Do you KNOW what your 'sign' is? Are you sure?

The little-known "Solecismon, the Person Using the Word 'Ironic' Incorrectly"

Recently, a furor broke out when an astronomer in Minneapolis made a statement in a newspaper interview that the zodiac calendar had shifted. As you look at the following items (just click on the titles), pay attention to statements made by the authors and interviewees that give insight into the role that belief and justification (i.e. evidence) play in what people claim to know, even about themselves. Use those statements as starting points for your comments.

"Zodiac Sign Switch Brings Horoscope Horror" (video) -- pay particular attention to astrologer Susan Miller's comments and host Robin Roberts' apparently-in-jest comments at the end 

New zodiac signs 2011: Can one guy just change the zodiac like that? 

So, Now What's Your Sign?

Astrology Sign Panic: Five Reasons to Calm the Eff Down

[The picture of "Solecismon, the Person Using the Word 'Ironic' Incorrectly" was downloaded from here. Other "little-known astrological signs" can be viewed at that link.]

Knowledge, Belief, Proof, Love, & Commitment

Below are two pieces of dialogue between John Nash and his wife-to-be Alicia from the movie, "A Beautiful Mind." Use them as a jumping off point to reflect on the relationship among knowledge, belief, and proof (a.k.a. justification?).

Nash: Alicia, does our relationship warrant long-term commitment? I need some kind of proof, some kind of verifiable, empirical data.
Alicia: I'm sorry, just give me a moment to redefine my girlish notions of romance.

Alicia: How big is the universe?
Nash: Infinite.
Alicia: How do you know?
Nash: I know because all the data indicates it's infinite.
Alicia: But it hasn't been proven yet.
Nash: No.
Alicia: You haven't seen it.
Nash: No.
Alicia: How do you know for sure?
Nash: I don't, I just believe it.
Alicia: It's the same with love I guess.
Most of this last piece of dialogue can be viewed starting at the 52 second mark in the trailer at

http://www.imdb.com/video/screenplay/vi2279866649/

Knowledge, Belief, and Climate Change

Edit

Read the NPR article "Belief in Climate Change Hinges on Worldview" (click on the title). Reflect and comment on the connections you see between the article and our readings and discussions about the role belief plays in knowledge. (The focus of your comments should be on knowledge, belief, justification, and truth, NOT global warming.)

Do You Know? Do You Believe? How Gullible are You?

Click on your choice of the links below to take one of the Museum of Hoaxes' gullibility tests: Science & nature test History & culture test Once you've taken one of the tests, create a post to report your score and reflect on what the test and your performance have to say about the nature of knowledge, truth, belief, and/or justification (i.e. "good reasons," to use Abel's term).

Mysteries of Stonehenge

CLICK HERE to visit National Geographic Magazine's recent exploration of Stonehenge and it's purpose or significance. Consider the knowledge claims made in this feature about what Stonehenge is/was and compare them against the various claims that have been made in the past (e.g. religious shrine, giant clock, monument built by aliens, etc.). What do you think you know about Stonehenge? How does that compare to the knowledge claims discussed in the National Geographic feature? It might be interesting, from a TOK perspective, to take their 10 question "Stonehenge Quiz" before reading the article. (CLICK HERE for the quiz.)

Which came first, language or perception?

The title of this post is intended to be a play on the old philosophical question, Which came first - the chicken or the egg? CLICK HERE to go to the New York Times article, "When language can hold the answer," discussing research findings on the role language may play in sense perception, including things as basic as recognizing colors. Use the article as a prompt to reflect on the relationship between these two Ways of Knowing.

Additional writings about this subject can be found at:
"Hues & Views: A cross-cultural study reveals how language shapes color perception"
"Do our languages shape the nuts and bolts of perception, the very way we see the world?" (Scroll down to the second response/entry on this page. Interestingly, this statement was made by Professor Boroditsky in response to the very TOK-ish question, "What have you changed your mind about?"
"Reframing: How language shapes perception" (this "article" is really a blog posting, and the blogger has an
interesting background/perspective that is worth thinking and reflecting about)

Truth, Lies, & War

Study: Bush led U.S. to war on 'false pretenses'

Click HERE to read about a study contending that the Bush administration made 935 false statements (read 'statements' as 'knowledge claims' in TOK parlance) over a two-year time period as it made its case for going to war in Iraq. [As you reflect and respond, resist the urge to pursue the political partisan angle of the story. Focus more on issues of knowledge, truth, justification, belief, certainty, etc.)

