What Do We Know?

One time while I was sleeping my watch broke at 5:03, but I didn’t realize it. I was asleep at the time, and when I woke up, I just put my watch on without looking at it. The next time I looked at my watch it was actually 5:03, as my watch read.

So, did I KNOW what time it was or not? Explain?

What was the cause of 9/11 Topic 1

Stephen Colbert, interviewing Dinesh D'Souza, a neo-conservative.

Go here and scroll down the play list to Dinesh (near bottom of list). Explains why liberals are to blame for 9/11. I found it very amusing, anyway...

Is the truth out there? Topic 2

Last October, the Government's MoD released its own 'X'Files' on UFO sightings in the UK since the late seventies. One refers to a case in 1980 which is being dubbed as Britain's 'Roswell' in Rendlesham Forest, Suffolk (click the above image). Another batch of files released this month has renewed interest in the UFOs and the central questions that are related to this phenomenon such as, are we alone in the universe? Is there a conspiracy relating to the use of alien technology? Are world governments covering up the fact that aliens have visited, or are indeed already inhabiting, the earth?

Read this article in the Guardian and have a look at the National Archives and MoD website for further information, especially if you decide to base a presentation around this topic or write about it in your essays.

You will need to consider the common assumptions that people make about UFOs and the assumptions we make about those who claim to have seen them. Consider the definitions and concepts used to discuss the subject: what do we mean by using the word 'UFO'? Consider then the problem of perception and common sense: can we really believe all that we see? Consider also the various arguments and counter-arguments relating to the phenomenon: the physical evidence relating to the existence of aliens compared to the psychological evidence which suggests that humans are strongly affected by the power of suggestion.

While you delve into your researches, you might like to consider these question too:
1. What is the difference between 'good' and 'bad' science?
2. To what extent is the paranormal experience of seeing a UFO comparable to the mystical experience of seeing God?

The Diving Bell & the Butterfly Topic 3

A) Would you consider Bauby's condition a prison? Please explain

B) In your opinion, how do you think Bauby should measure progress?

C) )What is the significance of The Butterfly?

Three Levels of Truth (Post 4)

Back to truth. We could also talk about different levels
I. Personal Level
*It is true for me.

II.Human Level
*It is true for the human race

III.Absolution (Universal) Level
*It is true for everything

Which ones are Personal, Human and Absolute levels of truth?
1. Education is a basic human right.

2. Picasso was a great painter.



3. The sound of nails run down a blackboard is the best music of all.
4. God does not exist.
5. Torturing babies for sexual pleasure is a good thing.

ToK Prescribed Titles (2009) Question 9

“The knowledge that we value the most is the knowledge for which we can provide the strongest justifications.” To what extent would you agree with this claim?


The essence of the Q: the key word here is 'justification'. Remember Plato's formula that knowledge is 'justified true belief' - what exactly does he mean? You might think about comparing and contrasting the word to 'verification' and 'proof', or even 'falsification'. What you should focus on are the methods people use to give reasons for their knowledge claims, the evidence they provide for their theories or beliefs about the world. Think about which methods lead to 'strong' justifications (do these involve reason, language?) and which to 'weak' justifications (do these involve emotion, perception?). Which AoKs deal in strong justifications and which on weak? We assume that the Natural Sciences and Maths deal in 'hard' evidence to support their theories, whereas the Arts and perhaps Ethics can only deal in 'weak' evidence.

Knowledge Issues: does all knowledge require justification? Is there any knowledge which is not strongly justified, but which we still value? Does reason (or logic) provide the 'strongest justifications'? Does emotion necessarily provide 'weak' justifications for our knowledge? Is there any knowledge we don't value (in spite of strong or weak justifications)? Can weak justifications ever be made stronger? And vice versa? How? Does a 'strong' justification for knowledge make that knowledge objective? Why?

Approaches: Think about how the scientific method in the Natural Sciences gives us 'proof' for our theories to a high degree of probability. You'll need to explore the problem of induction and perhaps Popper's idea of falsification. Do the methods of Human Scientists give 'proof' to the same degree of exactness? Think about any psychological or sociological experiments you're familiar with. What's the nature of philosophical proof? What methods do Historians adopt to prove their hypotheses about historical events? We value our historical knowledge so much, but is it always backed up by 'strong' evidence? Knowledge in the Arts, as we've already hinted, seems to be very subjective: people have different views about what makes a (good) work of art and can usually only provide personal opinion to back up their statements. Is there any 'objective' or 'strong' evidence we could provide to back up our knowledge about art works? Ethics is the same isn't it? To know whether we should allow assisted suicide in the United States is surely a matter of personal opinion and choice. Surely, this is too emotional an issue to be dictated by reason and argument. Finally, Mathematics: isn't the power of logic the ultimate of strong justifications? Mathematical formulae underpin all scientific theories about the world and even economic theories and business models have their mathematical components. This is why we value them, isn't it? If we don't get our cashflow predictions correct and don't know whether our monthly revenue projections will meet our fixed and variable costs, we can't project our potential profits and will be denied any potential loan to keep our business running. It all comes down to money then, doesn't it...?

Two Sides of the Same Coin

Thinking Logically using reason.

Context
In this exercise we will look at the nature of reasoning. The steps that many people take in reasoning through an issue can be linked to the work of the scientific method.

Aim•To investigate the extent to which logical thinking is influenced by the subject matter.

Use the New York Times Opinonator as a guide to your group assignment


In advance of your groups presentation you must have
1. A news story contain at least two different position. The story can be of a single event or a long standing conflict.
2. Photocopies of two news articles that take a different position. You will need one copy of the two stories for each student in class.
3. Two Youtube video clips that support the two opposing positions. Since you will not have access to youtube in school these links must be emailed to my school email
rsmullen@commack.k12.ny.us before you presentation.

Deductive Reasoning means determining the conclusion. It is using the rule and its precondition to make a conclusion. Example: "When it rains, the grass gets wet. It rains. Thus, the grass is wet." Mathematicians are commonly associated with this style of reasoning.
Inductive Reasoning means determining the rule. It is learning the rule after numerous examples of the conclusion following the precondition. Example: "The grass has been wet every time it has rained. Thus, when it rains, the grass gets wet." Scientists are commonly associated with this style of reasoning.
Abductive Reasoning means determining the precondition. It is using the conclusion and the rule to support that the precondition could explain the conclusion. Example: "When it rains, the grass gets wet. The grass is wet, it must have rained." Diagnosticians and detectives are commonly associated with this style of reasoning.

4. Take a group position on the topic. Discuss why, given that there are two positions, your group choice its position. In your discussion references can be made to the importance of form and content in logical reasoning, and how this may affect the building of knowledge.

5. Construction of one question to be ask of the students in class. Students answers write down without collaborating, and then to report them back to the whole class.

Discussion
• Compare your answer of the question to the classes. Justify your choices that lead your group to its position.
• Please consider when interacting with the group what difference of opinion/position means. Does your groups or the classes position reflect something about human thinking in general?


Helpful links
Youtube
Online Newspapers
Blogs