Friday, December 20, 2013

Weekly Blogpost #19

Thursday, December 19th, 2013
The Knowledge of Emotions
I wonder how much emotions are part of personal knowledge, and how much is part of shared knowledge...
I know, I am always mentioning emotions when it comes talking about knowledge. But emotions intrigue me the most. It seems to be the way of knowing I am the most familiar with, yet at the same time it is one that is difficult to define and is covered in ambiguity.
Emotions are felt and expressed by individuals, no doubt on that. If I feel anger, I alone feel and express the anger. The people around me, though they may share the emotion of anger, express it in their own unique ways, apart from my mine. Already, there is the question of "shared" and "personal". Is anger shared in the sense that the group of people are feeling the same emotion at the same time for a mutual reason? Or is anger personal because it is distinctly felt for each individual? 
If we keep on, I may have particular intentions behind the way that I convey my emotions, to transmit my emotions in a certain way. But then, the way that the people receive my anger is distinct for each person. This process of personal to shared to personal is similar to a phone game. The message being transmitted goes through so many intermediaries that the content of its message may be much altered and distorted by the time it reaches destination. 
And then, people may learn to feel or express themselves in certain ways from different people. Learning to feel... Isn't weird to think of it that way? Learning to be angry, learning to be sad, learning to be happy, learning to love. I wonder how one would feel without the possibility of emotions, either feeling or expressing. How would life be when one loses a way to communicate to the world, to show what one feels?

Friday, December 13, 2013

BBT 18

Friday, December 13th, 2013
Why does it seem that reason and math are so very closely linked?
Why are they a good pair?
Math has incorporated our way of reasoning things. Math becomes a language, a process of deduction, that has a logical sequence. This builds a certainty that attracts many people into using it as a way to think. Math also is a language that helps us visualize things. For example, when we count, try to categorize, we usually use a mathematical process (addition, division,...) in order to figure the final amount. Math helps us explain, rationalize, because of the certainty it builds with its clearly defined and seemingly universally accepted language. A person on one side of the globe may understand the mathematical reasoning of someone from the other side (except for minor writing differences), understand the process of the conclusion. Words, that may create ambiguity and have their major power from the source of their open interpretation, do not allow these clear-cut definitions to emerge. Furthermore, math has defined terms. There is usually not much confusion about the "x" that we are talking about, because one of the requirements in math is to have all terms defined. This provides proofs, that are usually irrevocable if the mathematical reasoning and processes behind are correctly performed and carried out. Finally, math defines the absolutes. Of course, zero and infinity are concepts that are open to interpretation. However, math does not necessarily require the grasp of these concepts. It requires that one knows how to apply them in the equation, to have an understanding of the purpose. 
Math does not ask people to question the reasoning, and this paradox is what makes math an appealing way of reasoning. 

Tuesday, December 10, 2013

Weekly Blogpost #18

Monday, December 9th, 2013
The Pleasure-as-a-driving-force Concept
"Il faut manger pour vivre et non pas vivre pour manger." 
This is the quote I remembered during AP World. It was said in Moliere's play "The Miser". It states that one has to eat to live and not eat to live. It is true that many humans nowadays (I say many because it is not the case for all) do not live in order to survive. Nowadays, many of us are driven by the pleasure principle. Most of the people around me live to eat, in the sense that they do things for the sake of doing them, not in order to survive, not for a deeper purpose. The thing is, most of us, or at least the people around me, do not see the necessity of struggling to survive. We have things besides us, we do not need to fight in order to have food upon our table.
This just made me think about the point society arrived nowadays. Whereas people, in the past, needed to focus their efforts, consecrate their knowledge, in order to optimize their chances of survival, people nowadays have the liberty to think about more "trivial" things. 
But then, in some sense, technology became a big part of our lives, almost to the point that we cannot survive without technology. Some people may argue that this is psychological, that were we to try, we would manage to go along without technology. But then, who knows? Are we really driven by pleasure principle, or is that "source of pleasure" actually becoming a source of survival?

Sunday, December 8, 2013

Weekly Blogpost #17

Sunday, December 8th, 2013
Questioning the certainty of Math
I will take the opportunity of this post to answer your question about whether it is a good or a bad thing to question the certainty of math. At least in my opinion.
As a confession, I have to say I had felt somewhat shattered when I first came upon this realization. "Wait, so the only subject where I was sure everything I would do, all the solutions I come up with, are certain and absolutely right may actually not be so?". But then, as I thought about it more, I was happy and became increasingly drawn to math because of its questionable quality. If math was all certainty, there would not be experts and professors seeking new properties under the name of math. We would already know all the answers, all the formulas, and there would be no need for more. 
Many people during our last class's discussion raised the idea that math was everywhere, found in nature. I partly agree with this claim, yet disagree a little as well. As I had said before, the concepts of math are found in nature. Look at a snail's shell or leaves: perfect geometry. Consider the universe: reflected in the concepts of infinity. Examine the half-lives, or cellular fission: there will not be a nothingness, a "zero", as there is matter left all the time when the particles separate in half (the only way to obtain zero is by having zero at the beginning, in the numerator, of the division). But then, had we not given these mathematical terms, these names, to the processes we find, would we be able to talk about math? We would be describing the terms and the concepts in question, yet they would not be under the language we use when we are mathematically speaking. Math is still a language, and therefore, the way that we communicated in math has been invented by us. Though the concepts have been discovered, the name that we give the concepts, the way that we communicate what we have discovered and found and encountered, have been thought up by us. 
The uncertainty in math gives us the curiosity to do math. If math were an absolute paradigm of only truths, there would not be the need to look for the answers. We would just have to grab a book, or a record, that contains all the answers that we seek in order to get to the truth, the knowledge that we are seeking for. The uncertainty of the concepts behind math combined with the unquestionable logical reasoning behind mathematical processes are the magical components of math that may enchant us, or maybe inspire fear in us.

Friday, December 6, 2013

BBT 17

Friday, December 6th, 2013
What does floor 0 mean? Should elevators use 0?
Some countries use floor 0 for the main floor, the main floor meaning the bottom floor above ground, before the floors going underground. Other countries substitute the floor 0 to lobby and other equivalents, or floor 1.
Before, in my young age, I had asked about the meaning of a floor 0. The floor 0 had struck me when I compared the use of the term "floor 0" with the use of "lobby" or "floor 1". 0 was used in many apartments and buildings in France, though more modern apartments and buildings used lobby; Korea used 1 most of the times, though some modern buildings began using lobby instead. Now however, I really do wonder about the meaning of a floor 0. Oh, I feel that by the end of this year, with half the term for ToK, I am going to end up having weird, or unconventional and "original", debates with people. The way that I see it, following my experiences with a couple of different systems, I think the use of lobby is better than the use of 0. The thing is, yes, of course 0 is before 1, following the concept of the number line. However, 0 is not the same as the other numbers. 

Thursday, December 5, 2013

Homework from Week #16

Wednesday, December 4th, 2013
Zero: The Biography of a Dangerous Idea
1) Why is zero such a dangerous idea?
Zero has properties different from other numbers. It means infinity and void simultaneously. The concept of zero is one that is very abstract, as if zero pertained to another world, a world of its own. Zero also has the power to connect and create, but also to destroy and render null. It has much substance, much meaning, much depth and complexity, yet at the same time embodies a void and emptiness. This mix of paradoxes, the circumlocution of the concepts of infinity and nothingness (also subjects to much debate and misunderstanding and confusion) at the same time creates a certain mysticism and uncertainty to zero, and makes it seem dangerous.
2) Was zero discovered or invented?
The concept of zero always existed (in some way). The designation of the concept as zero was invented.
3) What did reading about zero make you think about?
I had not realized how much zero can be subject to much questioning and wonders. I hadn't thought about zero under certain of the presented perspectives, especially the one about the multiplication. One of the most powerful properties that we use in math is the ZPP, or the Zero Product Property. It is true that thinking of a simple circular shape, known as zero, can render void an entire number, no matter how long and big, or how infinitely long and small. But then, in AP Calculus, I have been questioning similar topics over and over. We always end up talking about the concept of infinity and limits, and all. This also included zero, but we never really expanded the terms in depth. We mentioned these characteristics, but never named them concretely.
You know, following Pre-Calculus and AP Calculus and now ToK, I am increasingly drawn to the conclusion that maybe math may not all be about certainty only after all. The logic, the reasoning, behind math is certain, unquestionable. But the concepts themselves are open to much uncertainties and doubts.

