Is Doubt the Key to Knowledge Essay Example for Free

Is Doubt the Key to Knowledge Essay As a student currently taking the International Baccalaureate, I constantly question the differences between the several areas of knowledge which I study. In a period where technology shows constant developments which trigger new discoveries and establish new facts, a critical outlook is essential in order to assess the validity and limitations of knowledge claims that arise within these fields. The twenty-first century has been called the age of information, where individuals have the ability to communicate freely and where knowledge becomes increasingly accessible. This seems to create an environment where knowledge prospers freely, and where doubt is gradually becoming extinct. However, many still argue that this new age of information bombardment creates a false sensation of certainty, and a series of unsupported convictions. Almost all areas of knowledge have a particular way of achieving values of truth, when that is possible whatsoever. This is directly linked to the ways of knowing in Theory of Knowledge, (emotion, perception, language and reason) as well as through the methods each field uses in its attempts to explain something, or to reach truth. Furthermore, it is important to recognize the several â€Å"paradigm shifts†, as in the term first coined by Thomas Kuhn[1], that change the perception and methods through which we acquire and interpret knowledge, as well as our definition of truth. Scientific certainty derives from countless experimentations and observations, and many debate whether scientific truth can ever be reached. History, on the other hand, is rigorously based on personal experience and interpretation of individual accounts, which allows for partiality and bias. This essay aims to evaluate and distinguish these two areas of knowledge, as well as determine the possible legitimacy and certainty that can be obtained from the knowledge claims produced in each field. Historical analysis is one the most controversial areas of knowledge, possibly due its extremely ambiguous and uncertain nature. Historians may disagree over the causes and consequences of nearly any historical event. It is important to remember that history is based on paradigms. As a result, it s almost impossible to find a particular period in history which has not been marked by disputes between historians, attempting to determine what actually happened. Thomas Carlyle, a 19th century historian and teacher at the University of Edinburgh, once stated that â€Å"The history of the world is but the biography of great men†, an allusion to The Great Man Theory, one of the many paradigms that have bent the shape of historical analysis. If we take the Second World War as an example, it seems as if the historical context of the war is seen through the actions of men such as Adolph Hitler, Joseph Stalin, Benito Mussolini and Winston Churchill. Another paradigm that can be observed in historical thought is the â€Å"Rise and Fall† concept, which tends to evaluate the history of empires and historical powers in terms of two phases: the ascent and decline. Examples of this paradigm can be found in many titles of history books: â€Å"The Rise and Fall of the Holy Roman Empire[2]†, â€Å"The Growth and Decline of the French Monarchy[3]†, â€Å"The Rise and Fall of the Third Reich[4]†, amongst others. Furthermore, as we analyze the history of the Second World War, we also find correlations with another historical paradigm, best exemplified by the famous proverb: â€Å"History is written by the victor†. The argument proposed is quite clear; those who triumph at War and reach power will inevitably influence and determine the course of history. In order to better illustrate this claim, two extracts follow, concerning the Nazi invasion of the Soviet Union in June 1941; the first, a broadcast by Winston Churchill to the British people, and finally a speech given by Adolph Hitler in Berlin, proclaiming the invasion of the USSR: â€Å"At 4 oclock this morning Hitler attacked and invaded Russia. (†¦) A non-aggression treaty had been solemnly signed and was in force between the two countries. †¦) Then, suddenly, without declaration of war, German bombs rained down from the sky upon the Russian cities. (†¦) Hitler is a monster of wickedness†¦Ã¢â‚¬ [5] Winston Churchill, London, June 22 1941 â€Å"National Socialists! (†¦)The German people have never had hostile feelings toward the peoples of Russia ( ) Germany has never attempted to spread its National Socialist w orldview to Russia. Rather, the Jewish-Bolshevist rulers in Moscow have constantly attempted to subject us and the other European peoples to their rule. (†¦) which were particularly severe for Germans living in the affected nations. †¦) The purpose of this front is no longer the protection of the individual nations, but rather the safety of Europe, and therefore the salvation of everyone. May God help us in this battle. † Adolph Hitler, Berlin, June 25 1941[6] Analyzing both speeches, the difficulties of validating a historical account become quite evident, since there are always several perspectives concerning a specific historical event. As it relates to the ways of knowing, history is extremely dependent on perception and language, making it particularly hard for historians in hindsight to corroborate one account over the other and recognise its legitimacy. However, offering a personal perspective, I would most likely tend to support Churchill’s account of the 1941 Nazi occupation of the USSR. Yet, after exposing the uncertainties and ambiguity of historical knowledge, I begin to question whether or not my perception would differ, had Hitler and the Axis’ forces won the war. Unfortunately, it seems that would most likely be the case. Science is widely regarded as one of the most reliable fields of inquiry. When considering its potential for accurate and impartial conclusions, my initial response was to consider the scientific method the ideal, archetypal model of discovery. History seems simply too inseparable from human emotion and interpretation to produce a constantly indisputable account of facts, while science appears to be the most reliable and precise area of knowledge, solely based on rationality, empirical evidence and observable patterns. The scientific method, starting with a predicted hypothesis, followed by an experiment, collection and interpretation of data, which ultimately leads to a conclusion which could be repeated by any other scientist, gives the impression of being the perfect â€Å"truth formula†. On the other hand, when looking at the progress of science over time, it is important to realize that, together with the other areas of knowledge, real certainty can never be achieved in science. Even when scientific models survive repeated testing which fail to disprove them, they cannot be universally accepted as truths, but only provisional truths that are simply given functional certainty. The Caloric Theory[7], introduced by Lavoisier, was once a commonly accepted theory that was discredited in the 19th century by the mechanical theory of heat introduced by Carnot[8], which later on evolved into the science of thermodynamics. This supports the claim that scientific â€Å"truths† only exist on their specific â€Å"scope of applicability†[9]: â€Å"Science progresses through trial and error, mostly error. Every new theory or law must be skeptically and rigorously tested before acceptance. Most fail, and are swept under the rug, even before publication. Others, like the luminiferous ether[10], flourish for a while, then their inadequacies accumulate till they are intolerable, and they are quietly abandoned when something better comes along. Such mistakes will be found out. Theres always someone who will delight in exposing them.  Science progresses by making mistakes, correcting the mistakes, then moving on to other matters. If we stopped making mistakes, scientific progress would stop. † [11] In conclusion, it seems that uncertainty will always be an indissoluble part of every area of knowledge. We can also conclude that historical and scientific knowledge have an incredibly different way of explaining and interpreting things, mostly due to the ways of knowing, or according to which filter each area of knowledge attempts to express their ideas, and draw conclusions. While many may argue that the main purpose of these areas of knowledge is to explain and generate answers, some would say that their aim is inquiry, and their purpose is to generate questions. If we analyze these fields in hindsight, it is hard to dispute the claim that what we now consider hard facts are simply theories waiting to be discredited by the progress of our existence. Although at first I found myself to be disappointed with my findings, I stand corrected. The pursuit of knowledge, the quest for truth, is a never ending cycle of discoveries, and most importantly rediscoveries. Once we are certain of anything, we kill this cycle, we close the book, and the entire process loses significance and context. In the human drive for knowledge and higher awareness, as in the questions that generate the angst and sorrow of human consciousness, there can never be an unquestionable truth, an indisputable answer, for certainty is an illusion.

