Wednesday, April 27, 2016

Philosophy Project - Dialogue Time!

It's dialogue time!

For section 4 of your project, you will engage in a written or typed dialogue with a peer about your topic. The concept here is the idea that it’s important not only to have the courage of your convictions, but also the strength to have them challenged.

The two roles here are the “writer” and “responder.”

Here is the structure for today:
  • Open a new Google Document. Create a name for it (“philosophy dialogue” perhaps) and share it with the person / people you will be working with today.
    • I think it will also be helpful at this point to decide on a color or font for each person to use, so you can distinguish the different voices.
  • Write an “opening statement.” This paragraph needs to include both your question and a general sense of how you are answering it at this point.
  • Responder reads this statement and writes a paragraph that includes their answer to the question and reasons / justifications for it. 
  •  Then, the responder will ask a question, trying to dig deeper into the beliefs of the writer. The responder may, but it not required, to use one of the following questions we've previously used to expand / focus philosophical questions:
    • What are its assumptions and premises?
    • What are its implications?
    • What different types or contexts exist?
    • When does / doesn’t it work?
    • What do the specific terms mean?
    • What are the reasons underlying the questions / answers?
    • Who else shares this belief or perspective, and why?
  • Writer now responds to this question with a combination of ideas, reasons, explanations, and examples. This should conclude with a question back to the responder.
  • Dialogue continues this way for the rest of the period. 
  • Both sides are encouraged to challenge the ideas and beliefs of the other person. The idea behind that is to push the writer’s thinking, to consider new possibilities, and to potentially reach new conclusions. 
  • Feel free to add in personal stories or make up hypothetical situations ("would your beliefs hold true if...") - philosophy is always at its best and most challenging when it has to be specific and not just theoretical.
  • You will be turning in this dialogue as is - the reflection on it will come in Part 5 as you link all of the sections together. Don't worry about the grade here - just have an authentic dialogue for the whole period.
  • ** There are two ways to do this:
    • Have both dialogues at the same time. 
    • Do one dialogue at a time, spending roughly 25 minutes on each one
  • Enjoy the opportunity to have a powerful, deep conversation!

Tuesday, April 26, 2016

Philosophy Project - Thoughts about Part 3

Part 3 of your project is not about you. The focus is on a different person - the voice of a philosopher whose work you are reading for the first time. This person may present views that are totally different from yours, or may even cause you to change your beliefs, or may be someone you completely agree with, or anywhere in between.

What is the structure of Part 3?

  • Start by naming your philosopher and giving a short overview of their ideas. Then, organize paragraphs around sections of their ideas, probably based on their own sub-topics.
Am I using a lot of quotations?
  • Absolutely. Remember, you are not writing in the first person - you are explicating another person's ideas. You will use a lot of quotations by that author, and then explain what they mean. 
Am I making connections back to my ideas or to the literature from section 2?
  • No. You will do that in Part 5 next week.

Sunday, April 24, 2016

Philosophy Project - Finding your philosopher and text

Good morning!

All of the links mentioned below - and the ones you need to find your philosophical text - are also listed under the "Philosophy" tab above.

The step of finding which philosopher you want to work with can be a challenge. However, once you learn to use the resources I've placed here, things should move along much more efficiently.

  • Step 1 - Find your philosopher(s)
    • Use the Stanford Encyclopedia of Philosophy or the Internet Encyclopedia of Philosophy to read about what different philosopher have said about your subject.
    • The key to making this a success is using the right "key words." You may find something right away with your original search terms. If not, read the articles and keep track of the words they are using to discuss the issue. Words like "metaphysics" or "epistemology" might not be the first ones you tried, but they may yield significantly better results!
    • This will take some time - lots of reading is involved. Your goal is to find the philosopher who wrote about your question or some aspect of it.
    • The first person you find may not be the best. Read the summaries of their ideas and make a smart choice.
      • Here's a helpful tip - use cntrl+F to find the key words on the page so you just read the relevant sections!
    • Note: the entries on the Stanford and Internet Encyclopedias of Philosophy are not philosophical texts - they are just summaries of them. Read them and look for the names of the actual texts (books, articles) and then move to step two.

  • Step 2 - Find the actual text, including which section of it is relevant to your question. 
    • It is not enough just to read the summary of what your philosopher had to say. You need to find an essay / section of a larger text and read it carefully. This is usually around 10-20 pages long.
    • Your goal with section 3 is to bring the voice of your chosen philosopher(s) into your project. You are explaining and clarifying their ideas - summarizing the key points, showing the different parts of their argument, and highlighting key quotations. Later, in section 5, you will think and write about how it links to your project overall.
    • Under the "Philosophy" tab, I added a list of links to the philosophical texts I think will be used most often for this project. Also here are links to the Liberty Fund's Online Library and Project Gutenberg's OnLine Philosophy Library - there are links there to just about any text you need.
    • Once you find the text, read it carefully - spend time with it - listen to what it has to say and how it makes its argument. Maybe it is totally different from the way you thought about these issues and opens up new possibilities for you. Maybe you completely disagree with it. There are many possibilities.


