I think the area in which this class helped me the most is differentiating between true philosophical concepts and mere opinions. Sometimes we propose something when talking about a philosophical theory and don’t realize that we may just be speaking about a subjective experience that has little to do with the particular concept we are talking about. There have been many times, including the reading of Deleuze and Guattari, when I have found myself totally disagreeing with whatever author we happen to be reading until I have a strong grasp of their whole theory. Usually when this occurs I find myself agreeing much more than not with the theories, and found what philosophers proposes to be much closer to what I believe than I originally thought. I think there are many times when our conversations took a strong tangent because an idea was brought up that, while interesting, didn’t really apply to the theory we were discussing. I think there are also times when we have long disagreements that turn out to be just differences of word use and vocabulary. It almost feels like the more philosophy I do the more complicated it gets and the harder it is to find the words to convey my actual thoughts. While I might find it easier to differentiate between opinions and concepts, I have found myself being more plagued by differences of vocabulary and such. I have had extensive conversations in which myself and my interlocutor have thought we were disagreeing, but by the end of it discover that we actually agree. Too often do we find an issue with a small point or phrase and then ignore the rest of what someone is trying to say because we can’t get past that point. I found this when reading D&G however once I had finished the book and looked back at certain problems I had I found them to be elementary. Once I was able to grasp the greater mission of their text I was able to understand the smaller points they made from their own perspective.
I want to talk about our senior projects as well. I really enjoyed everyone’s papers (even those I thought I wouldn’t) and I loved the variety of topics we covered. We all had complex yet well thought out ideas; I just wish we had had more time to discuss them! I also wish we could’ve had more class discussions about our papers while we were writing them. It took us a lot of effort to convey what we really wanted to say to each other, but by the banquet we were spot on. Good job guys!
Tuesday, May 3, 2011
Dear Classmates,
This past semester has been interesting to say the least, but looking back at the tough weeks we all encountered I am proud of our class and our finished products. I think this is where I want to focus my attention- the struggle that led us to the end. To sugar coat our experience in senior seminar would allow us to look past the tough spots we all encountered. Maybe I am being too general here, but at some point I assume we were all ready to throw up our hands. We started off with difficult material that was completely different from anything we had read in the past. The abstract language, new ideas, and dense writing forced us to slow down and critically addresses the questions that were bring brought about by the material. It would have been easy to brush these concerns to the side, and keep pressing forward without a clear idea of how the argument was being constructed. If we were to overlook our questions or our concerns about the material, we would have failed to grasp the ideas. At the time, I was so frustrated. I didn’t have much to say in class, because when reviewing what I read I was never sure what I understood about it. But my point is not to show the distraught, but how the struggle led to me fully understanding the material and introducing me to a new way of looking at philosophy. I have referred to D and G’s ideas about the concept’s uniqueness to philosophy, philosophy’s comparison to art and science, and the structure of each of these formations of thought many times. It altered the way I viewed our field of study, and I am glad we slowly pressed through till the end.
I think our struggle with D and G reiterates the importance of perseverance. If this semester would have been easy, I don’t think I would appreciate the diploma I (hopefully) will be receiving in two weeks. The question of whether I can make it to the end or if I want to make it to the end has been debatable, but now being close to finished I appreciate that this semester has been fight. As we approach the real world I think these little fights will be a reoccurrence, and we may not always have the known reward waiting at the end of it all. But it is important to remember these times, and know that the hard work at some point does pay off whether or not we recognize it. Anyway, I am proud to be graduating with an intelligent group of students that have worked for our diplomas. Congratulations! Thank you Dr. J for making this semester memorable and believing in us these past four years.
