ToK 11

Week of

Date Goal Agenda Homework
Monday
Wednesday
Friday

Week of May 16

Date Goal Agenda Homework
Monday
Wednesday
Friday

Spring Paper Date Change - Now due May 6!

Week of May 9

Date Goal Agenda Homework
Monday To discuss the extent to which math is invented or discovered
  • Finish video
  • Discussion - Is math invented or discovered? What is the relevance of this question?
  • Spring paper general feedback
Spring paper - due Friday, May 6
Wednesday To discuss the importance that math is afforded in our society
  • Discuss math articles
  • Reading time - Dogs and calculus

Spring paper - due Friday, May 6;

Read and annotate dog calculus article - Friday

Friday To discuss the difference between knowing and doing math
  • Journal: Does Elvis the dog know calculus? Explain your answer be careful to qualify you you mean by the verb "know."
  • Calculus dog video
  • Discuss Devlin article
    Journal: How does this article address the argument presented in the video from Last week? Explain.
Read and annotate Goedel - Monday

Week of May 2

Date Goal Agenda Homework
Monday To demonstrate the mathematical paradigm
  • Lecture/Discussion - Introduction to math and the mathematical paradigm
  • Journal: How were examples 1 and 2 different from example 3? What does this say about math as a way of knowing?

12 Angry Men assignment - Due Wednesday;

Invented or discovered article - Due Wednesday, May 4, ;

Spring paper - Due Friday, May 6

Wednesday To understyand the meaning behind the debate over whether math was invented or discovered
  • Finish Lecture/Discussion - Mathematical Paradigm
  • Journal: How were examples 1 and 2 different from example 3? What does this say about math as a way of knowing?
  • Importance of Math Readings

 

Spring paper - Due Friday, May 6

Friday To discuss whether math is invented or discovered
  • Video - NOVA - The Great Math Mystery
  • Make a T chart on a whole sheet of paper. on one side, make a bulleted list of the evidence that math is discovered (that reality is mathematical), and on the other a bulleted list that math is a human creation. For Monday, be prepared to discuss why this question is important to our understanding of math and the world.
Read and annotate documents on the value of mathematical knowledge. Specific identify Plato's hierarchy of knowledge. Do you agree with Plato's hierarchy?

Week of April 25

Date Goal Agenda Homework
Monday To review the WoKs
  • WoK review Activity
  • Discuss WoK review activity

12 Angry Men assignment - Due Wednesday;

Invented or discovered article - Due Monday, May 2;

Spring paper - Due Friday, May 6

Wednesday To understand how 12 Angry Men demonstrates both the importance of perspective and the importance of the WoKs
  • 12 Angry Men Discussion

Invented or discovered article - Due Monday, May 2;

Spring paper - Due Friday, May 6

Friday
  • No School

Week of April 18

Date Goal Agenda Homework
Monday To discuss what is meant by emotional intelligence
  • Emotional intelligence panel discussion
Wednesday To examine the interplay of WoKs in the film 12 Angry Men
  • 12 Angry Men

12 Angry Men notes and assignment - due Wednesday;

Spring formal paper - Due Friday, May 6

Friday To examine the interplay of WoKs in the film 12 Angry Men
  • 12 Angry Men

12 Angry Men notes and assignment - due Wednesday;

Spring formal paper - Due Friday, May 6

Week of April 11

Date Goal Agenda Homework
Monday To discuss what is meant by emotional intelligence
  • Emotional intelligence panel discussion
Spring Essay First Draft due - Friday, April 22
Wednesday To discuss what is meant by emotional intelligence
Spring Essay First Draft due - Friday, April 22
Friday To discuss what is meant by emotional intelligence
  • Emotional intelligence panel discussion
Spring Essay First Draft due - Friday, April 22

Week of April 4

Date Goal Agenda Homework
Monday To understand three basic theories of what emotions are
  • Reading time - Emotional intelligence article
  • Lecture/Discussion - Theories of emotion
  • Panel Discussion assignment - On Monday the class will conduct a panel discussion based on the emotional intelligence article you read over break. The overall goal of the discussion will be to use the article to examine and assess emotion as a way of knowing. Each group will be responsible for the following:
    • Answering their assigned question with reference to the document
      • Panel A - What is emotional intelligence?
      • Panel B - Are machines capable of emotions/emotional intelligence?
      • Panel C - Based on the article, how is emotion connected to other ways of knowing including memory, imagination, faith, empathy and intuition?
      • Panel D - By studying machines, how do we come to understand what it means to be human and what it means to know?
    • Posing and exploring a KQ relating to their assigned question
    • Explaining and exploring a real world situation that relates to the above KQ
    • Posing several discussion questions and leading the class in the exploration of these questions
    • Contributing to the panel presentation on Google docs ( the presentation should include your KQ, RWS and relevant quotes from the document - the presentation is not meant to be a script and should not be read.
    • Each group will be respoonsible for ten minutes of the presentation (including the discussion they lead)
    • To the greatest extent possible, groups should attempt to coordinate their presentations to avoid duplication and to lend the presentation a sesne of unity

