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May 31, 2010

Jung’s positive view of religion

For Carl Jung, the aim of human existence, beyond any psychological treatment, is to achieve psychological harmony and ultimate wisdom. Individuation is the process through which an individual taps into his/her spiritual self and finds a new dimension to his everyday life. Jung has an optimistic approach of religion and, unlike Freud, he refuses to discard it as an essentially negative factor preventing an individual from accepting the non-spiritual reality of life. For the Swiss self-styled ‘analytical psychologist’ (to distinguish himself from Freudian ‘psychoanalysts’), the success of individuation depends upon the person’s ‘religious outlook on life.’ You will never find yourself without a certain degree of spirituality as the Self has to look for (the) God inside. Jung does not hesitate to speak of God as a “psychological image”, not as an existing, physical Being, exerting an overpowering influence over submissive believers – the way that Freud sees religion as synonymous for superstition, illusion and neurotic obsession.
Jung writes: ‘The question whether God does exist at all or not is futile. I am sufficiently convinced of the effects man has always attributed to God … The psyche cannot leap beyond itself. It cannot set up any absolute truths. He is convinced that human beings have a psychological capacity to experience God, a view shared by William James. Jung defines religion as ‘a peculiar attitude of the human mind’, in which ‘certain dynamic factors’ are observed and considered ‘beautiful and meaningful enough to be devoutly adored and loved.’ Such an approach echoes Rudolph Otto’s interpretation as the numinous as a transcendent experience independent of the subject’s will. Psychology cannot conclusively demonstrate the existence of God but in suggesting the presence of this universal archetypal image of God, it can confirm religion as a fundamental activity of the human psyche. Jung famously remarked ‘I don’t need to believe, I know.’

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making a podcast

A little while ago I posted some podcast links from various sites of possible interest to biology students.

This weekend I had to make my first ever podcast for a course I am involved with. I am amazed how easy it is and think I could be hooked.

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May 30, 2010

Web 2.0 in ITGS

Filed under: ITGS — Barbara Stefanics @ 11:38 am

Lots of new and exciting opportunities for hands-on learning have been included in the new ITGS Guide – Web 2.0 and a hint of web 3.0.

A quick glance throws up a range of new vocabulary (i.e. social networking, web based software, cloud computing, web based languages, news groups, message boards, chatrooms, forums, instant messaging, wikis, blogs, micro-blog, resource description framework site summary / really simple syndication (RSS) feeds, mashup, forums, social bookmarking, online collaborative applications, podcast, photocast, vidcast, social networking sites, templates, tagging, viral, webcasts, widgets, virtual worlds and learning environments…and the best way to learn these tools is by “doing”.

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May 29, 2010

Preparing the prescribed works – part two (El Salon Mexico)

Filed under: Music — Matt @ 8:27 pm

Gathering and synthesizing information – Aaron Copland background and compositional style

When preparing the prescribed works, it is important (I believe) to be able to discuss the compositional style of each composer and how the prescribed work personifies the style of the composer.

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May 28, 2010

“I knew you’d say that”: Confirmation Bias

Filed under: TOK — Tags: , , , — triplea_cw @ 10:09 pm

Just sat through another excellent Derren Brown episode. This one was about a betting system that is good for demonstrating confirmation bias (which can be argued to be behind belief in spiritualism or homeopathic and alternative medicine) and the issue of luck versus probability or impossible versus improbable.

Confirmation bias is a classic TOK topic. It is the term used to describe a tendency to prefer information that confirms an individual’s preconceptions, regardless of whether these preconceptions are true. Simply put, individuals tend to reinforce their existing expectations and attitudes by selectively interpreting new evidence. The interpretation confirms their preference in terms of the way they expect the world to be given their already established understanding.

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Dangerous Knowledge

Filed under: TOK — Tags: , , , , — triplea_cw @ 10:09 pm


Can Maths Kill? – BBC’s Dangerous Knowledge documentary.


Can Maths Kill?

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Social inclusion through an orchestra experience

Crear Vale la Pena is the name of a non-governmental Argentinean organization that since 1997 has been developing a program of social inclusion for youth, integrating education in the arts, artistic production, and community and service as mediums for social and individual development.

One of such experiences is the Orchestra in the school Sauce en mí, in the Beccar district in Buenos Aires. The objective of this orchestra is to promote and to multiply educative experiences of social integration through art for children and young people. This music experience helps develop values such as solidarity, the importance of having a job for the common good and the commitment to participate in artistic spaces that improve the quality of life. Furthermore, it helps promote ethics and human values among participants. What an interesting way to create links with our schools and give our students the possibility thorough the curriculum to become aware of individual, local, national and global issues.

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Hmmm…who shall I choose to be my examiner this year?

Filed under: Visual arts — Tags: , , , — triplea_av @ 7:15 pm

I suspect that most other Diploma subject teachers would be quite surprised to learn that visual arts teachers get to choose who visits their school to interview and examine their students; I don’t know of any other subject that allows teachers to propose their own examiner. Not only that, but they can have ‘their’ examiner as often as they want – which could be a visit every year for ten or fifteen years.
Well – not any more. While teachers are still able to propose who they wish to be their examiner, starting in 2011 they cannot have an examiner who has already examined their candidates for two (or more) consecutive years.
Many art teachers will be looking for a new examiner for 2011.

Personally I welcome the new regulation, partly because it might prevent the perception (by some) that a cosy relationship between art teacher/school and visiting examiner can build up.

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Preparing the prescribed works – part one (El Salon Mexico)

Filed under: Music — Matt @ 11:01 am

Greetings all!

This is the first part in a multi-part post that will discuss preparation of the prescribed works for first exams in May 2011.

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Maths in the ashes

Filed under: Mathematics,Middle Years Programme — Gabriel Solari @ 12:55 am

If someone had read the title before 2010, the only possible assumption would have been that the post would lead in some way to a mathematical study of the statistics related to the traditional Cricket Derby between England and Australia.


Cricket Ashes Match (from Wikimedia commons)

Cricket Ashes Match (from Wikimedia commons)

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