Workgroup 3 debate
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1) Art as a subject encourages creativity in students and provides a less stressful lesson compared to other subjects. However, not all students have an interest or passion for art. 2) While art has value in helping students discover career paths and is important to heritage and history, it is not taught efficiently in all schools and could cause anxiety or negative feelings for students who do not enjoy it. 3) There is debate around whether art should be an optional or required class in senior high school, as it may benefit some students but could burden others or reduce motivation if not of interest to them. Both sides provide reasonable arguments for and against teaching art at the senior high school level.
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Workgroup 9 debate
History lessons should not be banned from schools. While some argue that not everyone will use history and find it boring, learning from the past is important. History teaches us about important events and how societies developed. It also helps prevent the repetition of past mistakes. While different countries teach history from their own perspectives, conflicts between perspectives are not a reason to ban the subject altogether. Studying history helps people understand their culture and roots as well as develop a sense of right and wrong.
Workgroup 8 debate
English should not be used as the main language of instruction in all European schools according to Workgroup 8. Their arguments against this include:
1) Students may neglect their mother tongue and national culture/traditions if they switch primarily to English. This could endanger their cultural heritage over time.
2) Starting in early education, learning the history and culture of one's home country is important for cultural continuity. Using English primarily could cause students to neglect their own history and culture.
3) Students may become superficial and only interested in foreign cultures taught in English, neglecting their own national culture as a result. This endangers the extinction of their cultural heritage.
Workgroup 10 debate
History lessons should not be banned from school curriculums for several key reasons:
1) Studying history helps students better understand how past systems, ideologies, governments and technologies developed over time and how their present reality came to be. It also helps avoid repeating past mistakes.
2) The past is filled with warning signs - learning about historical events allows people to reflect on what led up to them, learn from mistakes, and recognize potentially dangerous patterns that could be emerging.
3) While some argue more time should be spent on subjects like math, language, and technology, eliminating history risks society not learning from the past and potentially leading to racism or other unhealthy outcomes. Overall, the benefits of teaching
Workgroup 4 debate
Art as a subject should be taught at senior high school. The document outlines arguments for and against teaching art at the senior high school level. It presents two sides of the debate - an affirmative speech supporting why art should be taught and a negative speech arguing why it should not. The key points made include that art encourages creativity and self-expression but may also cause anxiety, lack of ability, or loss of focus on core academic subjects for some students. Both sides provide examples to support their perspective on the debate.
Workgroup 7 debate
English should not be used as the main language of instruction in all European schools for the following reasons:
1) Not all students are fluent English speakers so using it as the main language would disadvantage some.
2) Using English as the main language risks losing important cultural heritage and literature originally written in other languages.
3) Each European country has its own unique culture and history tied to its native language, so students should be taught in their mother tongue to connect with their homeland's traditions and values.
Workgroup 6 debate
Modern apps can promote cultural knowledge in some ways but also have limitations:
1) Apps like Geocaching allow people to explore new places and learn about cultural sites, but information online is not always accurate and can mislead people.
2) While apps give disabled and low-income people virtual access to cultural destinations, the experience is not the same as an in-person visit and not everyone has access to or skills for using apps.
3) While apps provide entertainment and education about culture, lack of internet access means some people cannot benefit from cultural apps. Therefore, whether modern apps effectively promote cultural knowledge depends on the individual situation.
Workgroup 1 debate
Museums should not be free according to the negative team. Their first argument is that museums need money to cover operating costs and salaries for staff since they function like businesses. For example, museums require funds to pay bills, maintain exhibits, and pay employees. As a result, if museums were free, they may not be able to operate properly and would be dependent on government funding which may not provide enough money.
Their second argument is that when visitors pay to enter a museum, they are more careful with their behavior and show respect. For instance, knowing there is a fee makes people understand exhibits are valuable so they try not to damage anything. As a result, exhibits remain in good condition. Therefore, museums should not be
Workgroup 2 debate
The document discusses whether museums should be free or charge admission fees. The affirmative side argues that free admission would promote greater cultural understanding and acceptance. However, the negative side rebuts that governments do not have enough funding for museums and fees are needed for museums to survive, update exhibitions, and make new purchases. While museums can provide entertainment, the negative side argues that without fees, people may take museums for granted and they would not be properly preserved for future generations.
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History lessons should not be banned from schools. While some argue that not everyone will use history and find it boring, learning from the past is important. History teaches us about important events and how societies developed. It also helps prevent the repetition of past mistakes. While different countries teach history from their own perspectives, conflicts between perspectives are not a reason to ban the subject altogether. Studying history helps people understand their culture and roots as well as develop a sense of right and wrong.
