John Dewey / Theory of Experience / Hands-on thinking
Old ideas give way slowly, for they are more abstract logical forms than categories. They are habits, predispositions, deeply and grained attitudes of aversion and preference. Moreover, the conviction persists, though history shows it to be a hallucination, that all the questions that the human mind has asked are questions that can be answered in terms of the alternatives that the questions themselves present. But, in fact, intellectual progress usually occurs through shear abandonment of questions together with both of the alternatives they assume. An abandonment that results from their decreasing vitality and a change of urgent interest. We do not solve them. We get over them.
[John Dewey — min 1:00]
[...] Dewey's reconstruction of philosophy aims to reconstruct our environment, even our lives. The point of philosophy, Dewey reminds us, is not to make theory practical. The point is to make practice intelligent.
[min 13:00]
[...] Philosophy has to become primarily a method, rather than a system. We should think of philosophy as intelligent methods of inquiry rather than an over arching system of beliefs.
[John Dewey — min 20:00]
[...] Experience is a unified exchange or transaction between organism and environment. It's an active unity between subject and object. [...] Dewey doesn't use the common word 'experience' in its conventional sense. For Dewey, experience is neither simply the subject that experiences nor the object that is experienced. It's not merely the interaction between subject and object that exists separately from their interaction. Instead, subject and object are unified and related. They're partial features in the ongoing unity that is experience.
[min 25:50]
[...] Experience is double barreled in that it recognizes in its primary integrity in no division between act and material, subject and object. But contains them both in an unanalyzed totality. Thing and thought, as [William] James says, in the same connection, are single barreled. They refer to products discriminated by reflection out of primary experience. [...] An organism does not live in an environment. It lives by means of an environment.
[John Dewey — min 26:30]
[...] Dewey's view about good and bad methods of inquiry has three important consequences. First, contrary to most previous philosophy, we can't derive the way we ought to think from some laws of logic or some rules of reason. Instead, our logic and our rules must be derived from actual inquiries. Put in philosophical terms, our epistemology must be derived from our metaphysics. Put more plainly, our theories have to be derived from our actions.
[min 31:10]
[...] The problem reduced to its lowest terms is whether inquiry can develop in its own ongoing course, the logical standards and forms to which further inquiry shall submit. [...] A problem well put is half solved.
[John Dewey — min 32:12]
[...] Truth happens to an idea. It becomes true, is made true by events. Its verity is, in fact, an event, a process. The process, namely, of its verifying itself. Its verification. Its validity is the process of its validation.
[John Dewey — min 45:46]
[...] Dewey agrees with James that truth is made and that inquiry makes it. There are no final absolute truths. For him, truth always must be justified by applying it to the most recent circumstances.
[min 46:10]
[...] School must extend into society and society must reach into the school. Otherwise genuine education can't take place. Instead, we produce bookishness, molder activity without meaning, specialized knowledge without the intelligence to direct it in. Pseudo intellectual spirit rather than a social spirit. [...] When real social concerns enter the classroom, there's an immense change of atmosphere. [...] Dewey also stresses that our society must be formerly educated to live a free democratic life. A free society, he emphasizes, doesn't happen naturally and effortlessly. It has to be educated to understand and appreciate freedom.
[min 01:02:42]
[...] If we train our children to take orders, to do things simply because they're told so, and fail to give them confidence to act and think for themselves, we are putting an almost insurmountable obstacle in the way of overcoming the present defects of our system and of establishing the truth of democratic ideals. Our state is founded on freedom. But when we train the state of tomorrow, we allow it just as little freedom as possible. Children in school must be allowed freedom, so that they will know what its use means when they become the controlling body. It is fatal for a democracy to permit the formation of fixed classes. There must not be one system for the children of parents who have more leisure, and another for the children of those who are wage earners. The over bookish education for some and over practical education for others, brings about a division of mental and moral habits, ideals and outlook. The democracy which proclaims quality of opportunity as its ideal, requires an education in which learning and social application, ideas and practice, work and recognition of the meaning of what is done, are united from the beginning and for all.
