CORE

Clarify

Define key concepts and the ideas related to these details that help to explain the examples discussed in readings.

Represent in verbal & with visual displays of linguistic details and graphical data.

Translate verbal, to visual, to symbolic, and then symbolic and visual information back into words.

Associate the pieces of these definitions and your reactions to some reliable organization

{initial fact –– influences––> subsequent factors}.

A –––> B

CORE

 

Organize

Describe an significant example of cause and effect; with that can you build a model of a process where the contingent initial state is modified by the transition to a subsequent state.

[Abstraction]
{ i.e. the subsequent state influences new conditions of an initial state}

In a group use either objects, paper & markers, or computer to collectively make a model of such an interactive process.

A reciprocal process is where one thing impacts the other with an equal and opposite reaction.

<-------

------->

 

CORE

 

Resolve (research) or reflect on the readings:

What are some other examples where basic concepts in the class have a high degree of descriptive or, better, argumentative value?

What are some layers of concepts or directly related arguments that are built on the basic premises of the course ?

[Abstraction] Can you compare examples from the readings to a dialectical argument?

• Can you verbally describe the relation among several key concepts?
• Are you capable of analyzing a piece of prose?
• Can you generate an algorithm from the data presented in the readings?
• Do the examples from the authors explain, with sufficient power, the points we examine?
• Can you defend an argument drawn from more than one or two authors?
• How do the examples from the cases we discuss help us to represent feedback with samples from the assigned readings?
  

 

CORE

Examine

That is: to look again carefully and to analyze what we have agreed are significant ideas and put that information together to make sense to you based on our discussions of the texts.

Such as, select ( For example: Is atmospheric temperature “ influenced” to any great extent by CH4 --methane--?) the main assumptions of the class and see if cases where those concepts are evident either sustain or refute assumptions we have made about themes on the course.

Assess (test the flaws in Bateson’s model) any models, schematics, or basic ideas you have learned that are at the core of the body of knowledge we have analyzed.