Tuesday, September 18, 2012
Drop the Content and Move On
In keeping with our closing discussion in class tonight, let's consider instances when methodology supersedes content. Return to Oliver Kim's post on prescribed titles and consider the questions he poses in support of title 5. Answer these questions for Friday morning. Before school Tuesday, please choose two areas of knowledge and use them to answer the prescribed title its self. Finally, please arrive to class ready to discuss this article in the context of our discussion of experts and knowing. Welcome back.
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-Which AOK of knowledge are you talking about?
ReplyDeleteMathematics
-Can you gibe examples of methodologies and content in the different areas?
A method in math would be the way that one would achieve the answer. One could use a number of ways to foil a quadratic and still achieve the same answer. A lot of what we do in math is not necessarily about getting the right answer- the content- but doing it correctly- the method to then get the correct answer- how you do it is more important than what you get.
-How would you assess the extent? How can this "extent" be measured? Does it have to be measured?
Assessing the extent would be easiest in a survey of some sort to have a concrete amount. There are also amounts- like to a certain extent- that are not necessarily defined and cannot really be measure in a traditional sense. It does not actually need to be measure because all ideas relating to an extent question may not be quantifiable.
-How do the concepts of procedural and declarative knowing relate to this prescribed title?
The concept of procedure goes along with methodology while declaring goes along with content.
- Which AOK of knowledge are you talking about?
ReplyDeletePhysics (Science)
-Can you give examples of methodologies and content in the different areas?
Methodology in physics is an important concept to grasp. Each problem in physics has a solution, and a method that leads to that solution. For example: in finding the velocity of an object a certain equation is use. The method, in this case, is much more useful than the content. Because if the steps leading up to it are accurate then the problem will most likely have an accurate solution as well.
-How would you assess the extent? How can this "extent" be measured? Does it have to be measured?
The extent in this case would be assessed according to individual problems. Although most problems will find the methodology to be more important, some problems might beg to differ. That would therefore mean that a certain "extent" could be noticed. The extent should not necessary have to be measured, but rather assessed. Instead of giving a numerical value or a fully accurate statement one should be able to describe the extent and explain their description.
-How do the concepts of procedural and declarative knowing relate to this prescribed title?
Because both are directly related to certain areas of the title: procedure can be connected to methodology whereas declarative relates more to content.
- Which AOK of knowledge are you talking about?
ReplyDeleteMATH
-Can you give examples of methodologies and content in the different areas?
Methodology is extremely important in math because there must be a certain process that must be used in order to get the right answer, although there can be different ways of getting the answer. For example, in an equation with parenthesis, exponents, addition, subtraction, and multiplication, one must follow the PEMDAS rule in order to yield the right answer; however, with another equation of just addition and subtraction, no matter what number you decide to start with, the answer will still be the same.
-How would you assess the extent? How can this "extent" be measured? Does it have to be measured?
I am not really sure how I could assess the extent, as methodology is necessary for math questions. I would asses this extent to be very important, as math is useful to know for pretty much anything one does, but it does not have to be measured, and in fact, I do not think it can be measured.
-How do the concepts of procedural and declarative knowing relate to this prescribed title?
The concepts of procedural and declarative knowing directly relate to this prescribed title because there is always a certain procedure(s) that are used in finding the answer to an arithmetic question, where the solid answer would be the declarative knowing.
My area of knowledge is Political Science
ReplyDeleteMethodology: a particular procedure or set of procedures; a guideline to solving a problem.
Methodology is commonly used in Political Science as a way to persuade the targeted audience into a candidates beliefs and viewpoints. When a potential president is offering his or her way of, for instance, dealing with health care in the United States, the candidate will outline his or her methodologies for health care. What steps will the candidate take to fix what ever he or she thinks is wrong with the health care system?
In this instance, I assess the extent to which methodology is of concern as very important. The question is not only looking at the methodology of an area of knowledge, but it is also looking at methodology in relation to the actual content of the problem at hand. That being said, the extent should be measured, because it informs us which side of the spectrum is being weighed heavier: the methodology or the content?