Best of luck,
Courtney Martin
This past semester has been interesting to say the least, but looking back at the tough weeks we all encountered I am proud of our class and our finished products. I think this is where I want to focus my attention- the struggle that led us to the end. To sugar coat our experience in senior seminar would allow us to look past the tough spots we all encountered. Maybe I am being too general here, but at some point I assume we were all ready to throw up our hands. We started off with difficult material that was completely different from anything we had read in the past. The abstract language, new ideas, and dense writing forced us to slow down and critically addresses the questions that were bring brought about by the material. It would have been easy to brush these concerns to the side, and keep pressing forward without a clear idea of how the argument was being constructed. If we were to overlook our questions or our concerns about the material, we would have failed to grasp the ideas. At the time, I was so frustrated. I didn’t have much to say in class, because when reviewing what I read I was never sure what I understood about it. But my point is not to show the distraught, but how the struggle led to me fully understanding the material and introducing me to a new way of looking at philosophy. I have referred to D and G’s ideas about the concept’s uniqueness to philosophy, philosophy’s comparison to art and science, and the structure of each of these formations of thought many times. It altered the way I viewed our field of study, and I am glad we slowly pressed through till the end.
I think our struggle with D and G reiterates the importance of perseverance. If this semester would have been easy, I don’t think I would appreciate the diploma I (hopefully) will be receiving in two weeks. The question of whether I can make it to the end or if I want to make it to the end has been debatable, but now being close to finished I appreciate that this semester has been fight. As we approach the real world I think these little fights will be a reoccurrence, and we may not always have the known reward waiting at the end of it all. But it is important to remember these times, and know that the hard work at some point does pay off whether or not we recognize it. Anyway, I am proud to be graduating with an intelligent group of students that have worked for our diplomas. Congratulations! Thank you Dr. J for making this semester memorable and believing in us these past four years.
Best of luck,
Courtney Martin
Final thoughts senior sem
My experience in this class has really helped me grow in philosophy more than most other classes I have taken. It was a valuable experience to be able to write on whatever subject I wished and get insight on possible flaws with my reasoning. My experience during this class was unique because I was not simply learning some dead philosophers beliefs and applying them to things like the ethical implications of torture or the ethics in the series Torchwood. I believe that this class was the first one where we were actually doing philosophy and not simply the history of philosophy. I think that it was a valuable experience that properly ends our education. I believe it was nice to gain insight into the different presentations that were made. After getting past the D&G we were really able to open up and start philosophy. I learned a lot about the philosophy of art and the art experience as well with this class.
One of the possible problems addressed to my senior seminar is the idea that holding a belief without material evidence based on certain criteria would allow almost any belief. Like a belief in Santa Claus or fairies could be justified if it somehow met the criteria. I was hesitant at first to say this in class however any one of those beliefs are justified so long as it is beneficial and they are not delusional beliefs. So long as the belief cannot be solved on intellectual grounds and the option is momentous, living, and forced holding that belief is justified Holding different beliefs in Gods or fairies is no different than holding different religious beliefs. So long as those beliefs are beneficial a person can consider them true. Some people may criticize it for allowing so many different beliefs like that however it is no different than the differing religions in the world. Some may have a problem with allowing those beliefs, but they have to keep in mind that those beliefs can be of the same rationality as all religious beliefs. I believe that I demonstrated the benefits of religion as well showing that it can be justified. Religion has been used to inspire thoughts and movements which have been beneficial to society and has helped people on a personal level that can be directly observed. I believe that religion is an aspect of our life that seems to be forgotten by philosophers nowadays and my work on the presentation showed me how philosophical those beliefs actually are. I thought I should clear up that little aspect of my senior sem presentation.
One of the possible problems addressed to my senior seminar is the idea that holding a belief without material evidence based on certain criteria would allow almost any belief. Like a belief in Santa Claus or fairies could be justified if it somehow met the criteria. I was hesitant at first to say this in class however any one of those beliefs are justified so long as it is beneficial and they are not delusional beliefs. So long as the belief cannot be solved on intellectual grounds and the option is momentous, living, and forced holding that belief is justified Holding different beliefs in Gods or fairies is no different than holding different religious beliefs. So long as those beliefs are beneficial a person can consider them true. Some people may criticize it for allowing so many different beliefs like that however it is no different than the differing religions in the world. Some may have a problem with allowing those beliefs, but they have to keep in mind that those beliefs can be of the same rationality as all religious beliefs. I believe that I demonstrated the benefits of religion as well showing that it can be justified. Religion has been used to inspire thoughts and movements which have been beneficial to society and has helped people on a personal level that can be directly observed. I believe that religion is an aspect of our life that seems to be forgotten by philosophers nowadays and my work on the presentation showed me how philosophical those beliefs actually are. I thought I should clear up that little aspect of my senior sem presentation.
