Tuesday, September 22, 2015
Unpack and Settle In
Building on our discussions of your prescribed titles, explore them a bit further by way of knowledge questions. By the end of Monday (9/28), please post one KQ for each title (numbered accordingly). Your KQ should make clear to which area of knowledge it leads, and may also refer to ways of knowing. If you're interested, here's a bit more on William of Ockham.
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1. What ways of knowing are used in the sharing of knowledge and the development of ideas through discussion of ethics?
ReplyDelete2. How does knowledge in the natural sciences develop over generations? How does the sociopolitical context of various time periods affect the understanding of the natural sciences in those times?
3. To what extent does memory affect a knower's interpretation of the arts?
4. In the context of history, how does a knower decide what knowledge is applicable and what is not; what ways of knowing affect the knower's decisions in this regard?
5. Are the conclusions a knower reaches in the field of mathematics altered by the knower's memory and the context from which the knower emerges?
6. How does language affect a layman's understanding of new developments in the natural sciences?
1. In what ways does sense perception interact with faith in the arts?
ReplyDelete2. Can the variance in and quantity of pick-up lines over time be an indicator of human evolution in social sciences? (better pick up lines = better chance of passing on genes?)
3. To what extent can a shared dream be distorted by individual bias in religion?
4. Should being afraid of the dark be considered useless in the social sciences?
5. Is the opinion of a group of people or intuition more valuable in mathematics? Does the answer to this change in the arts?
6. Is it more effective to read the entirety of something or use the cliff notes in the arts? What about in religion?
1. How does our use of visions on biological phenomenons exceed reasonings while interpreting biological concepts?
ReplyDelete2. To what extent does disapproved mathematical concepts hinder people’s imagination to solve problems in new ways?
3. How does a knower’s personal emotion shape his or her examination on ethical principles?
4. To what extent does faith affect people’s efforts to apply mathematical concepts into practical use?
5. In what ways does the use of language in literature affect our emotions while reading?
6. To what extent do people rely on their intuition to interpret and examine the abstract performance of art?
Title 1.) To what extent can emotion override reason in our understanding of ethical dilemmas and how does that relate to our understanding of historical events?
ReplyDeleteTitle 2.) Is sense perception a more useful way of knowing than emotion, and if so, how does it strengthen our understanding of the natural sciences?
Title 3.) If a knower does not pursue knowledge within the historical field, then how does that devalue, or heighten the value, of new historical information in correlation to how it changes the knower’s perspective?
Title 4.) How can failed knowledge within the natural sciences allow us to further our emotional understanding of the field, and how does this compare to the mathematics discipline?
Title 5.) Within the field of ethics, is it possible to understand a knower’s primary way of knowing through their analysis and solution for a situation?
Title 6.) How can the simplification of language within History dilute the accuracy of an account of a past event and how does this compare to the simplification of language within the natural sciences?
1. To what extent does emotion supersede reason when trying to gain knowledge of history and/or ethics?
ReplyDelete2. How has the natural selection of acceptable language and emotions prohibited humans from gaining and expressing knowledge of indigenous knowledge systems?
3. To what extent does emotion and imagination play a role in furthering knowledge in mathematics?
4. What weight does reason have in discrediting the knowledge gained in Religious Knowledge Systems that was gained through intuition and faith?
5. Are the arts an area of knowledge in which knowledge cannot be created without imagination?
6. How can language hinder the understanding of knowledge within mathematics and natural sciences?
1.In what ways do Emotion, Language, and Memory interact to help convey knowledge in the arts?
ReplyDelete2.To what extent can knowledge through language be better suited to survive than knowledge through intuition?
3.How can the real life situation used effect change the interpretation of the links between emotion as a way of knowing and ethics?
4.In the field of arts, works that convey a relatable emotion are more popular. How does the ease of knowledge sharing and its relatability to other knowers influence its value?
5. How may the knowledge derived mainly from memory influence the knower’s perception of ethics?
6. How can reasoning and emotion be compared specific to their use in making knowledge shared?
1. In what ways can sense-perception trigger emotion in gaining knowledge of a work of art?
ReplyDelete2. In what ways can knowledge be formed and then disproved in the natural sciences? Can reason supersede other ways of knowing for this manipulation of knowledge in the natural sciences to occur?
3. How can the knower’s perspective of their emotion or memory influence their formation of knowledge in the arts?
4. In history, how can the value of knowledge be modified with the clear presence of potential application of that knowledge in the big picture?
5. In what ways can reason and language influence the ways in which knowers decide to use certain mathematical methods to reach conclusions? How does this process shape the conclusions that can be made?
6. In mathematics, how can language override other ways of knowing in the discovery of the accuracy and simplicity of knowledge?
1.) Does faith necessarily encumber reason as a way of knowing in the natural sciences?
ReplyDelete2.) Does knowledge evolve because it is accurate or because the knower(s) pursue it or believe it to be true?
3.) How far can two knowers' perspectives vary when appraising art before one of them is considered to be wrong?
4.) Can scientific knowledge have absolutely no application potential?
5.) If a knower's grasp of a mathematical concept is sound, does the language in which the concept is presented change the knower's knowledge of the concept?
6.) Is the knowledge gained through learning history more or less valuable in real-world application in a broad scope or in minute detail?
1. In what ways do memory, reason and language provide a bridge between ethics and human sciences?
ReplyDelete2. What is the effect of language and emotion over truth in history?
3. To what extent does the knower's memory hinder or aid in the understanding of another's work in the arts?
4. To what degree can one profess understanding of knowledge in the natural sciences if he or she is unable to apply or use said knowledge through any way of knowing?
5. To what degree is language able to override faith in one's past premises within religious knowledge systems?
6. What is the effect of language over the accuracy of information in mathematics?
1) What are the roles of sense-perception and reason in helping us draw reliable conclusions in the natural sciences??
ReplyDelete2) To what extent must we base our lines of inquiry/investigation upon historical evidence in order to produce new knowledge within a discipline?
3) How relevant is the knower’s perspective when dealing with objective truths in the human sciences?
4) In what ways is reason complicated by emotional bias when a knower assigns value to math and science versus when a knower assigns value to art?
5) To what extent are the ideas a knower conceives using his or her imagination essential to that knower’s understanding of abstract art?
6) How does the simplicity of the language used to describe observations in the natural sciences alter scientist’s interpretation of the knowledge being conveyed?
1) How do emotion and reason interact in an ethical dilemma?
ReplyDelete2) In what way does reason help a piece of knowledge develop in the natural sciences?
3) How does a knower's intuition aid the knower in the pursuit of knowledge in mathematics?
4) To what extent can a piece of knowledge be considered unvaluable in history?
5) Can different concepts lead to the same conclusion in the arts?
6) How do simplified models lower the accuracy of the knowledge being presented in the natural sciences?
It's still Monday night if I haven't gone to sleep yet, right?
ReplyDelete1) Within the natural sciences, how can faith and reason both co-exist and overlap?
2) In mathematics, are there some ways of knowing that are more applicable than others?
3) In ethics, how can conflicting emotions help and/or hinder problem-solving?
4) How can our memory and imagination help us gain a better understanding of the humanities, specifically history?
5) How big of a role do sense perception and emotion play in our understanding of a work of art?
6) In a scientific setting, is there ever a time when simplicity should be chosen over accuracy?