- This topic has 10 replies, 2 voices, and was last updated September 11, 2021 by
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Session 1
Homework/Tasks for Next Session
- Questions to think about/mull over:
•What do you know?
•Do you know if your friend knows something? If not, why not?
•Should we prefer a world where everyone knows everything there is to know, or are we quite alright where we are?
•Who knows the most in the world? Who knows the least? Can we really tell?
Summary of What Was Covered
- Exploration of questions pertaining to personal identity, through lenses of PPE
- Introduction to concept/notion of “Philosophy, Politics, and Economics”
- Introduction to the COURSE “PPE”
- The Basics of Public Speaking and Debating 101
Feedback
- A vast majority of the students were engaged, active, and vocal – this was reassuring.
- However, a number of students struggled with responding to the specific prompts and instructions given – e.g. in diagnosing whether we ought to be perturbed by/concerned with the fact that we may/do not know if we are, in fact, real/dreaming. Students would benefit from more closely tracking the questions being put to them.
- Moreover, it would be helpful for a small minority of students to be more vocal and open about sections that they’re less than sure about – e.g. asking questions/probing for feedback and guidance would be useful, even just in terms of indicating areas of relative weakness/confusion.
- I was, overall, rather impressed with the level of maturity and intellectual profundity exhibited by these students – especially in light of their ages. Truly incredible stuff.
- Questions to think about/mull over:
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Homework/Tasks for Next Session
- Please watch https://www.youtube.com/watch?v=yg16u_bzjPE
- Would you pull the lever?
- Would you push the fat man?
- Extended reading: https://kids.kiddle.co/Utilitarianism
Summary of What Was Covered
Introduction to epistemology
Introduction/overview re: ways of knowing and areas of knowledge
Knowledge as justified true belief
Debates/speeches re: individuals’ knowledge, measuring knowledge, and the ethics of knowledge
Feedback
This was a great performance from the class. Answers were on-point, targetted, more concise. Students that had participated frequently (perhaps a tad too ardently) remained active. Those who had struggled to pitch in previously have picked up in their frequency and volume of contributions. There is also a palpable sense of curiosity and camaraderie amongst students – the interactions were reassuring and pleasing to watch/observe. I was particularly impressed by certain members of the class’ ability to draw upon personal experiences and existing knowledge, as well as their awareness of current affairs/events, in offering robust answers to philosophical and largely abstract questions. All in all, to improve, folks should look to:
– Think more deeply and carefully about the shortcomings and underlying assumptions of theoretical frameworks;
– Stick to the questions put to them – answer them well BEFORE shifting onto other territories/grounds (i.e. don’t stray from the topic, engage with the question, THEN you can explore other facades/facets of the same question).
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Homework/Tasks for Next Session
•Read: https://www.storyboardthat.com/lesson-plans/introduction-to-government
•Watch: https://www.youtube.com/watch?v=JY7umgfV8ggSummary of What Was Covered
- Introduction to ethics and moral philosophy
- Trolley problem and the fat man
- Introduction/overview re: utilitarianism vs. deontology
- Abortion — overview of core issues
- Debates/speeches re: being sad Socrates vs. happy pig
Feedback
The class struggled somewhat with the contents covered in the class. I sought to moderate the discussion more carefully to ensure that everyone had a fair chance at participation. There was a palpable sense of excitement at the new ideas and concepts brought in, but it was also clear that some folks had struggled to comprehend/make sense of the more complex nuances involved. Going forward, it would be very useful if students could raise questions re: what they’re not sure of, seek to identify similarities and proximities between the new concepts introduced and their daily lives/experiences, and grapple with arguments both in favour of and against (as opposed to pertaining to solely one side) of a particular topic/question.
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SESSION 4
Homework/Tasks for Next Session
•Read: https://www.altamed.org/articles/5-reasons-why-you-should-vote
•Watch: https://www.youtube.com/watch?v=GrG7zBUDiqQSummary of What Was Covered
- Introduction to theories of the government and political philosophy
- On the basics of political sciences – applied principles
- What is the government? Measuring the government
- Different regime types
- Understanding the limits and strengths of the state
Feedback
I was impressed by the increased level of participation from folks who had not previously spoken. Questions were asked and raised, problems were flagged and highlighted, and it was clear that the class was by far more willing to engage with the subject matter at hand as compared with the previous session. I felt that most of the students were more critically engaged, empowered, and responsive to the prompts raised in class, as compared with the previous session. However, to improve, it is imperative that the students…
1) Think more carefully about the causes and implications of political processes and phenomena;
2) Connect their answers more explicitly to the theories and frameworks touted in the presentation;
3) Listen more carefully to others’ answers and engage with the LOGIC and EMBEDDED ASSUMPTIONS, not just the CLAIMS/ASSERTIONS raised by the other parties.
