Category Archives: Experience

Cloning Blues

In fiction, clones often struggle with their identities. Will they always be pale imitations of the people they are based off of? Or will they find their own purpose and deviate from the future that was predestined for them?

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Freire and the Truman Show

While reading Paulo Freire’s, The Pedagogy of the Oppressed, I couldn’t help but relate his depiction of the narrative style of education to the life of Jim Carrey’s character, Truman Burbank, in the satirical film, The Truman Show.  Continue reading

What is Perfect Education?

As I was reading John Dewey’s Experience and Education, I kept on reflecting on our very first class at the beginning of the semester. If I remember correctly, we were all asked a very simple question: what is education? There is no point in finding the perfect model for education if its very purpose is unknown. Dewey rejects the idea that education is merely the young’s’ preparation for their future lives. To me, education is instilling in the young the urge to learn, change, and innovate.

The two conventional education models (traditional and progressive education) have failed to live up to that purpose. Dewey does an amazing job at pointing out the fallacies present in both models. In the traditional model, adults’ standards and methods are imposed on the students that do not correspond to their capacities. As a result, the concepts and ideas taught are abstract with little to no application on a student’s life. On the other hand, the progressive model offers little organization and unguided freedom. This can create a lot of “miseducative” experiences.

Due to the inherent fallacies present in both models, students must find the perfect balance between organized learning and practical experience. Because students have different capabilities and interests, the quest for the perfect balance should be a personal one. For me, I have found the perfect balance here at Emory. I run chemical reactions in lab after learning them in my organic chemistry class; I have connected the knowledge I gained in physics class with my neuroscience seminar to write a research paper on how physics is changing the field of neuroscience. I have also used my physics knowledge to better understand some problems we discussed in philosophy class. School is no longer about memorizing abstract non-applicable concepts; I am applying the knowledge in different ways and forming interdisciplinary connections. This has certainly developed my new zest for learning and knowledge.

Experiencing Through Education, Not Vice Versa

In “Educating and Experience,” John Dewey makes the distinction between the two title words in an attempt to convey how every experience itself does not necessarily lead to education, or at least not in a positive and productive manner. In the text he says, “the belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative. Experience and education cannot be directly equated to each other”(13). Although I do see some truths to these statements, I do also disagree with some of it as well.

For instance, I take particular interest in the statement “Experience and education cannot be directly equated to each other”(13). I would argue against this statement in a similar way to the square-rectangle concept where every square is a rectangle but not every rectangle is a square. I think that education equates directly to experience but not vice versa. Education should be seen as an experience in its own right whether or not the pupil regards it as such. It’s no new discovery that power of education is invigorating and provides students with plenty of experience.

However, I do agree with Dewey in terms of experiences not necessarily being educative(13). Experiences can be life altering and very educative. For example, people on shows like “Survivor” and “Naked and Afraid” learn through experience as they try to accommodate living in the wilderness. But a counterexample would be of a typical college student attending a party. Granted, the results from experience may vary, but I highly doubt that this kind of activity would result in any type of educative enlightening. What do you guys think? Do you think that education and experience do equate to each other?

 

Experience’s Affect Upon Society

“But there is another aspect of the matter. Experience does not go on simply inside a person. It does go on there, for it influences the formation of attitudes of desire and purpose. But this is not the whole of the story. Every genuine experience has an active side which changes in some degree the objective conditions under which experiences are had. The difference between civilization and savagery, to take an example on a large scale, is found in the degree in which previous experiences have changed the objective conditions under which subsequent experiences take place. The existence of roads, of means of rapid movement and transportation, tools, implements, furniture, electric light and power, are illustrations. Destroy the external conditions of present civilized experience, and for a time our experience would relapse into that of barbaric peoples” (15).

I found this quote very interesting for its exploration of experience in relation to civilization. In the first few sentences, Dewey claims that experience takes place within the person, as it “influences the formation of attitudes and desires” (15); however, he goes on to state that experience exists beyond the person. It is a genuine experience that can be either active or passive, changing based upon the degree of objectivity under which the experiences are had. Dewey claims that the difference between civilization and savagery is founded in the transformation previous experiences have had on the “objective conditions” (15) under which such experiences have taken place. According to him, the existence of tools are all “illustrations” (15). If we were to destroy the conditions of society, what we consider to be society would fade away.

