

1. Seminar - Group 2 Today

Day 44: "The unexamined life is not worth living."

1. Seminar - Group 1 Today

2. Seminar - Group 2 Tomorrow

Day 43: "I'm working on it"

1. Finish Watching - Wag the Dog (1997)

                 Room 104

2. Seminar Prep - Groups 1 Tomorrow

Day 42: A good plan today is better than a perfect plan tomorrow.

1. Watch- Wag the Dog (1997)
              Room 104

Day 41: "Whoa. Déjà vu."

1. Working in Lab, room 211

2. The Matrix - Wikipedia   Quotes from the movie

3. Thursday - Wag the Dog (1997)

4. Seminar 2 - Documents

5. Assignment: See Day 19

6. April 12th Seminar: Nicole D., Desiray, Dani, Kevin, Alex M., Albert, Niki, Justine

7. April 13th Seminar: Mazen, Casey, Chelsea, Shaelyn, Amber, Alex L., Nicole Me., Jonathan, Shauni, Eric, Rebecca, Nicole Ma.

8. Matrix Due: April 15th, Closure Date: April 18th

Day 40: Never send a human to do a machine's job.

1. Working in Lab, room 211

2. Classic Quotes From The Matrix

Day 39: Blue pill, Red pill

1. Finish watching Matrix

2. Mind Map

3. Review Questions from March 30th

4. The Matrix Brainstorming

Day 35: Brain in Vat and Matrix

1.  Discussion from yesterday: Definitions of DOUBT and REALITY.
2.  Assignment
3.  Exemplar:  1    2    3
4.  Movie

Day 34: Mr. Leblanc and Brain in Vat

1.  Mr. Leblanc's presentation
2.  Read pg. 201 of Text: Brain in a Vat
3.  Think, Pair, Share

Day 29-33: Week after March Break

Enjoy the week!

Reminder: by FRIDAY of this week (March 25) you must sign-in your Snowdon assignment AND your ALFQ Project.  IF you are submitting a link to a Youtube clip, or an interview, please ensure that you complete the assignment sign-in.

Each day I'd like you to start with a clip, then a discussion of that video.  Could someone please take brief notes on what you discussed.

Monday's Video Question to discuss: Is WikiLeaks a reliable and real source of knowledge?  Provide some examples as to how it is and is not "true" information.

Tuesday Read page 233 of your text. Question to discuss: How do East and West differ on their conception of knowledge?  (use text)

Wednesday  Could you also watch the 3 minute philosophy on Descartes?  I can't put it on the blog.  Language warning.  Question to discuss: How are Descartes and his theories seen in society today?

Thursday Question to discuss:  What is "truth" about Al Gore's statements?
Friday Question to discuss:  What do you KNOW?

Here is the work for the week:
1.  Complete the handout "Philosophers and Knowing".  You will need to read chapters 9 and 10.
2.  Write any questions you have on the "Parking Lot" at the back of the room.
3.  Please read the thought experiment, "The Brain in the Vat" on p. 201 of the text.  Then respond to this question: How do you know you are not a brain in a vat and how can you know this for certain?" Write some dot jots.  We will use these ideas as a basis for discussion when I return.

Day 28: Bingo and Week after March Break Summation

1.  B-I-N-G-O!
2.  Go over week after March Break.  All info will be on the blog.

Have a great and SAFE March Break!

Day 27: Seminars

Seminars group 2.

Day 26: Seminars

Seminars Group 1.

Day 25: Epistemology

1.  Unit outline presentation.
2.  WikiLeaks
3.  Reading: Student answer pages
4.  Outline for seminars.

Day 24: Work and Text

1.  Your chioce: Text work as assigned or projects.

Day 23: Intro to Epistemology

Sorry for the change!  I'll explain in class.

1.  Two truths and a lie.
2.  What do we know?
3.  How do we know it?
4.  Bill Nye
5.  Explain Monday.
6.  Work

Day 22: 211

In room 211.

Day 21: 211

Work in room 211.

Day 20: Work Period

Work on ALFQ, Snowdon or the seminar questions.

Day 19: Seminar

Agenda:
1.  Seminar Readings   Assignment
2.  March 9:   Chelsea                                March 10: Justine
                       Shaelyn                                                 Alex
                       Amber                                                   Nicole M.
                       Dani                                                      Alex M.
                       Niki                                                       Jon
                       Rebecca                                                 Mazen
                       Kevin                                                     Shauni
                       Casey                                                     Albert
                       Nicole D.                                               Eric
                       Luke                                                       Nicole M.
                       Desiray

Day 17: Inside Ride and Work Period

For those of you not participating in Inside Ride please use the period to work on Snowdon and ALFQ.

Day 16: Life is Beautiful

Movie for ALFQ project: Life is Beautiful 1998

Best Foreign Language Film
Best Actor

Day 15: Personhood

1.  Peer edit Snowdon.

Recap of dates:
Snowdon due Monday Feb. 28
ALFQ due Friday March 11

CLOSURE DATE FOR UNIT: (meaning the drop dead date for both assignments): Friday March 25

Day 13 and 14: I'm away ...

Work periods to read your book, write your Snowdon, do the text reading ...

Enjoy!

Day 12: Meta project, Supreme Being

Agenda:
1.  Are we free to believe?  Discuss.
2.  Video
3.  Outline BIG meta project. Marking
4.  Book talk.
5.  Choose due dates.

FOR MONDAY:
pg. 172 #1, 2
rough copy of Snowdon assignment for peer editing.

Day 11: Personhood Podcast part 2

Agenda:
BEFORE we begin:
Choose book for project.

1.  Finish listening to podcast from yesterday.
2.  Take notes on relevant links and theories.  Class Notes
3.  Decide on due date.
4.  Begin writing.

