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February 6, 2011

New Science/Old Ideas – telling science how it is

Filed under: TOK — Tags: , , , — triplea_cw @ 11:01 am

I have just finished some holiday reading and one of them was a book recommended to me a long time ago. The Lightness of Being: Mass, Ether, and the Unification of Forces written by Frank Wilczek, a winner of the 2004 Nobel Prize in Physics.

Holiday reading should not be exceptionally demanding and this book is a layperson’s guide to the very sophisticated world of modern physics. I liked the statement on the cover which stated that most of what we now know is wrong. It is very hard as a TOK teacher to pass that claim. The gist of the book is all that is required for a classroom discussion. The main focus could be a discussion about paradigm shifts or how some knowledge can be built on foundations that are later challenged and there is resistance to changing this entrenched perception. This could lead to a discussion of the ideal of ‘total knowledge’. The TOK Subject Guide’s reference to the ‘renaissance man’ is a good link on this matter.

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January 25, 2011

A lift of the heart!

Filed under: TOK meets global citizenship — Tags: , , , — Eileen Dombrowski @ 2:20 am

The snow is fresh.  A low winter sun pools deep shadows around the dark evergreen firs.  I take in the sensation of skis on the snow, my breath coming more deeply, and a flood of sunshine sparkling thousands of frost crystals.  And then, here it comes, in a rush: that lift of the heart!

Do you know what I’m talking about?  If so, what ways of knowing are, for you, coming into play?  In TOK we distinguish between sense perception and emotion – but is it possible, in a given moment, that the physical sensation (“lift of the heart”) and the emotion (joy) are indistinguishable?

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January 3, 2011

TOK meets global citizenship: INDEX


Below (following “Read more”), you will find

1.  tips on how to search this blog most effectively

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December 10, 2010

I can justify anything – TOK and your Counter Arguments

Filed under: TOK — Tags: , — triplea_cw @ 6:39 am

This is good fun for the classroom.

A blog by ‘The Obsidian’ recently came to my attention:

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December 7, 2010

Tacit Knowledge – but you knew that

Harry Collins in an article for New Scientist says,

“[t]ake a long look at the Mona Lisa. How do you see her? As blobs of paint or as a woman with an enigmatic smile? Now explain how you came to see those blobs of paint as a smile. For your second mission, think back to learning to form sentences. Your parents never told you “verb in the middle” (if you’re English) or “verb at the end” (if you’re German) but still you picked it up. And, more remarkable, once you did, have you any idea how come this sentence breaks the rules but read it you still can?

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December 4, 2010

Looking at Perspectives

Filed under: TOK — Tags: , , , , — triplea_cw @ 7:12 am

We have just completed our TOK Camp at our school’s Environmental Centre, Far South Camp.


by Kevin Dooley

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November 21, 2010

x-phi: experimental philosophy and ethics

Can psychological experiment play an informative role in the reflections and arguments of philosophy?  Is it the rational or the emotional part of the brain that deals with moral judgments?  Can scientific experiment on how the brain works be categorized within knowledge as philosophy?   A recorded interview with Joshua Knobe of Yale University, affiliated with the departments of both cognitive science and philosophy, explores these questions and related ones.   The conversation with Massimo Pigliucci and Julia Galef of the New York City Skeptic Society invites thought — and, as a podcast, can give this invitation pleasantly while you’re washing the dishes or out for a walk with your audio player.

Among the interesting points it raises is the difference between rational and emotional processes in making moral judgments.  Knobe claims that people who are good at logical tasks, or who have been stimulated to think rationally before taking a psychological test, are more likely to make judgments using a utilitarian or consequentialist approach — weighing the consequences and trying to find the best outcome for the greatest number of people.  They are observed to be using the cortex or the cognitive part of the brain.  (Even reading questions in a difficult font apparently stimulates the rational part of the brain.)  In contrast, those who tend not to be good at logical tasks, or who have been stimulated emotionally before the test, are more likely to make  judgments using a deontological approach — following duties or principles.  They can be observed to be using the more emotional systems of the brain.  (In the podcast, forward to minute 16:25.)

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November 2, 2010

Numbers and Believers

Filed under: TOK — Tags: , , , , , — triplea_cw @ 9:59 am

The Power of the Number

Vivian Toy’s recent article “Sometimes, Lucky Numbers Add up to Apartment Sales“ in The New York Times (October 22, 2010) starts with “Emily and Willis Loughhead, whose lucky number is 19, included it in bids for an Upper East Side condo. They later learned the sellers’ twins and Mr. Loughhead share a birthday: April 19. “It’s amazing how much it shows up in our lives,” he said.”

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October 25, 2010

guest blog: model United Nations

by guest blogger Elynn Vazquez Wong. I think a great exercise for students, integrating some aspects of TOK and some characteristics of global citizenship, is a Model United Nations simulation, in which students learn to do the following:

explore and reflect on global issues and how they are involved to face them in a creative way
engage with issues of social justice, human rights, community cohesion and global interdependence
consider the importance of dialogue and negotiation to collective action and social responsibility in problem solving
develop awareness of diversity through exploring different values and attitudes
promote negotiation as means of reaching peaceful resolution to global problems.

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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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