Workgroup 8 debate
English should not be used as the main language of instruction in all European schools according to Workgroup 8. Their arguments against this include:
1) Students may neglect their mother tongue and national culture/traditions if they switch primarily to English. This could endanger their cultural heritage over time.
2) Starting in early education, learning the history and culture of one's home country is important for cultural continuity. Using English primarily could cause students to neglect their own history and culture.
3) Students may become superficial and only interested in foreign cultures taught in English, neglecting their own national culture as a result. This endangers the extinction of their cultural heritage.
Workgroup 10 debate
History lessons should not be banned from school curriculums for several key reasons:
1) Studying history helps students better understand how past systems, ideologies, governments and technologies developed over time and how their present reality came to be. It also helps avoid repeating past mistakes.
2) The past is filled with warning signs - learning about historical events allows people to reflect on what led up to them, learn from mistakes, and recognize potentially dangerous patterns that could be emerging.
3) While some argue more time should be spent on subjects like math, language, and technology, eliminating history risks society not learning from the past and potentially leading to racism or other unhealthy outcomes. Overall, the benefits of teaching
Workgroup 4 debate
Art as a subject should be taught at senior high school. The document outlines arguments for and against teaching art at the senior high school level. It presents two sides of the debate - an affirmative speech supporting why art should be taught and a negative speech arguing why it should not. The key points made include that art encourages creativity and self-expression but may also cause anxiety, lack of ability, or loss of focus on core academic subjects for some students. Both sides provide examples to support their perspective on the debate.
Workgroup 7 debate
English should not be used as the main language of instruction in all European schools for the following reasons:
1) Not all students are fluent English speakers so using it as the main language would disadvantage some.
2) Using English as the main language risks losing important cultural heritage and literature originally written in other languages.
3) Each European country has its own unique culture and history tied to its native language, so students should be taught in their mother tongue to connect with their homeland's traditions and values.
Workgroup 6 debate
Modern apps can promote cultural knowledge in some ways but also have limitations:
1) Apps like Geocaching allow people to explore new places and learn about cultural sites, but information online is not always accurate and can mislead people.
2) While apps give disabled and low-income people virtual access to cultural destinations, the experience is not the same as an in-person visit and not everyone has access to or skills for using apps.
3) While apps provide entertainment and education about culture, lack of internet access means some people cannot benefit from cultural apps. Therefore, whether modern apps effectively promote cultural knowledge depends on the individual situation.
Workgroup 1 debate
Museums should not be free according to the negative team. Their first argument is that museums need money to cover operating costs and salaries for staff since they function like businesses. For example, museums require funds to pay bills, maintain exhibits, and pay employees. As a result, if museums were free, they may not be able to operate properly and would be dependent on government funding which may not provide enough money.
Their second argument is that when visitors pay to enter a museum, they are more careful with their behavior and show respect. For instance, knowing there is a fee makes people understand exhibits are valuable so they try not to damage anything. As a result, exhibits remain in good condition. Therefore, museums should not be
Workgroup 2 debate
The document discusses whether museums should be free or charge admission fees. The affirmative side argues that free admission would promote greater cultural understanding and acceptance. However, the negative side rebuts that governments do not have enough funding for museums and fees are needed for museums to survive, update exhibitions, and make new purchases. While museums can provide entertainment, the negative side argues that without fees, people may take museums for granted and they would not be properly preserved for future generations.
Workgroup 5 debate
Modern apps can promote knowledge of cultural heritage, according to Workgroup 5. However, they acknowledge that not all devices can run all apps due to technical specifications, and it can be difficult and expensive to purchase an up-to-date device. While apps give access to places and culture through services like YouTube and Instagram, they also risk distracting focus and hindering learning.
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This article discusses the importance of integrating art education into K-12 schools. It notes that more states are now requiring certified art teachers and mandating art education standards. Research shows that art classes benefit students' learning and development. While expenses can be a challenge, art can be incorporated into core subjects through activities that don't require high costs. Maintaining art education prepares students with valuable visual communication skills and allows for self-expression.
2. Disciplines and Ideas in the Applied Social Sciences DLP.pdf
This document outlines a four-day lesson plan for a Grade 11 class on disciplines and ideas in applied social sciences. Over the four days, students will learn about counseling as an applied social science. On day one, students will identify the meaning, goals, and scope of counseling. Day two focuses on the core values and principles of counseling. On day three, students will demonstrate their understanding of counseling concepts through a group presentation. The final day involves evaluating student learning and providing additional activities for application or remediation. The lesson integrates various activities like games, discussions, and presentations to help students understand counseling as a discipline of applied social sciences.
