Histories of Knowledges Blog

Outside the Text

2006-11-30T13:26:00.001-05:00

Today in class we will be watching Derrida.

Final Alternative Media Project

2006-11-30T12:44:00.000-05:00

Your final project for this class is to translate one of your previous two papers into an alternative media.

Your aim is to express in this new medium your thesis from one of your two papers and to capture in some form other than writing its arguments, discussion, and conclusions. It might be drawings, video, paint, performance art, web pages, photographs, dance, music, theater, cooking, landscaping, cartoons, sculpture or any other media you can imagine other than writing (or simply reading what you have written). Where appropriate, you may wish to collaborate with a small group of your classmates.

You will present your translated paper to the class for discussion during our regularly scheduled final exam period: Friday, December 8, 3:00-5:30 p.m.

You must also hand in the original, graded copy of the paper you are working from on the day of the presentation.

You will be graded on the quality and originality of your creation as well as on its connections with your original paper and thesis.

Be bold. Be creative. Be clear.

Second Paper Topics

2006-11-09T15:30:00.000-05:00

Write a well written, well argued paper on any one of the topics below. Your paper is due by the end of class time, Tuesday, 11/28, in my box in LLA 111. Late papers will be docked one-third of a letter grade for each day late. Feel free to make full use of the Writing Center in 008 Belk Library.

Your paper should be typed, double-spaced in a 12-point font with standard margins.
It should be a minimum of 3 full pages and a maximum of 5 pages in length.
There should be a cover page including an original and informative title for your paper, your name, this course, my name and the date.
There should be a bibliography with MLA references for any works cited in the paper.
Papers should be stapled in the upper left-hand corner. No binders or folders please.
Pages should be numbered.
Keep a copy of your paper.

1. Compare and contrast Trinh’s writing about writing with Velazquez’s painting about painting as discussed in Foucault’s “Las Meninas.” For Trinh, what political issues hinge on these issues of representation and its limitations? How might these political issues be relevant to writings from within your own concentration/discipline/major/minor? Explain.

2. Write yourself. Making explicit use of Trinh, “write yourself” in three to five pages (Trinh 28). How is this project different from simply “writing about yourself” for Trinh? Explain it at the same time as you do it.

3. Trinh writes: "Anthropology is finally better defined as 'gossip' (we speak together about others) than as 'conversation' (we discuss a question)" and that "a conversation of 'us' with 'us' about 'them' is a conversation in which 'them' is silenced" (68, 67). Do you think Trinh is correct in her assessment of Anthropology as a kind of gossip? How much of your own field of study could be characterized as gossip in a similar way? Does it matter for your field if some of the production of knowledge that takes place is in the form of gossip or not? Why or why not? Explain and give an argument for your view. In this context, some of you may wish to explore Donna Haraway's remark in her article "Situated Knowledges" that: "Acknowledging the agency of the world in knowledge makes room for some unsettling possibilities, including a sense of the world's independent sense of humour. Such a sense of humour is not comfortable for humanists and others committed to the world as resource. Richly evocative figures exist for feminist visualizations of the world as witty agent."

4. Come up with a topic of your own. Write down your idea in the form of a brief thesis statement, then come and discuss your proposal with me by Monday, 11/20. If you wish to write on a topic of your own, you must talk with me first.

First Paper Topics

2006-10-16T14:03:00.000-04:00

Write a well written, well argued paper on any one of the topics below. Your paper is due by 3:15, Tuesday, 10/31, in my box in LLA 111. Late papers will be docked one-third of a letter grade for each day late. Feel free to make full use of the Writing Center in 008 Belk Library.

Your paper should be typed, double-spaced in a 12-point font with standard margins.
It should be a minimum of 3 full pages and a maximum of 5 pages in length.
There should be a cover page including an original and informative title for your paper, your name, this course, my name and the date.
There should be a bibliography with MLA references for any works cited in the paper.
Papers should be stapled in the upper left-hand corner. No binders or folders please.
Pages should be numbered.
Keep a copy of your paper.

1. The title of this course, "Histories of Knowledges," may itself contain several histories of knowledges. Using both Whorf and Motokawa, what different and competing histories of knowledges can you extract from this title? In Whorf, you may want to explain and discuss his exposition of mass nouns in SAE and Hopi. In Motokawa, you may want to explain and discuss his views on the word/fact dichotomy in both the East and the West. Given your discussion, can you suggest another, better title for this course, or are titles ultimately not important? Why or why not?

2. In his “Discourse on Language,” Foucault writes about rules of exclusion, both external and internal, through which discourse is “controlled, selected, organised and redistributed.” Haraway writes, "Siting (sighting) boundaries is a risky practice." Using both Foucault and Haraway, give one or two specific examples of the ways in which the discourse of your own concentration is regulated and bounded. For both Foucault and Haraway, these boundaries and exclusions cannot be completely escaped, and in fact are even necessary in certain ways. Do you think that is true in your field of study? Explain both Foucault and Haraway, as well as your own view, on this topic.

3. Donna Haraway writes, "only partial perspective promises objective vision." How might you apply Haraway's call for partial perspective and situated knowledges as a way of avoiding the twin pitfalls of easy relativism or totalizing claims of universality to your own major concentration? Pick one specific aspect, area, example, issue, focus, or topic from within your concentration and use it to illustrate how you might use Haraway to construct and explore one specific situated knowledge within your concentration. Be specific in both your choice of examples and its connection to Haraway.

4. Come up with a topic of your own. Write down your idea in the form of a brief thesis statement, then come and discuss your proposal with me by Thursday, 10/26. If you wish to write on a topic of your own, you must talk with me first.

Wittgenstein Review

2006-10-05T11:49:00.000-04:00

Below is a list of some of the terms and ideas we have been studying. This list is intended only as a starting point for your study, not as a comprehensive guide.

Saint Augustine (1)
shopkeeper example (1)
builder language example (2 ff)
“to imagine a language means to imagine a form of life” (19)
language games (7)
meaning as use (43)
family resemblance (67)
arguments against words as names of objects (e.g 27)
“Philosophy is a battle against the bewitchment of our intelligence by means of language.” (109-123)
relationship between thought and language (327-341)
teapot example (297)
“beetle” example (293)
“understanding” (150-155)
“pain” (246 ff)
arguments against solipsism (e.g. 24)
arguments against private language (269 ff)
Other comparisons between Wittgenstein’s views on language and knowledge and those of Plato, Descartes, John Wilkins, and Foucault are also possible.

Games

2006-09-26T19:27:00.000-04:00

Our List of Games:

Monopoly
Risk
Jenga
Poker
Hopscotch
Ring o' round the rosey
Red rover
Life
Ping Pong/Table Tennis
Operation
Zelda
Super Mario Brothers
Tetris

As far as what constitues what a "game " is:
1) It must involve some minor concentration.
2) People (players) must be involved.
3) They are designed for pleasure.

Adam, Leah, Mark, Meredith

"Games"

2006-09-26T14:18:00.000-04:00

Tamara Boozell, Brandon Miller, Walter Murray, Adrian Tambor

1. Four Square
2. Shoots and Ladders
3. Soccer
4. Puzzles
5. Bingo
6. Solitare
7. Tether Ball
8. Football
9. Golf
10. Ultimate

***There is a goal to be achieved, and an option of succeeding or not succeeding as defined by our culture. Games have a family, as Wittgenstein puts it, of usage. ***

taxonomy fun

2006-09-19T15:26:00.000-04:00

accessories:
patch
friendship bracelet

musical instraments:
red plastic nose whistle

organization:
paperclip small
paperclip big

power:
battery
outlet extension

to look at:
wooden painted block
coral

meg hanna, steve fogleman, adam coker, gordon strunk

fun words my friend Joren made up

2006-09-19T15:15:00.000-04:00

Stobven (pronounced STOWB-ven with the "bv" semi-silent): The feeling you get or the actual instance when you, for example, open a bag of chips fully expecting freshness but are disappointed with a stale chip.

Treftoni (tref-TOW-nee): The act or instance of individuals encountering one another in a narrow hallway, whereupon mental and physical confusion ensues relating to the manner in which the individuals will pass one another resulting in a brief tango.

Sphensil (sf-IN-sul): The awkward gap between the teller of a witty joke and the person who doesn't get it.

Coitro (COO - trow): The feeling when a familiar person approaches your presence from a distance that is too far to say something but too close to not to keep eye contact.

Pontassel (pond - TASSEL): An overall great experience.

Strupend(STREW - pend): the experience held while driving to meet a friend (running slightly late)whereupon each stoplight encountered achieves a light red per stop light cycle.

Shadlock - (SHAD - lock): the unfortunate experience of parellel parking in which case one returns to his/her car and finds that the owner of the car in front of and behind the owners vehicle have parked too close for comfort

All by Joren Dunnavent

Our Classifications

2006-09-18T00:54:00.000-04:00

Artistic
- badge
- block
- coral
- nose flute
- twine

Industrial
- battery
- small paperclip
- large paperclip
- two-prong plug

Knowledge and Music

2006-09-15T18:04:00.000-04:00

"Information is not knowledge. Knowledge is not wisdom. Wisdom is not truth. Truth is not beauty. Beauty is not love. Love is not music. Music is the best..." -- Frank Zappa.

A Taxonomy (of sorts)

2006-09-13T22:16:00.000-04:00

Those things having to do with electricity:
-adapter plug
-battery
Those things having to do with paper:
-small paper clip
-large paper clip
Those things having to do with the outdoors:
-embroidered patch (of the hiking variety)
-coral
Those things having to do with or belonging to children:
-painted block
-whistle
These classifications compiled by:
-Walter M.
-Jenn O.
-Alex C.
-Heath B.