MIT article, annotations and questions - Due Friday;

Read and annotate the Emoticon of your face - Due Wednesday

Wednesday To discuss the implications of the article - the emoticon of your face
  • Panel Discussion work-time
  • Lecture/Discussion - The emoticon of your Face
MIT article, annotations and questions - Due Friday;
Friday To prepare for the panel discussion
  • Panel discussion groups
    • Panel A - What is emotional intelligence?
    • Panel B - Are machines capable of emotions/emotional intelligence?
    • Panel C - Based on the article, how is emotion connected to other ways of knowing including memory, imagination, faith, empathy and intuition?
    • Panel D - By studying machines, how do we come to understand what it means to be human and what it means to know?
  • Panel discussion prep time
Panel Discussion Monday

Week of March 21

Date Goal Agenda Homework
Monday  
  • Substitute
  • Work on Spring Essay
 
Wednesday To discuss the role and perception of emotion in western society
  • More spring paper resources
  • Journal - With a partner, answer the following questions about emotion (please do so in writing):
    • If someone is described as "emotional," what does that mean?
    • Brainstorm words associated with the type of people associated with being "emotional". Are these words generally positive or negative
    • Is there a (perceived) connection between emotion and gender? How does this connection impact how we assess emotion?
    • How has emotion been portrayed in the literature you have read this year? Provide examples.
    • What does Harkin say is the stereotypical view of emotion? Does he agree?
  • Discuss emotion reading

Machines and emotional intelligence - Due Wednesday, April 6 - 2 pages and double points - annotation + questions:
1. What is emotional intelligence?
2. What examples of emotional intelligence are provided by the article? 3. How does emotional intelligence lead to knowedge? Provide specific examples?
4. How might machines be programmed to respond to human emotions? What do these ideas tell us about how we (Humans) understand and react to emotions?
5. Can machines ever have emtional intelligence?
6. Can machines ever have emotions? Explain (this is not addressed in the article).

Friday
  • No School

Week of March 14

Date Goal Agenda Homework
Monday To discuss the relation of coding to reason
  • Journal - 1) What difficulties did you face during this exercise? What do these difficulties suggest about logic as a way of knowing? 2) What questions of knowledge does this exercise suggest regarding logic? To what extent are these issues unique to logic as a way of knowing? 3) How does this activity demonstrate how logic differs from the other ways of knowing such as language and perception? Are these differences strengths or weaknesses? 4) How might logic as a way of knowing be dangerous? What problems might logic lead people into?
  • Discuss Activity/Wrap up logic unit (assess the following argument)
    • All A is B
    • All C is A
    • All C is B
  • Substitute the given words for the variable in the argument
  • Video - The Ascent of Man - Knowledge or Certainty? 45:42
  • Discuss video

Read and annotate Harkin article for Friday;

 

Wednesday To discuss the Bronowski article
  • Journal - List three similarities between deductive logic in general and computer coding.
  • With a partner, abswer the following questions: 1) What is the argument made in the Bronowski video, 2) How does this argument relate to our study of reason? 3) What are real world implications of this argument (think of a contemporary example.
  • Discuss Bronowski article
  • Senior presentations

Look at the twitter feed (and on the interenet generally). Identify two articles that you think might help you write the Spring formal paper - Due Wednesday;

Read and annotate Harkin article for Monday;

Friday To discuss and analyze the spring formal paper topic
  • Journal - What are the key concepts that must be defined from the Spring formal paper topic:

    “The knower’s perspective is essential in the pursuit of knowledge.” To what extent do you agree?

    How are you thinking of approaching this topic?
  • Unpacking the Spring formal paper
Read and annotate Harkin article for Monday;

Week of March 7

Date Goal Agenda Homework
Monday To understand Javascript Basics
  • Find a partner. Play a game of rock paper scissors with them (best 2 out of 3). Imagine you had to instruct a third person to mediate a game of rps. Write out a set of numbered written instructions for them to follow to determine who wins. How do your instructions demonstrate the use of logic?
  • Lecture/discussion - Coding basics needed for RPS program
Bring Laptops on Wednesday and Friday
Wednesday To understand the relationship between reason and coding
  • Javascript activity
Bring Laptops on Friday
Friday To understand the relationship between reason and coding
  • Javascript activity

