Block Day August 31 ~ A hard heart is no infallible protection against a soft head...

Discuss/get credit for J3 (Abolition Ch.1)
Image result for abolition of man
Work on J4 (Chapter 2 Questions)

(13) “The practical result of education in the spirit of The Green Book must be the destruction of the society which accepts it.” Do you agree with Lewis that the consequences of such an education would be so destructive?

(14) What is the problem with looking for ‘basic’ values outside the Tao, and why won’t instinct serve as a basic or replacement source of value?

(15) “Greater love hath no man than that he lay down his life for his friends.” Lewis takes the example of dying for the good of the community to show how we can only justify this as a moral imperative if we buy into the values of the Tao? What other values can be thought of as ‘first principles’ in this way?

(16) “The rebellion of new ideologies against the Tao is a rebellion of the branches against the tree: if the rebels could succeed they would find that they had destroyed themselves. The human mind has no more power of inventing a new value than of imagining a new primary colour, or, indeed, of creating a new sun and a new sky for it to move in.” Would you agree with Lewis that values are outside us, and we can’t manufacture our own? Does this passage have any significance for post-modern ethics?

(17) “Those who understand the spirit of the Tao and who have been led in that spirit can modify it in directions which that spirit itself demands.” How does developing the Tao from the inside differ from trying to change it from the outside?

(18) What might you say to someone who thought he or she “could get on quite comfortably” without values? Are there people like that around today?

Image result for abolition of manImage result for abolition of man
If we get to Book 3.....

Journal 5
(19) “Each advance [of Man over Nature] leaves him weaker as well as stronger.” In what way might our control over nature weaken us? Should there be limits on such progress?

(20) How far can present generations be said to control future ones?

(21) What role does Lewis see the Conditioners playing?

(22) Why does Lewis think the old kind of men are more likely to be abolished under the present system of education than at any other time in previous history?

(23) “If you will not obey the Tao, or else commit suicide, obedience to impulse (and therefore in the long run, to mere ‘nature’) is the only course left open.” What would be the consequences of attempting to follow this course (i.e. acting simply on impulse)?

(24) “If the eugenics are efficient enough there will be no second revolt.” Do you find Lewis’ chilling vision of a conditioned society plausible?

(25) “Outside the Tao there is no ground for criticizing either the Tao or anything else.” How does Lewis justify this?

(26) Did Lewis’ arguments in The Abolition of Man persuade you of the benefits of living by the standards of the Tao and trying to cultivate its values in education?


Welcome to Back-to-School Night!



amberwest@mvcs.org




    C.S.Lewis is a course designed to gain an elective "B" credit in the U.C. system (that means your student will have an extra English credit beyond the required four years).

    We are still in process of gaining U.S. approval for this new course. 





    SCHEDULE
    6:30-6:40 PM Period 1
    6:45-6:55 PM Period 2
    7:00-7:10 PM Period 3
    7:15-7:25 PM Period 4
    7:30-7:40 PM Period 5
    7:45-7:55 PM Period 6
    8:00-8:10 PM Period 7


    Syllabus

    Wednesday, August 30 ~ On to the Tao

    Image result for lewis and davidmanImage result for lewis and davidman
    Hey check out this link about their love story!

    Today we go over the reading from The Abolition of Man and steam on to finish the chapter/J3.

    EQ: If we have no absolute right/wrong, can a person have corrupt values? If so, on what basis?

    P.S. - Will I see your folks tonight?

    HW: Finish Ch.1/J3 (here is the video)

    Tuesday, August 29 ~ The Abolition of Man Begins

    Image result for the abolition of manFinish up on Lewis Bio notes (Journal 1)

    Journal 2: Just to prepare our minds, engage in a wee experiment with me. Think of something in your life that is incredible and wonderful to you. Write a paragraph to describe that person, thing, concept, etc... We'll use that as a jumping point for the main concept in The Abolition of Man.

    Begin working on The Abolition of Man
    *Keep a dictionary or phone handy...lots of big words.
    *This website is key in getting allusions and context: http://lewisiana.nl/abolquotes/
    *Tonight, let's read half the chapter...stop at the paragraph that begins "Until quite modern times..." (We will save all the bit about the Tao for tomorrow night.

    Journal 3: Begin reading Chapter/Book One and answer the questions below:

    (1) Why, in Lewis’ view, can’t Gaius’ and Titius’ dissection of the value judgement “this is sublime” be applied to all judgements of value? 