Day 10: Personhood Podcast

Agenda:
1.  Assignment
2.  Podcast

Day 9: Sign-In (office)

Please sign-in at the main office at the beginning of period 2.
For Monday, please complete the text reading from day 8.

Links to class work from day 7 and day 8
Discussion   Final Criteria

Day 8: Personhood

Agenda:
1.  Finish defining a person.
2.  Continuum of personhood:

ape                         newborn                   dog                dolphin                      philosophy teacher
grade 3 student     grade 12 student     elephant    
on life-support       with dementia

3.  Video from yesterday
4.  Text reading:
Read pp. 133 - 139. Takes notes on the THEORIES and CRITERIA that each philosopher sets out.

John Locke
Daniel Dennett
Mary Anne Warren
Annette Baier
Personal Identity
Derek Parfit

Day 7: The self and intro to personhood

1.  Complete First class travel from yesterday.
2.  What is a person?  Define and present.
3.  Video: Orangutan  Redine a person?
4.  Video:  Susan Savage-Rumbaugh  Redefine a person?
5.  What is more important to personhood; mind (consciousness) or matter (brain and body)?
6.  List your 5 criteria for personhood.

Day 6: Yesterday's work

Good luck on day 2 of the Girl's Hockey tournie!  They are 1 and 1 after yesterday!

Agenda:
Complete text readings, self theories and presentations as outlined yesterday.

Theories of Self

Day 5: Introduction to Metaphysics

Good luck to the Girls Hockey team in their tournament today and tomorrow!

1.  Luke will be starting the class.
1b.  Free the hikers   CNN     Part 1      Part 2 
2.  Intro to Metaphysics
3.  Text reading: chap. 6 pg. 112-119, and pg. 122 & 125.  Take notes on the following:

• idealism
• realism
• materialism
• monoism
• dualism
• determinism
• ontology
• subtance theory
• bundle theory
• narrative structure
• project theory

4.  Discussion of Self theories;  Present to class.
5.  Read "First Class Travel" p. 140
6.  Class discussion

Day 4: The Allegory of the Cave

1.  What is reality?  Define in groups and present.
2.  "Oh my ..."
3.  Introduction to Plato
4.  Allegory of the Cave: pg. 8-9
5.  Your personal philosophy?
6.  Versions of the allegory:  One  Two
7.  What is reality?
8.  Reality vs. Perception: Chart and discuss

Day 3: You the philosopher

1.  Recap yesterday: ABC's and main questions
2.  You the philosopher and discussion

What we said as a class:
honest, critical thought, empathy, bravery, intelligence, curious, respectful, intellectual, accepting, originality, passion, loyalty, open-minded, opinionated, experienced, caring opinionated, questioning, unbiased, biased, abstract opinion (unique), denier of the box,  childlike, imaginative, truth-seeking, well spoken, disagreeing, ambition, confidence,


3.  Main question: Are humans by nature good or evil? Think-Pair-Share ... discussion
4.  A psychologist's perspective
5.  Does it matter?

Day 2: Snow Day

Enjoy the day!

Day 1: Welcome!

1.  Story Time
2.  What happens to you when you study philosophy ... The Simpson's link to Philosophy
2.  History of Philosophy: with my love of song!
3.  Think outside the box ... what would you do?
4.  Logic problems.
5.  The BIG questions:  What do you want to look at?

DAY 70 May 20 Philosopher's Declaration of Human Rights

Step 1: As usual we'll start with the Card Game of Ethical Fun!

Step 2: clearly we didn't get through yesterday's posted stuff so we'll do that today.

Step 3: if we have time we'll get working on your next marked assignment, Philosopher's Declaration of Human Rights.  First I'll distribute a copy of the United Nations' Declaration of Human Rights, we'll have a look at this video on some of the shortcomings of governments when it comes to following basic tenets of human rights, and then we'll get on with the assignment.

DAY 69 May 19 Philosopher's Declaration of Human Rights

Today we'll start our exploration of Ethics and Human Rights.

Step 1: In your Green Philosophy Bites Folder, please spend two minutes on each of these four basic Ethical Questions, answering them for yourself.

1. Are Moral Choices Possible?
2. Why Do the Right Thing?
3. Can People Be Good Without Religion?
4. How Should the Rightness and Wrongness of an Action Be Determined?



Step 2:  Please complete the chart below: most philosophers address all the questions, some do not.
How Philosophers Answer the Main Ethical Questions

Are Moral Choices Possible?
Socrates: 
Epicurus: 
Thomas Aquinas:
Søren Kierkegaard:
Friedrich Nietzsche:
Jean Paul Sartre:
Jeremy Bentham:
John Stuart Mill:
Immanuel Kant:
Ayn Rand:


Why Do the Right Thing?
Socrates:
Epicurus:
Thomas Aquinas:
Søren Kierkegaard:
Friedrich Nietzsche: 
Jean Paul Sartre:
Jeremy Bentham:
John Stuart Mill:
Immanuel Kant:
Ayn Rand:

Can People Be Good Without Religion?
Socrates:
Epicurus:
Thomas Aquinas:
Søren Kierkegaard: 
Friedrich Nietzsche:
Jean Paul Sartre: 
Jeremy Bentham:
John Stuart Mill: 
Immanuel Kant: 
Ayn Rand:

How Should the Rightness or Wrongness of Actions be Determined?
Socrates: 
Epicurus:
Thomas Aquinas: 
Søren Kierkegaard: 
Friedrich Nietzsche:
Jean Paul Sartre: 
Jeremy Bentham: 
John Stuart Mill: 
Immanuel Kant: 
Ayn Rand: 

How Philosophers Answer the Main Ethical Questions

Are Moral Choices Possible?