In my Anthropology 101 class right now, we are learning about the four stages of civilization: bands, tribes, chiefdoms, and states. Therefore, this comparison between civilized experience and barbaric experience can be related to what we are discussing in the Anthropology lectures. Its really fascinating to be able to relate what I learn in Philosophy to what we are discussing in Anthropology.

I agree with Dewey in that I believe that experience is the basis upon which society progresses. Previous experience allows us to make more educated decisions and serves as the foundation for the obtainment of new knowledge. The external conditions created by experience make us view society a certain way because of the social values, norms, and objects that are part of it. Take away experience, and what makes a society a certain society fades away.

However, I do not agree with Dewey in that experience defines something as barbaric versus civilized. Just because we call something barbaric does not mean it actually is. Societies function differently and are composed of different norms and tools. These differences in lifestyle, etc. do not mean that a society is less developed than ours. So in the sense of differences in culture defining the level of society, I do not agree with Dewey. I think that experience is important in forming society, and progressing society forwarded, but not in defining a society as either developed or civilized.

Experience This

In the reading we were assigned for Monday, John Dewey put a lot of emphasis on the importance of experience in education. His connection between personal experience and education remind me of my first blog post, “To Practice or To Preach?”

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Rousseau and Dewey on Education

While reading Experience and Education, I couldn’t help but notice how Dewey’s discussion of education directly connects to Rousseau’s discussion of raising a child. This comparison first became clear when Dewey began discussing the negative qualities and the consequences of habit formation when he stated, that some “experience[s]” may “generate” “habits,” which he suggests creates the “inability to control future experiences,” a similar stance to Rousseau (26). Continue reading

Duel Identity

I really hate the movie “Avatar” for several reasons. I recognize that it was a landmark in computer generated (CG) movies and that it looked pretty. But I also know that it was a boring story that manipulated emotions to make people root for one side using a combination of white guilt, forced romance, and the seemingly perfect Na’Vis. But, the story-line is something we see in fiction a lot. If you are part of two cultures, where you do you side with?

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Fake Memories?

GET TO THE CHOP–Whoops wrong movie

In the movie Total Recall (I’m referring to the original 1990 movie starring Arnold Schwarzenegger, haven’t seen the more recent remake), the main character Douglas Quaid wants to go on a vacation to Mars but he cannot afford to physically transport himself. Instead, he opts to go to a company called Rekall that will allow him to receive a brain implant that makes him believe that he went to Mars.

The rest of this blog will contain unmarked spoilers, so let the reader beware.

During the operation to get the memory transplant, something goes wrong and Doug receives painful shocks. Once he goes home, he sees that what he believed to be his life is all a sham, as his supposed wife is a secret agent working against him. Doug finds a recording from the future that he is a secret agent called Hauser and that he erased his memories in order to protect himself from a conspiracy. Doug goes to Mars to find out more about the conspiracy. Once he arrives, he goes on an adventure that reveals a secret device that can provide breathing air for all the residents, thereby bringing peace among the settlers and the Martian natives. Doug is able to release the device but in the last scene of the movie he asks himself if this was all a dream. Were his efforts to save Mars just a highly sophisticated memory implanted in his brain?

This brings me to the philosophical part of this blog post, where I found a connection between Doug’s memories and Locke’s view of identity. Locke argued that if “consciousness” was maintained by a person, then the identity of the person stays the same. He states the “consciousness can be extended to backwards to any past action or thought”, which means that one is able to recall past memories and actions (335). However, this also exposes one of the holes in Locke’s theory. A famous scenario called the breakfast problem asks that if I can’t remember what I had for breakfast yesterday, I was not myself during breakfast time yesterday. In Total Recall, it is not truly known whether Hauser truly existed or if he was a memory implanted into Doug’s brain. If Doug cannot make a distinction between a dream and reality, is he truly himself? I personally believe that Doug’s adventure was a dream and he either woke up or died after the movie ends.

My external source is not related to the movie, but it is a song I have been listening to while writing this blog post. It’s called “Is It Real?” from one of my favorite shows Cowboy Bebop. It ponders on reality and what can be done to prove my existence and whether the world around me is real or just a figment of my imagination.

Is Hurting Helpful?

In Book I of Emile, Rousseau mentions early childhood and what a baby’s crying can signify. He then goes on about how sometimes a baby’s crying can get too raucous which results in him being spanked by a nurse.  The instant look on the infants face is one of anger in his crying tones and facial expressions.  Rousseau later goes on to compare more destitute children who did not receive physical punishment to the children of higher social classes who did and how the former seemed to be “generally less frail and weakly, [and] more vigorous.” (56)

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