Is It Food?

2006-09-13T18:51:00.000-04:00

Choking Hazard: Block, extension plug, whistle, coral, patch
Chemical Hazard: Battery, block paint
Pointy or Sharp: Extension plug, metal corner clip
Electrical Hazard: Battery
May Pass Cleanly: Paper clip (not bent), friendship bracelet, envelope if chewed.

Claire, Lauren, Mark, Riley, Jared.

Classifications

2006-09-12T14:49:00.000-04:00

Utility - paper clip, binder clip and envelope

Adventure - patch, whistle and bracelet

Energy - battery and electrical plug

Nature - coral and wooden block

from the great minds of Kat, Leah, Meredith and Jay!

Library of Congress Classification Outline

2006-09-12T11:22:00.000-04:00

Library of Congress Classification Outline:

Here is our Library of Congress taxonomy for you compare with that of Wilkins, Borges, or your own creations...

A -- GENERAL WORKS
B -- PHILOSOPHY. PSYCHOLOGY. RELIGION
C -- AUXILIARY SCIENCES OF HISTORY
D -- HISTORY (GENERAL) AND HISTORY OF EUROPE
E -- HISTORY: AMERICA
F -- HISTORY: AMERICA
G -- GEOGRAPHY. ANTHROPOLOGY. RECREATION
H -- SOCIAL SCIENCES
J -- POLITICAL SCIENCE
K -- LAW
L -- EDUCATION
M -- MUSIC AND BOOKS ON MUSIC
N -- FINE ARTS
P -- LANGUAGE AND LITERATURE
Q -- SCIENCE
R -- MEDICINE
S -- AGRICULTURE
T -- TECHNOLOGY
U -- MILITARY SCIENCE
V -- NAVAL SCIENCE
Z -- BIBLIOGRAPHY. LIBRARY SCIENCE. INFORMATION RESOURCES (GENERAL)

Truth

2006-09-01T11:34:00.000-04:00

It is true that I have the "correct" amount of toes and fingers...that would be 10 toes and 10 fingers! I know this b/c I see them and this is the set standard for humans....

pain

2006-08-31T17:55:00.000-04:00

pain is not a pleasurable experience...

True

2006-08-31T13:10:00.000-04:00

I can cut myself and I will bleed

seekers of the truth unite

2006-08-31T12:46:00.000-04:00

i hate to jump on wagons, but the death thing, yea that seems to be pretty ultimate. i guess its sort of hard to be original when it comes to truths. ive also had a sneaking suspicion that compassion and fear are pretty consistent in our lives and that most everything we do comes out of one or the other. im working on that though. trying to figure out if those particular words are the best to convey what i think to be true.

jared

2006-08-31T11:12:00.000-04:00

my name is jared fehr. this is my 5th semester as a history major at ASU; i hope to teach, we'll see if fate allows it. don't confuse me for a cynic, i am just an optimist who calls it like i see it. i fall along similar lines to steve in terms of truth, but i would word it slightly differently. assuming that i was in fact born, i know only one thing in this world, this life to be true - i will die. yup, that's it. now give me an A for this assignment Derek!

A Truth

2006-08-31T01:43:00.000-04:00

Here's my truth: Oodles of people will both be born and die tomorrow. (But what if the world ends tomorrow? In that case, lots of people will just die.) If for nothing else, I know this because of statistics.

2006-08-30T22:37:00.000-04:00

Greetings classmates. My name is Heath, and I am a twenty eight, yes twenty eight year old Anthropology major. For the three years prior to enrolling at ASU, I worked as an archaeologist in Alabama, Tennessee, and New York. I currently work full time as a sales representative and paper pusher for the local climbing company, Misty Mountain. As for the line drawing, it brings beer to mind, as I'm sure it does for many. I know it as the duck-rabbit, and I see both. After looking at the drawing for long enough, I think that there is a distinct possibilty that it could serve as a bottle opener if not found solely on paper. FYI: the duck-rabbit milk stout is tops in the wintertime! Sorry, even this obscure image too has been branded, leaving our minds to absorb its buying significance and not its representation otherwise.

the ying and yang of truth

2006-08-30T20:41:00.000-04:00

Truth: One thing I am sure is true and why? Well... I am sure that for everything one opinion there is an obsite one out there to contridict. Why?for everyone thing the opposite of that is also true to so one else. How do I know this... ying and yang says it all....

Intro

2006-08-29T19:56:00.000-04:00

Hi, my name is Gordon Strunk. I'm a sophmore double majoring in Spanish and Sustainable Development. I really enjoy a good cup of coffee.

I think that the drawing is an ambigous symbol, frequently interpreted as a duck or a rabbit.

Hello Everybody

2006-08-29T18:53:00.000-04:00

Hello. I am Claire. I am a Latin American Studies major with some sort of SD minor, and I am happy to finally be able to post on this blog.

intro

2006-08-29T12:37:00.000-04:00

Hi. My name is Leah Charbonneau. I am IDS: International Studies:Third World Major, with a minor in Sustainable Development. I am taking classes in the Biology, and Anthropology Departments this semester outside of the IDS courses.

Intro

2006-08-29T12:05:00.000-04:00

Hey,

I’m Adrian, I’m a sophomore in Internet Studies. I’m taking Race Gender and Class, as well as World Civ. II and Spanish I. Also Humanities: Arts and Ideas this semester. I’m looking forward to exploring our knowledge. I first saw a duck, then the rabbit. I believe the representation is both at once, but it can be perceived as one thing.

jared

2006-08-29T11:09:00.000-04:00

my name is jared. this is my 5th semester as a full time student at asu, having taken the previous year off. i am a history major, we'll work on the specifics when i officially "declare" my major, but i hope to be a teacher one day. assuming that i was born, i know only one thing in this world to be true, which is to say that one day i will die. don't be confused and think that i am cynical though, i am an optimist who calls it like i see it. word.

Homework For Thursday 8/31

2006-08-29T10:00:00.000-04:00

Tell us one thing you know for sure, and explain exactly what it is that makes you so certain of it.

Post your response as a comment below.

Meg

2006-08-24T13:12:00.000-04:00

Hello all. I am Meg Hanna and an IDS major. My concentration is Creative Writing, Film Studies and Philosophy. As of right now I’m thinking about The Philosophy of Storytelling, but that is just an idea. We will see where I go from there. I just started taking Japanese and am working on my first ever vegetable garden. As far as the image goes, I was staring at it on the wall in Black Cats just last night and now cant help but think of beer when I see it. So, it’s an advertisement, or a conversational piece that gets you to drink more beer. Bottoms up!

howdy

2006-08-24T12:46:00.000-04:00

Hello, my name is Adam Coker and I am a senior that has been away for four years working for the man. I am a self design with a lot of classes in Music and I do not know what to call it yet. Acording to Plato's writing we have been reading about we do not know what the image is. It could be a reflection of something more real and true than what we are seeing..As some would say they is no such thing as reality only perception. One could say that it is a black and white image of some sort maybe representing something.

Hello

2006-08-24T12:34:00.000-04:00

Hi. I'm Hugh Bowman and I'm a History and Appalachian Studies major. I transferred here in January from TCU in Fort Worth, Texas. I went there for swimming, grew tired of that, quit, and decided to get out of Texas at the first chance. Other classes I'm taking are North Carolina History, Intro to Lit, Old Time Music Traditions, and Astronomy. As everyone else has said, the picture is a rabbit/duck depending on how you look at it. It could also be a odd shaped hammer as well.

Meredith

2006-08-23T22:33:00.000-04:00

Hello! My name is Meredith Johnson. My IDS concentration is in Environmental Policy & Planning, with a minor in Geology. I am currently a junior at App and this is only my second semester here! I had attended UNCW, but missed the mountains and the people so I transferred back up here and it has been great so far...not sure what else to write, so I think thats it!

OH and the picture is (well in my opinion anyway) a duck and also a rabbit.

Class Introduction

2006-08-23T21:49:00.000-04:00

Hello, my name is Brandon Miller. I'm a Senior double majoring in History and Communication, Journalism. In addition to this course, I'm taking the following: 20th Century Europe (History), History of Ethnic Conflict (History), Financing Wars (History), and Conversational Russian (FLL) in order to graduate in December.

The drawing at the top of the syllabus is the logo for the North Carolina-based Duck-Rabbit Craft Brewery. In addition to that, when focusing on the dot located roughly in the center, the image appears to be either a duck or a rabbit, depending on where you shift your eyes from this focal point. Viewing from this focus to the left, the image becomes a duck. When viewing to the right, it becomes a rabbit. Additionally, you could argue that the image is really a non-representational line with a dot located below a portion of the line. As most of the class has observed, it's all a matter of perspective.

Intro, etc.

2006-08-23T19:57:00.000-04:00

Howdy all,
I'm Steve Fogleman, an indecisive, wish-I-could-figure-out-what-in-the-hell-I'm doing-with-my-college-career Junior. The Individually-Designed route seems like it's going to work for now, although I'm still not sure what to call it yet. In short, I'm interested in literature and music and how both of these these can be used as tools for cultural examination. My minor is music. (If you're wondering what I'm going to do with myself after these four years, I'm hopefully going to grad. school.) But all sorts of things capture my attention. There's just too much good stuff out there, and I'm not about to overlook something. If you want to know anything else about me, just come up to me and ask; otherwise, you're welcome to consult my grand Facebook profile.
I'm taking music classes and then a P&R class this semester. Other than that, it's IDS all the way.
The picture. With the paper one way, there's a duck looking to the left; with it oriented another way, there's a rabbit looking to the right. (Both animals look pretty clueless to me.) The way I caught this is with the indention that makes both a weird dent in the back of the duck's head and form's the rabbit's mouth.

