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ToK JR 4th Six Weeks-4th, 6th and 8th periods

Phillips and McNamara
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Cathryne McNamara

on 21 February 2018

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Transcript of ToK JR 4th Six Weeks-4th, 6th and 8th periods

Day One-B 1/4-5 and A 1/8
Essential Question: What is Theory of Knowledge, and who are you as a knower?

Introductions--What is your name, and what is one thing that you know that most likely no one else in this room knows--a specific language, experience, skill, etc. What do these suggest about knowing and knowledge?

Syllabus--knower, ways, areas, essays and presentations (shared drive)--Do you like or dislike the orientation of the diagram? Is it comprehensive or incomplete?

Learner Profile Self Ratings and importance? Share self assessments, insight as to why or why not that characteristic, and whether it's something you want to be and you want others to be and why? Is there one that is most important--why? (shared drive) *had the student groups choose a famous person to represent each learner profile, then we went through their choices and they explained why (from Jaggers), maybe even people from this list: https://thebestschools.org/features/50-greatest-living-geniuses/

Knower profile: age, sex, gender, family, health/physical ability, ethnicity, part of town, city, nation, interests--doing, reading, viewing, favorite classes, educational level, occupation, technology access, language(s), religion, politics, values, other biographical information and cultural informants--INTERVIEW EACH OTHER. (shared folder)

What factors most open and close knowledge to you? Share the most limiting and expanding facets? Is it possible to be a neutral knower--why or why not?
What do these variables and individual differences suggest about and for knowledge and our different areas of knowledge?

With a partner, read "Remarks Concerning the Savages of North America" and then discuss and jot notes as to what these words, events, and people suggest about knowledge. Modern day relevance? (shared drive)
Possible Further/Later Discussion: What kind of knowledge do you have? What knowledge are you missing and why? Is your knowledge practical or theoretical? Which is better?

maybe this article: http://opinionator.blogs.nytimes.com/2015/11/07/the-rules-of-denialism/
or this: http://www.theatlantic.com/science/archive/2016/04/the-illusion-of-reality/
or this: https://www.nytimes.com/2015/04/19/opinion/sunday/t-m-luhrmann-faith-vs-facts.html
or this: http://www.sciencealert.com/7-facts-you-learned-at-school-that-are-no-longer-true
or this : https://www.theatlantic.com/magazine/archive/2010/11/truth-lies-here/308246/

HMWK: In a journal (a comp book, spiral, or blue book or even in BLEND), write five things you know, two things someone much older than you knows, and two things someone much younger than you knows. Bring your journal to class every day.
Day Two-B 1/9 and A 1/10
Essential Question: What is knowledge?

Share something you wish to know that you do not right now. What does these suggest about knowing and knowledge?

Revisit first day questions and the "Remarks Concerning" and "The Rules of Denialism" as well as view Wade Davis: Cultures at the Far Edge of the World via YouTube--see below. Considering these articles and video, list in your journal as many ideas about knowledge that you can, for example, "Values influence what we want to and do know" Further discuss/journal: is considering others' and your knower profiles worthwhile--why? implications for knowledge?

In groups and with your various knowledge claims from self and the older and younger others, create a categorical system that will account for the different types of knowledge claims you recorded with as many different categories as necessary. Draft your group's system in your journal and cross check the system with your earlier claims from all partners to make sure that it works for all claims.

After designing your system, think of how these claims are "known"? In your journal and with your group, list the various modes of justification. For example, is it based on a feeling or some form of proof or a dream or another kind of justification? anecdotal evidence? experiment? observation? documentary evidence? interpretation of a text? mathematical model? peer review? coincidence? correlation? causation?

In your journal after you have listed as many modes of justification as possible, answer and/or discuss: do you value any modes of justification more so than others and why? Does knowledge need to be justified? Why or why not? Should we question all claims? Should we believe all claims? Which is more dangerous? Does it matter--why or why not in where in the world?--(Maybe in groups tie these questions and concerns to one current issue from your classroom or real world experience. Share with class.)

