ToK 11

Week of October 18

Date Agenda Homework
Monday
  • Lecture/discussion - SIFT
  • Explain Wednesday's assignment

Applying SIFT strategies homework - Use this source.

1. What is the argument being made by this source (this will take some investigation)

2. Evaluate the source using the SIFT method. Your evaluation should be thorough and not only explain the source's credibility, but also contain a list of all sites used in your evaluation, and how those sites were used. Please describe each step of the SIFT process! Quotes and screenshots are encouraged - due Wednesday, October 20 to Canvas.

Wednesday
  • Lecture Discussion - Bias v. Agenda and Evaluating expertese
  • Discuss source evaluation assignment
  • Additional source evaluation practice:
    • No. 1 (overall evaluation)
    • No. 2 (how credible is the source?)
    • No. 3(how credible is the source?)
    • No. 4 (how credible is the source?)
    • No. 5 (Fact Check the first claim)
Friday
  • Fall paper assignment

Week of October 11

Date Agenda Homework
Monday
  • Collect debate materials
  • Think about the videos we watched on on Friday, the Dylann Roof video we watched earlier in the term and the video conference with journalists Maria Ressa and Ghada Ouiess that your reflected on over the weekend. Then answer the following questions in your journal:
      • How has the internet has changed what it means to know?
      • How should schools deal with this change?
  • Whole class discussion of the above questions
Read and annotate Breakstone et. al. from The Kappan - Due Wednesday in Canvas
Wednesday
  • Small group discussion of the Breakstone article
Friday
  • Lecture/Discussion - The SIFT method
 

Week of October 4

Date Agenda Homework
Monday
  • Debate debrief and submissions
  • Lecture/Discussion - "What can be known: Three perspectives"
  • Journal - Which of the three positions on knowledge do you believe is justified? Explain your answer.
Read "Questions Concerning Technology" (the questions only, not the whole blog post) - Rather than a standard annotation, choose 3 of these questions and reflect on why you think the questions are significant to our society and the state of knowledge in 2021. Think about the implications of the questions you choose. Be prepared to share your observations with the class. Submit to Canvas here.
Wednesday
Friday
  • Introduction to the knowledge and technology theme
  • Lecture/Discussion - 2021 The Nobel Peace Prize, knowledge and power in a technological world

Watch the video and complete a 1 page annotation based on the questions from the presentation (reproduced below):

• To what extent has technology reinforced existing prejudices?
• Has the impact of technology affected all groups equally?
• Is technology more a tool that enable freedom fighters to fight authoritarian rulers, or is it more a tool to reinforce the power of authoritarian rulers?
• Should social media companies be responsible for the information posted on their sites?
• How has technology changed how we know the news?

Due Monday in Canvas (Don't panic if it is not done by Monday, this link was not up on Friday. I will give you additional time if you need it)

Week of September 27

Date Agenda Homework
Monday
  • Debate prep
Skepticism reading - Due Monday, October 3 to Canvas;
Wednesday
  • Debate round 1 - Room A 214 and room N106

Skepticism reading - Due Monday, October 3 to Canvas;

All cases, questions and notes will be collected on Monday, October 4

Friday
  • Debate round 2 - Teams may make changes to their cases and arguments before round two, if they choose

    In Room 213 (Mr. Alexandre, judge):

    Aff - Balila, Syed, Yang, Patel, Kadiwala, Cherukuri

    Neg - Mendoza, Davalos, Khinda, Qasimi, Huynh

    In room 214 (Mr. Haydock, judge):

    Aff: Yie, Zapien, Revino, Alameda, Narayan, Aquino

    Neg: Raygoza, Crowder, Meskinyar, Garcia, Brewer, Chikka

  • All cases, questions and notes will be collected on Monday, October 4

Skepticism reading - Due Monday, October 3 to Canvas;

All cases, questions and notes will be collected on Monday, October 4;

Skepticism reading - Due Monday;

Week of September 20

Date Agenda Homework
Monday
  • Brainstorm/discussion - Why is language so difficult for machines?
  • Complete the Turing template and submit to Canvas
  • Debate assignment - Debate to be held on Wednesday, September 29, 2021
  • Lecture/Discussion - "Arguments against Turing's position"

Read and annotate Descartes and submit to Canvas - Wednesday;

Machine minds debate - Wednesday, September 29

Wednesday
  • Journal: Reflect on the ways that the arguments and assumptions that Descartes, Searle and Turing make are similar. What is the commonality of all three thinkers? Why do they ultimately disagree on the potential existence of machine (and animal) minds?
  • Lecture/discussion - Descartes and non-human minds
  • Debate team assignment

 

Debate on machine minds - Wednesday, September 29 in your assigned room

Friday

Week of September 13

Date Agenda Homework
Monday
  • Review of Ethical Machine discussion
  • Lecture/Discussion - "Alan Turing and the question of machine minds"
  • Debate assignment for debate to take place TBA

Resources on machine intelligence:

Alan Turing - Computing Machinery and Intelligence, 1950 - Which parts you should read are indicated in the PDF;

Article in Physics World on the history of the Turing test since 1950;

John Searle, Minds, Brains and Programs, 1980 - Read from beginning to the end of paragraph 1 on p. 418

Debate arguments brainstorm annotation (2 sides) - due Monday, September 20 to Canvas

 

Wednesday
  • Journal - What is necessary for something to be known? Can machines know? Why or why not? Everything in red in the presentation today should be added to your journal as part of today's entry.
  • Lecture/Discussion - "Turing's argument for machine knowledge"

Resources on machine intelligence:

Alan Turing - Computing Machinery and Intelligence, 1950 - Which parts you should read are indicated in the PDF;

Article in Physics World on the history of the Turing test since 1950;

John Searle, Minds, Brains and Programs, 1980 - Read from beginning to the end of paragraph 1 on p. 418

Debate arguments brainstorm annotation (2 sides) - due Monday, September 20 to Canvas

Friday
  • Language, intelligence and Kuki - chatting with an online chatbot (if the district's infinite wisdom prevents access on your school device, use your phone)
  • With a partner (a trio if we have an odd number of folks) complete the Turing template and submit to Canvas
  • Brainstorm - Why is language so difficult for machines?