Socrates: Yes moral choices are possible.
Epicurus: Yes moral choices are possible, doing the right thing paves the way for ataraxia.
Thomas Aquinas: Yes moral choices are
Søren Kierkegaard: Yes moral choices are possible. Everyone is responsible for his/her own actions.
Friedrich Nietzsche: Yes moral choices are possible. Everyone is responsible for his/her own actions.
Jean Paul Sartre: Yes moral choices are possible. Everyone is responsible for his/her own actions.
Jeremy Bentham: Yes moral choices are possible. The moral choice is the one which brings the most good to the most people. (consequentalist theory)
John Stuart Mill: Yes moral choices are possible. A moral choice is one that brings the greatest amount of happiness to the greatest amount of people.
Immanuel Kant: Yes moral choices are possible. A moral choice is one that has a moral intent.
Ayn Rand: Yes moral choices are possible. A moral choice is one that has the best interests of the self at heart.



Why Do the Right Thing?

Socrates: Because doing the right/ethical thing is the cornerstone to living "the good life".
Epicurus: Doing the right thing paves the way for ataraxia/serenity which is the greatest pleasure of the mind.
Thomas Aquinas: God deemed it right, and Aquinas is condemned to a perpetual life of follwing gods word without fail.
Søren Kierkegaard: Because going against your authenticity feels wrong.
Friedrich Nietzsche: Because moral actions lead society towards the cultivating the overman, the advent of whom benefits all.
Jean Paul Sartre-----------------
Jeremy Bentham: ---------------
John Stuart Mill:--------------
Immanuel Kant:----------------
Ayn Rand: Because you wouldnt want "wrong" things done to yourself, so do not do them to others.


Can People Be Good Without Religion?

Socrates: Probably, but it doesn't specify.
Epicurus: Probably, but it doesn't specify.
Thomas Aquinas: No, conforming to God's rules is "good" to Aquinas.
Søren Kierkegaard: No, people must move beyond judging their actions according to reason or the standards of society, and become only accountable to god.
Friedrich Nietzsche: Yes people can be good without religion. "Faith in god is disappearing, and with it the universal values provided by that faith. 
Jean Paul Sartre: Yes people can be good without religion.
Jeremy Bentham: Not specified, but yes considering he believes that the greatest good to the greatest number of people is equivalent to right.
John Stuart Mill: Utilitarian, so probably.
Immanuel Kant: Probably, but it doesn't specify.
Ayn Rand: Probably, but it doesn't specify.


How Should the Rightness or Wrongness of Actions be Determined?

Socrates: Actions that go against the society made up of family and friends (laws) is wrong. Anything that conforms is right.
Epicurus: Right actions pave the way for ataraxia/serenity, wrong actions do the opposite.
Thomas Aquinas: What god deems right is right and what he deems wrong is wrong.
Søren Kierkegaard: What god deems right is right and what he deems wrong is wrong.
Friedrich Nietzsche: People determine their own values.
Jean Paul Sartre: Each person defines right and wrong themselves and acts accordingly.
Jeremy Bentham: An action that brings the greatest good to the greatest number of people is the right one. (Hitler believed by eliminating the jews he was doing a great good for germany, there were far more aryans than jews in germany so was he doing the "right" thing for germans?)
John Stuart Mill: An action that brings the greatest good to the greatest number of people is the right one.
Immanuel Kant: The rightness of actions can be determined by the intent of the actions themselves (non-consequentialist)
Ayn Rand: Right actions are those which are in the selfs best interest.

DAY 68 May 18 Ethical Schools of Thought

In my absence today, please continue to work through Chapter 13 on the information below (this assumes, of course, that you have completed your work through Chapter 12 already!):

Chapter 13.  Your task now is to explain the 11 major schools of thoughts on the question of living a good life.  For each (Buddhism, Confucianism, Hedonism, Stoicism, Virtue Ethics, Thomists, Existentialism, Divine Command Theory, Utilitarianism, Egoism, Intuitionism, Post-modernism) school of thought make an organizer in your notes with the sub-headings below. At first you can each have a go at one of these schools of thought on chart paper and share it with the class, then tackle them all on your own for your notebook.

• School of Thought
•  Brief History
•  Main proponents
•  Summary of  the School's Response
•  Strengths of the Response
• Weaknesses of the Response  

DAY 67 May 17 Continue from Friday

Because so few of you showed up Friday it was impossible to do what we had planned, so we'll do it today.

Step 1: Ethical Card Game of Fun!

Step 2: Everyone will have a chance to run through their chart paper work from yesterday and present it to the class - in this way we can discuss your awesome ideas of the value of the various theories.

Step 3: Time for completing your notes on the various schools of thought on A Life Worth Living.

DAY 66 May 14 A Good Life Cont'd

Step 1:  Because of the success of some of the films at last night's Film Fest, we started out today's class by watching some of the best, in particular Sophie's and Sam's contributions - fabulous stuff, ladies!

Step 2: Ethical Card Game of Fun!

Step 3: Everyone will have a chance to run through their chart paper work from yesterday and present it to the class - in this way we can discuss your awesome ideas of the value of the various theories.

Step 4: Time for completing your notes on the various schools of thought on A Life Worth Living.

DAY 65 May 13 A Good Life

Step 1: Back to the card game of fun and five minutes of interesting discussion!

Step 2: For the written record now . . . let's make a clear distinction between Ethics and Morals.

Ethics can generally be described throughout humanity as the Golden Rule.  In all cultures going back through history, as far as we know we have always adhered to the principle that we should treat other people no differently than the way we would like to be treated.

Morals on the other hand can best be described as the practices, principles and teachings of right or wrong behaviour - these change across time, generations, cultures and they can change based on experience.

Philosophers ask questions like these when thinking about Ethics and Morals:

1. What is a good life?

2. What is a good person?

3. What is the right thing to do?

In your Green Philosophy Bites folder please spend 2 minutes on each of the questions above, but answer them as if you were once again FIVE YEARS OLD.