Sunday, December 1, 2013

Weekly Blogpost #16

Saturday, November 30th, 2013
Living a Story
A book, or rather books, I enjoyed in the past were the ones making up the Inkheart trilogy. The centerplot of the trilogy lay in the protagonist Mo's and his daughter Meggie's ability to read bring words to life. After a series of events, the two, along with many other characters, end up in the middle of the story plot of a book set in the fantasy world of Inkheart.
The reason this reminded of ToK? As I was rereading the last book, Inkdeath, a particular line that went like this, "As she received the news of her mother pregnant with a sibling, Meggie wondered whether the child would belong to the real world or the world of the book. But then, maybe even the other world she considered real had been part of a story as well.". This triggered the idea of a Brain in a Vat, and the ultimate question of "What is reality? How do we know anything is real?". 
I never don't question the reality I am living in. Whether I am living in the real world or in an imaginary world created by words written in a book or in a digital world programmed by computers and people, the world I am living in, the life I am leading, is my reality. And I will make the best out of the reality I have. I will strive for the best ending in my reality, the story I belong in and am developing.

Thursday, November 28, 2013

BBT 16

Wednesday, November 27th, 2013
"To speak freely, I am convinced that it [mathematics] is a 
more powerful instrument of knowledge than any other..."
                                 - Renee Descartes
Do you agree, that math is a "more powerful instrument" than any other type of knowledge? 
If I had to choose between either side, I'd have to agree with Descartes. Math is a strong instrument to prove knowledge. And the reason behind this reliability and strength is because math is universally accepted. Math forms part of the shared knowledge that people have. People agree with the language that is used in math (although there may be minor differences in notations and symbols that do not interfere with the overall meaning of the "message" trying to get spread out). Math, as a shared knowledge and the closest to a universal language, is the most effective and efficient way to spread an information in mass and less likely to be questioned. Usually, people who know how to interpret the math presented won't question the content (if done properly, of course). In that sense, math is the most powerful instrument to convince people with the content it contains.
However, math is a powerful tool, but that does not mean it is the most powerful. Actually, I guess it depends on the way you look at the word "powerful". The way that I first saw it, I took powerful as a way to measure the degree of certainty it inspires in the people who view its content. This content would be appropriate only for the subject approached. However, listening to other people made me think about a broader scope of things, as when we compare math with other means of communicating information. If compared to the languages we speak and write to communicate colloquially (as in English and Spanish and all the other languages that exist in the world), then I think math can be seen as a less powerful instrument. The power of words is tremendous, and this lies in the ambiguity of the words that we use. The ambiguity makes the words open to personal interpretation, from the part of the listener and the user. The way that we present and expose the words can have very different effects depending on the audience, and this makes words a very powerful tool on the influence one has on the people around.

Friday, November 22, 2013

BBT 15

Friday, November 22nd, 2013
Are our most important discoveries the result of logical thinking or lateral thinking? Why?
If I had to choose one between the two, I would have to say that most of our important discoveries probably arise from lateral reasoning. This is because lateral reasoning arises into "thinking outside the box", or outside the limits of conventions and normal realms of thoughts. Many times, people say that the most important discoveries come from accidental discoveries, accidental encountering of information. But these situations are referred to as "accidents" because they seemed to be out of bounds, not conceivable according to logical reasoning. The word discovery implies the finding of new information, and new information can be encountered only from exploration. So the discovery is due to lateral reasoning, whereas the development of these newly discovered ideas arise from logical reasoning that continue and expand upon the discoveries. 

Thursday, November 21, 2013

Weekly Blogpost #15

Wednesday, November 20th, 2013
Those crazy "explorers"
During AP World History, I think there have been a couple of times where we have seen some crazily reckless explorers. I am specifically referring to the Malayo-Indonesians who have reached Madagascar and the people who found the Easter Islands in the middle of nowhere. We always- no wait, I'll check myself. We usually say that our voice of reason binds us. We would think that our voice of reason would say "Hey, are you crazy? Why would you venture in the middle of nowhere, in the grand open ocean, to maybe die at sea, when you have a family and a home here?". However, this was apparently not the case for these people thirsty for adventure. I wonder what shaped the reasoning of these people. What pushed them to embarking upon this trip that had "danger" and "fatal" spelled on it all over. 

Tuesday, November 19, 2013

Homework from Week #14

Monday, November 18th, 2013
Lateral Thinking
1) Give a rational explanation for each of the following situations. 
    a. A man walks into a bar and asks a barman for a glass of water. The barman pulls out a gun and points it at the man. The man says, "Thank you", and walks out.
Well, maybe the "thank you" of the man was not actually a thank you. It is possible that the man said "thank you" and walked away to try to escape from the unusual barman. The man said "thank you" without meaning it, more implying that he was going to go away, nervously. Or it is even possible that the man said "thank you" because the barman did not fire the gun and spared his life.
I mean, at the same time, I am trying to rationalize the last portion of the scenario, the "thank you", but at the same time, the fact that a barman points a gun at a man who asks him for a glass of water is not very normal as well. Well, it's possible that the barman reacted so because he was drunk and was having a bad day. I mean. After all, he is a barman, and is in an area with a lot of alcohol around.
Or, maybe this is a secret code of theirs. But then, who knows? People act in weird ways. Even the things that seem rational to some of us may seem irrational to others.
(This one, I really don't know how to answer.)
    b. A man is lying dead in a field. Next to him, there is an unopened package. There is no other creature in the field. How did he die?
There are many ways for the man to have died. The contextual information provided allows many interpretations. The man could have died of a heart attack as he was carrying a package to one of his friends or relatives. The fact that no other creature is around would explain why the man was left alone, or yet could explain why the man died. With no aid around, the man could not have survived even if he had the slightest chances of recovery.
And then, it could have been a natural death, as from old age. The age of the man is not specified. So that is pretty plausible, right?
    c. Anthony and Cleopatra are lying dead on the floor of a villa in Egypt. Nearby is a broken bowl. There is no mark on either of their bodies and they were not poisoned. How did they die?
Anthony and Cleopatra could have been fish. The bowl fell and they died from lack of oxygen. Anthony and Cleopatra don't necessarily have to be humans, do they?
   d. A man rode into town on Friday. He stayed three nights and then left on Friday. How come?
If the man was riding a horse called "Friday", this would very much be possible. He rode Friday on the way to town and on the way back.

2) Two boxers are in a boxing match (regular boxing, not kick boxing). The fight is scheduled for 12 rounds but ends after 6 rounds, after one boxer knocks out the other boxer. Yet no man throws a punch. How is this possible?
Before going further, I'd like to explain that I do not know much about boxing, regular or kick-boxing. I could say that the boxers had been women, and that would outdo the "man" portion of the scenario. But then, no, that sounds too evading. Maybe one of the boxer knocked the other out by intimidation, or the knocked out boxer fainted because of other external (or internal) reasons.

Sunday, November 17, 2013

Weekly Blogpost #14

Saturday, November 16th, 2013
The Danger of HisStory
As we talked about the Mongols in AP World, I think we had a very clear and evident example of the danger of a single story.
People usually consider the Mongol invasions as times of murder, rape and pillage. They see Mongols as the causes of only times of darkness, during which no advancements took place and where people disappeared in the oblivion. However, it turned out that Mongols could have helped the people they conquers. According to our book, the Mongols could have fostered a sense of patriotism and nationalism within the populaces they overtook. These strong feelings helped the conquered people to unite and eventually regain, and retain, their independence. The Mongols also helped renew trade and exchange, notably the once thriving Silk Road. This revival brought many positive outcomes, as trade always brings exchange of ideas that lead to technological developments and the spread of ideas (religion, currency...). 
Of course, relying solely on the positive aspects the Mongols unintentionally stimulated would make us victims of the danger of a single story. Nonetheless, this does not mean that we should ignore the positives. We have to consider both positives and negatives, because both are ultimately true. Both ultimately happened, and we cannot let negatives overwhelm positives and vice versa. Then maybe we won't loathe these bunch of Mongolians as much anymore. And that way, we will have a less biased, or more neutrally controlled, view of the world and its past. 