My Nose, My Brain, My Truth

Check out the article about the connection between senses, truth, and knowledge at the link below:

http://www.time.com/time/magazine/article/0,9171,1702365,00.html

Real DaVinci Code?

Questions & issues to consider:



1) How credible do you find this theory to be? Why? What is the basis for your judgment?

2)What would it take for you to be able to say that you know that this is, or is not, the true DaVinci Code?

3) What do you believe about the claim, any claim, that there really is a DaVinci Code? Why? What is the basis for your claim? Are you willing to say that you know that there really is, or is not, a DaVinci Code of some kind? On what basis?

Catbert on Knowledge

For a larger version, simply click on the comic strip above.

Questions & issues to consider:

A) In the third frame, Catbert says, "Stress is just another word for knowledge." What does this comment imply about knowledge (e.g. its nature, its basis, its consequences, etc.)? Do you agree or disagree? Why?

B) In the fourth frame, Catbert asks the quintessential TOK question, "How do I know that?" about his (her?) statement from the third frame. But are there any frames in the strip that the question would not apply to? What does this say about the nature of knowledge, or knowing?

C) What do you make of the mantra that Catbert recites in the next to last frame of the strip? What do you conclude is the artist's message here? Do you agree or disagree? Why?

R.I.P. Certainty?

For a larger image of this comic strip, click here.

Questions & issues to consider:

A) What is the cartoonist's point about certainty? What do you think, or make, of his point?

B) What is the relationship between certainty and knowledge? How about the relationship between knowledge, certainty, "proven," and fact?

C) The last two frames of the comic strip present an ironic juxtaposition of ideas regarding certainty -- consider the boy's comment in the second-to-last frame ("The world's a less silly place...") in comparison with his exchange with Opus in the last frame. Comment on the ideas contrasted between the two frames. [e.g. Compare the content of Opus' comment in the last frame with the content of the statements quoted in frames 2 - 7 of the strip. Consider the implications of the boy's declaration in the next-to-last frame when applied to Opus' closing comment. Think about your initial reaction to the boy's statement in the last frame.] What observations, conclusions, and/or implications about knowledge and certainty are sparked by the strip?

D) Comment on the quality, quantity, and content of the evidence (examples) the three characters provide in support of the boy's declaration, in the second-to-last frame of the strip that "The world's a less silly place without you!"

D) Why did the cartoonist choose to add the last frame? Why didn't he just draw the headstone in the next-to-last frame and end there? Note: I'm certain ;-) it wasn't just to fill up space.

[Be sure to focus your comments on the knowledge issues raised in the comic strip. This comic strip clearly has a political overtone and slant. However, responding to that political element should not be the primary focus of your comments.]

Dark Energy on Parade

Courtesy of Melanie Gibson...

Check out the cover story on today's Parade Magazine, titled "The Secrets of Dark Energy." Some time on Tuesday, the full text becomes available on Parade's website; clicking here will take you to it. (Yes, I will leave the blog open for comments thru the school's 3 p.m. Wednesday deadline for seniors to turn in work.)

Questions & issues to consider:

•Melanie specifically points out the following quote from the author of the article, Meg Urry:

What excites me personally is how the discovery of Dark Energy illustrates that science is not a set of beliefs that one constructs. Instead, scientists observe nature, then develop theories that describe their observations. Science is driven by nature itself, and nature gives us no choice. It is what it is.

This quote raises connections to several readings and discussion topics from this year:
A) How might the author of the reading, "Ten Things We Think We Know About Science," regard or respond to this quote? Would he say it is consistent with an accurate understanding of science, or another example of where science education falls short?
B) During the mathematics unit, we briefly touched on the question of whether mathematics are discovered or created. And for those who attended the lecture on Kurt Gödel's incompleteness theorem, the speaker raised this issue again, indicating Gödel's position on the issue. Use this quote as a springboard to compare and contrast the natures of science and mathematics to one another, particularly with respect to the philosophical question of discovered or created.
C) Dr. Urry's quote and the issue raised in B above become still more interesting when considered in light of the nature of the very close relationship between science and mathematics. Take a look back at the 3 articles we read as a jigsaw activity in class about that relationship (one article had the clever title, "Math has π on its face"), then comment on Dr. Urry's quote.