HMWK: Read and mark Chapter 15 "What Can We Know?" from Olin's Persons and Their World--due day five. Swing by an pick up this reading if absent.
Day 3-B 1/11 and A 1/12
Essential Question: What is knowledge?

Share something that you know that everyone else in this room knows, too. (contrast to Day One and Two) Maybe see/view clip above from
Bodysong
. Are we more the same or different in our knowing and knowledge?

Finish and share systems. Identify patterns. experiential, practical/
procedural
/skill--"how," acquaintance--someone/someplace, and
factual/propositional/formal/semantic--"that" AND
Personal? Shared? See diagram to left.

Modes of justification--intuition to experimentation--Are some forms of justification better than others? Does knowledge need to be justified--why or why not? What does evidence look like in each of our areas? (Maybe assign a group an area of knowledge to explore and present what evidence looks like in that area and/or a current issue from the world or classroom experience that highlights why we should evaluate knowledge claims.)

IB prescribes two different types of knowledge claims—the first type is claims about the world, and the second type is claims about knowledge.
1st order (about world) and 2nd order (about knowledge) claims
An example of a claim about the world is: “Hydrogen is the lightest chemical element.”
An example of a claim about knowledge is: “The knowledge that hydrogen is the lightest chemical element is quite secure because the methods of chemistry give us a fairly good model of what chemical elements look like.”
(Maybe in groups generate and share two more 1st order to 2nd order claims pairs.)

Different types of knowledge--similarities, differences, strengths, weaknesses.

Types of knowledge questions: (questions with one correct answer, questions which have many possible answers but require justification, and questions which have no correct answer but depend on the person answering them)

Certainty Continuum and Knowledge Claims--impossible to uncertain to certain (shared drive)

Knowledge questions from student created knowledge claims.
Good quality knowledge questions involve evaluation, and will start with a term that implies a requirement for evaluation. For example: to what extent …, under what circumstances …, at what point …, on what basis …

HMWK: Read and mark Chapter 15 "What Can We Know?" from Olin's Persons and Their World--due day five.
Day Four-A 1/12 and B 1/16
Essential Question: Can we be sure or certain of __________? Does there exist a neutral position from which to make judgments about competing claims?

Practical/
procedural
/skill--"how," acquaintance--someone/someplace, and
factual/propositional/formal/semantic--"that" (The ToK Course is most concerned with the factual/propositional/formal/semantic-"I know that" knowledge claims.)

personal and shared knowledge graphic (to left): How is this IB representation accurate and inaccurate? What variables skew these graphics? Which comes first? Is it cyclical or uni-directional? Which is more influential? Which helps or hurts more? What are the pros and cons of each? Which is more or less tacit or distributed? What role(s) does belief have in personal and shared knowledge?

Examples of personal knowledge evolution/changes/development and shared/public knowledge evolution/changes/development..
personal example: Santa Claus-->parents-->conspicuous consumption understandings
shared example: drilling holes (trepanation)-->lobotomies-->medication treatments
shared example: psychoanalytical-->behavioral-->cognitive-->biological explanations
shared example: romanticism-->realism and naturalism-->modernism-->surrealism-->postmodernism
shared example:
List one of your own. Consider what these developments mean for knowledge? Are we always moving toward better claims, explanations, models, theories--when, why or why not?

Plato's "Allegory of the Cave" Connections (shared drive)--Maybe illustrate it.

MAYBE Gaardner's
Sophie's World
Chapters "The Myths" and "The Natural Philosophers" (shared drive)

Continue reading "What Can We Know?"--due on Day Five.
Day Five-A 1/17 and B 1/18
Essential Question: What counts as evidence for X; what makes a good explanation in subject Y; how do we judge which is the best model of Z? (CAS cures, too!)

CAS with Mrs. Szabo and Mrs. Spencer or Mrs. Soenen (See last frame in Prezi, too.)