Friday, November 15, 2013

BBT 14

Friday, November 15, 2013
"Most of our so-called reasoning consists in 
finding arguments for going on believing as we already do".
              -James Harvey Robinson
What does Mr Robinson mean and do you think this is a problem?
Reasoning is "the ability that sets humans apart from animals", as it gives humans the capacity to evaluate their actions before making decisions. Logic is the structure of this reasoning, what "holds" the arguments together. Of course, there is the distinction about the soundness and validity of the logic behind the reasoning, but that is a different, complex and somewhat other story.
It is true that most people try to find arguments to support their own beliefs, their personal reasoning. Isn't that the whole point, the essence, the driving force, for arguments? Arguments ensue when people disagree over the matter in question. The reason that they hold and continue the argument is to convince the opponent of the point that is trying to get across. I would not try to voice arguments that would go against me in the course of an argument, even though I might consider them in order to form couterexamples that might be put against me. A reasoning is the way that each individual interprets the information that is presented to them. The arguments that we seek are usually based on the beliefs that we have, as we try to find more certainty about the reasoning that we have. We are forever seeking for knowledge, for our reasoning. This knowledge consists of what we think, and therefore is biased and inclined to be with what I want to believe, what I believe at the present moment.
I don't think there is necessarily a problem behind this, at least for the individual in question. This is when logic comes into play. If the individual keeps accumulating claims that support his reasoning, that will bring him to a closer degree of certainty on the truth behind his reasoning. However, even though it may be a valid and logical reasoning to him, it could seem the most absurd and illogical reasoning for others. I guess that what I am trying to say, and by employing ToK terms, it is a positive aspect that we constantly strive for arguments supporting our reasoning in the realm of personal knowledge. However, the strength and our conviction about this reasoning can become a little more difficult and/or more dangerous to maintain when we try to spread it as a part of the shared knowledge. 

Thursday, November 14, 2013

Homework from Week #13

Wednesday, November 13, 2013
Questions on Logic and the "Exasperating" nature of Skeptics
How would you convince the skeptic that the argument is valid?
    Since an agreement cannot be reached through logic, other ways of knowing could be used to give further support. An immortal being probably won't feel pain, won't suffer, from factors that hurt humans. Pain comes from the body's system as it tries to warn the individual of potential danger that could lead to death. Through the use of our senses (perception), we can feel that we are mortal. Just as I am not, the skeptic is not immune to pain, a factor that demonstrates the body's fear of death and therefore supports the fact that we are human. The skeptic could argue in many ways, including that perception is a very subjective matter, therefore making it a highly unreliable knowledge. However, as subjective of an experience perception can be, perception still provides knowledge about the world, helps the individual in knowing a little more about the world. This makes perception is a way knowing, and makes pain valid evidence that we are indeed mortal. 
    Of course, there are multiple ways of going around the argument, trying to exclude logic. This may be one of them. But at the end, a skeptic is a skeptic, and arguing with them on and on would be, as the reading implies, a waste of my breath and the source of much frustration.
How would you persuade the believer to doubt the validity of the argument?
    I could find a counterexample, using the exact format the believer is employing, and showing the fallacy the logical reasoning can have. It is true that most of the times, rainy days are gloomy and dark. However, there have been cases where it rained while there was sun shining, at the same time. It is difficult, and dangerous, to generalize occurrences, because even though these stereotypical statements are usually based on a certain degree of truth, they do not apply all the time to all individuals, events..., falling under the defining characteristics of the category. It is not safe to use the word "all", because that overlooks the fact that we are all distinct and unique beings. Although logic is a pretty solid basis for knowledge, it can be misleading and drive to a wrong conclusion sometimes. I can also show the errors of being too accepting with information, with being too indiscriminate with the gain of knowledge. 
    Or, as a side note, I can show the believer the text "Brain in a Vat" among other similar pieces to shake his/her belief that all humans are the same, and that the world around may not be as certain as one may think or desire to believe. Who knows? Maybe I am a goddess. And who knows? Maybe the world around me, my reality, is actually part of a computer program.
Is the skeptic's position a reasonable one? That is, do you think it is possible to reasonably deny the laws of logic given?
    At first, I would think that it is highly unreasonable for the skeptic to doubt every single thing that is said. How can an extreme skeptic live if he/she doubts everything around him? There seems to be no trust, no set belief, no truth for them. They seem to not only believe but WANT to live in a lie.
However, when I reflect upon it further, I guess I can understand their point (though understanding does not mean agreeing). The questioning of the law of identity is, in my opinion, ridiculous. If we cannot have a basis of agreement, then there would be no communication. Language, our ability to share and express ideas, is based on the law of identity, on the formal and "official" agreements we have on naming and deciding upon different names and identification for different peoples, things.... But the law of non-contradiction. Even people who accept the existence of contradictions have trouble delving into their meaning, int grasping or settling upon what is meant. If even believers cannot agree, pinpoint, upon an interpretation of a contradictory statement, how can we expect a skeptic, who doubts every single claim, to acknowledge their possibility? 
    I guess I see skeptics as very definite people, as in seeing everything in "either black or white", and that they don't like the shades of gray in the middle. And since so many things, or maybe everything, in the world falls in the shades of gray, skeptic's eyes and ears and whatever else they receive information creating knowledge does not take it in. 
What are the "correct" basic laws of logic?
    In my opinion, the law of identity and the last two mentioned possible laws are true. The law of identity. Even though the attributed identity may be completely untrue, it is still the agreed consensus. In a way, yes, it is the tyranny of the majority. Nonetheless, it is still the identity that is used to refer to it. The fact that it is referred in that way during an argument about the validity of the identity is proof, because it is still used and acknowledged by the reference. The law of contradiction cannot be true, because everyone, or at least most people, have had a time where they had to acknowledge an alternative interpretation, truth. The previous sentences support why I believe there are other possibilities than the classification of true or false. Also, it is possible for something to be neither true nor false when it is a contradiction, when it cannot be decided, or agreed, that a claim is either true or false for all possible cases. That also explains why I think the law of excluded middle is not true. The world is not so cleanly-cut, straightforwardly defined. That is why there are so many arguments about knowledge, and that these questions about logic are possible.
Does reason free us or limit us?
    I would say that reason binds us. Imagination is kept in check by reason. We may have fantasies, create many things in our mind, yet these thoughts and dreams are often not executed or pursued because of the "reality check". We are stopped by the realization that, logically speaking, what we are imagining is not plausible in reality, in the actual physical world. Emotions are controlled by reason. We may have many desires that are curbed by our belief that, logically speaking, these desires are unrealistic. Emotions, such as love and anger, are curbed by our reasoning the situation out in a rational way, instead of an emotional way. Even if I am overcome by despair and frustration, I might not go ahead and scream at the person who is the source of this turmoil of feelings because I do not want to aggravate the situation, make it a bigger deal. This is reasoning. I am using reason to weigh the consequences and evaluate my decisions, actions. Perception is often in conflict with reason, or determined by reason. I may feel that something is warm, but then doubt this perception of warmth because I am in the middle of the street in winter. I might tell myself, "No, that's impossible. I must be crazy." and discard the possibility of he source of heat because it does not fit in the picture, logically speaking. 
    And so on. The point is, I think reason may be the major source that limits our decisions. We always run into the reality pang, because we do not want to appear ridiculous in front of others. Maybe it is because logic may be the least subjective (therefore most objective) way of knowing that can be identified. My reasoning may not be that different as your reasoning and their reasoning, because we all live in a world where there are certain realms of acceptability.
     But, simultaneously, from another perspective, reason has freed us from so many things. Our ability to reason has helped humankind make so much progress and advancements that have driven our society, our world, forward. Without reason, we would not have the majority of the things we have now. Look at history, all the technological and all other kinds of developments and innovations. Without reason, we would not have been able to have all these achievements that largely shape the world nowadays.