    (2) Lewis contrasts Gaius and Titius’ example of the badly worded cruise advertisement with the writings of Johnson and Wordsworth. What is the contrast designed to highlight? 

    (3) “The schoolboy who reads this passage in The Green Book will believe two propositions: firstly, that all sentences containing a predicate of value are statements about the emotional state of the speaker, and, secondly, that all such statements are unimportant.” Do you think Lewis is right to be so wary of the effects a passage like this will have on the students? 

    (4) “Gaius and Titius… see the world around them swayed by emotional propaganda… my own experience as a teacher tells an opposite tale. For every one pupil who needs to be guarded from a weak excess of sensibility there are three who need to be awakened from the slumber of cold vulgarity.” Do you agree with Lewis that most pupils are far more likely to suffer from a deficiency of just sentiment than an over-abundance of false sentiment? 

    (5) “A good education should build some sentiments while destroying others.” Do you agree? If so, which sentiments need to be encouraged, and which discouraged? 

    (6) “Aristotle says that the aim of education is to make the pupil like and dislike what he ought.” Would you agree with Aristotle? 

    (7) Do you think Lewis is right to posit a radical shift in the “educational predicament” of past and present educators? 

    (8) “I myself do not enjoy the society of small children: because I speak from within the Tao I recognize this as a defect in myself – just as a man may have to recognize that he is tone deaf or colour blind.” Do you agree that the Tao commands certain emotional responses of us? Could it be a defect not to like some things if the Tao prescribes us to? 

    (9) “No justification of virtue will enable a man to be virtuous.” How then should virtue be taught? 

    (10) “The Chest – Magnanimity – Sentiment – these are the indispensable liaison officers between cerebral man and visceral man. It may even be said that it is by this middle element that man is man: for by his intellect he is mere spirit and by his appetite mere animal.” Would you agree with Lewis’ description of manhood (or personhood) here? 

    (11) Do you think there are any ‘Men without Chests’ around today? Can you draw on any examples? 

    Monday 8/28 ~ Who is this Lewis guy really?

    Thoughts about the movie?

    Let's take a day to research Lewis. Here are a few questions we may want to start with, but you should add more as they come to mind.

    • What was his childhood like?
    • What details about his life's place and era would affect his ideas/writings? 
    • What was his education like? 
    • What were the major turning points of his life?
      • mother's death
      • conversion
      • marriage to Joy Davidman
    • What contributions did he make to various writing genres? 

    Monday 8/21 ~ Grab your Yellow Ring...We're going in!

    Happy Monday!

    Let's start by reading through the posts on our Moodle Forum about Narnia. Don't forget to post at least three times and three replies.

    Image result for narnia rings
    Let's look over our summer reading notes and talk about The Magician's Nephew first and so on...



    Cut the Fluff :)

    Hey!
    Let's have some fun getting to know everyone in class...especially our juniors!

    HW: Forum Posts - Don't forget to post tonight on three of your classmates' forum responses. Feel free to go beyond the requirements if ya get fired up about a topic. We'll talk more about Narnia next week and decide on the next book.

    The Marshmallow Challenge
    Image result for the marshmallow challenge
    Let's face it, we'd all give a pretty penny to spend just one more summer night around a campfire roasting s'mores and not worrying about school tomorrow morning, but....since summer is over we'll do the next best thing.






    Image result for the marshmallow challenge




    The Marshmallow Experiment ~ Directions
    • The winning team is the one that has the tallest structure measured from the table top surface to the top of the freestanding marshmallow. That means the structure cannot be suspended from a higher structure, like a hand, chair, ceiling or chandelier. 

    Who is this Jacksie?

    Wood Between the Worlds. These look like world portals to Narnia and various other places. (Magician's Nephew)

    Related image

    First, a few questions.....

    Why did you sign up for this class? What do you hope to gain from it?
    What do you already know about our author (his friends called him Jack)?
    What is the work flow of this class?

    • Your Moodle Password is Period4#

    And, if we have time, what did you think of the summer reading books?

    • HW: Before coming to class tomorrow, please post at least three of your six entries in Moodle for Summer Reading credit. Final credit for the last three response posts will be give early Friday Morning.  

    Thank you!!!

    Here is the link to evaluate our class.