How do we acquire our most deeply valued beliefs?
Are there certain ideas which are just not translatable across cultures?
What makes a belief or idea "Japanese" or "Portugese," "western" or "eastern"? Are these categorical ways of thinking helpful at all?
Are there truths that transcend culture?
Do you feel like God is silent at times? Would you wish to hear His voice more clearly?
These are but a few of the probing questions raised by Endo's Silence.
Are there certain ideas which are just not translatable across cultures?
What makes a belief or idea "Japanese" or "Portugese," "western" or "eastern"? Are these categorical ways of thinking helpful at all?
Are there truths that transcend culture?
Do you feel like God is silent at times? Would you wish to hear His voice more clearly?
These are but a few of the probing questions raised by Endo's Silence.
| silence_images_of_japanese_persecution_and_torture.pptx |
Debate or Dialogue??? Considering Ethos, Pathos, and Logos
A formal debate usually involves three groups: one supporting a resolution (affirmative team), one opposing the resolution (opposing team), and those who are judging the quality of the evidence, arguments and, performance in the debate. While this structure is a great way of clarifying arguments, the "contest" structure seems to work counter to the idea that each side might learn from the other. We will be working within a modified format which will attempt to value dialogue over competition.
Structure:
Class 1
Introduction by the moderator (2 minutes)
Argument #1 for the affirmative (8 minutes max ON A TIMER)
Argument #1 for the opposition (8 minutes max ON A TIMER)
Argument #2 for the affirmative (5 minutes max ON A TIMER)
Argument #2 for the opposition (5 minutes max ON A TIMER)
Pause for reflection (10 minutes)
Opportunity for the affirmative to rebut and clarify (8 minutes max ON A TIMER)
Opportunity for the opposition to rebut and clarify (8 minutes max ON A TIMER)
HW - All students organize their notes from todays activities and write 3-5 thoughtful questions that are designed to clarify thinking, synthesize ideas, find compromise, explore ideas in more depth, etc.
Class 2
Introduction of question/answer period
Questions from the audience to the affirmative team - 10 minutes
Questions from the audience to the opposition team - 10 minutes
Conferencing for dialogue, in groups, moderated by the speakers. Use the remainder of the period.
Task #1 Which arguments for the affirmative are most persuasive? Why? How do they influence your thinking?
Task #2 Which arguments for the opposition are most persuasive? Why? How do they influence your thinking?
Task #3 What did not come out in the debate that you wish had been addressed?
Task #4 Personal reflection. Discuss in an open and respectful manner.
HW - Write two 1-page reflections. The first on the reflective spiritual being ESLR, and the second on the active global citizen ESLR. These reflections, typed, will be stapled to your notes and questions and submitted next class.
Structure:
Class 1
Introduction by the moderator (2 minutes)
Argument #1 for the affirmative (8 minutes max ON A TIMER)
Argument #1 for the opposition (8 minutes max ON A TIMER)
Argument #2 for the affirmative (5 minutes max ON A TIMER)
Argument #2 for the opposition (5 minutes max ON A TIMER)
Pause for reflection (10 minutes)
Opportunity for the affirmative to rebut and clarify (8 minutes max ON A TIMER)
Opportunity for the opposition to rebut and clarify (8 minutes max ON A TIMER)
HW - All students organize their notes from todays activities and write 3-5 thoughtful questions that are designed to clarify thinking, synthesize ideas, find compromise, explore ideas in more depth, etc.
Class 2
Introduction of question/answer period
Questions from the audience to the affirmative team - 10 minutes
Questions from the audience to the opposition team - 10 minutes
Conferencing for dialogue, in groups, moderated by the speakers. Use the remainder of the period.
Task #1 Which arguments for the affirmative are most persuasive? Why? How do they influence your thinking?
Task #2 Which arguments for the opposition are most persuasive? Why? How do they influence your thinking?
Task #3 What did not come out in the debate that you wish had been addressed?
Task #4 Personal reflection. Discuss in an open and respectful manner.
HW - Write two 1-page reflections. The first on the reflective spiritual being ESLR, and the second on the active global citizen ESLR. These reflections, typed, will be stapled to your notes and questions and submitted next class.
