Category: LIL120 (Page 2 of 2)

• “ They show a suffering that is outrageous, unjust, and should be repaired. They confirm that this is the sort of thing which happens in that place”(chapter 4, pg 71). → This quote was speaking to the Rwandan Genocide of 1994 between Hutu and Tutsi people. What makes this quote even more striking is the knowledge that the UN leaders and major national leaders were in line with this reasoning of that kind of thing happens there. Only later did the majority of the public become aware of the atrocities and most probably felt a sense of “thank god I don’t live there”. I think that response is used heavily to act grateful for a certain area they might live in and a way to push the suffering of the other group out and chalk it up to a dangerous “uncivilized” area. How do we get people who live in “developed” countries to understand that they could very easily be in these situations? It was pure luck that they were born in a certain area; they had nothing to do with it. Is there a way to expand personal ties to places where suffering, war, and horrific events occur?

• “ Transforming is what art does, but photography that bears witness to the calamitous and reprehensible is much criticized if it seems “aesthetic”; that is, too much like art” (chapter 5, pg 76)→ Brings in the discussions we’ve had about the separation of art and reality, what makes art good, bad, able to be understood, etc. This quote implies that photography has different realms of use; one could certainly be art, but context and the subject need to be considered. Is photography art if it captures the changing color of leaves in autumn or the sea of people walking to work in New York? Is photography not art when the subject is war, pain, or suffering? However, a painting depicting war is art, is it because the work was done in reflection to an event and not in the present as the event was taking place?

Chapter 1 QCQ 

“And the pity and disgust that pictures like Hick’s inspire should not distract you from asking what pictures, whose cruelties whose deaths are not being shown” ” → This quote provokes the question of how unbiased can photographs be during war. Is there ever one side during war that goes without killing and cruelties? This starts to open the readers’ minds to challenge preconceived ideas about what photography and war mean. Is one type of death more important because it has been recorded? These are very heavy questions, and I don’t know the answer, but I think they are essential to keep in mind as people make judgments and form opinions on these types of images. 

Chapter 2 QCQ 

“ The war America waged in Vietnam, the first to be witnessed day after day by television cameras, introduced the home front to new tele-intimacy with death and destruction” → I always found it so interesting that arguably the most protested war was also the first war that showed the public unfiltered realities of war. It seems like in previous wars, all photography, films, and the news were sorted and picked and then fed the public some viewpoint that corresponded with it. Vietnam had so many points of access that made the public able to calculate more of their own opinions. I wonder if the overwhelming anti-war movement during Vietnam would have been the same if those photos/news videos were not allowed to be seen by the general public? 

• “This feeling of membership in the collective human experience across time and space is the highest achievement of culture, and nothing contributes more to its renewal in every generation than literature” → I like the theme of membership and connectedness this quote embodies but also how it importantly highlights the need for renewal. I feel that sometimes literature can seem closed off and like the “classics” are set. The renewal of generations bringing in more concepts, social challenges, and viewpoints is a great way to update what resonates with the people. Which, as was stated, is how we travel beyond set boundaries and share our collective experiences. This quote also makes me wonder at what point contemporary literature becomes a classic and piece of writing understood by most to be influential? 

• “Nothing better protects a human being against the stupidity of prejudice, racism, religious or political sectarianism, and exclusivist nationalism than this truth that invariably appears in great literature” → I understand what this quote is getting at, yet I can’t help thinking of the negative ways literary works were used to push forward all the examples above. Political propaganda and fake news of today make it incredibly hard to find a work of literature that is fully truthful and doesn’t create even more inflammatory conditions between groups of people. Literary writings of the past even claimed biological reasons for slavery based on “scientific findings”. Today, we know these works are atrocities and completely untrue, but what did people think when they came out? Literature can create some deep divisions within people, especially political, but is there a way to circumvent that? I do think that being well-read and exposed to many different ideas and views can help make society have more well-informed and intellectual thinkers, but there has to be an acknowledgment of the negatives as well. 

