The document discusses how the example of playing soccer in the IASAS tournament relates to the four ways of knowing - language, perception, reason, and emotion. It describes how stereotypes, vagueness in language, biased perception due to emotion, and letting emotion impact performance are demonstrated through this example. The example shows how the student is affected by language and emotions in soccer and how gaining this self-knowledge can help them communicate more clearly and not let emotions negatively impact their abilities.

1. Kelsey Noah<br />Period 6<br />Interview Script- IASAS Soccer<br />What are the four ways of knowing?<br />The four ways of knowing are language, perception, reason, and emotion.<br />Language enables us to acquire knowledge from other people.<br />Perception is the awareness of things through out five senses.<br />Reason is based on logic in which there are premises that a conclusion is drawn from.<br />Emotion greatly affects people and they are naturally consulted when making important decisions.<br />What example did you choose?<br />The example I chose to use is this year’s IASAS soccer tournament at Jakarta International School. At IASAS there are six international schools that compete against each other. This year we got second place to Singapore American School when we lost in overtime. I chose soccer because it is a very important to me and a big part of my life. I have been playing it most of my life and I have gone to IASAS for four years.<br />The two ways of knowing I am going to demonstrate through this example are emotion and reason.<br />How does IASAS soccer relate to language?<br />One way that IASAS soccer relates to language is through stereotypes. In soccer and most IASAS events, the team members on the Singapore American School team are usually seen as unfriendly or rude. A stereotype is an assumption made about a person or a group of people based on their membership of the group. This stereotype is not necessarily true of all members of the SAS team. Some members of the SAS team might be friendly people and nice, and not different than any of the people on the other teams. However, this stereotype negatively impacts the members of the SAS team because people assume that the negative features of some members of the team are possessed by all members of the team.<br />Another example of a stereotype at IASAS is that many of us see members of the ISKL team are weaker players because their team usually always loses. Even though this stereotype may negatively affect some members of the team who are good, it also shows that some stereotypes have some truth to them. The team usually has weaker players which is a result of having a smaller school than the other teams, so they have fewer players to choose from.<br />These stereotypes cause me to either view SAS team members negatively even though it may not be true, and to think of ISKL members as not a good at soccer. I am more likely to notice things that SAS does that could be seen as unfriendly due to confirmation bias. Also I am likely to not play as hard against ISKL because I don’t view them as skilled as other teams at IASAS.<br />How else does IASAS soccer relate to language?<br />Another way that IASAS soccer relates to language as a way of knowing is vagueness. An example of this in soccer is when you ask a team how they did and they respond with good, or when you ask another team how was the team they just played against, and they say good. Good is a vague word because it could have many different meaning, and it could be relative to how the team was expected to perform. For example, if SAS loses only two games you would not say they played good, however if ISKL were to only loose three games, you would say they were good. Also, if you ask a team how they played in a game, and they respond with good, it could have several different meanings. It could mean that they had just played well and won their game, it could mean that they played badly and still won their game, and it could mean that they played well but lost. The same is true when asking another team how good the opposing team was.<br />Vagueness causes confusion for me and for others at IASAS. I have said that my team played good, which likely confused members of other teams about what I meant, and I have also been confused as to the level of other teams when someone tells me that a team is good.<br />How does IASAS soccer relate to emotion?<br />IASAS soccer relates to emotion as a way of knowing because it can either be an obstacle or source of knowledge. For example, when we tied a big game before the finals during IASAS we experienced negative emotions, which could have resulted in a lower level of play because our perception of ourselves may have changed. Emotional coloring could have made us aware of only the negative aspects of our game and where we made mistakes, rather than focusing on the positive parts. However, when we tied SAS and won games we felt positive emotions which were a source of knowledge, because it raised our level of soccer during other games. Due to emotional coloring, we noticed only the positive parts of the game, and because we did not feel as bad over mistakes we may have made, it resulted in a higher level of play.<br />This affects me a lot because when I have a game where I do not play as strongly, I tend to feel negative which impacts my other games. Also, when I play well I feel extremely positive and play better and try harder in the next game.<br />How else does emotion relate to IASAS soccer?<br />Emotion also relates to IASAS soccer through biased perception and fallacious reasoning. When I see SAS playing against another team I usually only notice their good plays and times when they are playing strongly. This is because of my biased perception. I am already expecting SAS to be a good team, so when they play well it confirms my biased perception, however when they make mistakes I tend to overlook them. I also generalize that the SAS team must be good because I have played them previously in a few IASAS and exchanges. I had only seen them playing briefly, however I made the generalization that they were a good team based on my limited experience and contact with them.<br />What does the example say about you as a student and athlete?<br />The example shows that language and emotions affect me a lot even though I don’t always want them too. It shows that I am affected even when I do not realize it. Even though I may try to us reason for some situations, negative emotions can sometimes be stronger. However it also shows that emotions can affect me a positive ways as well, by making me play better, or if it were at school, study harder. It also shows that vagueness in language can cause confusion to me and other, which would also affect me in school.<br />What can you do with this knowledge?<br />Next year, with the knowledge about how vague language can cause confusion, I can try to be clear about what I mean when talking to others in order to prevent causing them confusion. Also, I can realize when I have a stereotype, and know that it is not necessarily true. For emotion, I can know when I have a negative emotion and that I cannot let myself be effected by it.<br />