The concept of "knowing how" is in direct relation to methodology, while the concept of "knowing that" is in direct relation to the content of the given issue. These concepts further simplify this prescribed title. They help me simplify the question to: To what extent are ways of knowing defined by knowing how to approach or even solve them versus knowing what exactly one is approaching or solving?
To what extent are the various areas of knowledge defined by their methodologies rather than their content?
ReplyDeleteArea of Knowledge: Arts (performing)
Can you give examples of methodologies and content in the different areas?
(I don't exactly understand this question - have I just picked an AOK for nothing? Must I now address all AOKs? I will follow in my classmates' footsteps and only use my chosen Area.)
Methodology, as Mary has stated, is a particular procedure or set of procedures; a guideline to solving a problem. The performing arts, as I have experienced them, do not rely upon methodology in the same way other areas of knowledge might. Methodology does not prove (WC?) art as it may prove other areas of knowledge; rather, it facilitates expression of the knowledge that is to be conveyed. The performing arts are intricate metaphors: mastering their methodologies allows the artist freedom of further expression and removes initial human inhibitions and ignorances; nothing more.
The title asks for the "extent." This is not an either/or type of question. How would you assess the extent? How can this "extent" be measured? Does it have to be measured?
I would argue that despite potentially incomplete mastery of methodology, knowledge can be conveyed through the performing arts. (In fact, complete mastery may be impossible.) Methodology removes barriers to knowledge; it does not build bridges to it in this AOK.
(Look! Metaphors! How relevant.)
How do the concepts of procedural (knowing how) and declarative knowledge (knowing that) related to this prescribed title?
Methodology is "knowing how." Successfully applying methodology helps one "know that."
relate*, sorry!
DeleteWhich AOK of knowledge are you talking about?
ReplyDeleteLanguage (French)
Can you give examples of methodologies and content in the different areas?
In written French, grammar plays a big role especially in conjugation. For example passé composé is a rule used to describe actions done in the past. Imparfait on the other hand is a rule used to describe an ongoing state of being or a repeated action in the past tense. These rules were created for people recognize the different ways the actions in the past can be expressed. They are also two of the most common French conjugation rules and extensively used when correcting grammar mistakes.
How would you assess the extent? How can this "extent" be measured? Does it have to be measured?
These two grammar rules if used interchangeably can almost never be recognized as a mistake in spoken French. The endings can sometimes sound the same when spoken. I would assess the methodology mostly in the writing process and not too much when speaking. There is no exact way to measure the extent. Acquiring knowledge through speaking is just as important as when writing. To understand the methodology is to comprehend its importance. Although it sounds the same, one will not always be speaking. So if able to catch the mistake when spoken, it is only right assess the extent.
How do the concepts of procedural and declarative knowing relate to this prescribed title?
When using methodologies, one is directly using their procedural knowledge. When understanding the content one is using their declarative knowledge. To understand the content, sometimes it is helpful to through procedural knowing first. Although sometimes one does not usually get to the content part.
-What AOK are you talking about?
ReplyDeletePerception (particularly in History)
-Can you give examples of methodologies and content in the different areas?
To answer this question I first had to find the definition of the word “methodologies”. Methodology is a system that can help solve problems using techniques and methods. Methods are related to history because history is an account of what has happened in the past from multiple perceptions and views of it. There is a certain method that is needed to give all the information in a particular way so that the entire story is told, not only by the victors. Both sides including neutral eyewitnesses and bystanders need to be heard as well. In history that problem is consistently there taking away from the true story of events and the methodologies used to protect the quality of content. This is a very serious matter. Many people don’t often think of there being methods in history to tell it all, but it is there.
-How would you assess the extent? How can this "extent" be measured? Does it have to be measured?
The extent doesn’t have to be measured but it can be measure by how well the history being told by others connects to and relates to what the firsthand accounts have expressed. This would truly show if the method to find the well rounded truth has succeeded.