HEllloo

2006-08-23T19:18:00.000-04:00

Hello there. My name is Lauren and I think this blog thing might work. I am a women studies major mainly to begin to view the world's history and culture through a different pair of eyes. I find it to be very inspiring and there is no better feeling. My minor, which has not yet been made definate, will either be spanish or social work. I guess that should be figured out soon. Well, I like the sound of ice machines and I will see you in class :)

The picture at the top is a rabbit and a duck. I know this because that is what I see.

Walter Murray

2006-08-23T12:45:00.000-04:00

Hi,

I'm Walter Murray and I'm a junior majoring in Internet Studies. I enjoy collecting records both old and new at stores or flea markets or wherever I can find what I'm looking for. I've been at ASU since the fall of 'o2 and was in Watauga College but took some time off to work and get my feet on the ground, so here I am now.

2006-08-23T12:31:00.000-04:00

my name Is Jenn I have no idea how to use this thing or what I"m doing I'm sorry. er.. I have a bad habbit of talking better on line then I do around people I don't know. so I"m usally not to spoken in class.

I'm currently under the Asian studies program. I just moved here from Jacksonville NC. but I lived pretty much all over the place from Japan to CA. last place i was at before here was MA.

er.. I have no idea what else to write so I'll leave it at that.

^-^"

Mark Dickerson

2006-08-23T11:16:00.000-04:00

Hello everyone! My name is Mark, and I am a senior with a major in Latin American Studies and a minor in Geography. I actually started out as a Geography major here at ASU after transferring schools with the intention of becoming a cartographer. I decided that it was much more difficult to make a map than meets the eye (and quite frankly I got tired of people asking me what I could do with that degree other than teach). Then I changed that to my minor and did the International Business program until I discovered that I HATED accounting and promptly made another change. So far I have really liked the move to the IDS department and hope that I will get to use my studies in a more creative way than I have been able to in previous years.

Oh, and I believe the picture is one of those "perception" pictures, where if you look at the picture one way it is a duck, the other way it is a rabbit looking up...something like that.

Tamara Boozell

2006-08-23T01:22:00.000-04:00

Hey, my name is Tamara Garcia Boozell and I was born and raised in Mexico. I spent the first few years in Chiapas and then moved to Mexico City. My mom moved us back to the states four years ago because she wanted us to be familiar with our American side. (My mom is from Florida) I am technically a Political Science major, but had a weird epiphany and realized that all I wanted out of college was a good liberal arts education and I would worry about the rest later. So here I am. I am taking classes in IDS, PS and PSY departments. BTW the picture is of a duck/rabbit, and the reason I know is because of a psychology course I took in high school, it was part of an exercise.

tark

2006-08-22T19:00:00.000-04:00

My name is Tariq(Tark). I have brown hair and brown eyes. I like short walks on the beach under a moonlit sun. Pie is always fun to eat, pizza or key lime.

By the way, it's a platipus.

Welcome!

2006-08-11T13:54:00.000-04:00

Welcome to our Fall 2006 Histories of Knowledges Blog. Check your campus email for an invitation from blogger.com to join this blog. Then, post a brief introduction about yourself. Please only post information you are comfortable sharing publicly, but consider including the following: Your first name, your major concentration and minor, departments other than IDS that you are taking courses in this semester. Finally, what is the picture at the right a picture of, and how do you know?

Final Alternative Media Project

2006-04-20T11:43:00.000-04:00

Your final project for this class is to translate one of your previous two papers into an alternative media.

Your aim is to express in this new medium your thesis from one of your two papers and to capture in some form other than writing its arguments, discussion, and conclusions. It might be drawings, video, paint, performance art, web pages, photographs, dance, music, theater, cooking, landscaping, cartoons, sculpture or any other media you can imagine other than writing (or simply reading what you have written). Where appropriate, you may wish to collaborate with a small group of your classmates.

You will present your translated paper to the class for discussion during our regularly scheduled final exam period: Monday, May 1, 3:00-5:30 p.m. in our regular classroom, LLA 223.

You must also hand in the original, graded copy of the paper you are working from on the day of the presentation.

You will be graded on the quality and originality of your creation as well as on its connections with your original paper and thesis.

Be bold. Be creative. Be clear.

Next Week

2006-04-06T13:46:00.000-04:00

On T 4/11, we will not have class. Instead, I will be available during class time in my office to discuss your papers with you.

On TH 4/13, we will not have class. Instead, your papers are due in my box in LLA 111 by 3:15.

Bonus Paper Topic

2006-04-06T11:42:00.001-04:00

Bonus Paper Topic

2006-04-06T11:42:00.000-04:00

Here's one more possible second paper topic on Trinh for you to consider:

Trinh writes: "Anthropology is finally better defined as 'gossip' (we speak together about others) than as 'conversation' (we discuss a question)" and that "a conversation of 'us' with 'us' about 'them' is a conversation in which 'them' is silenced" (68, 67). Do you think Trinh is correct in her assessment of Anthropology as a kind of gossip? How much of your own field of study could be characterized as gossip in a similar way? Does it matter for your field if some of the production of knowledge that takes place is in the form of gossip or not? Why or why not? Explain and give an argument for your view. In this context, some of you may wish to explore Donna Haraway's remark in her article "Situated Knowledges" that: "Acknowledging the agency of the world in knowledge makes room for some unsettling possibilities, including a sense of the world's independent sense of humour. Such a sense of humour is not comfortable for humanists and others committed to the world as resource. Richly evocative figures exist for feminist visualizations of the world as witty agent."

It's that time again folks

2006-04-04T13:39:00.000-04:00

Well it's time for another pilot...and this time you have the deadline well in advance.

WE NEED YOUR HELP!!!!!

Anything and everything will be considered, PLEASE, please send your submissions to community_expression@hotmail.com

Please do not refrain from using explitives or otherwise questionable material

The deadline is sometime next week or the week thereafter

Second Paper Topics

2006-04-04T12:43:00.000-04:00

Write a well written, well argued paper on any one of the topics below. Your paper is due by the end of class time, Thursday, 4/13, in my box in LLA 111. Late papers will be docked one-third of a letter grade for each day late. Feel free to make full use of the Writing Center in 008 Belk Library.

Your paper should be typed, double-spaced in a 12-point font with standard margins.
It should be a minimum of 3 full pages and a maximum of 5 pages in length.
There should be a cover page including an original and informative title for your paper, your name, this course, my name and the date.
There should be a bibliography with MLA references for any works cited in the paper.
Papers should be stapled in the upper left-hand corner. No binders or folders please.
Pages should be numbered.
Keep a copy of your paper.

1. Compare and contrast Trinh’s writing about writing with Velazquez’s painting about painting as discussed in Foucault’s “Las Meninas.” For Trinh, what political issues hinge on these issues of representation and its limitations? How might these political issues be relevant to writings from within your own concentration/discipline/major/minor? Explain.

2. Write yourself. Making explicit use of Trinh, “write yourself” in three to five pages (Trinh 28). How is this project different from simply “writing about yourself” for Trinh? Explain it at the same time as you do it.

3. Come up with a topic of your own. Write down your idea in the form of a brief thesis statement, then come and discuss your proposal with me by Thursday, 4/6. If you wish to write on a topic of your own, you must talk with me first.

No Class, T 3/28

2006-03-27T21:19:00.000-05:00

Sorry. No class on Tuesday, 3/28. We'll watch and discuss the Trinh video in class on Thursday.

Drag Show

2006-03-19T18:17:00.000-05:00

The semesterlly drag show hosted by BGLAAD (bisexuals, gays, lesbians, and allies associated for diversity) will be this Saturday the 25th. The cover is 6$ and byob. The doors open at 8, show starts at 9.

This is BGLAAD's only fundraiser and it is a good time so come to Legends on Saturday. And bring some one's to tip the queens (and kings).

On leaded gas and chlorofluorocarbons...

2006-03-08T15:10:00.000-05:00

Limited, Inc.:

"The most dangerous man the world has ever known was not Attila the Hun or Mao Zedong. He was not Adolf Hitler. In fact, the most dangerous man the world has ever known died without having an inkling that he was the most dangerous man the world has ever known. He wasn't a politician, or a general, or a bandit, and the most publicity he ever received was when he was elected president of the American Chemical Association in 1944. His name was Tom Midgley. He was a tinkerer."

Here is more for you on the mention I made in class of the inventor of leaded gas and freon...

If you're hunting for inspration for examples to use in your papers, take a look...

I Can Write 600 Words About Anything

2006-03-07T12:43:00.000-05:00

[ An answer for all future IDS papers?... :) -jw (from "the onion") ]

I CAN WRITE 600 WORDS ABOUT ANYTHING

Let's see now, where to begin...

In life, every single person belonging to the Homo sapien species—be that person man or woman, boy or girl, adolescent male or adolescent female—has a special (meaning unique and distinct) talent that sets him or her apart from the other persons belonging to that aforementioned group, the Homo sapiens. The particular gift that I have been endowed with? I can write 600 words about any topic assigned to me in school, no matter what that topic is, without any exception.

In other words: There is nothing I cannot write 600 words about.

Be it antique furniture, Thai fusion cuisine, the North American sport of baseball, politics, the domesticated animal commonly referred to as the dog, our fragile ecosystem, envelopes, the 17th-century Mexican scholar and nun Sor Juana Inés da la Cruz de Asbaje y Ramirez... I only need a piece of paper, a pen—or preferably a pencil—a flat surface (horizontal not vertical), sufficient light, and for my hands not to be bound or somehow incapacitated to write 600 words about any of these topics.