Week of February 29

Date Goal Agenda Homework
Monday To understand two other ways of checking categorical syllogisms
  • Assess the following argument:
    • No monkeys are green
    • Some green things are not goats
    • Therefore: Some goats are not monkeys
  • Lecture/Discussion - figure and mood and deductive fallacies
  • Instructions for Syllolympics!
Using the HW from last week describe the mood and figure of each syllogism and assess its validity. If it is invalid, indicate which fallacy it demonstrates.
Wednesday To understand how other forms of deductive arguments work
  • Journal - Final questions on syllogisms?
  • Lecture/Discussion - Hypothetical and disjunctive syllogisms
Train for Syllolympics - Friday
Friday To show our logical prowess!
  • Syllolympics!
(Volunteers) bring laptops on Monday and Wednesday of next week

Week of February 22

Date Goal Agenda Homework
Monday To learn about the EE! Venn assessment - odds - due Wednesday
Wednesday To practice with Venn assessment of categorical syllogisms
  • Go over Venn HW
Categorical Syllogism Olympics - Wednesday
Friday To practice with Venn assessment of categorical syllogisms
  • Journal - What questions do youi have about assessing categorical syllogisms with Venn diagrams? Rate your level of competence (1 - deeply invalid, 10 - Logically perfect
  • Venn Practice
Categorical Syllogism Olympics - Wednesday

Week of February 15

Date Goal Agenda Homework
Monday
  • No school
Wednesday To think about ways that categorical syllogisms might be assessed
  • Journal - Identify and label the parts of the following syllogism:
  • All fish have wings
    All dogs are fish
    Therefore: All dogs have wings

  • Lecture/Discussion - Review basic categorical syllogism concepts
  • Brainstorm/Strategize - How can categorical syllogisms be assessed?
  • In your groups, using the concepts described in class write a categorical syllogism the meets the following criteria:
    • All of the premises must be true
    • All of the premises should contain explicit categorical terms (all, some, none). There should be no implied categoricals.
    • The conclusion must be true

    Determine whether the syllogism is valid. Be prepared to explain the means by which your group assessed the validity of this argument.

Label and assess the validity of the following argument:

All pinkeys are woozles

All droozles are woozles

Therefore:

All droozles are pinkeys

Explain the steps of your assessment in a paragraph

Friday To use ____ to assess categorical syllogisms
  • Discussion of HW
  • Using Venn diagrams to assess categorical syllogisms
Using Venn diagrams to assess categorical syllogisms worksheet

Week of February 8

Date Goal Agenda Homework
Monday
  • No School!
Induction analysis project should be sent to me no later than 6AM Wednesday Morning
Wednesday To apply knowledge of inductive argumentation to real life situations
  • Induction analysis presentations
Friday To understand the basic features of deductive reasoning
  • Finish presentations (if necessary)
  • Lecture/Discussion - Introduction to deduction

Week of February 1

Date Goal Agenda Homework
Monday To understand informal fallacies
  • Journal - Predict the Iowa Caucus results and win a prize! 1) Who will win on each side (Republican and Democrat), 2) who will come in second, 3) how many percentage points will separate the 1st and second place finishers.
  • Lecture/Discussion - Finish informal fallacies
  • Informal fallacy advertising/political speech project

Advertising/political speech project - Due and presentations - Wednesday, February 10

Wednesday To use the principles of reason to assess inductive arguments
  • Iowa Caucus winner
  • Informal fallacy advertising/political speech project
  • Group Fallacy Game.
    • Sit in lines based on group
    • During each round, the competitors are those in the first row. The first to raise their hand must identify the fallacy and explain why the argument represents that fallacy.
    • Incorrect answers set your group back 2 points, correct answer advance your group one point.
    • If answers are incorrect, the other groups may attempt to get it right going left to right along the row.
    • After each round, rotate seats with the first becoming last and all other moving up.
Advertising/political speech project - Due and presentations - Wednesday, February 10
Friday To use the principles of reason to assess arguments made in the mass media
  • Questions on media project?
  • In teams, finalize your Zendo rule. Devide who will act as the master
  • Zendo Student rules/games
  • Lecture/Discussion - Introduction to deduction (time allowing)
Advertising/political speech project - Due and presentations - Wednesday, February 10

Week of January 25

Date Goal Agenda Homework
Monday To understand how to assess inductive arguments
  • Journal - In your groups, on one paper, using anonymous handwriting: 1) Put the argument into standard form 2) identify the type of inductive argument and 3) indicate whether you think it is strong and why (50 words max total) -
  • When water is poured over a pile of rocks, it always trickles down to the very bottom. Similarly, when we cut taxes on the rich and they make more money, we can expect this to trickle down to the less fortunate.