Happy reading, writing, and thinking!

Thursday, April 21, 2016

Philosophy Project - the process begins...

First of all, make sure you realize the links available to you under the "philosophy" tab above - there you will find calendars, forms, details about the project, and links to web resources.

Second, I've altered the calendar of suggested steps a bit. I'll wait until Monday to introduce you to the web resources to start to find your philosopher.

For those of you in 1st period, today for you is step 4 - thinking about the piece(s) of literature you will use for section two of your project. We'll talk about that in class today.

Wednesday, April 13, 2016

Man's Search For Meaning - Day 5

We'll start today with a look at a page of Talmud - it is a central text in Rabbinic Judaism and our interest in it is not with its content but with its structure. As you can see from the image below, a page of Talmud consists of a central piece of text surrounded by a variety of comments, questions, and interpretations. The amazing thing about it is how the collection preserves a conversation across thousands of years - the emphasis is on showing the different perspectives and the reasons behind them, not just the conclusion. Check it out:


We'll use that format as we discuss the end of part 1 today. Working in a group, you'll create your own "talmud" page, based on this structure:



Examples from the book in support of the base text
Base text - quotation from book
Examples from other sources in support of the base text


Philosophical question suggested by the base text

Questions related to base text - implications and related ideas
Questions - challenges to the base text - doubts, concerns, and opposing viewpoints
Counter examples from the book or other sources





Conclusions - your beliefs about this


Monday, April 11, 2016

Intro. Philosophy Project / Man's Search For Meaning - Day 4

Today I will provide you with information about your upcoming Philosophy Project

Man's Search For Meaning - Day 3

Today we'll start by writing our own questions about the section of the book you read over the weekend, pages 20-41. You can use any of these question starters:

  • I have a question about...
    • What does Frankl mean when he says...
    • Why does it happen that...
    • How does Frankl...
    • When is this a "search for meaning" as opposed to an accounting of his experiences?

Friday, April 8, 2016

Man's Search For Meaning - Day 2

Today I gave you the calendar for our last unit of the year! If you need a copy you can find one under the "Philosophy" tab above.

We spend the next part of the period writing out answers to the questions on this form:

The goad here is to understand Frankl's ideas and also, perhaps more importantly, to learn more tools to help us explore our own ideas.

We finished the period with a short fishbowl discussion, starting our work with philosophical questions.

Wednesday, April 6, 2016

Man's Search For Meaning

Today we'll start our final book and unit for the year, reading Viktor Frankl's Man's Search For Meaning and looking at philosophical questions.

We'll start with a short discussion about a difficult topic - the Holocaust. Here is a short excerpt from a book many of you have read - Elie Wiesel's Night:

  • "Never shall I forget that night, the first night in camp, which has turned my life into one long night, seven times cursed and seven times sealed. Never shall I forget that smoke. Never shall I forget the little faces of the children, whose bodies I saw turned into wreaths of smoke beneath a silent blue sky. Never shall I forget those flames which consumed my faith forever. Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live. Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust. Never shall I forget these things, even if I am condemned to live as long as God Himself.  Never."
Next we'll read the opening sections of Frankl's book and start to generate philosophical questions. How do we do this?  Here is a list of questions we'll use today and return to throughout this unit:

  1. What are its assumptions and premises?
    1. What is it assuming to be true?
    2. What conditions is it assuming to exist?
    3. What is it suggesting about the different people involved?
  2. What are its implications?
    1. If this is true then what else is true?  Why?
  3. What different types or contexts exist?
    1. When does / doesn’t it work?
  4. What do the specific terms mean?
  5. What are the reasons underlying the questions / answers?
    1. For example, are there religious, cultural, or political beliefs present here?
  6. Who else shares this belief or perspective, and why?
    1. Are there other people in the book who this does / doesn’t apply to?  Why?

For those of you without a copy of the book today, here are the first few pages:


     THIS BOOK DOES NOT CLAIM TO BE AN ACCOUNT OF facts and events but of personal experiences, experiences which millions of prisoners have suffered time and again. It is the inside story of a concentration camp, told by one of its survivors. This tale is not concerned with the great horrors, which have already been described often enough (though less often believed), but with the multitude of small torments. In other words, it will try to answer this question: How was everyday life in a concentration camp reflected in the mind of the average prisoner? 
     Most of the events described here did not take place in the large and famous camps, but in the small ones where most of the real extermination took place. This story is not about the suffering and death of great heroes and martyrs, nor is it about the prominent Capos - prisoners who acted as trustees, having special privileges - or well-known prisoners. Thus it is not so much concerned with the sufferings of the mighty, but with the sacrifices, the crucifixion and the deaths of the great army of unknown and unrecorded victims.  It was these common prisoners, who bore no distinguishing marks on their sleeves, whom the Capos really despised. While these ordinary prisoners had little or nothing to eat, the Capos were never hungry; in fact many of the Capos fared better in the camp than they had in their entire lives. Often they were harder on the prisoners than were the guards, and beat them more cruelly than the SS men did. These Capos, of course, were chosen only from those prisoners whose characters promised to make them suitable for such procedures, and if they did not comply with what was expected of them, they were immediately demoted. They soon became much like the SS men and the camp wardens and may be judged on a similar psychological basis. 
     It is easy for the outsider to get the wrong conception of camp life, a conception mingled with sentiment and pity. Little does he know of the hard fight for existence which raged among the prisoners. This was an unrelenting struggle for daily bread and for life itself, for one's own sake or for that of a good friend.

   Let us take the case of a transport which was officially announced to transfer a certain number of prisoners to another camp; but it was a fairly safe guess that its final destination would be the gas chambers. A selection of sick or feeble prisoners incapable of work would be sent to one of the big central camps which were fitted with gas chambers and crematoriums. The selection process was the signal for a free fight among all the prisoners, or of group against group. All that mattered was that one's own name and that of one's friend were crossed off the list of victims,though everyone knew that for each man saved an- other victim had to be found. 
      A definite number of prisoners had to go with each transport. It did not really matter which, since each of them was nothing but a number. On their admission to the camp (at least this was the method in Auschwitz) all their documents had been taken from them, together with their other possessions. Each prisoner, therefore, had had an opportunity to claim a fictitious name or profession; and for various reasons many did this. The authorities were interested only in the captives' numbers. These numbers were often tattooed on their skin, and also had to be sewn to a certain spot on the trousers, jacket, or coat. Any guard who wanted to make a charge against a prisoner just glanced at his number (and how we dreaded such glances!); he never asked for his name. 
      To return to the convoy about to depart. There was neither time nor desire to consider moral or ethical issues. Every man was controlled by one thought only: to keep himself alive for the family waiting for him at home, and to save his friends. With no hesitation, therefore, he would arrange for another prisoner, another "number," to take his place in the transport. 
      As I have already mentioned, the process of selecting Capos was a negative one; only the most brutal of the prisoners were chosen for this job (although there were some happy exceptions). But apart from the selection of Capos which was undertaken by the SS, there was a sort of self-selecting process going on the whole time among all of the prisoners. On the average, only those prisoners could keep alive who, after years of trekking from camp to camp, had lost all scruples in
their fight for existence; they were prepared to use every means, honest and otherwise, even brutal force, theft, and betrayal of their friends, in order to save themselves. We who have come back, by the aid of many lucky chances or miracles - whatever one may choose to call them - we know: the best of us did not return.

Tuesday, April 5, 2016

The Stranger - Day 11 - Thoughts for your essay

As you work on your essay today, keep these things in mind:

  1. In each of the body paragraphs where you juxtapose Meursault with another character, remember to focus on a particular belief / value / action. For example, you might connect him with another character in terms of their thoughts about religion, or death, or authority, or relationships. Make sure you are not just talking about a scene in which those two characters interact. You might even compare / contrast Meursault with a character who never speaks! 
  2. You can compare / contrast Meursault with the other character in any way that works - maybe it is a complete contrast, or a deep connection, or anywhere in between - go with it!
  3. Your conclusion is about Meursault and / or the society in which he lives. Maybe there are ways the three characters overlap in terms of a shared value or idea - and that might even go beyond the obvious. Be open to discovery as you think about Meursault and the novel overall.
Please remember to buy a copy of Man's Search For Meaning for tomorrow - it's our last book together!

Monday, April 4, 2016

The Stranger - Day 10 (Welcome back from spring break!)

Welcome back from spring break! I hope you had an excellent and memorable one! I look forward to hearing your stories. Get ready for a wild and crazy ride through these last weeks of high school!

For your essay, due Wednesday for 1st and 6th period and Thursday for 8th period, I recommend looking back at the previous blog entries and your class notes to organize yourself. We did a lot of great writing and thinking before the break!

Also, you need to purchase our last book, Man's Search For Meaning, for class on Wednesday.


The Stranger - Day 9

We started today by making a list of all of the characters in the novel. As we looked at them on the board we imagined many different ways we could group them together - by gender, by type of relationship, by connection with Meursault, by profession, etc.  This is the jumping off point for your essay - to select three characters, explore the ways in which they are similar to / different from Meursault, and to reach conclusions about him based on your analysis.
You can think of this essay as reaching a conclusion deductively - juxtaposing Meursault with the three characters you select and then interpreting the results to reach conclusions. You can also start with an idea (choosing all of the female characters, or the characters named by their job / ethnicity instead of a name, or the characters involved in relationships with others) and then see where your analysis leads.