Saturday, November 9, 2013

BBT 13

Friday, November 8th, 2013
Liar's Paradox. Consider the following sentence: "This sentence is false."
Is this sentence true or false? Explain your reasoning.
The answer to this question depends on the aspect of the statement that we are observing. The content of the statememt itself is false, because the individual involves makes the statement that the sentence is, well, false. The sentence is false under the perspective of the veracity of the content of the statement itself, the subject in question. On the other hand, the sentence is true in the claim that it makes. The claim made in the sentence is false, therefore the categorization of the sentence itself as "false" makes the overall sentence true. The ultimate point made in the sentence (its purpose being to reveal that the claim made in the sentence is false) makes the sentence true in the long-run, the holistic view.
Mm, maybe I'm answering in this vague way because I want to avoid the long, intertwined reasoning that this can initiate. The thing is, this question is relying on a paradox, and the purpose of a paradox is to put two contradictory statements together in order to initiate long strings of thought. These kinds of sentences, these paradoxes, oftentimes (I could almost say always) in starting heated discussions that have "logic" as their topic but that have illogical arguments made here and there and all over the place. Well, as it is the case for all paradoxes, the above statement has a supporting evidence, a little bit of truth, from both opposite and contradictory aspects it is presented. Depending on how we look and interpret it, the sentence may be seen as true or false
In the end, I guess that what I can say is that this sentence is both true or false. It is both true or false, but not simulateneously, at different times or, that is, under different perspectives and conditions. The main characteristic of paradox: In the end, the answer is fairly simply, and both aspects presented have a little bit of truth, but they always make us want to argue. Why? Because we do not like the uncertainty raised by contradictory statements that are not accepted as "logically correct" by our minds.  

Tuesday, November 5, 2013

Weekly Blogpost #13

Wednesday, November 5th, 2013
A Possibly Impending Doom
How would you react if you knew you were going to be diagnosed with a terminal disease? If given the chance, would you take a genetic test that would determine whether you will acquire the illness or not, despite ignorance of the results?
You may have already heard about the case of the two sisters and the mother who was victim of an extremely rare sleep deficit disorder (the disease eventually leads to death because the inability to sleep deteriorates the health of the victim). After analyzing the symptoms and causes of the disorders at the genetic level, doctors offered each of the sisters the "opportunity" to take a diagnostic test, consisting of genetic mapping, in order to check whether they would acquire the disease or not eventually. (This disorder was inevitable if the individual had the genes coding for the sleeping defect.) One of the sisters agreed to take the test (and luckily it turned out she did not have the genes coding for the disorder!), and the other one declined and preferred to let life takes its course.
Your question asking whether we would take a pill to acquire all the knowledge needed to pass our exams reminded me of this case. The thing is, we often associate the acquisition of knowledge with positives, such as intelligence or happiness. In your scenario, taking the pill would allow me to have an easy way to pass the test, like a free pass. In the scenario I presented just now, undergoing the genetic mapping could bring as much happiness and relief as grief and fear. Undergoing the diagnostic test would be like gambling, literally a life and death situation. The decision relies on the victor in the individual's internal struggle. Because the truth is, this does cause a heated internal conflict between the curiosity driving for knowledge and the "voice of reason" or "emotion of fear", or however you want to call it, that shies away. The individual wonders and weighs where happiness lies, which alternative will not cause pain.
"Do I want to know? Do I want to risk having the deception of knowing I may die next year? But what if I do not have the disease? Wouldn't my ignorance of this great piece of information save me from many nights of torment and uncertainty? But what if I do have the genes coding for the disease? Would I be able to happy? Even if I promise myself that, whatever the results, I will live my life to the fullest, and strive to be even happier and lead a better life, would the knowledge of my death maybe crush these promises? Wouldn't my knowledge simply ruin my life, my chances of happiness?"
I am not actually going to reveal my answer to the question I posed at the beginning of this post. I simply wanted to raise this question and present this scenario, because it always initiates a lot of interesting and deep reflections. 

Friday, November 1, 2013

BBT 12

Friday, November 1st, 2013
Do you remember the 8 Ways of Knowing and the 8 Areas of Knowledge?
Prove it.
The 8 Ways of Knowing are perception, emotion, reason, language, intuition, memory, imagination and faith.
The 8 Areas of Knowledge are maths, human sciences, natural sciences, history, the arts, ethics, religious knowledge and indigenous knowledge.
And I believe those are right. If they are, then I will be happy with my memory.

Wednesday, October 30, 2013

Weekly Blogpost #12

Wednesday, October 30th, 2013
Concerning the Omnipresence of Memory
Dear Mr Koss,
You probably have heard to many people rant and go on and on about the different divisions ToK has established to categorize knowledge. I'm sorry if this is an addition to that list. For your consolation, though, my point is not really to be angry, but simply to point out my reasons why people should not have been so outraged about the singling out of memory in the categories for the Ways of Knowing according to ToK. 
Many people immediately frowned upon the sight of the word "Memory" as it appeared in the diagram you projected on the screen. They claimed that memory cannot be a separate division on knowledge because it is omnipresent. "Memory is a requirement in the formation of knowledge, because without our memory, we would not retain anything." True. Without memory, we would not have knowledge of any sort because we would forget the information that we acquire the moment we have taken it off our mind. However, knowledge is not simply the acquisition of information, but the processing of the information that is presented to us. Unless one has an incredible photographic memory, one cannot remember all the things one hears about, especially when one has no clue of what is being talked about. For example, I will go back to the case of the Uighurs we had talked about in AP World. I have begun to "hear" and retain a lot more information about the events currently going on in China concerning the unrest, in which the Uighurs are participants. My mind, my memory, had not kept the information on the Uighurs until I studied them because my brain did not see the necessity of keeping information on a group of people it had nothing to do with, it had no knowledge about. The way that I see it, memory is subjective and selective in the information it retains, just like the other ways of knowing. So yes, memory is omnipresent in the sense that it is the factor that helps us retain information, and that helps us recall information. However, alone, it cannot achieve much in giving us more knowledge than we already have. In many cases, memory is like paper. It provides space where to write down and interpret the knowledge we have using other ways of knowing, and alone is not much help, is blank. The times memory actually plays an active role in providing knowledge is during an exam, for example, when we have to remember the information we had learned.
Also, I would like to point out that I strongly believe emotion is another potentially omnipresent factor. Emotions make us who we are, unique, different from others. If we did not have emotions, and simply had memory, then we would not have different opinions and perspectives. Emotions are the main factors that make our thoughts different from one another. I remember things differently, and retain different details, from the people around me based on my emotions, based on my personal interests, and based on my "emotional state". Disregarding emotions would be generalizing all of us, disregarding that we have different perspectives. Disregarding emotions would imply the belief that we are all the same, which, clearly, is not the case.

Monday, October 28, 2013

Homework from Week #11

Monday, October 28th, 2013
"Are you more certain that 2+2=4 or that you love me?"
So I asked my parents today, and both of them said that they are more certain that they love me than they are certain that 2+2=4. But recording only their final responses takes away all the fun. Oh, I'm going to go ahead and try to rewrite the entire two-minute conversation that was mostly filled with silence.

Se Jeong: Hey, Mom, Dad, I'm going to ask you a pretty weird and random question, okay? (Parents nod.) Alright, mm, are you more certain that 2+2=4 or that you love me?
(Silence as they both process the question. My Father laughs, a laugh I interpret as a result of awkward nervousness. My Mother stops her work for a moment and stares at me blankly.)
Dad: Where did you get a question like that? (still laughing the weird laugh)
Mom: Wait, can you repeat? Did you ask whether I am more sure that 2+2=4 or that I love you?
(I nod while my Father answers:) That I love you, of course. (Then he pauses awkwardly and, somehow, looks uncomfortable. My Mother is still staring blankly. A faint nod affirms her agreement with my Father. Her eyebrows are scrunched together.)
Se Jeong: Okay. Thank you!
(As I turn around to leave) Dad: Where did you get that question from?
Se Jeong: ToK. It's like a philosophy class.
(My Father nods. He looks at the horizon blankly. After a while he says:) We all wish and hope for that, don't we? We all hope that the people we love are more certain of their love for us than the unquestionability of simple math.
(I smile. Then, I answer:) I guess... Well, thank you anyway. Love you and see you later!