-How do the concepts of procedural and declarative knowing relate to this prescribed title?
The concept of procedural knowing, which is “knowing how” relates to this title because one has to know how the methodologies and content differ, and then how it relates to that particular area of knowledge. The content is different from the ways used to find it or deal with it in an issue.
1. Areas Of Knowledge can include various field studies, such as mathematics, natural science, the arts, history, human sciences etc..
ReplyDelete2. Methodology in the area of ethics would probably be the teachings of the understanding of people's behavior towards certain things. And also how society views and regards some of the most important and relevant topics.
But for the case of history for example, the methodology would be the to study how relevant the sources are and also look at everything from different points of view.
3. To what extent can indeed be considered quantitative, so to what level or how much could be the alternative words to use
4.knowing how to do something is very different from knowing what something is. I have a mac book, and I know it, but i have no idea of how to make it. same applies with studies, one can know history, but has no idea of how to apply it
1. natural sciences/human science
ReplyDelete2. In natural sciecnces, the method I am thinking of is childbirth. There are many different methods and when it comes to ethics, certain ways are more natural and in some cases certain people have certain methodolgies which they must follow.
3. To access the extent, one must first be measured by ethics and also by content because with factual information (content), the methods which are most effective and least effective have been discovered from past methologies being unsuccessful.
4. The concepts of knowing how is going to an expert in that field as we talked about Tuesday night. And you can know also by other peoples past expeiriences.
1) Which AOK are you talking about?
ReplyDelete-English/Literature
2) Can you give examples of methodologies and content in the different areas?
- In English there are many different ways of teaching about a book. One could first inform the the readers of the culture presented in this book in order to understand on a deeper level. You could also let the readers interpret the book for themselves and work together. It is also important to remember that literature can be interpreted in more than one way. Literature often takes on a life of its own, and even the reader can discover things that the author didn't know.
3) How would you assess the extent? How can this "extent" be measured? Does it have to be measured?
-The term "extent" is indeed a word used quite often, especially in the IB program. I believe that "extent" cannot truly be measured. It often depends on the question. If one is asking, "To what extent does reading improve knowledge?" that is something that can either be measured or not measured. Again it truly depends on the point of view of the knower.
4) How do the concepts of procedural ("knowing how") and declarative knowledge ("knowing that") relate to this prescribed title?
- Like Nafisatou, I think that "knowing how" is in direct relation with methodology. Methodology is is a system of methods (procedures). By knowing how, you are aware of the process of knowing that particular subject. "Knowing that" may be a result of "knowing how."
For my first answer to the prescribed title I will use the same area o knowledge I did before- mathematics.
ReplyDeleteTo a small extent is math defined by its methodologies rather than its content. At this stage in my life, it is very defined my the method. On test and quizzes, questions appear: "Solve using the following method" whereas for a mathematician, the real goal is the content. Though most of the world is doing math on a smaller scale, as I am, the MAIN goal of math is eventually the answer though at times i may seem as though how you get there is what truly matters.
The second area of knowledge I will look at is science.
There are many different methods for how one can achieve results in an experiment to achieve a similar answer. Take cosmetic product testing. One way that testing is done is on animals though there are many people who will not use products that have been tested on animals. In this situation, the content is almost meaningless because of the method and in this situation, to a great extend science is defined by its methodologies. Many people desire humane testing and in that case, method is what it is all about.
Areas of study: Language and Art
ReplyDeleteIn terms of foreign languages, when studying in a classroom setting as a beginner student, the language is defined by its methodology much more than its actual content. For instance, as a beginner, conjugations and other grammar technique are very essential. One must learn all the rules way before he or she is able or even allowed to venture into the culture or “content” of the target language. For a spanish speaker, the first year of learning French methodology may be much easier than the first year of learning complex Arabic methodology for instance. That will dictate the opinion one may have on each language. The content of actual French culture and Arabic culture, which influences that language, are not put into consideration as much. Thus, the methodology really defines the language.