Here's an example of an issue you might face sometime soon - "Lawyers".

Step 3: Now we'll spend a little time figuring out what you think today.  One of the main questions of Philosophy is, "What is the life worth living?".  Let's list your answers below (by the way, that question is what Socrates taught Plato as the most basic Philosophical question, so we're in good company here!):

Your answers will go here . . . . 
Love
Success
Fulfilment
Pleasure
Happiness
Experience
Career
Compassion
Fun
Companionship
No regrets


Step 4: Chapter 13.  Your task now is to explain the 11 major schools of thoughts on the question of living a good life.  For each (Buddhism, Confucianism, Hedonism, Stoicism, Virtue Ethics, Thomists, Existentialism, Divine Command Theory, Utilitarianism, Egoism, Intuitionism, Post-modernism) school of thought make an organizer in your notes with the sub-headings below. At first you can each have a go at one of these schools of thought on chart paper and share it with the class, then tackle them all on your own for your notebook.

• School of Thought
•  Brief History
•  Main proponents
•  Summary of  the School's Response
•  Strengths of the Response
• Weaknesses of the Response 

DAY 64 May 12 Ashley Article

Step 1: As usual we'll start with the card game of fun and your discussions about the ideas from some great minds of the past.

Step 2: Quick review of the Golden Mean Thought Experiment from yesterday.

Step 3: In your Green Philosophy Bites folder please choose ONE option from each category for your future unborn child and explain to yourself why you chose that option.  One minute for each choice, total of five minutes!

Physical Features
Make my child beautiful
Make my child athletic
Make my child tall
       
Health
Remove all genes for inherited diseases
Add a gene strengthening my child's immune system
       
Intelligence
Make my child shrewd in business
Make my child a musical prodigy
Make my child an artistic genius
       
Emotions
Remove the gene for feeling emotional pain
Remove the genes for lying, cheating, and stealing
Add a gene for honesty
   
Social Skills 
Make my child the life of the party
Make my child compassionate
Make my child confident


Step 4: Please read the Ashley Article handout.  For further information on Ashley and her family's journey check out their family blog: Ashley Treatment.  And check out the family's suggestion for the ethical treatment of patients in Ashley's condition, Ashley Treatment Summary.

Please answer these Ashley Article Questions fully in your notebook:

1.  Who is the moral agent who exhibited the virtues or extremes of behaviour?

2.  Describe the moral agent's behaviour.

3.  Do you think the moral agent's actions were morally right or morally wrong?  Why?

4.  Draw a continuum similar to the one show in Fig 12.2 on p. 245 of your text.  Label it with a virtue exhibited (or not exhibited) by the moral agent and add the extremes at either end.  Locate the moral agent on the continuum .  Please comment on what you've drawn.

5.  Were the actions of the moral agent good?  Were they right?  Explain the difference.

6.  Please comment, using quotes, on what two different philosophers might say about the situation in which Ashley and her family find themselves.

We'll take these up tomorrow.

DAY 63 May 11 Ethics Intro Still

Step 1: As usual, we'll start the class by having one of you pick a card from the 12 remaining and then that person will lead a discussion on their corresponding idea.

Step 2: Quick review of the note-taking you've done so far . . . .  I want to see your notebooks!

Step 3: In your Green Philosophy Bites folder please respond to this question in five minutes:

How do we determine the rightness or wrongness of an action?


Step 4: Pick a partner for the Finding the Golden Mean thought experiment.

DAY 62 May 10 Ethics Intro

Step 1: Today we'll start thinking about some new ideas below.  I'd like to open the next 13 classes with a discussion about one of them.

One of you will choose a card which will match with one of the ideas below.  Then your job will be to lead a five minute discussion with the class on the idea - clearly what we're trying to open up, apart from lots of cans of worms, is a meaningful exchange of ideas.

What you will aim to do is get people to identify the main ethical idea, perhaps a theory, and perhaps even a philosopher (other than the one who made the statement) who would agree or disagree with the statement and we'll see where the discussions go.  I'm really hoping that QUESTIONS arise from our discussions.

ACE. (Albert Einstein)  Relativity applies to physics, not ethics.

2. (Salman Rushdie)  I hate admitting that my enemies have a point..

3. (Thomas Edison) Until we stop harming all other living beings, we are still savages.

4. (Alexander Solzhenitsyn) Even the most rational approach to ethics is defenseless if there isn't the will to do what is right.

5. (Elvin Stackman) Science cannot stop while ethics catches up.    


6. (Potter Stewart) Ethics is knowing the difference between what you have a right to do and what is right to do. 

7. (George Bernard Shaw) Liberty means responsibility. That is why most people dread it.  

8. (H.A. Pritchard) Right action is that which is morally suitable to the situation in which an individual finds herself.

9. (Plato)  Is something holy beloved by the gods because it is holy, or holy because it is beloved by the gods?  

10. (Jeremy Bentham) Nature has placed people under the governance of two sovereign masters: pain and pleasure.

JACK. (Aristotle) Intellectual virtue owes its strength to teaching, while moral virtue comes about as a result of habit. 

QUEEN. (Isaac Asimov)  Never let your sense of morals get in the way of doing what is right.

KING. (Elie Wiesel)  If one is indifferent, one dies before one actually dies.  


Step 2: Next we'll go through some Ethics Vocabulary.

Step 3: In your Green Philosophy Bites folder, please respond in 5 minutes to this question:

Can People Be Good Without Religious Involvement?  Who determines this?




Step 4: Read pp. 248 - 259 in the text and take notes on the main ideas, the philosophers and their theories.  You should consider the questions you come across in the text too.  These need to be completed before tomorrow's class.
 

Day 61 May 7 Ethics Introduction

Today is the first day of Ethics!!  Yay, a new unit and one which always fills students' hearts with passion about personal beliefs, values, morals and other fun things like that.