 Quote →“…exhibiting one’s work implies a sort of declaration even when one does not mean to make one” 

Comment → I found this quote to be intriguing, and the way it is worded got me thinking a lot about how people are perceived in society. The whole concept of how others view you vs. how you view yourself is fascinating and hard to wrap your head around. Then, in this quote, we see an addition to this concept that not only are you as an individual being constantly observed by others around you but now so is someone’s work. Exhibiting ourselves on a day-to-day basis just by existing is a type of declaration. For example, the clothes we wear, the places we go, our jobs, and all these small choices add up and make a declaration to others around us that we might not even consider as we are going about our lives. 

Question → With the exhibition of artwork like Pozzi talks about, it seems like an easier concept to understand that a declaration is being made for an art exhibition. I wonder if this makes it less important though? Even though something might be easier for the public audience to interpret and judge, should we still value that someone has put this out without full awareness of how much society can interpret and give some understanding? 

Quote → “Depersonalization art, they feel, better represents the one-dimensionality of men and women’s lives and, by including less of the egotistic concerns of an individual artist or the cultural elite, it offers a common denominator of access to mass culture”

Comment → Depersoanlizaion seems like an excellent way to make art reach the most people and stretch beyond boundaries, which I think can be true. However, when I think of music, cinema, and other types of art, it is deeply personal and specific, yet people still make their own interpretations and find ways to connect something to their own lives. I would think that there could be the same kind of quality within art as well. I understand that maybe some people who are not well versed in more sophisticated types of art could look at the work and not get as much out of it as someone who did understand the background and cultural references. Nevertheless, I would like to think there could still be an appreciation of beauty that comes from it. 

Question → : If music, film, etc., can be very personal and specific, could art be too? Why should an artist hold back on their personality shining through their work for fear that not enough people will get exactly the right image or explanation? It becomes so personal for every person who admires it because we all have different points of view, and no one person will feel the same. To me, it becomes a fantastic feeling that someone’s artwork can reach across boundaries just because of the human experience and all our collective backgrounds. 

Personal:

One personal goal I hope to achieve this year is to reach out to a broader group of people than just my classmates and dorm. It feels straightforward to stick to a routine of people and ideas that coordinate with what I’m learning in class or shared experiences like in the dorm. However, one of the best parts of college is that there are countless opportunities to meet new people and share perspectives and ideas. I just have to take the time to go out and do it. As stated in Jeffery Scheuer’s article “Critical Thinking and the Liberal Arts”, education can be a “wellspring of ideas and questions, and a way of promoting flexibility and openness to diverse perspectives”. It was very easy to pursue these kinds of activities in high school for me as I had a very close group of friends and a school environment that actively encouraged involvement and discussions about important and somewhat controversial topics. I know that UNE has that same kind of dedication, as mentioned abundantly in the Core Handbook, that being exposed to a wide variety of perspectives and people is a crucial element to a well-rounded education. I want to pursue this by joining the Women and Gender Studies Club, which I did. This group will provide plenty of opportunities to get involved on campus and hear new voices and opinions on topics that I am incredibly passionate about. Scheuer expresses at the end of his article that having “active, thoughtful, humane, and productive citizens is what society needs”. Setting this goal for myself will not only help me and enrich my time at UNE, but it could also add to the number of perspectives and unique individuals on campus who take the time to be active participants in advancing the diversity of thought on campus.

Academic:

An academic goal that I feel will help me a lot with my transition to college academic life is having a mindset that allows me to be okay with different grades than I received in high school. My first instinct is to dwell on transcripts and think way ahead to the future, even as far as what law schools will see as I’m applying. When this class first introduced me to Carol Dweck’s TED Talk on growth mindset I realized that I was going to have to really take a step back and examine what I hoped to get out of my time here. To understand that there are goals towards grades, yes, but what is behind those grades is what matters. Meaningful learning. The grade is nothing if I cannot utilize the skills or knowledge I was supposed to obtain in my future life. When Dweck says “not yet,” I realized that having a growth mindset and understanding that it takes time, effort, and even failures to achieve an end goal. A great success will be where I can feel proud of myself even when I fall short or take longer to understand a concept. It means I am working hard and advancing my comprehension and abilities.

