ENG124 Personal Worldview essay Please review this Powerpoint that is attached Labeled as Worldview Powerpoint First and then review the Assignment Require
ENG124 Personal Worldview essay Please review this Powerpoint that is attached Labeled as Worldview Powerpoint First and then review the Assignment Requirements
Assignment Instructions:
One way is to explore your current worldview and the experiences, media, people, and creatures who have contributed to it is to write about it. As stated earlier in the module, critical reasoning begins with an assessment of the self—not simply a list of your beliefs and opinions, but an authentic exploration of why you hold them. As E.M. Forster writes: “How do I know what I think until I see what I say?” This essay is designed to help you begin (or continue) this critical and vital endeavor, and I am so looking forward to learning more about you!
Based on what you learned in the previous unit, use at least 500 carefully chosen words (two double-spaced typed pages) and no more than 750, to write a short, multi-paragraph essay in which you do each of the following:
briefly introduce and summarize the major tenets (essential beliefs/values) of your worldview concisely and precisely;
select ONE of the major tenets of your worldview that you introduced and illustrate how it affects the way you behave and/or treat others–provide at least one specific example;
still working with the same major tenet from #2, determine the extent to which it is primarily inherited, informed, and/or influx–maybe even a combination of two or all three!
discuss how this major tenet (belief/value) from #2 factors into your ability to be open to different opinions/perspectives.
Guidelines:
For completing this essay you will receive the 50 points (that is what is meant by C/NC, but I will assume that what I am reading is your best work,
Essay must be in correct MLA format and style, including a Works Cited page, if a source is used (a source is not required).
Do not number and answer each element of the prompt individually. Your response should be a focussed, cohesive essay with a great title and smooth transitions between paragraphs.
Be sure to respond to all four requirements of the assignment.
Illustrate that you understand the prerequisites for this course, as reviewed in Module 0.
Proofread carefully so that sentence-level errors do not harm the readability of your essay. This will also help me to determine whether you have placed yourself in the course most conducive to your success.
I will review each essay before Friday. Because I want to get you feedback before the first drop deadline, feedback will not be extensive. Before anyone can truly become an effective critical
reasoner and writer, it is vital to first understand what
informs one’s own decision making process. More
goes into this than we often realize, and too few of us
stop to consider the role worldview plays in our lives.
BLIND MAN AND THE ELEPHANT
Note how each blind man’s interpretation is based solely on what he is experiencing
(aka, touching), and consider how this may apply to you and what you believe
about people, cultures, issues, etc.
JUST LIKE EACH OF THE BLIND MEN, YOUR
IDEAS AND BELIEFS ARE INFORMED AND
LIMITED BY YOUR EXPERIENCE.
DEFINING OUR TERMS
Worldview or World View
(use one term or the other, but be consistent)
v
Derrives from the German word Weltanschauung, welt (world) and
Anschauung (view or outlook)
vIt is our framework for reality, and fundamental to philosophy and
epistemology (the study of how we know what we know—very cool).
v It is best defined as the lens or framework of ideas and beliefs through
which an individual, group or culture interprets the world and interacts
with it.
vAnd yes, you have one.
A WAY FORWARD WHEN WORLDVIEWS COLLIDE
JERRY NAGEL (11:45)
After watching the short video, start thinking about your own
worldview and how it might factor into Nagel’s talk.
ARTICULATING YOUR OWN WORLDVIEW
REQUIRES SIGNIFICANT THOUGHT
In your first essay due at
the end of Module 1, you
will articulate part of your
worldview in a Discussion
Forum essay, and then
respond to the worldview
essays written by two your
peers. I can think of no
better way for us to get to
know each other.
It’s time for you to start
reflecting…
I WILL GO FIRST: BRAINSTORMING SOME OF THE
ESSENTIAL BELIEFS & VALUES IN MY WORLDVIEW
I like nice things,
but know I must
connect to
something outside
the material and
physical world to
have a
meaningful life.
Education (both
formal and
through
experience and
travel) should be
a lifelong
endeavor and
available to all.
Art and music
elevate,
examine, and
celebrate
what it means
to be human.
Animals are
intelligent,
sentient
beings that
should be
treated as so.
War and violence are
usually unjustifiable. (Yet I
enjoy violent films and TV
programs when the
violence is necessary to tell
the story. Do I contradict
myself? Hmmm…)
Gender and
Race are
human
constructs.
Work Ethic
If you are going
to do something,
do it well. Got
this from my
mom and dad.
All people should have
the right to find and
fulfill their potential—
and some should be
helped through social
justice.
