Monday, January 31st

Exhibition Prep: Rehearsal of Performances

• Specific, helpful, and kind feedback?

Aristotle's Eudaimonia:

• What does it mean to live a “life well-lived”?
• To what degree should we be cultivating virtue in our lives on Earth?

Four Corners

• The highest pursuit in human life is learning and attaining knowledge.
• In order to live a “good life,” we must do good deeds that develop our moral character.

Solo or with a partner, answer the following questions on a piece of paper or a Google doc. Share the doc with Jessica and be sure both partners' names are on it.

1. Define "Eudaimonia."  Google it beyond this reading.  Does this Google search add to your definition?  How might Aristotle's definition of “happiness” differ from other ways we define it. 

2. According to Aristotle, what makes humans different from other forms of nature?  What does this difference have to do with the purpose of our existence and our pursuit of happiness?

3. For Aristotle, how do we live a happy and meaningful life?  What might this involve?  Give specifics.

4. Explain the Golden Mean.  Use the table on the last page of your reading to help you understand it.  Look up any words on the table that you don't already know; annotate the meaning and add it to your vocabulary!

5.  What might an existentialist say to Aristotle's theory of a meaningful life?

EXTRA TIME?

Read Into the Wild!

Friday, January 28th

Exhibition Reminders:

• Professional dress and professionally polished work!

• Listen to your Exhibition Coordinators (Julia, Alexis, Sidney, Jaida, Nizhoni). They might know more about the structure of the evening than your quarantined teacher.

• All projects should have a solid title (Bold font). Your name should appear just below the title (not bold). 

• For art pieces, let the title/name be on the same page as your artist statement.

• Include a polished bibliography (not a list of links!).

• OPTIONAL to print and share your Personal Connection Essay. 

Welcome, Steve’s class!

Performance Practices

WORK TIME

• Exhibition Refinements
• Journal #7 from yesterday
• Reading for Monday: Background on Aristotle’s Eudaimonia

Thursday, January 27th

Lit Circle #1: Meeting Protocol

Lit Circle Groups

Journal #7:

1. How well did you participate in the literature circle experience?  Were you prepared?  Did you participate fruitfully?  How did the protocol go for your group? What might be better for next time? What might you do differently?

2. What new understanding about the book do you have that you didn't have before? What meaning are you making?

IF ABSENT: Modify the prompt ever-so-slightly in your head. For #1, think about your participation from a distance and your level of preparedness. Do you have thoughts about how to prepare better when you are in person again? For #2, answer the question in earnest, based on your interaction with the document.

EXHIBITION PREP

Get your stuff ready for exhibition! We are going to do a mock exhibition run-through tomorrow. Black paper! Print out your scripts. Performances be ready to rehearse for the class tomorrow. 

READING FOR MONDAY!

Background on Aristotle’s Eudaimonia

Monday/Tuesday January 24th/25th

 Stranger than Fiction Film Analysis

To review what we mean when we say, “interpretive claims,” please refer to guidelines and examples in this workshop.

DUE: Tuesday, January 25th

Good Interpretive Claims from you guys!

• In the story “Shades” by Boleslaw Prus, the lamplighter, although anonymous, still brings light to the rest of the world, and seeks to help the world and make it a brighter place. 
• The short story “Shades” by Boleslaw Prus discusses the idea that some people come into your life just to teach you about yourself and then leave.
• “Shades” by Boleslaw Prus shows us that we all contribute something to the world and those around us that we often think goes unrecognized; once we die people, notice a difference in that environment we're no longer in. 
• “Shades” by Boleslaw Prus is a very interesting poem that shows that every mortal struggles through life and can still find points of light along the path, but we don’t always know or recognise who gives us those lights.  
• In “Mold of the Earth”, the author is making the claim that we are of very little importance in the world and history, our lives and death, societies and literature and art all passing with as little effect on the universe as a spot of mold on a boulder has on the world at large. 
• In the writing, “Mold of the Earth,” the author suggests that all things are connected. 
• In the short story by Boleslaw Prus, “Shades” [the author] explores themes of [salvation] and hope in a dark world.
• In his short stories "Shades" and "Mold of the Earth," the author Boleslaw Prus suggests that, while mankind has no real effect on the larger universe, humans are defined, remembered, and given purpose based on how they affect other people. 

THIS IS THE TYPE OF ANALYSIS I AM LOOKING FOR IN THIS ASSIGNMENT: 

In his short stories "Shades" and "Mold of the Earth," the author Boleslaw Prus suggests that, while mankind has no real effect on the larger universe, humans are defined, remembered, and given purpose based on how they affect other people.  "Mold of the Earth" depicts our planet as a small globe in the midst of "an immense void," with the movements of mankind on its surface compared to that of mere fungi on stone. "Where's consciousness, love, hate, longing?" asks the narrator. "In short- where are the human souls and hearts here?" His companion only laughs bitterly, implying that this doesn't matter.  We are a wild but tiny species, and when we are gone, we won't have left much of a mark on the cosmos as a whole. This story reminds us of the insignificance of our species and our planet when viewed from afar. However, the other piece takes a closer look at humanity. In "Shades," the narrator only knew the lamplighter because of the duty he performed- bringing light to dark streets. The lamplighter lived and died alone, with no family or friends to speak of- anyone would think that his life was bleak and meaningless. But his small, selfless task was a blessing in many people's lives, and through his light, he was remembered. Prus is telling us to find our purpose in the small things, and with the people in our life, rather than searching for some greater meaning in the universe. 

