week 1 - westminster.edu · web viewhad i it written, i would tear the word. juliet. my ears have...
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Inquiry 111: Seeing Anew . . . Again
Week 1
World-view (ppt link)World-view (context & perspective)Optical conditioning (or here)Optical illusionmy room (also here)Number chaos-orderWhat do you see?Xmas Quiz
Grades?
What’s in common?
alchemyalcoholalgebracoffee
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war
3.
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circle with fingerhurricane
NaturwissenschafenGeisteswissenschaften
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hermeneutics
console
+ + + + + + continue 02 & 15bathroomcommoderestroompowder roomlavlavatoryWCtoiletladies’ roommen’s roomloos****erJohnpotty
WeltanschauungWorldview
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exegesiseisegesis
LAN
Weltanschauungworldview
experience expectation
one & the many
Augustine: De Libero Arbitrio
translationmetaphor
transfer
bootknow thyself
Week 2
Plato
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v. ABC News Nightline re deepface
epistemology
under-stand
“natural disaster”
perceptconceptword
cf. Plato’s form or idea
CAT
metaphortranslation (transfer)
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Newman
Utilitarian edu (Locke)
all knowledge = self-knowledge
liberal arts education?
open-mindedactive
Plato
shadow & substance
truth = goodness = beauty
see = know = understand
lightEnlightenment
form/idea = material/stuff
soul & body
substance & accident
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open-mindedactive
belief / opinion & knowledgeperception & reality
Week 3
Shapiro1. What’s ‘liberal’ about it? (Discuss in the light of Plato’s metaphor of imprisonment and enlightenment/freedom.)
2. What do we mean by ‘arts’? (This will be interesting in the light of Newman’s convictions about utility v. self-rewarding joy.)
3. What does ‘education’ mean? Meaning of the word? Your idea of education? Your evaluation of the education you’ve received thus far (e.g., birth–12th grade)? (Discuss in the light of the Socratic method of e-ducating by leading out of the students that which the students already possess as opposed to ‘leading them out’ by pouring knowledge into them. See Plato.)
4. Were your high schools effective in preparing you for liberal arts education? If so, how? If not, how?
5. Would you not prefer a place where you can learn practical skills or ‘art’ of a particular kind (e.g., vocational school or trade school, technical school or institute [e.g., MIT], music conservatory, welding school)? Why or why not?
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Mineremicetic
Genesisetiologyeisegesis
Week 4
impossible, impossibilityimpassable, impassabilityimpassible, impassibility
Optical illusion
nicehttp://dictionary.reference.com/browse/nice?s=t
Fact or opinion?http://www.pewresearch.org/quiz/news-statements-quiz/
Week 5
logic (binary)
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This sentence is false.
This sentence is not true.
The next sentence is false.The previous sentence is true.
liar paradox:
Rachel: Camille’s claim is true.Camille: Rachel’s claim is not true.
Maslow:cf. University of Chicago: letter to the class of 2020 (2016)
Week 6
Who am I? Who are you?https://www.google.com/search?q=katie+stubblefield+national+geographic&client=safari&rls=en&source=lnms&tbm=isch&sa=X&ved=0ahUKEwje_Jfz-ubdAhXQm-AKHdItAJgQ_AUIDygC&biw=1252&bih=686#imgrc=mVYnIX7TRkuH7M:
silence silence silence silence silence
silence silence silence silence silence
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silence silence silence silence silence
silence silence silence silence
silence silence silence silence silence
silence silence silence silence silence
silence silence silence silence silence
science
scientia = knowledge
natural sciencesscientific method
vs. (?)human sciences
rel v. sci ?
religion? (faith?)science?
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human sciences v. natural sciences?(understand v. explain)?(true v. factual)?
rel: truedinosaurs?
rel = whatsci = how
know (cf. wissen/kennen; savoir/connaître)seeunderstandcomprehendapprehendperceive
fides quaerens intellectum
Genesisetiologyeisegesis
The next sentence is false.The previous sentence true.