Introduction to Ethics

ETHICS is the area of Philosophy that deals with the study of the how we decide what to think or do in a given situation: how do we apply values, how do we classify something as good or bad, how do we know something is right or wrong, what is morality, are moral choices even possible?

UNIT EXPECTATIONS
By the end of this unit you will be able to:
•  demonstrate an understanding of the main questions, concepts, and theories of ethics
•  evaluate the strengths and weaknesses of responses to ethical questions and moral problems defended by some major philosophers and schools of philosophy, and defend your own responses
•  describe how problems in ethics and the theories that address them may be illustrated in stories
•  illustrate the relevance of philosophical theories of ethics to concrete moral problems in everyday life
•  demonstrate an understanding of how philosophical theories of ethics are implicit in other subjects

UNIT OVERVIEW
This unit introduces you to the fundamental questions of Ethics and discusses many of the answers that ethicists have developed.  We will use the following chapters in your textbook:

Chapter 12, “Introducing Ethics,” examines what ethics is and provides a brief overview of the history of ethics, then focuses on some of the key questions that Ethicists attempt to answer.

Chapter 13, “Answering Questions That Matter,” extends the discussion of key ethical questions and explores how they have been answered by philosophers from various world traditions.

Chapter 14, “Ethics in the World,” focuses on several current ethical issues and discusses how ethical theories can be applied to them.

Step 1:  Take 5 minutes to write everything you possibly can into your Philosophy Bites Green Folder on the topic: Ethics.  Themes to keep in mind include ideas, people, choices, circumstances - you can write single words or short phrases. 

Step 2:  We'll watch this short Friends video and then respond to each of the questions below.  We'll have three people discuss each of these questions below - should be fun!

1. Are Moral Choices Possible?

2. Why Do the Right Thing?


Step 3:  Read and take notes on pp. 242 - 247 of the text. 

DAY 60 May 6 Seminar Epistemology

Today, the Epistemology Seminar will run with these folks:
Emily
Kara
Sean
Jessica
Kalsey
Sophie
Tia
Raven

I realize that there's a buyout for Dodgeball today but if you're on this list your may NOT buy out for it.  Seminar's must get done today.  Tomorrow (Friday) we start Ethics.

DAY 59 May 5 Work Period

I am away at a conference today so there is no class today.

You should use this time to get prepared for the upcoming seminar (8 of you) or to study or complete any work that's still outstanding (oh I know, I know, ALL of your work is outstanding in quality, but some is outstanding as in, "not yet submitted").

DAY 58 May 4 Play Preview

As we had Robin Hood previews today and four of our members are in it, we couldn't very well miss is so we went to the preview.  Afterward you had a catch up day for work still outstanding and/or studying that needed to be done.

DAY 57 May 3 Seminar 2 Epistemology

Seminar 2 group 1 is today - Epistemology. 

All Q & A are due at the beginning of class.

Carly, Hayley, Cara, Sam and Jeff are on deck today.

DAY 56 April 30 Seminar 2 Prep

Q & A are on the plate today.  The Internet was down so I didn't update the blog on time, however, to confirm yesterday's decision, the play people and Jeff will go for their seminar on Monday. 

All Q & A are due on Monday at the beginning of class.

DAY 55 April 29 Seminar Q & A

This was a day to start preparing your actual Q & A for the upcoming Epistemology Seminar.

We decided that since the play previews are on Tuesday, that on Monday the group for seminar would be:
Sam
Carly
Hayley
Cara
Jeff volunteered to be the fifth.

All Q & A are due at the beginning of class on Monday.

DAY 54 April 28 Seminar Prep

We completed Popper's document as a class today but because we had started it yesterday, I just reopened yesterday's blog post and finished Popper's document there.  So if you want to see the entire three documents with the class' comments, please look at yesterday's post.

We'll start our pre-prepared Questions and Answers for the documents on Thursday and complete them on Friday, then run seminars on Monday and Tuesday.  I'm not here Wednesday, then we'll start Ethics on Thursday and Friday!

DAY 53 April 27 Seminar 2 Preparation Day

After submitting your good copy along with two peer edited copies of your Matrix projects today, we will start prep for the upcoming seminar for Epistemology.

Here are the readings:  Seminar 2 Readings in Epistemology: Locke, Bacon, Popper

As in the first seminar, you are to prepare ahead of time six questions, two based on each of the readings.  Your questions should deal with  topics the emerge from the readings and that have to do with Epistemology.

Your questions should include a quote from the reading to ensure the connection.

Your answers should include references, direct quotes, use of theories of not only the philosopher that wrote the reading but at least one other, preferably two other philosophers which can lend support to your point of view in answering the question you've posed.

You should also be very clear about connecting the Epistemological ideas with links to society today or through history in order to make the topic relevant to life.

Everyone got that?  Direct quotes from more than one philosopher, societal links, use of theories.

Today we'll spend going over the documents as a class so that the language used is understandable and that the main ideas are clear to everyone.

Below are notes on the readings:

Seminar # 2 Readings

Essay Concerning Human Understanding – John Locke   [1690 "All ideas come from sensation or reflection".] 
Let us suppose the mind to be, as we say, white paper, void of all characters, without any ideas; how comes it to be furnished? He's really asking, "Where does our knowledge come from?" Whence (i.e. from what source) has it all the materials of reason and knowledge?  To this I answer, in one word, from experience. Locke is suggesting that our knowledge comes from experience - empiricism, also a posteriori knowledge Our observation, employed either about external sensible objects, or about the internal operations of our minds is that which supplies our understandings with all the materials of thinking.  These two are the fountains of knowledge, from which all the ideas we have, or can naturally have, do spring.  He's talking about empiricism and then rationalism as the sources of knowledge.  In other words, we collected information, data, sensory-supplied etc. and then we think about it.