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This document outlines a 4-day lesson plan for a Grade 11 class on Applied Social Sciences. Over the 4 days, students will learn about Social Sciences and differentiate it from Applied Social Sciences. They will identify differences among Applied Social Sciences like Counseling, Social Work, and Communication. Students will demonstrate their understanding through activities like concept mapping, presentations, discussions, and formative assessments. The goal is for students to appreciate the relationships between Social Sciences and Applied Social Sciences and their significance to society.
Teacher Interview
The purpose of this interview was to research, collect data and analyze results of educators' thoughts and perspectives of art within the classroom and curriculum. Overall, integration of arts within the curriculum has been extremely difficult for teachers.
INTEGRATING SCIENCE WITH HUMANITIES AND THE LIBERAL ARTS
This document discusses integrating various subjects like science, liberal arts, humanities, language arts, art, social studies, and music. It provides examples of how each subject can be integrated into science lessons. For language arts, it suggests having students read books related to science topics, write papers, and do presentations. For art, it recommends students create models and illustrations. For social studies, it proposes teaching scientific concepts in a historical context. The document advocates for integration to enhance learning and benefit both teachers and students.
Running head TITLE OF PAPER1TITLE OF PAPER2 Construct a D.docx
Running head: TITLE OF PAPER 1
TITLE OF PAPER 2
Construct a Deductively Valid Argument
Write: Identify the components and structure of your argument by presenting your deductively valid argument in standard form, and explain how your conclusion follows from your premises.
Premise one: Because some arts and humanities classes take place after school hours, these studies keep children out of trouble after school.
Premise two: The arts and humanities enhance the learning experience for children.
Premise three: Arts deepens a child’s knowledge and understanding of other cultures and traditions.
Premise four: Participating in the arts and humanities can help children who may not be great at traditional studies but have a creative side.
Conclusion: Therefore, teaching children arts and humanities is necessary for a child’s development.
I feel that all of my premises are true and valid and can be proven to be true. My audience can also deduct that my premises are true and thus valid.
Discuss Icon Guided Response: Read the arguments presented by your classmates, and analyze the reasoning that they have presented. In particular, if you believe that their argument is invalid, explain a way in which it would be possible for the premises to be true and the conclusion false. If you believe that their argument has a false premise, explain why a reasonable person might take it to be false. Finally, see if you can help them to improve their argument. How can they alter their premises so that all of them are true? What might they change in order to make their argument valid?
Deductive Logic
Flipper is a dolphin, so Flipper is a mammal.
Missing premise to make the argument valid: Dolphins are mammals. Dolphins live in the water, but they are not fish. Therefore, not all mammals live on the land.
Premise one: Dolphins are mammals, not fish because they come to the surface to breathe air.
Premise two: Fish do not need to breathe air, however, live in water.
Conclusion: Not all aquatic beings are fish.
Hello Tania,
I don't agree with your premise. Maybe the missing item is that he lost his job or his car broke down so he didn't have the money or time to buy flowers.
Running head: TITLE OF PAPER 1
TITLE OF PAPER 3
Ashford 2: - Week 1 - Discussion
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good ...
Observation stage
Colegio San Vicente is a private school located in Valparaiso, Chile that was founded in 1982 and provides education from preschool through secondary school. The school's philosophy focuses on person-centered education with an emphasis on humanism, autonomy, creativity, environmentalism, and social responsibility. Classrooms are spacious but have few resources, though a computer lab helps mitigate this. Students are engaged during lessons which involve presentations, readings, and worksheets, with the teacher providing instruction and clarification. While students are motivated by meaningful activities, the school does not assign homework, expecting students to learn independently with teacher assistance. Students are encouraged to participate in extracurricular activities for rewards and recognition. The English levels vary, with
Hum2220 fa2014 syllabus
This document outlines the course details for a Greek & Roman Humanities class. The course will cover developments in Classical civilizations as expressed through art, architecture, politics, literature and more. Students will be evaluated based on attendance, a cultural event paper, a research project, quizzes, and exams. The course will meet weekly and cover topics ranging from early cave art to the fall of Rome. Students are expected to conduct themselves respectfully and adhere to the academic honesty policy.
Galileos Lute Authentic Assessment
This document discusses using authentic performance tasks to assess student learning in secondary music appreciation courses. It advocates beginning with the end in mind by defining the understandings, skills, and knowledge students should demonstrate rather than focusing solely on content coverage. Authentic tasks require students to apply their learning to real-world problems in a meaningful way. The document provides an example unit plan template that demonstrates designing curriculum backwards from desired results and aligned assessments.