Technology in Teaching and Learning Essay -- Education Technology

Educational technologies are being utilized in every way shape and form, from inline gaming to numeracy, literacy and painting by numbers. From learning to leisure we have embraced the internet, in online chat rooms we communicate, interact and move into future learning through educational programmes and technology that lets us learn virtually. Instruction and directions are sent across cyberspace which change perceptions and give us an insight into different cultures far away across the other side of the world .The enigma that is cyberspace has the capacity to change our way of thinking, learning and teaching, and it is this teaching aspect that most interests me. As classroom based beings, teachers and the technological movement ebb slowly toward each other as interactive learners push educational boundaries into virtual reality. This assignment will attempt to show the importance of internet connections for interactive learners. As communication is the main aim of any interface, society in the main has accepted these progressive technologies and as our willingness to integrate this mechanically driven entity into our lives draws education into our very living rooms, for some though the challenge of engagement continues, especially for those with learning difference. Developing learning for students with difference has always confronted society with a dilemma; nevertheless the technological age of interactive education has increased access to learning for all those who are willing to take up the challenge. Traditional teaching methods have taken a backwards step and the cyber spaced virtual reality of online has in my view, rightfully taken its place at the classroom. In the Community Engagement Department where I teach a... ... of Inquiry into Higher Education, (NCIHE) (1997) Dearing, R. Higher Education in the Learning Society. Report of the National Committee of Inquiry into Higher Education. London: NCIHE Publications (HMSO). Ehrich, R, W., Reaux, R, A., (1998) PCs for families: a study of early intervention using networked computing in education, Journal of Educational Computing Research, 19(4), p.383-410. Stefani, L., Nicol, D., (1997) From teacher to facilitator of collaborative enquiry, in: Armstrong, S., Thompson, G., and Brown, S., (Eds) Facing up to Radical Changes in Universities and Colleges London: Kogan. Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill.(p.16) York, M. (2003) Formative assessment in Higher Education: moves towards theory and the enhancement of pedagogic practice, Higher Education, 45(4), pp.477-501.

Amy Tan’s ‘Two Kinds’ and Jamaica Kincaid’s ‘Girl’ Essay

A person spends most of their developing years under the guidance of their parents or guardians. They affect how we think, how we feel, and how we act. These are among the people who hold the greatest influence. Amy Tan’s ‘Two Kinds’ and Jamaica Kincaid’s ‘Girl’ both deal with the relationship between a young girl and the guiding force in her life. Amy Tan tells of a mother’s expectation for her daughter to be a child prodigy. Jamaica Kincaid tells of an unknown person describing to a girl how to be a ‘good’ girl. Both essays illustrate an authority figure that has expectations for a young female and why and how those expectations will come about. As young children growing up without a care in the world, we cannot comprehend why authority figures dictate how we should behave. In ‘Two Kinds’, the daughter is expected to be a child prodigy because her mother believes ‘you can be anything you want in Americaà ¢â‚¬â„¢. The mother sees other children with amazing talents and thinks her child could be just as talented, if not more so. She continually places pressure on her daughter to be some kind of prodigy. The daughter is expected to be a great beauty with unmatched dance abilities, an untapped wealth of useless information, and piano-playing skills like no other. In ‘Girl’, the expectations are much lower, but just as stringent. The girl is expected to do a myriad of chores and to become a ‘lady’. She is advised on how she should act and how she can avoid being a ‘slut’. In ‘Two Kinds’, the mother has high hopes; she believes a person can be anything they want in America and she wants a daughter who excels in some area. All of the mother’s hopes lay on the daughter. Her hopes are bolstered by stories about remarkable children with incredible talents. If they can succeed are such a young age, surely her child can as well. The mother wants her daughter to be the best she can be, but she has unrealistic expectations. The girl in Jamaica Kincaid’s essays is not being held to such high hopes and dreams. The expectations placed on her are not as high, but are equally unforgiving. Her authority figure wants her to be the perfect ‘traditional’ girl. She is expected to cook, clean, iron, and not assert her independence. Children, though, are naturally independent and free-willed. For the authority figures to have their way, the girls must be obedient. Obedience and denigration are the methods in which these expectations are supposed to met. In ‘Two Kinds’, the mother states, ‘Only one kind of daughter can live in this house–obedient daughter!’ The daughter does not want to live up to outside expectations, but she does not want to disappoint her mother; part of her feels obligated to be loyal. The mother compares the daughter to other children, which makes the daughter feel worthless. The mother talks about a three-year- old who knows the capital of all the states. She forces the daughter to watch television shows featuring talented youngsters. She implies her daughter is not as good as the other children. In ‘Girl’, the girl is given two choices – be a girl or be a slut. Essentially, she is being told what she must do; there is no room for debate. In between being told what to do, though, the authority figure also reminds her she could well be on her way to becoming a slut. In both essays, the girls come full circle. They both go through a period of being told what to be and what to do. Both girls resent the pressure and expectations put on them in their adolescence, but in the end, they choose paths that lead back to their beginnings. Amy Tan’s girl spends a good portion of her youth hating practicing piano. As an adult, she plays an entire piece of music and is marveled by the beauty of it. In some respects, she becomes the child her mother wanted. Jamaica Kincaid’s girl spends a good portion of her youth protesting the label of ‘slut’ placed upon her. In the conclusion, she becomes the kind of woman she swore she was not.