It was harder than I thought to think about the long-term goals because I know that they might change and develop into different things as I go through the years. It was nice to lay out some of the closer goals because I can start to see myself working towards them right now. I think it will be really interesting to look back at this and see what changed.

Pre-reading. Read the title and write 3-5 sentences as a pre-reading activity. What is this article going to be about? Based on this title, what do YOU think “liberal arts” means?

• I think that this article is going to cover the broad meaning of the term “liberal arts” and expand it into multidisciplinary areas. Combined with critical thinking skills, “the objective analysis and evaluation of an issue in order to form a judgment”, the two terms can reach into the meaning of knowledge and how colleges specifically interpret this. Critical thinking is already a term we see used in a variety of subjects and as mentioned in the core handbook is a crucial element of a well-rounded education. I think that the term “liberal arts” is a way to frame education in a way that extracts as much knowledge about a subject as possible. Also, not just what typically comes to mind like English, History, Art, etc. but any subject can benefit. Setting forth a certain mindset within any subject that focuses on the background of whatever information is being given, thinking about connections between topics, and exploring in an in-depth way. 

What Are the Liberal Arts? 

• In this section of the article, Scheuer’s main thesis is that the term “liberal arts” has evolved immensely over its 2,000-year-old history and its definition should be updated as well. He explains both the traditional as well as the new mindset of what a liberal arts curriculum entails and that “Neither liberal nor arts is an essential…descriptor”. Traditional areas include subjects such as grammar, rhetoric, geometry, philosophy, theology, etc. Today, some of the most utilized areas of a liberal arts program are to meld together what is generally accepted to be the most important topics such as science, art, humanities, and social sciences into a comprehensive education. The biggest takeaway from this section is to open the reader’s mind to become aware of the complexities within education and acquiring knowledge. 

Why Do We Need the Liberal Arts? 

• The two main ideas that Scheuer examines in this portion of the article are the concepts of critical thinking and citizenship. Again, he discusses the differences between the traditional definition of citizenship to allow for a more in-depth analysis of the world around us and what we perceive as our civic duty. A few ideas he brought up in regards to citizenship include how the traditional “civil dimension” includes things like voting, jury service, advocacy, and volunteering. I was interested especially in this aspect because I think today some people think of voting as just something that needs to be done and it’s more of a headache to go through the whole “political season” instead of how sacred a duty it is. It determines the course of our country and goes down in history that will be studied in the future. His idea of critical thinking and making connections between multiple spheres of citizenship seem to coincide with my idea that being a well-informed and invested citizen is the best way to ensure a successful community. Whether the topic is environmental, international, or political centered it is crucial that we as a society take the time to actively participate in decision making. 

What is Critical Thinking?

• Scheuer expresses the many benefits of obtaining an education that puts critical thinking skills into the forefront of its teachings, and how that skill set can continue on into someone’s personal, academic, or professional life. Critical thinking is an avenue into understanding not just your thoughts but how that connects with others’ thoughts and the entire world around us. Becoming comfortable with thinking deeply and having a sort of flexibility when it comes to problem-solving or understanding people and ideas. He also identifies that whereas critical thinking doesn’t have to have one definitive definition and can take on so many interpretations, that we still do need core educational skills. However, if they can be supplemented with critical thinking throughout, that will strengthen both the core subject and the individual’s capacity to think deeper. Obtaining the skills and experiences such as being able to adapt to new situations, communicate effectively, work with others, and reflect back on situations to grow. These are all ways critical thinking helps advance knowledge. 

The Importance of Critical Inquiry 

• The last section of this article focuses on how reasoning and analytic thinking doesn’t have to solely rely on a traditional format, there are concepts like “truth, nature, value…complexities, morality, freedom” that all have various meaningful concepts that add to the holistic viewpoint of knowledge. There is always a balance, fields within STEM are needed for the wellbeing of our society, but there doesn’t need to be such strict rules and boundaries with the educational process of these very different fields that either incorporate or neglect liberal arts. Regardless of what profession someone goes into or area of study, at the very core, we are human. Becoming proficient in a variety of areas can only improve our connectedness with one another and have the skills to be compassionate, intelligent, and present in society. 

