Tuesday, March 24, 2009
chapter 8 viewpoints (critical reading for college and beyond)
CHAPTER 8
VIEWPOINTS
Viewpoints is a technique of improvisation that provides a vocabulary for thinking about and acting upon movement and gesture, position from which something is observed or considered, a rationalized mental attitude.
For example abortion is one of the most persistently controversial issues in American culture and politics today. Since the 1973 national legalization of abortion, competing groups have fought to either restrict or increase access to the procedure, leading to heated debates among political activists, religious organizations, state legislatures, and judges.
This conflict is perhaps reflective of the nation’s ambivalence over abortion. While it is often depicted as a two-sided debate, the abortion controversy is actually quite multifaceted, involving complex speculation on biology, ethics, and constitutional rights. Those who identify themselves as prolife, for example, generally contend that abortion is wrong because it kills human life, which they believe begins at conception. However, some pro-lifers grant that abortion should be allowed in cases of rape or incest, or when the pregnancy threatens the life or health of the mother. Those who identify themselves as pro-choice often maintain that abortion must remain legal because a woman should have the right to control her body and her destiny. But some pro-choicers also believe that there should be certain restrictions on teen access to abortion and on abortions occurring after the first trimester of pregnancy. This mixture of opinions is probably why Gallup polls consistently show that 50 to 60 percent of Americans favor abortion “only under certain circumstances.”
I believe to each is own, I also believe that abortion shouldn’t be used as a form of birth control.
VIEWPOINTS
Viewpoints is a technique of improvisation that provides a vocabulary for thinking about and acting upon movement and gesture, position from which something is observed or considered, a rationalized mental attitude.
For example abortion is one of the most persistently controversial issues in American culture and politics today. Since the 1973 national legalization of abortion, competing groups have fought to either restrict or increase access to the procedure, leading to heated debates among political activists, religious organizations, state legislatures, and judges.
This conflict is perhaps reflective of the nation’s ambivalence over abortion. While it is often depicted as a two-sided debate, the abortion controversy is actually quite multifaceted, involving complex speculation on biology, ethics, and constitutional rights. Those who identify themselves as prolife, for example, generally contend that abortion is wrong because it kills human life, which they believe begins at conception. However, some pro-lifers grant that abortion should be allowed in cases of rape or incest, or when the pregnancy threatens the life or health of the mother. Those who identify themselves as pro-choice often maintain that abortion must remain legal because a woman should have the right to control her body and her destiny. But some pro-choicers also believe that there should be certain restrictions on teen access to abortion and on abortions occurring after the first trimester of pregnancy. This mixture of opinions is probably why Gallup polls consistently show that 50 to 60 percent of Americans favor abortion “only under certain circumstances.”
I believe to each is own, I also believe that abortion shouldn’t be used as a form of birth control.
Tuesday, March 3, 2009
Chapter 3 Fact Summary
Chapter 3 Facts
This chapter describes how facts are judged on the basis of truth and reality, however establishing them can be very tricky.
A common rhetorical cliché states, "History is written by the winners." This phrase suggests but does not examine the use of facts in the writing of history.
E. H. Carr in his 1961 volume, What is History?, argues that the inherent biases from the gathering of facts makes the objective truth of any historical perspective idealistic and impossible.
Facts are, "like fish in the Ocean," that we may only happen to catch a few, only an indication of what is below the surface. Even a dragnet cannot tell us for certain what it would be like to live below the Ocean's surface. Even if we do not discard any facts (or fish) presented, we will always miss the majority; the site of our fishing, the methods undertaken, the weather and even luck play a vital role in what we will catch.
Additionally, the composition of history is inevitably made up by the compilation of many different bias of fact finding - all compounded over time. He concludes that for a historian to attempt a more objective method, one must accept that history can only aspire to a conversation of the present with the past - and, that one's methods of fact gathering should be openly examined. As with science, historical truth and facts will therefore change over time and reflect only the present consensus
This chapter describes how facts are judged on the basis of truth and reality, however establishing them can be very tricky.
A common rhetorical cliché states, "History is written by the winners." This phrase suggests but does not examine the use of facts in the writing of history.
E. H. Carr in his 1961 volume, What is History?, argues that the inherent biases from the gathering of facts makes the objective truth of any historical perspective idealistic and impossible.
Facts are, "like fish in the Ocean," that we may only happen to catch a few, only an indication of what is below the surface. Even a dragnet cannot tell us for certain what it would be like to live below the Ocean's surface. Even if we do not discard any facts (or fish) presented, we will always miss the majority; the site of our fishing, the methods undertaken, the weather and even luck play a vital role in what we will catch.
Additionally, the composition of history is inevitably made up by the compilation of many different bias of fact finding - all compounded over time. He concludes that for a historian to attempt a more objective method, one must accept that history can only aspire to a conversation of the present with the past - and, that one's methods of fact gathering should be openly examined. As with science, historical truth and facts will therefore change over time and reflect only the present consensus
Monday, March 2, 2009
chapter 13 reading beyond the words
Benjamin Bloom proposed a theoretical ranking of the levels of thinking that people use. At the simple and basic level, Bloom suggested, people operate at a very "concrete" level of knowledge. Moving beyond that, people are able to "comprehend" what the facts are about and to some extent, they are able to manipulate those ideas by comparing or contrasting or even retelling events in their own words.
At the next level of complexity of thought, individuals are able to "apply" what they have learned from facts and comprehension. This level of thinking permits them to demonstrate knowledge, solve or apply what they know to new and related situations. Moving beyond "application," the next level of thinking allows people to "analyze" what they know. At this level, typically they can classify, categorize, discriminate or detect information.
The two highest levels of cognitive thought, according to Bloom, are synthesis and evaluation. In "synthesis," the individual is able to put ideas together, propose plans, form solutions, and create new information. In the "evaluation" stage, the thinker is able to make choices, select, evaluate and make judgments about information and situations.
When we study history, there are different levels of thinking skills that we can use, depending on the types of questions that we ask. While the lower levels are necessary as a foundation for historical understanding, we will also try to incorporate the higher levels as much as possible, with an emphasis on original, critical thinking and analysis.
At the next level of complexity of thought, individuals are able to "apply" what they have learned from facts and comprehension. This level of thinking permits them to demonstrate knowledge, solve or apply what they know to new and related situations. Moving beyond "application," the next level of thinking allows people to "analyze" what they know. At this level, typically they can classify, categorize, discriminate or detect information.
The two highest levels of cognitive thought, according to Bloom, are synthesis and evaluation. In "synthesis," the individual is able to put ideas together, propose plans, form solutions, and create new information. In the "evaluation" stage, the thinker is able to make choices, select, evaluate and make judgments about information and situations.
When we study history, there are different levels of thinking skills that we can use, depending on the types of questions that we ask. While the lower levels are necessary as a foundation for historical understanding, we will also try to incorporate the higher levels as much as possible, with an emphasis on original, critical thinking and analysis.
Tuesday, February 17, 2009
chapter 1 observation summary
Chapter 1 Observation Skills
In this chapter observation skill is described as a process of Sensing, Perceiving and thinking. When you can slow down sufficiently to experience the operation of your own sensing, then you can begin to use each faculty with more skill.
Jean Piaget’s definition of thinking as an “active process whereby people organize their perception of the world” at one point Piaget describes this process as involving both assimilation and accommodation. When we cannot grasp a new idea or make it fit with what we already know, we feel discomfort or what Paiget called disequilibrium.
People who have a preference for sensing are immersed in the ongoing richness of sensory experience and thus seem more grounded in everyday physical reality. They tend to be concerned with what is actual, present, current, and real. As they exercise their preference for sensing, they approach situations with an eye to the facts. Thus, they often develop a good memory for detail, become accurate in working with data, and remember facts or aspects of events that did not even seem relevant at the time they occurred.Sensing types are often good at seeing the practical applications of ideas and things, and may learn best when they can first see the pragmatic side of what is being taught. For sensing types, experience speaks louder than words or theory.
Perception is the process by which we receive and interpret information from the world around us. The world around us consists of various kinds and levels of physical energy. Our knowledge of the world comes through our sense organs, which react to these energies.
Various factors influence what and how we perceive. Our perceptions are influenced by the ways our bodies are structured to receive and process stimuli from the environment. Our perceptions also reflect our emotions, needs, expectations, and learning.
In this chapter observation skill is described as a process of Sensing, Perceiving and thinking. When you can slow down sufficiently to experience the operation of your own sensing, then you can begin to use each faculty with more skill.
Jean Piaget’s definition of thinking as an “active process whereby people organize their perception of the world” at one point Piaget describes this process as involving both assimilation and accommodation. When we cannot grasp a new idea or make it fit with what we already know, we feel discomfort or what Paiget called disequilibrium.
People who have a preference for sensing are immersed in the ongoing richness of sensory experience and thus seem more grounded in everyday physical reality. They tend to be concerned with what is actual, present, current, and real. As they exercise their preference for sensing, they approach situations with an eye to the facts. Thus, they often develop a good memory for detail, become accurate in working with data, and remember facts or aspects of events that did not even seem relevant at the time they occurred.Sensing types are often good at seeing the practical applications of ideas and things, and may learn best when they can first see the pragmatic side of what is being taught. For sensing types, experience speaks louder than words or theory.
Perception is the process by which we receive and interpret information from the world around us. The world around us consists of various kinds and levels of physical energy. Our knowledge of the world comes through our sense organs, which react to these energies.
Various factors influence what and how we perceive. Our perceptions are influenced by the ways our bodies are structured to receive and process stimuli from the environment. Our perceptions also reflect our emotions, needs, expectations, and learning.
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