The movie “Arrival” will hit theaters in early November, and its first trailer came out today.
I’m thinking the trailer itself could be useful for Theory of Knowledge classes when we study language – it appears that the focus of the movie is on a linguist who is supposed to save the world by deciphering the aliens’ language.
Now, MIT has created what’s got to be the most engaging online version of the age-old ethical dilemma in its “Moral Machine.”
They’re take on the problem is that you are designing the moral decisions a self-driving car has to make. You’re given thirteen scenarios and, after you’re done, you can see how your answers compare to those of previous participants.
The best part, though, of the site comes next. You can then create your own scenario that others can play!
I think it’s safe to say that for as long as this site is up, any IB Theory of Knowledge class that has access to technology will be playing it during their Ethics unit.
The researchers believe that slow motion makes it appear that a person has more time to think, plan and then act than they really do. Thus, slow-motion video could create the illusion that a person is acting intentionally when he or she is not.
“Seeing something in slow motion gives you the false impression that the actor had more time to act, so it feels more premeditated,” Caruso said. “When you see it in slow motion it just has this, like, air of inevitability.”
And the Post illustrates the point with this Draymond Green video from the NBA playoffs (it also has a video of a shooting that I wouldn’t feel comfortable showing to my class):
Since we’re in Northern California, many of my students will be familiar with this incident.
I plan on showing the video to my Theory Of Knowledge classes when we’re studying Perception, then ask them if they think it was intentional – why or why not. Then I’ll explain what the study found, and ask students to think and discuss what the reasons might be for the research finding. After a short discussion, I’ll tell them what the researchers said about it.
The purpose of the unit is to help students see how and when Perception can help and hinder our search for knowledge, and this is a perfect example.
My colleague and co-author, Katie Hull, is moving to middle school this year, and she attended some trainings last week. She told me that one of the things she learned about and liked a lot was a “noise-level chart.”
But I don’t think it’s as well known to high school educators, at least the two of us!
Using something like this could be very helpful in my IB Theory of Knowledge classes, which are very large, and we’re all packed into a very small classroom.
Introducing the chart, practicing it, and then explaining what level the class noise level should be prior to each activity (or, even better, asking them what they think the level should be), could be a very helpful strategy.
Again, it’s probable that most readers of this blog already know about this strategy. I wish somebody had told me about it earlier!
Here’s what I’ve come up with for my classroom – tell me how I can make it better, please:
Crash Course has this relatively new video on Pascal’s Wager, and it’s a good one for IB Theory of Knowledge classes.
My big critique of it, though, is the same one I have for all of Crash Course’s videos – he’s speaks so darn fast. Proficient English speakers should be able to get it, but English Language Learners (and I have many in my TOK course) are going to find it tough to access: