06mar14+Class

flat **Standards** [|CCSS.ELA-Literacy.RH.11-12.3] Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. [|CCSS.ELA-Literacy.RH.11-12.6] Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. [|CCSS.ELA-Literacy.RH.11-12.9] Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. =AIM= How do I research my school of philosophy? =Do Now= If someone says "I don't know if there's a hand here" he might be told, "Look closer".—This possibility of satisfying oneself is part of the language-game. Is one of its essential features. Ludgwig Wittgenstein On Certainty How would you explain what Wittgenstein means by "the language-game"? = = =Mini-Lesson= As we research our school or philosopher, we need to think about how we "look" at the school. What does it mean to "look closer"? This means taking something that the philosophy has stated as a tenet or belief and applying it to the world around you. Go back to Sartre's question: "What would happen if everyone looked at things that way?" What would it look like to be a "Quietist"? A "Calvinist"? So for example, if we take Wittgenstein's quote, then I would offer the situation he describes: If I were to simply 'look closer' at what I was looking at, would I see anything different? If it is a hand, when I move it closer to my gaze do I see it more clearly? If I continue to 'look closer' literally, then at some point I may be looking at the lines in my fingerprint or the scars on the back of my hand. Does that mean I'll see it as "a hand"? Take this 'look closer' further. If I look closer at education, does that mean looking at a single classroom over a school system? If I look at the education of a single student does it prepare me to look at education overall? This 'language-game' is inadequate to come up with a true picture of a situation. How can I ever have certainty about education? Since I can't be certain by 'looking closer' how can I become certain? I must explore other methods besides 'looking closer'. Experience requires analysis beyond experiential data. If everyone simply 'looked closer' they would become absorbed in the details and may not see the 'forest for the trees'. They might also get so fixated on their specificity that they don't want to consider anything outside their specificity. =Class Activity= Students will use the time to research their philosophy school or philosopher. Take one statement of belief of the school & write out different scenarios of how that would be acted out in a real-world situation. Take one of the tenets of your school and analyze it like the above example. Email Mr. Van Nort with the exercise of applying Sartre's question to a tenet of your school. =Closing= **Reflection -** How does Sartre's question help us to analyze our beliefs and tenets? = Absence Make Up = In order to make up missed material, students need to do the following in their notebooks: Go to Previous Class Go to Next Class
 * 1) Complete the Do Now.
 * 2) Read the mini-lesson & the example Mr. Van Nort modeled.
 * 3) Practice applying Sartre's question to one of the tenet's of your school.
 * 4) Complete the closing reflection.
 * 5) Email your work to Mr. Van Nort

= Lesson Plan =

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