Wednesday, May 2, 2018

You Don't Know(ledge) Me | TOKIRL3

"Knowledge gives us a sense of who we are." To what extent is this true in the human sciences and one other area of knowledge?


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To begin this analysis, the question does not ask does knowledge give us a sense of who we are, it asks to what extent, meaning that it is implied that it does give us some sense of meaning to some extent. It isn’t asking me to prove the claim, as much as it is asking me to describe how true it is. The use of the word “gives” is an iffy term to use. In most cases, knowledge does not give us anything. We must take things from the knowledge through application and analysis. Though, there may be some occurrences where knowledge just gives us the answer to what we need. The “we” and “us” in the quote is ambiguous, in that it does not specify a certain group of people. Does it refer to us as humans? Or us as in every thing living?  No matter the group it may be referring to, each individual on this earth, must have some sense of knowledge to know who we are as a person. This knowledge question tackles the ways of knowing, memory and reason, and areas of knowledge, human sciences and history.


Image result for this is me gifThe way reason is demonstrated in this question is tied in with its connection to the area of knowledge history. History is the study of the past. Historians analyze pure facts that, for the most part, cannot be argued, and they use reason to get to the facts. They reason using historical evidence such as artifacts or documents. History gives us a sense of who we are to a great extent. Though we usually connect the topic of history to wars and battles, history just refers to anything that can be studied from the past. An example of how history gives us a sense of who we are is with ancestry. Our ancestry can give us details about where we came from, who we came from, your family’s medical history, or personal history -- which is how the topic likewise ties into memory. For adopted children, knowing your family history gives you a closer connection to their biological family and can assist them in the future with medical situations. Family history can give a sense of who you are, genetically. This would be an example of personal knowledge, as it is something that pertains to one individual. History of a group, such as a race or gender, would show who we are using shared knowledge. Shared knowledge of history is information we would learn at school or could be referred to as common knowledge. Applying personal knowledge in history will give you a greater sense of who you are because it speaks for one individual in specifics, rather than for a whole group in generalities.


The human sciences is home to subjects psychology, sociology, and political science. Those subjects are centered on the workings of people as individuals and as a group. Similar to history, they use reason and memory of past events to come to current conclusions of people's mental health. Psychology is the study of how the human mind works and focuses on behavior and psyche. This subject demonstrates who we are in our minds as individuals. Sociology is like psychology but for society as a whole. It focuses on the -isms, and why certain groups believe or act upon certain things. For example, let’s look at racism. Sociology looks into the operation of institutional racism in society. The inequality and prejudice seen today is analysed, from historical evidence, to view how certain demographics act as the perpetrator of racism and the victims of racism. Political science is an analysis on political behavior. This subject area mainly focuses on the group. Political behavior largely ties into someone’s ethical beliefs, which is a large part of how some people navigate through the day. Depending on the subject under human sciences, the topics could refer to shared or personal knowledge. For most, human sciences deals with groups. Even in psychology, they use data taken from groups of people to diagnose what your psyche is like. Human sciences works best in shared knowledge because of how the data is taken and distributed to people.


Image result for wait a minute who are you gifKnowledge lets us know who we are as individuals and as a group. Through memory and reason, we can use knowledge from the human sciences and history to know more about our minds, our family, and potentially our future. This is through an application of both shared and personal knowledge. Though, in my opinion, history provides us with a sense of who we are to a greater extent than the human sciences can. If we, as a whole population, were to apply our knowledge, we could come to new conclusions not only about ourselves, but also for groups of people or for people where certain knowledge is unavailable. Idly holding knowledge to yourself does not give you a great sense of yourself, but through applying it, you can get to know yourself.


Thursday, April 26, 2018

Secondary Expectations For My Secondary Education | TOKIRL1

For the practice TOK presentation, my group talked about how expectations factor into results. We used the real life situation of an experiment made to prove one of Einstein's theories. They made each machine involved with the expectation that the result was going to prove Einstein right, and, in the end, it did. You have to think that because they were working to prove Einstein, the scientists had some pretty high expectations. But, how much did their expectations factor into their work and the results? I honestly don't remember any discussion we had in class following this, but throughout this project, I thought about how much my expectations factor into my work and the outcome.

If you don't know by now, I have very low expectations. If my expectations were ranked on a scale from 1 to 10, I'd be at a negative infinity. And my expectations have only worsened as this year has continued, as well as my grades. My grades aren't in the trash bad (they are gettin there though), but they are not what I'm used to. Are my lowering expectations a causation for grades or do they just correlate? Or is it the other way around? Are my low grades a causation for my low expectations? I can't just up the ante and shoot for the stars when I can barely reach the top of a tree. In my head, I make the clear connection that if you don't start out with high hopes, you won't end with high hopes, but I am not completely sure if that's just one of those faux-positivity things that has been ingrained in my head or just my poor attempt of not being a pessimist. I, and many other people in this spiraling program of Purgatory, have gone into several assignments with high expectations for the outcome, only to be met with severe misery and sorrow. (I understand that expectations aren't the only preparation you should do for big tests and such, but most kids with high expectations aren't just moping around doing absolutely nothing, so let's just quietly assume that we were all good kids who studied.) As I write this, my mind goes straight to thinking that expectations can be both a correlation and causation, depending on how it effects you.

In an article titled, "How the Power of Expectations Can Allow You to Bend Reality," talks about placebo effects and positive thinking. Basically it says positive thinking can't fix a broken bone, but it can make you think that it's less broken than it actually is. In the article, they talk about an experiment where some the first group of track racers were told that "pre-race jitters" improved performance, while the second group were told it was detrimental. The first group performed better than the second group. The added pressure may have been responsible for their poor performance.

Performance quality correlates with expectations, obviously, but I don't know why our expectations usually erase facts in our mind. At least that's how I see it. The expectations cloud over the facts and statistics, but it can also be due to ignorance of not knowing what the facts are. 


Thursday, January 4, 2018

Grades Schmades

For many of us, grades have been the pure motivation in passing our classes and I feel that if we were to get rid of them, I feel that it could have many advantages including us being more focused on the content rather than just m
memorizing for assessments. I think it could possibly spark more conversation, because I feel that people wouldn't be more afraid of being "wrong," because being wrong won't affect them in a grade - it would just spark further discussion.

Unintended consequences may cause the fall of this whole idea. With essentially no grades, we may start to slack because there isn't really a progress bar. If I see that I didn't submit a blog because you put a zero in the grade book, I'll think "oh shoot gotta go do that blog." If there isn't a grade to be put in, knowing me I'll just think,

"Oh well, I'll write it one day."
*narrator voice* "She never did write that blog."

The only way I can think of avoiding this drawback is to create sort of a warning system. Most people have like vague memories of the green, yellow, and red card system from elementary school. Green is like everything's going smooth, yellow is you're about to crash, and red is you're on thin ice. Basically, just make a fun little system that'll tell people not to slack off.