ToK 11

Week of December 11

Date Agenda Homework
Monday
  • Finish Assessing inductive arguments
  • Argument work time
Read the induction practice articles, then transform each article into an standard form inductive argument. Using what we have discussed today, assess the strength of each argument on a 1 (week)-10 (strong) scale. Explain the reasons behind your assessment .
Wednesday
  • No class
Friday
  • No class

Week of December 4

Date Agenda Homework
Monday
  • Lecture/Discussion - Deduction v. induction
  • Deduction or induction group activity
  • Lecture/Discussion - Translating inductive arguments into standard form
Class meets in A211 on Wednesday. Remember to give blood - the gift of life!
Wednesday
  • Lecture Discussion - Types of inductive arguments and their assesment
 
Friday
  • Lecture Discussion - Types of inductive arguments and their assesment
Read the induction practice articles, then transform each article into an standard form inductive argument. Using what we have discussed today, assess the strength of each argument on a 1 (week)-10 (strong) scale. Explain the reasons behind your assessment .

Week of November 27

Date Agenda Homework
Monday
  • Substitute
  • Read and annotate "Politics and the Fracturing of Shared Reality" on your phones. If you don't have a phone, look on with a partner. This article was written during the 2016 primary season, but we are reading it for what it says about the relationship between reason, science and our ability to agree on a shared reality
  • To what extent does reason establish a "shared reality" upon which we can all agree? What happens when that shared reality is no longer shared?
Fall formal paper final draft - Due Friday
Wednesday
  • Questions for the final draft of the fall essay?
  • Discussion - Reason, subjectivism and the importance of shared reality
  • Lecture/Discussion - The language of reason
Fall formal paper final draft - Due Friday
Friday

Week of November 13

Date Agenda Homework
Monday
  • Journal: Answer questions from the presentation in your groups
  • Lecture/Discussion - Wittgenstein and the PI
Wednesday
  • Language as a tool of persuasion in politics: a comparison between Martin Luther King Jr. and Donald Trump
Complete the analysis of each speech described on the presentation
• How is language used differently by each speaker?
• How are the other WoKs incorporated into Persuasive language?
• Does persuasive language facilitate or hinder knowledge?
• What role does language play in a democracy? (think about this one)
Friday
  • Journal - Does persuasive language serve more to foster or hinder the generation of true knoweldge? What otherWoKs are important to this question? Explain your answer using examples from the two speeches.
  • Discuss journal
  • General fall essay comments
  • Fall essay return
Fall essay final draft -Due Wednesday, November 29

Week of November 6

Date Agenda Homework
Monday
  • Journal: Review the activity done on Friday with your group. Using this activity and the Orwell document, discuss how language can impede knowledge. List and explain two examples and support each with a quote from the document. Develop a KQ progression (KC-KQ1-KQ2) based upon your discussion.
  • Orwell document/misuses of language discussion
  • Read the Wittgenstein documents with the following knowledge question in mind, "To what extent is language simply a system of logic?"

Read and annotate Wittgenstein - Wednesday;

Mr. Haydock's fall essay return deadline - Friday, November 17, unless you notify me ahead of time that you need it earlier.

Wednesday
  • Lecture/Discussion - To what extent is language simply a system of logic? Wittgenstein argues with himself.
Mr. Haydock's fall essay return deadline - Friday, November 17, unless you notify me ahead of time that you need it earlier.
Friday
  • No School - Next week - Wrapping up language with discussions on language persuasion and their relationship to knowledge

Week of October 30

Date Agenda Homework
Monday

First draft of fall paper - due Wednesday;

Orwell, Part 1 + Questions - Due Wednesday, November 1

Wednesday
  • Fall paper peer editing and discussion
Orwell, Part 2 + Questions - Due Friday, November 3
Friday
  • Journal: What Are Orwell's most important recomendations for clear writing? List and explain three
  • Lecture/Discussion - Orwell and the Misuses of language
  • Read the brief news story from CNN on the attacks in New York. Then, with your group, write a news release describing the attacks in 100-150 words that grossly violates as many of Orwell's rules as possible. When you are done, Highlight each violation and explain which principle has been violated

Week of October 23

Date Agenda Homework
Monday
  • Parent Conferences
Wednesday
  • Language and thought - small group discussion. Each group must include at least one person who speaks a language other than English.
First draft of fall paper - due Wednesday, November 1;

Friday
  • In small groups, as question 6: To what extent do you think in language? Without language, how would your conception of the world be different? If you speak a language other than English, are their concepts or ideas that are clearly expressed in that language that are not capable of being expressed in the same way in English? Provide examples
  • Language and thought - Whole class discussion - How does language shape our knowedge of the world?
  • Katz reading
First draft of fall paper - due Wednesday, November 1;