Friday, January 21st

Finish Existentialism lecture

WORK TIME

Existentialism Review

Journal 6: Reflections on Existentialism (see Google Classroom!)

Read Into the Wild!

Thursday, January 20th

To-morrow, and to-morrow, and to-morrow,

Creeps in this petty pace from day to day,

To the last syllable of recorded time;

And all our yesterdays have lighted fools

The way to dusty death. Out, out, brief candle!

Life's but a walking shadow, a poor player

That struts and frets his hour upon the stage

And then is heard no more. It is a tale

Told by an idiot, full of sound and fury

Signifying nothing.

— Macbeth (Act 5, Scene 5, lines 19-28)

STARTER: What does Macbeth mean?  INTERPRET the passage.

• Do you agree with Macbeth?  Why or why not?

• Macbeth may have been an early existentialist... 

He suffered from an “existential attitude”, defined by Robert C. Solomon as “a sense of disorientation, confusion, or dread in the face of an apparently meaningless or absurd world.” 

Existentialism Lecture

JOURNAL #6:

Which pieces of existentialism are you attracted to?  Repulsed by?
Do any of these tenets have a place in your own personal philosophy? 
With which quote do you agree more?  Macbeth’s “Tomorrow” speech or Dylan Thomas’ “Do not go gentle…”?

Wednesday, January 19

 “Workblock”! Reading and Journal Time

Assign “The Meaning of Life” by Richard Taylor (due Thursday)

Optional spicy philosophy reading: Albert Camus, “The Myth of Sisyphus”

Finish Journal #5 from yesterday. TURN IN JOURNAL!!!

Tuesday, January 18th

 STARTER: What are some things you learned last week that made you think more deeply about the big questions of the project? What new ideas did you add to your web of understanding life on Earth? OR What new questions or confusions did you have?

Pop-up Socratic Seminar to make up for lost time!

Read: “The Meaning of Life in a Formula” by Michael Shermer, the “Skeptic”

Annotate! Think about the idea of “Non-overlapping Magisteria” and whether you agree or disagree!

Stephen Jay Gould's "NOMA" Non-overlapping Magisteria

Read Gould's original article (linked) for more depth of information!

Non-overlapping magisteria (NOMA) is the view advocated by Stephen Jay Gould that science and religion each represent different areas of inquiry, fact vs. values, so there is a difference between the "nets" [1] over which they have "a legitimate magisterium, or domain of teaching authority," and the two domains do not overlap.[2] He suggests, with examples, that "NOMA enjoys strong and fully explicit support, even from the primary cultural stereotypes of hard-line traditionalism" and that it is "a sound position of general consensus, established by long struggle among people of goodwill in both magisteria."[1] Still, there continues to be disagreement over where the boundaries between the two magisteria should be.[3]

Quote from Gould:  "Our failure to discern a universal good does not record any lack of insight or ingenuity, but merely demonstrates that nature contains no moral messages framed in human terms. Morality is a subject for philosophers, theologians, students of the humanities, indeed for all thinking people. The answers will not be read passively from nature; they do not, and cannot, arise from the data of science. The factual state of the world does not teach us how we, with our powers for good and evil, should alter or preserve it in the most ethical manner"

Review last week’s readings, annotations, art, journal entries

What big ideas and questions shook out of last week’s content?

Come up with a question that you think fits in today’s discussion and write it on the board!

Discussion Questions:

Where did Steve leave us, philosophically speaking? How does thinking about the size and scope of the universe and time itself complicate the questions?

What about God and the Origin of the Universe?

What is the best argument for the existence of God?

Who created who: God or man?

How does divinity give human life meaning? 

What is the alternative to God?

Are religion and science inherently incompatible? 

What do you think about the idea of Non-overlapping Magisteria?

YOUR QUESTIONS

JOURNAL #5: 

“Pop-up” Seminar Reflection 

1. How did the discussion today go for you? Reflect on your level of engagement and participation.

2. Write one paragraph that synthesizes some of the thinking you did on the topics of the seminar today.

OR IF ABSENT: Remote Content Reflection on NOMA and the ideas of the past week

1. How are you grappling with the content of the last week or so? OR Where did Steve’s lesson hit you, philosophical speaking?

2. Reflect on the ideas discussed in the reading, “The Meaning of Life in a Formula.” What do you think about the idea of Non-overlapping magisteria? In your view, are religion and science compatible or at odds? Why?

I WILL BE COLLECTING PHYSICAL JOURNALS TOMORROW!