  • Lecture/Discussion - Assessing inductive arguments
Assessing inductive arguments HW - Due Wednesday
Wednesday To understand how to use informal fallacies to assess inductive arguments
  • Journal - Write a standard form argument based on the ad. Then assess the strength of the claim using the assessment tools discussed in class
  • Go over HW
  • Lecture/Discussion - Informal fallacies
  • Induction project (time allowing)
Advertising project
Friday
  • No School

Week of January 18

Date Goal Agenda Homework
Monday
  • No school
Wednesday To understand inductive reasoning
  • Journal - Write an deductive and one inductive argument. Then explain why they are inductive and deductive.
  • Discuss Journal/inductive v. deductive activity
  • Lecture/Discusion - Inductive reasoning
Inductive argument reading assignment: Read the articles provided. Based on the information from each article, develop an inductive argument. The describe whether the argument is enumerative, analogical or causal. How strong do you think this arguments is? Be prepared to share and explain your reasons.
Friday To understand how to assess the strength of inductive arguments
  • In teams - share and discuss the argument that you developed for your assigned article. Then agree on the following :
    • The best standard form statement of the argument
    • What type of argument it is and why
    • What are the best ways to assess this type of argument - Be prepared to share and explain at least three
  • Discuss induction articles
  • Lecture/Discussion - Assessing inductive arguments

Week of January 11

Date Goal Agenda Homework
Monday To understand the prescribed essay
  • Return Fall essay
  • Prescibed essay and its role in ToK/IB Diploma
  • Examining a specimine title from IB
  • Spring Formal paper - Practice PE title
  • Journal - Identify and define the key concepts of this title. Describe some ideas for possible approaches to this topic.
Wednesday
  • Substitute
  • Practice PE title brainstorm and planning form
Practice Brainstorm and planning form - due Friday
Friday To understand the difference between inductive and deductive arguments
  • Debrief PE title brainstorm
  • Inductive v. Deductive arguments activity

Week of January 4

Date Goal Agenda Homework
Monday To explore a new way of knowing
  • Four groups of four. Sit with your group.
  • Rules of Zendo
  • Play zendo
  • Journal/discussion:
    • Describe, in as much detail as you can, the process by which the correct rule was determined.
    • What ways of knowing, that we have discussed did this activity demonstrate (explain)? What new way of knowing did this activity highlight? How does this new way of knowing differ from the WoKs we have discussed so far?
    • What real-world activities does this game model? Explain at least one and describe what makes them similar.

 

Papers will be returned on Monday

Wednesday To explore a new way of knowing
  • Sit with your team
  • Play non IP infringing mystery game
  • Journal:
    • Describe, in as much detail as you can, the process by which the correct answer was determined.
    • How was this activity similar to the Zendo?
    • In what essential ways was the process used to determine truth in the clue activity different from the process used in the Zendo activity? Which process was more reliable?
    • What real-world activities does this game model? Explain at least one and describe what makes them similar.
Friday To explore a new way of knowing
  • Discuss/Debrief/Collect journals
  • Lecture/Discussion - Introduction to reason
Come up with your own rule challenge for Zendo (1 per team) - No more than two descriptors - Due next Friday;

Week of December 14

Date Goal Agenda Homework
Monday To discuss the extent to which persuasion fosters or impedes knowledge.
  • Bagel day!! Yum.
  • With a partner, list and discuss what the article says are the key methods and themes characteristic of Trump's use of language.
  • Brainstorm these to the board
  • Listen to the Trump speech. 1) Which elements of the rhetorical triangle does Trump focus on? 2), What examples can you identify from the speech we listened to of the themes described in the Times article, 3) focusing on their use of language, NOT on the content of their speeches, explain what you consider to be the two most significant differences in terms of how Trump and MLK use language. Be prepared to share your observations with the class.
  • Discussion
Wednesday
  • No class!
Friday
  • No class!

Week of December 10

Date Goal Agenda Homework
Monday To understand the significance of major KQ in language
  • Journal - With a partner discuss and develop an example of connotative meaning. Does connotation in your example make language a more or less effective way of knowing?
  • Lecture/Discussion - Ambiguity, vagueness and persuasion.
  • MLK speech activity
  • Discuss the tools of persuasion used by King

MLK write up - Due Wednesday;