Resources on machine intelligence:

Alan Turing - Computing Machinery and Intelligence, 1950 - Which parts you should read are indicated in the PDF;

Article in Physics World on the history of the Turing test since 1950;

John Searle, Minds, Brains and Programs, 1980 - Read from beginning to the end of paragraph 1 on p. 418

Debate arguments brainstorm annotation (2 sides) - due Monday, September 20 to Canvas

Week of September 6

Date Agenda Homework
Monday
  • No school - Labor day
Wednesday
  • Read and annotate - The Moral machine - this is a longer reading so it will count as two annotations.

Moral Machine reading - Complete an ordinary annotation on one side of the paper and then answer the following questions on the other:

1. What does the study suggest about the origins of our ethical knowledge?

2. What does the study suggest about whether our ethical sense is universal or varies across cultures? (think carefully about this)

2. In light of this article, how has your answer to last Friday's journal question changed?

This annotation is due Friday. Here is the Canvas

Friday
  • Journal: What was the most interesting/surprising/"Aha!" part of the study for you? Explain and be prepared to share.
  • The Moral Machine - discussion

Week of August 30

Date Agenda Homework
Monday
  • Arrange desks in small groups. Remember that the desks should be centered on the overhead group number
  • Small group discussion - "Loftus: Perception, memory and knowledge"
Wednesday
  • Journal -In our discussion of Plato's "Allegory of the Cave" we discussed how there are many "caves" which metaphorically keep us in the dark. On Monday we discussed how two primary ways of knowing - perception and memory - often create barriers in the way of knowledge, keeping us in the dark. Language is another way of knowing and another potential cave. How does the language used to describe something shape our knowledge of that thing? Today we will briefly consider how language, another major way in which we know, can shape what we know. Think of an example where the words used to describe something shaped your response to something. How would your response have been different had the words used been different?
  • Discussion of language, gender and knowledge
  • Katz video and transcript
Friday
  • Journal: When it comes to determining whether something is right or wrong, which way of knowing, reason or emotion, is more important? Explain your answer using a specific real world example.
  • Lecture/discussion - Reason, emotion and ethics
  • Next week's activities - Moral machine reading

Read and annotate (2) The Moral Machine article. Make sure to address the following questions:

1. What does the study suggest about the origins of our ethical knowledge?

2. In light of this article, how has your answer to last Friday's journal question changed?

This annotation is due Friday. Here is the Canvas dropbox

Week of August 23

Date Agenda Homework
Monday Read and annotate Loftus - due Friday via Canvas
Wednesday
  • Journal - Knowledge question activity (from presentation)
  • Lecture/discussion - "Plato's allegory of the Cave and the various types of knowledge"
Read and annotate Loftus - due Friday via Canvas
Friday
  • Journal: List 5 things that you know. Then, in a line, explain the basis for each knowledge claim (how do you know it)
  • Lecture/Discussion - Defining knowledge

Week of August 16

Date Agenda Homework
Monday
  • The syllabus and other nuts and bolts issues
  • Syllabus confirmation quiz
  • Lecture/Discussion - "Key ToK concepts: knowledge, belief, fact, opinion and knowledge questions"

Read and Annotate Plato's "Allegory of the Cave" from the Republic

Annotation instructions:

Read through the story and identify the major parts of the story. Indicate both the metaphor and what the metaphor represents at each stage.

Then address the following questions:

1. What is Plato's theory of knowledge? Which types of knowledge are good and which are problematic, from his perspective?

2. To what extent do you agree with Plato's theory of knowledge? Is assessment of the relative merits of knowledge attained in different ways correct or flawed? Explain your answer.

3. Are we, in 2021, chained to the wall of our own cave? If your answer is no, explain and justify this position. If your answer is yes, explain the nature of our cave and the bonds that keep us held in place. What might we do to escape? How does this translate to real advice regarding how to live in 2021?

Annotations should be about 1 side of one page in length. Submit via Canvas here.

Wednesday
  • Canvas check
  • Small group discussion instructions and seating
  • Small group discussion - "Allegory of the Cave"
Friday
  • Return to groups (re-arrange desks)
  • Finish "Allegory of the Cave" discussion
  • Lecture/Discussion - "Plato's Allegory of the Cave and his theory of knowledge"
Read and annotate Loftus - Wednesday (here is the Canvas link)

Week of August 9

Date Agenda Homework
Monday
  • Welcome!
  • Seating - When the seat list comes to you, print your name next to your seat number.
  • Mr. Haydock and Mr. Fishburn in a bag
Me in a bag - due Monday, August 16
Wednesday

Roof - Analyzing why “knowledge” goes wrong - Use the email you received on Thursday evening to register for Canvas. Once you have done this, this assignment can be submitted through Canvas by clicking here. Will will also accept it in written form tomorrow.

Me in a bag - due Monday, August 16

Friday Me in a bag - due Monday, August 16