DRAW YOUR OWN CLUSTER AND BRAINSTORM THE
ESSENTIAL BELIEFS & VALUES OF YOUR WORLDVIEW
?
?
?
You
?
?
?
WHAT HAVE BEEN THE GREATEST
INFLUENCES TO YOUR WORLDVIEW?
BRAINSTORM A LIST.
MAJOR INFLUENCES TO MY WORLDVIEW:
MORE WAYS TO LOOK
AT WORLDVIEW…
Ø Worldview Summary (broad chart)
Ø What Is Your Worldview (fun, interactive quiz)
Ø Ken Funk’s Ideas on Worldview (webpage)
SOME MORE TERMS TO DEFINE IN
RELATIONSHIP TO ARTICULATING
WORLDVIEW
vInherited: Ideas and beliefs you obtained/learned from
others and have not questioned or explored
vInformed: Ideas and beliefs you have thought deeply
about/explored and embraced as your own
vEvolving: Ideas and beliefs that are in flux
QUESTIONS TO CONSIDER:
1. HOW DO YOU MOVE FROM A PRIMARILY INHERITED
TO PRIMARILY INFORMED WORLDVIEW?
2. WHY IS IT DESIRABLE?
3. CAN YOUR WORLDVIEW BE BOTH INHERITED AND INFORMED?
4. IS IT POSSIBLE FOR YOUR WORLDVIEW TO BE ENTIRELY INFORMED?
WARNING:
WE SEEK TO CONFIRM.
con·fir·ma·tion bi·as
noun
the tendency to interpret (or look for)
new evidence as confirmation of one’s
existing beliefs or theories.
We seem to find it easier to think in
terms of those instances that support
whatever notion we’re testing. The
problem is, by selectively focusing on
supporting information, we ignore
contradictory information that may be
relevant to the decisions we make.
WE OVERSIMPLIFY.
Because life and/or information
available can be overwhelming,
we often base our decisions upon
information that can be easily
brought to mind.
WE HAVE FAULTY MEMORIES.
Many of us, including those who testify as witnesses, think that our
memory is a permanent record of past experiences.
Research indicates our memory can change. In fact, we can even
create new memories for events that actually never happened.
Memory is constructive: current beliefs, expectations, environment,
and suggestive questioning can influence our memory of past
events.
UNDERSTANDING YOUR WORLDVIEW
STRENGTHENS YOUR ABILITY TO REASON CRITICALLY
WILLIAM PERRY’S STAGES OF COLLEGE STUDENT
INTELLECTUAL DEVELOPMENT: WHERE ARE YOU?
1: DUALISM (EITHER/OR THINKING)
THERE IS A SINGLE RIGHT ANSWER TO ALL QUESTIONS. Knowledge is “received truth”
delivered by professors. Dualistic thinkers resist thinking independently, drawing their own
conclusions, stating their own points of view, and discussing ideas with peers; these are
“senseless tasks” because they believe teachers should deliver the facts. They are
especially uneasy when teachers (authorities) disagree. They believe that learning
involves taking notes, memorizing facts, and later depositing facts on exams.
2: MULTIPLICITY (SUBJECTIVE KNOWLEDGE)
KNOWLEDGE IS JUST AN OPINION, and students and faculty are equally entitled to
believe in the veracity of their own opinions. They may rebel at faculty criticism of their
work, attributing it to capricious whim and faculty inability to recognize the value in
alternative perspectives.
3: RELATIVISM
(CONSTRUCTED KNOWLEDGE)
OPINIONS ARE BASED ON VALUES, EXPERIENCES, AND KNOWLEDGE. They can argue
their perspective and consider the relative merit of alternative arguments by evaluating the
quality of the evidence. Knowledge is “constructed” through experience and reflection.
These students view faculty as having better-informed opinions in their areas of expertise
and as being able to teach students techniques for evaluating the quality of evidence
underlying conclusions.
INTELLECTUAL HUMILITY VS. INTELLECTUAL ARROGANCE
Knowing and admitting limitations, including prejudice and bias
INTELLECTUAL COURAGE VS. INTELLECTUAL COWARDICE
Face issues as well as penalties for nonconformity
INTELLECTUAL EMPATHY VS. INTELLECTUAL NARROW-MINDEDNESS
Consciousness of need to imaginatively put one’s self in someone else’s place.
INTELLECTUAL AUTONOMY VS. INTELLECTUAL CONFORMITY
Rational and independent control of beliefs, values, and inferences.
INTELLECTUAL TRAITS VALUED
IN THIS COURSE & LIFE
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