I am even able to write 600 words about how I can write 600 words about anything.

I myself do not even understand how I do it. I mean, so far in less than 20 minutes, and according to the word-count feature available through the pull-down tools menu in my word-processing program, I have already written 230 words. No, not 230 typescript characters, but 230 whole words! And I did it without putting forth the slightest bit of effort. In this way, I am similar to the muskrat, which without effort makes its way through water.

Allow me to explain: The muskrat (Ondatra zibethicus) is a large aquatic rodent native to North America, covered in brown, waterproof fur, with a strong, laterally compressed tail used for propulsion. The muskrat has partially webbed hind paws and small, hand-like front paws. The muskrat is most active at night or near dawn and dusk. It feeds on cattails and other aquatic vegetation, freshwater mussels, frogs, crayfish, and small turtles. Its predators include minks, foxes, coyotes, wolves, lynxes, and large owls. It is also trapped for its fur and, in some communities, its meat.

I would just like to pause briefly right here to remark how I was able, only moments ago, to reach word number 400. Yes, 400.

It is strange, but when I sit in front of my computer, the lower half of my body resting comfortably on a chair, it is almost as if the words, not unlike water from a receptacle, pour out of me. Sure, it is not always easy, as there are moments of difficulty, as when, for example, sometimes—not always, but sometimes, every now and then—I will struggle sentence after sentence to find just the perfect word.

But that's writing—struggling sentence after sentence to find just the perfect word.

It's like 20th-century novelist George Orwell once said, "A scrupulous writer, in every sentence that he writes, will ask himself at least four questions, thus: First. What am I trying to say? Second. What words will express it? Third. What image or idiom will make it clearer? Fourth. Is this image fresh enough to have an effect?"

Make that 542, baby. Boo-yah! (544)

In conclusion, grammarians agree that the last 40 words of a 600-word essay are the easiest to write. Even a child, typing, "Blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah," could do it.

Sincerely yours,

Jason Alford

ok so now I understand your question chase

2006-03-06T18:55:00.000-05:00

After reading the prompt for the paper I understand your question. I think Derek is looking for us to explain what forms of knowledge production created the possibility to call a course histories of knowledges.

It has a lot to do with what Jessica said, but thats just one step, she identified the idea that there are different forms of history and knowledge, but what you have to answer is how these different forms came together to form the knoweldge that produced the idea of "histories of knowledges".

phew.

Ideally you can use the examples that Derek gave us in the prompt to help you out, but I'm struggling with it myself and once again, I hope this helped

Attempt at Help for Chase

2006-03-05T15:31:00.000-05:00

I'm not entirely sure what your question is, but I will try to explain what I think you mean. Histories of Knowledges as a name for the class refers to the concept that knowledge is produced in many different ways.

This doesn't only mean the differences between knowledge from a book versus that from a lecture. It also refers to the macroscopic ideas of Western thought, African tribal thought, etc.

So the class attempts to look at the history of different forms of knowledge production, as in the differences between Wittgenstein and who ever the author is to the next book. Did this help?

Motokawa Presentation notes...

2006-03-02T09:10:00.000-05:00

Hello classmates,

Here are my notes for a presentation I made loosely based around Motokawa's article. The presentation focused on the different approaches of science in the East and West and then transitioned into a disucssion of an Eastern (Buddhist) conception of Mind and reality.

I hope you enjoy and maybe it will help if you are writing your paper around the Motokawa article. Comments are more than welcome, whether public or private . I am working on developing a term paper around these ideas so any input would help. Thanks.

Mind and No-Mind
________________________________________________________________________
What are the differences of Western and Eastern approach to science?

What are the limits, if any, to a purely Western or Eastern approach?

Finally, how do these approaches affect an understanding of Mind?
________________________________________________________________________

Western Approach to Science:
1) egocentric
2) scientific method stressed (hypothesis, experimental procedure, conclusion)
3) scientist as omniscient observer (no causal efficacy on experiment)
4) linear
5) absolute or objective

Eastern Approach to Science:
1) egoless
2) scientific method not stressed (no hypothesis, conclusion, etc.)
3) scientist as active participant (causal efficacy on experiment)
4) non-linear
5) not absolute or subjective

As one can expect the radical differences between these approaches have radical effects on the culture as a whole. In addition, these different approaches to science influence that culture’s general opinion of what exactly science is.

Western Conception of Science:
A discipline that is:
1) moving toward a complete understanding of reality
2) peer-reviewed
3) tenable

Eastern Conception of Science:
A discipline that is:
1) moving concentrically around an already established fundamental understanding of reality
2) not peer-reviewed
3) untenable

Let’s turn our attention to an Eastern conception of Mind and see if we can decipher the influences of their approach to science.

Explanation of an Eastern conception of Mind:
The Eastern mind can be conceived from the standpoint of a lack of intrinsic existence, or emptiness of intrinsic existence, of mind (as well as form, feelings, thoughts actions, et al).
Ref. Heart Sutra

This emptiness of mind (or egolessness) does not imply a nihilistic perspective of reality as has been interpreted by many Westerners. The existence of reality is not at question here, but rather the existence of objects fundamentally separate of other objects, or people fundamentally separate from others. This is variously referred to in Buddhism as the One, Buddha-nature, Perfection, and Nirvana.
Ref. Essays in Zen Buddhism, D.T. Suzuki

Rather, it is a question of perspective. If a westerner views an object as fundamentally intrinsic unto itself, then that will dictate how one acts, thinks, and perceives of this object. For instance, if one views other humans as wholly distinct and intrinsically separate from oneself, attitudes of selfishness, aversion, and anger might arise. On the other hand, when all are viewed as truly one, then it becomes contrary to feel angry or selfish due to the actions of others.

The fundamental delusion of humanity is to suppose that I am here and you are out there- Yasutani Roshi

This approach of no-division is evidenced in Eastern science. Primarily, the “truth” of the matter is not waiting for a brilliant mind to elucidate. The “truth” is in this moment, the obliteration of ego, the stillness of thinking mind. Eastern science allows the facts to speak for themselves and hesitates or even shuns drawing any conclusive theories from any discoveries. This is juxtaposed in Western science, wherein the scientist plays a leading role in elucidating and teasing complex theories out of raw data. Western science is built around great minds, Newton, Einstein, et al.

Thus the reality that we see before us has dependently originated and in searching for an intrinsic existence, or underpinning, to it one can only turn to this so-called Perfection. As I hope will become clear the division between the mental and the physical (as well as between self and other) is simply one of perception and ultimately will prove untenable as a basis for claiming any ontological value.

Dependent origination is a complex idea within Eastern philosophy that we do not have time to elucidate clearly here. Suffice it to mean that every cause has an effect and every effect has a cause. In this way both the cause can be viewed as an effect and the effect can be viewed as a cause. In this way, the physical and the mental can be viewed as two different sides of the same coin.
Ref. Shobogenzo, Eihei Dogen Zenji

Dependent origination implies a chain of cause and effect (though not necessarily linear). I do not think this chain of effect is out of line with ideas of the Western world (though the perspective of non-linearity is of course not traditionally associated with Western thought). In addition, I think it is in keeping with modern quantum physics to state that there are actually no boundaries between matter, between oneself and one’s surroundings, others, etc. So, the existence of boundaries is simply a construction of the mind. In this way, I hope to prove that the existence of the division of physical and mental is also just a perceived one.

Buddhism is very hesitant to categorize, classify, or otherwise generalize about reality. This is evidenced in the Eastern approach to science, where specificity is critical to the research being done. It does not follow that raw data can be generalized as is common in the West.

Emptiness is in fact form when we forget the self. There's nothing in the universe other than our self. Nothing to compare, name, or identify. When it's the only thing there is, how can we talk about it??- Taizan Maezumi

A few noteworthy points that this (my) approach is working from:
1) Reality is perfection (perfection is this moment)
2) Perfection can be fully realized by humans
3) The way to this realization is through a transcendence of duality
4) This transcendence is accomplished through meditative concentration

The whole world in all ten directions is one bright jewel.
-Eihei Dogen Zenji

The emphasis on the un-tenability of mind itself and the actual negation of mind throughout the doctrinal literati is why I have titled the eastern conception of mind as no-mind. Likewise, the basic physicalist assumption of the Western approach to science and its resulting (or causal?) conception of mind is why it is simply labeled mind. It is unclear whether the scientific “methods” of a culture produce their philosophical values or vice versa (perhaps it is unnecessary to engage in such discourse) since both have been ongoing concurrently if you allow for loose definitions of each.

Quotes:
The mind that does not understand is the Buddha. There is no other.
-Ma Tsu

No thought, no reflection, no analysis, no cultivation, no intention; let it settle itself...
-Tilopa

One moon shows in every pool; in every pool, the one moon.
--Zen Forest Saying

Gone, Gone, Utterly Gone, Completely and Utterly Gone, Awake, Rejoice!
- Heart Sutra

.

2006-03-02T01:05:00.000-05:00

I think there are many ways that you can look at history or talk about history. It's not really just one thing. Think of all the different ways history can be studied. Do we go about studying Art History the same was we go about studying Asian History? What about American History? Do we really consider these the same thing? How do we apply our different bits of knowledge to these subjects? It’s hard for us to imagine “history” and “knowledge”. They mean so many different things in given contexts.

Help, anyone?

2006-03-01T20:40:00.000-05:00

Can anyone help me with this whole concept of the course title of Histories of Knowledges containing several other histories of knowledges?

Impeachment, Anyone?

2006-02-28T12:33:00.000-05:00

Some have been waiting for this to happen, others haven't even let it cross their minds, what happens when someone gets the guts to move to impeach the President, Vice President, and most of the Cabinet?