Week of October 16

Date Agenda Homework
Monday
  • Journal: Will it ever be possible for machines to use language as we do? Can we call what machines do now (based on Friday's activity) "using language" in the same way that we use language? What would Searle and Descartes' answer to this question be?
  • Lecture/Discussion - Descartes, Searle and the relation between reason, understanding and language
Chimp Language article - due Wednesday
Wednesday
  • Debate: Resolved - Language is unique to human beings
    • 15 minutes prep time to prepare your arguments on your case template. Both sides should precisely define language and other key terms, and should develop at least three reasons for their position.
    • Format
      • Affirmative constructive (3 minutes)- Clearly state your stand on the resolution and then explain your case (your reasons for your position on the resolution and the definitions of key terms). Don't simply read off of your notes, take the time to explain your arguments and definition and how they work together to make a compelling argument for your side.
      • Negative questions the affirmative (and the affirmative answers)(2 minutes) - questions can either seek clarification or attempt to poke holes in the oppositions case
      • Negative constructive (3 minutes)
      • Affirmative questions the negative (2 minutes)
      • 3 minutes prep time to prepare rebuttal and closing
      • Negative rebuttal and closing (2 minutes) - The negative side should refute all three of the affirmative arguments an or definitions and explain why their side of the resolution is correct
      • Affirmative rebuttal and closing (2 minutes)

Debate analysis - due Friday (counts as an annotation)

Using your notes, take the role of the judge of the debate and explain which side won and why. You reasons should address the what you consider to be the most important issues in the debate and why your chosen side prevailed. Explanations should make specific reference to your notes template, which will also be submitted on Friday. You may choose either side.

Friday
  • Journal: To what extent do you think in language? Without language, how would your conception of the world be different? If you speak a language other than English, are their concepts or ideas that are clearly Express in that language that are not capable of being expressed in the same way in English? Provide examples
  • Lecture/Discussion - Linguistic determinism and the Sapir-Whorf hypothesis
Read and Annotate Deutscher article - Wednesday, October 25

Week of October 9

Date Agenda Homework
Monday
  • Lecture/Discussion - Characteristics of language
Read and annotate Searle and Descartes - Friday
Wednesday
  • Bagel Day
  • Education discussion
Read and annotate Searle and Descartes - Friday
Friday
  • Small Group Discussion - Language, meaning and reason
  • Here is the link referred to in the presentation. Here is another option. And another.
Read and annotate animal language article - Wednesday

Week of October 2

Date Agenda Homework
Monday
  • Illusions presentations and discussion
Wednesday
  • Journal - Make a T chart. On the left side list the characteristics that are essential for something to be language. On the right side list examples of characteristics that language is not.
  • What is Language? Activity and discussion
Read and annotate Descartes, Searle, Wittgenstein - Friday
Friday
  • Philosophy of language discussion

Week of September 25

Date Agenda Homework
Monday
  • Lecture/discussion/demonstration - change blindness and attentional blindness
  • Preview of illusion activity
Wednesday
  • Lecture/Discussion - Perceptual illusions
  • Perceptual Illusion activity in the computer lab
    • Your group will be assigned two illusions to investigate from this list.
    • Examine each illusion, discuss with your group and fill out the illusion template. On Friday, September 29, be prepared to present one of the illusions you investigated to the class using the guidelines described below:
  • Illusion presentation work time. Presentations should:
    • Explain what the difference between appearance and reality, and what your group believes is the cause of this difference. Does this illusion fit into the categories we described, or is something else going on? Your explanation should deal with what we have described as the two walls between our understanding and the world.
    • To what extent does your illusion involve other WoKs?
    • Explain a knowledge question progression (KC-KQ1-KQ2) that arise from this illusion and then explain and discuss potential real world impacts (positive or negative) these knowledge questions might pose for at least one AoK.
    • Be between 3-6 minutes in length. Questions are encouraged after each presentation
    • Presentations are worth an annotation and participation points
Illusion presentations - Due Friday
Friday
  • Presentation of Illusions and discussion of the limits of perception

Week of September 18

Date Agenda Homework
Monday
  • We are back in D210 today
  • Whole class discussion/brainstorm - Ways of knowing in the film 12 Angry Men
Read and annotate Loftus (required) and Sentinal (supplemental) articles - Wednesday
Wednesday Read and annotate change blindness article - Friday
Friday
  • Small group activity - Jury instructions for eyewitness testimony, revised based on ToK!
Read an annotate illusions article (online)- Monday

Week of September 11

Date Agenda Homework
Monday
  • 12 Angry Men, Pt. 1
Completed video evidence sheets - due Monday, September 18
Wednesday
  • 12 Angry Men, Pt. 2
Completed video evidence sheets - due Monday, September 18
Friday
  • ToK 11 meets in A211 today! Help spread the word!
  • Finish 12AM
  • Video notes assignment
  • First semester paper
Completed video evidence sheets - due Monday, September 18