•The article is filled with knowledge claims about "dark energy" -- its impact on the universe, its place in science history, and its potential economic uses and impact. And yet, ironically, the caption to an accompanying picture of the author includes this quote, "Dark Energy makes up two-thirds of the universe -- and we don't know what it is." The article itself includes this paragraph:

But first, we have to figure out what exactly Dark Energy is. So far, we know only that it causes the expansion of the universe to speed up. We call it 'dark' because we don't directly see it. 'Dark' is code for 'we have absolutely no clue what it is!'

(Emphases in each quote added.) It seems rather ironic to have so many knowledge claims about something the author says we know so little about. What is your response to this irony? How do you reconcile these seemingly conflicting comments?

•Immediately after the quote that Melanie pointed out, Dr. Urry writes: "As new facts emerge, scientific theories can be proved wrong or in need of modification, but scientists cannot ignore them. Eventually the facts will lead to the right theory."
A) To reprise some questions I raised in an earlier post: What is a "fact?" We've spent a lot of time this year wrestling with the concepts of "knowledge," "truth," and "belief," but we've never discussed the term "fact." What do we mean by that term? What makes something a "fact?" How is a fact different from knowledge, truth, and belief? Or is it different from any one of those?
B) And as I asked about another quote above: How might the author of the reading, "Ten Things We Think We Know About Science," regard or respond to this quote? Would he say it is consistent with an accurate understanding of science, or another example of where science education falls short?

•Consider the knowledge claims contained in this quote from the article's concluding paragraph: "The answers are there, and I have no doubt that we will figure them out with the contributions of the smart young people now taking high school physics...." Consider and comment on the nature (psychological, epistemic) and intensity of the certainty expressed in that statement. What bases, what justifications do you think Dr. Urry might point to in support of her expressed certainty and knowledge claims?

Rediscovering the Dinosaurs

The link below is to an article that originally aired as a news story on ABC World News Tonight: "Rediscovering the Dinosaurs". And it reminded me of a "Bizarro" comic strip that can be seen at
http://gh.gresham.k12.or.us/~currier/Bizarro%20re%20dinosaurs.jpg.

Questions & issues to consider:

In light of this report, what will be your reaction to the next dinosaur exhibit you view? Explain.

Consider the short reading you read and summarized earlier this semeser titled, "Evaluating Scientific Claims." What are some questions that you would want to pose to the scientists and museum exhibit creators about the new exhibits? Why would those questions be important to you?

What is your reaction to the argument presented for a shorter tail for tyrannosaurus rex? Do you find it convincing or credible? Why or why not?

What is your reaction to the following quote from the article? "These bones begin to dictate to you the way that they want to be put back together again," says Fraley, "the way they want to be lifted up or held."

Just what is the shape of the Earth?

I can hear it now... "Oh no, not this again!" And, "Don't go there, Mr. Currier!" But seriously... Why are you so certain that you know the true shape of the earth? What is the highest point on the earth? How do you know that? On what basis do you claim to know either the shape of the earth or the highest point on it?

Click on the following link for a short video from a recent ABC evening news broadcast that reports some new findings on these two issues:
http://abcnews.go.com/Video/playerIndex?id=2983361
(I apologize in advance for the advertisement you'll probably be forced to watch.)

Questions & Issues to Consider:

Is this report enough to make you revise your knowledge claims about the shape of the earth and it's highest point? If your answer is "Yes," explain why. What would you say is the basis for your claim to know the new knowledge claims? If your answer is "No," explain why not. What would it take to convince you to change your knowledge claims on the shape of the earth and its highest point?

What do you think about the definition of "highest point" the reporter uses in the piece? Explain/elaborate.

What do you think about the following knowledge claim (including the basis for it) made near the end of the report: "And while from space you can't see the earth's bulge (it's too little), it's there...."

Global Warming, Science, Fact, and Belief

Click here for a larger image of the comic strip.

Questions & issues that could be considered:

A) What is a "fact?" We've spent a lot of time this year wrestling with the concepts of "knowledge," "truth," and "belief," but we've never discussed the term "fact." What do we mean by that term? What makes something a "fact?" How is a fact different from knowledge, truth, and belief? Or is it different from any one of those?