We may see soon. If you're interested in what the hell is going, check out the March issue of Harpers Magazine, whose cover states "Impeach Him!"
Then read the report discussed in the article by the House Judiciary Committee Democratic Staff, released December 20, 2005.

http://www.house.gov/judiciary_democrats/iraqrept122005/iraqreptweb.htm

First Paper Topics

2006-02-27T09:54:00.000-05:00

Write a well written, well argued paper on any one of the topics below. Your paper is due by the end of class time, Thursday, 3/9, in my box in LLA 111. Late papers will be docked one-third of a letter grade for each day late. Feel free to make full use of the Writing Center in 008 Belk Library.

Your paper should be typed, double-spaced in a 12-point font with standard margins.
It should be a minimum of 3 full pages and a maximum of 5 pages in length.
There should be a cover page including an original and informative title for your paper, your name, this course, my name and the date.
There should be a bibliography with MLA references for any works cited in the paper.
Papers should be stapled in the upper left-hand corner. No binders or folders please.
Pages should be numbered.
Keep a copy of your paper.

1. The title of this course, "Histories of Knowledges," may itself contain several histories of knowledges. Using both Whorf and Motokawa, what different and competing histories of knowledges can you extract from this title? In Whorf, you may want to explain and discuss his exposition of mass nouns in SAE and Hopi. In Motokawa, you may want to explain and discuss his views on the word/fact dichotomy in both the East and the West. Given your discussion, can you suggest another, better title for this course, or are titles not important? Why or why not?

2. In his “Discourse on Language,” Foucault writes about rules of exclusion, both external and internal, through which discourse is “controlled, selected, organised and redistributed.” Haraway writes, "Siting (sighting) boundaries is a risky practice." Using both Foucault and Haraway, give one or two specific examples of the ways in which the discourse of your own concentration is regulated and bounded. For both Foucault and Haraway, these boundaries and exclusions cannot be completely escaped, and in fact are even necessary in certain ways. Do you think that is true in your field of study? Explain both Foucault and Haraway, as well as your own view, on this topic.

3. Donna Haraway writes, "only partial perspective promises objective vision." How might you apply Haraway's call for partial perspective and situated knowledges as a way of avoiding the twin pitfalls of easy relativism or totalizing claims of universality to your own major concentration? Pick one specific aspect, area, example, issue, focus, or topic from within your concentration and use it to illustrate how you might use Haraway to construct and explore one specific situated knowledge within your concentration. Be specific in both your choice of examples and its connection to Haraway.

4. Come up with a topic of your own. Write down your idea in the form of a brief thesis statement, then come and discuss your proposal with me by Tuesday, 3/2. If you wish to write on a topic of your own, you must talk with me first.

Whorf - The Relation of Habitual Thought and Behavior to Language-

2006-02-21T11:26:00.000-05:00

Whorf - The Relation of Habitual Thought and Behavior to Language-

Don't forget to read this article for class today...

2006-02-16T04:44:00.000-05:00

Hello Everyone,
I am writing to you today to inform you of a great author, whose fictional works I have found to be intriguing. His name is J.G. Ballard, and he writes of different sorts of sci-fi conspiracy that take place from about ten years ago up to ~2010... He lived in the 1950's maybe sixties, and his writings make fascinating correlations between the ideas of control and government, space and population, and other scary/mindopening topics. If any of you have read his books or would like to start, I highly suggest it. I myself have only read bits and pieces and free exerts I could track down. Rereading some of his work recently reminded me to let others know of him and I could not imagine a better forum or a more interested group than all of Wittgenstein's followers in The Histories Of Knowledge!
Adios, and best of luck!

Exam Questions

2006-02-15T11:08:00.000-05:00

1) What is the difference between private and public language? How do we attempt to discuss private thoughts?

2) What is the relevance of application to understanding?

JWs Exam questions

2006-02-14T13:13:00.000-05:00

1. To which remote Scandanavian country did Wittgenstein retreat following the Trachtattus?

2. Wittgenstein's tenure in a rural school district caused him to...

a) be overcome by a strange feeling of humanity
b) almost strangle the children
c) earn him national recognititon as an educator and public servant
d) move back to norway

questions

2006-02-14T12:53:00.000-05:00

1st - what does wittgenstein mean when he refers to language games and does he feel they are private or relevant to all who interact in them?

2nd - briefly explain how wittgenstein examines meaning, philosophy and the mind in philosophical investigations.

Patrick's exam questions

2006-02-14T12:50:00.000-05:00

1. Describe what Wittgenstein means by the phrase "Language Games" and cite an example not used in the text.

2. Why does Wittgenstein see problems with Augustine's definition of lanuguage? Give examples to back up your answer.

Interesting Language problems

2006-02-14T11:31:00.000-05:00

I find it interesting that Wittgenstein says that if we translated animal's language that we would not be able to understand it. Difference in life and lifestyle is the reason for the problem. This is actually a common problem with languages across cultures. I study Japanese language and culture. When trying to explain how a purely Japanese concept to someone it becomes difficult. This is simply because they will try and assimilate what I am saying to something similar to what they know from here. Even though there is no exact translation, and to alter it into another person's understanding lessens it somehow.

So then how do you translate something for which there is no proper translation?

exam questions

2006-02-14T11:24:00.000-05:00

1. Why does he say that "I think I am in pain" is not a valid statement?

2. Why does thinking of words as names for objects not work, give examples?

Questions of the Day

2006-02-14T10:23:00.000-05:00

1) How would the world appear if thoughts did not exist, but we still had our current language infrastructure??? Hmm... puzzling isn't it?

2) Why don't words paint a picture of the world for the listener? Can they?

Exam questions

2006-02-13T21:52:00.000-05:00

1. What is the meaning of a word and why does it matter?

2. Why are names not the final theory of meaning? In other words, why is it insufficient to say that the meaning of a word is not identical to that which it labels?

Those are my two questions right there. This may make it very apparent what sections I took the most notes on.

Jacob's Ideas

2006-02-13T16:41:00.000-05:00

Recently after the last couple classes my interest in Wittgenstein has increased. Many things have become more clear, and more questions have risen at the same time. "The meaning of a word is its use in a language" Derek. I've learned that language is continuously changing and is able to adapt. This can be seen by todays current constantly changing language, and specialization of language. For example, when computer nerds, doctors, philosophers, climbers, logicians, etc... get together and have a detailed conversation it is difficult to understand everything they're referring to. Language serves a purpose, it organizes the external world, conveys idea from one to another, and tries to capture truths about life. I found Wittgensteins analyzation of consciouss and the role it plays in language interesting. It is clear that thought precedes language, since when we think to ourselves it is always in language (just inaudible). The same goes for writing, one cannot write something down before he/she thinks of it. We shortly discussed the role emotion plays. We cannot think an emotion, we feel emotions, then we think/talk about it afterwards. This confuses me though because thoughts can make you feel a certain way. For example from psychology class, I learned those with depression, anxiety, etc... think a certain way and changing that mode of thinking is a common practice to cure those type of mental illnesses. The more I learn the more questions I come up with, no wonder Wittgenstein seemed crazy.

Exam Questions (Jacob)

2006-02-13T16:35:00.000-05:00

Here are two exam questions I thought of.

1. Give a brief outline of Wittgenstein's life?

2. Wittgenstein makes a comparison between the many meaning of 'game', and the similarity between kin (Family Members), explain what he is trying to convey by doing this.

Top 50 Bushisms

2006-02-13T14:22:00.000-05:00

50. "I promise you I will listen to what has been said here, even though I wasn't here." —at the President's Economic Forum in Waco, Texas, Aug. 13, 2002

49. "We spent a lot of time talking about Africa, as we should. Africa is a nation that suffers from incredible disease." —Gothenburg, Sweden, June 14, 2001

48. "You teach a child to read, and he or her will be able to pass a literacy test.'' —Townsend, Tenn., Feb. 21, 2001

47. "We both use Colgate toothpaste." —after a reporter asked what he had in common with British Prime Minister Tony Blair, Camp David, Md., Feb. 23, 2001

46. "Tribal sovereignty means that; it's sovereign. I mean, you're a — you've been given sovereignty, and you're viewed as a sovereign entity. And therefore the relationship between the federal government and tribes is one between sovereign entities." —Washington, D.C., Aug. 6, 2004 (Watch video)

45. "I glance at the headlines just to kind of get a flavor for what's moving. I rarely read the stories, and get briefed by people who are probably read the news themselves." —Washington, D.C., Sept. 21, 2003

44. "I'm the commander — see, I don't need to explain — I do not need to explain why I say things. That's the interesting thing about being president." —as quoted in Bob Woodward's Bush at War

43. "I am here to make an announcement that this Thursday, ticket counters and airplanes will fly out of Ronald Reagan Airport." —Washington, D.C., Oct. 3, 2001

42. "The war on terror involves Saddam Hussein because of the nature of Saddam Hussein, the history of Saddam Hussein, and his willingness to terrorize himself." —Grand Rapids, Mich., Jan. 29, 2003

41. "I saw a poll that said the right track/wrong track in Iraq was better than here in America. It's pretty darn strong. I mean, the people see a better future." —Washington, D.C., Sept. 23, 2004

40. "Oh, no, we're not going to have any casualties." —discussing the Iraq war with Christian Coalition founder Pat Robertson, as quoted by Robertson

39. "I hear there's rumors on the Internets that we're going to have a draft." —presidential debate, St. Louis, Mo., Oct. 8, 2004 (Watch video)

38. "Haven't we already given money to rich people? Why are we going to do it again?" —to economic advisers discussing a second round of tax cuts, as quoted by former Treasury Secretary Paul O'Neil, Washington, D.C., Nov. 26, 2002