The object of sensation is one source of ideas.  First, our senses do convey into the mind several distinct perceptions of things, according to those various ways wherein those objects do affect them; we collect data/information through our senses  and thus we come by those ideas we have of yellow, white, heat, cold, soft, hard, bitter, sweet, and all those which we call sensible qualities.  This great source of most of the ideas we have, depending wholly upon our senses, and derived by them to the understanding, I call sensation.  Further clarification of what he means by sensory information - he calls it sensation.

The operation of our minds is the other source of them.  Secondly, the other fountain, from which experience furnishes the understanding with ideas, is the perception of the operations of our own mind within us, as it is employed about the ideas it has got;  Locke is suggesting that a second source of ideas/information is our mind, which thinks about, processes, the sensory data it gets which operations do furnish the understanding with another set of ideas which could not be had from things without; and such are perception, thinking, doubting, believing, reasoning, knowing, willing, and all the different actings of our own minds; which we, being conscious of, and observing in ourselves, do from these receive into our understandings as distinct ideas.  I call this reflection, understood to mean that notice which the mind takes of its own operations.  Further clarifying what he means by the actions of the mind - he calls it reflection.

All our ideas are of the one or the other of these.  Locke's big statement - it's either sensation, reflection or both  The understanding seems to me not to have the least glimmering of any ideas which it does not receive from one of these two. Ideas MUST come from experience first, no such thing as a priori knowledge for Locke  External objects furnish the mind with the ideas of sensible qualities, which are all those different perceptions they produce in us; and the mind furnishes the understanding with ideas of its own operations.

Observable in children.  He that attentively considers that the state of a child at his first coming into the world will have little reason to think him stored with plenty of ideas that are to be the matter of his future knowledge.  Locke suggests that we are NOT born with knowledge or innate ideas, in other words, NO a priori knowledge  It is by degrees he comes to be furnished with them.

Men are differently furnished with these according to the different objects they converse with.  Men then come to be furnished with fewer or more simple ideas from without, according as the objects they converse with afford greater or less variety; and from the operations of their minds within, according as they more or less reflect on them.  Knowledge varies according to the different experiences that people have.  He suggests that potential for knowledge is generally the same, but environment then plays a role




Novum Organum (The New Method) – Sir Francis Bacon [The New Method, 1620, Book 1.  London: Routledge, pp. 259-266]

Where did people at that time (1620) in Europe get their ideas/knowledge?  Church, religion, government, old wives' tales, superstition, other people, family traditions, etc.

Where do YOU get your ideas/knowledge today?  TV, school, government, parents, Google, media, Internet.  What have you been school in in the acquisition of knowledge ?  The Scientific Method.  You don't believe most things unless there is some substantial proof behind it.
 
As all the sciences we now have do not help us in finding out new works, so neither does the logic we now have help us in finding out new sciences.  The logic now in use serves rather to fix and give stability to the errors what errors? which have their foundations in commonly received notions.  if the source of your information is from the list above, notably the church, does it leave room for EMPIRICAL information?  No, because most of what was "known" was based on faith   So it does more harm than good.

The discoveries which have hitherto (i.e. up to this time) been made in the sciences are such as lie close to vulgar [everyday, commonplace] notions, scarcely beneath the surface.  In order to penetrate into the more and further recesses of nature it is necessary to determine a more sure and guarded way; and that a method of intellectual operation be introduced altogether better and more certain.  Introduces the need for a "new method" of discovery

It is idle [pointless] to expect any great advancement in science from the engraving of new things upon old. If we base new ideas on old, incorrect ones, it will surely hinder our advancement We must begin anew from the very foundations, unless we would revolve forever in a circle with contemptible [useless] progress.  He calls for change, what we now know as the beginning of the Scientific Method

One method of discovery alone remains to us, which is simply this: we must lead men to the particulars themselves by particulars here, he's referring to data/information etc. while men on their side must force themselves for a while to lay their notions aside and begin to familiarize themselves with facts.  What facts does he refer to?  Something NOT based on faith alone

The idols and false notions which are now in possession of the human understanding, and have taken deep root therein, so beset men’s minds that truth can hardly find entrance.  Old ways of thinking and getting information actually prevent us from finding the truth (thus, let's consider the new Scientific Method)


---------------

Science and Falsifiability  -  Karl Popper  [“Science: Conjectures and Refutation.”  In British Philosophy in Mid-Century, ed. By C.A. Mace, 1957.  London: Routledge, 1963 (3rd ed. 1969), chap 1.]
The problem which troubled me was that I wished to distinguish between science and pseudo-science [“pseudo-science” means “non-science” or “false science” in this context], knowing very well that science often errs, and that pseudo-science may happen to stumble on the truth.  He's suggesting that both methods can actually arrive at the truth. 

I know, of course, the most widely accepted answer to my problem: that science is distinguished from pseudo-science by its empirical method, which is essentially inductive, proceeding from observation or experiment.  But this did not satisfy me.  I often formulated my problem as one of distinguishing between a genuinely empirical method and a non-empirical or even a pseudo-empirical method – that is to say, a method which although it appeals to observation and experiment, nevertheless does not come up to scientific standards.  The latter method may be exemplified by astrology, with its stupendous mass of empirical evidence based on observation – on horoscopes and on biographies.  For fun we checked some horoscopes today and yes, they had lots of truth to them.  Clearly we find truth in our horoscopes, but are they a valid method of searching for the truth?  In the examples below Popper suggests that we find ways to make the data fit into our preconceived notions/theories - therefore it's not valid to use pseudo-science to search for the truth

I found those of my friends who were admirers of Marx, Freud and Adler, were impressed by a number of points common to these theories, and especially by their apparent explanatory power.  These theories appeared to be able to explain practically everything that happened within the fields to which they referred.  The world was full of verification of the theory.  Whatever happened always confirmed it.