My afterthoughts on this episode?
Well, I always observe the reactions of the people I talk to. And without wanting to brag, I have a pretty good and reliable way of interpreting reactions. In this case though, I don't think much talent was necessary to recognize that both of my parents were taken aback by my question, and that though they answered that they were more certain of their love for me, they are not as certain about their answer. Both felt forced to say that answer. But is that what they truly believe?
I think I made them think more throughout the whole day with this "simple" question. But then, who wouldn't?

Friday, October 25, 2013

BBT 11

Friday, October 25th, 2013.
Think about the following statements.
I know that: 
a) the sun is shining today.
b) John F. Kennedy was killed on November 22, 1963
c) if a=b, b=c, then a=c.
d) my parents love me unconditionally.
Answer: 
1) Do all of the four statements describe the same process of knowing? 
2) Are these statements equally verifiable, that is, can they be proven in the same way?
3) Does verifiability matter in determining what is and what is not?
       First, these statements reflect different "types" of knowledge, that involve different process of knowing/ In case a), we know that the sun is shining today because we see the sun shining outside. This knowledge is based on the weather, on a condition that is not controllable by us (as it is a force of nature) associated with a state, the state of sunniness. We could almost say that this knowledge is based on our observations, on our perception of the world around us. In case b), we know that John F. Kennedy was killed on that day based on memory. For those who took US History, we have learned this historical date, and this information has entered our mind as part of our memory, of information we process and retain. In case c), this knowledge is based on reason and logic. Since a is equal to be, and b equals to c, it seems logical and correct to say that a is equal to c. This string of thought is based on logical reasoning. (As a side note, this reminds me of the logical fallacy to Rhogerian method.) In case d), we know, or at least strongly believe and hope, that our parents love us unconditionally based on emotions. It is an emotional attachment, a logic based on emotions. Emotions can often not be explained by logic and reason (as goes the famous question "Do you rely more on emotion or reason?").
       Second, these statements are all provable, to a degree. Some of them are proven in a more concrete manner while others are based on belief. It could be argued some are "more verifiable", "truer" than others, while others are more based on faith and are less concrete. For example, for case a), our claim that it is sunny today is verifiable based on our observations. Our claim is based on the observations we make, based on our perception. Therefore, this knowledge is supported by our perception, the observations we make leading towards this claim. In case b), the support we provide is based on historical evidence and records we can provide in order to support this occurrence. Historical events are from the past, and in that sense they are unchangeable. If something happened, it happened, and there is no way we can change this. The records are the proofs for historical knowledge. In case c), based on the Rhogerian method mentality, the evidence we can provide is based on reason and logic. In some way, even though the evidence can be very powerful, this way of providing evidence can also be crumbled easily (according to the physics principle of "an object, a principle, is only as strong as its weakest point"). Finally, the evidence that can be provided to verify this claim is strongly based on intangible aspects, on the emotional attachment we have. In some way, it is all based on personal knowledge, as the evidence depends on the way we receive the emotions of the individual in question (shared knowledge) and incorporate it in our personal knowledge. The proof that I have that my mother loves me is by the way I feel her love, is determined by how receive her love and how I perceive it. And these things are often not explainable in words. They depend and can be felt only by me (and, to some degree, the people involved). "Emotional proof" is often seen as not acceptable, as it is so subjective and vulnerable to multiple factors leading to different interpretation, and heavily dependent on the individual in question.
        Third, proofs are not required once we form our personal knowledge. Personal knowledge is like a selection; it is the knowledge that we acquire from the shared knowledge around us. I think that the acceptance of a shared knowledge as part of our own knowledge is sufficient evidence. Our acceptance is the acknowledgement that we have enough evidence to support the knowledge. On the other hand, proofs are a requirement for the formation of shared knowledge, for the incorporation of a knowledge in the shared body of knowledge. Any time someone presents his or her belief, he or she is immediately questioned and ask "Why?" by the people around. Proofs are a crucial element to verify the shared knowledge. I think that "proof" for personal knowledge especially comes from emotion, perception, intuition and imagination from the eight ways of knowing. Support for the formation of personal knowledge depends on the way that we accept and perceive things, which depends on the way we evaluate and interpret the situation in question. On the other hand, for shared knowledge, proof depends heavily on language, because the belief has to be communicated to the people around. Of course, the other ways of knowing, such as reason, are essential as well in order to find and support the found evidence. However, shared knowledge is formed and approved not just when an individual has managed to explain a knowledge to himself, but when he was able to spread it and communicate his ideas to the mass of people. And communication is dependent upon the use of language. Going back to the question, whereas shared knowledge is in high correlation with proofs and evidence, personal knowledge does not need to be under constant verification, because as the name reveals it, personal knowledge is "personal", accepted and held as true because that particular individual accepted it and incorporated it as part of his own knowledge.

Thursday, October 24, 2013

Weekly Blog Post #11

Thursday, October 24th, 2013
Language and Thought: How the world is shaped by language
The section I am covering in Psychology right now covers Language development. One of the topics touched upon in the course of the section was called linguistic relativity. According to the Sapir-Whorf hypothesis on linguistic relativity, different languages carve up and name the world differently. Different language structures lead to perceive and interpret the world in different ways. As I kept reading the section, I realized the vulnerability of language in the face of interpretation, depending on the perspective of the recipient at that specific time. The book gave an example that illustrated, and clarified, linguistic relativity tremendously:
"This was the time I was in nursing. A doctor saw an elderly patient and, at the end of the visit, told her in parting, 'Take it easy.'. He meant is as an informal way of saying goodbye, nothing more. But this poor lady took it as a medical advice, promptly took to her bed, and refused to get out for the next two weeks, until the doctor returned from what turned out to be an ill-timed vacation. By that time, the little lady was so weak from her self-imposed inactivity that she was unable to walk."
In this case, the woman's thoughts were shaped by her condition. She interpreted the sentence "Take it easy" as a medical warning because of her case of illness. Had the woman been in good health, she would not have thought of the sentence in that way. She would have taken it in the informal way, as the doctor had meant it. 
If the first example illustrates the vulnerability of language in face of different conditions, the following example shows the vulnerability of language in a different perspective:
A little girl got sick after a meal involving a bit of over-indulgence in nachos, the dip for which she knew included some squashed pinto beans. For amny months afterward, she refused to eat anything called "beans", whether these were pinto beans, green beans, black-eyed beans, or even jelly beans. 
The book said that this could be paraphrased with Voltaire's statement as "I speak, therefore I think". Although this case can be explained with the girl's young age, it cannot be hidden that grown-ups are victims of similar incidents as well. Grown-ups overgeneralize some terms as well, though the overgeneralizations may seem less apparent and absurd.
I thought about how much language does shape the way we view the world, how we use language to describe our view of the world. The way we say things, the way we interpret the things we hear, play a crucial role in determining our perspective. I had always heard about the power of language, and about how humans' ability to communicate was the unique feature that distinguished us from other animals. I had not realized that, just as language could be powerful in a positive way, it could also be powerful in less positive ways, sometimes even leading to a close-mindedness. Language might be the strongest barrier in opening us up to the many stories around us, as they constrain us and make us more prone to the danger of a single story, our own story.

Saturday, October 19, 2013

BBT 10

Friday, October 18th, 2013.
"If you don't know where you're headed, you'll probably end up someplace else."
How can we apply this quote to what we do in school, like grades, tests...?
Many students say that their teachers enforce their policies upon them. Even though there is some level on truth in this claim, it is not completely 100% accurate. Ultimately, students have the choice of doing what they want, of ordering their own lives. The teacher does not decide what each student does. At the end, students themselves decide what is going to happen with their lives. For example, if a teacher gives a lab report due a week before the deadline, the students have the choice of deciding how they are going to submit the assignment, yet of whether they are going to complete the assignment or not. One may decide to begin the write-up the day one receives it and get it over with as soon as possible. Another may decide to work on it the whole time, revising the work in order to produce the best work possible, using the extent of the time. Yet another may decide that he/she will leave it up to the end and procrastinate for a couple of hours before the deadline. These are just a couple of possibilities of scenarios, of possible options the students may choose to follow. The students' grade, and the knowledge they acquire, are all the fruits of their efforts, of the decisions they make.
Furthermore, that is not the only way of looking at this quote. We need to have a goal in order to make the best use of our education. The goals we set ourselves are the driving force behind our education, behind the efforts we put in for our achievements. If we did not know what we were receiving our education for, if we did not have set goals, we would be similar to an insect going through kinesis, or random movement. We need to have a goal in order to aim for success, as the goals are what determine our aims, help us in evaluating ourselves. Goals are the paths we are heading towards, that determine where we are heading. Goals determine our success, because success is defined as the attainment of goals.