Doublespeak presentations - due Friday

Wednesday To understand the meaning and use of double speak
  • Collect discussion response forms from before break
  • Journal: Imagine King's speech included none of the rhetorical devices we discussed. How would this have impacted the speech as a source of knowledge? Explain your answer
  • In partners, share what you consider to be the best example of each of the rhetorical devices used by King, then share and discuss your journal response
  • Brainstorm and discuss Kings use of language
  • Doublespeak presentation instructions. Your group should:
    • Offer a clear explanation of your assigned example of doublespeak. This explanation should be in your own words and should explain what those who employ this variety of doublespeak are trying to do.
    • Explain several examples of this type of doublespeak provided by Lutz in the article, providing any appropriate context
    • Identify, describe and explain two examples of this type of doublespeak found in a contemporary source. Please explain both the intent of the doublespeak and what the doublespeak is trying to conceal.
Doublespeak presentations - due Friday
Friday To analyze examples of doublespeak from
  • With a partner, answer the following questions:
    • What does Orwell have to say about the connection between language and politics?
    • What is doublespeak? Why is it a problem
  • Discuss doublspeak article pp. 1-2
  • Doublespeak presentations
Read and annotate Trump language article

Week of Novewmber 30

Date Goal Agenda Homework
Monday Top distinguish between linguistic determinism and linguistic relativism
  • Journal - Read the Sapir/Whorf handout and answer the following questions:
    1. What do the quotations maintain is the impact of language on thought? Be specific.
    2. What is the difference between the claims made by Deutscher and the claims made by Sapir and Whorf?
  • Lecture/Discussion - Linguistic relativism v. Linguistic determinism
Wednesday To examine four theories on how language conveys meaning
  • Journal - Pop quiz! (from presentation)
  • Lecture/Discussion - Language and theories of meaning
  • Journal - To what extent would our discussion of language thus far be useful in answer the following question? Explain using examples

    “The knower’s perspective is essential in the pursuit of knowledge.” To what extent do you agree?

Friday To examine further KQs regarding language - connotation, vagueness, ambiguity
  • Journal - List the theories of meaning we have discussed so far. With a partner, discuss which of these theories best describs how we make meaning from language?
  • Lecture/Discussion - Finish theories of meaning
  • Journal - Complete the brainstorm on the presentation for connotation and language
  • Lecture/Discussion - KQs and language

Week of December 6

Date Goal Agenda Homework
Monday
  • Language and persuasion
  • MLK speech activity
Wednesday
  • Doublespeak article discussion
Friday
  • Doublespeak and current events activity

Week of

Date Goal Agenda Homework
Monday
Wednesday
Friday

Week of November 16

Date Goal Agenda Homework
Monday To assess the proposition that animals use language

Each argument should be supported by three supporting points, each of which, in turn, is supported by a quotation or an example

  • Chimp Language SAC
  • Chimp language debate discussion

Final draft of Fall essay - Due Wednesday, but accepted late at no penalty until class on Friday;

Read and annotate does Language shape thought article, answering the following questions:

  • What specific examples does Deutscher provide for language shaping how people think?
  • What impact does gender have on language in which nouns have gender. Do we think differently about things when we think in a language with gender.
  • If you speak a language other than English, can you think of concepts represented in that language that either don't exist or are substantively different in English? Be prepared to share and explain.
Wednesday To understand the ways in which language shapes thought
  • Socratic Discussion - Does Language shape thought?
Final draft of Fall essay - Due today, but accepted late at no penalty until class on Friday;
Friday
  • Substitute
  • Read and annotate Lutz article
Read and annotate Lutz - Due Wednesday, December 1

Week of November 9

Date Goal Agenda Homework
Monday To define language
  • Return papers and discuss common issues
  • Peer reading of papers focusing on general comments

Read an annotate - "Does Language Shape what your think" article - Due Monday, November 16;

Final draft of fall formal paper - due Wednesday, November 18

Wednesday
  • No School - Veterans' Day
Friday To debate the extent to which animals possess language
  • Lecture/Discussion - What is language and what is not language? Debrief Friday's Activity
  • Questions on Chimp Language article
  • Discuss animal language Article

Read an annotate - "Does Language Shape what you Think" article - Due Monday, November 16;

Final draft of fall formal paper - due Wednesday, November 18

Week of November 2

Date Goal Agenda Homework
Monday To assess the extent to which basic visual forms shape our emotional responses
  • Journal - Having completed your first draft, what questions do you have about the assignment that you need answered prior to completing the final draft?
  • Group presentations
  • Fine art examples
  • Discussion - Do basic visual forms shape our emotional responses?
Final draft of fall paper - due Wednesday, November 18
Wednesday To discuss what constitutes language
  • Journal - What is language?
  • What is language? Activity
Read and annotate Descartes and (review) Searle - Friday
Friday To define and discuss language
  • Substitute - Language definition activity
Read and annotate chimp language article - Monday, November 9

Week of October 26

Date Goal Agenda Homework
Monday
  • No School
Wednesday To examine the connection between perception and emotion
  • Journal: From your perspective, what is the most significant specific observation made in the loftus article? Explain
  • Discussion - Loftus wrap up
  • Questions regarding the fall paper?
  • Lecture/Discussion/Storytime - Perception and Emotion - Picture this: How Pictures Work by Molly Bang
  • Perception and emotion assignment for Friday
  • Journal - How might the principles described in Molly Bang's book be used in design? Explain.
Friday To examine the connection between perception and emotion
  • Perception and emotion assignment
  • Questions on the paper?