Continue with the cave conversations and maybe illustrations. View cave representations--to right.
How does this allegory relate to some of the concepts and ideas we've discussed, read or personally experienced; how does it relate to knowledge; where are most humans in this allegory; what are the chains; where are you and why; would you want to leave the cave; where do you hope to be; what will it take to get there; does this have any relevance; is this allegory hopeful or hopeless?

"What Can We Know?" discussion

Truth Tests--define correspondence, coherence, pragmatic, skeptic truth tests and list pros and cons of each. (maybe in groups)

Do these qualities matter for knowledge claims, ideas, explanations, models, theories, truth? eternal? universal? justified? Are they even possible? Can we, are we and/or should we test for truth? Does distinction matter? To what degree is it possible? What responsibility does knowledge impose on whom?

Consider these questions in context of these recent articles.
https://www.nytimes.com/2018/01/06/opinion/sunday/2017-progress-illiteracy-poverty.html
https://slate.com/health-and-science/2018/01/weve-been-told-were-living-in-a-post-truth-age-dont-believe-it.html
https://www.nytimes.com/2017/03/03/opinion/sunday/why-we-believe-obvious-untruths.html
https://www.npr.org/2017/11/29/567314632/sen-jeff-flake-plans-series-of-speeches-targeting-trump-on-facts-and-truth (minute 5:55 on)
https://www.salon.com/2017/01/06/the-challenges-libraries-face-in-the-era-of-fake-news_partner
http://www.bbc.com/news/world-asia-india-37604951
http://www.bbc.com/news/science-environment-38513740
http://www.bbc.com/news/world-us-canada-38577861

Assign the essay--due to Turnitin.com February 2nd. (SHARED DRIVE)
Day 6-A 1/19 and B 1/23
Essential Questions: Does it matter if what we believe is true, and how is knowledge constructed and evaluated? What counts as evidence for X; what makes a good explanation in subject Y; how do we judge which is the best model of Z?

Truth Tests--coherence, correspondence, pragmatic, skeptic, justified, universal, and eternal? Continued conversations about Plato's Allegory of the Cave, What Can We Know, Sophie's World and other articles.

Harem article--Do you believe this article? How truthful is it? How do you know? Does it matter if what others and we believe is more certain or true? (shared drive)

Look at various articles and tease out knowledge claims and questions--3 articles, 3 real-life situations, and 3 knowledge questions.

Knowledge Questions--open-ended; deals with knowledge and critical terms in title; maybe considers people, method, justification, evidence, language, applications, conclusions, certainty involved, as well as other words listed to RIGHT OF PREZI frames.
Ex. 1: Future population growth in Africa.
Good Knowledge Question: "How can a mathematical model give us knowledge even if it does not yield accurate prediction?"
article link:
Ex. 2: The placebo effect and its impact on the medical profession.
Good Knowledge Question: "How could we establish that X is an 'active ingredient' in causing Y?"
article link:
other sample knowledge questions: What is it about scientific explanation that makes it convincing or unconvincing? and Can human science use math to make accurate predictions?

Maybe start to plan essay specific examples from your classroom and personal life experiences--dangerous, helpful, more certain, less certain personal and shared knowledge examples. Do all knowledge claims have equal justification and value?

Maybe Some Sample Essays (in shared drive)

HMWK:
ESSAYS DUE to BLEND on 2/2 and CAS (See last frame in Prezi.) DUE in ManageBAC on 2/4 at midnight
Day 7-A 1/22 and B 1/25
Essential Questions: Does it matter if what we believe is true, and how is knowledge constructed and evaluated? What counts as evidence for X; what makes a good explanation in subject Y; how do we judge which is the best model of Z?

more from last time--knower profile, ways of knowing, areas of knowledge, personal and shared knowledge, 1st order and 2nd order knowledge claims, knowledge questions, articles, Allegory of the Cave, What Can We Know, essay examples, rubric, qualities, planning, examples and writing with Scaffolded ToK Essay Planning Template

In groups, create knowledge questions for/from the essay prompts.

FOR EXAMPLE, past prompt: WITH REFERENCE TO TWO AREAS OF KNOWLEDGE DISCUSS THE WAY IN WHICH SHARED KNOWLEDGE CAN SHAPE PERSONAL KNOWLEDGE?

Possible claims/assumptions for prompt: Shared knowledge can shape personal knowledge. Shared knowledge may not always affect personal knowledge. There are such things as shared knowledge and personal knowledge.

Possible KQs for this past prompt: How effective is the distinction between shared and personal knowledge? Is there just one way in which shared shapes personal knowledge? Does shared knowledge shape personal knowledge in different areas of knowledge? How do ways of knowing allow (or make it difficult for) shared knowledge to shape personal knowledge? Under what circumstances does shared knowledge fail to impact personal knowledge? When is failure a good or a bad thing? To what extent does the way shared knowledge shapes personal knowledge affect the reliability and validity of that knowledge? To what extent is the shared knowledge that shapes personal knowledge itself dependent upon input of personal knowledge? (more KQ helper words are to right of schedule)

Find a prompt partner for this essay, discuss and identify the assumptions, possible knowledge questions, how much you agree/disagree/both with the ideas, and what areas of knowledge and specific examples would work well. To which area(s) of knowledge is your example most connected? How do your examples start to comment on our areas of knowledge and how they work and are applied in your life and in the world?

Brainstorm knowledge questions that you are dealing with across your classes i.e. the areas of knowledge. Deconstruct what those examples demonstrate about those areas of knowledge--their shared language/concepts, methods, applications, development, experts and links to your personal knowledge.

Start to fill out Scaffolded ToK Essay Planning Template and continue planning and writing your essay.

HMWK:
ESSAYS DUE to BLEND on 2/2 and CAS (See last frame in Prezi.) DUE in ManageBAC on 2/4 at midnight
Day 8-A 1/24 and B 1/26
Essential Question: What is sense perception? How do we and others sense our world? Do we sense all? How important is this filter? How can we know if our sense perception is reliable--world as it is or active process?

Continue sharing knowledge claims and knowledge questions from personal and classroom experiences or articles that could be essay references.

Scaffolded ToK Essay Planning Document and Essay Questions?--See previous day's sample knowledge questions.

Brainstorm knowledge questions that you are dealing with across your classes i.e. the areas of knowledge. Deconstruct what those examples demonstrate about those areas of knowledge--their shared language/concepts, methods, applications, development, experts and links to your personal knowledge. In other words, examples should comment on area's applications, language, concepts, explanations, models, methods, development and personal connections. Ask what does this example reveal about the area of knowledge? What do our examples say for and against how our areas of knowledge operate--language, concepts, methods, development, application, etc.?

Some sense perception (research or videos)--eyes, ears, nose, skin, tongue, heat, pain, movement, balance, hunger, thirst, brain, different species and abilities, technology--How do we sense, and can we sense all?
http://www.youtube.com/playlist?list=PL6E0620CCFB6966D4
and https://www.scientificamerican.com/article/making-sense-world-sveral-senses-at-time/

part presentation work day
--
Assign groups and word for presentation. Research its explanations, models, understanding and theories across multiple ways and areas of knowledge. Challenge our default understandings, explanations, models and theories for your word (justice, love, beauty, courage, wisdom, happiness, freedom, peace, goodness, piety, that, too, reflect Plato's theory of forms)? Where, how, via whom, and in what ways can we become knowledgeable about the available truth of this word/concept/idea?

ESSAYS DUE to BLEND on 2/2 and CAS (See last frame in Prezi.) DUE in ManageBAC on 2/4 at midnight
Day 9-A 1/29 and B 1/30
Essential Question: What does sense perception suggest about knowledge? Can we know without it? Do we have a responsibility to consider others’ and our perceptual filters—biological abilities, selective attention, context, illusions, prior experiences, expectancy effects, states of consciousness, technology—why or why not?

essay questions and concerns?

More Sense perception (research or videos)--eyes, ears, nose, skin, tongue, heat, pain, movement, balance, hunger, thirst, brain, different species and abilities, technology--How do we sense the world, and can we sense all?
http://www.youtube.com/playlist?list=PL6E0620CCFB6966D4
and https://www.scientificamerican.com/article/making-sense-world-sveral-senses-at-time/

common-sense realism, scientific realism, phenomenalism clarification (in shared drive) and discussion and application to areas, experts, technology, cultures...What makes one explanation or theory better than another?

part presentation work day
--Research your word's explanations, models, understanding and theories across multiple ways and areas of knowledge and various people and places and times and forms. Challenge our default understandings, explanations, models and theories for your word (justice, love, beauty, courage, wisdom, happiness, freedom, peace, goodness, piety, that, too, reflect Plato's theory of forms)? Where, how, via whom, and in what ways can we become knowledgeable about the available truth of this word/concept/idea?

ESSAYS DUE to BLEND on 2/2

Fourth Six Weeks Grading Criteria for CAS Due: Sunday, February 4th at midnight
1) All FALL CAS experiences must be completely entered (with a short description), evidenced, and reflected. If the experience continues into the spring, you must do an update with a reflection and evidence. (This is why we suggest that you break things up into Fall and Spring semesters).
2) You must have a minimum of 2 CAS experiences for the Fall. (If you have more than two, make sure every single Fall experience is complete. Having incomplete experiences will lower your grade).
Day 10-C 1/31--course fair schedule
Essential Question: What can we conclude about sense perception? Is sense perception shared, universal, or individual? experiences? expectations? context? culture?

Sense perception (research or videos)--eyes, ears, nose, skin, tongue, heat, pain, movement, balance, hunger, thirst, brain, different species and abilities, technology--How do we sense the world, and can we sense all?
http://www.youtube.com/playlist?list=PL6E0620CCFB6966D4
and https://www.scientificamerican.com/article/making-sense-world-sveral-senses-at-time/

common-sense realism, scientific realism, phenomenalism clarification (in shared drive), discussion, and application to areas, experts, technology, cultures...

part presentation work day
--
Continue to research your word's explanations, models, understanding, and theories across multiple ways and areas of knowledge and various people and places and times and forms. Challenge our default understandings, explanations, models, and theories for your word (justice, love, beauty, courage, wisdom, happiness, freedom, peace, goodness, piety, that, too, reflect Plato's theory of forms)? Where, how, via whom, and in what ways can we become knowledgeable about the available truth of this word/concept/idea?

ESSAYS DUE to BLEND on 2/2 and CAS (See last frame in Prezi.) DUE in ManageBAC on 2/4 at midnight

Fourth Six Weeks Grading Criteria for CAS
1) All FALL CAS experiences must be completely entered (with a short description), evidenced, and reflected. If the experience continues into the spring, you must do an update with a reflection and evidence. (This is why we suggest that you break things up into Fall and Spring semesters).
2) You must have a minimum of 2 CAS experiences for the Fall. (If you have more than two, make sure every single Fall experience is complete. Having incomplete experiences will lower your grade).

Day 11-B 2/1 and A 2/2
Essential Question: What are our conclusions about sense perception?

Fun in our areas of knowledge--what do recent findings suggest about how our areas of knowledge operate?

http://www.bbc.com/news/science-environment-38800987

Again your specific real life examples in your essay are there to comment on our areas of knowledge.