Quotation Response

• “In the end, critical inquiry is not a map or list of firm rules but a set of navigational skills” → I picked this quote because it coincided with a few of my thought processes when I was picking a college to attend last spring. Everyone around me who was thinking of pursuing English, History, or Political Science picked a school labeled as “Liberal Arts College” and UNE does not have that description when looking quickly online. I was thinking of UNE and Brandies University, which says it has a “liberal arts focus” but I had to decide which elements of a school mattered most to me. UNE for example was a place that I was comfortable with, an area that was far enough away from home for me to be outside my comfort zone but close enough that I still felt I had a support system. I also knew that this school was in a safe environment and I have had so many great experiences meeting people who went there and worked there over the years that I knew it was special. I realized that the more typical liberal arts college that appeals to the humanities major doesn’t have as much importance as I thought. I can decide to take advantage of every opportunity that comes my way at UNE, and I will be as successful and happy as if I was at a school where English/Political Science was the top major. Now knowing that the Core Handbook has such emphasis on elements of liberal arts and incorporates those ideas into the curriculum I know it was a great choice. 

Write 4-5 sentences drawing a connection/relationship between something specific in Scheuer and something specific in the Core Handbook.

One thing in the Core Handbook that I noticed Scheuer also states in his article was the theme of teaching students to learn how to learn, fostering a mindset that allows for an openness and eagerness to learn even after college. In section IV of the Core Handbook, it describes how “Core courses enable students to chart courses of self-directed and ongoing learning”, to me, I found this wording very important. The ability for students to not just blindly follow what an institution tells them is essential and get the credit and move on, instead, there is a need for active participation on both ends. Students are taught to think more critically and deeply about their education and how it affects them after they leave. In the article “Critical Thinking and the Liberal Arts”, this theme is also very present when discussing how “The liberal arts embody precisely the skills a democracy must cultivate to maintain…active, thoughtful, humane, and productive citizens”. This overarching statement that appears in both texts draws a connection to how essential it is to learn to think in a way that creates success within college but also beyond, whether that be the workforce, tertiary education, or personal lives. 

Annotations

 

• Something in the Core Handbook that stuck out to me was the importance of being a well-rounded person at the end of our four years of undergrad. In high school, I took an AP Environmental Science course and what I found so shocking was that many people go through their entire lives without taking the time to learn about the environment, or more accurately, aren’t given the resources/opportunity to learn. I was very fortunate to have a teacher in that class who valued the same ideologies that were outlined in the Core Handbook and wanted to make sure we were exposed to this important topic. One of my goals in undergrad was to appreciate the classes I take that might not be directly related to my major, but are directly related to my overall success within whatever community I find myself in. I thought this quote from the handbook connected well with my thoughts, “…environmental awareness, that is, consciousness of these relationships in regard to their constituents and their communities. We emphasize civic understanding of the roles and responsibilities of the individual to the larger community”. 

Questions:

• If I don’t have a lab science this semester will I be able to pick one next semester or is it pre-picked for me in that course map layout? 

• My AP scores were sent in and my academic advisor reported back that I had credit for ENG 110. Can I choose not to take that even though it is a requirement for the Core Curriculum? 

1. Dweck offers two key terms, Growth Mindset and Fixed Mindset. Explain these two concepts. Use a Dweck quote for each part of your explanation. 

– Dweck’s definition of Growth Mindset is a way of perceiving what it means to learn, and in some cases to unlearn, a form of learning that makes students less apt to do well. A Growth Mindset is using the “power of not yet” to teach students that failing, difficulty, or challenges don’t have to have inherently negative consequences.  

– Fixed Mindset is explained by Dweck as being “gripped in the tyranny of now”. Students with a fixed mindset look upon challenges and failure as if there is something lacking or that they must be dumb. With this mindset, studies show students lack resilience and perseverance that can affect them all the way through their lives and into careers. Fixed  Mindsets can also be analyzed as a symptom of instant gratification when it comes to learning and challenges, both academically and personally. Putting immense importance on the success of “now” instead of “not yet” can transcend into a need of validation for every assignment, problem, or goal. Life is not about instant gratification, over-reliance on this can become a toxic cycle when faced with problems that will appear in everyone’s life at one point or another. Fixed Mindsets do not help with learning to cope and overcome problems in a healthy and rewarding manner. 