Teaching Philosophy of Science and Technology. Some reflections on how to mak...
Teaching Philosophy of Science and Technology. Some reflections on how to mak...University of Amsterdam and University College London
Teaching Philosophy of Science and Technology. Some reflections on how to make it inclusive and diverseSimilar to Workgroup 3 debate (20)
2. Disciplines and Ideas in the Applied Social Sciences DLP.pdf
2. Disciplines and Ideas in the Applied Social Sciences DLP.pdf
Disciplines-and-Ideas-in-the-Applied-Social-Sciences-DLP-.pdf
Disciplines-and-Ideas-in-the-Applied-Social-Sciences-DLP-.pdf
INTEGRATING SCIENCE WITH HUMANITIES AND THE LIBERAL ARTS
INTEGRATING SCIENCE WITH HUMANITIES AND THE LIBERAL ARTS
Running head TITLE OF PAPER1TITLE OF PAPER2 Construct a D.docx
Running head TITLE OF PAPER1TITLE OF PAPER2 Construct a D.docx
Teaching Philosophy of Science and Technology. Some reflections on how to mak...
Teaching Philosophy of Science and Technology. Some reflections on how to mak...
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Workgroup 3 debate
- 1. Art as a subject should be taught at senior high school. • Workgroup 3 • Names: Lorena Bogadek, Chatzistavridou Fay, Myranda Pappoullou, Diogo Novais, Ivette Llopis
- 2. A: Affirmative Speech Definition of the Topic: When we refer to art, we mean the various branches of creative activity, such as painting, music, literature and dance .As far as the senior high school is concerned, it is a secondary school, typically comprising the three highest grades 1st Argument supporting the topic: Our first argument is that art should definitely be taught at senior high schools mainly because of the fact that it encourages creativity and is as a result a lesson which is by no means as stressful and demanding as the other ones. Example supporting the topic: For instance, students are provided with the opportunity to let off steam while being educated and becoming knowledgeable. Result: As a result, when they are presented with difficult tests or assignments, they are able to cope better with finding solutions because they will be more creative due to art. Conclusion: For this reason we strongly believe that art SHOULD be taught at senior high school. After all, as Socrates said healthy mind in a healthy body.
- 3. B: Negative Speech Rebuttal of the 1st Argument supporting the topic: Personally, I am inclined to believe that art is not always an efficient way of encouraging creativity because every student's needs differ from one another. 1st Argument against the topic : My first argument against this topic is that the majority of the students is not keen on art and could therefore appear to be a burden to them as they are interested in other fields of career paths available to them. 1st Example against the topic: For example, not everyone is interested in careers related to art, so they should not be obliged to Attend such classes, especially if the timeline of the school is extended due to them. Result: Consequently, students will undoubtedly grow less motivated as far as focusing entirely on the subjects of their interest is concerned. Conclusion: For this reason, we are of the opinion that art should either not be taught or just be optional and not obligatory.
- 4. C: Affirmative Speech Rebuttal of the first argument against the topic: I see what you mean, but art is a quite motivational subject and many students Could discover a passion and a flair for art. 2nd Argument supporting the topic: Moving on to my second argument, I want to point out that if art is taught at schools, student Will therefore be able to be knowledgeable enough to opt for a career related to arts. 2nd Example supporting the topic: For instance, art has been taught at individuals, especially students since Ancient Greece. Therefore, it goes without saying that it is of high importance. Result: As a result, students will receive great education when it comes to art, which is really important as art is also closely related to heritage and history Conclusion: So, given what Pablo Picasso said "art washes away the dust of everyday life" we firmly believe that art should Without a doubt be taught at senior high school as it will benefit students to a great extent
- 5. D: Negative Speech Rebuttal of the 2st Argument supporting the topic: I see what you mean, but since not everyone has a flair for art, why should they be obliged to attend such lessons? 2nd Argument against the topic: My second argument against this topic, is that given the fact that art is not taught in the same Way at all senior high schools and is therefore not efficiently taught , it will without a doubt turn out to have a negative impact on them and bring about negative emotions. 2nd Example against the topic: A case in point is that if a student feels uneasy while carrying out a task, art is likely to cause them Anxiety and a negative feeling about school in general. Result: In this way, art will appear to be a burden to the majority of students, rather than a way to be creative and receive Education as well. Conclusion: Therefore, we strongly support the notion that art should not be taught at senior high school.