Maybe revisit common-sense realism, scientific realism, phenomenalism. (in shared drive)

Maybe find five fun facts from
Natural History of Our Senses.
(class set of texts of you want them)

Sensation and Perception Articles:
https://www.scientificamerican.com/article/making-sense-world-sveral-senses-at-time/
http://www.bbc.com/earth/story/20151019-how-do-we-know-what-animals-can-see-hear-and-smell
http://www.bostonglobe.com/ideas/2014/09/20/the-bias-fighters/lTZh1WyzG2sG5CmXoh8dRP/story.html?s_campaign=8315
http://www.theguardian.com/science/2014/mar/16/bionic-ears-cochlear-implants-transformed-lives-children
http://www.theguardian.com/science/2014/apr/27/benefit-synaesthesia-brain-injury-mental-decline
http://www.bbc.co.uk/news/science-environment-22302487
http://ieet.org/index.php/IEET/more/niman20130202
http://www.nytimes.com/2012/11/18/magazine/ashlyn-blocker-feels-no-pain.html?emc=eta1&_r=0
http://www.reuters.com/article/2014/01/06/us-wearable-gaming-idUSBREA0501120140106?p=BREA05012
http://www.pri.org/stories/2013-02-11/new-york-designers-create-drone-proof-stealth-wear

Do we have a responsibility to consider the influence of sense perception--others' and ours--why? How reliable is our sense perception for knowing?

part presentation work day
--
Continue to research your word's explanations, models, understanding, and theories across multiple ways and areas of knowledge and various people and places and times and forms. Challenge our default understandings, explanations, models, and theories for your word (justice, love, beauty, courage, wisdom, happiness, freedom, peace, goodness, piety, that, too, reflect Plato's theory of forms)? Where, how, via whom, and in what ways can we become knowledgeable about the available truth of this word/concept/idea?


ESSAYS DUE to BLEND on 2/2 and CAS (See last frame in Prezi.) DUE in ManageBAC on 2/4 at midnight

Fourth Six Weeks Grading Criteria for CAS Due: Sunday, February 4th at midnight
1) All FALL CAS experiences must be completely entered (with a short description), evidenced, and reflected. If the experience continues into the spring, you must do an update with a reflection and evidence. (This is why we suggest that you break things up into Fall and Spring semesters).
2) You must have a minimum of 2 CAS experiences for the Fall. (If you have more than two, make sure every single Fall experience is complete. Having incomplete experiences will lower your grade).
Day 12-A 2/5 and B 2/6
Essential Question: Which time's, culture's and area's language best explains?

Did you submit your ToK essay to Blend and your CAS to ManageBAC?

Finalize and maybe
start presentations.
Which explanations, theories and models are best and why?

During presentations, record one satisfactory and one unsatisfactory explanation for each of our words.

Which of these ideas can we know most? Through what experiences, language, methods or areas? Which do you feel like you know most and least and why? What do the explorations of these ideas suggest about knowledge and truth
without resorting to a cultural relativism argument
?
Day 13-A 2/7 and B 2/8
Essential Question: Which time's, culture's and area's language best explains?

Present.
Which explanations, theories and models are best and why?

During presentations, record one satisfactory and one unsatisfactory explanation.

Which of these ideas can we know most? Through what experiences, language, methods or areas? Which do you feel like you know most and least and why? What do the explorations of these ideas suggest about knowledge and truth
without resorting to a cultural relativism argument
?

Possibly start
The Linguists
or
Language Matters
.
http://video.pbs.org/video/2365391566/
maybe moving on to...
Essential Question: What is language? How reliable is language for knowing?

Maybe explore accents, grammar, con languages, polyglot, music, and programming considerations and implications.

What is language according to these and your experiences?

Symbolic
Arbitrary
Shared
Structured and rule governed—syntax
Creative and generative
Allows for displacement

open-ended, vague, ambiguous, connotative, denotative, euphemistic, metaphorical, translated, contextual

Write a sentence that has never before been written.

Describe _________________.

Labels? Stereotypes?

Prescriptivist? Descriptivist?

Maybe Language Myths reading: "Some Languages Have No Grammar" and "Italian is Beautiful, German is Ugly"

What do different languages and translations suggest for knowledge and understanding

What is knowledge? Can we (or others) be neutral knowers? What counts as good or best evidence, explanations, models, and theories?
Why does distinction matter? To what degree is it possible?

What responsibility does knowledge impose on whom?