37. "We need an energy bill that encourages consumption." —Trenton, N.J., Sept. 23, 2002

36. "After standing on the stage, after the debates, I made it very plain, we will not have an all-volunteer army. And yet, this week — we will have an all-volunteer army!" —Daytona Beach, Fla., Oct. 16, 2004 (Watch video)

35. "Do you have blacks, too?" —to Brazilian President Fernando Cardoso, Washington, D.C., Nov. 8, 2001

34. "This foreign policy stuff is a little frustrating." —as quoted by the New York Daily News, April 23, 2002

33. "I got to know Ken Lay when he was head of the — what they call the Governor's Business Council in Texas. He was a supporter of Ann Richards in my run in 1994. And she had named him the head of the Governor's Business Council. And I decided to leave him in place, just for the sake of continuity. And that's when I first got to know Ken and worked with Ken." —attempting to distance himself from his biggest political patron, Enron Chairman Ken Lay, whom he nicknamed "Kenny Boy," Washington, D.C., Jan. 10, 2002

32. "It is white." —after being asked by a child in Britain what the White House was like, July 19, 2001

31. "I couldn't imagine somebody like Osama bin Laden understanding the joy of Hanukkah." —at a White House menorah lighting ceremony, Washington, D.C., Dec. 10, 2001

30. "For every fatal shooting, there were roughly three non-fatal shootings. And, folks, this is unacceptable in America. It's just unacceptable. And we're going to do something about it." —Philadelphia, Penn., May 14, 2001

29. "I don't know why you're talking about Sweden. They're the neutral one. They don't have an army." —during a Dec. 2002 Oval Office meeting with Rep. Tom Lantos, as reported by the New York Times

28. "You forgot Poland." —to Sen. John Kerry during the first presidential debate, after Kerry failed to mention Poland's contributions to the Iraq war coalition, Miami, Fla., Sept. 30, 2004

27. "I'm the master of low expectations." —aboard Air Force One, June 4, 2003

26. "I'm also not very analytical. You know I don't spend a lot of time thinking about myself, about why I do things." —aboard Air Force One, June 4, 2003

5. "I know what I believe. I will continue to articulate what I believe and what I believe — I believe what I believe is right." —Rome, Italy, July 22, 2001

24. "We need to counter the shockwave of the evildoer by having individual rate cuts accelerated and by thinking about tax rebates." —Washington, D.C. Oct. 4, 2001

23. "People say, how can I help on this war against terror? How can I fight evil? You can do so by mentoring a child; by going into a shut-in's house and say I love you." —Washington, D.C., Sept. 19, 2002

22. "I wish you'd have given me this written question ahead of time so I could plan for it…I'm sure something will pop into my head here in the midst of this press conference, with all the pressure of trying to come up with answer, but it hadn't yet….I don't want to sound like I have made no mistakes. I'm confident I have. I just haven't — you just put me under the spot here, and maybe I'm not as quick on my feet as I should be in coming up with one." —President George W. Bush, after being asked to name the biggest mistake he had made, Washington, D.C., April 3, 2004

21. "The really rich people figure out how to dodge taxes anyway." —explaining why high taxes on the rich are a failed strategy, Annandale, Va., Aug. 9, 2004

20. "My plan reduces the national debt, and fast. So fast, in fact, that economists worry that we're going to run out of debt to retire." —radio address, Feb. 24, 2001

19. "You know, when I was one time campaigning in Chicago, a reporter said, 'Would you ever have a deficit?' I said, 'I can't imagine it, but there would be one if we had a war, or a national emergency, or a recession.' Never did I dream we'd get the trifecta." —Houston, Texas, June 14, 2002 (There is no evidence Bush ever made any such statement, despite recounting the trifecta line repeatedly in 2002. A search by the Washington Post revealed that the three caveats were brought up before the 2000 campaign — by Al Gore.)

18. "See, free nations are peaceful nations. Free nations don't attack each other. Free nations don't develop weapons of mass destruction." —Milwaukee, Wis., Oct. 3, 2003

17. "The British government has learned that Saddam Hussein recently sought significant quantities of uranium from Africa." —State of the Union Address, Jan. 28, 2003, making a claim that administration officials knew at the time to be false

16. "In Iraq, no doubt about it, it's tough. It's hard work. It's incredibly hard." —repeating the phrases "hard work," "working hard," "hard choices," and other "hard"-based verbiage 22 times in his first debate with Sen. John Kerry

15. "The most important thing is for us to find Osama bin Laden. It is our number one priority and we will not rest until we find him." —Washington, D.C., Sept. 13, 2001

14. "I don't know where bin Laden is. I have no idea and really don't care. It's not that important. It's not our priority." —Washington, D.C., March 13, 2002

13. "But all in all, it's been a fabulous year for Laura and me." —summing up his first year in office, three months after the 9/11 attacks, Washington, D.C., Dec. 20, 2001

12. "I try to go for longer runs, but it's tough around here at the White House on the outdoor track. It's sad that I can't run longer. It's one of the saddest things about the presidency." —interview with "Runners World," Aug. 2002

11. "Can we win? I don't think you can win it." —after being asked whether the war on terror was winnable, "Today" show interview, Aug. 30, 2004

10. "I just want you to know that, when we talk about war, we're really talking about peace." —Washington, D.C. June 18, 2002

9. "I trust God speaks through me. Without that, I couldn't do my job." —to a group of Amish he met with privately, July 9, 2004

8. "Major combat operations in Iraq have ended. In the battle of Iraq, the United States and our allies have prevailed." —speaking underneath a "Mission Accomplished" banner aboard the USS Abraham Lincoln, May 1, 2003

7. “We found the weapons of mass destruction. We found biological laboratories … And we'll find more weapons as time goes on. But for those who say we haven't found the banned manufacturing devices or banned weapons, they're wrong, we found them." —Washington, D.C., May 30, 2003

6. "Those weapons of mass destruction have got to be somewhere!" —President George W. Bush, joking about his administration's failure to find WMDs in Iraq as he narrated a comic slideshow during the Radio & TV Correspondents' Association dinner, Washington, D.C., March 24, 2004

5. "If this were a dictatorship, it'd be a heck of a lot easier, just so long as I'm the dictator." —Washington, D.C., Dec. 19, 2000

4. "There's an old saying in Tennessee — I know it's in Texas, probably in Tennessee — that says, fool me once, shame on — shame on you. Fool me — you can't get fooled again." —Nashville, Tenn., Sept. 17, 2002 (Watch video)

3. "Too many good docs are getting out of the business. Too many OB-GYNs aren't able to practice their love with women all across this country." —Poplar Bluff, Mo., Sept. 6, 2004 (Watch video)

2. "Our enemies are innovative and resourceful, and so are we. They never stop thinking about new ways to harm our country and our people, and neither do we." —Washington, D.C., Aug. 5, 2004 (Watch video)

1. "My answer is bring them on." —on Iraqi insurgents attacking U.S. forces, Washington, D.C., July 3, 2003

Another Shining Moment for The Bush Administration

2006-02-12T17:39:00.000-05:00

Peppered by Dick:
SEE DICK AIM, SEE DICK SHOOT

"The vice president didn't see him," she continued. "The covey flushed and the vice president picked out a bird and was following it and shot. And by god, Harry was in the line of fire and got peppered pretty good."

Ironic that dick was Quayle hunting?

In Praise of Idleness, by Bertrand Russell

2006-02-09T15:50:00.000-05:00

In Praise of Idleness, by Bertrand Russell:

"I think that there is far too much work done in the world, that immense harm is caused by the belief that work is virtuous, and that what needs to be preached in modern industrial countries is quite different from what always has been preached. Everyone knows the story of the traveler in Naples who saw twelve beggars lying in the sun (it was before the days of Mussolini), and offered a lira to the laziest of them. Eleven of them jumped up to claim it, so he gave it to the twelfth. this traveler was on the right lines. But in countries which do not enjoy Mediterranean sunshine idleness is more difficult, and a great public propaganda will be required to inaugurate it. I hope that, after reading the following pages, the leaders of the YMCA will start a campaign to induce good young men to do nothing. If so, I shall not have lived in vain. "

Philosophers can eat a bag

2006-02-09T01:35:00.000-05:00

At a time when I am struggling through five 3000 level classes, working my ass off for a non-profit to be able to make it to the next paycheck, and doing my best to sustain and build my personal relationships...at a time when the social/political actionsof our nation reflect a rapid decline in consideration of society at large, working people, young people, and people in general (not to mention other countries, the environment, wildlife, etc.) I personally see very little to gain from studying philosophical investigations.
This is not to say that philosophy does not have its place. It does for everyone at a certain time. And, several times in my life, questioning and answering the foundations of our shared existence served a very real and satisfying purpose.
However, I am having trouble mustering up much respect for Wittgenstein or any other philosopher who spends so much time on what seems like such elementary subjects such as what is language and human thought - eventually coming to the conclusion that - stuff is kind of blurry - and things different"ish", if only in the perceptions of each individual. Also, things change and are different.
Duh.
I greatly appreciate, and prefer their lifestyle of critical thinking to one of apathy. However, philosophy, to me, is coming off as intellectual golf. It is boring, exclusive, takes up way to much space, and mostly serves to help poorly dressed men have a way to get away from their families. (No offense Derek. :) )
Dr. Stanovsky and Wittgenstein both are immediately of brilliant minds and respectable character. I dont mean this to attack those who practice philosophy in any way. This is an entirely personal thing for JW Randolph. I just wonder if anybody in the class can relate to not being able to connect or sympathize with Wittgenstein, or even his colleagues, when - to me - what he does isnt all that important or pragmatic.
Thanks,
JW

Learning Language

2006-02-08T13:12:00.000-05:00

I am beginning to understand some of what Wittgenstein is trying to convey, although I am still completely lost on some of his points. In 25 through around 30, though, I believe he makes a very good point. We are all taught that language is not a game and in fact is very simple in that it names objects, emotions, feelings, etc. and it is our thoughts that moves us to use language. However, Animals do have thought, otherwise they would not be able to survive. But they do not have language. They do however use that thought to perform other tasks in their everyday lives. So, therefore one would have to assume, based on this, that Human language is not just the laguage of words, but also that of numbers. Here is where Wittgenstein really makes his best point. If thought it a part of language, can it be used to teach a small child how to count and to understand numbers? For example, If you put 2 nuts on to a table and tell a child "this is two" while pointing at the nuts, will the child immideately understand the concept of two, or the concept of numbers in general. The child will more than likely just associate the number two with the nuts and not as a number by itself. The child may say "two" and point at the nuts, but the child does not understand two or any other numbers. The thought is driving his language but not his understanding of the language. I believe Wittgenstein makes a good point here because it helps us realize that to have thought as an important part of our language, we have to understand language itself first as far as words, names, and numbers are considered.

