7.4 Religion: true or false? I noted earlier that differences between the truth claims made by religions has led those who practise Religious Studies to avoid premature judgements when dealing with questions relating to the truth and value of particular religions. By seeming to by-pass truth claims, you may feel that what I have been describing as Religious Studies avoids what many would regard as the purpose of religion – to deal in truths. This is a difficult area to cover briefly, but let me at least try to explain
Acknowledgements This unit was written by Professor Tim Benton Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Presenter: Tim Benton. Producer: Nick Levinson. Production Assistants: Tricia C
2.4 Activities 9 and 10 Watch the next segment of video. Once you’ve watched the video, jot down some notes on what you learnt about how the Grand Louvre meets the needs of today. Click to view video 2.3 Activities 6 to 8 Watch the next segment of video. Once you’ve watched the video, make a few notes on what you’ve learnt about how the taste of the court was challenged by a new public. Click to view video 2.2 Twelve conceptions of imagination Can we say anything more systematic about the different ways in which we talk of imagination? In a paper entitled ‘Twelve conceptions of imagination’ (2003), Leslie Stevenson distinguishes the following meanings of imagination, which I list here (in italics) as he formulates them, together with my own examples to illustrate each one: The ability to think of something that is not presently perceived, but is, was or will be spatio-temporally real< References References 4.4 Physicalism and the hard problem I introduced the hard problem as an explanatory problem – the problem of explaining how consciousness arises. But it can also be presented as a metaphysical problem – the problem of saying what kind of phenomenon consciousness is, and, more specifically, whether it is a physical one. In this section I shall say something about this aspect of the hard problem and its relation to the explanatory one. The terms ‘physical’ and ‘physicalism’ (the view that everything is ph 3.4 Characterisation and sexual stereotyping In attempting to characterise their sitters, 19th-century commercial photographers did not intend or attempt any serious psychoanalytical exploration of individual character such as we perceive it today in our post-Freudian world. They sought instead to stereotype by age and sex within a narrow range of positive virtues, which had previously been approved, within the conventions of painting: modesty, simplicity and chastity for women; dignity, strength and nobility for men. 3.3 Limited positive characterization The painted portrait was, however, perceived to be more than a mere ‘map of the face’. It was also meant to reveal aspects of the inner as well as the outer being. 3.3 Summary Social scientific inquiry, like all human practices, operates through a set of taken-for-granted assumptions and draws upon the same skills we use in everyday life. It is difficult to separate the treatment of facts in social science from deeply embedded cultural values. Social scientific knowledge is situated in two ways: historically in terms of the shared values and guidelines transmitted from previous studies in the social sciences, and socially within a specific cultu 4.2.4 Keyboards Every computer comes with a keyboard. They are still the main way of taking text across the boundary into the computer. The one I'm using to type this unit has 109 keys. Under each key is a pressure sensor that detects when the key has been pressed and sends an electronic signal into the computer. There, a small program called the BIOS (Basic Input/Output System) translates the signal into the appropriate numeric code. Other software stores that code in a suitable place in the memory. 4.1 Data and biometric data Developing alongside the various e-government projects around the world are many biometric systems for authenticating identity. Governments have traditionally had a stake in the authentication of a citizen's identity through issuing passports, driving licences and other so-called identity documents. However, this is yet another area where ICTs are having a transforming effect, perhaps not to everyone's liking: At A References School Governors: Secondary school monitoring 3.8 Stage 6: Rehearsing answering exam questions Just like assignment questions, exam questions should be read carefully, because you need to demonstrate in your answer that you have understood the question. Examiners frequently complain that students lose vital marks through failing to read and interpret the questions properly. 3.5 Stage 4: Making a revision timetable There are no hard and fast rules about when you should start to revise. Some people say you should have a revision strategy set up from the start of a course, typically involving careful and systematic highlighting of study texts and the making of condensed notes on key course elements. Others would say that it is only in the later stages of a course that material comes together in a sufficiently meaningful way to make a revision strategy possible. The time you have available, and your own st 2.1.3 Concept cards Another way to tackle unfamiliar words is to start a ‘concept card’ system, using index cards. When you meet a word which seems important, take a new card and write the word at the top, followed by any useful information you have found. File the cards alphabetically and add details as you come across new information. (It is worth getting an index card box anyway, then you can try out various ways of using it to organise your studies.) References 3 The mentor session The weekly mentor session involves: discussing progress in the student teacher's teaching standards and professional qualities, using the evidence from written observations and the student teacher's school experience file; agreeing the focused observati
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Activity 6
School governors need to be involved in the monitoring and evaluation of secondary schools. But what areas should you be monitoring and how can you ensure that monitoring is effective. This unit will help you assess these matters and also look at the kind of evidence you should be sourcing, and how that evidence should be evaluated.Author(s):