Time for School Series (used in past) http://video.pbs.org/video/1239934544/ (Shugufa in Afghanistan @3:40, Jefferson in Brazil @15:34, Neeraj in India at 27:42, and Ken in Japan @38:00; Part Two Nanavi in Benin, Raluca in Romania @18:40, and Joab in Kenya@31:14
family groups
religious groups
groups associated with particular academic fields, such as mathematicians
groups associated with particular views within an academic field, such as neo-classical economists
groups sharing a particular culture
groups sharing particular artistic knowledge, such as sculptors
groups sharing particular interests, such as fishing
political groups
national groups
ethnic groups

knowledge I gain through practice and habituation, such as the ability to play football, ski, play the piano, dance, paint portraits and so on
knowledge of my own personal biography through my memory
knowledge of my feelings and emotions
knowledge of the world around me gained through my senses
unique knowledge that I have constructed as a result of a detailed exploration into an aspect of an existing AOK.
Individual research can contribute to advances in the natural sciences. Paul Dirac’s personal insight led to his discovery of the equation for the electron. The form of the equation suggested the existence of a particle that was the counterpart of the electron bearing a positive charge. But Dirac’s work had to be validated by the established procedures in theoretical physics first before it was accepted as knowledge by the scientific community.
Individual artists can contribute to the development of a genre. Steve Reich’s accidental discovery of the effect of two recordings of a violin going out of phase with each other led him to use this technique in his creation of minimal music. This technique is now widely used in many different musical genres.
Adam Smith’s perceptive realization that the market was a mechanism that, under certain conditions, could transform the self-interest of producers and consumers into a socially optimal allocator of scarce resources became a standard method of analysis in classical economics. His insight may have been intuitive and triggered by his own highly individual style of thinking, but it passed the test of peer scrutiny and is now economic orthodoxy.

Exposure to current artistic trends might influence the thinking and imagination of an individual artist (or musician or novelist).
Immersion in the biological sciences and medicine might enable one to understand better one's own medical conditions.
Access to the fundamentals of psychology might allow an individual to develop a deeper understanding of his/her own states of mind.
A course in ethics or moral theory might allow a student better insight into his/her own ethical and moral outlook.
Reading a history of one’s own nation might give a deeper understanding of one’s own past.

Knowledge Question Helpers:
sense perception, language, emotion,
reason, intuition, imagination, memory,
faith, indigenous systems, religious systems,
math, natural sciences, human sciences,
history, arts, ethics, personal, shared, application, experts, expertise, authority, concepts, methods, evidence, application, truth, knowledge, fact, answer, theory, idea, claim, belief, meaning, explanation, bias, selection, culture, models, context, experience, expectation, values, interpretation, understanding, justification, trust, point of view, convention, proof, accuracy, myth, reality, meaning, prediction, acceptance, generalization, pattern, rejection, doubt, certainty, create, helps, hurts, limits, expands, facilitates, evolving, changing, influence, affects, affords, agree, disagree, better, subjective, objective, reliable, strong, weak, specific, universal, reliable, concrete, abstract, discovered, invented, convincing


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Fourth Six Weeks Grading Criteria for CAS

Due: Sunday, February 4th at midnight

Meet these 2 criteria and you will have a 100


1) All FALL CAS experiences must be completely entered (with a short description), evidenced, and reflected. If the experience continues into the spring, you must do an update with a reflection and evidence. (This is why we suggest that you break things up into Fall and Spring semesters).


2) You must have a minimum of 2 CAS experiences for the Fall. (If you have more than two, make sure every single Fall experience is complete. Having incomplete experiences will lower your grade).


CAS Pro Tips for a 100:

1) Check your start and end dates on your activities, and be sure to enter in a brief description.

2) Be selective in your learning outcomes. You need to address HOW you achieved them in your reflections. Be nice to yourself and just pick a couple for more meaningful reflection.

3) Having trouble with CAS - come see Ms. Soenen or Ms. Spencer BEFORE the deadline. We are here to help!


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Full transcript