Monday, May 2, 2011
Sport and Society
Peter Arnold discusses the relationship between sport and society in his article Democracy, Education, and Sport. “Democracy,” according to Arnold, is a form of government that is fundamentally based on freedom, human dignity, and equality (Holowchak 484). Arnold asserts that democracy also serves as a “sociocultural, a moral, way of life in which persons are free to associate in various ways and to express their mature interests and concerns” (Holowchak 486). In order to participate in a democratic life, Arnold explains that individuals must pursue a liberal education. Because it avoids narrow specialization and demands individuals to exercise their intellectual abilities, Arnold believes that a liberal education transforms individuals for the better and teaches them how to properly approach life (Holowchak 486). Rationality and morality, the two strands of liberal education, have significant implications for the individuals in a democratic society. Arnold explains that sound decisions develop from rational judgment, as opposed to passion, prejudice, or uninformed opinion (Holowchak 486). In addition, the reasoned criticism and review of public policy that stems from rationality is essential to democratic ideals and prosperity. Morality, in particular, concerns the “values and principles to which reference can be made before making a decision or engaging upon a particular course of action” (Holowchak 488). Morality involves a consideration and concern for our own interests and the welfare of other individuals. Together, rationality and morality constitute a specific type of education that allows individuals to successfully protect democratic ideals.
Arnold separates rationality into two distinct categories: theoretical reasoning, which includes the subjects of mathematics, science, and history, and practical reasoning, which incorporates activities such as dance, pottery, and sport. Practical reasoning, as opposed to theoretical reasoning, is concerned with individual action in the world, rather than merely providing information or speculating about the world (Holowchak 489). Arnold argues that knowing how to participate in a range of physical pursuits is an important aspect of human development; practical reasoning “provides an individual with the opportunity to become a more completely rounded person” and “permits an individual the freedom to choose…between the inherent values of different types of activity” (Holowchak 489). Sporting practices, among the other types of practical reasoning, provide opportunities for an individual to exercise particular virtues in the form of justice, honesty, and courage. In addition, Arnold believes that the universal and impartial rules of sport foster and shape the principle of equality (Holowchak 490). Like democracy and education, sport contributes to the structuring of society; it operates within a context of what is fair and just. In light of the increasing number individuals who see sport as a significant part of social and cultural development, Arnold encourages developed democracies to integrate the right to take part in cultural life into social policies. The government should be responsible for the provision of sport “on a fair and equitable basis” because this activity provides the means for individuals to become more complete and responsible members of a community (Holowchak 491).
Arnold separates rationality into two distinct categories: theoretical reasoning, which includes the subjects of mathematics, science, and history, and practical reasoning, which incorporates activities such as dance, pottery, and sport. Practical reasoning, as opposed to theoretical reasoning, is concerned with individual action in the world, rather than merely providing information or speculating about the world (Holowchak 489). Arnold argues that knowing how to participate in a range of physical pursuits is an important aspect of human development; practical reasoning “provides an individual with the opportunity to become a more completely rounded person” and “permits an individual the freedom to choose…between the inherent values of different types of activity” (Holowchak 489). Sporting practices, among the other types of practical reasoning, provide opportunities for an individual to exercise particular virtues in the form of justice, honesty, and courage. In addition, Arnold believes that the universal and impartial rules of sport foster and shape the principle of equality (Holowchak 490). Like democracy and education, sport contributes to the structuring of society; it operates within a context of what is fair and just. In light of the increasing number individuals who see sport as a significant part of social and cultural development, Arnold encourages developed democracies to integrate the right to take part in cultural life into social policies. The government should be responsible for the provision of sport “on a fair and equitable basis” because this activity provides the means for individuals to become more complete and responsible members of a community (Holowchak 491).
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