Extended submission deadline

2006-02-05T16:53:00.000-05:00

We members of the Pilot staff had a meeting on Thursday and decided to extend the deadline for submissions for this issue until this Wednesday. If you have anything you wish to contribute please do so, either before this Wed for this issue or after for upcoming issues. I encourage you all to submit anything you find interesting. Thanks!

send submissions to: community_expression@hotmail.com or hand em to me in class

The PILOT

2006-02-01T15:57:00.000-05:00

For anyone who is interested in what I mentioned yesterday in class....

We are accepting submissions for the new issue of the Pilot, a community expression paper created in Watauga College last year. In the past we have accepted anything and everything from poetry to prose, photography to illustrations, short stories, anything really. For this new issue we are attempting to add a current events journalism section, so if you're in the mood for more formal writing WE NEED YOU!

Deadline for submissions is Thursday Feb 2, as in tomorrow, you can either send an electronic copy to community_expression@hotmail.com or hand something in to me in class tomorrow, Thanks for your help!

Wittgenstein Philosophical Investigations

2006-01-31T13:12:00.000-05:00

Wittgenstein Philosophical Investigations

This site includes text from the Philosophical Invistigations along with a commentary on those sections. Some of you may find it helpful.

I'm going with #30

2006-01-31T13:04:00.000-05:00

OK, so in this piece Wittgenstein discusses definitions, particularly ostensive definitions which allow people to understand the use and meaning of a word. His final statement in the section is this,

"One has to know (or be able to do) something in order to be capable of asking a thing's name. But what does one have to know?"

The context of this question is Wittgenstein talking about things like colors and other terms that describe things that have to be defined themselves in order to be effective, such as length.

My answer to what it is that someone has to know(or be able to do) in order to ask for something to be definied and then be able to understand this definition has two major parts:

First - they have to be able to identify the object to the person who is telling them what it is. Words can be pointed out or read (whether or not pronunciation in correct initially), items can be pointed out or handed to someone, and feelings and otherwise intangible notions can be described with language. Therefore....

Second - they have to share a common language or at least be able to interpret bodily motions that convey meaning. Language can be broken down into smaller and easier to understand parts (in a dictionary you can look up the words that make up a definition if you don't understand the initial definition), so all that is necessary to understand any concept in language is the commonality of the language used. You can explain any object or feeling or intangible notion with language, breaking its definition down into as many pieces as is necessary with the assistance of a tool such as a dictionary.

#115

2006-01-31T01:18:00.000-05:00

115-A picture held us captive. What pictures hold us captive? Wittgenstein was referring to the picture of language as following the logic of propositional form that was the foundation of his Tractatus. I relate it to that of how pyramids or hierarchies play in how we organize reality. There are pyramids for class organization, organizations of phyla, decision-making, and so on. They are there to justify a claim, usually, by whomever sees themselves at the top. Think of those who debase Darwinism by talking of survival of the fittest and the domination of humans as the top predator.

Philosophical Problems

2006-01-29T21:42:00.000-05:00

Are all the philosophical problems in the world due to language? Are we just “entangled” in our own set of rules? The thought is a little unsettling yet I can see exactly what Wittgenstein is trying to say. “For what is hidden is of no interest to us” and “the aspects of things that are most important for us are hidden because of their simplicity with familiarity”. Are there answers looming right in front of us? I am reminded of a Dickenson quote, “The truth dazzles graudually, or else the world would be blind.”

If the meaning of a word is always changing according to the individual then is language just a weak form of self expression? Why is it that I can express myself better around certain types of people? Do we share some intrinsic quality that allows for us to better communicate? Are these answers right in front of me or is it something metaphysical that’s beyond my knowledge? Maybe I’m just trying to take the easy way out. It’s hard for me to understand philosophy because it’s hard for me to imagine it.

#25 is interesting, i dont know why.

2006-01-29T20:42:00.000-05:00

So, for the assignment i read parts in Philosophical Investigations. As i was reading i found #25 on page 12 to be interesting. It's refering to animals having the ability to talk. I mean we all know they can communicate but what is in question is what kind of mental capactity they posess when dealing with a language. It seems Wittgenstein once again is pointing out that kind of common bond that all language shares when he says, "commanding, questioning, recounting, chatting, are as much a part of our natural history as walking, eating, drinking, playing." I am sure i am way off in my vague interpretation but it just seems like he is saying that even the animals use language , its just that its relevant to their abilities and environment. i dont know, i am having a hard time getting into this piece of writing, i cant seem to find something that really makes sense to me.

translations

2006-01-29T19:54:00.000-05:00

My readings thus far in Witt. have led me to wonder about the possibility of translating texts from one language to another (or to many). In passage 77 Witt. speaks of a sharp picture and a blurred one, and that the degree to which the sharp can resemble the blur depends on the latters degree of vagueness. I imagined the translated text as the blur, resembling, but only partially, the original. Wittgenstein goes on to ask us: "...How did we learn the meaning ofthis word...? From what sort of examples?"
Exampls, of course, would vary greatly from time to place, since words do not have static meanings.
Earlier in passage 20 he says, "In Russian one says "stone red" instead of "the stone is red"; do they feel the copula to be missing in the sense, or attach it in thought?"
I read a lot of translated books, and have always questioned what kind of experience I was really having. Is this authentic to the author's original intentions? Can accurate translations really even exist?
-Christian

-- that is, this piece in a game.

2006-01-29T15:20:00.000-05:00

As I read further and further into Wittgenstein's work, I can really only picture the answer to one absolute-- Why his hair became so wildly stringy. But for this reflective assignment I would like to refer back toward the beginning of the work, in particular to the latter part of section 31, in which Wittgenstein discusses explaining the rules and types of players in a gmae of chess, to a potential chess player.

Wittgenstein refers back to his own previous example about the empirical definition of the number two (which we discussed in class). He points out that two is only a value in a realm of assinged numerical codes called, NUMBERS!!! He continues to ellude that one can only grasp the concept of "two" if that person has a prior knowledge of the nature of numbers. What they are, how they work, and how people use them in the context of daily language...

Wittgenstein develops a similar scenario in which numbers would be board games. Chess a particular set of rules for interpretation of the game. And finally, the king moving in such-and-such a particular fashion, with This piece pointed out as the king of That particular definition of moves and strategy. Wittgenstein's example made sense to me because I am a chess player and can still (vaguely) recall what it was like to learn chess. [Even though I'm still learning...bit of a paradox.] And, I suppose the other element to example 31 that caught my fancy is the particularly undiluted language of the words "this" and "that," which are later discussed as the absolute names of all things, and then Wittgenstein goes into wonderful tangents on those concepts that completely dilute them.

Thanks to all those who found this speculation of mine rewarding or interesting, and to all those who didn't, oh well... peace

Homework response

2006-01-28T13:47:00.000-05:00

Finally something that makes sense to me! I'v been having a problem with Wittgenstein lately. I thought I understood the issue he was dealing with in regards to using/understanding language, but felt that I was really missing something for a long time. I kept thinking that Wittgenstein was full of nonsense, and his questions could be answered simply by saying that language only mkaes sense in specific contexts, like the builder language from the earlier sections. I would say that if the imaginary people mentioned only needed to comunicate the need for rock types to moved, then the "Slab!" language would be complete and make sense, simply because in the context of the builder world, all needs are being met. Now, in section 142, Wittgenstein says that language only works clearly in situations that are set, clear, static, and distinguished. On one side, this section relieves me by somewhat confirming what I've been thinking, but puzzles me further. If this idea of language in context is the answer, why was so much time spent on lading up to it? I suppose the answer is that 142 doesn't end the discussion. Life itself is not a static and clearly defined situation. The "cheese" can "shrink" and "grow" without notice. Bottom line for me is that Wittgenstein revealed a piece of the puzzle, but I still can't see the picture that the pieces are supposed to form. However, I may not really be getting any of this, and I may just be blowing hot air.

AAhh!! (refreshing sigh) And now... All Things Considered

2006-01-26T02:05:00.000-05:00

As my group members and I prepared to categorize all things within our closed universe, we took into account a few epistemelogical explorations of how it came to be that we were in charge of describing the taxonomy of the universe (or at least I think we did subconciously)...
First, how did we get to be the dictators of what things are this and what things are that?
How should we, could we, and more importantly can we seperate and group different items each having unique and similar characteristics into a taxonomy?
(And finally,) What should be our most prior concern to begin such a great endeavor?