Conjugating Détruire Will Not Destroy Your French

When you wish to speak about something being destroyed in French, use the verb  dà ©truire. Literally meaning to destroy, this verb must be conjugated to take on the past tense as well as the present destroying or the future will destroy. This is one of the challenging French verb conjugations, so a quick lesson is necessary. Conjugating the French Verb  Dà ©truire Dà ©truire  is an  irregular verb, meaning it does not follow one of the more common verb conjugation patterns. However, all  French verbs ending in  -uire  are conjugated in the same manner. You can apply the same endings you learn here to similar words like  conduire  (to drive) or construire  (to build). To conjugate the verb, simply pair the subject pronoun with the appropriate tense of your sentence. For instance, I destroy is je dà ©truis and we will destroy is nous dà ©truirons. Subject Present Future Imperfect je dà ©truis dà ©truirai dà ©truisais tu dà ©truis dà ©truiras dà ©truisais il dà ©truit dà ©truira dà ©truisait nous dà ©truisons dà ©truirons dà ©truisions vous dà ©truisez dà ©truirez dà ©truisiez ils dà ©truisent dà ©truiront dà ©truisiez The Present Participle of  Dà ©truire The  present participle  of dà ©truire  is  dà ©truisant.  It may be used as an adjective, gerund, or noun as well s a verb. The Past Participle and Passà © Composà © The past tense can be expressed with the imperfect or the  passà © composà ©. To form the latter, begin by conjugating the  auxiliary verb  avoir, then add the  past participle  dà ©truit. For instance, I destroyed is jai dà ©truit and we destroyed is nous avons dà ©truit. More Simple  Dà ©truire  Conjugations to Learn Among the simplest and most common conjugations of  dà ©truire  are the verb moods that express a degree of uncertainty to the action of destroying. The subjunctive is a perfect example. When that action is dependent on something else happening, the conditional verb mood can be used instead. You will encounter the passà © simple most often in literature and other formal French writing. The ability to at least recognize it  as well as the imperfect subjunctive will aid in your reading comprehension. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je dà ©truise dà ©truirais dà ©truisis dà ©truisisse tu dà ©truises dà ©truirais dà ©truisis dà ©truisisses il dà ©truise dà ©truirait dà ©truisit dà ©truisà ®t nous dà ©truisions dà ©truirions dà ©truisà ®mes dà ©truisissions vous dà ©truisiez dà ©truiriez dà ©truisà ®tes dà ©truisissiez ils dà ©truisent dà ©truiraient dà ©truisirent dà ©truisissent Short and often assertive commands and requests require the imperative form. When using this, the subject pronoun can be dropped, leaving you with dà ©truis rather than tu dà ©truis. Imperative (tu) dà ©truis (nous) dà ©truisons (vous) dà ©truisez