Thursday, October 17, 2013

Homework from Week #9

Thursday, October 17th, 2013
Creating a Knowledge Question
Case 1
Real-life situation:
In France, October 17th, A 15-year-old girl Kosovar girl was detained during a class field trip, as her family had been denied asylum and was not allowed to live in France. This generated much anger, not only among the students but also the media. Earlier today, students erected barricades in front of their schools and marched through through Paris to protest against the expulsion of immigrants, some of whom had been their students. Despite few cases of violence, most of the protest was passive. The students hope to pressure the government into allowing some of their friends whose expulsions had been unfair. Furthermore, Kosovar and her family, like many other people who are in their situation, have nowhere else to go. They do not feel like they belong to the "country they come from", do not have means to survive in that country.
France has often been seen as a place of escape, and this has caused much illegal immigration to occur. There have been innumerable cases similar to the one of the Kosovar teenager. The reason that this case mounted up and caused an outrage on the net is because people have had enough. This case had been the last straw, the one pull that broke the tense nerve. Critics support their claim by sardonically pointing out the irony for France, a country championing human rights, to violate the rights it claims to promote and defend.
1st order claim:
French immigrant officials have decided to deport a Kosovar girl as her stay was not permitted, even though they knew she did not have a place to go following her expulsion from the country. Would the officials have expelled the girl if they had not been in their position, if they did not have this job?
Knowledge question:
To what extent do social norms and the necessity to fulfill our social duties and role affect the decisions we make?

Wednesday, October 23rd, 2013
Case 2:
Real-life situation:
A thirteen-year-old boy carrying a replica gun was shot dead by police in the US state of California. Officers say they opened fire when the boy refused to drop the rifle which they had believed to be real. The day before, a twelve-year-old boy had shot dead some of his teachers and two of his fellow students before committing suicide. This boy had, as well, refused to drop the gun upon the entreaty of sheriffs.
1st order claim:
The sequence of events may have influenced the police officers. The possibility that the thirteen-year-old, who had been holding a replica rifle and they shot dead, could commit the same actions as the other boy of twelve, would not have presented itself if these events had not been so close to each other chronologically speaking. Might the police officers not have shot the boy dead without further and much investigation if the other incident had not occurred to previously close in time?
Knowledge question:
How do our emotions influence our thoughts and memories and, ultimately, our perception of the world?

Wednesday, October 16, 2013

Weekly Blog Post #10

Tuesday, October 15th, 2013
A Shared Knowledge of Peace
Sometimes, I think it is true that "older" people learn from children. Maybe it's because children are honest, as in they don't hide any of their thoughts. Children blurt out what is on their minds, because they have a less strong and set notion of other people's emotions. I mean, children are probably one of the most egocentric beings in the world (meaning we have all been the most egocentric people in the world for a while early on in our lives), and children only think about themselves and their desires. Okay, I'll stop right there, because I do not want to look as if I shun children, because really that's not true. I love being with children, especially when they make me think, as unconsciously they begin a series of reflections in my mind. 

At the end of the school day, I was walking down the hallway to go to my locker when a little boy ran up to me, looking very enthusiastic. "Hey! I remember you!", he told me eagerly, his eyes shining. I could not suppress a smile when I recognized him as well.
"Oh really?", I asked. 
He nodded, "Mhm, you came into my classroom last year, when I was in 1st grade, and you talked to me and the others about Peace and not fighting and being nice to each other." He stopped his little discourse, thoughtful. I tilted my head to the left, curious about the little boy's sudden silence. Then, he began again, more measuredly this time. "I thought about what you said. And now, I always try to stop myself and think about the other person as well, because I don't like fighting. But, I have a question. How do you know about all these things?" 
"Mm? What do you mean?", I asked, slightly confused. 
"I mean like, you know, like how do you know about what other people think. And about how to not fight. And about how to stop fight. And about how to understand and be nice. And about the things you said about Peace." A pause. Then, "How do you know that there is going to be Peace if we do what you said? I mean, I don't fight as much anymore, and Mommy said I was nicer and that I played with my brother better now. But how? And why?"
I opened my mouth and shut it again. To tell you the truth, he looked so serious, looking up to me as if he was seeking all the answers in the world from me, and I did not know what to reply to him without either confusing him or disappointing him. But the teacher called him as his mother had come to pick him up.
"Mommy!" He turned to me and smiled. "I have to go. But we will talk more. I just wanted to tell you. Because I remembered you, and you are nice, and I wanted to tell you."
I bent down, putting a hand on his shoulders. "You are a very thoughtful young man, you know? And I'm very happy you came to talk to me. Let me know if you have anything else you want to say, okay? You should go now. Your mother is waiting."
He threw his arms around my throat. "Bye!"
I waved as he ran to his mother. I saw him pointing at me, excitedly reporting our conversation (I assume it was our conversation). But I had blanked out, thinking about his questions. I have my definition of Peace. Actually, everyone probably define Peace one way or another. All of our definitions may have similarities, and differences as well. Peace is something felt within, something achieved within. We need peace inside us to be able to spread peace to others, with others. Peace is intimate, yet peace in the world involves interactions with others.
To tie it with ToK: I wondered whether Peace would be defined as a Shared knowledge or a Personal knowledge. At the beginning, I thought Peace would be a Personal knowledge, as it is something felt individually and intrinsically, unique to each and every person. But then, I thought maybe Peace is actually a Shared knowledge that we made Personal. Maybe the reason that there isn't Peace in the world is because people think of Peace as Personal only, because they do not try to turn it into a Shared knowledge. If people tried to understand each other, tried to define Peace in a way that the knowledge of Peace becomes Shared, would we maybe have Peace in the world?
I realize, as I type this post, I am becoming increasingly abstract and fumbled up in my explanation. But that's what always happens when I talk about Peace. See? That proves my point. It is so difficult to talk about Peace because it is mostly internal, and it is hard to shape/word something that is felt only. It reflects the obstacles in transferring Peace from the realm of Personal to Shared.

Friday, October 11, 2013

BBT Week 9

Friday, October 11th, 2013
"The more connections and interconnections we ascertain, 
   the more we know the object in question."
                                      -John Dewey
There are more than one way to interpret this quote. And this is because of not only the quote, but also knowledge. The thing is, for any quote, the interpretation depends on the context it is presented it. Depending on the textual context of the quote, depending on the mood of the reader, depending on many other factors. The way that I interpret this quote is that Dewey believes the more connections we make, the broader our perspective, the more comprehensive and complete our scope of the world is, the more we will ultimately understand the world around, as we will have a better understanding of what happens. The more stories we receive and understand (as in are able to interpret and analyze, to connect with what we already know and grasp), the more specifics we will know about the subject we are studying and the better we will comprehend it. 
I am going to say that I do not necessarily agree with this quote. I think that finding out more, making new and more connections, usually has the opposite effect of raising more doubts and questioning what we had thought, our knowledge. This is because more connections help open more views, more insights, more stories (referring to last week). Well, let me ask a rhetorical question: Don't we feel more doubts when we talk with others? Don't we get more questions when we find out more information? Oftentimes, the further the path of knowledge we travel, the more questions will arise as we observe the unknown territory.
At the same time, as I listened to the others during our class discussion, I came up with a different view. I realized that there are two categories of ways to define knowledge. Knowledge can be seen as a state of certainty. In this case the quote is not valid. The more knowledge we gain, the more uncertainty we may have because new information leads to questioning of past knowledge. knowledge can be seen as the facts that we gather, the information we gain. Under this definition, the quote is valid. The more connections we ascertain, the more information and evidence we gather, then the more awareness we will have of the world around us. The more data we have, the more knowledge we are going to have. On the other, knowledge can be seen as the facts that we gather, the information we gain. Under this definition, the quote is valid. The more connections we ascertain, the more information and evidence we gather, then the more awareness we will have of the world around us. The more data we have, the more knowledge we are going to have. Even if we are uncertain and confused from the gained information, we nonetheless have new information, an addition to the knowledge we had before. After listening to arguments from both sides, I realized that both sides are correct, appropriate according to the context they are presented in. Again, this made me reflect upon the importance of defining the key terms and concepts that are involved when we are in an argument, in the process of explaining something.

