Thursday, August 28, 2014

Bertrand Russell's "Appearance and Reality"


Bertrand Russell “Appearance and Reality” (Olivia)
Betrand Russell is a philosopher who explores the concepts of ‘appearance’ and ‘reality’. According to Russell’s beliefs we can define ‘appearance’ as an interpretation of a person or object, using the five senses, tainted with one’s unique perception to the world. While the definition of ‘reality’ is more open-ended as we each create our own. As Russell states in The Canon and its Critics; “ In daily life, we assume as certain many things, which on a closer scrutiny, are found to be so full of apparent contradictions that only a great amount of thought enables us to know what it is that we really may believe” (11). This statement encourages us to look beyond just the typical appearance of something in order to understand its reality.
In order to gain a deeper understanding of this argument, we can examine the left and right sides of the brain. Those with a more dominant left-side of the brain tend to be more analytical and logical. Therefore, one might also be drawn to the sciences and math. Upon examining the harkness table, in class as Russell does in his work. We found that while some students felt that in order to prove the reality that is the harkness table, you first must explain where the table came from and its composition. So the focus shifted away from appearance. However, people like myself, who have a more dominant right-side of the brain are said to be more subjective and drawn towards the arts. I would explain the realities of the harkness table by describing the color, texture, and sound. While at the same time acknowledging that there will be some variance as no two minds are a like.
Overall, I am really intrigued by Russell’s ideologies. We can modernly apply Russell’s way of thinking to strangers. At The Oxbow School Semester Program, for a final project a peer of mine created a project on strangers. She projected found-footage onto white molded figures, which were blank like a canvas. This is often what humans do to others. We project our thoughts, beliefs, and past experience onto strangers according to their appearance in order to create our own reality around it. Our realities are not always accurate. Oftentimes, you find that someone who may appear frightening can be very nice. By talking to a stranger, you can diminish some of your own subjective realities and factor in your new discoveries in order to create a joint reality that pleases both parties.
Here, is a link to my peers work: http://oxbowschool.org/gallery/index.html   (in case the link doesn’t work, her name is Phoebe). http://oxbowschool.org/gallery/index.html

Works Cited: Furman, Todd M., and Mitchell Avila. The Canon and Its Critics: A Multi-perspective Introduction to Philosophy. Mountain View, CA: Mayfield Pub., 2000. Print.

Thursday, August 21, 2014

History of Thought Syllabus

Senior Elective:  History of Thought
Fall ‘14
4th Floor

Grades/Assessment:
This course will adhere to a student-centered seminar format.  Class discussion and activities that allow student to interact directly with the content will be the basis of this course.  Students will take responsibility not only for their own learning but for the content, perspective and experiences they can bring to benefit the class as a whole.  Students will be assessed through the following categories:

Classroom Participation/Preparation  33% of total grade.
*Students will receive formal written evaluations of their participation at the table.  Daily homework preparation is included in this grade.  A daily journal needs to be kept for this course.  Students will be assigned a blog post assignment once per quarter.

Tests/Final Exam  33% of total grade.

Research Paper/Presentation Classroom Leadership           33% of total grade.
Students will write one 5-7 page research paper for this course.  
                   
Presentations/Classroom Leadership
               *Introduction to the Thinker Activity

              

Course Expectations:
The ability to work together and to relate effectively with one another is, perhaps, the most important outcome of any educational system. Students will
  • Demonstrate interpersonal skills
  • Demonstrate responsibility
In light of this, members of this class, including the instructor, will be expected to deal with one another in a respectful manner following principles of common decency. None of us are perfect, and there will be times when we will falter in this endeavor, but these are the standards against which we will measure our behavior.


Classroom Policies:
1.      Bring your text and other assigned readings everyday to class.
2.      Bring your class journal and laptop each day.
3.      Late daily work will not be accepted.  Response papers and research papers will be docked one full letter grade for each day they are late.












Course Outline: Topics and Readings
I.                  Introduction
a.      Plato                     “The Apology” and “Crito”
b.      Bertrand Russell “Appearance and Reality”


II.               Question:  Am I Free or Determined?  An examination of the Self
a.      Robert Blatchford             “The Delusion of Free Will”
b.      Charles A. Campbell         “Free Will”
c.      A.J. Ayer                             “Freedom and Necessity”
d.      Susan Wolf                         “Sanity and Metaphysics of Responsibility”
e.      Jean-Paul Sartre                “No Exit”
f.       Simone de Beauvoir         “The Second Sex”

III.             Question:  How can I have knowledge?  An examination of  the World
a.      Plato                                    “The Allegory of the Cave”
b.      Rene Descartes                  “Meditations on First Philosophy”
c.      David Hume                       “Of the Origin of Ideas”
d.      Immanuel Kant                  “Critique of Pure Reason”
e.      William James                   “What Pragmatism Means”
f.       Paul Feyerabend                “Against Method”
g.      John Greco                         “Virtues in Epistemology”

IV.              Question:  What am I obligated to Do?   An examination of the Self in the World
a.      Yeager Hudson                  “The Independence of Ethics from Religion”
b.      James Rachels                   “The Challenge of Cultural Relativism”
c.      John Stuart Mill                 “What Utilitarianism Is”
d.      Immanuel Kant                  “The Categorical Imperative”
e.      Aristotle                              “Nichomachean Ethics”
f.       Peter Singer                        “Famine Affluence, and Morality”

V.                Question:  How Should I Live My Life?
a.      Aristotle                                             “Eudaimonia”
b.      Jean-Paul Sartre                              “Existentialism Is a Humanism”