[John Dewey — min 01:03:52]Quem fala assim é grego!
"To error is human. But to mess up spectacularly, we need an elite made up
of prime ministers, presidents, ministers, apparatchiks, opinion makers
who are determined not to face up the systemic crises systematically. [...] We are only going to be capable of a proper federation, when we can
decide, as Europeans, what to print on our euronotes, instead of these
abstract bridges and gates, that symbolize one thing: our incapacity to
agree on common symbols."
Yanis Varoufakis
os malefícios dos TPC
• Greater stress
• Reductions in health
• Less time for friends, family and extracurricular pursuits
How to make an attractive city
"If you want to see what a society really believes in, look at what the biggest buildings on the horizon are dedicated to."
Joseph Campbell
Dialética
Philosophy is the synthesis of collaboration and opposition, par excellence.
How philosophy works: it's collaborative.
The progress is made through opposition.
This means that, when philosophers get together, they try to investigate a problem. They try to find out what is true, what is right, what makes sense.
But in order to do so, they have to oppose each other, they have to challenge each other, question each other's assumptions.
The word that captures all these "checking" principles is RE-EVALUATION.
Philosophy demands that one re-evaluate.
Self-sacrifice
"The notion that virtue for women lies in self-sacrifice has complicated
the course of women's development by pitting the moral issue of
goodness against the adult questions of responsibility and choice. In
addition, the ethic of self-sacrifice is directly in conflict with the
concept of rights that has, in the past century, supported women's claim
to a fair share of social justice."
Carol Gilligan, In a Different Voice
Lost in translation
"Given the evidence of different perspectives in the representation of
adulthood by women and men, there is a need for research that elucidates
the effects of these differences in marriage, family, and work
relationships. My research suggests that men and women may speak
different languages that they assume are the same, using similar words
to encode disparate experiences of self and social relationships.
Because these languages share an overlapping moral vocabulary, they contain
a propensity for systematic mistranslation, creating misunderstandings
which impede communication and limit the potential for cooperation and
care in relationships. At the same time, however, these languages
articulate with one another in critical ways. Just as the language of
responsibilities provides a weblike imagery of relationships to replace a
hierarchical ordering that dissolves with the coming of equality, so
the language of rights underlines the importance of including in the
network of care not only the other but also the self."
Carol Gilligan, In a Different Voice
afundanços
"He named it, of course, the 'Vasa', after his grandfather, the hero who had made Sweden a nation and a power in the world. In 1618 it was launched, here in the harbour in front of me. It cast its moorings and set off from shore; its overloaded decks were packed with admirals and aldermen, courtiers, courtesans and priests. Guns fired, fireworks cracked, flags waved, church bells rang, bishops blessed. As the crowds cheered, the ship toppled offshore, turned on its side, sank to the bottom. The churchbells ceased, the bishops fell silent, the crowds wept, the dignitaries aboard drowned in public sight, an empire plunged."
Malcolm Bradbury, in To the Hermitage
do escrever e da saúde
"When people are given the opportunity to write about emotional
upheavals, they often experience improved health," Pennebaker writes.
"They go to the doctor less. They have changes in immune function."
Aqui.
James W. Pennebaker
If Dr. Seuss had a gifted child...
Dear Mom-I-am, dear Mom-I-am, we have a problem, Mom-I-am.
Your son won't do what he must do. He drives me crazy, yes it's true!
He will stall and squirm and hum, and leave all of his work undone.
He dreams and will not pay attention, have you considered medication?
He will stall and squirm and hum, and leave all of his work undone.
He dreams and will not pay attention, have you considered medication?
With other kids he does not play, he is alone much of the day.
Something does not seem quite right, because I know he must be bright.
He seems to learn, despite the rest, but the work is not his best.
He is disruptive, yes it's true. He just won't do what he must do!
Something does not seem quite right, because I know he must be bright.
He seems to learn, despite the rest, but the work is not his best.
He is disruptive, yes it's true. He just won't do what he must do!
