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.

circle with fingerhurricane

NaturwissenschafenGeisteswissenschaften

hermeneutics

console

bathroomcommoderestroompowder roomlavlavatoryWCtoilet

ladies’ roommen’s roomloos****erJohnpotty

WeltanschauungWorldview

exegesiseisegesis

LAN

Weltanschauungworldview

experience expectation

one & the many

Augustine: De Libero Arbitrio

translationmetaphor

transfer

bootknow thyself

Week 2

epistemology

under-stand

“natural disaster”

perceptconcept

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

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?

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

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

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

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

Week 9

HalloweenHallow-e’en

< All-Hallow-Even< All Hallows’ Eve / All Hallows’ Even

Kennedy:individualismobjectivism (Ayn Rand)collectivismcommunitarianismCommunismMarxismSocialismFascism

Week 10

Week 11

Week 12eisegesis v exegesis

providenceprovisionprovide

predestinationfatalism

Was eigentlich geschehen ist?

Week 13Malthus

environmentalismexemptionalism

linear vs. geometric/exponential (cf. compound interest)

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

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 . . .

======================================

============================================================================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

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

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

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.)

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