Choose one question to respond to, or you can respond to what someone else has posted:
1. On page 27, line 24, Meiland writes, "some students do not ask enough questions in class because the are intimidated by their teachers." Have you ever felt "intimidated" or threatened by your teachers? How were you able to ask your questions in this case?
2. Meiland says that no question is really stupid, but that "you may still feel that your questions are 'stupid' and this inhibits you from asking them" (pg 28, line 22). Do you agree that no question is "stupid"? Have you ever hesitated from asking questions because you thought they were "stupid"?
3. Meiland says that teachers learn much in the classes they teach (pg 29, line 28). Have you ever felt that teachers have learned from their students? What do think they can "learn" from us?
Group 5 Leaders:
Yuki N.
Shuya K.
Mai K.
Thursday, June 4, 2009
Sunday, May 31, 2009
Meiland Discussion Questions from Group 4 (Pgs 17-23)
Choose one question to respond to, or you can respond to what someone else has posted:
1. Meiland says, "authors make decisions in constructing a piece of writing about what to include, what to exclude, and how to arrange their material" (pg17, lines 26-27). What are some ways you decide what to include and what not to include?
2. On page 20, lines 5-10, Meiland said it is possible to appreciate the structure of good writing like a work of art. Do you think admiring the structure of writing is simmilar to appreciating the structure of a painting or song?
3. Meiland gives a set of 7 questions to keep in mind when reading a text (pages 18-17). Number 6 is "are there any assumptions made?" We learned that assumptions are beliefs we make when connecting claims to evidence. Sometimes the assumptions someone wants us to make are false or contain fallacies. What are some assumptions society asks us, young people, to make about life? About our roles in society? Are there any problems with these assumptions?
Group 4 leaders:
Akari Y.
Yoshimi S.
Yosuke S.
1. Meiland says, "authors make decisions in constructing a piece of writing about what to include, what to exclude, and how to arrange their material" (pg17, lines 26-27). What are some ways you decide what to include and what not to include?
2. On page 20, lines 5-10, Meiland said it is possible to appreciate the structure of good writing like a work of art. Do you think admiring the structure of writing is simmilar to appreciating the structure of a painting or song?
3. Meiland gives a set of 7 questions to keep in mind when reading a text (pages 18-17). Number 6 is "are there any assumptions made?" We learned that assumptions are beliefs we make when connecting claims to evidence. Sometimes the assumptions someone wants us to make are false or contain fallacies. What are some assumptions society asks us, young people, to make about life? About our roles in society? Are there any problems with these assumptions?
Group 4 leaders:
Akari Y.
Yoshimi S.
Yosuke S.
Friday, May 22, 2009
Meiland Discussion Questions from Group 3 (Pgs 12-17)
Choose one question to respond to, or you can respond to what someone else has posted:
1. Meiland said "Basing belief on good reasons discovered in cooperative discussion with others helps to make us the persons that we want to be and to produce the type of society in which we want live" (p14 lines 10-13). Do you think it is true or not? How do you define "cooperative" discussion with others?
2. According Socrates, "Then true opinion is as good a guide to correct action as knowledge...right opinion is not less useful than knowledge" (p14 line 30-32). Do you agree with his comment? What do you think the difference is between "true" and "right"?
3. Meiland said that if we do not have the good reasons or justification for our beliefs, we soon change our mind about the beliefs (p15). Do you agree or disagree with his opinion? Are we always changing our mind about beliefs? As college students, is having the good reasons or justification always necessary for keeping our beliefs?
Group 3 Leaders:
Rysuke N.
Kana H.
Hinako K.
1. Meiland said "Basing belief on good reasons discovered in cooperative discussion with others helps to make us the persons that we want to be and to produce the type of society in which we want live" (p14 lines 10-13). Do you think it is true or not? How do you define "cooperative" discussion with others?
2. According Socrates, "Then true opinion is as good a guide to correct action as knowledge...right opinion is not less useful than knowledge" (p14 line 30-32). Do you agree with his comment? What do you think the difference is between "true" and "right"?
3. Meiland said that if we do not have the good reasons or justification for our beliefs, we soon change our mind about the beliefs (p15). Do you agree or disagree with his opinion? Are we always changing our mind about beliefs? As college students, is having the good reasons or justification always necessary for keeping our beliefs?
Group 3 Leaders:
Rysuke N.
Kana H.
Hinako K.
Friday, May 15, 2009
Meiland Discussion Questions from Group 2 (Pgs 7-12)
Choose one question to respond to, or you can respond to what someone else has posted:
1. Meiland says that university is not really an "Ivory Tower" (p 1-11). Do you think it's true? Are there any aspects of an ivory tower in university?
2. On page 1-8 line 3, Meiland says "What we must do is find good reasons for believing what we believe." How is it possible for college students to distinguish good reasons from not good reasons?
3. Meiland says “a government wants to exert greater control and reduce inquiry into the belief that its rule is just or its politics are bad” (p 1-12, line 4). Do you think the current Japanese government also does not want critical inquiry into such things?
Group 2 Leaders:
Sayaka I.
Fumihiro T.
Ayumi T.
1. Meiland says that university is not really an "Ivory Tower" (p 1-11). Do you think it's true? Are there any aspects of an ivory tower in university?
2. On page 1-8 line 3, Meiland says "What we must do is find good reasons for believing what we believe." How is it possible for college students to distinguish good reasons from not good reasons?
3. Meiland says “a government wants to exert greater control and reduce inquiry into the belief that its rule is just or its politics are bad” (p 1-12, line 4). Do you think the current Japanese government also does not want critical inquiry into such things?
Group 2 Leaders:
Sayaka I.
Fumihiro T.
Ayumi T.
Friday, May 8, 2009
Meiland Discussion Questions from Group 1 (Pgs 3-7)
1. Meiland said that intellectual work in college is a "new type of work" (p 1-5 line 2). Do you think this is true? How is it the same?
2. On page 1-4 line 27, Meiland writes "In fact a large part of college work consists of discussing and examining the basis of current beliefs." Do you think it's possible to have these important class discussions even in large college classes, like with 50 or more students?
3. Some "high school teachers treat their materials in a college manner" (p 1-6, line 1). Did you feel this was so when you were in high school? Did any of your high school teachers teach like college professors?
Group 1 Leaders:
Aika M.
Kanako T.
Keisuke K.
2. On page 1-4 line 27, Meiland writes "In fact a large part of college work consists of discussing and examining the basis of current beliefs." Do you think it's possible to have these important class discussions even in large college classes, like with 50 or more students?
3. Some "high school teachers treat their materials in a college manner" (p 1-6, line 1). Did you feel this was so when you were in high school? Did any of your high school teachers teach like college professors?
Group 1 Leaders:
Aika M.
Kanako T.
Keisuke K.
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