Wednesday, October 9, 2013

Weekly Blog Post #9

Tuesday, October 8th, 2013
Afterthoughts on Maps and Bias
Recently, cartography has been chasing me everywhere. I read an article that made me ponder about maps. The writer asked "Why do maps look the way they do?". He pointed out that, technically speaking, the landmasses did not have to be set out the way they were. Africa could have been situated at the top of the map, and Europe underneath, because Earth is, after all, an ellipse that does not have defined top and bottom. This comment made me realize how weird it was for me to picture a map of that sort, a "reversed" map, and it reminded me of the surprise I had felt when I had seen the upside-down map of the world. I was so used to seeing the world depicted the way I am used to, with the countries on top on top and the ones underneath underneath, that my mind had accepted and ingrained this as a truth of some sort. It had captured that map as the real image of the world, and somewhat rejected images that contradicted this idea.
How do maps shape our thinking? Most of the times, top is associated with superior and better, and bottom with inferior. Is that categorization applied as we view the map of the world as well? It made me think that there was a possibility that maps do indeed reinforce the stereotypes we have, and that they may not be as unbiased as I had thought they would be. Well, no, let me clarify. I knew that maps have distortions, depending on the aspect the cartographers decide to be most faithful to. But I hadn't thought about how maps might affect the preconceptions we may have on different countries, different areas of the world.

Friday, October 4, 2013

BBT Week 8

Friday, October 4th, 2013
"The Danger of a Single Story"
It is not enough to know a story from only one perspective. We have to look for all possible perspectives to understand an issue at its core. Had we only one perspective, we would only have one window through which to observe and examine and evaluate an issue. This can lead to a higher possibility of misinterpretation, as out view would only be under one strong bias.By looking for many stories, instead of relying on only one, we find ourselves less vulnerable to gullibility, to a strong and dominant inclination.
Let's consider a common scenario. Let's imagine that Anna and Lisa got in an argument, and that the argument resulted in a fist fight. This fight gets reported to the principal. If the principal looks at the issue from only one perspective, he will not be able to get a complete view of the whole event. If the principal looked at it from only Anna's or Lisa's perspective, he would only have heard one side of the event, one story, one character's position in the story, and therefore he will have an incomplete knowledge. If he listened to only witnesses' stories, he still would not have the entire story because he lacks the thoughts of the main characters Lisa and Anna, the one who participated in the plot and action. The principal has to aim to the entire event, to the entire scope, to know all the stories within the big story. He has to aim to understand all the relevant components of the story.
The danger of a single story is that a single story is not enough. A single story does not become the whole story. It is important to keep in mind that although one story helps in getting a better idea of what happened, a single story alone cannot be relied upon entirely. We all have to aim to know the most stories possible to acquire a more comprehensive and complete knowledge. It is like a puzzle. One piece is not enough to reveal the entire picture. But a piece is a step, a part, essential to complete the puzzle. Instead of being satisfied with only one story, we should aim to collect the stories that we can.

Tuesday, October 1, 2013

Weekly Blog Post #8

Monday, September 30th, 2013
"Flowers for Algernon": The Right to Know
I began reading "Flowers for Algernon" by Daniel Keyes this evening. It is such a good book! Moving and sweet, yet heartrending as well. I am only at the first third of the book, but I can still give a brief synopsis of what I read. 
Charlie Gordon is a man with a very low IQ. He lives a peaceful and happy life, unaware of half of the things going on around him. However, after he was chosen to receive an experimental surgery that will increase his intellectual capacities, Charlie's life begins to change. Charlie becomes aware of the things, people, emotions, the world, and himself. As he comes out of his ignorant bliss, his unaware blindness, he begins to understand the complexity of life. He realizes that the people he had thought of as his friends actually made fun of him the whole time, that the reason they always kept him around was to fool him and laugh at him, to ridicule him. Charlie begins to see the bad in people. Prior to the operation, he had thought of the world deprived of evil, yet he witnessed theft and jealousy as he worked in the bakery. Most of all, Charlie began understanding the depths of his emotions, discovering himself.
This book is an amazing book that places many key questions on the development of humans. Though an adult, Charlie is only recently and suddenly opening his eyes to the world. Is he ready to face all the issues, the complexities, the difficulties around him? Technically, Charlie is expected to "grow up" all of a sudden, to adapt to all the changes that he is undergoing in the immediate moment. Charlie gets surprised by all the events, overwhelmed by all the new things he experiences. Charlie did not even know what he was going to be going through. How ethical is to include an unaware participant? Most of all, how ready is Charlie to receive this vast amount of information, to be exposed to this whole knowledge?
A quote in the book that I found key was:
                    "'If you'd read your Bible, Charlie, you'd know that it's not meant for man to know more than was given to him to know by the Lord in the first place. The fruit of that tree was forbidden to man.' "
In ToK, we had talked about how humans are constantly, and probably eternally, searching for truth. We are probably driven by this curiosity, this quest for knowledge. I have not heard of a pill, surgery, or other kind of scientific development, that would boost human's intellectual capacities overboard. So the scenario depicted in the novel is not applicable word for word. Yet I can connect this with times a particular time in human development: the maturation process. Psychologists have warned many times that there is a right time for everything. Even an infant should not take his/her first steps before he/she is physically ready. Parents always try to shelter their children from knowledge they believe inappropriate for that certain age.

"Flowers for Algernon" raised many thoughts in my mind, especially about human development and knowledge. Is it wrong to know too much, to know more than we should know? One case that really struck me was thinking of this. Imagine being able to read other people's thoughts. How would we be affected? We would not have hope, fantasies, because there is no gap in our knowledge for our mind to fill in. Maybe we do know enough. Maybe we do know the amount and things we should and need to know. Maybe ignorance is truly bliss. At least in some way.

Friday, September 27, 2013

BBT Week 7

Friday, September 27th, 2013


Why is knowledge like a map?
Knowledge is like a map in the sense that it "expands" constantly and continuously experiences changes. Every day, as we receive new information, our knowledge of the world faces changes, sometimes distortions of some aspects, sometimes amplification of other features. Knowledge is like a map in the sense that it cannot cover everything. We cannot have knowledge of everything going in the world based on time and location among other factors. Knowledge and maps also have a similarity in the aspects they are focused on based on the different individuals. Just as some maps may concentrate on keeping an accurate ratio between the continents, the knowledge of each specific individual delves into the areas the individual decides to expand on. A student might decide to explore mathematics while another might decide to look into linguistic abilities, because they have different areas of interest. Knowledge and maps are similar in the sense that they cannot contain all the features, represent everything. The features and information they comprise all depend on the individuals.

Thursday, September 26, 2013

Weekly Blog Post #7

Tuesday, September 24th, 2013
Love, from a Romantic View and a Biological View
We had talked about the effect of knowledge on us, how it shapes our world. And recently, as I was going over a couple of concepts, I thought about the extent of this influence upon my views of how the world is. For this, let's take a look at the concept of love.
Society has romanticized the concept of love greatly. Taking a look at teen novels and magazines, we can read about the "instantaneous crushes", "the madness of love", "the folly it inspires", "the power it gives to overcome any obstacle", and all. Watching movies, we see the perfect guy, tender, affectionate, romantic, knowing everything that a girl wants; the ideal couples, who seem to live in a little bubble of their own and are happy, happy, happy, living and loving happily ever after.
Contrasted to this apparent ideal love life, I hear about the scientific views of love, that crushes all hopes of romanticism. According to biology, love is a chemical reaction and the raging of hormones. I remember clearly my biology teacher's words: "Yes, we always say 'I love him' or 'I love her'. But what we actually love is not the individual in question, but the hormones and chemicals our bodies produce when the individual is at sight. We associate those 'feel-good-hormones' to the individual we love. So, technically speaking, love can be seen as the equivalent of a chemical reaction and hormonal changes.". Added to that, I hear about the evolutionary theory of partner selection. Everything we do is based on evolution. Men have to show off their qualities, and women fall for the ones who do the best job at promoting their talents. It is all based on survival and on passing on the genes. Apart from the scientific point of view, I hear about the terrible heartbreaks that occur in some relationships, my aunt no marrying because she was abandoned by a guy she had dated for years. I look at real-life situations, and shudder at the bitterness that can ensue at the end of love. I consider and reflect upon all of these situations. I could become a cynic in love, deciding to never fall in love or express my feelings to the person I love.
Yet, despite the knowledge I have, I stay positive and hopeful. Yes, things may happen. But these things do not necessarily have to be. So many good things happen in life. Knowledge of the bads can stop from having fun, enjoying. On the contrary, as much as my knowledge can contribute to a cynical view of the world, I know about good deeds that show the good. Knowledge is not just based on facts, data, concrete evidence. It is also based on hope and faith, and the conviction in these beliefs. That is why I always smile. Because it is when I look at life with a smile that life will smile at me. Keep hope. Keep smiling.