Week of September 4

Date Agenda Homework
Monday
  • No School!
Wednesday
  • Journal: What were the most significant issues raised in Friday's Debate? Why do you think most people chose skepticism at the end?
  • Read and discuss post truth excerpts, (pt. 1 from the Economist). Identify and be prepared to discuss, as a whole group, the arguments made in the article
  • Discussion - Can democracy survive in a post truth world?
Friday

Week of August 28

Date Agenda Homework
Monday
  • Journal: What (if anything) is the difference between knowledge and belief?
  • Lecture/Discussion - Justified, True Belief
Read and annotate the skepticism article - due Wednesday, August 30
Wednesday
  • Journal - With your group, answer the following questions regarding the philosophical skepticism article:
    • What is the difference between “ordinary” and “philosophical” skepticism?
    • What does Wittgenstein mean when he says “doubt occurs within the context of things undoubted?” Is he speaking of ordinary or philosophical skepticism with this statement?
    • How are the movies The Matrix and The Truman Show used to illustrate the difference between ordinary and philosophical skepticism?
    • In what cases is philosophical skepticism warranted?
  • Discuss Journal
  • Lecture/Discussion - Three approaches to knowledge
  • Post modernism readings
Friday
  • Triangular debate: Is knowledge possible?
    • Meet with your group based on perspective T, t, (T)? and color
    • With your group, brainstorm as many arguments as you can in ten minutes for why your position on knowledge is correct. Everyone should take notes on the brainstorm and have the brainstorm handy during the debate. Use examples from the readings and specific examples from your experience in classes at THS. Make sure everyone in your group clearly understand the knowledge position you represent. Appoint on person from each side to track participation for their side.
    • Debate rules:
      • Arrange chairs in the smallest triangle you can make.
      • Each side should make a 1 minute opening statement laying our their position. This statement can be delivered by more than one person on each side.
      • After openings, follow the rules for Socratic discussion (no raising hands, be mindful of others).
      • Your side may speak only when it has not spoken for the previous 2 speakers, thus each side of the triangle should speak before a side repeats. The only exception to this is when a specific question is asked of another side. That side may answer, but there are no follow ups.
      • Sides should be prepared to speak when there turn comes.
      • Make every effort to respond directly to the arguments that have come before you
      • Your goal is for everyone on your side to contribute at least once during the debate.
 

Week of August 21

Date Agenda Homework
Monday
  • Journal: With your group, develop and write a KQ2 that emerges from our discussion of the "Allegory of the Cave" on Friday.
  • Lecture/Discussion - The theory of knowledge that emerges from Plato's "Allegory of the Cave"
  • Small group discussion of presentation questions
For Wednesday, bring a list of ten things you know. For each item, briefly indicate what the basis for your KC is. Try to have diversity on your list.
Wednesday
  • Review your group responses to the questions posed at the end of class on Monday - then whole class discussion
  • In small groups, everyone should share the lists of what they know. As a group, discuss how you might construct 2-3 categories into which all of your KC could be placed based on the bases for each KC. Be prepared to share your categories.
 
Friday
  • Lecture/Discussion - Personal (PK) v. Shared Knowledge (SK)
  • Discussion of PK v. SK questions
Read and annotate the skepticism article - due Wednesday, August 30

Week of August 14

Date Agenda Homework
Monday
  • Begin reading and annotating Miller article
  • Lecture/Discussion - Knowledge claims and Knowledge questions
  • Miller article reading time

Read and annotate Miller article - Due Wednesday;

Read and annotate Plato's "Allegory of the Cave" - due Friday

Wednesday Plato's "Allegory of the Cave" - due Friday
Friday
  • Socratic discussion of Plato's "Allegory of the Cave"
  • Small groups - 1) What is Plato's argument? 2) How does he support this argument? 3) Is this argument valid?
  • Large group - Are WE bound in a cave looking at shadows and thinking them real? To what extent does the Allegory describe us?
For Wednesday, bring a list of ten things you know. For each item, briefly indicate what the basis for your KC is. Try to have diversity on your list.

Week of August 7

Date Agenda Homework
Monday

Read and Annotate Dweck article - Wednesday

Wednesday
  • Day 2 -Ourselves
  • Discussion of Dweck article
    • Small groups/answer questions in brief form in your journal - What is Dweck's argument? How does she support this argument? How does this relate to your experience in school?
    • Large group - How should the ideas in this article shape the nature and methods of education in the US? How does this article relate to this class? To what extent do you agree or disagree with Dweck's argument?

 

Friday
  • Journal - How did yesterday's discussion go? What went well and what might be improved?
  • Reese email list
  • Lecture/Discussion - Introduction to ToK
  • Syllabus

Read and annotate Plato's "Allegory of the Cave" - Friday, August 19