week 1 - westminster.edu  · web viewhad i it written, i would tear the word. juliet. my ears have...

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

war

3.

circle with fingerhurricane

NaturwissenschafenGeisteswissenschaften

hermeneutics

console

+ + + + + + continue 02 & 15bathroomcommoderestroompowder roomlavlavatoryWCtoiletladies’ roommen’s roomloos****erJohnpotty

WeltanschauungWorldview

exegesiseisegesis

LAN

Weltanschauungworldview

experience expectation

one & the many

Augustine: De Libero Arbitrio

translationmetaphor

transfer

bootknow thyself

Week 2

Plato

v. ABC News Nightline re deepface

epistemology

under-stand

“natural disaster”

perceptconceptword

cf. Plato’s form or idea

CAT

metaphortranslation (transfer)

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

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?

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)

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

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?

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.

Week 7

nature

Latin: naturaGreek: physis

human nature / human beingcf. beaver nature / beaver being

essence

Week 8

From: Kang-Yup Na <nak@westminster.edu>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]

Kennedy:individualismobjectivism (Ayn Rand)collectivismcommunitarianismCommunismMarxismSocialismFascism

Week 10

Week 11

Week 12eisegesis v exegesis

providenceprovisionprovide

predestinationfatalism

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

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,

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

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

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:

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.

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

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

Gioia

perceptconceptwordcf. Plato’s form or idea

CAT

Menkiti

communitarianismindividualism

human beinghuman becoming

What is “African culture”?

Miner

emic

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

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

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

Scudder

2)GreeneGioiaCoplandLevitt & Donahue v MuellerCoplandLevitt & Donahue v MuellerLevitt & Donahue v MuellerMenkitiFisherAndersenAndersenCoplandCoplandGioiaGioiaCox