Sunday, September 22, 2013

A Small Insight #4

On the Origin of Memories
As it was a beautiful day on Saturday, I decided to ride my bike. It had been a while since I had gone to ride my bike, and it was an extremely nice and relieving experience. However, my purpose is not to give a description of my bike ride. I would like to focus on a sight and the consequent reflections I made.
As I got closer to a mini lake, I perceived two ducks. Frightened by my arrival, the ducks that had been peacefully resting in the warmth of the sun began to waddle hurriedly away. I could not suppress my laughs of amusement, watching their frantic race to get away from me. But suddenly, in the midst of my giggling, an image struck my mind. I remembered a particular toy I used to play with in my childhood, that I had received at the age of four. The toy consisted of a mother duck with her three ducklings, all four attached as a little train with a string to pull the toy. A tune would come out when the ducks were pulled, and this tune resonated in my head. I remembered how I used to play with this toy, amused by how the ducks would trail behind me and sing a little tune. For some reason, after this memory crossed my mind, it remained, attracting other sweet memories of my childhood back to me. 
This episode made me think about the discussion with Dr Schoolman about memory again, about the origin of memory. Hadn't Marcel Proust developed a series of book entitled On the Search of Lost Time related with this topic? Wasn't his source of inspiration the memories triggered by the taste of a madeleine, reminding him of his aunt? It made me question the origin of memories. It made me reflect upon the strength of these memories, and their intricacy intertwining them with our mind.

Wednesday, September 18, 2013

Weekly Blog Post #6

Monday, September 16th, 2013
Cultural Measures of "Intelligence"
In Korea, playing golf is like a cultural imperative. Golf is an intrinsic part of Korean culture, and all adults go out to play gold during weekends, or when they have the time. For example, I had to learn how to play golf at a young age, when I was in elementary school though I forget the exact age. And since then, every time I go to Korea, my grandmother, my dear grandmother, always dedicates around an hour a day to improve my play. Going back to my point, in Korea, golf is a cultural imperative because it is like a social event for adults. As teenagers party, or go to movies, or have sleepovers, to hang out and talk with friends, adults take the opportunity of playing golf to gossip, tell each other news, and all. In Korea, it is not only about the golfing, it is also (and almost more importantly) about the occurrences afterwards, as in the dinner and drinking and occasional karaoke singing. 
My father does not really enjoy participating in these social events. Although he does not admit it, he does not manage to really fit in the Korean population, especially the 100% Korean men. He usually feels at odd, does not appreciate the same things as they do. My father would simply like to play golf and return home, not stay with the other men for hours to talk/argue and drink. My father probably has the hardest time in getting along with the Koreans, and I daresay he does not appreciate Koreans that much, if not at all.
Furthermore, my father is not a really good golf player. He often comes home angry and infuriated. At the beginning, I associated his anger with frustration at seeming inferior to the others playing with him. However, my mother revealed to me how, in Korea, adults often associate golf skills with intelligence. Therefore, my father not playing golf that well may be seen as due to a lack of intelligence. I was surprised. This statement reflected how deeply golf was intertwined with Korean society, to the point that an individual's intellect was measured with his/her golf play.
This whole episode made me think about a number of things. For one, it made me think about the cultural barrier. Though mostly built by language differences, cultural barriers also arise from cultural shocks or differences. My father was facing a cultural barrier when he was with Korean men, because he did not understand (or try to understand) their way of having fun, of interaction, of entertainment. He could not manage to get along with them and befriend them because of their cultural differences, even though they were from the same country of heritage, Korea. It made me think about (once again, out of the many many many other times) how cultural barriers do not need to arise among people of different countries. Sometimes, there were stronger walls between people from the same country, but with different background, different life stories. For another, this episode made me think about the different ways that different cultures/countries evaluate intelligence in individuals. I would never have guessed that knowledge could be so heavily based upon a sport that consisted of hitting a ball with a club. It made me wonder about how I may be seen in front of different cultures. I may have appeared to be an idiot without even knowing it, only because I could not abide to a practice due to my ignorance of its existence and intrinsic importance to the culture.
(As a sidenote, I'd like to say that I play golf well, and that I am not seen as stupid along those standards at least.)

Sunday, September 15, 2013

A Small Insight #3

 Reaction to the Gorrilla Experiment

When you sent the link to the experiment, I immediately clicked on it because I was curious about what it was about. Mm, it might have been better if I hadn't known that the title of the experiment was "The Gorrilla Experiment".
When I saw the title, I immediately thought "Oh, I'm guessing that there's going to be a gorrilla that comes out at some point in this experiment.". Even as I was counting the number of passes, as the video instructed, my mind contiuously waited for a gorrilla to pop out. When a gorrilla did suddenly casually walk in the scene, I felt so satisfied ("Ha! I was right!") that I got slightly distracted from counting. At the end of the video, they revealed the correct number of passes (I believe it was fifteen) which I had a little less due to slight moment of inattention. And when lastly the video asked "But did you notice the gorrilla?", I thought proudly "Yes I did".
The effect of this experiment might have been different if I hadn't seen its title. Mm, if I do try it out on someone else, I will not disclose that information for sure, because it changes the disposition of the participant and affects the outcome.
At the same time, this experiment and the way that I perceived it made me think about how our knowledge affects an effect. The reason I expected, had the presentiment, that a gorrilla would emerge in the scene was because of what we had talked about in class (how people did not notice things when they were preoccupied by some other task). I assumed this video would expect the participant to be fooled by a similar trick. Individuals really cannot go through exactly the same experience because our knowledge is different and prepares us in differeny ways.

Saturday, September 14, 2013

Weekly Blog Post #5

Thursday, September 12th, 2013.
Attention, Interests and Memory
I was talking with friends earlier in the day. And some of them began talking about different movies. After a while, when I came home and thought about this conversation again, I realized that I did not remember many, if not any, of the movie titles they had been talking about. I had been present throughout the entire conversation, and I had listened and paid attention to everything they had said. But, for some reason, my mind did not deem it important to retain this portion of the conversation. This made me think about memory. I am able to retain many, many, many things, from important to irrelevant details. But it seemed that my mind memorized and remembered only the things that I wanted it to, or that it unconsciously classified as noteworthy or important. Our knowledge is always tinted by our interests. We wouldn't acknowledge ourselves in things that we do not like or think essential to remember. This also made me think about, again, how our knowledge cannot be free of bias. The things we say, the things we know, cannot be freed of our interests, as even the things our mind remember are selected.

Friday, September 13, 2013

BBT 5


"A man with only one theory is a lost man."
-Bertolt Brecht

Mr Brecht is claiming that close mindedness leads to a man's downfall. An individual has to be able to look at issues from various perspectives, to open up the mind to others' opinions. One belief is not enough, one perspective  cannot lead to success. One theory, one foundation for one's beliefs and knowledge, is not stable or strong enough. As soon as that foundation is shaken, the knowledge is destroyed and not valid anymore. And at that moment, the man has lost the whole of his knowledge, and he is lost. In that aspect, Brecht may have meant that a man should base his knowledge on more than one theory to obtain a stronger foundation, to have more stability to support his driving force. A man should not constrain to one window of knowledge, to one perspective. A man should be open to the world around him to have a more comprehensive view.