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September 26, 2010

Plato and the Spirit:

Homer

Plato’s tri-partite division of the soul is far from convincing when it comes down to the distinction drawn between Reason, Desire and Spirit. As Julia Annas points out in her Introduction to Plato’s Republic: ‘there is no satisfactory argument to show that spirit is really distinct from reason, and so a distinct part of the soul.’ Every new student to Plato’s approach to Philosophy soon learns about his idiosyncratic interpretation of the soul as an immortal, ethereal entity, which once resided in the vicinity of the Form of the Good before being tested through repeated incarnations in human bodies. So much for the metaphysical origin of the human soul, but what of the actual characteristics of the soul when it has acquired a worldly form? Here, Plato is faced with a quasi insurmountable problem as he has to demonstrate the possible philosophical salvation of the soul, tearing itself away from the temptations of the flesh through the sheer intellectual energy of Reason. The image of the charioteer highlights the conflict between a restive horse representing untamed Desire and its more docile companion amenable to the power of the charioteer’s Reason. Plato strongly believes that the Spirit animating the latter horse can be channelled in a positive way and eventually serve the best interest of Reason itself. If the philosopher does not justify his belief in the beneficial influence of the spirit, it is for very good reasons which he does not wish to invoke in his argument on the division of the soul.

Plato’s views on the education of the future Philosopher-Kings or Guardians are very hostile to central aspects of Greek culture and particularly the place of poetry and epic literature. He warns, long before Rousseau, about the possible dangers of poetry when it puts into the mind of the listener or the reader inordinate feelings, some of them so impassioned or ‘spirited’ that they are most likely to have long-term corrupting effect on the temperate character of the young philosopher. For Plato, Greek tragedies and their inner moral conflicts only expose the fragility of human nature in its struggle against the forces of destiny. Only Reason can resolve the most dramatic moral dilemmas and for this reason, Plato is prepared to reject the very literary tradition of Homer, despite its fundamental role in the shaping of the Greek mind, including, of course, the great Plato’s himself. The great Homeric heroes are not driven by some philosophical reason but by their ‘Spirit’ or thumos, which distinguishes them from other mortals. It is this very ‘Spirit’ which Plato introduces as an intermediary agent between two irreconcilable forces, without paying due homage to the legacy of his former literary master. Yet, beyond its philosophical message, The Republic remains, above all, the work of an incomparable writer who, paradoxically, restrains his literary genius in the name of eternal truths only accessible to the eye of Reason.  

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Spanish diaries 3: Mind your head

Filed under: TOK meets global citizenship — Tags: , , — Eileen Dombrowski @ 10:55 am

Mind your headI can´t resist this photo, for two reasons, neither one of which is particularly good. For one, it just strikes me as funny, even though everybody knows (in a manner of speaking) that people of European stock are taller now than they were a century or two ago. Watching my husband hunch and duck his way around this traditional slate farmhouse has been entertaining, partly, I suppose, because of the element of incongruity on which I was commenting in my previous Spanish diary posting (This man just doesn´t fit!) and partly I suppose because (as some analysts of comedy say is common) there´s an element of cruelty in my sense of humour. My second reason is no better: as someone preoccupied by critical thinking and justifications for knowledge, I find personal warning in the admonition ¨Mind your head.¨ If you´re interested in understanding further, do check back to my June 1 diary posting from Turkey.

Eileen Dombrowski

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September 25, 2010

inspiring blogs


photo

One of the best ways to motivate students to learn about a new subject area is to allow them to find
and develop their own interests within the discipline. As an introductory activity to Social and Cultural
Anthropology, ask students to find an anthropological blog post that interests them. Sharing their findings
with the class during a discussion will add to the richness of your course, and allow students to
build a collaborative learning environment by developing and sharing their own anthropological
interests. Perhaps this could even serve as inspiration for them to start their own class learning blog! Here
are some links to get you started…

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VISIT TO THE TATE MODERN, LONDON

Filed under: Visual arts — Tags: , , — triplea_av @ 6:26 pm

Visiting an art exhibition and/or gallery is one of the best things you can do  with your visual arts students. I took 17 students to the TATE MODERN, London, last week. This world famous gallery is reasonably close (short bus journey, 45 minute train journey and 20 minute walk) so we try to go at least every year, but of course there are many other galleries in London and I tell my students to visit a n exhibition or a gallery somehow, somewhere,  every month.