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Week 7
nature
Latin: naturaGreek: physis
human nature / human beingcf. beaver nature / beaver being
essence
Week 8
From: Kang-Yup Na <[email protected]>Subject: better papers (& grades)Date: 2018-10-15 at 14:21:11 EDT
Hi. Bring to next class for a brief look at writing better.
What’s wrong with the title of the article; how would you correct or improve it?
https://athletics.westminster.edu/news/2018/10/6/volleyball-westminster-breaks-school-record-for-consecutive-wins-at-bethany.aspx
What are some other mistakes you could or should emend?
Week 9
Halloween< Hallow-e’en< All Hallow Even< All Hallows’ Eve / All Hallows’ Even < All Hallown Eve[eve or even = evening]
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Kennedy:individualismobjectivism (Ayn Rand)collectivismcommunitarianismCommunismMarxismSocialismFascism
Week 10
Week 11
Week 12eisegesis v exegesis
providenceprovisionprovide
predestinationfatalism
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Was eigentlich geschehen ist?
Week 13
Karate Kid“Wax on, wax off.”
information asymmetry in life:The end of privacy “The Data Brokers: Selling your personal information”https://www.youtube.com/watch?v=qAT_ina93NYesp. 6:20ff. & 8:30ff.
Sneakers
sumo wrestlers and . . .https://www.nytimes.com/2018/11/30/us/tm-landry-college-prep-black-students.htmlhttps://www.nytimes.com/2018/11/30/us/college-acceptance-black-students.html
misleading?The Holcad & Timehttps://www.westminster.edu/about/news/pdf/holcad/holcad_20181130.pdf
https://www.google.com/search?client=safari&rls=en&biw=1440&bih=789&ei=qn8BXPr8BKrn5gLniqa4Dg&q=time+trump+girl+cover&oq=time+trump+girl+cover&gs_l=psy-ab.3...0.0..73618...0.0..0.0.0.......0......gws-wiz.VaTJ5vSLW6E
Quis custodiet ipsos custodes?
Malthus
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environmentalismexemptionalism
linear vs. geometric/exponential (cf. compound interest)
Week 14
substance, shadowTruth, truths (opinions, beliefs, convictions, feelings, consensus)reality, perceptionsultimate reality, realitiesthing in se (Ding an sich), percept (& interpretation)fact, interpretationobjective, subjectiverose, the word rose[Romeo, Romeo ? Can he doff his name?]
Are words reality? Or do they refer to reality?Are the laws of physics absolute in the whole universe? Or do they seem to be so for us for now in our frame of reference only?
Quid est veritas? Quo vadis?
Romeo and Juliet
O Romeo, Romeo! wherefore art thou Romeo?Deny thy father and refuse thy name;Or, if thou wilt not, be but sworn my love,
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And I'll no longer be a Capulet.
. . .
'Tis but thy name that is my enemy;Thou art thyself, though not a Montague.What's Montague? it is nor hand, nor foot,Nor arm, nor face, nor any other partBelonging to a man. O, be some other name!What's in a name? that which we call a roseBy any other name would smell as sweet;So Romeo would, were he not Romeo call'd,Retain that dear perfection which he owesWithout that title. Romeo, doff thy name,And for that name which is no part of theeTake all myself.
ROMEO:I take thee at thy word:Call me but love, and I'll be new baptized;Henceforth I never will be Romeo.
JULIETWhat man art thou that thus bescreen'd in nightSo stumblest on my counsel?
ROMEOBy a nameI know not how to tell thee who I am:My name, dear saint, is hateful to myself,Because it is an enemy to thee;Had I it written, I would tear the word.
JULIETMy ears have not yet drunk a hundred wordsOf that tongue's utterance, yet I know the sound:Art thou not Romeo and a Montague?
ROMEONeither, fair saint, if either thee dislike.
finals week
Final thoughts (Or: Anything and everything you wanted to ask Prof. Na but were too afraid or busy to ask)•The art of thinking & the art of questioning • Quo vadis?