In terms of art, the methodology is just as important as the content. Methodology in art can be interpreted as the technique and strategy a specific artist uses in order to create the physical piece of art. The content of art can be interpreted as the subjectivity of the piece: Why did the artist choose to create this piece? What emotions are being portrayed in this piece? Why did the artist choose the specific methodology he or she chose? All of these questions pertain to the content of the art work. Thus, both the methodology and content of art are used equally to define art.
To what extent are the various areas of knowledge defined by their methodologies rather than their content?
ReplyDeleteAOK 1: English
To a large extent the subject of English Literature is defined by its content rather than methodology. Unlike subjects like math, there is never one right answer. Yes, one can learn how to read Shakespeare in a series of methods, but content is the definition of the subject. The content of literature can range from symbolism, to metaphors, foil, parallelism, etc. Each work of literature can be interpreted in any way possible and does not require a given set of steps.
AOK 2: Science
Like what Kate said, science to a large extent is defined by methodology. Science is all about procedure. If one scientist has discovered how to reach a certain conclusion, another scientist will use that procedure to reach the common end. As Kate mentioned, there are also many different methods to result in the same conclusion.
To what extent are the various areas of knowledge defined by their methodologies rather than their content?
ReplyDeleteMath
An example of where math is defined by its methodology is in IB math. When being graded on your exam, the IB grader gives point based on how one is finding its way to the answer and what methods one uses rather than the particular answer.
English
An example of how English is defined by its methodology is when one analyzes how and why the author used particular literary devices in their work. This is how one will remember a pieces of writing, not only based on content but also how writing elements like: personification, metaphors, and alliterations are used to convey deep and complex meanings.
To what extent are the various areas of knowledge defined by their methodologies rather than their content?
ReplyDeleteArea of Knowledge #1- Science
In order to answer the prescribed title, I have decided to use the area of knowledge I used for my last post, Science. Since two of my peers (Mary and Kate) have already analyzed Science mine will probably be a similar response: science is defined by its methodology. As in many other Areas of knowledge, it is based on procedure, or method, more than almost anything else. One can have ample knowledge, or content, on the results of a certain chemical reaction. But unless they know the method to complete the chemical reaction they will never be able to see this for themselves. Making them someone who learns from 'scientists' rather than being one themselves. In the case of science, methodology is much more influential.
Area of Knowledge #2- Mathematics
My second area of knowledge is another one that has its roots in methodology rather than its content. Much like the area of knowledge mentioned above (Science), Mathematics is much about the procedure. All problems in math have a series steps prior to it in order to ensure the correct answer. Although steps may often seem pointless, they are often there to make sure that the mathematician arrives at the correct answer. Therefore, no matter how much background on mathematics one knows, it will never be of any help without the methodology to back it up and ensure an accurate answer is determined.
To what extent are the various areas of knowledge defined by their methodologies rather than their content?
ReplyDeleteArea of Knowledge #1- Language
I believe that the area of knowledge of language is defined by its methodologies rather than its content to a great extent because there must be a certain way that a sentence must be formed in a given language. Certainly the content is important, such as knowing vocabulary words, but in forming a sentence (especially in a different language), one must know the rules for correct sentence structure and grammar in order to get the right point across during conversation.
Area of Knowledge #2- Science
My second area of knowledge is another one where its methodology is defined to a great extent rather than its content because as my peers stated, knowing the steps and procedures to doing something will lead a person to the content. There are many different ways of performing a given experiment in order to yield a result; meaning there are many different methodologies that can either lead to unforeseen results. This is what science is about- trying out new methods in order to get a desired result, and understanding certain chemicals, processes, etc. Methodology is the most important in science and then content because without a methodology, one would not have been able to discover the content.
To what extent are the various areas of knowledge defined by their methodologies rather than their content?