2. Dweck names at least two ways to stimulate a Growth Mindset or to be building a “bridge to yet”. What are they? Do these seem reasonable? Does something about them bother you? Why? 

–  One way Dweck explains Growth Mindset stimulation is to “praise wisely, not praising intelligence or talent”. This implies that the dependency on doing well to get praise and approval results in a Fixed Mindset and lack of confidence in students. Instead, praising the process of learning, not just the end result, will strengthen students’ ability to learn meaningfully and in an in-depth way without solely focusing on the end result of an A+. This creates an environment where intellectual curiosity can be maintained and perseverance skills can be achieved. 

– The second way that Dweck said Growth Mindsets can be stimulated is for students to be “rewarded for effort, strategy, and progress”. Instead of the usual reward of a correct answer, students who played a certain math game were rewarded for the time spent problem-solving and using their own resources to achieve a certain goal. This method of reward helps students expand their knowledge while also learning to look within themselves and problem solve. 

– I  think that these methods are a great way to help teach real-life solutions as well as in academics. Something I disagree with, or maybe don’t know her full beliefs on this aspect, is that sometimes there is a need for the gratification of correct answers. In my classes in high school, more so the AP’s, we were taught to question everything and form our own opinions and understanding. This made me enjoy the process of learning but I also took pride in knowing that my hard work was achieving something. I think a good balance of Growth Mindset while also wanting to be the most successful you can be, which might be illustrated by grades or feedback, is where I would stand. 

3. Intelligence. Dweck’s ideas may suggest a notion of intelligence or smarts that is different from what many think about when considering intelligence. How do you see her model of intelligence? 

– I see Dweck’s idea of intelligence and smarts to be partly determined by the environment students are in and that it can grow and strengthen when changes to that environment occur. Some models of intelligence tend to go along the lines that either you have it or you don’t, that there is a limit to what an individual can achieve. While that might be true in some form or another when looking at it in a scientific way such as genetics, I think that there is a tremendous amount of growth that can occur regardless of one’s capabilities. No one person is the same and that can transcend into the perception of intelligence as well. One person’s A can showcase their achievements at their personal highest level, yet, for another being able to problem solve through a difficult test that before would intimidate to the point of incompletion is an amazing achievement. Dweck’s model is full of teaching that “every time they push out of their comfort zone to learn something new and difficult, the neurons in their brain can form new, stronger connections, and over time, they can get smarter”. This idea is not strictly tied to the end result of something, it is through the process of using skills and finding solutions even in spite of failures. 

4. Write about a Fixed Mindset moment in your own learning history. Explain how that moment worked out for you. 

– A moment in my own learning history where I had a Fixed Mindset was in my Freshman year of high school with Algebra I. As an 8th grader, I took a placement test to indicate which level of Algebra I to take the following fall. My result was that I would do best in the non-honors level, however, I thought that meant I was not smart enough to be in the honors and that it would place me into that group in high school. I have always excelled in school, yet math, in general, takes extra effort in comparison to my other classes. I decided to really study and take the test again, I just barely made it but I signed up for the honors class. About two weeks into the class I was already struggling to keep up. The lessons my teacher was giving skipped over the foundations and basics of the course and went straight into the “out of the box” lessons, as he called them. Instead of switching to the lower level of the class, I continued to struggle through a whole year. I got tutoring once a week but I still felt as if I had to prove that I was smart and that I should be aligned with the rigor of my other subjects. That class ended up being my only B in high school and one of the lowest points in my self-esteem in the classroom. I never wanted to answer a question or go to the board since I was afraid of being wrong. The next year I took Algebra II non-honors and felt so much better, got better grades, and most importantly I fully comprehended the lessons. As I continued to become more confident in my math skills I decided to take Geometry honors my Junior year and because I changed my mindset about math and continued to get tutoring to stay strong in the course I was able to do very well in the class.