Yes, teacher, I can really see, how frustrating all this must be,
A child who does not meet the norm, a child whose mold won't fit the form.
I've had him tested on WISC-III, by your approved test agency.
He scores far higher than the mean, there's more to this that can be seen.
A child who does not meet the norm, a child whose mold won't fit the form.
I've had him tested on WISC-III, by your approved test agency.
He scores far higher than the mean, there's more to this that can be seen.
So help us, help us find the way, to teach this child best if we may.
He is not like the rest you see, he acts and thinks far differently.
We need another way to teach him, another way to finally reach him.
Not the normal thing you do, but something altogether new!
He is not like the rest you see, he acts and thinks far differently.
We need another way to teach him, another way to finally reach him.
Not the normal thing you do, but something altogether new!
What! Something new - go bar the door! We've not done it that way before!
If we do this thing for you, then all the rest will want it too!
Change our ways, that can't be done. Same for all, not changed for some.
All children are gifted, yes it's true! Just MAKE him do what he must do!
If we do this thing for you, then all the rest will want it too!
Change our ways, that can't be done. Same for all, not changed for some.
All children are gifted, yes it's true! Just MAKE him do what he must do!
Please, please, teacher, hear me through. The laws say you must help us, too.
His needs are different than the rest, we CAN help him to do his best.
We can make this easy too, it will not be more work for you.
This can work out, you will see. Try it, try it, please, for me?
His needs are different than the rest, we CAN help him to do his best.
We can make this easy too, it will not be more work for you.
This can work out, you will see. Try it, try it, please, for me?
All right, all right, if I must. I still maintain this is not just.
But first there is red tape you see, tests and checks and IEP.
And after weeks and months of proving, finally we can begin moving.
Then I'll try it and we'll see, if this method is the key.
But first there is red tape you see, tests and checks and IEP.
And after weeks and months of proving, finally we can begin moving.
Then I'll try it and we'll see, if this method is the key.
Hey, I see something, yes I do! We have found something he will do!
No more fiddle, squirm and hum, no more worksheets left undone.
He's zipping through, he's learning fast, he's doing his best work at last.
Why did I put up a fight? I guess dear Mom, that you were right.
No more fiddle, squirm and hum, no more worksheets left undone.
He's zipping through, he's learning fast, he's doing his best work at last.
Why did I put up a fight? I guess dear Mom, that you were right.
a importância do acreditar
The perception bias /Significance chasing
"During the same period, there were ninety-four clinical trials of
acupuncture in the United States, Sweden, and the U.K., and only
fifty-six per cent of these studies found any therapeutic benefits. As
Palmer notes, this wide discrepancy suggests that scientists find ways
to confirm their preferred hypothesis, disregarding what they don’t want
to see. Our beliefs are a form of blindness. [...] It
feels good to validate a hypothesis,” Ioannidis said. “It feels even
better when you’ve got a financial interest in the idea or your career
depends upon it. And that’s why, even after a claim has been
systematically disproven”—he cites, for instance,
the early work on hormone replacement therapy, or claims involving
various vitamins—“you still see some stubborn researchers citing the
first few studies that show a strong effect. They really want to
believe that it’s true. [...] scientific research will always be shadowed by a force that can’t be curbed, only contained: sheer randomness. [...] Such
anomalies demonstrate the slipperiness of empiricism. Although many
scientific ideas generate conflicting results and suffer from falling
effect sizes, they continue to get cited in the textbooks and drive
standard medical practice. Why? Because these ideas seem true. Because
they make sense. [...] The
decline effect is troubling because it reminds us how difficult it is
to prove anything. We like to pretend that our experiments define the
truth for us. But that’s often not the case. Just because an idea is
true doesn’t mean it can be proved. And just because an idea can be
proved doesn’t mean it’s true. When the experiments are done, we still
have to choose what to believe."