A Marxist could not open a newspaper without finding on every page confirming evidence for his interpretation of history.  The Freudian analysts emphasized that their theories were constantly verified by their “clinical observations.”  It would seem that everywhere they looked they gathered evidence that supported their theories.  Is this valid?  According to Popper, no, it's not a valid method to search for the truth.

With Einstein’s theory the situation was strikingly different.  Take one typical instance – Einstein’s prediction that light must be attracted by heavy bodies.  [This was confirmed by Eddington’s expedition which measured the shift in the light coming from a star.]

Now the impressive thing about this case is the risk involved in a prediction of this kind.

These considerations led me in the winter of 1919-20 to conclusions which I may now reformulate as follows:
1.         It is easy to obtain confirmations, or verification, for nearly every theory – if we look for confirmations.  As seen in the examples of Freud, Adler, Marx and others, we'll probably always find confirmations if we look for them, thus, not entirely scientific.
2.         Confirmations should count only if they are the result of risky predictions.
3.         Every “good” scientific theory is a prohibition: it forbids certain things to happen.  The more a theory forbids, the better it is.  Limit the variables, i.e. discounting as many other possibilities as possible
4.         A theory which is not refutable by any conceivable event is non-scientific.
5.         Every genuine test of a theory is an attempt to falsify it.  To falsify something means to prove it incorrect.  
E.g.  All swans are white.
Is this statement falsifiable?  Yes, because all someone has to do is find a swan that's not white.  It would help to find every existing swan and check its colour.  Swans in Australia are, in fact, black

E.g. Is it possible to DISprove the existence of God?  Therefore, the realm of something that is not falsifiable is "faith", or belief.
6.         Confirming evidence should not count except when it is the result of a genuine test of the theory.  Evidence should only be accepted as evidence if it's been collected considering # 4 & 5 above.
7.         The belief that science proceeds from observation to theory is still so widely and so firmly held that my denial of it is often met with incredulity.  He's saying that Scientific Method comes first, then we use it to collect information etc. etc.

But in fact the belief that we can start with pure observations alone, without anything in the nature of a theory, is absurd; as many be illustrated by the story of the man who dedicated his life to natural science, wrote down everything he could observe, and bequeathed his priceless collection of observations to the Royal Society to be used as inductive evidence.  This story should show us that though beetles may profitably be collected, observations may not.

I tried to bring home the same point to a group of physics students in Vienna by beginning a lecture with the following instructions: “Take pencil and paper, carefully observe, and write down what you have observed!”  They asked, of course, what I wanted them to observe.  Clearly the instruction, “Observe!” is absurd.  Observation is always selective.  It needs a chosen object, a definite task, an interest, a point of view, and a problem.  An eloquent (simplified) version of his call for Scientific Methods to collect information and draw meaning from it.

DAY 52 April 26 The Matrix Peer Edit Day

This is the day for peer editing your Matrix projects.  Two copies, peer edited, good copies along with your peer edited copies are due at the beginning of class tomorrow.

Then we'll start prepping for the upcoming seminars.

DAY 51 April 23 The Matrix

In my absence today, Mrs. Boychuk will help anyone in need of assistance in working on your Matrix assignments. 

A reminder that two copies for peer editing are due Monday, good copy is due Tuesday.

DAY 50 April 22 The Matrix

We finished the film today and then I had everyone use their green Philosophy Bytes folders to get started on the assignment for the Matrix Film Review.  I had everyone go through the first steps of the assignment thus creating a skeleton outline.  We of course discussed everyone's thoughts along the way.

I also told everyone that the timeline was too tight so that the due date for two copies for peer editing is moved ahead one day to Monday, and that the submission date for your good copy plus the two peer-edited copies is Tuesday.

DAY 49 April 21 Matrix some more

Second day for The Matrix - assignment and marking sheet are on yesterday's post.

Just a reminder that your How I Know What I Know assignment is due - if it's not in by now it's late.

DAY 48 The Matrix

The Matrix

SYNOPSIS: Neo, a software developer by day and computer hacker by night, is recruited by an underground rebel named Morpheus.  Morpheus explains that Neo and everyone else has been living in an illusion generated by a massive computer called the Matrix.  The Matrix, in turn, is powered by the biologically-created electricity of millions of humans that are wired to it in a dream-like state.  Neo physically breaks free of the Matrix and, now in the real world, attempts to expose the illusion with Morpheus and other rebels.  They re-enter the world of the Matrix where Neo successfully battles the Matrix’s law enforcement agents and learns that he himself is a messianic leader.

This assignment is due on Monday, April 26 at the beginning of class.

Rough draft for peer editing is due on Friday, April 23.  Two copies of rough work are due for peer editing during class - these are to be submitted with your final work on Monday.

After watching the 1999 movie The Matrix, please write a 1000 word review of the film.  In your review address the following:

a.    What main epistemological question(s) is dealt with in the movie?

b.    What philosophers and their theories could you use in helping to address and explain these questions?

c.    In your opinion, what main epistemological issue was raised but not answered?

d.    How could you answer this issue? 

e.    What theorist would you use to help support your response?

The marking scheme for this is as follows:


Evaluation

Knowledge   /20
/10  Main epistemological question(s) is/are identified correctly and explained correctly.
/10  You use philosophers' theories correctly, clearly and precisely in answering the question(s) posed.

Thinking       /20
/10  You correctly identify and explain a main epistemological question that was raised but not answered.
/10  You respond to that question clearly and effectively using at least one philosopher’s theory.

Communication   /20
/10  Maturity in thought, sentence structure and language is evident.
/10  Proper language conventions are followed and there are no errors in grammar, spelling, syntax.


Application     /20
/10  You provide a very detailed and balanced evaluation of the philosopher and his/her suggested answer to the main Matrix question(s) including good use of quotes and theories.
/10  Two copies of peer edited rough work are submitted on time with your good copy.

