Contrary to the viewpoints of many of my peers, I believe mathematics is invented rather than discovered. The cause of this confusion is a matter of definition. Maths can be described as a universal code that dictates omnipotently (Platonistic maths). It can also describe the way we try to define our universe and its […]
One of the implicit messages in the movie we watched about 2D shapes is that those in authority love to supress knowledge in order to stay in power. In the movie, the circles supress knowledge on 3D shapes so the other shapes will continue to follow the “perfection” of the circles. I think we […]
Frankly, I think we shouldn’t think about fake things. Well, Anita gave us an example, “a table is a table but it’s a fake copy of the real thing”. I mean if there is only one real thing exist in the world. What are we? Are we fake copy of “real human”? Hmm….WOW! I […]
What I think Maths is
I think maths is both a discovery and an invention. First mathematicians have to discover something (a part of nature perhaps) before inventing a rule that involve numerical values to try and express their discovery. I see maths as a set of rules that are used to describe events and […]
Mathematicians should (in my opinion) be considered discoverers because maths is an expression of nature. What they discover already exists in nature (else it has no purpose). The Pythagoras Cult were largely crazy people (that thought it was bad luck to pee towards the sun) and besides Numerology, they made few other notable contributions […]
Among all the things we’ve discussed on Friday, this allegory particularly grabbed my attention. (It might be slightly out of focus, since we were concentrating on mathematics… 🙁 )
In the real world, since we know that shadow is caused by the presence of actual figure, there’d be no way to believe that it […]
Okay, last class was totally confusing. I mean, a table is a table but it’s a fake copy of the real thing? Like, really, I didn’t really care about this topic that much. I mean, I can see how it could be interesting. But I just think that going into all of this is […]
I think that mathematicians view the world in a different perspective than some other people in the sense that they can find ways to fit Nature (such a complicated concept) into summaries using numbers and graphs. In that way, artists and mathematicians are similar. They try to express nature in their own ways. The […]
None of them vanished; the area used for all the 14 leprechauns in The Vainishing Leprechaun remains the same when the paper is swapped to form 15 leprechauns. However, notice that parts of the legs or body of some of the leprechauns in the arrangement of 14 leprechauns are not there anymore in the […]
Short and simple.
Finish reading Meno: check.
Discuss things: never finished.
Ok. Following up from the previous class, we continued with a branch of reasoning: opinions.
Now this, I found fairly interesting.There is a difference between knowledge and true opinion. Knowledge is when you actually KNOW what you’re talking about (meaning that it is […]
Yet another short, simple post.
Logic. Hmmm. Can be categorized in deductive and inductive. We spent some time discussing deductive logic and reasoning.
As Socrates puts it:
1. Virtue is good. 2. All that is good is a part of knowledge. 3. Therefore, virtue is a part of knowledge.
From earlier discussions: and […]
Well our past class was interesting… I’ve never really heard of logic being divided into deductive and inductive logic before. We mostly discussed deductive logic. This led to us using deductive logic to understand Socrates reasoning. His reasoning was that:
Virtue is good.
All good is a part of knowledge.
Therefore virtue is a […]
In this thursdays TOK class we kept on considering ways we could ask us questions. A report for example doesn’t tend to raise questions meanwhile a story does. Therfore we may asume that stories (the old way of telling things)tend to encourage us more to think and to evolve our ways of thinking. I […]
I’m gonna try and keep this as simple and straightforward as possible.
Our discussion involving Socrates (Mr. MacKnight) teaching the slave boy (Aaron) geometry ended. It then moved on to whether or not the slave boy already knew about geometry stored somewhere inside his psyche (soul/mind). The idea was that the knowledge, inside the […]
For this journal, I want to question the credibility of Socrates’ experiment with slave boy to prove Meno that all real learning comes out of questioning, and that knowledge comes from the psyche (soul/mind). Socrates would not have wanted to dragged his questioning with the slave boy for another 3 days; he would have […]
we talked about subjective and objective today. we also talked about knowledge and opinion. in tok, no one will be able to say that the theory is correct or wrong. this is because there are no right answers. everyone believe that their knowledge is right and for the opinion, it does not really matter […]
Today was my first official ToK class. I got to meet Mr. Macknight and other people in my ToK class. He showed us his class blog and so far, I have found it interesting, as it gave me a new insight on how I view the world!!! The first class was spent on introduction […]
We looked this week at a handout summarizing Plato’s ‘Allegory of the Cave’, and at the transcript of an online conversation among TOK teachers concerning categories, beginning with TOK’s four ‘Ways of Knowing’ but branching out from there to consider categories in general.
You’re either in the cave or out of the cave. You […]
SEPT: 12: HOW TO DISAGREE
Since young, I’ve been brought up in the traditional Chinese way, like in the era of Qin Emperor. That meant to be obedient to your parents, never talk back, tie your hair back in a pony-tail every day, what your elders tell you is always right, NEVER DISAGREE.
Today in class we read through a chapter from Daniel T. Willingham’s book, “Why Don’t Students Like School?” in which he presented evidence that intelligence is not fixed, but malleable, and that students can make themselves smarter by sustained effort and hard work. Among other questions, could Willingham’s argument about intelligence be made with […]
On Thursday we finished reading ‘The Meno’. You might want to comment on virtue: what it is, and/or whether it can be taught; on Socrates’s conviction that we are better off if we continue to inquire into these kinds of questions, even if we don’t arrive at definite answers; on Socrates’s method of argumentation; […]
On Thursday and Friday we continued reading Plato’s ‘Meno’. Thursday featured the slave boy’s geometry lesson, the theory of learning as ‘recollection’, the idea that learning is prompted by questioning, and Socrates’s passionate belief that we are better off if we act as if finding answers is possible, rather than believing the opposite and […]
Today in class we read through the first part of Plato’s dialogue, ‘The Meno’.
What do you think, so far, of Socrates and the arguments he makes?
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