Week of October 19

Date Goal Agenda Homework
Monday To understand the KQ raised by the perceptual illusions we examined

Announcement - Mr. Kalis reminds students testing in math studies to submit their completed field trip forms to him by this Friday. You should receive this form from your math teacher.

  • Illusion presentation and discussion
  • Reading time - Change Blindness article
Read and annotate change blindness article - Wednesday
Wednesday To understand change blindness
  • Finish illusion presentations
  • Lecture/Discussion -Change blindness and inattentional blindness
  • Reading time - Eyewittness testimony article
Read and annotate eyewittness testimony article - Friday
Friday To understand the limitations of eyewitnes testimony
  • Eyewitness testimony SAC
Fall paper first draft due - Monday, November 2

Week of October 12

Date Goal Agenda Homework
Monday To understand the nature of optical illusions
  • Illusions activity - investigation
  • Groups (choose 4 of 5)
    1. 1,9,14, 17,4
    2. 2,7,12, 23,15
    3. 3,5,11,20,21
    4. 5,8,10,18,22
    5. 13,6,16,19,24
Bring laptops on Wednesday
Wednesday To understand the nature of optical illusions
  • Finish illusions activity investigation
  • Illusions presentation prep time
  • Illusion presentation instructions
Have presentations sent to Mr. Haydock by Thursday at 6PM
Friday To understand the nature of optical illusions
  • Illusion presentations

Week of October 5

Date Goal Agenda Homework
Monday To discuss Nagel
  • Announcements - Bagel day, Fall paper, quarter grades, plug for The Martian
  • Review/Discuss senses activity
  • Reading time - Nagel
Read and annotate Nagel - Wednesday
Wednesday To discuss Nagel and the extent to which are imaginations are limited by our perception
  • Small group prep for Socratic discussion -

Resolved: It is impossible to know "the other" since sense experience is different for each individual.

    • Identify and analyze the major components of Nagel's argument. Identify supporting quotations to illustrate the various parts of Nagel's argument.
    • Based on your assigned role (affirmative or negative) assemble arguments that Nagel is either right (affirmative) or wrong (negative). Your arguments should use supporting quotations from Nagel as well as examples developed by your group.
    • Your group should be prepared to explain why individual experience - consciousness - either can (negative) or cannot (affirmative) be explained objectively.
    • The debate will be conducted without moderation. The side which has the lowest standard deviation in terms of the number of times each person speaks will receive a bonus participation point. A bonus participation point will be awarded to all if all people speak.
  • Socratic Discussion - Nagel
Bring laptops on Monday and Wednesday of next week (if possible)
Friday To Nourish our bodies and minds!
  • BAGELS!
  • Lecture/Discussion - Illusions
  • Illusion activity discussion
Bring laptops on Monday and Wednesday of next week (if possible)

Week of September 28

Date Goal Agenda Homework
Monday To understand the development of philosophical idea regarding sense perception and its reliability
  • Journal - Why is perception as a way of knowing problematic? Answer in specific terms and include an example.
  • Lecture Discussion - The philosophy of sense perception.
Wednesday To understand the range of human perceptual abilities  
Friday To discuss how sense perception shapes reality Read and annotate Nagel Article - Due Friday

Week of September 21

Date Goal Agenda Homework
Monday To discuss the scope and sequence of the perception unit
  • Journal - What questions do you have about the first semester paper?
  • First semester paper discussion
  • Unit 2 - Perception - Guiding Knowledge Questions
  • Reading time - Russell on perception

Read and annotate Russell pp. 7 to the line on 12 - Wednesday;

First semester paper proposals - due Friday

Wednesday To discuss Russell's view of perception
  • Journal: In small groups, discuss and answer (in your journals) the questions on the Russell document from the overhead
  • Discuss/list KQ arising from Russell

Read and annotate Rusell pp. 12-16 - Monday;

Answer the following questions bassed on Norman chapter 5:

  1. What is meant by “root causes analysis”?
  2. On p. 167, Norman argues that errors occur because designs focus on the requirements of machines and not people. How are the requirements of people and machines different, and what does this tell us about people as knowers?
  3. Norman describes a variety of different types of slips and errors. Describe these categories.
  4. Identify two examples from your own experience of specific slips and errors and explain them in both Norman’s terms and in terms of the WoKs.
  5. What do Norman’s categories of errors reveal about the limitations of human knowledge?
  6. What is a social pressure mistake? Provide an example of a social pressure mistake from your own experience

First semester paper proposals - due Friday

Friday To discuss Norman chapter 5
  • Discuss Norman chapter five
  • Brainstorm Norman key concepts by chapter
Russell part 2 (to the end of the article) - Monday

Week of September 14

Date Goal Agenda Homework
Monday To understand the challenge posed by philosophical skepticism and post modernism to the idea of knowledge
  • Journal: In small groups, answer the following question based on the skepticism reading:
    • 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?
    • What knowledge questions are raised by this article?
  • Discuss Skepticism article
  • Read post modernism excerpts handout. How is post modernism different from philosophical skepticism?

In 100-150 words, explain which of the three positions regarding knowledge is the most accurate. Explain your answer using examples - Due - Monday, September 21;

Read and annotate Searle - Wednesday

Wednesday To understand what it means to be a knower
  • Journal: Can Machines ever know anything? Answer this questions from your own perspective and then explain Searles's answer
  • Lecture/Discussion - Searle, understanding and the meaning of knowledge.

In 100-150 words, explain which of the three positions regarding knowledge is the most accurate. Explain your answer using examples - Due - Monday, September 21;

For Friday - Answer the following questions based on Norman chapter 4 and be prepared to discuss:

1. Make a list of actual constraints that you have experienced. Include two from each type: physical, cultural, semantic and logical. Use examples from your experience not from the book. Which category of constraints is the most powerful shaper of behavior? Why?
2. What is a convention? List one convention that is useful and one convention that is not. Why do you think the useless convention persists?
3. What is the importance of sound in understanding the world? Provide two examples, one from the book and one from your own experiences.
4. What does Skeuomorphic mean? What are two examples of
Skeuomorphic design from your experience (not from the book) What does Skeuomorphic design tell us about how we develop knowledge of the world?

Friday To discuss Norman chapter 4
  • Using this link (an online version of the US history book used at THS) define Jane Addams (chapter 7.2 p. 256)
  • Norman chapter 4 discussion
In 100-150 words, explain which of the three positions regarding knowledge is the most accurate. Explain your answer using examples - Due - Monday, September 21;

Week of September 7

Date Goal Agenda Homework
Monday
  • No School
Wednesday To understand the three standards for truth
  • Lecture/Discussion: Truth tests (finish)
  • Journal: Which of the three Truth tests would you employ in the following situations? Explain your answer.
    • The universe contains more dark matter than ordinary matter
    • Murder is wrong
    • Mr. Olmedo is wearing an orange shirt
    • Sticking a paper clip into an electrical socket is a bad idea
    • The current drought is the result of global warming
  • Lecture/Discussion - Three theories of Knowledge
For Friday - Answer the following questions based on Norman chapter 3 and be prepared to discuss:
  • What is Knowledge in the world? List three examples of how you use knowledge in the world.
  • How can designers use the ways of knowing to get around the problems of short term memory (STM)? Provide examples from the book and from your own experience.
  • Do we need absolute truth? Explain your answer in terms of Norman.
  • How does natural mapping compensate for the shortcomings of our memories? Find an photograph an example of effective natural mapping and poor natural mapping from outside this room. Be prepared to explain each.
  • How is natural mapping culturally relative?
Friday To discuss the importance and function of memory in knowing
  • Norman discussion

Read and annotate Searle - Due Wednesday, September 16

Fall paper topics must be a pproved by Friday, September 25

Week of August 31

Date Goal Agenda Homework
Monday To understand and justified, true belief
  • Journal: What does it mean to know something? List five things you know and then explain how you know them.
  • Debrief journal
  • Lecture/Discussion - What does it mean to know, pt 2 - Justified, true Belief
Read and annotate theories of truth excerpts - due Wednesday
Wednesday To understand the correspondence, coherence and pragmatic truth tests
  • Journal - Which of the three truth tests is the most convincing? Which would be the best standard to prove truth "beyond a reasonable doubt?" Why?
  • Lecture/Discussion - Justified true Belief (continued)
  • Using the framework established by JTB, discuss in your groups whether your assigned statement counts as knowledge. Be prepared to explain in terms of JTB. What KQ emerge from your knowledge claim?
Read and annotate skepticism article - Due Wednesday, September 9
Friday To understand the how cognition and emotion work together to generate understanding
  • Based on Norman chapter 2:
    • What concept in the chapter stands out for you? Use an example to illustrate why this concept stands out?
    • What does this chapter say about the relationship between reason (cognition) and emotion? Do you agree with the author's argument here?
    • Based on this chapter, what is the relationship between thought and the physical world? Explain using an example
  • Norman discussion - Chapter 2
Read and annotate skepticism article - Due Wednesday, September 9

