2011년 3월 18일 금요일

Reponse to "A point of view: Does more information mean we know less?"

Reponse to "A point of view: Does more information mean we know less?"

                                                                                                                               10a2 Heewon Yang


Does more information mean we know less? The article answers "no". Thanks to the advances in technology, people nowadays live among numerous informations. The amount, range, and the accessibility of information has greatly increased. Getting more information, however, does not mean having more knowledge. Even though the article has pointed such reality of today's information consumption clearly, it made some fallacies as well.
 
To begin with, the writer misunderstands the role of religion in information management and its values. First, the writer says that the external form of religious books make those books valuable. Though, even the time and cost poured on making religious books make those books look fabulous and expensive, the real feature determining their value is the content. Profound teachings and wisdom in the book are the true values of religious books. Second, the comparison of old religious book to modern materials is not adequate. Most importantly, the object that the modern books aim for are different from those of religious books, While religious books are published to spread the words of religious leaders, modern books are all made for a variety of purposes. Books each aim for simple delivery of information, persuasion, impression, and so on.
 
Moreover, the article has some flaws in technical view, The writer concentrates too much on asserting his own opinion. In order to be more persuasive, any kind of writings have to include some acknowledgement or reviews about opposing opinions. However, while the writer tend to use exaggerated expressions to deliver his claims, he lacks objective analysis and evaluation about today's information-related phenomena. What's more, the logical connection between each sections of the article are vague. For instance, the 'Elevate' part is not smoothly connected with previous sections. The writer talks about knowledges contained in books and the quality of contents in preceding parts, but suddenly starts to talk about material aspects such as craftsmanship behind a pre-Gutenberg Bible and paper copies of modern books.
 
The article successfully delivers the concern about today's information status; Despite the increased accessibility and diversity of informations, the amount and quality of knowledge people attain has not increased. Though, the writer makes several logical fallacies and technical mistakes which devalues the article. There are unclear realizations about the role of religion in the field of information conveyance. Technical flaws as too much emphasis on one point of view and logical misconnection exists as well.

2011년 3월 12일 토요일

It has been said that not all learning takes place in the classroom. Compare and contrast knowledge gained from personal experience with knowledge gained from classroom instruction.

It has been said that not all learning takes place in the classroom. Compare and contrast knowledge gained from personal experience with knowledge gained from classroom instruction.

                                                                                                              11a2 Heewon Yang
 
'Learning', according to it's dictionary definition, means the process of gaining knowledge through studying. 'Studying' means to spend time learning about a particular subject, or to consider and observe something carefully in order to be able to understand it fully. Therefore, people cannot stop learning throughout their whole life, because they constantly gain knowledge from studying specific subjects in academic institutions and experiencing things in their everyday life.
 
Knowledges thought in schools are mostly academic facts, each specified and intensified in a certain area. That is, people attain objective and well-classified information that are divided clearly into subjects as mathematics, science, and social studies from classroom instruction. For example, students learn that one plus one equals two. This equation is a definite mathematical fact; it has admit of no arguments depending on who uses it or what circumstances it is applied, and it distinctly belongs to the field of mathematics.
 
On the other hand, knowledges people learn through personal experiences are subjective and abstract. The knowledges people attain from an experience are all different by people. Even when two people experience a same instance, they get separate learning. Also, those knowledges do not deal with distinct information. They include abstract wisdom, influencing daily lives of people inclusively.
 
Despite such differences in details, both kinds of knowledge are basically identical. Even though the knowledges learned from classrooms and from experiences might differ in their form and field, what those knowledges aim for is the same. The objective of the knowledges, or the consequence those knowledges brings about is the growth of oneself. People achieve some kind of self-development through all kinds of learning. They broaden their academic knowledges or work in a specific field using informations they learned in schools. At the same time, they develop social skills or attain wisdom of life through knowledges from personal experiences.
 
As mentioned above, people learn academic knowledges useful for professional fields of work in classrooms. Through personal experiences, people achieve daily life wisdom. Learning, regardless of where it takes place, makes peoples' lives more affluent.

2011년 3월 4일 금요일

Assignment 1 - Ode to keyboard

Ode to the keyboard

There they stay, lying down in row.
In black boxes, they whitely show.
They wait for touch
And dream the day to catch
Beautiful hands to bring them hope.

No desire, no greed,
They are there with endless patience,
Waiting, for some to come
Who would make them sing.

After the times of waiting
When they meet the hand,
Finally do they move and stand,
Until they reach the end.


The ones they wait
Are not here yet,
Though never stop.
Lay them down for start!