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SESSION 5
Homework/Tasks for Next Session
- Please read: https://www.imf.org/en/Topics/Inequality/introduction-to-inequality
- Try your very best to understand what the article is saying – no worries if you can’t grasp all of it.
- Please answer one of the following (no more than 100 words):
– Who owns the Earth?
– Should climate change be treated as an economic problem?
– Should healthcare be made public?
Summary of What Was Covered
- Why do people vote?
- Theories of voting and democracy?
- Incentives of politicians
Feedback
The class had a comprehensive and rigorous discussion. It was an excellent and rich series of debates.
Areas to improve upon:
1) Some folks NEED TO SPEAK UP MORE – they should fix their wifi if they can’t participate 🙁
2) It’d be helpful if folks took some time out to reflect upon the INCENTIVES, MOTIVATIONS, and CHARACTER of politicians – more substantively, the questions to ask should be, HOW and WHY ARE PEOPLE DRIVEN TO ACT THE WAY THEY DO?
3) What justifies governments? Students should think more carefully about the NORMATIVE PRINCIPLES AND FOUNDATIONS of contemporary governance.
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SESSION 6
Homework/Tasks for Next Session
– Please read: https://www.ducksters.com/money/supply_and_demand.php
– Please write a response to the following (CHOOSE ONE QUESTION, NO MORE THAN 150 WORDS):1) Should the government control and set all the prices for the market?
2) Is capitalism a force for good?
3) Should we be allowed to sell our own organs?
4) Is climate change that big of a deal?
Summary of What Was Covered- Introduction to Economics 101
- Introduction to concepts including:
- Inequality
- Climate change
- Externalities
- Supply and demand
- Pricing
Areas to improve upon:
1) Some folks NEED TO SPEAK UP MORE – they need to speak up, ESPECIALLY WHEN ASKED AND INVITED TO SPEAK!!!
2) I would appreciate it greatly if folks would THINK MORE DEEPLY ABOUT THE PROS/CONS OF INEQUALITY, and EXPLORE more aggressively the IMPLICATIONS – ESPECIALLY FOR INDIRECT STAKEHOLDERS – of policy outcomes.
3) More importantly, it’d be useful if students could spend more time addressing/engaging with questions and information presented in the VIDEO sources I include in the PPTs.
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Does climate change need to be treated as an economic problem?
In my opinion yes, because climate change is a big problem in society. climate change connects with our life. Do you think life is better than money? Economics is about science money and decisions.in my opinion, they are both important, besides if you don’t have the money you can’t live. So，I think we expect that climate change can be esteemed more fundamental, however, in my view there are no need to treat as the economics problems. -
SESSION 7
Homework/Tasks for Next Session
- Please write a response to the following (CHOOSE ONE QUESTION, NO MORE THAN 150 WORDS):
- We should abolish all school uniforms.
- We should abolish all single-sex schools.
- We should ban video-games at home (!).
- Please read the following:
- https://www.sfu.ca/cmns/130d1/HOWTODEBATE.htm
- Try your best to understand what this article is saying 🙂
Summary of What Was Covered
- Introduction to capitalism, socialism and communism
- Institutional design – political economy
- What incentivises individuals to produce/supply, and demand?
- Equilibrium – calibrating and determining market equilibria
Feedback + Areas to improve upon:
1) I was impressed by the enthusiasm and measure on display from the participants – there was a great sense of self-awareness and heightened confidence, and this is a trend that I’d like to see maintained.
2) More thinking/comprehensive evaluation/scrutiny of the key concepts at stake here would be helpful – what does “responsibility” mean? Who should bear the responsibility of addressing climate change and negative/positive externalities?
3) When grappling with economics questions, think of ways to mathematically operationalise or represent the problems at hand here.
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Session 8
HOMEWORK FOR SESSION 9
uThis House supports genetic engineering.
uThis House supports space exploration.
uThis House regrets the rise of e-sports.
-https://simple.Wikipedia.org/wiki/Genetic_engineering
-https://www.bbc.com/news/topics/c5y915pwp89t/spacex
-https://www.youtube.com/watch?v=9l2Ygf4ANGw
-https://www.youtube.com/watch?v=m0zWiUGrzBk…the rest to follow
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SESSION 9
· Classroom debates
o This House believes that high school education should be made optional.
o This House would abolish religious schools.
o This House supports separate schools for students who are gifted/talented.
o This House would prohibit students from enrolling in after-school tutoring.
o …And beyond
· Resources/links for reading:
o https://knightlifenews.com/7732/opinion/high-school-should-be-optional/
o https://milkfoundation.org/harvey-in-schools/
· Full debates to cap off the training course
o This offers students an opportunity to showcase what they have learnt, not only to the tutor, but also their parents
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