DAY 47 April 19 Brain in a Vat

Brain in a Vat

We will now have a look at how we can come to a conclusion that what we think we know is actually reality, a main idea in epistemology.  We will be looking at concepts of how we can actually know anything at all: 

Skepticism and Rationalism are the main themes in this section. 

Please read the thought experiment, "The Brain in the Vat" on p. 201 of the text.  Then respond to this question: 

How do you know you are not a brain in a vat and how can you know this for certain?" 

in your Philosophy Bytes green folder.  Be prepared that another person in the class will read your work on this so that they can comment on it.

Tomorrow we will begin our study of The Matrix.

Some of the ideas that the class came up with for The Brain in a Vat include:
1. Circular argument - how could we ever come up with the idea of being a Brain in a Vat?
2. Breakdown of the probability.
3. Scientists could never actually know the inner workings of the mind.
4. The reality and truth experienced by someone as a brain in a vat would still be the truth and reality to that person (i.e. perception).
5. Snowdon reference - some connection here.
6. It's not scientifically possible therefore it's a ridiculous notion - rationalization proves that this can't happen.
7. No evidence can possible disprove that you're not a brain in a vat (???), ahh, but the evidence could be simulated.
8. Not enough knowledge - it's just an idea where there are no other actual events, past or present . . .

DAY 46 April 16 How I Know What I Know

Last work day for How I Know What I Know - 3 Questions Project.  I'm looking forward to reading these research projects as they're due Monday, beginning of class.

Day 45 April 15 How I Know What I Know

2nd last day of How I Know What I Know.

Here are the next two parts of this project.  Of course the time lines I set out below are guidelines.  ALL of your work on this should be done by the end of Day 5.

Day 4:
Complete your ANNOTATED bibliography.  Be sure to include your textbook as a source plus a minimum of four other sources.  Your annotations must discuss the validity of the sources and what areas you used.

Day 5:
Personal reflection:  After having completed your research notes identify ONE important epistemological question he has asked.  (eg. What is knowledge?).  Explain how he answered the question.  Ask yourself what is missing from his response, what appealed to you about his answer and what counter-arguments you might propose to his answer.  How is his philosophy used in today’s world?  (eg. Law, government, education etc).  Write a 300-500 word personal reflection that formulates and defends your own responses to the epistemological question you selected.

DAY 44 April 14 How I Know What I Know

This was the third day of the project, please continue with the work.  Tomorrow I'll post the next part of this project.

I returned all of your marked work today and we determined that anything that is outstanding that you can submit by class time on Monday will make it's way onto the report card, otherwise the zeros stand.

DAY 43 April 13 How I Know What I Know Day 2

Please continue your work on How I Know What I Know (in my absence).  Mrs. Boychuk will look after everyone and, of course, you can email me any time.

DAY 42 April 12 How I Know What I Know . . . 3 Questions Project

How I Know What I Know Project
Answering Key Epistemological Questions

Your study of epistemology requires you to understand the relationships between asking questions, receiving answers, theories of philosophers and your own interpretation of that information.
Check out the handout for How I Know What I Know to get you started.


This is a four day project, entirely done in class, so there is a great deal of pressure on you to perform and get this done in four days.  Remember, 12U classes are demanding and this is one of those weeks where I am demanding your BEST ! !

Today you are in the Library - if you have your laptop please use it.  Otherwise please use one of the 5 machines along the wall.  Tomorrow we'll be in class so please bring your laptop again - we'll accommodate those who cannot bring one.

DAY 41 April 9 More on Philosophers and Knowing

Originally I thought that today would work for starting the How I Know Project but there are many people out of class for sports and/or the Music - Grade 8 Day, so Monday it will be.  Please bring a laptop if at all possible for Monday through Thursday next week.

Today's work will focus on getting caught up - i.e notes through Chapters 9 and 10 in preparation for the project next week.

DAY 40 April 8 Philosophers and Knowing

We spent the first part of the class reassembling the desks after the Grade 10 Literacy Test.  Then we got to the business of discussing various ways of acquiring knowledge - see the list of seven at the bottom of the handout Philosophers and Knowing.  You should then complete the chart and do the questions.

I asked that everyone try to bring a laptop to class so that we could start the How I Know What I Know (3 Questions) project.  We'll do this as a blog so that the class can see what others are writing.

DAY 39 April 7 More on Acquiring Knowledge

As a following up and review of the work so far in Epistemology we went through some of the postings from earlier in the unit.  See the Intro to Epistemology for these postings.

We watched the Bill Nye video on optical illusions and we looked at a couple of other YouTube videos of your choice, one regarding a blind painter and another regarding a woman with synaesthesia.  Good discussions followed.

DAY 38 April 6 A Priori vs A Posteriori

We spent time today going through some of the theories of acquiring knowledge, in particular acquiring knowledge by thinking about information, i.e. before actually experiencing it  =  " a priori "   and then we looked at acquiring knowledge by experiencing something  =  " a posteriori ".

You then completed the handout on Acquiring Knowledge.

DAY 37 April 1 Seminar 1 Metaphysics

Jessica, Sean, Danny, Jeff, Tia, Kalsey and Carli did their seminar 1 today and again, they did just great!

For the long weekend - well, I realize that this is a holiday and I hope you all treat it as such but if you have fallen behind, and I know some of you have, then take some time out of the weekend to get caught up.  You should have completed all of the introductory work, posted earlier, by Tuesday.

DAY 36 Seminar 1 Metaphysics

Sophie, Emily, Raven, Cara, Sam and Hayley participated in our first seminar and hey, they did just beautifully!

Tomorrow Group 2!

DAY 35 March 30 Epistemology Intro

We continued going through the original Epistemology Introduction material posted earlier and then we spent a bit of time prepping further for the upcoming seminars.

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.

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.