ReplyDeleteArea of knowledge: English (literature)
I think the crux of this knowledge question (issue?) lies in its second half: 'rather than their content.' Applied to my chosen AOK, I would say (as some of my peers have) that in English, methodology is device; structure. Content, as we all know, is that which is being discussed or conveyed through these devices and structures of alphabet and grammar and metaphor. A close second crux in this question is the phrase 'defined by.' How to DEFINE an area of knowledge? Is a piece of literature's Id, its core being and meaning, defined by the structures, defined by the methods used to convey its meaning? Or are such structures secondary, and the core of knowledge is the meaning?
Amateur literary analyst that I am, I tentatively suggest that content and methodology share equal weight, with wiggle room for personal preference. Neither can live while the other does not survive.
Area of knowledge: Science
As many of my peers have said, methodology generally reigns in science. I, however, happen to be enrolled in not one but two science courses (okay, okay, one of them is a science class masquerading as a history credit) who offer in their textbooks simultaneous apologies and explanations for the lack of "objectivity" (big quotation marks); the lack of "precision;" the dreaded "subjectivity" and "scientific inaccuracy" present in the methodologies needed to make these sciences' existences possible. Straight from the little TOK box in my ESS textbook: "Applying the rigorous standards used in a physical science would render most environmental studies unworkable. Whether this is acceptable or not is a matter of opinion, although it could be argued that by doing nothing we would miss out on gaining a useful understanding of the environment." And what is the content being conveyed in this particular case? This invaluable understanding of the environment. Therefore, yes, I agree that methodology suits many fields of science and can even be inextricably linked to their content; however, I provide this counterexample to suggest that it is not the only way of knowing within science.
To what extent are the various areas of knowledge defined by their methodologies rather than their content?
ReplyDeleteArea of Knowledge: Music
For music, I feel that a lot of what is on the surface at first look is just content; people only listen to music and do not realize that there are ways to make music. For example, in IB Music there are many methods to make music, such as pop music and classical, and there are general “guidelines” which is what I would call them to define a certain piece as a certain genre. The extent that music is defined by their methodologies is to the fullest extent, however not all people can indicate that not having previous knowledge of music theory.
Area of Knowledge: Math
In the subject of math, it is completely based off of method, rather than content. Just like Tillula said about the IB graders for math, how they give specific points for method. For example, if you turn in your math homework and the only content you hand in to Ms. LT is the answer from the back of the book with NO method, then you will receive zero points. Also, like our recent summer review quiz, if you are asked to use binomial expansion but you use a different method but produce the correct answer, you will still receive zero points because there was a specific method which was told to be used. In conclusion, the extent which math is defined by method is completely.
To what extent are the various areas of knowledge defined by their methodologies rather than their content?
ReplyDeleteArea of Knowledge: Science
A lot of studies in science are based on methodologies like theorems. Science core development is off studies done in the past. To understand the content in science, one must start off by learning scientific methodologies. So in this area of knowledge methodologies define it to a greater extent than its content.
Area of Knowledge: English
Unless one is talking about writing, methodologies define English to a small extent rather than content. In writing, one has to pay attention to grammar basis like verb-subject agreements but usually when reading a book, the content is the main focus. Having a sole concentration on the content is a very a important method for one to understand the themes of books.
To what extent are the various areas of knowledge defined by their methodologies rather than their content?
ReplyDeleteArea Of knowledge: Biology
Most biological or just scientific labs are based on their methodology rather than their contet. By this I mean that the introduction of how you state the problem and your hypothesis to the solution, the procedure and your outline of every single step you take to get to the answer, the analysis of the results you get and why you get them (while doing the analysis, one can also chose to state the sources of error if they did not get the results they were planning for) and last but not least, the conclusion and what this lab says about the variables, the experiment or even something bigger that that. So we can see that the traditional method used is not only more important than the content but essential.
Area Of Knowledge:
When assessing a source, to simply see how important and valid its origin, purpose and values are. The methodology used to obtain those results is far more important than the content of your interpretation of those result. This leads us to understand the source more if we know how bias or what intention it was made for, better than having a wild guess of what exactly was the writer trying to say. Thus again putting more importance on the methodology rather than the content