• Bring an anonymous, printed list of the following to hand in:
1) the most influential readings2) the least significant readings
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3) the most challenging experiences during the semester4) what you really want(ed) to ask Prof. Na
section 02
1)GenesisPlato x 5Shapiro x 2Calandra x 2NewmanCsikszentmihalyiBlind Men ElephantGioia x 3
2)Shapiro x 2Newman x 3MenkitiGioiaBrooks x 4Josefson x 2Levitt & Dubner ch. 6GeorgeRachels
section 15
1)Gioia x 2
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GenesisStilgoePlatoLevitt & Dubner, ch. 2 (x 2)RachelsBrooksBohannanJordanCsikszentmihalyi x 2
2)Newman x 2GioiaCopland x 2Levitt & DubnerMaslowMillGenesisShapiro x 2ChicagoBrooks
English matters:argumentjudgment / judgementbased off (of)
semester in sum:
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1) understand selfsubject
the I (the knowing-questioning self)ΓΝΩΘΙ ΣΕΑΥΤΟΝ
2) understand text (anything, the world)object
the world around the Ithe experiences of the I
“Show me the text.”ΕΝ ΟΙΔΑ ΟΤΙ ΟΥΔΕΝ ΟΙΔΑ
3) understand what to do with / about text (anything)subject-object
the interface between the I and world“So what?”
4) transformation of selftransformation of I
(of community/world?)Tolstoy: Many people want to change the world. But only very few people want to change themselves.
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If you would take your seats, . . .
If I don’t see you, have a happy Thanksgiving!
Please check your personal belongings . . .
==================================================================================================================Arab:religionclothingphysical appearancegeographyculture & valueslanguageethnicity
cf. Muslim
FeminismWomen’s voiceDehumanizationGender differential
IndividualismCensorshipMoralityLegislation
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SubordinationViolenceExpression/speechCivil rights
Religion?Mutual coercionCultureSexual (r)evolution
http://www.google.com/search?client=safari&rls=en&q=eat+n+park&oe=UTF-8&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&biw=1280&bih=680
Nagarjuna (MulamadhDao-De-Jing (Tao-Te-Ching)Psalm 19.1-7
thing in seDing an sichobjective reality
Genesis
etiologyeisegesis
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Gioia
perceptconceptwordcf. Plato’s form or idea
CAT
Menkiti
communitarianismindividualism
human beinghuman becoming
What is “African culture”?
Miner
emic
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eticNewman
general impressions:too ideal, not practicalcontextually read, good ideas
all knowledge = self-knowledge
liberal arts education?
open-mindedactive
Plato
form/idea = material/stuff
substance & accident
truth = goodness = beauty
see = know = understand
light
Enlightenment
open-mindedactive
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belief / opinion & knowledgeperception & reality
Plato & Csik: know yourself
Psyche = soul
dualism
Shapiro
1. What’s ‘liberal’ about it? (Discuss in the light of Plato’s metaphor of imprisonment and enlightenment/freedom.)
2. What do we mean by ‘arts’? (This will be interesting in the light of Newman’s convictions about utility v. self-rewarding joy.)
3. What does ‘education’ mean? Meaning of the word? Your idea of education? Your evaluation of the education you’ve received thus far (e.g., birth–12th grade)? (Discuss in the light of the Socratic method of e-ducating by leading out of the students that which the students already possess as opposed to ‘leading them out’ by pouring knowledge into them. See Plato.)
4. Were your high schools effective in preparing you for liberal arts education? If so, how? If not, how?
5. Would you not prefer a place where you can learn practical skills or ‘art’ of a particular kind (e.g., vocational school or trade
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school, technical school or institute [e.g., MIT], music conservatory, welding school)? Why or why not?
past classes
•Bring a written list of1) the most influential readings,2) the least significant readings, and3) the most challenging experiences during the semester.
Be able to expound your lists for peer responses.
1) NewmanPlatoCsikzentmihalyiKingKennedyRachelsMinerLukeBohannanAtkins-McGrathScudderDawkinsPlatoMinerRachels
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Scudder
2)GreeneGioiaCoplandLevitt & Donahue v MuellerCoplandLevitt & Donahue v MuellerLevitt & Donahue v MuellerMenkitiFisherAndersenAndersenCoplandCoplandGioiaGioiaCox