Well, we first realized that we, ourselves, must be at a primitive state in existence because the things of our universe have not been classified in any way shape or form. We must come up with a great schematic of things that will seperate the black and the white. The grey area is a life-long endeavor. We learned this trick [The Great Schism] from our secret outer knowledge universe. We had all existed in the familiar earthly world that we continue to inhabit now that our project is over; in this world peoples prior to us have already attempted to classify things and they did so with ultimate questions at the top of their taxonomy. All things that are, are matter. (This would be equivalent to our "things from the bag") Are they organic or non-organic? Living or dead would tail organics... and then vertabrates or invertabrates? And while this historical account of how modern science developed a five kingdom system of all things that are matter is not exactly accurate, my summary emphasizes the point of needing some great divide from which to begin. And with this external, inherent knowledge we could ask ourselves the final question that needed be asked before we could think to begin...
What should be our most prior concern at our primitive stage in thinking (and furthermore existing) to categorize these things upon a great divide?

Not having much time to debate, we realized a sort of psychological evolutionary concern that would make a great starting point. => Motherly Instinct
And what more would any mother be concerned about than its own kin putting foreign objects into their mouths. And so we began...
Things that can fit into the mouth Vs. Things that cannot

It was our great divide, we had done it. And possibly saved infinitely many from putting strange, nasty, and/or gross things in their mouths that may or may not fit. We did have some minor debate about our taxonomy of choice being a mother's foremost concern. Under debate was also, "Things that could put out an eye," which only really led to a discussion of that movie A Christmas Story, but there was no turning back now. And, besides any amount of matter with a high enough velocity could put out an eye. We had our great divide, and now we needed subdivisions like those of families and genus before we boil down to each individual species.

We got as far as things with health benefits versus things that are detrimental to one's health. Once again, even our modern societies great philosophers and scientists are still restructuring the taxonomy of things even in very recent years. They've been working on it since the beginning of their time. They did have a few more items to classify than we had, but this isn't an exact science. For us or for them.

We came to the conclusion that the coughdrops (unwrapped), battery, key, paperclip, chalk, bracelet, shell, and, of course, the shiny rock can all fit into the mouth.
The wrapped coughdrops, the male/female plug socket, the black pencil, and the painted block are all objects that cannot fit into the mouth without severe physical altering and mutilation. Thank you for seeing things our way, and remember parents, just because these certain items won't fit in your childs mouth does not mean that you should loose concern or let down your guard when you see young ones sticking things in their mouths.

My take on Witt. exactness vs. inexactness...

2006-01-25T10:34:00.000-05:00

Wittengenstein mentions the different levels of exactness and/or inexactness in our language insofar as what the Meaning of our words are actually conveying or attempting to convey. So, often what we say is not what we mean. I think this may be apparent after some thought, but why I find it interesting is because it alludes to the complexities of our language (and language in general). A certain "life of its own" is taken on in regards to Meaning whensoever language develops to the point that abstract thoughts, ideas, and theories can begin to be (attempted to be) expressed. This relates to Witt.'s analogy of the thread being not one continuous length of fiber, but rather a complex overlapping of individual fibers (or individual tools in the tool box compromising the whole, to borrow another analogy).

So, in terms of inexactness vs. exactness, I believe what one says can never be truly what one means, due to the abstractability of words. Ipso facto, our language is an inexact language insofar as our attempts to convey abstract thoughts, ideas, and theories thus far have largely proven misinterpretable.

Then what is exact in this reality we abide in? Is it exactly true that everything is inexact? Quantum physics seems to think so insofar as there are no boundaries, divisions, or "perfection of lines" on an atomic (or sub-atomic) level. W. also brings up a good point where he asks whether or not it is necessarily a good thing that we always are striving toward exactness. Most definitely this is one of the by-products of living in a post-scientific revolution age coupled with our current technological state of being. Surrounded by electronic devices that are supposedly displaying exactness we have sculpted our culture to so desire and cherish this property.

Homework

2006-01-25T09:35:00.000-05:00

Post to our blog your comments on one of the sections from Wittgenstein that didn't make it into our class discussion.

Gigapixel project

2006-01-23T12:34:00.000-05:00

"It would take a video wall of 10,000 television screens or 600 prints from a professional digital SLR camera to capture as much information as that contained in a single Gigapxl™ exposure."
-intro page

This page has links to photos that they have taken, check it out. :)

Derek, Sean, and Jacob's Taxonomy

2006-01-21T18:25:00.000-05:00

Derek Wycoff, Sean Hackeit, and myself (Jacob Vares) divided all of the objects into three different categories. The first one is items that are Throwable. Included in that is the key, electric socket, battery, rock, and chalk. The other two categories are Gifts and Non-Gifts. The seashell, bracelet, wooden block, and rubber lion were considered gifts. The strangest NOn-Gift category has the pencils, paper clip, cough drop, and battery in it. Our taxonomy is not perfect since many of the items are inter-changeable among our three categories. Every other groups taxonomy had the exact same problem, hence the lesson(point) of the exercise.

Why is it impossible to label and group all human thought, as well as the external world into language. Is language to complex to signify everything perfectly (clearly) all the time. Or is the external world and human thought(ideas) to complicated for language to solve.

Jessica, Patrick, Corey, and Will's Taxonomy

2006-01-19T13:48:00.000-05:00

Our overarching category was "Things that can fit into a small paper bag" And from that one category we split the items into three other groups.

Things you can write with:
chalk and pencil

Things to look at (Decor):
Bracelet, painted block of wood, rock, sea shell, and lion

Utility (things used for a specific purpose):
battery, power adaptor, key, paper clip and cough drops

A Taxonomy of things whence comest from the Great Paper Sack

2006-01-18T17:16:00.000-05:00

The co-taxonomists: Mike McCoy, JW Randolph, Christian Smith, Lindsay Rivera, and Chase Weaver.

Being that the first thing any species should learn upon its creation in order to continue to exist is the knowledge of what it can or cannnot eat, we decided that everything in the world should first be divided into categories based on digestion. After all, if an intelligent being is without the knowledge of what it can or cannot eat, then how can it ever be expected to get old and courageous enough to develop paradigms of organization of knowledges that shift in a non-progressively linear fashion over time?

We have five meta-groups into which all of the world can fit: 1.Things that are digestable and desireable to eat 2. Things that are digestable but not necessarily desireable. 3. Things that are partially digestable 4. Things that are partially digestable but only if broken down by smashing/grinding it with a rock or hammer (but again, not necessarily desireable). 5. Not digestable
Here is the way we organized the holy objects from the Great and Merciful Paper Bag:
1.Things that are digestable and desireable to eat.
Cough drops, Chalk (as an antacid only)

2.Things that are digestable but not necessarily desireable.
Ye Holy Paper Bag, Bracelet, Chalk (has no nutritional value, tastes bad)

3.Things that are partially digestable but not necessarily desireable.
Pencil (can't digest the metal band that holds on eraser)

4.Things that are partially digestable but only if broken down by smashing/grinding it with a rock or hammer (but again, not necessarily desireable).
Toy Lion, Block of wood, Shell, Stone

5.Not digestable.
Key, Three prong plug adapter, Battery

This is Not a Pipe

2006-01-16T15:47:00.000-05:00

Foucault has another interesting piece on art and representation discussing Magritte's painting "This is not a pipe."

FYI: Summer Himalaya Trip

2006-01-16T15:29:00.000-05:00

Summer 2006 Indian Himalaya Course
May 8-June 1, 2005

Information Session Friday January 20th at 2pm
Rankin Science West 341

Offered by: Kathleen Schroeder & Keith Bosak (ABD University of Georgia)
The Indian Himalaya program (6 credits) will explore mountain geography and sustainable development in the Garhwal Himalaya of India. These courses will introduce students to Mountain Geography and Sustainable Mountain Development using the Garhwal Himalaya of India as an example. These courses will stress the connections between the physical and human geographies of the Himalaya. Students will learn through extensive readings, class discussions, student led presentations and direct field experience including trekking and living in a remote mountain village.

Mountain Geography (GHY 3530/5530) Counts for physical geography credit
Sustainable Mountain Development (GHY 3531/5530/5531)
Counts for human or regional geography credit.

Price: $3460.00 (airfare included—tuition NOT included)

Contact schroederk@appstate.edu; kbosak@uga.edu
Link to write up from last year’s trip http://bostonglobalaction.net/UK/nandadevi/asu.html

Celestial Emporium of Benevolent Recognition - Wikipedia, the free encyclopedia

2006-01-12T13:38:00.000-05:00

Celestial Emporium of Benevolent Recognition - Wikipedia, the free encyclopedia

What does it mean when this fictional encyclopedia from Borges gets it's own entry in a real (although virtual) encyclopedia?

John Wilkins - An Essay Toward a Real Character and a Philosophical Language

2006-01-12T13:36:00.000-05:00

John Wilkins - An Essay Toward a Real Character and a Philosophical Language:

"This web site contains the full text and original page images of a remarkable book written by Bishop John Wilkins in the 1600's. It contains a large ontology, a written and spoken language derived from the ontology, and a dictionary that maps terms in the ontology to English. Examples that relate hundreds of other human languages to the ontology are included. While many areas of the ontology are only of historical interest, there are numerous insights into issues of ontology and knowledge representation that should be of interest to the modern reader. The scope and scholarship of the work are impressive."

hello blog...

2006-01-10T15:25:00.000-05:00

recapping the question of the day..."So, where exactly is this class headed?"

define knowledge. what makes knowledge, knowledge? ........

Welcome!

2006-01-09T15:15:00.000-05:00

Welcome to our class blog. You'll find class announcements and other course information here. You'll also be posting your own comments, questions, discussions, and occasional homework assignments here.