B) On a related note: The first frame of the comic strip juxtaposes the concepts of "fact" and "belief." What do you make of that juxtaposition? (To see a definition, click on the word.) What is your reaction, or what thoughts does it prompt? Are the two concepts related to one another? If "yes," why and how? If "no," why not?

C) The punchline of the comic strip obviously turns on the play-on-words with the title of the Al Gore film, "An Inconvenient Truth." What are the two "inconvenient truths?" Why are they each inconvenient? If we accept the comic strip at face value, can both "inconvenient truths" be true? Why or why not?

D) Consider the ideas discussed in two of our science readings, "Science" (the reading about science as telling explanatory stories) and "Evaluating Scientific Claims." Share insights you gain by applying concepts from those readings to this comic strip.

E) Was this comic strip drawn in support of those who claim to know that global warming is real? Or was it drawn in support of those who claim to know that global warming is not real? How do you know? What is your basis for claiming to know that?

True Love, Knowledge(?), Truth, and Belief

One interesting response to Edge's Question of 2005 (see the preceding post) was provided by Dr. David M. Buss, a psychology professor at the University of Texas whose primary interests include the evolutionary psychology of human mating strategies; conflict between the sexes; prestige, status, and social reputation; the emotion of jealousy; homicide; anti-homicide defenses; and stalking. [Hmmm, that's an interesting mix!]
Dr. Buss' answer: True love. Read his full (albeit short) response at http://www.edge.org/q2005/q05_5.html#buss

Questions & issues that could be considered:

A) Analyze and reflect on the final lines of Dr. Buss' response: "It's difficult to define, eludes modern measurement, and seems scientifically wooly. But I know true love exists. I just can't prove it."

B) Most people would call love an emotion. Emotion, in turn, is identified as a Way of Knowing in TOK. What does Dr. Buss' response seem to say or imply about the reliability of emotion as a way of knowing?

C) Dr. Buss' draws a distinction between "love" and "true love." What seems to be his basis for making that distinction? Do you agree that there is a distinction? Do you agree with the distinction he makes, or do you make a different distinction? Why? How does someone know if they are "in love," and if they are, how do they know if it is "true love?"

[Thank you to Ellen J. for bringing the source for this post and the previous post to my attention. She will receive credit for completing a journal entry as a result, because she showed me these (in a book) before I started the blog. See the comments in the Introduction post to find out how you can turn in one journal entry and have it count as two entries.]

"What Do You Believe Is True Even Though You Cannot Prove It?"

According to its website (www.edge.org), the purpose of the Edge Foundation is "to promote inquiry into and discussion of intellectual, philosophical, artistic, and literary issues, as well as to work for the intellectual and social achievement of society." (Obviously, it is not to be confused with "The Edge," the diversion on page 1 of The Oregonian's Living Section.) Each year for the past 10 years, Edge has posed "The Edge Annual Question" and published online the responses of acclaimed thinkers and scientists. The question for 2005 is a classic TOK question:

"WHAT DO YOU BELIEVE IS TRUE EVEN THOUGH YOU CANNOT PROVE IT?"
Great minds can sometimes guess the truth before they have either the evidence or arguments for it (Diderot called it having the "esprit de divination"). What do you believe is true even though you cannot prove it?

[See http://www.edge.org/q2005/q05_print.html for comments from the editor-publisher of Edge.org about the question and the published responses.]

Questions & issues to consider:

A) Keeping in mind our readings and discussions from the first part of the school year, what do you make of this question? Analyze it in terms of the concepts of knowledge, justification, truth, and belief. Is the Edge question a valid question?

B) As you think about it and analyze it, what thoughts and ideas does it spark about the relationships between those concepts (i.e. knowledge, justification, truth, and belief), as well as the concept of proof?

C) What does it mean to "prove" something? What is "proof," as it seems to be used here? What constitutes proof (and not just in a strictly mathematical sense)? How is the concept of proof related to the concepts of knowledge, justification, truth, and belief?

D) What does the question seem to imply about the nature of belief? the nature of truth? Why isn't the word "knowledge" used in the question?

[Please note that you are NOT being asked to answer Edge's question. Appropriate comments should focus on analyzing and commenting on the nature of the question and on the concepts that comprise it.]