This issue came up while I was discussing some ethical issues with my students on a bus to MONA to assess the role of art in knowing. (More on that later)
I decided to set them a puzzle.
This issue came up while I was discussing some ethical issues with my students on a bus to MONA to assess the role of art in knowing. (More on that later)
I decided to set them a puzzle.
None of us like to be wrong but science writer Kathryn Schulz makes the case that being wrong provides powerful insights into cognition, human identify, social relationships and underpins the scientific method. Students always find visual illusions fascinating and they are also intrigued about how readily we can mis-remember. Her arguments are just as provocative. Schulz argues that we should not see mistakes as diminishing you as a person; instead the human capacity to make mistakes actually makes us who we are. In her latest book “Being Wrong: Adventures in the Margin of Error” and this Ted Talk, Schulz explores the nature of error: are all mistakes the same, or are they all essentially the same? How does peer pressure, or crowd response, affect our capacity to make mistakes? How and why do we remember relatively insignificant mistakes for the rest of our lives, long after they have ceased to be relevant to anything? What is error-blindness? These are all topics that are relevant to the IB Psychology Course.
The Ted Talk should provoke a lively debate about our compulsion to be right and the need to acknowledge when we are not.
Inflation is a major focus on Macroeconomics, especially Section 3.5 and these two article about inflation in China provide students with a number points to consider.
The article, China’s inflation overhaul clouded nu data doubts, discusses the HL extension topic about the difficulties in measuring inflation, an issue that is not regularly reported in the news. It will provide students with a real world example of how inflation is measured and the challenges involved.
Yesterday, I posted some general information about Carbon Monoxide and how it can post dangers to health.
Today, I will expand more on how different concentrations of it can effect people.
As we approach the May examination session, many students are starting to focus on studying and refining their skills for a final demonstration of learning (or at least this is what we hope for!) For those in the Southern Hemisphere, the time has likely come for HL students to begin taking Paper 3 seriously. Here are a few tips to help polish up student skills with regards to Paper 3:
“When engaging in … comparative analysis of different world views,” declares author Ray Barnhardt, “any generalizations should be recognized as indicative and not definitive, since indigenous knowledge systems are diverse themselves and are constantly adapting and changing in response to new conditions.”
Accepting this need to be cautious in judgment and to recognize trends and general characteristics, a TOK teacher could gain a number of good ideas for class from this excellent article, “Indigenous Knowledge Systems/ Alaska Native Ways of Knowing”.
Figures reflect sharp increase in moves to towns and cities in past decade and effect after 30 years of one-child policy
Carbon Monoxide (CO). Colourless, odourless, tasteless and potentially lethal.
The molecule contains a triple bond between carbon and oxygen. The triple bond makes it very hard to break (due to the high bond enthalpy).