week 1 - westminster college file · web viewone & the many. augustine: de libero arbitrio....
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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?
war
3.
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circle with fingerhurricane
NaturwissenschafenGeisteswissenschaften
hermeneutics
console
bathroomcommoderestroompowder roomlavlavatoryWCtoilet
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ladies’ roommen’s roomloos****erJohnpotty
WeltanschauungWorldview
exegesiseisegesis
LAN
Weltanschauungworldview
experience expectation
one & the many
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Augustine: De Libero Arbitrio
translationmetaphor
transfer
bootknow thyself
Week 2
epistemology
under-stand
“natural disaster”
perceptconcept
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word
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
light
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Enlightenment
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?
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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
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Week 4
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
nicehttp://dictionary.reference.com/browse/nice?s=t
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Week 5
+ + + + + + continue
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
science
scientia = knowledge
natural sciencesscientific method
vs. (?)human sciences
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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.
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Week 7
nature
Latin: naturaGreek: physis
human nature / human beingcf. beaver nature / beaver being
essence
Week 8
Week 9
HalloweenHallow-e’en
< All-Hallow-Even< All Hallows’ Eve / All Hallows’ Even
Kennedy:individualismobjectivism (Ayn Rand)collectivismcommunitarianismCommunismMarxismSocialismFascism
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Week 10
Week 11
Week 12eisegesis v exegesis
providenceprovisionprovide
predestinationfatalism
Was eigentlich geschehen ist?
Week 13Malthus
environmentalismexemptionalism
linear vs. geometric/exponential (cf. compound interest)
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Week 14
•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-McGrathScudderDawkinsPlatoMinerRachelsScudder
2)GreeneGioiaCopland
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Levitt & Donahue v MuellerCoplandLevitt & Donahue v MuellerLevitt & Donahue v MuellerMenkitiFisherAndersenAndersenCoplandCoplandGioiaGioiaCox
If you would take your seats, . . .
If I don’t see you, have a happy Thanksgiving!
Please check your personal belongings . . .
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============================================================================Arab:religionclothingphysical appearancegeographyculture & valueslanguageethnicity
cf. Muslim
FeminismWomen’s voiceDehumanizationGender differentialSubordinationViolenceExpression/speechCivil rights
IndividualismCensorshipMoralityLegislationReligion?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 (Mulamadh
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Dao-De-Jing (Tao-Te-Ching)Psalm 19.1-7
thing in seDing an sichobjective reality
Genesisetiologyeisegesis
Gioia
perceptconceptwordcf. Plato’s form or idea
CAT
Menkiti
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communitarianismindividualism
human beinghuman becoming
What is “African culture”?
Mineremicetic
Newmangeneral 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
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see = know = understand
light
Enlightenment
open-mindedactive
belief / opinion & knowledgeperception & reality
Plato & Csik: know yourself
Psyche = soul
dualism
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.)
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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