One of the ‘recommendations for the teaching of future candidates’ in the recently published  Visual Arts May 2010 subject report states:

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September 24, 2010

International Economics and the Importance Real World Examples

Filed under: Economics — Tags: , , — Peter Anthony @ 9:50 pm

IB Economics places a major focus on developing a student’s ability to apply concepts and theories to the real world. This is encouraged through the Internal Assessment Commentaries and Paper 2 (SL) and Paper 3 (HL) of the IB Examination. Students generally see the value in understanding how the world works and enjoy watching the news and reading newspapers and magazine with their newly found economic knowledge.

One activity I found useful was focused on Section 4.1, Reasons for Trade. Most texts offer a range of reasons with some examples given. To ensure students had a more up-to-date knowledge of real world examples a group activity was undertaken. Groups were formed and tasked to rank the various reasons given in order of importance, to identify any connections between the reasons and lastly to cite real world examples of each.

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Superionic Water

Filed under: Chemistry — Tags: , , , , , , , , , , , , , , , , , , , — David @ 3:33 pm

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New Scientist magazine, 4th September 2010

Water is now thought to exist in a really exotic form in the centre of Uranus and Neptune.

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Do you know TED?

Filed under: Web 2.0 in the DP classroom — Barbara Stefanics @ 1:04 pm

Everyone has their list of experts they consult for inspiration… mine is TED.

TED is not a person, but an event,  a website… a place that shares “ideas worth spreading“.  Each presentation on TED lasts 18 minutes and is jammed packed  with “Riveting talks by remarkable people, free to the world“. If you do not know TED, you MUST browse the site!

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September 23, 2010

A Mathematical Beginning

Filed under: Mathematics,Uncategorized — Tags: , , , — Mark Bethune @ 4:05 pm

Today, my grade 5 son came to me with a subtraction problem

932-356

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Resource blackmail – tension rises over rare earth metals

Filed under: Business & Management — Tags: , , , — Paul Clark @ 1:12 pm

In my recent post on the global resource crisis, I raised the worrying spectre of sudden collapse in the supply of vital resources such as oil and rare earth metals and the manoeuvring of nation states to protect their strategic interests – not next century, but in this decade. Oil supplies are constantly in the news and as we fill our cars, that per litre or gallon price registers quickly in our minds. However, of potentially more importance is the near monopoly of rare earth metals by China mentioned in my previous post.

Within a week of this post, the power that China possesses as a consequence of producing ninety five per cent of all rare earth metals has been brought into focus in its dispute with Japan over the detention of a Chinese fishing trawler captain.  The Chinese government has blocked exports of rare earth metals to Japan to pressure the Japanese government into releasing the trawler captain. Japan is the main buyer of Chinese rare earths and uses them for a wide range of industrial purposes, such as solar panels and wind turbines, motors in hybrid cars like the Toyota Prius, lasers, computer monitors, fibre-optic cables, ceramics and cell phones. Clearly, this will have knock-on effects to customers of Japanese products worldwide.

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‘We don’t see things as they are, we see things as we are’

In posts over the last few months in the TOK blog, we have had a debate on the worth of showing videos, particularly TED videos, in the classroom.  Certainly this debate is relevant beyond the confines of the TOK programme. A previous post , Ted videos- friend or foe, raised a number of pertinent points about the issues:

“Often you hear of TOK resources that initially sound great when mentioned at workshops, on forums, even in the resource section of textbooks. But the question you should always ask yourself is, how well do they translate into a TOK classroom experience?…TED videos are the TOK equivalent of golf…What do you think? “

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