For use this week as we wrap this up:
Indigenous Heritage and Public Musems pp1-11
How to Take Ethnographic Notes pp1-3
Consider that you need to address the five issues below in a manner that the general public could read them and understand them and be convinced that you know what you are talking about. Each needs a brief explanation and a Works Consulted list. Assemble these documents into an online folder and make all links live.
- People’s Intro
- People’s knowledge (how they see the world and how they organize the world)
- Knowledge of these people
- Ethics of the knowing
- Ethics of the (re)presenting
- do this in Google Docs;
- 1-2 pages each; citations/sources required – these need to be live links;
- map needs labels and marginal notes;
- group member(s)’ names must be on it under the title of the document
This is one way to do it – and a strong argument for doing it this way.
Oh, did I mention I went to Duke? – jes’ sayin’
via Why Duke University Won’t Honor Freshman Roommate Requests This Fall : NPR
np: the plaintive cry of my water bottle nozzle after a long bike ride
Given our on-going examination of indigenous knowledge and our approaches to that through a variety of readings, when I came across these articles today, I thought of our discussions from this week and thought I would share them with you. Use them as springboards for further thinking and discussion if you like.
Regarding the Alain de Botton article on marrying the wrong person: via Why marriage is both anachronistic and discriminatory | Aeon Essays
Regarding knowing the Other (and thinking of the Tibetan monks at Davidson): The Simplistic Image of Tibetan Buddhism
Regarding knowing the Other and questions of evolution: Adapting bodies to the ocean
np: The Del-Byzanteens “Girls Imagination”
Here is a folder of docs that will be helpful.
Here is the link to the Daily Google Form you need for assessment.
Daily Progress Form
via Dear National Rifle Association: We Won’t Let You Win. From, Teenagers. – The New York Times
America has failed its kids on guns
and if you want to think about it in relationship to what counts as knowledge and who gets to decide what is knowledge, there is this – which might offer a suggestion for another approach as to what can start to be done
Congress has quashed research on guns
Here are folders with the documents you will need to work on the IKS project. You will also need to have Wayfinders read by Mar 15-16.
Areas of Inquiry
Remember that you are only responsible for the ones that your group decided on. You should start thinking about the connections between these two concepts and Wayfinders (this will be some form of assessment coming soon) as well as your region of the world (don’t forget the music). And if you want to look ahead, ultimately we are going to attempt to trace the flows of knowledge across the world map so you can consider that as well. See? The fun never stops in ToK – the only class you have taken that is about life in all its complexities.
np: Doom Side of the Moon
I came across these two articles today and immediately thought of what we have been doing in class. Though from really different perspectives, they overlap a great deal and both of them speak directly to your lives. Treat yourself to a few minutes dedicated to yourself – slow down long enough to read them and perhaps ponder them a bit. Enjoy.
How to manage stress like an Olympic biathlete
The promise of compassion for stressed out teens
np: Thomas Brinkmann “Walk with Me”