OVERVIEW: Into the Wild Literature Circle Overview

Wednesday, January 12th

Reflection on Exhibition Circumstances: Do this survey in Google Classroom to let me know where you are with things. 

Creative Response Mini-Project: “The Creation” by Eduardo Galeano

1. Read together out loud once. Read to yourself silently at least once more. Maybe many time more. Consider its deepest mysteries. If you are studying Spanish, spend some time in the piece in its original language. Think about how translation is a deeply intertextual act. 

2. Illustrate your interpretation of “The Creation” with art OR express your response in creative writing. 

• If you do art, consider how you might incorporate some words into it. If doing writing, consider how you might illuminate it with artistic flair. 

3. As you work on your art, discuss with the humans around you: What is the piece trying to express? What meaning do you find?

4. “Exhibit” your creative response on the back board when finished!

Reading Time: “God and the Origin of the Universe” 

Annotate to your heart’s content!

Journal #4: Response to  “God and the Origin of the Universe” 

(this is due Thursday, and you will have work time tomorrow in class to complete it!)

After reading "God and the Origin of the Universe" please respond in your journal to one or more of the following prompts.

1. Which of the arguments do you find most intriguing or plausible? Why?

2. Choose one of the arguments to agree or disagree with. 

3. Quote the reading directly and respond to the quote you have selected. 

4. Respond to this philosophical thinking with your own philosophical thinking! What do you believe about this topic?

Tuesday, January 11th

TED Talk:  Why does the universe exist?

Key terms

Ontology:  (simply) the philosophical study of the nature of being, becoming, existence, or reality

Deity:  God, goddess or divine being

Transcript, if you want to follow along or review....

Recommended to take notes as you watch!

QUESTIONS TO LOOK FOR….

What different explanations does Holt mention that humans use to explain why the universe exists?

Which explanation does he arrive at?

JOURNAL 3 Why Does the Universe Exist?

REACT!  Review the transcript if you need to.  Which pieces of his discussion do you agree with?  Which do you reject?  Even if you didn’t understand all of the heady concepts in the TED talk, what do you personally believe about the universe and its existence?  If you don't really know yet (as many don't), use this journal entry to wonder in words...

WORK TIME

• OPTIONAL: Form small groups to talk about ideas in TED talk

• Journal #3 and anything else you want to write in there.

• EXHIBITION PREP: Refine your work and get it ready to exhibit tomorrow night. Scroll down to yesterday’s post to see guidelines. 

• Performers: Please rehearse for each other and time your presentations! Flex room? Option to present in front of the whole class?

• Option to read ahead: “God and the Origins of the Universe” (hard copies on table)

• Honors: NHD work

Monday, January 10th

 Announcements

• Jessica is quarantined and sad to not be with you!

• As things stand now, Exhibition continues to be planned for Wednesday, January 12th, 5-7 @the Powerhouse. 

• Performances will rehearse tomorrow during class and time each, so if that is you, come ready for that! 

• Everyone else should be refining their work and printing out the writing for mounting on black paper. 

• Exhibition Reminders:

• Professional dress and professionally polished work!

• Listen to your Exhibition Coordinators (Julia, Alexis, Sidney, Jaida, Nizhoni). They might know more about the structure of the evening than your quarantined teacher.

• All projects should have a solid title (Bold font). Your name should appear just below the title (not bold). 

• For art pieces, let the title/name be on the same page as your artist statement.

• Include a polished bibliography (not a list of links!).

• OPTIONAL to print and share your Personal Connection Essay. 

Today: More Deep Thinking About Literature!

Goal: Analyze literature with philosophical leanings and practice the skill of “making interpretive claims about literature.”

Read “Shades” by Boleslaw Prus. (OUT LOUD TOGETHER)  If you already read the story on Friday or this weekend, wonderful! Reading it several times is recommended whenever possible when you analyze literature. Take it in, kids! 

Discuss:

REMEMBER: There isn’t necessarily a right answer here! Interpret! 

• What are your general impressions of the story? What do you notice?

• What might the lamplighter represent? 

• What might the author be trying to communicate about human life?

Read: “Mold of the Earth” (on your own)

(Optional to discuss in a small group of peers before writing the paragraph)

Choose ONE of the stories to analyze in your TEA paragraph.

• If you were absent Friday, you should go back and first do the Mini-Workshop from Friday called “Making Interpretive Claims About Literature.”

• This paragraph should be rooted in the same type of interpretive claim we worked on in the workshop.

• You should use evidence from the text to support your claim!

• Explain your interpretation with sufficient analysis.

Questions to consider: 

• What do you think is the message or theme of each story?

• What could the author be suggesting about the #meaningoflife?

• What does he seem to think about the place of humans in the great cosmic mystery?

• What might specific characters or metaphors in the stories represent?

PARAGRAPH DUE AT MIDNIGHT TONIGHT!

Extra work time?

• Honors: work on NHD

• Exhibition prep/refinements

• Ponder life on Earth in your journal

• Do you have work for other classes?

• Write Jessica an email and tell her all about your existential thoughts.