Week of August 24

Date Goal Agenda Homework
Monday To understand Plato's theory of knowledge
  • Journal - Based on Plato’s hierarchy of knowledge, how would the ToK WoKs (faith, reason emotion language perception,memory, imagination, intuition) be ordered from most to least reliable? Explain.
  • Lecture/Discussion - Plato's theory of knowledge
  • Small group discussion of Plato questions from presentation
 
Wednesday To understand the distinction between personal and shared knowledge
  • Small group discussion of Cave questions
  • Discuss cave questions
  • Journal: What does it mean to know something? List five things you know and then explain how you know them.
  • Debrief journal
  • Lecture/discussion - What does it mean to know? pt. 1 - personal v. shared knowledge
Review your notes from Norman 1-2. What KQ arise from these sections of the book? (nothing written required)
Friday To discuss Norman's principles of design and the distinction between cognition and emotion
  • Journal - What KQ emerge from chapter 2 of the book? What questions or observations do you have/wish to make about this chapter
  • Norman assignment
  • Moderated discussion - Norman chapters 1-2
 

Week of August 17

Date Goal Agenda Homework
Monday To understand the key elements of the ToK class
  • Introductions - Name - main academic interest - funfact
  • Lecture/Discussion - Introduction to theory of Knowledge
  • Plato - "Allegory of the Cave" reading time

Read and annotate Plato's "Allegory of the Cave" - due Friday, August 21;

Norman Assignment - counts as two annotations - Due Wednesday, August 19;

Back to School Night is tomorrow at 6:30 PM!

Wednesday To discuss The Design of Everyday Things in the context of ToK
  • Journal - Based on our discussion of ToK Monday, and your reading of Norman this summer, how does The Design of Everyday Things demonstrate concepts central to ToK? Choose and describe one. Be prepared to share a quote from the book!
  • Moderated discussion - ToK and The Design of Everyday Things
  • Fall semester formal paper assignment
Read and annotate Plato's "Allegory of the Cave" - due Friday, August 21;
Friday To understand Plato's theory of knowledge
  • Journal (in small groups) - What knowledge questions does Plato raise? What is Plato's Theory of Knowledge? Do you agree? What questions do you have regarding the article?
  • Socratic discussion of Plato's "Allegory of the Cave"

Week of August 10

Date Goal Agenda Homework
Monday
  • No School
Wednesday To discuss the implications of Gladwell and understand the annotation assignment
  • Welcome!
  • Seating - Sit not in the forbidden seats!
  • Socratic Seminar guidelines:
    • My role is to ask questions - not to weigh in.
    • Don’t raise you hand - enter the conversation naturally (but politely)
    • Participate - don’t dominate
    • Practice open ended discussion - no one is looking for the right answer.
    • Everybody wins when everybody participates.
  • Socratic seminar - Gladwell excerpts
  • Annotating documents in ToK

Read and annotate Dweck article - Friday

Norman Assignment - counts as two annotations - Due Wednesday, August 19

Friday To understand the function of annotations and apply the ideas of Dweck to our experience in education
  • Journal: Identify a quote from the Dweck article that has some relevance to your experience with education in this country. Identify the paragraph where the passage can be found and then explain why you found the passage important, insightful or contrary to your educational experience thus far. Be prepared to share your observations.
  • Discuss annotations and Dweck article
  • Syllabus

Read and annotate Plato's "Allegory of the Cave" - due Friday, August 21;

Norman Assignment - counts as two annotations - Due Wednesday, August 19

Week of November 16

Date Goal Agenda Homework
Monday To discuss the extent to which are thoughts are influenced and constrained by language
  • Socratic discussion - Does language shape What you think?
  • Last minute questions on final paper submission
Final draft of fall formal paper - due Wednesday
Wednesday To understand how language shapes meaning
  • Journal: Read the SEP article on the Sapir Whorf hypothesis
    With a partner make a T chart. On one side list arguments supporting the Sapir Whorf hypothesis. On the other list arguments that show its weaknesses. Examples from Wednesday's discussion are encouraged
  • Lecture/Discussion - Sapir Whorf Hypothesis
Read and annotate doublespeak article - due Monday, November 30
Friday
  • Substitute
  • Read and annotate doublespeak article
Read and annotate doublespeak article - due Monday, November 30