VI.              Question:  When is war just?
a.      Selection of readings on war and peace.

Other student selected readings…




History of Thought Unit 1 Assignment Sheet

History of Thought
Tuesday August 26th       (Day 1)                 Course Introduction:  Appearance and Reality
Homework Due:  None
In Class: 
1.       Warm up:  Bertrand Russell ‘s “Appearance and Reality” 
a.      Discussion Question:  #1
2.      Discuss Appearance and Reality
3.      Establish Discussion Rubric
4.      Introduce Course
5.      Interesting Questions:  Russell removed from job for his perspective….thoughts?
6.      Is it better to remember everything or forget everything?
7.      Introduce Blog
8.      Introduce Intro to Speaker Assignment

Thursday August 28th     (Day 3)                 Plato, “The Apology”, “Crito”, PFC Manning, and Snowden
Homework Due:  
1.      Read Plato’s “The Apology” and “Crito” 
2.      Read generally about Edward Snowden and PFC Bradley Manning
In Class:
1.       Introduce the Thinker Series:  Plato and Socrates
2.      Warm up:  DQ 1, 2, or 3
3.      Class Discussion:  The Apology
4.      Class Discussion:  Crito
5.      Class Trial:  Socrates Hero or Traitor/ Snowden Hero or Traitor
6.      Conclusion:  Summary “What does this reading provide?”






Wednesday September 3rd  (Day 5)          Am I Free or Determined?  Intro to Hard Determinism
Homework Due: 
1.       Read Robert Blatchford’s “The Delusion of Free Will”
In Class: 
1.       Intro to the Thinker
2.      Warm Up:  2 summary points, 1 questions, Discussion Question #3
3.      Discussion
4.      Summary/Connections
5.      Policy Question:  What policy changes do we need if we are determined?  What are the ramifications?
6.      Berkeley Study/Accepting Role/Abu Grahib---blame the conditions?

Friday September 5th:  (Day 7)                   The Case for Free Will
Homework Due: 
1.       Read Charles Arthur Campbell’s:  “Free Will”
In Class:
1.       Intro to the Thinker
2.      Warm Up:  Discussion Question 1,2,3
3.      Discuss Free Will:  Inner Experience and Moral Agency
4.      Summarize:  Conclude/Connections
5.      Google Search:  Evidence and examples of the Inner Experience?
6.      Why is it so hard to prove free will?  What is the role of data? 
7.      How do we account for creativity?







Tuesday September 9th:  (Day 1)               Soft Determinism
Homework Due:
1.       Read AJ Ayer’s “ Freedom and Necessity”  -or
2.      Read Susan Wolf’s “Sanity and the Metaphysics of Responsibility”
In Class:
1.       Intro to the Thinkers
2.      Warm up:  Summarize….map out the philosophy you had.
3.      Meet in your group:  Wolf or Ayer
4.      ½ class discussions
5.      Jigsaw with the representatives of other group
6.      Class Closure/Summary:  Issues with Ayer and Wolf?


Thursday September 11th:  (Day 3)           Existentialism
Homework Due: 
1.       Read Jean-Paul Sartre’s “No Exit”
In Class: 
1.       Intro to Thinker
2.      Warm up:  DQ’s 1-5
3.      Discussion:  Sartre
4.      Clarify and Evaluate
5.      Joshua in a Box
6.      Intro to Viktor Frankl’s “Man’s Search for Meaning” 
7.      Identify Boxes we put ourselves in.  Names?
8.      What is meaning?  Will?
9.      Why angst?
10.   Search and Find Connections




Monday September 15th:  (Day 5)             Existentialism and the Other
Homework Due:  Read Simone de Beauvoir’s “The Second Sex”

In Class:
1.       Intro to the Thinker
2.      Warm up:  DQ 1-5?
3.      Discussion
4.      Clarification/Summary
5.      Search and Find….issues in Feminism?  The other?
6.      Application?

Wednesday September 17th (Day 7)         Test
Homework Due:  2 page response paper.  In your opinion, which of the philosopher’s provides the most compelling description of the Human Condition?  Why?  Use text references to support your argument.

In Class:
1.       ID Test (30-40 minutes)
2.      Preview the Epistemology Unit=  take the Intelligence Test.





Bertrand Russell Video


Blog Post Summary Assignment Directions

History of Thought:  Summary Blog Assignment
You will e-mail your blog post to bbollingerdanielson@spa.edu and I will post it with your first name and last initial. 
Tasks:
1.       A student will be assigned the responsibility to write a blog post after each seminar discussion.  The post can be 3 to 5 paragraphs in length.
2.      The blog post directions:
a.      Have the assigned reading’s title and author. 
b.      The post will be a summary review of the topics introduced in the reading and processed in our discussion.  The post should summarize the main points of the reading and the main question(s) explored by the author.  The blog could be used as an excellent test review.
c.      The post will provide a review of our discussion.  What interesting points were made?  What were the interesting questions? 
d.      Personal commentary.  What was your opinion of the reading?  Is it important?  What are your thoughts?  Critiques? 
e.      A connection made.  Describe a connection from the philosophy studied to a scene/a situation/a moment in a popular culture (Youtube, TV show, Movie, Song) or to a general theme in a work of literature, art, or other medium.  Make the connection and provide the clip if possible.
Assessment:  Here are the questions that will be asked to determine the blog posts score:
1.       Was the post well written?
2.       Was it interesting?
3.       Was it well informed?
4.      Did you find and make an interesting connection?

5.      Was it appropriate?