Artigo inteiro, aqui
Ui ui
Conheço algumas! E até gosto delas! Esse é o [meu] problema. E não me
considero masoquista. O engraçado é que estes comportamentos são tão
facilmente identificáveis [para mim, pelo menos]. E magoam sempre. Isso
já não é tão engraçado. Às vezes [mais do que às vezes] não tolero, pois
isso é desrespeitar a pessoa. Parto para o confronto, para o
questionamento. Depois vem a tempestade. Outras vezes, acabo por tolerar
[dou o desconto], porque sinto a fragilidade do outro lado e 'não vai
valer a pena', pois o outro 'quer / precisa' comandar [manipular?].
Não me incomoda passar por freak.
Tudo bastante desgastante. Gratuito, até.
Desabafos!
1. "I'm not mad."
2. "Fine." "Whatever."
3. "I'm coming!"
4. "I didn't know you meant now."
5. "You just want everything to be perfect."
6. "I thought you knew."
7. "Sure, I'd be happy to."
8. "You've done so well for someone with your education level."
9. "I was only joking"
10. "Why are you getting so upset?"
Aqui
Influenciando a memória
Sobre Elizabeth Loftus
"If I have learned anything from these decades of working on these problems, it's this: just because someone tells you something and they say it with confidence, just because they say it with lots of detail, just because they express emotion when they say it, it doesn't mean that it really happened. We can't reliably distinguish true memory from false memories."
Elizabeth Loftus
Fogo!
"Solidão... Não creio como os outros crêem, não vivo como eles vivem, não amo como eles amam... Morrerei como eles morrem.
[...]
... enviuvou e pode finalmente chorar sem que lhe perguntem porquê;
[...]
Para me poder matar, a morte precisará da minha cumplicidade.
[...]
O crime do louco, é que ele se prefere a tudo. Essa preferência ímpia repugna-me nos que amam. A criatura amada é para esses avaros apenas uma peça de ouro onde crispar os dedos. Não é mais que um deus; é apenas uma coisa. Recuso-me a fazer de ti um objecto, mesmo que seja o Objecto Amado."
Fogos, de Marguerite Yourcenar
I Shall Die
I shall die, but
that is all that I shall do for Death.
I hear him leading his horse out of the stall;
I hear the clatter on the barn-floor.
He is in haste; he has business in Cuba,
business in the Balkans, many calls to make this morning.
But I will not hold the bridle
while he clinches the girth.
And he may mount by himself:
I will not give him a leg up.
Though he flick my shoulders with his whip,
I will not tell him which way the fox ran.
With his hoof on my breast, I will not tell him where
the black boy hides in the swamp.
I shall die, but that is all that I shall do for Death;
I am not on his pay-roll.
I will not tell him the whereabout of my friends
nor of my enemies either.
Though he promise me much,
I will not map him the route to any man's door.
Am I a spy in the land of the living,
that I should deliver men to Death?
Brother, the password and the plans of our city
are safe with me; never through me Shall you be overcome.
Edna St. Vincent Millay
I will not tell him which way the fox ran.
With his hoof on my breast, I will not tell him where
the black boy hides in the swamp.
I shall die, but that is all that I shall do for Death;
I am not on his pay-roll.
I will not tell him the whereabout of my friends
nor of my enemies either.
Though he promise me much,
I will not map him the route to any man's door.
Am I a spy in the land of the living,
that I should deliver men to Death?
Brother, the password and the plans of our city
are safe with me; never through me Shall you be overcome.
Edna St. Vincent Millay
on the invisible forces / the placebo effect
"Biological research is revealing that inheritance works in different ways from the standard DNA in inheritance pattern [epigenetics]."
Sobre Bruce Lipton
Darwinian medecine Richard Dawkins and Nicholas Humphreys:
“The children are completely in charge. Like bees around a flower.”
Peter Gray, a research professor at Boston College who studies children’s natural ways of learning, argues that human cognitive machinery is fundamentally incompatible with conventional schooling. Gray points out that young children, motivated by curiosity and playfulness, teach themselves a tremendous amount about the world. [...] “These exams are like limits for the teachers,” he says. “They test what you know, not what you can do, and I am more interested in what my students can do.”
Aqui.
